Change Of Student's Position At Transition From Learning Activity To Educational Activity

Abstract

The article considers the correlation of pedagogical phenomena “learning-cognitive activity” and “educational activity”, as well as the student’s position as the basis for solving the issue of removing the teaching process by the learning process. The following concepts are revealed: educational and cognitive activity, individualized educational activity, educational design, understanding, educational communication, reflection, autonomous cognitive position, and cognitive competence of a student. It is proved that the transition from learning-cognitive to educational activity is ensured by the development by students of universal cognitive procedures as methods of activity: educational design, understanding, educational communication, reflection. The educational results are defined as a set of parameters of the student’s cognitive competence and autonomous cognitive position and their continuity is shown. The idea of developing an independent position of the subject of learning and its subjectivity in teaching on the basis of didactic conditions is highlighted: consideration of the specificity of the essential characteristics of the development of the knowledge tradition in the content of education and changing the essence of pedagogical management of educational and cognitive activity. The characteristic of modern knowledge tradition is given, the purpose of pedagogical management of educational and cognitive activity is shown, the leading principles of pedagogical management of educational and cognitive activity of students for the transition to educational activity are revealed: didactic resonance, flexibility and situationality, eventuality and subsidiarity.