Diagnostics of regulatory universal learning skills among students of 8-9 grades in the process of solving geometric construction problems

Statement of the problem. The article analyzes the studies of foreign and Russian authors in the field of diagnostics of regulatory universal learning skills (RULS) of students. It is concluded that there is a shortage of adequate tools for assessing RULS in the process of teaching geometry. The present research is aimed at solving the following tasks: finding a connection between the process of formation of regulatory skills and the formation of subject skills in teaching geometry to schoolchildren; assessment of the educational results of students, taking into account the characteristics of the taught subject. The purpose of the article is to scientifically substantiate and describe the RULS diagnostic tools for students in the process of solving geometric construction problems. The methodology of the study is based on the use of system-activity and personality-oriented approaches to learning; analysis of modern research in the field of diagnostics of personal and meta-subject results of students. Research results. The operational detailing of the students' RULS is determined and justified; the principles of development of the structural and content RULS map are highlighted. The article describes the relationship between the stages of solving construction problems and RULS, manifested by students in the process of their implementation. Priority regulatory actions are highlighted at each stage. The results of RULS diagnostics among 8-9 grade students, participants of the Regional Olympiad in Geometry named after Prof. S.A. Anishchenko. Conclusion. The structural and content map of students' RULS proposed in the article corresponds to the principles of completeness of structural elements; takes into account the systemic nature of the formation of RULS, the adequacy of the list of structural elements for the purposes of diagnosis and the choice of diagnostic tools. This map determined the direction of the search for links between the stages of solving construction problems and the operations manifested in the process of their implementation. The article presents a methodology for assessing students' RULS in the process of solving construction problems on the basis of expert assessment and self-assessment cards. The results obtained can be extended to other groups of students.