Active learning. Active forms and methods of teaching. Groups of active methods in psychology

Over hundreds of years of its development, pedagogy has identified a number of principles that influence the success of learning and the acquisition of knowledge by students. All of them are interconnected, and their use in combination ensures the most complete, successful assimilation of new knowledge and skills. One of the main ones is the principle of consciousness and activity.

Defining learning principles

Principles of teaching are basic provisions that determine the content, methods and forms that will be used in teaching a particular subject. Based on the principles of teaching, the entire educational process is built, starting with the content of training and ending with the selection of the most effective forms and methods of teaching schoolchildren and students.

Basic principles of training

The basic principles of teaching were formed based on the practice and experience of such teachers and psychologists as V.V. Davydov, A. Disterweg,

Each of their scientists proposed their own classification of principles, focusing on one or another feature of the human psyche and the capabilities of the mind. But, as it turned out, they are all interconnected and cannot fully function without each other.

Modern pedagogical science identifies the following principles of teaching: consciousness and activity, visibility of scientific nature, systematicity, strength, emotionality, accessibility, connection of learning with life, individual approach to learning. These are the ones you need to rely on when learning.

Scientific principle

The scientific principle is based on the disclosure of cause-and-effect relationships, insight into the essence of phenomena, the disclosure of the history of the development of science, and the connection between various fields of knowledge. All rules and laws studied must be scientifically correct and justified.

The teacher needs to introduce students to objective scientific facts and theories, selecting only scientifically based material for this, and push children to master the methods of scientific research.

Systematic principle

The principle of systematic and consistent teaching is determined by the logic in science, the characteristics of cognitive activity, depending on the age of the students. It assumes consistency in the teacher’s work both on himself and on the material and students; systematicity in the work of students.

The principle of systematicity involves teaching in a certain order. Each new lesson is a continuation of the old one. Work on topics follows the principle “from facts to conclusions.” Students observe phenomena, facts and come to certain conclusions.

It also means regular work with books and textbooks, observation of various phenomena. The skills of organization, consistency, and diligence in learning also play an important role. The main, basic position in learning is closely related to these features. Next we will characterize the principle of consciousness and activity.

To implement the principle of systematicity it is necessary:

1. Systematize the material.
2. Provide regular exercise, alternating it with rest.
3. Show the system of the science being studied, interdisciplinary connections.
4. Use diagrams when presenting the material.

training

The principle of accessibility of learning assumes that classes are structured in accordance with the age and mental capabilities of students. To do this, the teacher selects the most appropriate methods and forms of teaching, selects material that will be learned by students without extra effort. At the same time, it is important that the material obtained during training is built on existing knowledge about the world around us and the subject of study. To do this, it is necessary to use analogies and comparisons, to compare new information with what is already known. The material must be presented according to the principle “from simple to complex.”

The principle of connecting learning with life

It is based on the connections between the obtained material and theory, production and practice. The knowledge obtained during the study of the material must be applied in practice, adapting it to a particular life situation.

The principle of consciousness and activity is largely based on it. If a student sees a connection between a subject and the future, then he becomes interested in studying it, tries to understand what the teacher said, and understand the essence of this or that phenomenon.

The principle of visibility in teaching

The principle of clarity involves the use in classes of paintings or drawings, diagrams, maps, graphs, and models. With their help, children assimilate information not only through hearing, but also through another channel for receiving information - visual, which significantly increases the likelihood of assimilating the material.

Conducting various experiments and tests also relates to clarity, especially in chemistry, biology and physics lessons.

Today, completely new types of visual aids have appeared at the disposal of teachers - films, videos, computer programs. Their use in lessons allows not only to increase the chances of memorizing and mastering the material, but also to implement the principle of consciousness and activity, getting children interested in studying a particular subject.

The principle of strength in mastering skills, abilities and knowledge

A sign of this principle is a deep and conscious assimilation of the studied facts and concepts, laws, ideas, and understanding of them. It is implemented by repeating what has been studied, activating acquired knowledge with the help of leading questions, comparing previously studied phenomena with new ones, classification and generalization.

It is thanks to this principle that before taking a test on a topic, students take a lesson in systematizing the knowledge they have acquired and sorting out their mistakes. At the end of the year, repetition of all the material studied is mandatory, just like repetition at the beginning of the year. In addition, high school is largely built on the principle of solid knowledge, since during their studies, students repeat the material studied in grades 5-9 and deepen it.

The principle of individual approach

It is based on helping each student master knowledge. The teacher identifies the student’s interests and gives tasks according to their level and interests.

Quite often, teachers provide additional instruction to students, leaving them after lessons and explaining a particular topic in more detail if the student does not understand it.

For the purpose of an individual approach, students are given differentiated tasks and asked to work on projects, in groups or pairs.

Clubs or extracurricular activities are created for the most interested students. All this helps to achieve not only the principle of consciousness and activity in learning, but also accessibility and systematicity.

The principle of emotionality

To implement this principle, the teacher needs to learn how to form children’s emotions, which will be aimed at learning and interest in the subject.

This is achieved, first of all, by the teacher’s friendly attitude towards students and his interest in the subject being taught. The appearance of the teacher is also important.

The principle of activity and consciousness

The principle of consciousness and activity in education is one of the leading principles in teaching. It is he who determines the direction of students’ cognitive activity, which allows them to be controlled.

The implementation of the principle of consciousness is facilitated by an explanation of the goals and objectives of the learning process, its significance for solving life problems.

To implement this principle, it is necessary to take the active participation of students in the learning process, a positive attitude to learning, interest in the material, systematic teaching, the ability to differentiate tasks, the use of modern technical teaching aids, the teacher’s ability to take into account the state and mood of students, and knowledge of age characteristics. As you can see, the principle of student consciousness and activity is implemented through the use of other teaching principles.

The principle provides:

1. Students' understanding of the purpose of learning.
2. Knowing how to achieve the training goal.
3. Understanding the facts and patterns of the development of science and the emergence of various phenomena.
4. Assimilation of knowledge and its active application.

Rules of the principle of consciousness and activity

Let us consider in more detail the principle of consciousness and activity. The rules that must be followed when implementing it are as follows:

1. Students must understand the meaning of the tasks assigned to them and understand the purpose of learning. The lesson always begins with posing a problem, based on the students’ previous experience.

2. It is necessary to use all the techniques at the teacher’s disposal to interest students in the material being studied.

3. Students must assimilate not only information about objects and phenomena, but also understand their essence, the patterns of their occurrence and development, and be able to apply the acquired knowledge in practice.

4. It is mandatory to have self-control and self-assessment during training. The teacher is responsible for developing these skills and trying to develop the students’ needs for them.

5. The teacher’s task is to create interest in the learning process and the content of the subject.

6. When explaining the material, it is necessary to give as many examples as possible and give as many exercises as possible to master it.

7. Ask the question “Why?” This helps to activate thought processes, which leads to the establishment of cause-and-effect relationships.

Conclusions

Education is based on a number of principles, the main of which can rightly be called the principle of consciousness and activity. The application of all the principles we have listed in the work of a teacher guarantees success in the education of any child, regardless of the subject.

Activation of students' cognitive activity.

Ways, methods and techniques for enhancing the cognitive activity of students

Principles of enhancing students' cognitive activity. Factors that encourage students to be active

Activation of students' cognitive activity. Levels of cognitive activity of students

Activation of cognitive activity of students

Education is the most important and reliable way to obtain systematic education. Reflecting all the essential properties of the pedagogical process (two-sidedness, focus on the comprehensive development of the individual, unity of content and procedural aspects), training at the same time has specific qualitative differences.

Being a complex and multifaceted, specially organized process of reflecting real reality in the student’s mind, learning is nothing more than a specific process of cognition, controlled by a teacher. It is the guiding role of the teacher that ensures that students fully acquire knowledge, skills and abilities, and develop their mental strength and creativity.

Cognitive activity is unity of sensory perception, theoretical thinking and practical activity. It is carried out at every step of life, in all types of activities and social relationships of students (productive and socially useful work, value-oriented and artistic-aesthetic activities, communication), as well as by performing various subject-related practical actions in the educational process (experimentation, design , solving research problems, etc.). But only in the process of learning does cognition acquire a clear design in a special educational-cognitive activity or teaching inherent only to a person.

Learning always takes place through communication and is based on a verbal-activity approach. The word is at the same time a means of expression and knowledge of the essence of the phenomenon being studied, a tool of communication and organization of practical cognitive activity of students.

Learning, like any other process, is associated with movement. It, like the entire pedagogical process, has a task structure, and, consequently, the movement in the learning process goes from solving one educational problem to another, advancing the student along the path of knowledge: from ignorance to knowledge, then incomplete knowledge to more complete and accurate knowledge. Training is not reduced to a mechanical “transfer” of knowledge, skills and abilities, because Learning is a two-way process in which teachers and students closely interact: teaching and learning.

The attitude of students to the teaching of the teacher is usually characterized by activity .

Activity(learning, mastering, content, etc.) determines the degree (intensity, strength) of “contact” of the student with the subject of his activity.

The structure of activity includes the following components:

· Willingness to complete educational tasks;

· desire for independent activity;

· awareness of completing tasks;

· systematic training;

· desire to improve your personal level and others.

Directly associated with activity Another important aspect of student learning motivation is independence, which is associated with determining the object, means of activity, and its implementation by the student himself without the help of adults and teachers. Cognitive activity and independence are inseparable from each other: more active schoolchildren, as a rule, are also more independent; Insufficient student activity makes him dependent on others and deprives him of independence.

Managing student activity is traditionally called activation.

Activation can be defined as a constantly ongoing process of encouraging students to energetic, purposeful learning, overcoming passive and stereotypical activity, decline and stagnation in mental work.

The main goal of activation - formation of student activity, improving the quality of the educational process.

In pedagogical practice, various ways of activating cognitive activity are used, the main ones being a variety of forms, methods, teaching aids, and the choice of such combinations of them that, in situations that arise, stimulate the activity and independence of students.

The greatest activating effect in the classroom comes from situations in which students themselves must:

· defend your opinion;

· take part in discussions and debates;

· ask questions to your friends and teachers;

· review the answers of your comrades;

· evaluate the answers and written work of your comrades;

· engage in training for those who are lagging behind;

· explain incomprehensible passages to weaker students;

· independently choose a feasible task;

· find several options for a possible solution to a cognitive task (problem);

· create situations of self-examination, analysis of personal cognitive and practical actions;

· solve cognitive problems through the complex application of solution methods known to them.

It can be argued, that new technologies of independent learning mean, first of all, increasing the activity of students: the truth, obtained through one’s own efforts, has enormous cognitive value.

From this we can conclude that the success of learning is ultimately determined by the attitude of students to learning, their desire for knowledge, conscious and independent acquisition of knowledge, skills and abilities, and their activity.

Modern requirements for higher education determine the need to create a unified comprehensive program for improving teaching methods. Under these conditions, special attention is paid to methods that activate the cognitive process.

The central concept in solving this issue is the concept intensification of educational activities , which is understood as the purposeful activity of the teacher, aimed at developing and using such content, forms, methods, techniques and teaching aids that contribute to increasing the interest, activity, creative independence of students in acquiring knowledge, developing skills and abilities, and applying them in practice.

Student activity in learning - this is a volitional action, an active state that characterizes the enhanced cognitive activity of the individual.

Activity manifests itself in various types of activities and can be external and internal.

External (motor) activity is easily determined by the teacher, since its signs are clearly expressed - the student is active - he takes notes in lectures, in practical classes he answers and decides, in laboratory classes he performs experiments.

Internal (mental) activity characterized by the fact that it presupposes the presence of external activity. But, in addition, it is characterized by specific characteristics - tension of mental forces, mental actions and operations - analysis, synthesis, comparisons, generalization.

Highest level of activity - creative activity - this is the desire to penetrate into the essence of the things and phenomena being studied, the ability to introduce elements of novelty into the ways of performing an educational task.

The development of creative activity is associated with the intensification of the student’s educational activity, which is carried out by the teacher.

Activation of cognitive activity requires the teacher skillful management of cognitive activity, understanding the appropriateness of the forms, methods and means of teaching used.

Solving the problem of enhancing cognitive activity requires:

— development of techniques and methods that promote the activation of cognitive activity,

— equipping teachers with these methods and techniques, i.e. intensifying the activities of the teacher himself,

— creating conditions for active educational work, scientific research of students, equipping them with ways and techniques of active thinking.

Related to the concept of activation of cognitive activity is the concept intensification of training — finding opportunities to transfer to students an increasing amount of information while maintaining the same duration of training.

Intensification of learning is considered today as one of the cardinal tasks of the development of the entire education system. There is a search for ways that would increase the pace of learning without reducing the requirements for the quality of students’ classes. Solving this problem requires the introduction of more advanced, scientifically based methods of managing educational and cognitive activities that mobilize the creative abilities of the individual.

According to the method of organizing training, they are distinguished :

- active learning methods,

- traditional - informational, informative, which we discussed in the previous lecture.

Under active learning methods is understood as a set of methods for organizing and managing educational and cognitive activities, which have the following main features in comparison with traditional methods.

1. Forced activation of thinking and student behavior, e.g. their forced activity.

The essence of this feature is that every student is constantly encouraged to be active and cannot help but be active, regardless of whether he wants it or not.

2. Quite a long time involving all students in active learning (almost throughout the entire lesson).

Thus, the student’s activity is not short-term, it is not episodic in nature. Therefore, we can talk about comparing the period of active work in a student’s lesson with the period of active work in the same lesson of a teacher or teaching machine.

Levels of cognitive activity

First level - reproductive activity.

It is characterized by the student’s desire to understand, remember and reproduce knowledge, and master the method of applying it according to a model. This level is characterized by the instability of the student’s volitional efforts, students’ lack of interest in deepening their knowledge, and the absence of questions like: “Why?”

Second level - interpretive activity.

It is characterized by the student’s desire to identify the meaning of the content being studied, the desire to learn the connections between phenomena and processes, and master ways of applying knowledge in changed conditions.

A characteristic indicator: greater stability of volitional efforts, which manifests itself in the fact that the student strives to complete the work he has started; if there is difficulty, he does not refuse to complete the task, but looks for ways to solve it.

Third level - creative.

It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.

Feature- manifestation of high volitional qualities of the student, perseverance and perseverance in achieving goals, broad and persistent cognitive interests. This level of activity is ensured by the excitement of a high degree of discrepancy between what the student knew, what had already been encountered in his experience and new information, a new phenomenon. Activity, as a quality of individual activity, is an essential condition and indicator of the implementation of any learning principle.

on the topic: "ACTIVE TEACHING METHODS"

for 1st year students, specialty "Pedagogy and Psychology" (Kovalyova O.I. Associate Professor, Candidate of Pedagogical Sciences)

Plan:

1. Personal activity in learning.

2. Groups of active methods in psychology.

3. Active methods in teaching students.

1. Amonashvili Sh.A. Educational and educational functions of assessing schoolchildren's learning. - M., 1984.

2. Verbitsky A.A. Business game as a method of active learning // Modern Higher School. - No. 3/39, 1982.

3. Verbitsky A.A., Borisova N.V. Technology of contextual learning in the system of advanced training. - M., 1989.

4. Verbitsky A.A. Active learning in higher education: a contextual approach. - M., 1991.

5. Volodarskaya I.A., Mitina A.M. Pedagogical goals of teaching in modern higher education. - M., 1988.

6. Dyachenko V.S. Organizational structure of the educational process and its development. - M., 1989.

7. Kudryavtsev T.V. Psychological and pedagogical problems of higher education // Questions of psychology. - No. 2. - 1981.

Question 1: Personal activity in learning.

Currently, there are a variety of approaches to improving the quality of preparing young people for work in the vocational education system. There is a need to create didactic conditions that would change the motivation of learning for the better. One attempt to do this is to develop the concept of contextual learning. Its essence is that “training in which, with the help of the entire system of didactic forms, methods and means, the subject and social content of a specialist’s future professional activity is modeled, and his assimilation of abstract knowledge as sign systems is superimposed on the outline of this activity.” The teaching here does not turn on itself - to study in order to gain knowledge, but acts as a form of personal activity that ensures the education of the necessary subject-professional and social qualities of a specialist’s personality (the context from the point of view of linguistics and logic is a relatively complete semantically complete passage of text or speech, in which the meaning and meaning of the words or sentences included in it are revealed, as the linguistic environment of a certain linguistic unit). To understand the characteristics of cognitive activity, it is necessary to consider not only the nature of external stimuli or the structure of the senses, but also the type of activity of the subject that mediates his connections with the outside world. In the psychological process, external causes act through internal conditions, as shown by an analysis of the ways in which the content of learning is deployed, as well as the influence exerted by the teacher on the student. This gives rise to the existence of types and levels of student activity. 1. With dogmatic teaching, the canonized content of education must be learned in the form in which it was given. Any independent thought of the student was suppressed, learning goals were imposed by the teacher, and the activity of the individual was characterized by the mode of obligation. Here the teacher acted as a guru, because all information could move only in one direction: from the guru to the disciples. With such training, the problem of the cognitive activity of the individual is not raised. 2. Explanatory-illustrative (and even earlier - verbal-visual) type of teaching. Here an element of explaining the origin of knowledge and demonstrating the development of learning content appears. Learning goals are set from the outside; the student can only carry out the process of accepting and achieving the goal. There is no goal setting on the part of the student. Here the process of studying and diagnosing the individual characteristics of students is already underway, and the principle of individualization of learning is being implemented. But here, too, the student is forced to be taken into account, but nothing more. 3. Imperative type of schooling (Sh.A. Amonashvili). The basis of imperativeness is the a priori assumption that without coercion it is impossible to introduce schoolchildren to learning. A unified learning process is a “unity” of opposing forces: teachers, motivated by the best intentions and invested with power, force students to acquire knowledge and study; Students strive to free themselves from this dependence as much as possible. Attempts to intensify the educational activities of students clearly manifested themselves in the early 70s. Strengthening the control element of training management, including through the widespread use of TSO, was proposed as the main way to activate it. But it soon became clear that the very concept of activation, as well as intensification of learning, is too broad. It should not be about “forcing” activity, but about encouraging it. This can only be achieved by understanding learning as a personally mediated process of interaction and communication between teachers and students, aimed at developing the creative personality of a specialist. This led to the emergence of the concept of “active learning”.

^ Question 2: Groups of active methods in psychology

Among active teaching methods, three groups of methods are most interesting for use in order to manage the situation of the formation of all types of thinking. This is a method of 1) programmed learning, 2) problem-based learning, 3) interactive (communicative) learning. All these methods have been proposed as an attempt to overcome the limitations of traditional teaching methods. Programmed learning methods assumed the restructuring of traditional teaching by clarifying and operationalizing goals, objectives, methods of solution, forms of encouragement and control in relation to the subject content of knowledge. Problem-based learning methods- they emphasized not the aspects of structuring objective knowledge, but the situations in which the learner’s personality finds itself. Interactive teaching methods turned to a way to manage the process of knowledge acquisition through the organization of human interactions and relationships. The use of these three groups of active teaching methods in teaching psychology involves the creation of a system of educational tasks in a psychology course. III. Active learning methods. Active learning – one of the most powerful areas of modern pedagogical research. The problem of finding methods to enhance the educational and cognitive activity of teachers has been acutely raised at different times by different authors. A wide variety of solutions were proposed: increasing the volume of information taught, compressing it and speeding up the reading process; creation of special psychological and didactic learning conditions; strengthening control forms in the management of educational and cognitive activities; widespread use of technical means. In the 70s of the 20th century, the problem of searching for active learning methods was reflected in the research of M.I. Makhmutova, I.Ya. Lerner and others on problem-based learning. Regardless of these studies, there was also a search for so-called AMO, which ensures the intensive development of cognitive motives and interest, promoting the manifestation of creative abilities in learning.

^ Question 3: active methods in teaching students.

1. Forced activation of thinking, when the student is forced to be active regardless of desire. 2. A sufficiently long time of involvement of students in the educational process, since their activity should not be short-term or episodic, but largely stable and long-term (i.e., throughout the entire lesson). 3. Independent creative development of solutions, increasing the degree of motivation and emotionality of students. 4. Constant interaction between students and teachers through direct and feedback connections. Speaking about AMO, first of all, we mean new forms, methods and means of teaching, called active ones: problem-based lectures, seminars-discussions, analysis of specific pedagogical situations, business games, methods of mathematical modeling. This also includes research work, comprehensive coursework and diploma design, industrial practice, etc. Types of lectures: informational, problem-based, visualization lecture, two-person lecture, lecture with pre-planned errors, lecture-press conference. 1. Informational lecture. Its signs are well known. Having historically developed as a way of transmitting ready-made knowledge to students through a monologue, a lecture, under the influence of the changing, developing content of training and education, cannot remain the same, informational. This reveals the dialectic of content and form. It is no coincidence that the attitude towards the lecture at different times was different: from its complete denial (L.N. Tolstoy considered the lecture a funny rite) to recognition of it as the main and leading one, and in our days - to a sharp reduction in the curriculum. 2. Problem lecture. In it, the process of students’ cognition approaches search and research activities. With their help, the achievement of three main goals is ensured: students’ assimilation of theoretical knowledge; development of theoretical thinking; formation of cognitive interest in the content of educational material and professional motivation of the future specialist. The main task is not so much to convey information, but to introduce students to the objective contradictions of the development of scientific knowledge, generates their cognitive activity, and teaches ways to resolve contradictions. The overall effect of a problem lecture is determined by its content, the way of organizing joint activities and those means of communication that provide an effective “broadcast” of the personality of the teacher to the audience of students. The closer the teacher is to some example of a professional, the more significant his influence on students and the easier the learning results are achieved. Thus, already at the problem lecture, the subject and social contexts of the professional future are presented. It is a form of joint activity between a teacher and students who have joined forces to achieve the goals of general and professional development of a specialist’s personality. 3. Lecture-visualization. This is the result of a search for new opportunities to implement the principle of clarity, known in didactics, the content of which changes under the influence of data from psychological and pedagogical science, forms and methods of active learning. This type is supported by the fact that the ability to transform oral and written information into visual form is a professionally important quality for almost all specialists. The process of visualization is the collapsing of mental contents, including different types of information into a visual image; once perceived, this image can be deployed and serve as a support for adequate mental and practical actions. Almost any form of visual information contains certain elements of problematicity. Preparation of a lecture-visualization by a teacher consists of recoding, reconstructing educational information on the topic of a lecture session into a visual form for presentation to students through technical teaching aids or manually. Reading such a lecture comes down to a coherent, detailed commentary by the teacher on the prepared visual materials, which fully reveals the topic of this lecture. Lecture-visualization is best used at the stage of introducing students to a new section, topic or discipline. The main difficulty of this type of lecture is the selection and preparation of a system of visual aids, didactically sound direction of the process of reading it, taking into account the psychophysiological capabilities of students, level of preparedness, and professional orientation. You can read about the type of lecture-visualization in the works of: Borisova N.V., Solovyova A.A. 4. Lecture for two. The dynamism of the problematic content of educational material is carried out in lively dialogical communication between two teachers. Here we simulate real professional situations of discussion of theoretical issues from different positions by two specialists, for example, representatives of two scientific schools, a theorist and a practitioner, a supporter and opponent of one or another approach, etc. At the same time, it is necessary to strive to ensure that the dialogue between teachers demonstrates a culture of joint search for a solution to the problem situation being played out, “pulling” students into communication, who begin to ask questions, express their positions, formulate their attitude to the content, and react emotionally. One of the difficulties of reading this lecture is the habitual attitude of students to receive reliable information from one source. Therefore, this sometimes causes rejection of the very form of education. 5. Lecture with pre-planned errors. It largely satisfies the need for students to develop the ability to quickly analyze professional situations, act as experts, opponents, reviewers, and identify incorrect or inaccurate information. The teacher’s preparation for a lecture consists in including in its content a certain number of errors of a substantive, methodological or behavioral nature. The teacher presents a list of these errors to students at the end of the lesson. Errors are carefully “disguised”, but are typical for students. The students' task is to note the errors they notice in context during the lecture and name them at the end of the lecture. 10-15 minutes are given to analyze errors. Elements of an intellectual game with a teacher create an increased emotional background and activate the cognitive activity of students. A lecture of this type can perform not only stimulating, but also control functions. It can serve as a diagnosis of difficulties in mastering material in previous lectures. It is best carried out at the end of a topic or academic discipline. A final error analysis is required. 6. Lecture-press conference. It is close to the corresponding form of professional activity with the following changes. Having named the topic of the lecture, the teacher asks students to ask him questions on this topic in writing. Students formulate questions that interest them in 2-3 minutes and submit them to the teacher. Then, in 3-5 minutes, the lecturer sorts them and begins to lecture. The presentation of the material is structured not as an answer to each question asked, but in the form of a coherent presentation of the topic, during which the corresponding answers are formulated. At the end of the lecture, the teacher conducts a final assessment of the questions as a reflection of knowledge and
interests of students. The activation of students occurs due to the address of the address to each student personally; when preparing a question, it forces the student to correctly pose the question, and the expectation of an answer revives attention. This type of lecture is best given at the beginning, middle, and end of a topic. In the first case, the range of interests, the degree of readiness for work, and the attitude towards the subject are revealed. Even a model of the student audience can be compiled.

The problem of individual activity in learning is one of the most pressing in psychological and pedagogical science, as well as in educational practice.

The problem of individual activity in learning as a leading factor in achieving learning goals, general personal development, and professional training requires a fundamental understanding of the most important elements of learning (content, forms, methods) and affirms in thought that the strategic direction of intensifying learning is not increasing the volume of transmitted information, not strengthening and increasing the number of control activities, but the creation of didactic and psychological conditions for the meaningfulness of learning, the inclusion of students in it at the level of not only intellectual, but personal and social activity.

The level of manifestation of a person’s activity in learning is determined by its basic logic, as well as the level of development of educational motivation, which largely determines not only the level of a person’s cognitive activity, but also the uniqueness of his personality.

In accordance with the traditional logic of learning, which includes such stages as initial familiarization with the material, or its perception in the broad sense of the word; its comprehension; special work to consolidate it and, finally, mastery of the material, i.e. transforming it into practical activity.

There are 3 levels of activity:

Reproduction activity is characterized by the student’s desire to understand, remember, reproduce knowledge, and master methods of application according to a model.

Interpretation activity is associated with the student’s desire to comprehend the meaning of what is being studied, establish connections, and master ways of applying knowledge in changed conditions.

Creative activity presupposes the student’s desire for a theoretical understanding of knowledge, an independent search for solutions to problems, and an intensive manifestation of cognitive interests.

Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is to create such psychological and pedagogical conditions in training in which the student can take an active personal position, to fully express himself as a subject of educational activity, his individual “I”. All of the above leads to the concept of “active learning”.

A. Verbitsky interprets the essence of this concept as follows: active learning marks a transition from predominantly regulating, algorithmized, programmed forms and methods of organizing the didactic process to developmental, problem-based, research, search, ensuring the birth of cognitive motives and interests, conditions for creativity in learning.

M. Novik identifies the following distinctive features of active learning:

Forced activation of thinking, when the student is forced to be active regardless of his desire;

A sufficiently long time for students to be involved in the educational process, since their activity should not be short-term and episodic, but largely stable and long-term (i.e. throughout the entire lesson);

Independent creative development of solutions, increased degree of motivation and emotionality of students.

Constant interaction between students and the teacher using direct and feedback connections.

Active learning methods are methods that encourage students to engage in active mental and practical activity in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher presenting ready-made knowledge, memorizing and reproducing it, but at students’ independent acquisition of knowledge and skills in the process of active mental and practical activity.

The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no progress in acquiring knowledge.

The emergence and development of active methods is due to the fact that learning faces new challenges: not only to give students knowledge, but also to ensure the formation and development of cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. The emergence of new tasks is due to the rapid development of information. If previously the knowledge acquired at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of the information boom it is necessary to constantly update it, which can be achieved mainly through self-education, and this requires a person to have cognitive skills. activity and independence.

Cognitive activity means an intellectual and emotional response to the process of cognition, the student’s desire to learn, to complete individual and general tasks, and interest in the activities of the teacher and other students.

Cognitive independence is usually understood as the desire and ability to think independently, the ability to navigate a new situation, find one’s own approach to solving a problem, the desire not only to understand the educational information being absorbed, but also ways to obtain knowledge; a critical approach to the judgments of others, independence of one’s own judgments.

Cognitive activity and cognitive independence are qualities that characterize students’ intellectual abilities to learn. Like other abilities, they are manifested and developed in activity.

The most important means of activating the individual in learning are active learning methods (AML). Another term found in the literature is “Active Learning Method” (MAM), which means the same thing. The most complete classification was given by M. Novik, highlighting non-imitation and imitation active groups of training. These or other groups of methods determine, accordingly, the form (type) of the lesson: non-imitation or imitation.

Characteristic feature non-imitation classes is the absence of a model of the process or activity being studied. Activation of learning is carried out through the establishment of direct and feedback connections between the teacher and students.

Distinctive feature simulation exercises is the presence of a model of the process being studied (imitation of individual or collective professional activity). The peculiarity of simulation methods is their division into gaming And non-game. Methods in the implementation of which students must play certain roles are classified as gaming.

M. Novik points to their high effect in mastering the material, since a significant approximation of the educational material to specific practical or professional activities is achieved. At the same time, motivation and learning activity are significantly enhanced.

The concept of “activity” is at the junction of several directions and in the scientific literature is often used in different meanings, but its semantic loads are different.

Therefore, we turned to encyclopedic, explanatory dictionaries and dictionaries of foreign words.

The philosophical dictionary gives the following interpretation of the concept of activity: “Activity (from the French activite force of action) - effectiveness, active behavior. The opposite is passivity. Active - active, active, effective." This concept is used almost equally often in psychology and related sciences to designate three unequal phenomena: a specific, specific activity of an individual, a state opposite to passivity and to designate initiative or a phenomenon opposite to reactivity: in this case, the fact that the subject acted on his own initiative is emphasized , was internally involved rather than reacting mindlessly like a machine.

Etymologically, the concept of “activity” comes from the Latin word activus and means “intense activity, active state.” The Big Encyclopedic Dictionary also interprets activity as “active participation, energetic activity.” This approach to the definition of the concept of “activity” correlates with the translation of the word activity from English, which means “activity, activity, energy.”

In the Pedagogical Encyclopedia we read: “Activity is the most important feature, the ability to change the surrounding reality in accordance with one’s own needs, views, and goals. As a feature of a person’s personality, activity manifests itself in energetic, intense activity, in work, study, in social life, various types of creativity, games, etc.”

In psychology, activity is considered as “a universal characteristic of living beings, their own dynamics as a source of transformation or maintenance of vital connections with the environment” and “appears in correlation with activity, revealing itself as a dynamic condition for its formation, implementation and modification, as a property of its movement.” In Russian psychology, activity is constantly associated with activity, and in the structure of activity - primarily with such a link as need.

“Activity is activity, readiness for activity and initiative. It is necessary to distinguish between internal (mental) and external (motor) activity. During the learning process, both one and the other type of activity takes place. Some authors divide activity into executive and creative.”

The activity of students in their attitude towards the educational activity itself and the means of teaching, according to some authors, is expressed in attentive listening to the teacher, silent concentration on their thoughts, close observation of experience, despite the absence of external manifestations, in reality this is genuine activity. “The student’s internal activity and concentration of thought may not have clear external expressions. The student’s external activity, his fussiness, attempts to supplement the students’ answers, interference in the teacher’s explanation do not at all indicate the direction of the student’s thoughts and will.” Thus, activity is associated with the conscious, purposeful manifestation of the student’s efforts and leads to the successful completion of any task that arises in the learning process. Student activity is necessary at all stages of the learning process and certainly presupposes some degree of independence of student thought.

L.P. Aristova considers activity as “a manifestation of the subject’s transformative attitude towards surrounding phenomena and objects.” G.M. Murtazin connects the essence of cognitive activity with the management of the process of educational cognition through purposeful encouragement, stimulation and strengthening of these processes.

A number of researchers consider activity as a personality trait, pay attention to the psychological side of this concept, put the student’s activity in the educational process in direct dependence on the tension of attention, analysis and synthesis, guesses and assumptions, doubts and verification, generalizations and judgments, interest, perseverance, enthusiasm . In his work L.N. Gabeeva considers activity as a quality of personality, as attentiveness, disposition, living participation in the general process, quick response to changing circumstances of activity. Activity must be considered both as the goal of activity, and as a means of achieving it, and as a result. The goal of education is not only the students’ mastery of knowledge, skills and abilities, but also the formation of the leading qualities of their personality, such as the direction and stability of cognitive interests, the desire for efficiency in mastering knowledge and methods of activity, in mobilizing volitional efforts to achieve educational and cognitive goals.

Domestic psychologist, a graduate of the scientific school of differential psychophysiology V.D. Nebylitsyn, whose works are devoted to the problems of the general properties of the human nervous system, temperament, the structure of emotionality, the intensity of activity of control system operators, etc., in the last years of his life he dealt with the problems of the holistic characteristics of individuality.

He restored the concept of “activity”, which is much broader than the concept of “activity” and more adequate in the context of the problem of individuality: “The concept of general activity unites a group of personal qualities that determine the internal need, the individual’s tendency to effectively master external reality, to self-expression in relation to the external world . Such a need can be realized either in the mental, motor (including speech motor), or social (communication) terms,” “The degrees of activity are distributed from lethargy, inertia and passive contemplation at one pole to the highest degrees of energy, powerful swiftness of action and constant rise to others.

At the same time, the direction, quality and level of implementation of these tendencies are determined by other “substantive” characteristics of the individual - his intellectual and characterological characteristics, the complex of his relationships and motives.” The concept of “learning activity” translated from English means the state or quality of learning activity, as well as learning activity or learning activity. In principle, this interpretation of the concept explains the use by some authors of the phrases “learning activity” and “learning activity” as synonyms. Some researchers consider activity in general and educational activity in particular “as an individually determined process of formation, implementation and modification of activity.” In our work, we will adhere to the definition of the concept of educational activity as a purposeful systematic process of cognition, occurring under the condition of intense activity of the student, characterized, first of all, by the transformative attitude of the student (subject) to the educational material (object of cognition) and the desire for independence. During this interaction, not only the object of influence changes, but also, which is very important for the purpose of learning, the influencing subject - the student. This process of cognition is aimed not only at deepening students’ knowledge about phenomena, but also at their special understanding and development of a personal attitude towards the acquired knowledge and the cognitive process itself.

In active cognitive activity, therefore, not only the assimilation of knowledge, skills and abilities occurs, but also the development of an emotional and evaluative attitude towards the process and results of cognition.

Learning activity determines the intensity and nature of the learning process, is characterized by the student’s attitude to the learning process, manifests itself in cognitive activity and determines the degree (strength) of the student’s “contact” with the subject of his activity. In our opinion, this is the essence of learning activity.