ФАКТОРЫ ФОРМИРОВАНИЯ АКАДЕМИЧЕСКОЙ РЕЗИЛЬЕНТНОСТИ

Abstract

The article is devoted to the analysis of factors for forming academic resilience, defined by the author as students’ ability to cope with educational tasks successfully, despite the failures and problems typical of the usual course of study. While considering the educational process through the prism of forming this result, the author determines not so much the acquisition of knowledge as the complex development of the personality, but the formation of superimposed skills necessary for solving life problems. The article provides evidence that academic residency contributes to the formation of the personality of learners and the development of such vital qualities as the ability to control their efforts and achieve planned results. Factors for the formation of academic resistivity are considered in the hierarchy. The change of educational targets in accordance with the challenges of the post-industrial era is considered as a system-forming factor, the concept of metacognitive is called an epistemological factor, didactic factors include: didactic content, didactic relationships and academic productivity of students. The theoretical and practical significance of the materials of the article is due to the isolation, justification and description of the drivers of academic resistance development, which determine the nature and individual features of this process. The analysis of the author's own pedagogical experience allows us to argue that the result of the combined action of the factors described in the article is students’ ability not to fear errors, to build and test hypotheses, to rely on logic and think beyond frames. This article continues the discussion started earlier on the pages of Yaroslavl Pedagogical Bulletin journal and within the framework of the activities of the inter-university research center «New Didactics» on issues of methodology and practice in the field of didactics of pedagogical education and higher education in general.