Технологія організації самостійної навчально-пізнавальної діяльності майбутніх учителів початкових класів
Файли
Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглядається самостійна навчально-пізнавальна діяльність майбутніх учителів початкових класів в умовах Європейської кредитно-трансферної системи навчання. Визначено сутність поняття, його структуру. Розкрито технологію організації самостійної навчально-пізнавальної діяльності. Обґрунтовано комплекс дидактичних дій на кожному з трьох етапів її організації: підготовчому, процесуальному, заключному. Охарактеризовано самостійну роботу як один із засобів залучення студентів до самостійної навчально-пізнавальної діяльності. Розглянуто особливості добору й конструювання завдань для самостійної роботи студентів. Завдання впорядковувалися відповідно до рівнів пізнавальної діяльності студентів (відтворюючий, реконструктивно-варіативний, евристичний та творчий).
The article deals with the independent educational-cognitive activity of the future teachers of elementary school in the conditions of the European credit transfer system of education. The essence of the concept and its structure are determined. Independent educational-cognitive activity of students is defined as purposeful, internally motivated, structured by the subject in the aggregate of the actions performed and adjusted him by the process and the result of the activity. The technology of organization of independent educational-cognitive activity of students, which is interpreted as a set of successive didactic actions, means aimed at the organization of their independent educational-cognitive activity, is disclosed. Technology organization of independent educational-cognitive activity consists of three main stages: preparatory, procedural, final. On each of them a special complex of methods, means, and receptions, conditioned to the specifics of organization of independent educational-cognitive activities is used. At the preparatory stage, the initial level of students' ability to carry out their own educational-cognitive activity is determined, the results of which show that only 30 % of students are capable of productive independent educational-cognitive activity. One of the reasons for such results is low cognitive activity of students. This became the basis for choosing ways to intensify the educational-cognitive activity of students, which we consider as a purposeful activity of the teacher on the development and implementation of such content, forms, methods, receptions and means that affect the cognitive sphere of the student's personality. As methods of activation are defined: receptions of activating educational-cognitive activities of students, such as formulation of rhetorical questions, control questions (one of the variants of implementation is the game "Digest"), reception "Moon"; lectures of provocation; problem lectures; active teaching methods; methods of problem and heuristic learning. An independent work is characterized as one of the means of involving students in independent educational-cognitive activities. The features of selection and designing of tasks for independent work of students are considered. Tasks were arranged according to the levels of cognitive activity of students (reproducing, reconstructive-variant, heuristic and creative).
The article deals with the independent educational-cognitive activity of the future teachers of elementary school in the conditions of the European credit transfer system of education. The essence of the concept and its structure are determined. Independent educational-cognitive activity of students is defined as purposeful, internally motivated, structured by the subject in the aggregate of the actions performed and adjusted him by the process and the result of the activity. The technology of organization of independent educational-cognitive activity of students, which is interpreted as a set of successive didactic actions, means aimed at the organization of their independent educational-cognitive activity, is disclosed. Technology organization of independent educational-cognitive activity consists of three main stages: preparatory, procedural, final. On each of them a special complex of methods, means, and receptions, conditioned to the specifics of organization of independent educational-cognitive activities is used. At the preparatory stage, the initial level of students' ability to carry out their own educational-cognitive activity is determined, the results of which show that only 30 % of students are capable of productive independent educational-cognitive activity. One of the reasons for such results is low cognitive activity of students. This became the basis for choosing ways to intensify the educational-cognitive activity of students, which we consider as a purposeful activity of the teacher on the development and implementation of such content, forms, methods, receptions and means that affect the cognitive sphere of the student's personality. As methods of activation are defined: receptions of activating educational-cognitive activities of students, such as formulation of rhetorical questions, control questions (one of the variants of implementation is the game "Digest"), reception "Moon"; lectures of provocation; problem lectures; active teaching methods; methods of problem and heuristic learning. An independent work is characterized as one of the means of involving students in independent educational-cognitive activities. The features of selection and designing of tasks for independent work of students are considered. Tasks were arranged according to the levels of cognitive activity of students (reproducing, reconstructive-variant, heuristic and creative).
Опис
Ключові слова
самостійна навчально-пізнавальна діяльність, самостійна робота, активізація навчально-пізнавальної діяльності, пізнавальна самостійність, методи активного навчання, методи проблемного навчання, методи евристичного навчання, Європейська кредитно-трансферна система навчання, independent educational-cognitive activity, independent work, activation of educational-cognitive activity, cognitive independence, activity, students, European credit transfer system of education, technology
Бібліографічний опис
Васько, О. Технологія організації самостійної навчально-пізнавальної діяльності майбутніх учителів початкових класів [Текст] / О. Васько, М. Бутова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 2 (76). – С. 107–118.