Cognitive Activity Of Students Research Articles

Дидактика навчання гістології, цитології та ембріології: роль комп’ютерних технологій

Технології мультимедіа в системі освіти — явище досить нове і до кінця не вивчене. Проведений аналіз літератури показав, що в даний час основна дидактична мета застосування мультимедійних навчальних систем (МНС), як правило, зводиться лише до візуалізації навчального матеріалу та організації навчально-пізнавальної діяльності учнів на репродуктивному рівні. На нашу думку, урахування особливостей змісту й ви­вчення предмета при використанні комп’ютерних технологій, а також реалізація на лекції та практичному занятті активних методів навчання може стимулювати навчально-пізнавальну діяльність студентів і перевести її на продуктивний рівень. Метою проведеного дослідження є розробка концепції МНС для активізації навчально-пізнавальної діяльності студентів на лекціях з гістології, цитології та ембріології. Для досягнення поставленої мети вирішені такі завдання: проаналізовано ефективність існуючих засобів лекційного супроводу; сформульовано комплекс дидактичних, психологічних та методичних вимог, що враховують специфіку вивчення морфології людини; визначено можливі цілі, зміст і структуру методичної системи лекційних демонстрацій; конкретизовано елементи знань, що містяться в гістології і які потребують створення або удосконалення лекційних демонстрацій; досліджено можливості використання комп’ютерних технологій для реалізації методів проблемного навчання в лекційному курсі. Показано, що при вибудовуванні дидактики вивчення гістології за допомогою комп’ютерних технологій важливо домогтися відображення в існуючому змісті дисципліни професійно спрямованого матеріалу; забезпечити затребуваність знань із гістофізіології на клінічних кафедрах, що позначається на формуванні мотивації до вивчення гістології; досягти відповідності змісту дисципліни «Гістологія, цитологія та ембріологія» сучасному рівню морфології; інтегрувати гістологію в систему інших теоретичних дисциплін медичного вузу. У цьому контексті сформульовано вимоги до МНС, що дозволяють: реалізувати науковий рівень вимог до верифікації гістологічних елементів; стимулювати навчально-пізнавальну діяльність студентів; оптимальним чином візуалізувати навчальний матеріал; забезпечити варіативність подання навчального матеріалу, що відповідає практичним потребам викладача і студентів; раціонально поєднувати різні технології подання навчального матеріалу: синтез візуального (у тому числі мультимедійного) і вербального компонентів; реалізувати технологію проблемного навчання; забезпечувати контроль засвоєння знань. Сформульовано принципові положення, на яких повинна базуватися розробка сценарію МНС з гістології. До таких можна віднести: візуальне сприйняття матеріалу — найбільш ефективне; необхідну інформаційну достатність навчального матеріалу; поступовість (послідовність) викладення навчального матеріалу; можливість обговорення досліджуваного матеріалу; варіативність за складністю навчального матеріалу; відкритість і конформізм; структурований контекст.Необхідно підкреслити, що вміння використовувати комп’ютерні технології в навчанні можна вважати сформованими, якщо такі базуються на професійній компетентності викладача, знанні основних положень когнітивної психології про пізнавальний процес і чинниках, що впливають на його ефективність, та коректному використанні методів і засобів інформаційної обробки навчального матеріалу. Тільки в цьому випадку можна розраховувати, що використання комп’ютерних технологій у навчальному процесі буде системним і ефективним.

Methodical Peculiarities of Development of Students’ Cognitive Independency

Abstract Possibilities of formation of creative competences of students in vocational training. The article deals with possibilities of students’ independent cognitive development at studying any discipline in higher education institution. First one should check presence and volume of research and creative skills making a basis for formation and development of cognitive activity of students, and also their ability to use them for solving problems typical for the given field of knowledge. In the course of methodical preparation of students – future teachers of vocational disciplines it is advisable to start works on development of cognitive independence from the very beginning of teaching a course of technical disciplines teaching methods of. For the organization of cognitive activity of students on lectures, a teacher should tell students about their future work purposes, to name and explain main stages of students’ activity on mastering know ledge, tell about a need of acquiring a system of knowledge and explain the value of this system for their further practical work.

Space of athlete's activity and his/her development during the technical and tactical training

65 versiteta imeni P.F. Lesgafta, Vol. 95, No. 1, pp. 30-35. 2. Zhukov Yu.Yu. (2013), “Features of correlations of indicators of personal and educational cognitive activity of students of higher education”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 96, No. 2, pp. 61-66. 3. Kasatkina, N.E. (2000), Psychological factors of professional self-determination (on the example of experts of physical training), dissertation, St. Petersburg. 4. Serova, L.K. (2005), “Psychological classification of sports”, Materials of the 32nd scientific conference (St. Petersburg, on November 29, 2005), pp. 42. 5. Sukhova, L.V. (2000), Development of informative activity in vocational training of future experts (on the example of non-state highest educational institution), dissertation, Tolyatti, Russian Federation. Контактная информация: zhukleena@mail.ru

Features of mark and rating training depending on the cognitive activity of students of higher education institutions of physical culture

1. Rimskaya, R. and Rimski, S. (2000), Practical Psychology in the tests, publishing house AST-PRESS, Moscow, Russian Federation. 2. Prosvetova, O.V. Zelikova, O.A., and Krasnova G.O. (2009), Strength training in group programs, publishing house VGAFK, Volgograd, Russian Federation. 3. Prokhorov, B.B. (2012), The health status of the population of Russia, available at: http://www.rus-stat.ru/stat/9941998_5.pdf. 4. Romanova, L.A. and Nikiforova, S.A. (2003), Fitness training: A manual for students, publishing house BURGU, Chelyabinsk, Russian Federation. 5. Chubakova, V.A. (2006), Educational technology of practicing different types of improving aerobics with women young age (21-35 years), dissertation, Moscow, Russian Federation. 6. Shabunova, A.A. (2010), Health in Russia: state and dynamics: monograph, publishing house ISERT RAN, Vologda, Russian Federation. Контактная информация: dzer-family@yandex.ru

Ratio at students of motivation and readiness for observance of the principles of healthy lifestyle

67 2. Belokhvostova, O.I. (2003), “To dynamics of styles of educational activity of students”, Yearbook of the Russian Psychological society. Materials of the 3rd All-Russian congress of psychologists on June 25-28, 2003, St.-Petersburg, Vol. 1, pp. 416-419. 3. Zhukov Yu.Yu. (2013), “Indicators and factors of cognitive activity of students of higher education institutions of physical culture in educational activity”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 95, No. 1, pp. 30-35. 4. Zhukov Yu.Yu. (2013), “Features of correlations of indicators of personal and educational cognitive activity of students of higher education”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 96, No. 2, pp. 61-66. 5. Zenkova, N.A. (2003), Psychological model of readiness of first-year students to training in higher education institution, dissertation, Tambov, Russian Federation. 6. Kovrov, M.B. (2001), “Research of a communicative stress at students in the conditions of educational process of the higher school”, Psychological support of innovative processes in transitive society: materials of the All-Russian symposium, Moscow, pp. 36-37. 7. Ed. Galaguzova, M.A. and Mardakhayev L.V. (2002), Technique and technology of work of the social teacher, publishing house “Academy”, Moscow, Russian Federation. 8. Nedelina, E.V. (2002), Formation of the identity of the child in an incomplete family, dissertation, Lipetsk, Russian Federation. 9. Bulykin, I.V., Wagner T.V., Sergeyeva, E.I. and Samsonov L.V. (2006), “Problems of nonresident students: sociological aspect”, Messenger of KAFU, No. 3, pp. 28-32. 10. Satysheva, C.H. (2003), Psychological features of communication of pupils of orphanages and large families, dissertation, Novosibirsk, Russian Federation. 11. Sukhova, L.V. (2000), Development of informative activity in vocational training of future experts, dissertation, Russian Federation. 12. Yurkin, M.C. (2012), “Research of features of adaptedness of local and nonresident first-year students to higher education institution”, Psychological sciences: theory and practice: materials International conference (Moscow, February 2012), publishing house “Buki-Vedi”, Moscow, Russian Federation. Контактная информация: zhukleena@mail.ru

Optimizing Learning and Cognitive Activities of University Students in the Internet Environment

The article looks into the notion of learning and cognitive activities of students in the Internet-environment. It also defines major forms and kinds of the considered activities and sets up their productivity criteria. The author studies and describes the ways of organization and optimization of the activities as the core of self-education in brandnew educational technologies to be developed in the information society.

Indicators and factors of cognitive activity of students of higher education institutions of physical culture in educational activityg

1. Vinogradov, G.P., Dzhalilov, P.B. and Faktor E.A. (2012), “Biochemical and pedagogical control of the training process weightlifters (part I)”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 92, No. 2, pp. 51-56. 2. Vorobyev, A.N. (1988), Weightlifting, publishing house “F&S”, Moscow, USSR. 3. Zhalilov, P.B. (2012), “Change of indicators of serum and saliva of weightlifters under the influence of training load”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 84 4. Mikhaylov, S.S. and Rozengart E.V. (2008), “Saliva as the object of biochemical monitoring in sports”, Uchenye zapiski universiteta imeni P.F. Lesgafta, Vol. 40, No. 6, pp. 5761. Контактная информация: sabnova@yandex.ru

Development of cognitive activity of students specialized in “Public relations in mass physical culture, recreation and sport

Development of cognitive activity of students specialized in “Public relations in mass physical culture, recreation and sport

PEDAGOGICAL GUIDELINES FOR EDUCATIONAL ACTIVITIES OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF MASTERING PROFESSIONALLY DETERMINED FOREIGN LANGUAGE VOCABULARY

The given article deals with anabwis of pedagogical guidance of technical students' training activity in the process of professional foreign language mastering. The role of pedagogical guidance in cognitive activity of students as a component of a system is considered. Effective methods of approach to the organization of teaching professional foreign language at technical higher school are analyzed. Special attention is devoted to the methods stimulating cognitive interest of students.

ACTIVATION OF COGNITIVE ACTIVITY OF FUTURE TEACHERS BY MEANS OF INTERACTIVE LEARNING

In the article the author describes the role of interactive learning for the intensification of cognitive activity of students, gives examples of using of interactive methods at the lessons of practical course of English.

Formation of cognitive activity of students at physical education lessons

Formation of cognitive activity of students at physical education lessons

THE PROBLEM OF ACTIVATING COGNITIVE ACTIVITY STUDENTS IN THE STUDY OF GEOGRAPHY

In article problems of studying of cognitive activity of students and learning senior classes are considered at studying economic geography. Concepts cognitive activity and cognitive interest in the pedagogical literature are considered.

Mapas conceptuales como una manera de repensar la enseñanza

The transformations in societies constantly give rise to reflections in organizations on their role, their commitment and how new needs are tackled. In the case of educational institutions reflection in the educational field is important to provide better training to students. When changes in the field of daily life appear, it is foreseeable that also arise in educational institutions of all levels. Moreover, given the information and changes in economic models, it is essential to promote various activities in classrooms from which to judge the evolution of learning. Talk of changes to assist in training the student requires pay special attention to the process of learning and teaching and promote student cognitive activity; it is metacognitive achieve autonomy that facilitates their integration into the current social context, characterized by information, knowledge and a wide variety of activities. Reflections on contemporaneity cause changes that are specified in educational reform models but reflections on the past should also nurture transformations. Educational changes also arise from reflections on the great neglected or unknown value of traditional methodologies. Against this background, this paper aims to provide elements to guide on possible proposals for apprentice training work in the classroom. This, in a context in which seek to harmonize ideas.

Practical work in science education: Recent research studies

Introduction J. Leach, A. Paulsen. Section 1: Aims and rationales for practical work. Introduction A. Paulsen. Practical work in School Science - some questions to be answered E.W. Jenkins. 'Mapping' the domain - varieties of practical work R.H. Millar, et al. Envisionment in Practical Work. Helping pupils to imagine concepts while carrying out experiments J. Solomon. TIMSS Performance Assessment - a cross national comparison of practical work P.M. Kind. Touched by a disgusting fish. Dissecting squid in biology lessons in a comprehensive school P. Szybek. Section 2: Practical work and learning about science. Introduction J. Leach. A marriage of inconvenience? School science practical work and the nature of science G.M. Ntombela. Learning science in the laboratory. The importance of epistemological understanding J. Leach. The interaction between teaching styles and pupil autonomy in practical science investigations - a case study R. Watson, et al. Is authentic appropriate? The use of work contexts in science practical activity. S. Molyneux-Hodgson, et al. Section 3: Practical work and teaching scientific concepts. Introduction J. Leach. Labwork activity and learning physics - an approach based on modelling A. Tiberghien. Modelling Student's cognitive activity during resolution of problems based on experimental facts in chemical education J.-F. Le Marechal. A challenge for lifelong science understanding. The role of 'lab work' in primary school science M. Gagliardi, et al. Longitudinal study on lab work and 10-12-year-olds' development of the concepts of transformation of matter O. Ekilsson. Section 4: Practical work outside the laboratory. Introduction A. Paulsen. The theoretical and practical aspects of actively involved enquiry learning in a controlled environment (the Educational Greenhouse). A case study based analysis M. Dvir, D. Chen. Changing teachers' practise. Practical work in environmental education P. van Marion. Section 5: Models of student cognition in practical work: Perspectives from one research programme. Introduction A. Paulsen. The influence of students' individual experiences of physics learning environments on cognitive processes C. von Aufschnaiter, et al. The influence of learning environments on cognitive processes A. Schoster, S. von Aufschnaiter. How to interact with students? The role of teachers in a learning situation M. Welzel, et al. Contact details for first authors of chapters in this book

When Learning Becomes Attractive

How can we make learning attractive? Theory and practice suggest two ways: conduct the lesson in an interesting and entertaining manner, and shape the student's cognitive activity (or to put it another way, generate a cognitive need, which some authorities do not distinguish from interest). So much has been written about the class lesson that it is practically impossible to read everything—classroom composition, optimum pace, saturation, methods of presenting the material, various types and forms, diversity of methods and techniques, and so forth. We will not deal with these issues here; our focus is on a particular question: how to organize situations that are interesting to school students.

Teaching methods: Tradition and innovation

It has always been difficult to distinguish between tradition and innovation in teaching methods, not least because of the absence of clear-cut criteria. Definitions of teaching methods are also loose rather than binding. Nevertheless a trend towards active participation by studients is noticeable and very often taken as marking ‘progressive’ teaching. Starting from the basic relationship of method and objective, an attempt is made to further relate cognitive activity of students to specific levels of achievement which are considered as teaching objectives. It is suggested, too, that a loose notion of method can for practical purposes be replaced by a more reliable notion of teaching text whether presented orally or given in written form. Then the problem of innovation in teaching methods can be stated a bit more precisely as that of creating a good teaching text. Some suggestions of how this can be achieved are discussed.

Implementation of information technologies in the educational process

The article deals with the applying of information technologies in the educational process that imprave the quality of the educational process. Information technologies are introduced into education, which leads to improvement of graphic training of future specialists in engineering specialties.
 Implementation of information technology occurs in almost all sectors, but the most urgent solution of this issue the education system requires. It is hard to imagine a higher education institution that has been operating without the development of computer and information technology.
 Nowadays, the Internet and computer technology have become an integral part not only of daily life, but also of the educational process as a whole. Students perceive computer technology with much more interest and positives than regular textbooks and manuals.
 Information technologies in the educational process allows to change the character of educational and cognitive activity of students, to activate independent work of students with different electronic educational means.
 An important element of the educational and methodological complex is the applying of electronic publications, multimedia and interactive educational systems.
 The active role of information technology in education is due to the fact that, compared to traditional teaching aids, computer-based learning tools provide new opportunities, as well as enable the implementation of modern pedagogical learning technologies at a higher level, stimulate the development of didactics and teaching methods. Therefore, the use of educational information technologies in education today should be focused on the achievement of a strategic goal - training in higher education institutions not only specialist, but also creatively thinking and acting individual, capable of continuous self-improvement and self-development.
 Thus, it is advisable to apply information technologies: animation, presentations, interactive whiteboard, which allow the teacher to communicate with students at the modern technological level, to make the learning process more attractive and effective in order to increase the effectiveness of the perception of the lecture course in graphic disciplines.
 While the implementation of interactive methodology in the process of studying graphic disciplines the principles of didactics are implemented: scientific, systematic, consistent, accessible, durable knowledge and clarity. Interactive technologies make it possible to fully implement these principles in learning.