Since 2020, the coronavirus infection has covered the entire globe. Virologists and epidemiologists find it difficult to make predictions about the possibility of its complete eradication. This means an increase in the probability of the transition of educational and pedagogical processes mainly to distance education. The necessity of developing appropriate effective pedagogical technologies is actualized. This is facilitated by the current trend of "digitalization" of society, equipping educational institutions with information technology, and all students with personal computers. The national intellectual cores that make up the country's immune system-culture, science, education, public administration – are subjected to total information and network influence. The most vulnerable category is young people who are immersed in the information and digital web through all sorts of gadgets, who do not have reliable criteria for separating the grains from the chaff. The human brain is a kind of biological computer, a body of «local» self-government, designed to provide intellectual immunity, functions of self-analysis, self-criticism, self-assessment, self-organization, self-regulation, etc. Since a person is born without «software», the main task of all educational institutions is to provide students with cultural (software) means of effective correct independent thinking. In the conditions of market uncertainty, the coronavirus pandemic, the absence of an officially articulated national idea, national interests and ideology in Kazakhstan, the need to shift the focus of educational policy in the country from subject-programmed training to the cultivation of abilities for reflexive, functional-system thinking and interaction is becoming more and more clearly realized. From the methodological point of view, problems exist only in thinking and are associated with the lack of means of organized thinking, the corresponding abilities of a person to apply these means. Given the forced transition to remote, distance education, the nearest problem that needs to be resolved is the lack of effective pedagogical means for forming students' abilities for reflexive, functional-systemic thinking and interaction. Purpose is substantiation and development of author's model dialogues that indirectly contribute to the formation of students' abilities for reflexive, functional-system thinking and interaction in the conditions of distance education. Methods: model dialogues constructed using the method of ascent from the abstract to the concrete or the method of dialectical deduction and the method of converting concrete images of objects based on their abstract foundations. The given samples of the author's model dialogues demonstrate an innovative way of cultivating reflexive analytical, pedagogical and managerial abilities of students with different focuses.
Student attitude to distance education: Pros and cons
