scholarly journals Cognitive independence of pupils and student’s youth in conditions of distance learning

2021 ◽  
Vol 1 (6) ◽  
pp. 87-97
Author(s):  
Yermak S. M. ◽  
◽  
Hetta V. G. ◽  
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Cognitive Activity ◽  
Experienced Teachers ◽  
Structural Components ◽  
Educational Problem ◽  
Research Writing ◽  
Learning Problem ◽  
Active Teaching ◽  
Creativity Research

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.

scholarly journals The Role of Active Teaching Methods in the Formation of Students’ Cognition and Creativity

2021 ◽  
Vol 7 (6) ◽  
pp. 460-467
Author(s):  
D. Babaev ◽  
M. Bylykova
Keyword(s):  
Teaching Methods ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Great Influence ◽  
Round Table ◽  
Creative Activity ◽  
University Professors ◽  
Active Teaching ◽  
Higher Educational

Higher education as a subject of study of this article in the summer provides for the process of teaching pedagogical disciplines. When conducting seminars in a higher educational institution, the cognitive activity and creativity of students of individual methods of developing physical activity for the purpose of research. Recognition of students and creative activity of children. conversation “brainstorming”, “game activities” “round table” competition of practical works and methods of their discussion is used. It recognizes students on the basis of methods, determining the conditions for the development of culture and creativity. Specific recommendations are given. Student creativity the fact that active learning has a great influence on improvement, also identified. Results in higher educational institution to improve the process of teaching pedagogical disciplines contributes to. This article is recommended for university professors for use in seminars.

scholarly journals Distance learning problems in the educational process of a university in a pandemic

2021 ◽  
Author(s):  
В.В. Макарова
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Educational Process ◽  
Learning System ◽  
Learning Problems ◽  
Traditional Learning ◽  
Digital Competence ◽  
Active Teaching ◽  
Distance Learning System ◽  
Labor Resources

В данной статье представлены основные ограничения дистанционного обучения в эпоху экстремальных явлений: во-первых, слабая цифровая компетентность педагогов, которая не позволяет максимально использовать ресурсы педагогической деятельности посредством дистанционных технологий, формирование данной компетенции является важной задачей, реализация которой возможна через программы повышения квалификаций; во-вторых, несовершенная система дистанционного обучения, которая может быть внедрена в образовательный процесс как дополнение традиционному обучению, создание программного обеспечения требует как финансовых, так и трудовых ресурсов; в-третьих, слабая мотивация студентов к образовательной деятельности в процессе дистанционного обучения, которой должен управлять преподаватель, применяя активные методы обучения и координируя студентов на протяжении всего образовательного процесса. На основании полученных данных, предложены пути решения данных ограничений дистанционного обучения в эпоху экстремальных явлений. This article presents the main limitations of distance learning in the era of extreme events: firstly, the weak digital competence of teachers, which does not allow the maximum use of the resources of pedagogical activity through distance technologies, the formation of this competence is an important task, the implementation of which is possible through advanced training programs; secondly, the imperfect distance learning system, which can be introduced into the educational process as an addition to traditional learning, the creation of software requires both financial and labor resources; thirdly, the weak motivation of students for educational activities in the process of distance learning, which must be managed by the teacher, using active teaching methods and coordinating students throughout the educational process. Based on the data obtained, ways of solving these limitations of distance learning in the era of extreme phenomena are proposed.

scholarly journals Intellectual And Cognitive Activities Of School Pupils

2021 ◽  
Vol 03 (02) ◽  
pp. 447-450
Author(s):  
Makhfuza Abbosovna Gafurova ◽  
Keyword(s):  
Teaching Methods ◽  
Cognitive Activity ◽  
Educational Environment ◽  
Active Teaching ◽  
Cognitive Activities ◽  
The Creation

Some means of stimulating the intellectual and cognitive activity of younger pupils are considered: the creation of interesting educational environment (organization of the pedagogically rational dialogue with the children; using the ways of intellectual and emotional stimulating of the pupils), the use of active teaching methods and form (methods of empathy and figurative vision, didactical games, discussions, conducting of the non standard lessons est.), personality-oriented evaluation of the study-cognitive activity of pupils.

APPLICATION OF ACTIVE METHODS IN DISTANCE LEARNING

2020 ◽  
Vol 22 (10) ◽  
pp. 14-19
Author(s):  
Platonova R.I. ◽  
Potapov I.S. ◽  
Ammosova L.I.
Keyword(s):  
Distance Learning ◽  
Characteristic Feature ◽  
Teaching Methods ◽  
Learning Technologies ◽  
Educational Goals ◽  
Distance Learn ◽  
Active Teaching ◽  
Alternative Research ◽  
Distance Learning Technologies ◽  
Definition Of

The article analyzes the materials of foreign and domes-tic practices for the implementation of distance learn-ing, including those based on both recognized theoreti-cal developments and alternative research, on which there is no consensus among experts. The definition of "distance learning" has been substantiated, which is interpreted as a mechanism for organizing the educa-tional process through the use of information and com-munication networks and the interaction of students with each other and the teacher is carried out. The pa-per discusses active teaching methods, a characteristic feature of which is the ability to integrate and apply in an electronic environment using information and com-munication technologies. The authors investigate the specifics of distance learning technologies in compari-son with traditional methods, so under a number of cir-cumstances (for example, the coronavirus epidemic), not all active teaching methods can be effectively imple-mented to achieve educational goals and ensure the desired results.

scholarly journals Active teaching methods as a resource for effective training and education of primary school students

2020 ◽  
pp. 275-283
Author(s):  
Natal'ja Patturina
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Cognitive Activity ◽  
Personal Characteristics ◽  
Psychological Climate ◽  
Personality Characteristics ◽  
Primary School Children ◽  
School Students ◽  
Active Teaching ◽  
Best Teachers

The article discusses the main resources for the effective education of primary schoolchildren that contribute to successful adaptation to school, the development of the personality of a primary schoolchild - such as: active teaching methods, positive personal characteristics of the teacher, positive personality characteristics of the student, cognitive activity, favorable psychological climate in the classroom; it is proved that active teaching methods actualize such resources as cognitive activity of primary school children, favorable psychological climate in the classroom, positive personality characteristics of a teacher and a student; it is described the main groups of active teaching methods; some active teaching methods developed by the best teachers of elementary schools in Russia are given as an example.

scholarly journals ACTIVE TEACHING METHODS AND THEIR PLACE IN THE EDUCATIONAL PROCESS

2020 ◽  
Vol 71 (1) ◽  
pp. 655-659
Author(s):  
Sh. Kalbergenova ◽  
◽  
B. Sansyzbayeva ◽  
B. Koshkarbayeva ◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Educational Process ◽  
Theory And Practice ◽  
Early Years ◽  
Structural Components ◽  
Training Material ◽  
Active Teaching ◽  
Practical Research ◽  
Goals And Objectives

Historically, the oldest group of methods are verbal and then written methods. It should be noted that in the early years of the formation of the theory and practice of teaching in the Soviet school, a large place, if not the most important thing, was assigned to active teaching methods - heuristic, research, especially excursions, laboratory, practical research. Teaching methods are the most important structural components of a holistic pedagogical process, which includes the goals and objectives of training, the content, the forms of organization of training and its results. As you know, the main characteristic of the learning process is its purpose, on which the choice of the content of education (training material) depends. The teaching methods should correspond to this content.

ACTIVE METHODS OF FUTURE EDUCATIONAL ASPECTS TRAINING IN THE WORKS OF UKRAINIAN SCIENTISTS-PEDAGOGUES

2018 ◽  
pp. 57-59
Author(s):  
Nataliia Postoiuk ◽  
Irina Rabchun
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
Cognitive Activity ◽  
Educational Process ◽  
Interactive Methods ◽  
Practical Training ◽  
Educational Innovations ◽  
Historical Aspect ◽  
Active Teaching

The article analyzes current ideas about the problem of practical training of future specialists in the educational sphere. The content, historical aspect, specificity of active teaching methods in the experience of Ukrainian educators of the past and the present have considered in detail. A special emphasis is put on modern technologies for teaching students. Exceptional attention has been paid to interactive methods and teaching methods in the higher education institutions. The competent use of various active methods of teaching while conducting classes in higher education institutions makes it possible to make the process of mastering theoretical knowledge and the formation of practical skills not only interesting but also more productive. It has been proved that during such classes the level of cognitive activity of the students increases, the acquired knowledge is more flexible, critical thinking develops and the ability to make creative non-standard decisions is formed, future specialists become independent learners. The activity of the teacher is inferior to the activity of the listeners. Thus, it has been concluded that the use of active methods in the educational process of institutions of higher education provides the necessary conditions for the development of creative abilities of students, the desire to improve their own professional level, the formation of professional and personal qualities, the possession of modern educational innovations and their implementation in the educational process of higher education, formation of the ability to navigate new situations, find new approaches to solving professional situations and generalize their own pedagogical experience. The choice of active teaching methods helps to attract students to active communicative activities during classes, promotes self-mastery of skills and abilities, the search for the necessary linguistic means, and the ways of solving various tasks.

scholarly journals THE CHOICE OF METHODS OF SHAPING THE READINESS OF FUTURE ENGINEERS FOR PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION

2021 ◽  
Vol 15 (1) ◽  
pp. 63-77
Author(s):  
I. S. Dementeva ◽  
◽  
S. I. Osipova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Mechanical Engineering ◽  
Cognitive Activity ◽  
Educational Process ◽  
Practical Application ◽  
Research Results ◽  
Active Teaching ◽  
Language Communication ◽  
Specific Teaching

Introduction. The present study identifies the reasons for choosing teaching methods to prepare students majoring in engineering for professional foreign language communication and presents specific teaching methods. The scientific novelty of this paper is the selection of criteria for choosing the methods to shape the readiness of future engineers for professional foreign language communication, correlated with the readiness components. The theoretical significance lies in the expansion of the understanding of shaping the readiness for professional foreign language communication through a reasonable choice of methods correlated with the components of the studied phenomenon. The practical value of the research is in the use of the specific teaching methods in the educational process to shape the readiness of undergraduates majoring in “Mechanical Engineering: Welding Production” at the Siberian Federal University (Krasnoyarsk). The findings can be applied in teaching a foreign language to students of various specialties. Materials and methods. General theoretical methods employed to achieve the research goal are an analysis of regulatory information; comparative analysis of teaching methods; analysis and synthesis; and reflexive-evaluative procedures, which justify the choice of teaching methods in accordance with the set goal. The research materials are psychological and pedagogical sources, including scientific papers, dissertations, monographs, etc. Research results. The requirements for the choice of teaching methods are supplemented by the requirement for the communication with a focus on the studied readiness for professional foreign language communication, the need to increase motivation and the ability to get a specific visible result. The study proves that the readiness for foreign language communication in future professional activities can be effectively achieved using active teaching methods, in particular, brainstorming, case method, and game technologies. These methods consider the communicative nature of the phenomenon shaped and the professional context in its implementation when teaching English to undergraduates majoring in “Mechanical Engineering: Welding Production” at the Siberian Federal University (Krasnoyarsk). The practical application of the game-based method in the scenario of lessons and its expected results are presented. Conclusions. The research examines one of the pedagogical conditions related to the choice of a teaching method that allows involving students in cognitive activity in a professionally oriented educational environment. The grounds for the choice of teaching methods that shape the readiness of future engineers for professional foreign language communication are indicated. The methods for the productive preparation of students for professional foreign language communication are selected in accordance with the requirements of the competency-based and the activity-based approaches. Three active teaching methods have been identified to achieve this goal within the educational process of students specializing in “Mechanical Engineering: Welding Production.” These are brainstorming, case study method, and game methods. The practical application of the research results is relevant in the context of teaching a foreign language to students majoring in various disciplines. Keywords: readiness, foreign language communication, active teaching methods, professional activity

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

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