ОРГАНИЗАЦИЯ УЧЕБНОГО ПРОЦЕССА В СООТВЕТСТВИИ С ДЕЯТЕЛЬНОСТНОЙ ТЕОРИЕЙ: ПРАКТИЧЕСКОЕ ПРИМЕНЕНИЕ МЕТОДА

Abstract

Introduction. Th e learning process has always been one of the essential objects of psychological study, according to Activity Th eory. Davidov (citation needed) has proposed diff erentiation between the general term of non-specifi c learning as any kind of social experience and the specifi c learning resulting from guiding and organized learning. Talizina (2018, 2019) has proposed a notion of organization of the process of learning according to Activity Th eory, in particular, concerning the psychological notion of action formation by stages. Th is proposal might be understood straightforwardly for consideration of the process of teaching and learning according to Activity Th eory. Th e goal. Th is article aims to discuss the necessity of continuing the psychological study of the educational process as a dialectic and complex relation between the organization of the learning process and the results of this process as achievement in a child’s development. Findings and proposals. Th is article off ers a revision of the notion of organization of the learning process with original proposals. We propose two sub-periods or two methodological possibilities as the organization of the learning process. Firstly, initial primary school (fi rst three grades of primary school), and further grades of primary school (second three grades of primary school), according to Davidov’s (citation needed) psychological notion of the school-age and learning as a leading activity of child’s development. Conclusions. Th is article concludes that activity theory as a general theory with a variety of particular concepts, such as psychological age, leading activity and formation of mental actions are useful for positive solution of current problems which exist in education systems in diff erent countries.