Когнітивно-стильовий підхід як засіб диференційованого навчання учнів
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Дата
2019
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Метою статті є обґрунтування необхідності розвитку когнітивного стилю в учнів як чинника оптимізації диференційованого підходу до навчання. Методи дослідження – аналіз літературних джерел, періодичних видань та Інтернет-ресурсів; інтерв’ю з викладачами та учнями: педагогічне моделювання. Висвітлена роль когнітивного стилю як механізму регуляції інтелектуальної діяльності. Акцентовано увагу на тому, що в різноманітності форм та методів інноваційного навчання диференційований підхід спрямований на психологічний та особистісний розвиток учня. У сучасних умовах механізми та прийоми його реалізації можна збагатити, залучивши знання про особливості пізнавальних стилів учнів.
The purpose of the article is to substantiate the need to develop the cognitive style of student’s learning in general secondary education institutions as a factor in optimizing differentiated approach to learning. Research methods – analysis of literary sources, periodicals and online resources; interviews with teachers and students; pedagogical modeling. The study has found out that differentiated learning based on cognitive style implies that to meet the mandatory requirements of the State Educational Standard for each student creates comfortable cognitive conditions of the educational process by providing him with variant methodological support. The hypothesis that differentiation of learning is a means of embodiment of individualization and means of transition of the child to their own plan and program of development has been updated. The necessity of taking into account in the process of differentiation of learning the cognitive style of students, which takes into account the specific composition of the mind of a particular student and manifests itself in the form of individual differences in the perception, analysis, structuring and assessment of what is happening around is proved. The special role of cognitive style as a highly organized mechanism of regulation of intellectual activity, which manifests itself in a wide range of educational situations, has been clarified. The practical significance of the study lies in the possibility of using the methodological recommendations given in the article, which relate to certain aspects of working with students with certain cognitive styles, in the course of conducting training in general secondary education institutions. As the main conclusion of the article is the belief that in the variety of forms and methods of innovative learning, which are being mastered and used by the institutions of general secondary education, differentiated learning retains its leading position as it is aimed at the psychological and personal development of the student. In modern conditions, the mechanisms and techniques of its implementation can be enriched by attracting knowledge about the peculiarities of students’ cognitive styles. The prospect of further exploration on this aspect of teaching should be development of a special psycho-diagnostic competence of the teacher, which should be taken into account in the system of higher pedagogical education and in the process of professional development of pedagogical staff.
The purpose of the article is to substantiate the need to develop the cognitive style of student’s learning in general secondary education institutions as a factor in optimizing differentiated approach to learning. Research methods – analysis of literary sources, periodicals and online resources; interviews with teachers and students; pedagogical modeling. The study has found out that differentiated learning based on cognitive style implies that to meet the mandatory requirements of the State Educational Standard for each student creates comfortable cognitive conditions of the educational process by providing him with variant methodological support. The hypothesis that differentiation of learning is a means of embodiment of individualization and means of transition of the child to their own plan and program of development has been updated. The necessity of taking into account in the process of differentiation of learning the cognitive style of students, which takes into account the specific composition of the mind of a particular student and manifests itself in the form of individual differences in the perception, analysis, structuring and assessment of what is happening around is proved. The special role of cognitive style as a highly organized mechanism of regulation of intellectual activity, which manifests itself in a wide range of educational situations, has been clarified. The practical significance of the study lies in the possibility of using the methodological recommendations given in the article, which relate to certain aspects of working with students with certain cognitive styles, in the course of conducting training in general secondary education institutions. As the main conclusion of the article is the belief that in the variety of forms and methods of innovative learning, which are being mastered and used by the institutions of general secondary education, differentiated learning retains its leading position as it is aimed at the psychological and personal development of the student. In modern conditions, the mechanisms and techniques of its implementation can be enriched by attracting knowledge about the peculiarities of students’ cognitive styles. The prospect of further exploration on this aspect of teaching should be development of a special psycho-diagnostic competence of the teacher, which should be taken into account in the system of higher pedagogical education and in the process of professional development of pedagogical staff.
Опис
Ключові слова
диференціація навчання, диференційований підхід, індивідуальні особливості, індивідуальні потреби, когнітивний стиль, стильовий підхід, пізнавальна діяльність, методичні умови, рефлективність, імпульсивність, differentiation of learning, differentiated approach, individual features, individual needs, cognitive style, style approach, cognitive activity, methodological conditions, reflectivity, impulsivity
Бібліографічний опис
Гиря, О. Когнітивно-стильовий підхід як засіб диференційованого навчання учнів [Текст] / О. Гиря // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 8 (92). – С. 43–53. – DOI:10.24139/2312-5993/2019.08/043-053.