FORMATION OF SELF-ORGANIZATION SKILLS OF STUDENTS'S EDUCATIONAL ACTIVITY

2020 ◽  
Vol 64 (3) ◽  
pp. 155-158
Author(s):  
A. Kosshygulova ◽  
Keyword(s):  
Decision Making ◽  
Theory And Practice ◽  
Learning Activities ◽  
Educational Activity ◽  
Self Organization ◽  
Social Significance ◽  
Educational Activities ◽  
The University ◽  
Independent Work ◽  
Independent Organization

This article deals with the problem of formation of modern students ' skills of self-organization of educational activities. It is also shown that a number of contradictions have arisen in the theory and practice of higher education, which determine the relevance of solving this problem. Self-organization of students' learning activities is set out on the expediency, activity, reasonableness of motivation, planning of their activities, independence, speed of decision-making and responsibility for them, criticality of evaluating the results of their activities. The author, relying on the opinions of many domestic and foreign scientists, defines the independent organization of educational activities not only as educational, but also as an independent work that has personal and social significance. He gives some results of his own research conducted at the university among students of the 1st, 2nd, and 3rd courses on this problem. It also identifies a set of skills for self-organization of students ' learning activities.

scholarly journals PSYCHOLOGICAL - PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF SELF-ORGANIZATION OF STUDENTS EDUCATIONAL ACTIVITIES

2020 ◽  
Vol 65 (1) ◽  
pp. 136-140
Author(s):  
A.S. Kosshygulova ◽  
◽  
A.T. Kenzhebaeva ◽  
Keyword(s):  
Decision Making ◽  
Critical Evaluation ◽  
Educational Activity ◽  
Self Organization ◽  
Social Significance ◽  
Educational Activities ◽  
Independent Work ◽  
Independent Organization ◽  
Pedagogical Science

This article discusses the issue of psychological and pedagogical conditions of self-organization of educational activities of modern students. In addition, we are talking about the fact that this topic is one of the most pressing problems of psychology and pedagogical science today ndependent organization of educational activities of students is stated on the expediency, activity, validity of motivation, planning of their activities, independence, speed of decision-making and responsibility for them, critical evaluation of the results of their activities. The author, based on the opinions of many domestic and foreign scientists, defines independent organization of educational activities as independent work of students, not only in the process of learning, but also as a property of individual and social significance, emphasizes the motivational nature of independent work as a special type of educational activity aimed at replenishing knowledge in a particular field of science

scholarly journals EDUCATIONAL ACTIVITIES IN UNIVERSITY DURING TEACHING GEOMETRY AND GRAPHIC DISCIPLINES TO THE BACHELORS OF TECHNICAL SCEINCES

2020 ◽  
Vol 225 ◽  
pp. 68-75
Author(s):  
O.N. Shevchenko ◽  
Keyword(s):  
Personal Development ◽  
Practical Experience ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Standards ◽  
Educational Activity ◽  
Soviet Period ◽  
Educational Activities ◽  
The Individual ◽  
The University

The education system at the university at the present stage is being created in the context of reforming education and other areas of activity that are closely related to the development processes of civil society. In todays’ Russia, the educational system that developed during the Soviet period has essentially lost its influence, and in accordance with the new challenges of the time, a different system for organizing the educational process is being formed. When teaching bachelors of technical sciences, it is possible and necessary to take into account the educational potential of technical disciplines in the complex process of a future engineering and technical worker personality forming. The methodological basis of the study is the psychological and pedagogical theory and practice of creating a system of educational activity when teaching engineering disciplines at a university with the aim of forming the personality of a competitive specialist in engineering and technology and reflecting the requirements of educational and professional standards for the training of experts in engineering profiles. The purpose of this article is to determine professionally important qualities and professionally significant psycho-physiological properties, based on theoretical analysis and study practical experience in teaching geometric graphic disciplines at a university, which students can form in the learning process for personal development and successful mastering of the profession in accordance with professional standards and the realities of industrial and technical sphere. Graphic culture has an impact on the worldview and moral values of the individual, forms aesthetic tastes, contributes to the formation of a civic position and responsibility. Educational activities at the university should be implemented not only in sports, leisure and entertainment events, but the most important aspects of personal education in learning technical disciplines are the formation of cognitive independence, strong-willed personality, emotional, behavioral, intellectual flexibility, which are the key qualifications of the future engineer. The results can be used in the teaching of graphic disciplines in technical universities.

scholarly journals Educational activity of students as a key element of the educational process in a higher educational institution

2019 ◽  
Vol 4 (9) ◽  
pp. 1-9
Author(s):  
Марина Черниковская ◽  
Marina Chernikovskaya
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Learning Activities ◽  
Educational Activity ◽  
Educational Institutions ◽  
Building Relationships ◽  
Regional Universities ◽  
Higher Educational ◽  
The University ◽  
Independent Work

The article is devoted to the study of the peculiarities of the organization of educational activity in a higher educational institution. It is prepared on the basis of monitoring results of students of higher educational institutions in Penza. More than 410 students from 6 regional universities took part in the monitoring. Elements of educational activity of students, such as participation in the educational process, building relationships in the university, independent work of students are considered. The main problems of students in the organization of the educational process, the features of the activity of students in training classes, during the passing of tests and examinations are revealed. The psychological atmosphere in higher education institutions in which students are trained, the level of building relationships in the student environment is analyzed. The answers to many questions on the educational activities of students are answered. Based on the results of the study, recommendations were developed to improve the effectiveness of student learning activities.

scholarly journals PEDAGOGICAL STIMULATION OF EDUCATIONAL ACTIVITY AS A FUNCTION OF A MODERN UNIVERSITY TEACHER

2020 ◽  
pp. 98-104
Author(s):  
Екатерина Александровна Лихачева
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Subject Position ◽  
Educational Activity ◽  
Practical Training ◽  
Educational Activities ◽  
Self Development ◽  
Sufficient Degree ◽  
The University ◽  
Stimulation Of

Обосновывается важность педагогического стимулирования учебной деятельности студентов, что обусловлено тенденциями современного высшего образования. Несмотря на достаточную степень разработанности вопросов педагогического стимулирования и активизации учебной деятельности, применительно к высшей школе данная проблема не находит комплексного решения. В деятельности преподавателя стимулирующая функция занимает особое место. Изучение опыта передовых ученых и анализ результатов собственной педагогической деятельности позволили предложить комплексный подход к педагогическому стимулированию учебной деятельности студента вуза: применение соответствующих методов и технологий обучения, реализация стимулирующих действий и системы педагогических стимулов. Определены стимулирующие действия преподавателя и применяемые им педагогические стимулы на каждом этапе практического занятия в вузе. Все это будет способствовать становлению субъектной позиции студентов, формированию у них положительного эмоционально-ценностного отношения к процессу обучения, повышению качества образования, выступит фактором развития способности к саморазвитию и самообразованию. The article substantiates the importance of pedagogical stimulation educational activities of students, which is due to the trends of modern higher education, namely the idea of continuing education. Despite the sufficient degree of development of issues of pedagogical stimulation and activation of educational activities, this problem does not find a comprehensive solution in relation to higher education. In the activity of a teacher, in addition to the implementation of educational, educational, and developmental functions, a special place is occupied by a stimulating function. This is evidenced by the theoretical analysis of the works of classics of Russian pedagogy. The study of the experiences of scientists and analysis of own pedagogical activity allowed us to offer a comprehensive approach to the pedagogical stimulation of educational activity of student: application of enabling methods and technologies of training, the implementation of stimulating activities and educational incentives. The article defines the stimulating actions of the teacher at each stage of practical training at the University (introductory, main, final) and the pedagogical incentives used by them. Stimulating actions of the teacher encourage productive joint educational process of students and teachers. Comprehensive stimulation of educational activities will contribute to the formation of the subject position of students, the formation of a positive emotional and value attitude to the learning process, improve the quality of education, and act as a factor in the development of the ability to self-development and self-education.

The University Mission in the Humanitarian Dimension: Stating the Problem

2021 ◽  
Vol 13 (3-1) ◽  
pp. 116-132
Author(s):  
Olga Zinevich ◽  
◽  
Tatyana Balmasova ◽  
Keyword(s):  
Business Models ◽  
Institutional Design ◽  
Social Ontology ◽  
Social Institution ◽  
University Education ◽  
Educational Activity ◽  
Knowledge Generation ◽  
Social Significance ◽  
University Mission ◽  
The University

The article focuses on the mission humanitarianism of a university as a social institution from the perspective of social ontology. The mission is viewed as a perfect benchmark (supreme goal and purpose) necessary for university existence as well as for maintenance and authorization of its institutional identity. It is shown that despite the changes in functionality of universities under the conditions of knowledge-intensive economy development (use of business models in interaction with the society), the humanitarian orientation has not lost its significance since it is necessary for the existence of a university as an institutionally organized specific educational activity, including knowledge generation, storage and transmission. Key institutional characteristics are considered that reveal the importance of humanitarianism for preserving the university as a unique social phenomenon. The authors are guided by the methodology of moderate constructivism – the study of value and meaning of human mentality, ideas and ideals in forming the institutional design of social reality. The role of the ideal and the intentionality of human actions in the construction and function of an educational social institution, which is expressed in the university corporation’s drive to be orientated at values, which give positive social significance to its activities and are aimed at achieving good, are explored. The university produces and conveys knowledge through establishing a knowledge subject, in other words, it forms the very intention to achieve a socially significant result not only in an objectified form of knowledge, but also in the form of evolution (development) of an individual who can produce and use knowledge for the good of society and for their personal advancement. In this context, the mission is understood to be a supreme goal and an ideal benchmark in the concrete historic practices of university education in forming a knowledge subject who must master the fundamental values necessary for society’s existence. The university mission is based on the concrete historic interpretation of the key socially significant goal of education: the development of a “human being” who acts for the good and benefit of society and its members via conveying the thesaurus of universal human values in their concrete historic theoretical and ideological formats.

scholarly journals PROGRAMMING OF INTEGRATED AND CROSS-CUTTING INDEPENDENT EDUCATIONAL AND SCIENTIFIC WORK OF STUDENTS IN HIGH SCHOOL IN THE CONTEXT OF COMPETENT APPROACH

2020 ◽  
Vol 1 (191) ◽  
pp. 82-86
Author(s):  
Lesya Zbaravska ◽  
◽  
Sergey Slobodian ◽  
Keyword(s):  
Scientific Work ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Activity ◽  
First Year ◽  
Student Activities ◽  
Professional Discipline ◽  
Competence Structure ◽  
Independent Work ◽  
Different Levels

The article analyzes the pedagogical technology of individual work planning on the basis of the scientific work of students during the whole period of study (starting from the first year) within the educational level and between them. The system of organization of integrated and cross-cutting educational space in agrarian engineering education, which is aimed at formation and development of different levels and types of competencies, is given. The methodology of professional discipline acquisition, the study of which is based on the integrated and cross-cutting principle and is aimed at the formation and development of different levels and types of competences of the future engineer was implemented. Pedagogical technology of cross-cutting programming and developed applied models are universal, taking into account the use of them after professional correction of content for any technological specialties. The role of organization of student cross-cutting learning in the formation of their professionalism and competence is demonstrated. The concept of future specialist training in agrarian engineering takes into account modern trends of development of agrarian and industrial sphere; specific characteristics of production competence structure; pedagogical patterns, principles and requirements, are based on the theory and practice of future specialists training in agrarian engineering. Combining two types of student educational activities such as educational and scientific, their implementation in the principles of cross-cutting requires new organizational, methodical and regulatory approaches to teaching students. Cross-cutting organization of independent work changes the requirements for the student activities, scientific and pedagogical staff and departments for educational process planning (dean's offices, educational units). The scientific materials provide peculiarities for planning cross-cutting educational and scientific work of students as a single complex of educational activity. It has been proved that cross-cutting programming of the educational process is effective for technological training, in which the form of state testing is qualification work (project). It has been established that the educational activity of students during the whole period of study and at its final stage depends on the constant cross-cutting professional, scientifically confirmed project activity. The prospect of these materials is the development of a detailed mechanism of planning "on request" and designing cross-cutting technologies for other areas of education.

scholarly journals USE OF THE BOOK IN EXTRACURRICULAR EDUCATION IN PRIMARY SCHOOL STUDENTS NEEDS FOR SELFEDUCATION

2021 ◽  
pp. 13-17
Author(s):  
M. POLYAKOVA-LAGODA ◽  
O. RUTKOVSKA ◽  
V. TSINA
Keyword(s):  
Primary School ◽  
Holistic Approach ◽  
Educational Activity ◽  
Book Reading ◽  
Primary School Students ◽  
School Students ◽  
Educational Activities ◽  
School Subjects ◽  
Literary Sources ◽  
Independent Work

The article considers the problem of improving the state of self-educational activity of primary school students in terms of limiting the lessons of the organization of the study of school subjects. The purpose of the article is to substantiate a holistic approach to educating students in the need for self-educational activities with a book while studying certain topics and sections of school subjects. Types of independent work of students with a book are analyzed on the basis of the number of textbooks (single and multi-textbooks), the results of their written processing (plan, thesis, citations, notes, synopsis, review, annotation, abstract). The advanced character of extracurricular work with the book in relation to studying of subjects at lessons is offered. The peculiarities of the formation of students’ ability to find and process books on educational subjects are revealed: methods of preliminary acquaintance with the text, rules of reading the book, regularities of memorizing its content. Means of determining the depth and stability of the expression of students’ needs in self-educational activities with a book (observation of students’ learning activities, conversations with them, parents and teachers, analysis of students’ library forms) are identified. The levels of cognitive self-educational activity of students with a book and the norms of time for their performance by students are analyzed: reproductive, reconstructive-variable, heuristic and creative (search) independent works. The method of expert assessments established the time spent on self-educational types of work with a book of different levels of cognitive independence of students. Observations of students ‘independent work with the book, questionnaires, self-photographs and timing helped to determine the actual cost of students’ time to complete educational tasks from literary sources. Experimentally established average norms of time spent by students on various types of self-educational activities with a book: reading basic and additional literature, notes, the use of literary sources to perform creative tasks.

scholarly journals Ontological Structures of the Modern Educational Process

2021 ◽  
pp. 97-104
Author(s):  
Nikolay N. Kozhevnikov ◽  
◽  
Vera S. Danilova
Keyword(s):  
Educational Process ◽  
Point Of View ◽  
Educational Activity ◽  
Self Organization ◽  
Teaching Methodology ◽  
Modern Education ◽  
World Coordinate System ◽  
The Subject ◽  
Main Components ◽  
Independent Work

Three fundamental provisions are introduced here, which lay the basis for studying the ontological structures of modern education: 1) education is what remains when everything that has been learned is forgotten; 2) education is achieved through independent work, while what they can teach one in schools and universities only helps to get it; 3) a well-oiled infrastructure of the cognition process is needed, i.e. auxiliary areas and resources for the formation of the structures under consideration. These provisions are investigated in the context of the concept of dynamic limit equilibria and the world coordinate system based on it. Of the four concepts of consciousness singled out by V.A. Lektorsky, the paper used the first two: identifying consciousness with knowledge and considering intentionality (focus on a certain object) as the main sign of consciousness. When re-assembling knowledge, two main trends are possible: 1) purification, which presupposes discarding of all that is superfluous (it can have to do with the degradation of the subject, his or her reorientation to completely new knowledge, or the need to prepare memory for perceiving more knowledge); 2) self-organization of the acquired knowledge, which is at the cutting edge of contemporary research. The latter trend has several important features. From the point of view of dynamic limit equilibria, knowledge tends to close itself into a stable optimal system, pushing everything unnecessary and secondary to the periphery. Moreover, in the process of self-organization knowledge gravitates towards increasingly accurate identifications that clarify the connections between its key elements. Further, the paper dwells on the characteristics of three main components of the classical educational-hermeneutic triangle teacher–text–student and their interaction with each other. In addition, the hermeneutic circles of teaching methodology are analysed: 1) preparation–teaching–perception; 2) course and its parts, course and its context. Cognitive structures and objects of consciousness, as well as catalyzation and self-organization of educational activity are also considered in the paper.

scholarly journals SYNERGETIC APPROACH AS A METHODOLOGICAL BASIS OF THE THEORY OF SELF-ORGANIZATION OF PRIMARY SCHOOL STUDENTS’ EDUCATIONAL ACTIVITY

2022 ◽  
Vol 1 (2) ◽  
pp. 21-28
Author(s):  
OLHA CHYKUROVA
Keyword(s):  
Primary School ◽  
First Grade ◽  
Educational Process ◽  
Educational Activity ◽  
Self Organization ◽  
Primary School Students ◽  
School Students ◽  
Educational Activities ◽  
Methodological Basis ◽  
Cognitive Activities

The educational process in a modern primary school involves a change in the position of the student: from the object of study they become active subjects of educational activities, which requires the activation of their self-organization. At the same time, the essence and purpose of education is not in the scholastic increase of information, but in the information support of the constant development of an individual. This problem is especially relevant in the context of distance learning in the New Ukrainian School (NUS), so increasingly popular are learning technologies aimed at enhancing the educational and cognitive activities of students and forming their readiness for independent work. Life in modern society requires that an individual develops the qualities of autonomy and organization: independence, initiative, ability to think creatively, etc. These qualities are considered as components of a single process of self-organization of an individual. Synergetic can be interpreted as a methodological basis for educational, prognostic, organizational and didactic-managerial educational activities. We characterize synergetic as an opportunity to solve problems of education in accordance with modern challenges. Despite numerous studies, the problem of implementing a synergetic approach in the formation of skills of self-organization of educational activities of primary school students remains open. The article describes the synergetic approach as a methodological basis of the theory of self-organization of educational activities of junior schoolchildren. The research of scientists in the field of synergetic, namely the transformation of its ideas in pedagogy as a basic idea of the theory of self-organization of educational activities of primary school students, analyzes the key ideas and positions of synergetic through the prism of interpretation of the educational process. The explication of the problem is carried out in the context of the analysis of the pedagogical system of primary school. The study presents the features of the synergetic approach in the first grade school. The essence of the synergetic approach as an interdisciplinary direction of cognition is considered. It is established that the synergetic approach allows to form self-organization of educational activity. It has been studied that the educational process in primary school can also be considered an open system, as it carries out a continuous process of exchange of information (knowledge) between teacher and students (feedback), and constantly changing the content of education according to society as a whole. The content of educational and cognitive activities during the formation of skills of self-organization of primary school students from the point of view of synergetic approach is revealed. The main regularities of the process of teaching junior schoolchildren as an open and complex system and a complex of multicomponent, interdisciplinary and multilevel knowledge are outlined, providing an opportunity to identify the main areas of synergetic ideas in the educational process. It is concluded that the implementation of a synergetic approach to the management and organization of the educational process of primary school will significantly increase its efficiency, make the educational process more flexible and universal.

scholarly journals A PERCEPÇÃO DOS BOLSISTAS DO PROJETO DE EXTENSÃO “A INSERÇÃO DA UNIVERSIDADE NO FUTEBOL” A RESPEITO DA RELAÇÃO TEORIA E PRÁTICA

2021 ◽  
Vol 36 (1) ◽  
pp. eURJ2353
Author(s):  
Otávio Nogueira Balzano ◽  
◽  
Abraham Lincoln de Paula Rodrigues ◽  
Gilberto Ferreira da Silva ◽  
Leandro Veras Castelo Branco ◽  
...  
Keyword(s):  
Physical Education ◽  
Theory And Practice ◽  
Educational Activity ◽  
Dimension Theory ◽  
New Professionals ◽  
Real Situation ◽  
Training Environment ◽  
Scholarship Students ◽  
Limited Experience ◽  
The University

In Physical Education, there is a discussion about the theory and practice dichotomy, and how much one provides support to the other to obtain legitimacy. This leads to thinking about the training of the new professionals in the area. In the training environment, there are theoretical subjects, which seem to be far from a reality outside of the university. This causes a misinterpretation of the real situation of education. The aim of this study was to verify the perception of the scholarship students about the extension Project “The insertion of the university in soccer” regarding the dimension theory and practice in the Physical Education training. It was conducted qualitative research, with a qualitative approach, and composed of five scholarship students from the extension project. The data were collected through an open questionnaire, applied to the students, and analyzed with the theoretical framework searching for the results. The data analysis indicates the tension maintenance between theory and practice, which the first one concentrates on the setting of a conceptual framework far from the practice conceived as a limited “experience of yourself” during an educational activity. However, the extensionists practices allowed to widen the knowledge of the professional expertise and, paradoxically, the application of the theories learned in the academic environment.

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