The Instuments for the Development of Universal Logical Skills of Analysis and the Culture of the Transmission of These Skills in the Process of Professional Training of Mathimatics Teachers

Abstract

General logical universal learning activities (analysis, synthesis, comparison, etc.) in studies of the theory of development of universal learning activities are often represented by generalized formulations such as «text analysis», «analysis of the formulation of a theorem», «synthesis of information», etc. This approach does not allow to evaluate the level of complexity of a cognitive action, to determine its specificity, and to distinguish the levels of possession of this cognitive action. The article deals with the approach to forming the general logical action of analysis, which is based on the concept of funding, developed by E.I. Smirnov, V.D. Shadrikov. The methodological principle of the research is associated with various aspects of the system-activity and competence-based approaches to the organization of teaching students of pedagogical specialties. The aim of the article is to develop an approach to the design of teaching tools aimed at the formation of the general logical action of analysis. Results. The article describes the preparatory stage of the implementation of the concept of funding general logical cognitive actions in the training of students of pedagogical direction. The approach to the level differentiation of cognitive action of analysis is proposed. The types of analysis and their manifestations in mathematical and socio-humanitarian disciplines are considered. In conclusion, the necessity of differentiating the analysis in the organization of funding of this action is justified.