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ФОРМУВАННЯ ПІЗНАВАЛЬНОЇ САМОСТІЙНОСТІ СТУДЕНТІВ В ЕВРИСТИЧНОМУ НАВЧАННІ ІНОЗЕМНИХ МОВ

100%
Усенко Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
225-232
EN
The article deals with the problem of the formation of students’ cognitive independence at heuristic learning of foreign languages. To take into account the increased interest in learning foreign languages more actively various innovative technologies are being introduced in education. They ensure the free choice of the students concerning the forms and methods of learning. The formation of cognitive independence – one of the most important components of self-realization of students’ cognitive and creative potential – is considered the leading requirement for modern education. Heuristic education can be considered the most perspective educational technology that allows personalizing educational process, developing students’ creative abilities, implementing reflection, self-appraisal, self-control and self-organization, as constituents for creative self-realization of the personality. Teachers often conduct the process of learning foreign languages using just reproductive methods without any motivation. Heuristic education provides new didactic reserves for active motivation of students’ cognitive activity during the creation of a significant to them educational product. The last one is a main purpose of the students’ cognitive and creative activity at heuristic learning of foreign languages. It’s such factors as: removal of ratings and time limits, democratic style of communication, the situation of choice, personal significance, productive, creative kind of work with regard to age condition. You need to create situations in which students would have the need and desire to express their views and defend it. Modeling conditions of discussion in educational process advantageously differs from the situations of domestic nature, the discussion is not tied to specific circumstances (theatre restaurant), and the target audience is the natural venue for the debate. The subject of the speech appears as a problem which might cause the professional, personal interest of students taking into account their experience, mental skills and encourage them to express their own point of view. The goal of communication should not be linguistic but practical and caused by the life's needs. In the article we present examples of heuristic cognitive and creative activity that ensures the successful formation of students’ cognitive independence at learning foreign languages. The special attention is drawn to the students’ independent work as one of the forms while performing foreign language tasks.
2

ЕВРИСТИЧНІ ЗАПИТАННЯЯК ОСНОВА КРИТИЧНОГО МИСЛЕННЯ

84%
Плохута Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
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.
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