远程教育条件下小学生的认知独立性与青年学生

Yermak S. M., Hetta V. G.
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摘要

提出的文章解决了一个重要的教育问题-小学生和学生的认知独立性的发展。这个问题一直是相关的,许多教学研究都告诉我们。事实是,科技进步的发展对教育部门不断提出新的要求,而解决这些问题的办法在很大程度上取决于年轻人的学习意愿。由于远程学习的需要,这个问题的紧迫性变得更加突出,在远程学习中,学习的成功在很大程度上取决于学生或学生的认知独立性。在向远程教育转变的背景下,笔者从隔离期小学生和学生独立性增强的角度分析了认知独立性的结构构成,并找出了今后需要注意的问题,以便更好地解决这一问题。笔者认为,青少年认知独立性的提高是通过他们广泛参与认知独立活动来实现的,在认知独立活动中,他们会运用自己的脑力,结合已有的知识技能、意志力和情感,从而更持久地形成认知独立的经验。认知独立的技能和经验不能用语言、故事或例子来传达。它是在经验丰富的教师的指导下,在主动学习的过程中形成和发展的。动力是对知识的兴趣。为了发展认知独立性,作者建议采用更积极的教学方法,让学生和学生参与创造性项目、技术创造力、研究、写论文、解决任务和问题、使用电信信息技术等。关键词:个体作业,认知独立性,认知活动,创造性活动,基于问题的学习,问题解决
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Cognitive independence of pupils and student’s youth in conditions of distance learning
The proposed article addresses to an important educational problem – the development of cognitive independence of pupils and students. This problem has always been relevant, which numerous pedagogical studies tell. It is the fact that the development of scientific and technological progress is constantly making new demands on the education branch, the solution of which largely depends on the willingness of young people to learn. The urgency of this problem has become more acute due to the need of distance learning, in which success in learning depends largely on the pupils or student’s cognitive independence. The transition to distance learning prompted the authors to analyze the structural components of cognitive independence from the standpoint of increased independence of pupils and students in quarantine period and to find out the points needed attention in the future in order to more successfully solve this problem. According to the authors’ opinion, the improvement of cognitive independence of youth is carried out through their broad involvement in cognitive independent activity, during which mental effort will be applied, along with existing knowledge and skills, willpower and feelings, thus, the experience of cognitive independence will be more persistently formed. Skills and experience of cognitive independence cannot be conveyed in words, stories or examples. It is formed and developed in the process of active learning under the guidance of experienced teachers. The driving force is the interest in knowledge. In order to develop cognitive independence, the authors propose to use more active teaching methods, involve pupils and students in creative projects, technical creativity, research, writing essays, solving tasks and problems, the use of telecommunications information technology and more. Key words: individual work, cognitive independence, cognitive activity, creative activity, problem-based learning, problem solving.
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