Образовательное пространство учебной деятельности как условие субъектностиее участников

Abstract

The rapid pace of innovation and the increased quantity of information are affecting the traditional educational routes. Schools are now facing quite a new task: how to teach children to learn. The developmental learning approach of Elkonin and Davidov provides rich experience of solving this task. The paper describes a technology of learning space polarization that promotes learning autonomy in primary school and has been successfully applied in developmental learning classes. We explore the prerequisites of individual learning action formation, the action which is self-motivated, independent and responsible. We also describe three lines of learning autonomy development in students: result, research and product. The paper concludes with a description of the evolution of learning autonomy and its social/institutional forms and relates its stages to certain age periods in the child development.