ГОТОВНІСТЬ СТУДЕНТІВ ДО САМОСТІЙНОЇ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ
Students’ readiness to the independent educational cognitive activity.
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The input of the European credit-transfer system in higher educational establishments changes whole education process, methods and forms of cooperation of students and teachers. A gradual transition originates from an information transfer to guidance by educational-cognitive activity of students and forming in them skills of independent work. The article is directed at the research of readiness of the students of specialty “Primary education” to the realization of independent educational-cognitive activity as one of the methods of studies and self-education in the methodological mathematical training. For realization of the set aim the theoretical (analysis, synthesis, comparison, generalization, systematization of theoretical and experience data) and empiric (supervision, conversations, questionnaires, independent work) methods of research were used. With the purpose of the research of the ability to carry out independent educational-cognitive activity, the students of specialty “Primary education” were offered an independent work. The selection of tasks was carried out in accordance with the levels of independent productive activity (copying actions, reproductive activity, productive activity, independent activity) set in psychological pedagogical literature. Independent work included different types of tasks: reproductive, reconstructive-variant, heuristic and creative. The results of the executed tasks of reproductive character show that in most students (about 70 %) independent productive activity is formed at initial level (levels of copying actions). The analysis of implementation of reconstructive-variant tasks specifies that most students (over 70 %) have a low level of formed skills of reproductive activity, only about 30 % students can generalize receptions and methods of educational-cognitive activity related to the recreation of information about different properties of educational object. Implementation of tasks of heuristic and creative character demonstrates that ability to carry out productive and independent activity is not formed in most students (over 70 %). Research results specify on the necessity of search of the effective methods of students’ educational-cognitive activity organization in the conditions of the credit-transfer system of teaching, as only 30 % of students are apt at productive independent educational-cognitive activity and ready to the change of forms and methods of studies.
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