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1

ЕВРИСТИЧНІ ЗАПИТАННЯЯК ОСНОВА КРИТИЧНОГО МИСЛЕННЯ

100%
Плохута Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 9(53)
390-397
EN
The article deals with the problem of forming students’ critical thinking skills during their independent cognitive and creative activity using heuristic questions. A wide range of heuristic tools, strategies and methods of teaching students’ inquiring activity in the process of solving heuristic test tasks, namely B. Bloom’s typology of questions, a routine for generating and transforming questions (Creative Questions), the guide of critical thinking (Guiding Critical Thinking) and the method of “internal dialogue”are investigated. The basic principles of heuristic questions which contribute to the development of critical thinking are taken into account. To them belong: a) the principle of problem setting and reaching the optimal level of its understanding (skilfully asked questions can simplify a problem task to the optimal level); b) the principle of the information fragmentation (heuristic questions can divide a complex problem task into several easier subtasks); c) the principle of goal setting (each heuristic question forms a new strategy the purpose of further investigation). With the help of heuristic questions the objects of cognition (for example, innovative learning and teaching technologies, innovations in high technology, etc.) are investigated by students from different angles, they are compared with other items, analyzed in more details. Students can evaluate advantages and disadvantages of the objects and study prospects of their further development. While answering thoughtful questions, students outline the range of unknown information and gradually fill it with important for them knowledge, find an original way of heuristic test task solving and as a result, create an original meaningful educational product of high quality. The pedagogical experiment on the use of strategies and methods of forming heuristic question skills during students’ independent cognitive and creative activity in humanities proved that the quality of their creative products (scientific articles and abstracts, professionally orientated oral presentations, diploma papers, etc.) doubled.
2

ФОРМУВАННЯ У СТУДЕНТІВ УМІНЬ САМОДІАГНОСТИКИ РЕЗУЛЬТАТІВ ПІЗНАВАЛЬНО-ТВОРЧОЇ ДІЯЛЬНОСТІ

100%
Плохута Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
323-331
EN
The article deals with the concept of self-diagnostics and its relationship to the concepts of self-control and self-evaluation. Despite the fact that the idea of self-diagnostics (self-control and self-evaluation) is not new, experience shows that they are almost never used in higher educational institutions of Ukraine. A significant reason for this is the lack of theoretical and practical investigation of problems of formation of students’ result measurement skills especially in the condition of heuristic education with the priority of independent self-learning cognitive and creative activities. Pedagogical control and evaluation should have a diagnostic character to help predict possible difficulties of student’s activity and promote the development of their cognitive and creative skills. Teachers often conduct the process of diagnostics, control and evaluation of students’ learning activities alone. Generally students are just objects of pedagogical measurement: they are not involved in this work and not always taught to use these methods. The criteria by which the teacher evaluates learning achievement of students are hardly known to them. Sometimes teachers themselves are not aware of the applied measurement criteria and the results of evaluation often depend on circumstances and the teacher’s mood, which influences his or her subjective attitude towards the student’s individuality. As a result, graduate students do not possess the skills of self-diagnostics, self-control and self-evaluation. Objective reasons based on a combination of the criteria-diagnostic approach to pedagogical measurement have been found necessary to improve the processing and results of independent cognitive and creative activities of students in teaching humanities. The definitions of «self-esteem» and «self-evaluation» have been separated. The benefits of student’s self-evaluation procedures have been determined. During the experiment the author came to the conclusion that self-evaluation has a positive effect on academic achievements of students, if they have been previously instructed by the teacher according to the method of its application. The procedure of self-evaluation also allowed students to focus on their own achievements, gave the opportunity to compare them with their previous achievements.The article presents the author's position on the definition of the stages of formation of students’ self-diagnostic skills of creative products.
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