Теоретические основы и закономерности интенсификации познавательной деятельности студентов вуза

Abstract

The paper is devoted to the content, organization, methodology of formation and intensification of students’ cognitive activity. Theoretical and methodological model of cognitive activity is described. The stages, data and the results of the experiment aimed at the intensification of of students’ cognitive activity are presented. Improvement of higher school instruction process is impossible to be achieved without intensification of students’ cognitive activity. To solve this task, it’s necessary to take into consideration some factors. Firstly, the teacher takes on the roles of a facilitator and a challenger to help students learn to look for answers and to solve the problem independently, which makes it possible for the students to develop their critical thinking skills and to treat both their own hypotheses and those of other students more critically. Secondly, creation and application of the theoretical model of cognitive activity with certain stages: perception, thinking over, remembering (memorizing), exercises and assignments for knowledge acquisition in practice, further repetition and application of the acquired knowledge in practice is necessary. The presented theoretical model is successfully implemented in the process of studying the English language by the students of Engineering School at the Far Eastern Federal University. The results of using students’ project-based activity while teaching and studying the English language confirmed the effectiveness of the theoretical model of intensifying students’ independent cognitive activity.