CC BY
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APPLIED IN EVERYDAY PEDAGOGICAL PRACTICE MODELS, METHODS, TECHNOLOGIES AND ORGANIZATIONAL FORMS OF CONTINUOUS EDUCATION. INTERNATIONAL EXPERIENCE SHARING
PEDAGOGICAL TECHNOLOGIES AS THE BASIS OF DEVELOPMENT OF STUDENTS' COGNITIVE ACTIVITY
Kh. M. Akramov
O. T. Parpiev
Students’ cognitive activity is the central component of the university teaching process. Students’ cognitive activity brings them knowledge and skills, and develops intelligence and will. Some other components of the teaching process, including absorption of educational information, controlling progress, fulfilling pedagogical and administrative assignments, and participating in public and political events, are necessary for purposeful and systematic cognitive activity, education and all-around personal development. The process of personal cognitive activity includes: (a) perception of educational information; (b) apprehension of the information acquired (expression of an idea in writing or speech); (c) comparison between the new data and the earlier acquired knowledge and its analysis; (d) application of new knowledge in practice; (e) consolidation of new knowledge; (f) independent cognitive activity.
Students’ cognitive activity involves the following kinds of actions: (a) psychosensory (visual, auditory, tactile etc.); (b) receptive (perception, observation, imagination, representation); (с) intellectual and analytical (analysis, synthesis, induction, deduction, abstraction, generalisation, comparison, opposition, judgement, conclusion etc.); (d) practical (experimenting, measurement, computation, production, graphical and written actions, etc.) etc.
However, practice shows that students’ cognitive activity is fraught with the following drawbacks: (1) as a rule, cognitive activity makes the students apprehend, realise and remember, as well as reproduce the knowledge acquired, rather than acquire, expand and deepen their ability to reproduce an objective model of the environment or the process in their consciousness. Using that model, they could correctly and effectively apply the knowledge acquired in their professional activity. Sometimes students do not master knowledge at all and have no idea of facts; (2) most students are unable to perceive or transform educational information in a proper way. Neither can they give an account of the information acquired. That factor essentially reduces the efficiency of in-class learning (lectures, seminars and laboratory practicals); (3) a lot of students are unable to plan or organise their home work or are not in full control of their results;
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(4) students’ cognitive activity is badly affected by inconsistency in methods of teaching various subjects, which is often aggravated by the absence of a single approach among teachers of the same subject, etc.
The attempts to raise the efficiency of cognitive activity are primarily expressed in two forms: first come the attempts to simplify the teaching material, for example - the educational text, which detracts attention when reading, creates negative motivation of perception, and even worsens understanding of the text read; then there is an intention to familiarise students with advanced industrial engineering. However, simple familiarisation with adequate methods of perception and transformation of educational information is not enough for students to learn how to put them into practice. To master them, it is necessary to provide regular and quite long training. To improve students’ cognitive activity, it is necessary to (a) learn adequate methods of perception and transformation of information, using game elements of pedagogical technology; (b) teach students to concretise the training objectives, divide them into general and particular aspects, and set the main goal when writing an essay, a cluster etc.; (c) reinforce intersubject communications and improve coordination of particular methods, placing emphasis on practical application of the information acquired; (d) widely use the training methods enabling management of students’ cognitive activity, especially among the first year students (e.g., computer-assisted training and self-control with technical aids), increase students’ in-class activity, using new pedagogical technologies and other forms.
References
1. Мухина С. А., Соловьева А. А. Современные инновационные технологии обучения. -М.: ГЭОТАР. Медиа, 2008.
2. Селевко Г. К. Педагогические технологии на основе активизации, интенсификации и эффективного управления УВП. - М.: Школьные технологии. 2005.
Translated from Russian by Znanije Central Translations Bureau
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