Cognitive Activity Of Students Research Articles

Интерактивные технологии как фактор повышения познавательной активности студентов

Интерактивные технологии как фактор повышения познавательной активности студентов

ПЕРЕВАГИ ВПРОВАДЖЕННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В СИСТЕМУ ВІЙСЬКОВОЇ ОСВІТИ

Opportunities and perspectives of the use of distance learning technologies (DLT) in the process of professional training of military experts are considered in the paper. DLT allows to carry out educational process at a distance without losing its quality. DLT even improves quality due to individualization, active teaching methods, bilateral interaction between teacher and student (cadet). The distance learning form will be considered as an additional system that is used to supplement the academic disciplines taught by the Secondary Schools for applicants’ education in full-time education. The main aim of the using distance learning technologies at the Secondary School is providing students with access to electronic educational resources through the using modern information technologies and telecommunication networks. The educational process in distance learning for a cadet have to include all the main forms of the traditional organization at the educational process: lectures, seminars and practical classes, laboratory workshops, control system, research and independent work. All these forms of organization of the educational process will allow to implement a flexible combination of independent cognitive activity of students (cadets) in with different sources of information, operational and systematic interaction with the course teacher and group work of students (cadets).The advantages of using distance learning technologies in the training of military specialists are various, namely: flexibility, modularity, technological approach, increase motivation and self-motivation of students, new role of the teacher.The process of using remote technology is considered as an integral part of the assessment of the quality education and information during the educational process. The new possibilities of practical application of remote technologies in the organization educational process in the Secondary School are formulated in this paper.

Features of students ’ vision of teachers

The article is devoted to the analysis of an important aspect of pedagogical interaction between teachers and students as the idea/vision of each other, in particular the image of the teacher through the eyes of the student. The vision of a communication partner is the basis for the formation of an attitude towards him and the activities performed by him. A positive attitude to the teacher motivates cognitive activity of students, stimulates interest in the future profession, i.e. is a factor of productive interaction in the educational process. The study is based on the use of projective techniques, which revealed the differences in students ’ ideas about the ideal and the real teacher. Assessing the overall results of the study, we can say that there is a clear difference in the assessments of teachers in comparison with the student’s ideas about the ideal teachers. Students negatively characterize the real pedagogical interaction and want more softness, joy, positive emotions from interesting teachers. Taking into account the data obtained will help to improve the efficiency of the pedagogical process.

РАЗВИТИЕ ПОЗНАВАТЕЛЬНОЙ АКТИВНОСТИ СТУДЕНТОВ В УСЛОВИЯХ КОМПЕТЕНТНОСТНОГО ПОДХОДА

РАЗВИТИЕ ПОЗНАВАТЕЛЬНОЙ АКТИВНОСТИ СТУДЕНТОВ В УСЛОВИЯХ КОМПЕТЕНТНОСТНОГО ПОДХОДА

Формирование умений командной работы у студентов технических вузов

The paper deals with the problem of teamwork skills development among students during graph- and-project-based learning. Team solution of graph project task enhances learning and cognitive activity of students. When collaborating in a team, students get involved in the learning process and become its interacting players. The study highlights the personal qualities of students needed for successful team building. The author devises a technique for developing teamwork skills when solving graph project tasks that helps manage, assess, and modify this process, measure the degree of development of the multi-faceted qualities of each team member necessary for harmonious teamwork. The effectiveness should be identified by not the maximum development rate of team-building skills but their minimum indicators. Such an approach makes it possible to avoid the failures in training university graduates and allows students master the necessary skills to build a successful career in the future.

Активізація пізнавальної діяльності студентів під час читання лекцій у закладах вищої освіти

Активізація пізнавальної діяльності студентів під час читання лекцій у закладах вищої освіти

Потенциал образовательного события как средства организации коммуникации в электронной образовательной среде

The influence of electronic educational environment on the organization of the semantic field of communicative and cognitive activity of students is considered. The ontological and axiological components of the content of communication and the form of their representation in electronic educational environment are described, which make it possible to compensate for the risks of the distant cognitive process. The role of an educational event as a form of solving a practice-oriented problem that initiates various types of cognitive activity of subjects of communication is substantiated.

ВІРТУАЛЬНА ЛАБОРАТОРІЯ З ВИВЧЕННЯ ОСНОВ КВАНТОВОЇ МЕХАНІКИ

У статті висвітлюється проблема організації навчально-пізнавальної діяльності студентів у процесі підготовки та виконання фізичного практикуму з курсу квантової фізики на основі реалізації інформаційно-комунікаційних технологій і комп’ютерної техніки, що підвищують рівень навчальних досягнень майбутніх фахівців. Показано, що комп’ютерноорієнтовані засоби є достатньо ефективними саме для навчально-виховного процесу, бо за таких умов організації пошукової діяльності студентів вони виконують роль засобів навчальної діяльності і сприяють відшукуванню студентом вже відомої навчальної інформації, яка дозволяє вирішити виявлену у даний момент навчальну проблему у вигляді навчального завдання чи проекту. Студент, як суб’єкт навчання, не одержує нового елемента знань, але знайомиться з інформацією про відомий спосіб вирішення навчальної проблеми. Тому комп’ютерно-орієнтовані засоби навчання у процесі виконання фізичного практикуму є ефективними засобами організації діяльності студентів у навчально-виховному процесі з курсу квантової фізики, а програмно-педагогічне забезпечення є педагогічно виваженим і виправданим з метою формування предметних компетентностей студентів. Разом з тим пропоноване ППЗ «Quantum Physics» дозволяє виконати 11 робіт фізичного практикуму у варіанті віртуального і реального дослідження і в поєднанні з раніше одержаними результатами дає підстави для твердження про доцільність створення віртуальної лабораторії з вивчення основ квантової фізики, що охоплює новий матеріал змісту та методику виконання фізичного практикуму з урахуванням побажань і планів суб’єкта навчання.В статье рассматривается проблема организации учебно-познавательной деятельности студентов в процессе подготовки и выполнения физического практикума в курсе квантовой физики на основе осуществления информационных и коммуникационных технологий и компьютерной техники, которые повышают уровень учебных достижений будущих специалистов. Показано, что компьютерно-ориентированные средства являются весьма эффективными для студентов, они выполняют роль средств учебной деятельности и способствуют поиску студентами уже известной учебной информации, которая дает возможность решить уже существующую в данный момент учебную проблему в виде учебного задания или проекта. Студент, как субъект обучения в процессе выполнения физического практикума не получает нового элемента знаний, но ознакомляется с информацией об известном способе решения учебной проблемы. Поэтому, компьютерно-ориентированные средства обучения являются эффективными средствами организации деятельности студентов в учебно-воспитательном процессе курса квантовой физики, а программно-педагогическое обеспечение является педагогически взвешенным и оправданным с целью формирования предметных компетентностей студентов. Вместе с тем, предложенное ППО «Quantum Physics» дает возможность выполнить 11 работ физического практикума в варианте виртуального и реального эксперимента и в сочетании с раньше полученными результатами дает основания для утверждения о целесообразности создания виртуальной лаборатории по изучению основ квантовой физики, которые охватывают новый материал и методику выпол нения физического практикума с учетом пожеланий и планов субъек та обучения.The article describes the organization of educational and cognitive activity of students in the process of preparation and implementation of a practicum on the course of quantum physics on the basis of the implementation of information and communication technologies and computer technology in order to raise the level of educational achievements of future specialists. It is shown that computer-oriented means are quite eff ective for the educational process, because under such organization of students’ research work they perform the role of learning means and help to fi nd an already known educational information, which allows to solve the current problem in the form of a study assignment or a project. A student, as a subject of learning, does not receive a new element of knowledge, but gets acquainted with the known way to solve the educational problem. Therefore, computer-based learning tools in the process of performing a physical practicum are quite eff ective means of organizing students’ activities in the educational process in the course of quantum physics, and the pedagogical software is pedagogically balanced and justifi ed for the purpose of formationof students’ subject competences. At the same time the proposed software «Quantum Physics» allows to execute 11 laboratory works of physical practicum in both virtual and real research variants and in conjunction with the previously obtained results gives grounds for the assertion that it is expedient to create a virtual laboratory for the study of the foundations of quantum physics, which covers the new content and the methodology for the implementation of a physical practicum taking into account the wishes and plans of the subject of learning.

ГРАФІЧНИЙ ІНТЕРФЕЙС ЯК ДИДАКТИЧНИЙ КОМПОНЕНТ ЕЛЕКТРОННОГО ПІДРУЧНИКА

This article deals with the issue of updating the principles of creation of e-textbooks via graphical interface. The close attention has to be paid to the transformation of the modern society where the new generation of people uses computers, smartphones and tablets not only as working tools but as the means of discovering the world as well. Therefore the graphical interface is considered the code of understanding the information environment. It is emphasised that the spread of information technologies and information transmission and processing methods have become an integral element of human thinking and perception of the world. Getting most of their information through the Internet modern people perceive process and memorize it according to the principles of the interface and programming languages. In this regard graphical interface is seen as the fundamental of the e-textbook visualization. The article presents the model description of the e-textbook “History of Ukraine” visualized as the cube. Each tier in this cube describes the cultural stratum of the epoch and shows the general dynamics of historical development. Each plane in this cube analyses the content of each problem. Studying every part, students open consistently the horizontal cube stratums and see the topics of the epoch represented by the graphical interface device. Every topic contains visualized scheme with hyperactive dates and surnames with zero traditional text with hyperlinks. The advantage of such e-textbook structure is to rise student cognitive activity due to the new principles of the educational material visualization. The e-textbook interface is intuitive; it can be updated and used to get the insight into selected topics and questions. It has means to activate the resources of human higher nervous system taking into account the individual features of students and topics they are studying. Attention is drawn to the fact that scientific progress has been made possible largely thanks to the improvement of semiotics, that is, the development of our language, especially those of its branches, as the language of symbolic logic, rather than by improving brain function.

Современное цифровое образование: тенденции развития

The article is devoted to understanding the role of digital resources in the modern educational space. It is shown that the development of education is inherently associated with the introduction of computer technologies in the educational process that expand the boundaries of cognitive activity of students. However, despite the presence of positive aspects, there are a number of problems related to the use of technical means, and requiring their solution. The main attention in the work is accentuated by the fact that the development of science in the field of high technologies has a huge influence on the development of education. In this regard, views are expressed on the search for new approaches to teaching in the modern digital society.

COGNITIVE ACTIVITY OF STUDENTS UNDER CONDITIONS OF DIGITAL TRANSFORMATION OF LEARNING ENVIRONMENT

Technological changes in science, economics and society lead to social, political and cultural changes. Changes in education, among other things, cause some contradictions: between the emergence of the latest technology, technology and the new generation of means for training, management and scientific research and late response of education managers to the choice, implementation and spread of innovation; between the need to develop a modern educational environment and the conservatism of leaders and pedagogical staff in the period of innovation transformations. Based on the computer-technology platform of modern education, which acquires characteristics of open, there is a transformation of traditional learning environment into the environment of computer-mediate communication. This environment is characterized by use of distributed educational resources and infrastructures to support educational communities of different types. We consider cognitive activity as an element of the overall learning process, which is a targeted, systematically organized, managed externally or students’ individual interaction with the surrounding reality, the result of which is the mastery of scholarly knowledge and work methods at the level of reproduction or creativity. In the process of learning, cognition gets clear form in a special and unique to the person educational and cognitive activity, or learning. The effectiveness of educational and cognitive activity of students in particular is determined by the new paradigm of education of the information society. The entire toolkit is changed, that allow evaluating and controlling educational and cognitive activity. ICT and ICN form new solutions that can influence basic processes in the educational system: formation and development of competencies, recording achievements, learning quality assessment, creating a positive motivation and promoting individual educational and cognitive activities. The article deals with research results of problems of organization of educational and cognitive students’ activity and formation of their competencies in the context of transformational changes in the educational process caused by presentation of new technologies.

Interpersonal interaction and the process of formation of the structure of educational and cognitive activity of students

The article substantiates the definition of the teacher's ability to form the cognitive activity of students, in accordance with the structure of the phenomenon of cognitive activity. The results of the empirical research are described in detail. On the basis of the correlation analysis carried out, positive and negative qualities were identified, in particular, the types of interpersonal interaction that influence the teacher's ability to form the cognitive activity of the schoolchildren.
 According analysis positively on the ability of teachers to shape cognitive activity of pupils depends on the teacher’s ability to form cognitive motivation of students, promote positive emotional well-being of students in the classroom, the achievement of teacher interpersonal interaction with students through a democratic style of pedagogical communication; the ability to generate the mental abilities of the students. Also positively influenced by the presence of his own style of pedagogical communication of a teacher high in self-esteem of their own creativity and health. According to the correlation analysis, on the ability of the teacher to shape the cognitive activities of students negatively impact the liberal style of communication, responsibly-generous type of behavior, conformity, adaptive behavior; incredulous-skeptical type the behavior of teachers, namely the tendency to criticism, resentment, suspicion, disappointment in children.

EXPERIENTIAL METHODS OF STUDYING THEORY AT ENGINEERING UNIVERSITIES

Introduction. Nowadays, the crisis of engineering education is observed around the world. This crisis is caused by prompt rates of development of science, high technologies and equipment, globalization processes, transition of economies of the developed countries to the innovative way of development and it requires the search for corresponding demands from the society and labour market for effective forms and methods of student education in technical specialties. The aims of the present publication are the following: to identify features of productive tutorials for future engineers; to describe experiential method of studying of the theory or otherwise the theoretical-focused method. Methodology and research methods. The methodological framework of the research is based on: practice-centred, person-centred and systemic approaches to education; theories of active and interactive training; methods of generalization and analysis. Results and scientific novelty . In recent years, the sphere of engineering education and generally the higher school have undergone a number of essential changes. It is shown that the ratio in a traditional dyad “theory – practice” has exchanged; its logic is still declared as basic, but in the reality is not any more. The role and value of lectures as source of educational information are defined. The conclusion is drawn that modern students neither from the psychological point of view, nor in connection with badly developed basic skills and abilities are still not ready to active and rational independent training; according students, they prefer less expensive and more effective lecture-based training provided by full-time attendance. It is noted that the declared principle of the practice-oriented training, which is not supported with theoretical base, does not allow the average university graduate to gain today’s in-demand competencies such as mobility, flexibility and adaptability, readiness for change of the place and activity profile, self-learning ability, and ability to plan and predict the prospects of career development, etc. Based on the experience of teachers of engineering higher education institution and own pedagogical activity, the author approves phasing out of the traditional principles of the organization and implementation of educational process caused by discrepancy of its classical model to challenges of modern times. The author proves implementation of a new, experiential method in the higher engineering education, which is directed to development of the theory and its practical consolidation of knowledge. The options for realization of the method are considered; its benefits and drawbacks are presented. This method has the integrated character; the method updates all the types of student educational activity (thinking, actions, speech, emotional and personal perception of a professional context), thus contributing to more effective interiorization of educational information and its conscious development; adhere to the recommendations of the international engineering communities to preparation of technical personnel and requirements of state standards of the higher education. Practical significance . The research materials and proposed approaches to training of engineering staff presented in the publication can be used by teachers of higher education institutions in daily practice for student cognitive activity stimulation and enhancing its efficiency.

НАУКОВО-ОСВІТНІ ЕЛЕКТРОННІ БІБЛІОТЕКИ У ФАХОВІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ-СЛОВЕСНИКІВ

The article deals with the problem of using electronic library resources in higher educational establishments, discloses the main directions of application of the relevant digital resources and provides methodological recommendations. The actuality of using electronic libraries with the purpose of raising the qualitative level of professional education of students of philology and their scientific activity is substantiated. The essence of the concept "electronic library" is specified. On the basis of analysis of scientific works, synthesis of educational and methodological ideas, generalization of own experience of pedagogical work, the state of use of electronic libraries in the professionally oriented preparation of future language teachers is clarified, conditions of effective use of resources of electronic libraries in the professional training of future language teachers are determined. The analysis of the use of resources of electronic libraries for support of studies and researches of students of philology has been analyzed. In this context the results of the survey and questioning of students of philology about the activity and efficiency of using the resources of electronic libraries in the educational process are described. It is empirically confirmed that the integration of digital resources of electronic libraries into the traditional system of education of philologists contributes to the increase of internal motivation for learning, activation of independent informative and cognitive activity of students, formation of key and professional competencies. It is emphasized that the efficiency of working out of the resources of electronic libraries in the professional training of future language teachers depends on the level of ICT competence of students and teachers. The prospects for studying the problem of using the resources of electronic libraries as a necessary tool for updating the content and technologies of professional training of students of philology have been determined.

PECULIARITIES OF TEACHING HIGHER MATHEMATICS TO ECOLOGY SPECIALITY STUDENTS

One of the key tasks of higher education today is to ensure high quality of future specialists training and thus their competitiveness in the labor market. Taking into account the acuteness and global nature of environmental problems (shortage of drinking water, pollution of air, soils and surface water), the issue of training highly skilled specialists in the field of ecology needs special attention. Training of the future ecological specialists requires formation of not only ecological knowledge and skills, but also a proper level of mathematical competence. The purpose of the paper is to highlight some aspects of teaching mathematics, in particular, on the example of studying the topic «Functions of one variable», to develop methodological materials that can be used to ensure professional orientation of the course «Higher Mathematics» for the students of ecological specialties. Teaching higher mathematics is to be carried out at a high scientific and methodological level with the use of both mathematical and applied problems of professional orientation. The proposed in the article tasks can attract attention of the students, promote their professional orientation and increase interest to the chosen specialty. Applied professionally-oriented tasks are useful because they combine learning activities and scientific research. The search for the optimal method for solving such tasks forms logical and analytical thinking, mathematical and environmental consciousness, general outlook of the natural scientist. The implementation of such a strategy in higher mathematics classes contributes to the adaptation of mathematical knowledge to the solution of applied profession-oriented tasks; the formation of skills of analyzing, evaluating, predicting agrobiological processes by means of mathematics; activating educational and cognitive activity of students with the transition to different levels of application of the perceived mathematical concepts. According to the results of theoretical (systematic and comparative analysis of psychological and pedagogical, educational and methodical literature on the problem of the research and modeling pedagogical processes) and empirical (observation of the students’ learning process, analysis of their educational activities, questionnaires, tests, interviews with teachers and students, systematization and generalization of the best practices of teachers and methodologists) methods of research, the current state of mathematical knowledge of future ecologists was analyzed, the purpose and specificity of the course «Higher mathematics», the views on improvement of its teaching was outlined, methodical materials were developed, the method of solving applied problems with the elements of mathematical modeling was proposed.

TESTS AS AN EFFECTIVE INSTRUMENT FOR STUDENTS 'KNOWLEDGE CONTROL IN THE HIGHER MATHEMATICS STUDY PROCESS

In the conditions of a significant reduction of the classroom load, it isnecessary to introduce new methods for managing educational and cognitive activities of students. The most important type of teaching process control is feedback management. Today, as an innovative and tried-and-tested means of assessing the quality of knowledge, testing is used. The article considers the possibilities of using test tasks for assessing students' knowledge in the process of studying higher mathematics in a higher educational institution of an agricultural profile. To achieve these objectives and purpose, applied theoretical and empirical methods. The content of the test tasks is analyzed and the types of tests are described. Qualitative tests are an important tool for assessing the quality of higher education, increasing the level of training of specialists, increasing the manageability of the educational process. Proposed tasks for entrance, cross-cutting, final control are offered. It is noted that testing can ensure the successful realization of the goal and all control functions. The obvious advantages of using tests are: high efficiency, objectivity, fairness of knowledge assessment; lack of stress and overload for students; possibility of saving time for teachers and students; processing speed of the obtained results; open tests are an effective training tool in the learning process, and closed – it is best to use when checking the level of residual knowledge. Negative aspects of using tests: preparing high-quality tests takes a lot of time. Test results often depend on guessing. The test does not allow you to check knowledge related to creativity.The test control system complements the classical system by new means of diagnosing the quality of educational achievements, enabling the student to reveal his creative potential.

МЕТОДИКА ФУНДАМЕНТАЛІЗОВАНОГО НАВЧАННЯ ОБ’ЄКТНО-ОРІЄНТОВАНОМУ ПРОГРАМУВАННЮ МАЙБУТНІХ ФАХІВЦІВ У ГАЛУЗІ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article is devoted to the problem of improving the quality of teaching of the object-oriented programming for future specialists in the field of information technologies based on fundamentalization of education.The conditions of fundamentalization of the object-oriented programming’s learning, a content for the future IT specialists are determined. The first condition of fundamentalization is that the content of learning the object-oriented programming should contain the concepts about past, current and future technologies and methods of creating the software products, as well as the general-scientific and industry-specific fundamental laws and categories. The list of basic concepts of object-oriented programming and basic general-scientific and branch laws and categories for their substantiation is given. The second condition of fundamentalizing the content of learning the object-oriented programming is the presentation of basic concepts indicating the purpose, structure, principle of action, characteristics and the fundamental general-scientific and branch laws and categories. The third condition of the fundamentalization of education is the provision of productive educational and cognitive activity of students, which reflects the process of designing, modeling and developing the new or improved existing software, both in practical and in lecture classes. The organization method of productive educational and cognitive activity of students during lectures and practical classes is described. The method and didactic means of training for the improvement of existing ones and the creation of new IT products are developed. The implementation of the method and didactic means for improving the basic IT product during the learning of object-oriented programming during the lecture classes is considered on the example of the topic “Organization of inheritance mechanisms in classes”. An example of applying the method of creating new IT products for organizing the productive educational and cognitive activity of students at practical classes during the studying of the topic “The concept of virtual functions and polymorphism” is given. Consequently, the goals, content, methods and didactic means of learning the object-oriented programming based on the fundamentalized approach will allow students to develop the professional competence of IT professionals to perform the productive professional activities in designing and creating new computer software.

The possibility of using e-learning tools for the development of the cognitive activity of students

The process of informatization of education has led to the wide use of modern information technologies in the learning process. E-learning tools not only complement the educational process, but also become an integral part to increase efficiency and learning outcome. E-learning tools are the means to increase the interest of students to study the subject and improve cognitive activity. The success of studying at the University is related to the cognitive activity of students and is in direct relationship with it. Modern society makes demands on graduates of higher educational institutions: a high level of professional and general education, the ability to solve complex political, scientific, technical, social and economic issues. The development of cognitive activity is an indispensable element of personal growth and development, a fundamental condition for continuing education. Attempts by teachers to activate cognitive activity by increasing the volume of material, provided for study and the intensity of its filing lead to a significant decrease in the quality of education, to an increase in its stress for all subjects of the educational process. The traditional system of monitoring and evaluating the knowledge of students often introduces a contradiction in the motivational sphere of the educational process [1]. Educational motivation provides the highest level of cognitive activity achieved through the student’s continuous motivation for selfimprovement, provided that the necessary conditions are created in the educational process of the higher educational institution, and also the students’ desire to achieve new results that would be higher than the results of the previous stage of learning and the results of cognitive activity. The aim of the study is to explore the possibilities of using e-learning tools in the educational process of higher educational institutions for the development of cognitive activity of students. The main approaches to the development of cognitive activity have been studied. The model of employment with the use of e-learning tools, directed on development of cognitive activity of students, is offered. Basic research methods: analysis of scientific and methodological literature and modeling. This study led to the conclusion that the development of cognitive activity of students on the basis of the use in the educational process of e-learning tools due to personalization and differentiation of the learning process, interspersing finding items and game situations, solving problems, building a personal training path. E-learning tools not only increase interest in the subject, but also involve more sense organs of students, due to which the effectiveness of mastering knowledge increases. It is necessary to use the opportunities of new information technologies not only to support traditional forms of education, but also to implement the ideas of developing education, to intensify all stages of the educational process, to prepare students for professional activities in the information society. We should note that e-learning tools could not be considered as universal tool that can solve all the didactic problems that arise in the educational process of the university. The desired result can only be achieved by fully considering the effectiveness of the use of electronic means of instruction at each stage of the learning process.

TRAINING AND COGNITIVE ACTIVITY OF STUDENTS OF HIGHER EDUCATION ON THE INTERNET MEDIUM

The article evaluates the effective use of media in education, emphasizes their role for modern social development in general. The relevance of the topic is not only for higher education, but also for general secondary vocational education. It is pointed out that the use of sites, social networks, messaging services promotes accessibility, openness, mobility, interactivity when organizing work with students. In this regard, the creation of such favorable conditions and the provision of a wide range of opportunities orient students to receive, process and use information to the extent necessary for their self-development, self-education and self-improvement. It is noted that this is facilitated by the organization of educational and cognitive activities of students in the Internet environment in the framework of academic disciplines. The article presents an analysis of studies devoted to the study of the essence of the concept of «educational and cognitive activity» of students. The specifics of its organization in a specially created environment - on the Internet, as well as the similarity of the term with the term «educational activity», are noted, but they are not synonymous. It is suggested to consider educational and cognitive activity not only as a process of conscious, goal-oriented, self-directed activity of the student in solving educational and cognitive tasks, but also as the subject’s activity in certain conditions.The article also analyzes the concepts of «reflection» and «self-esteem» as components of educational and cognitive activity of university students, and also determines the level of their formation among students as a result of their work with media resources within the framework of the training course «Psychology and Pedagogy.»

Активизация познавательной деятельности обучающихся средствами информационной образовательной среды

The article substantiates the necessity and expediency of using the resources of the information and educational environment for activating the cognitive activity of students in the university. The theoretical description of the essence of activation of cognitive activity is given, the sequence of formation of cognitive interest in the learner is presented, the requirements to the activation of the educational process in higher education are systematized. The criteria for the selection of resources and means of the information and educational environment, which are appropriate to use for the preparation of future teachers of vocational training, are proposed. Specific types of resources of the information and educational environment that can be effectively used at the stages of formation of the reproducing, interpreting and creative activity of students are presented and disclosed. The results of experimental work on the use of resources and means of the information and educational environment for activating cognitive activity in the direction of training are described. 43.03.04 Vocational training (by branches), the effectiveness of using such resources for improving the quality of vocational training of future teachers of vocational training is proved.