THEORY AND PRACTICE OF FORMATION, DEVELOPMENT AND IMPROVEMENT OF UNIVERSAL LEARNING ACTIONS IN ELEMENTARY SCHOOL STUDENTS

Abstract

The contemporary educational landscape necessitates a shift from traditional rote learning to the cultivation of universal learning actions (ULAs) in elementary school students. This paper elucidates the theoretical underpinnings of ULAs, emphasizing their centrality in fostering holistic cognitive development and adaptability in young learners. Drawing from a synthesis of pedagogical research, neuroscientific insights, and practical classroom observations, we delineate a progressive framework for the formation, development, and enhancement of ULAs. This framework recognizes the dynamic nature of elementary education and underscores the importance of experiential learning, metacognition, and collaborative inquiry. Moreover, through detailed case studies, we illuminate best practices and strategies that educators can deploy to integrate ULAs into their curricula. Our findings suggest that the deliberate nurturing of ULAs not only augments academic outcomes but also equips students with the critical thinking, problem-solving, and self-regulatory skills indispensable for lifelong learning.