TECHNOLOGY OF INDEPENDENT ACQUISITION OF KNOWLEDGE BY STUDENTS IN CONDITIONS OF DISTANCE EDUCATION

Abstract

The article is devoted to the justification and clarification of the theoretical and methodological aspects of the development and implementation of the technology of independent acquisition of knowledge by students in the conditions of distance education, which is the purpose of this article. The main research methods used in this article are: analysis, synthesis and generalization of the theoretical and methodological foundations of the process of developing the technology of independent acquisition of knowledge by students in the conditions of distance education and the results of the analysis of the methods of implementing this technology in pedagogical practice. It has been proven that the effectiveness of the implementation of this technology depends on the level of students’ ability to independently acquire knowledge and affects the formation of their educational competence. The effectiveness of the organization of the process of independent acquisition of knowledge by students is ensured by the combination at various stages of educational technology of such teaching methods that contribute to the activation of the conceptual, practical and visual components of students’ thinking. Solving the problem is facilitated by practical actions, manipulation of images, use of visualization, concrete supports. Such supports can be tables, diagrams, graphs and other types of symbolic visualization. They are used to model the content of problems, which is reproduced in the student’s mind. Important here is also the issue of organizing the pedagogical interaction of participants in the educational process in the conditions of distance learning. The organization of remote interaction of remote learning subjects should be aimed at creating favorable conditions for their productive activities, solving problems of mutual understanding, step-by-step development of the necessary communication skills, adequate assessment of learning results. The planning and organization of pedagogical interaction during the application of the technology of independent acquisition of knowledge in the conditions of distance learning should include: the active inclusion of all participants in the educational process in the discussion and implementation of actions when making decisions at various stages of the organization of interaction; formation of the research position of all subjects of education; objectification of behavior, which involves receiving constant feedback; building partnership communication, which means recognizing and accepting the value of everyone’s personality, their thoughts, interests, features, aspirations, and prospects for personal growth.