ПРАКТИКО-ОРІЄНТОВАНЕ НАВЧАННЯ ПРЕДМЕТІВ ПРИРОДНИЧОГО ЦИКЛУ ЯК ШЛЯХ ФОРМУВАННЯ ПІЗНАВАЛЬНОЇ САМОСТІЙНОСТІ ПІДЛІТКІВ

Abstract

The article is dedicated to issues of finding the ways of forming cognitive autonomy of students of the 7–9ths grades during studying natural science in the secondary school. It’s showed the factors that are necessary for the formation of cognitive independence of schoolchildren. It’s proved the expediency of the reorientation of studying natural science in the direction of their practical reproduction. It was made an attempt to reveal the ways of ensuring the practical orientation of the process of teaching these subjects as a way of forming the cognitive autonomy of schoolchildren.We consider it important to use household experiments in learning, which are not dangerous, do not require additional equipment and can be repeated by a schoolboy at home. This will make it possible to realize the importance of scientific facts that are used in real life, to deep knowledge, to develop a cognitive interest in the study of the subject, to improve the experimental skills of students. The using of video demonstrations of experiments and experiments contributes to the conscious development of educational material, form the correct initial ideas about those phenomena and processes that are studied, reveal patterns, familiar with the methods of scientific research, with the action and rules of use the equipment and installations, illustrate the technology of real scientific experiments and so on. Achievement of such a goal is seen in the successful use in the educational process of modern information technology, intended for video recording and distribution, creation and editing of photographs. The advantages of using such technologies is that they do not require separate devices. A student can use his own mobile phone or tablet for photography and video recording of experiments or any processes. This will stimulate the manifestation of cognitive interests and further develop cognitive autonomy.The study of the formation and development of the students’ cognitive autonomy is a modern task and requires further research, taking into account the intensive development and use of information and communication technologies that provide unique opportunities for autonomy learning.