Formation of Cognitive-Technological Competence as a Mechanism of Realisation of Rational Component in Training Undergraduate Students

Abstract

Aim. The purpose is to consider the theoretical and methodological foundations of the formation of cognitive-technological competence as a mechanism for implementing the rational component in the training of a history teacher, the essence of the concepts "rationality in education", "rationality in science", "cognitive-technological competence" is revealed”. Methods. The theoretical method of forming cognitive-technological competence in the process of studying the history of Europe and America has been substantiated, developed and tested. The model includes the unity of methodological, content-technological and evaluation-resultative components. Results. The analysis shows that focusing attention on the leading role of the teacher in the formation of the students’ mental activity requires the student to understand the logic and mechanisms of human mental development. Conclusion. At the same time, a number of unresolved issues in the process of working with students were highlighted, in particular: the need for a broad discussion of the advantages and disadvantages of distance learning in the implementation of the rational component of undergraduate students, the development of students' responsibility for learning, training on the development of cognitive and technological competence of students of the master's degree in specialty 014.03 "Secondary education ( history)" in the conditions of a pandemic.