Теоретичні аспекти самоорганізації навчально-пізнавальної діяльності студентів
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Дата
2015
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У статті висвітлено теоретичні питання самоорганізації навчально-пізнавальної діяльності студентів. На основі аналізу психолого-педагогічної літератури встановлено зв’язок самоорганізації з поняттями «Я»-концепції. Уточнено поняття «навчально-пізнавальна діяльність студента». Визначено та охарактеризовано сутність самоорганізації навчально-пізнавальної діяльності студентів вищих навчальних закладів. Обґрунтовано важливість забезпечення самоорганізації навчально-пізнавальної діяльності студентів в освітньому процесі.
The effectiveness of the educational process is provided by a number of factors. One of the most important is the ability of a student to get new knowledge independently at different stages of professional development. The problem of self-organization of learning and cognitive activity of students deserves special attention of teachers. Analysis of psychological and pedagogical research on self-organization in education allows to distinguish several main areas: organization of independent work of students; forming rational learning activity; the relationship of self-organization of learning and motivation activities; the relationship of self-organization and self-control; creating a culture of self-organization. The article deals with the theoretical aspects of self-organization of learning and cognitive activity of students. Self-organization is linked to other concepts of “I”-Concept: self-actualization, self-analysis, self-education, self-control, self-regulation, self-assessment, self-knowledge and others. We note that student’s learning and cognitive activity is based on positive motivation, personal qualities of the student as a subject of study, and is aimed at teaching the student as a person who possesses the ability of self-organizing their own activities. Based on the analysis we can conclude “self-organization of learning and cognitive activity of students” is conscious activity of students associated with the ability to organize themselves in the learning process, which manifests itself in focus, activity, conscious motivation, planning its activities, independence, speed decision making and responsibility for them, critical assessment of the results of their actions, a sense of duty. In the process of self-organization skills and personal qualities that ensure the effectiveness of teaching and learning of students are formed. Self-organization of learning and cognitive activity of students contributes to the improvement of the learning process and organizes educational activities of students. The effectiveness of educational activity depends on student’s own efforts and attitudes. Prospects for further research are to establish and characterize components of self-organization of learning and cognitive activity of students; to study the technology of ensuring the effectiveness of self-organization of learning and cognitive activity of students in higher education.
The effectiveness of the educational process is provided by a number of factors. One of the most important is the ability of a student to get new knowledge independently at different stages of professional development. The problem of self-organization of learning and cognitive activity of students deserves special attention of teachers. Analysis of psychological and pedagogical research on self-organization in education allows to distinguish several main areas: organization of independent work of students; forming rational learning activity; the relationship of self-organization of learning and motivation activities; the relationship of self-organization and self-control; creating a culture of self-organization. The article deals with the theoretical aspects of self-organization of learning and cognitive activity of students. Self-organization is linked to other concepts of “I”-Concept: self-actualization, self-analysis, self-education, self-control, self-regulation, self-assessment, self-knowledge and others. We note that student’s learning and cognitive activity is based on positive motivation, personal qualities of the student as a subject of study, and is aimed at teaching the student as a person who possesses the ability of self-organizing their own activities. Based on the analysis we can conclude “self-organization of learning and cognitive activity of students” is conscious activity of students associated with the ability to organize themselves in the learning process, which manifests itself in focus, activity, conscious motivation, planning its activities, independence, speed decision making and responsibility for them, critical assessment of the results of their actions, a sense of duty. In the process of self-organization skills and personal qualities that ensure the effectiveness of teaching and learning of students are formed. Self-organization of learning and cognitive activity of students contributes to the improvement of the learning process and organizes educational activities of students. The effectiveness of educational activity depends on student’s own efforts and attitudes. Prospects for further research are to establish and characterize components of self-organization of learning and cognitive activity of students; to study the technology of ensuring the effectiveness of self-organization of learning and cognitive activity of students in higher education.
Опис
Ключові слова
студент, самоорганізація, навчально-пізнавальна діяльність, «Я»-концепція, самоактуалізація, самоаналіз, самоосвіта, самоконтроль, саморегуляція, student, self-organization, learning and cognitive activity, "I"-Concept, self-actualization, self-analysis, self-education, self-control, self-regulation
Бібліографічний опис
Гук, І. П. Теоретичні аспекти самоорганізації навчально-пізнавальної діяльності студентів [Текст] / І. П. Гук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 9 (53). – С. 216–223.