ФОРМУВАННЯ НАВЧАЛЬНОЇ САМОСТІЙНОСТІ УЧНІВ ПІД ЧАС КОГНІТИВНОЇ ДІЯЛЬНОСТІ

Abstract

The article is devoted to the problem of the forming of self-activity in the process of the forming of culture of logical thinking of the future specialists. It is underlined that self-activity is the ability of the person to organize own activity ant to realize it with the aim of solution of new problems. It is proved that the self-activity is the one of the indexes of the formed culture of logical thinking. We distinguish three levels of educational independence in cognitive activity aimed at forming a reflective position on the culture of logical thinking. The first level: reproductive (reproductive), in which the individual tries to learn new knowledge, perform the proposed tasks, provided there is a clear and understandable sample and tips of the teacher. The criterion for the formation of this level may be the desire of the individual to understand the object of study, in the performance of tasks. Indicators of this level are the ability to perform tasks on the model and the lack of need to analyze their own activities, its results. Second level: reconstructive, in which the individual seeks to understand the content of the object of study, its essence, to identify causal relationships. In addition, the individual tries to master the means of applying knowledge in a changed environment. The criterion for the formation of this level of independence is the presence of a desire to identify the cause of the phenomena, which is manifested in the question «why did I do it». The individual is able to apply knowledge in changed conditions. An indicator of the formation of the level is the ability to perform typical tasks even in the event of certain difficulties. At this level is the formation and achievement of cognitive independence (formation of fixed assets, techniques, skills – methods of cognitive activity and the ability to reproduce and choose to use) as a result of consolidating the mechanisms of complex transferences, conditions for reflexive position. The third level is creative, in which the personality is characterized by a lasting interest and desire not only to understand the essence of the object of study, but also to find a new way to solve the problem, to analyze it. This level is characterized by the desire of the individual to apply knowledge in a new situation, ie to transfer knowledge and means of activity in those conditions that were not yet known. Criteria for assessing the formation of this level is an independent search for a solution to the problem faced by the individual in the process of cognitive and practical activities, attempts to analyze their own activities, causes and consequences of its results. Indicators of this level of independence are the solution of search and cognitive tasks, persistence in achieving the goal, identifying a clear reflective position of the individual. Conclusions. Thus, independence during cognitive activity as an indicator of the formed reflective position is a generalized quality of personality, which is manifested in initiative, critical thinking, adequate self-esteem and a sense of responsibility for their own activities and actions. Prospects for further research. Our further research will be devoted to the identification of effective means of forming independence during cognitive activity, development of technologies for forming a clear reflective position of the student, which effectively influences the personality in the process of forming the culture of its logical thinking and is one of its indicators. Key words: