Baideldinova G.M.

Karaganda state technical university

Didactic and pedagogical provisions of independent activity formation among students at the initial stage of university study

In modern conditions the long-term financial and socio-pedagogical dependence of young people on parents causes the phenomenon of social infantilism characterized by a low level of autonomy, low activity of an individual, the reluctance to take social responsibility and act as an adult, in general. Therefore, the system of higher professional education focuses not only on training of a specialist, but also on creating conditions for personality formation, as the world reformer, as the subject of social relations and his own life situation.

The process of accumulation of experience of independent activity actively develops at the initial stage of training in university, when the social situation of a person changes radically, and its requirements grow and change. This period is characterized by a number of features that have allowed us to highlight the potentials with regard to the problems of formation of experience of independent activity.

Differentiation of conditions which ensure the variability of spheres to form the experience of independent activity among students at the initial stage of university training is based, firstly, on the principle of a humanistic orientation of the studied process which demands the correspondence between the activity of a person and his needs and interests; secondly, on the peculiarities of student's age, which is characterized by an increased desire for the development of various spheres of social reality, thirdly, on the results of research on individual activity, defining more stringent requirements for the individual in the course of its activity as a factor for the development of autonomy.

In addition, the necessity of this condition is determined by the essential characteristics of the "independence" category, which represents an integral property of the person originating in developing the activity and in its various types. The individual development of personality autonomy is filled with personal experience; its borders are expanding at the expense of growth and increase the number of skillful mastered methods of action.

In the process of training and education at the university a person is involved into various activities that can be divided into two groups according to the criterion of voluntary participation in them: the invariant activity (or mandatory for the student) and variative kinds of activity. We qualify educational activity as the invariant, and variative we understand as types of specially-organized extracurricular activity of students, where the participation voluntary and proactively.

The combination of variative and invariant activities allow optimally integrate, on the one hand, obligation and voluntariness in the process of gaining experience for independent activity, and on the other hand, the task of training the student and the development of socially significant qualities of the personality.

Educational process of training at the university initially assumes a certain level of requirements for the student's ability to work independently. However, there is obvious dynamics of these requirements at the initial stage of university training. It consists in more complicated tasks for independent work, the transition from the implementation of separate actions to independent performance of a holistic algorithm of activity, changing the position of student as an object of study to the subject of self-education. Some degree of variability is possible during the educational process, which is ensured by allowing the student to choose the form of independent work, content of specific educational tasks and their level of complexity. In the process of learning the technological basis for independent work is forming, which can be transferred to other divergent types of activity: 1) goal-setting and planning of future activities of the student are carried out with the help of a teacher; 2) goal-setting is carried out with the help of the teacher, and the planning of the work is carried out by students on their own; 3) goal-setting and planning of the work are carried out within the given teacher’s task; 4) the work is carried out by students on their own initiative; he determines on his own the content, purpose, work plan and executes it independently without a help of the teacher.

We refer socially oriented, creative and research activities to variative activity. They are voluntary and complementary, organized in extracurricular time, so these activities provide more opportunities to take into account the individual aptitudes, interests and needs of the student. Thus, the condition of students’ inclusion into activity with various content and level of complexity allowing to gain experience of autonomy is implemented by the organization of invariant and variative areas of activity in the context of university that are based on ascending to the individual requirements in the process of its implementation.

The process of formation of experience for independent activity among students at the initial stage of university training is considered as a result of interaction between teacher and student where the object of pedagogical influence obtains subjective properties performed in its own purposeful activity. In the most general sense the interaction in pedagogy and psychology is defined as the process of direct or indirect effect of subjects on each other, generating their mutual dependence and connection.

K.A. Abulkhanova-Slavskaya defines interaction as the main feature of joint cooperation. According to the opinions of researchers, the interaction should be understood as a system of action where the actions of one person or group of people are responsible for certain actions of others, and the actions of the latter, in turn, determine the action of the first. Joint and individual activity is different from each other not only by the interaction between the participants in joint activities, but also by the nature of interaction inclusion in mental structure of activity [1].

In pedagogical science the human interaction with other people is a special type of communication, relationship, which assumes mutual effect, mutual influence and change of the subjects of pedagogical activity (Ya.L. Kolominskiy, A.V. Mudrik, I.O. Radionova) [3, p. 199].

Summarizing various approaches to the study of pedagogical interaction, it is possible schematically to represent two main directions of its design in individual performance of each teacher: the first - "subject-teacher – subject-student" and the second - "subject-teacher – object-student". In the first case we are talking about cooperation in a strict sense of this term, in the second – mostly about the impact on personality in pedagogical process. In the process of formation of experience of independent activity the gradual transition from the first to the second variant of pedagogical interaction is necessary. Since this process is regulated, firstly, by the teacher, it can be argued that such a transition can be realized due to a conscious change of position in the interaction with the student.

The internal logic which forms personal autonomy allows us to establish the change of character of pedagogical interaction conventionally as three qualitatively different from one another positions of teacher: supervising, supporting and advising. The implementation of each of these positions occurs at each stage of the process of formation of experience in independent activity among students.

The supervising position of a teacher is typical for the initial stage of experience formation in independent activity when the student acquires its operating, technological and purposeful components. This position assumes the dominance of "subject-object" type of interaction between the teacher, curator and students. The subject of formation of experience in independent work sets for the students the goal, defines the organizational framework of their activity, teaches the methods and techniques to achieve specific results, offers a range of tools to solve practical problems, can personally participate in the activity and controls its development and the finished product.

The supporting position suggests the shift from continuous control and active help of a teacher to participating observation with providing students the opportunity of independent choice of goal, algorithm, means and methods of implementation. The implementation of teacher’s supporting position allows creating the conditions when the student can find independently the way out of a problem. The content of the support, provided during students’ independent activity, can be divided into two groups: information-methodical and emotional-psychological support.

The consulting position of a teacher is implemented during the development of students’ sufficiently high level of knowledge, practical skills and abilities in the course of activity. In this position the teacher does not take part in the activities, monitoring becomes more distant, consulting assistance has problematized nature, that is the subject of experience formation in independent activity does not provide students with the missing information or an algorithm for solving the problem, but helps to find independent ways of overcoming difficulties.

Differentiation of conditions to stimulate the student's motive-formation with respect to independent work within the university is based on the results of basic researches in the field of psychology. Its essential component and prerequisite is the presence of the motif as a conscious need, which is in the process of a certain kind of activity may be granted.

Personality is motivated, chiefly, by conscious coordinated aspirations, facing the near, medium and long term perspectives. A person becomes a subject of activity when he feels or knows himself as a bearer of certain aspirations. Going into the structure of the activities, they are transformed into target setting and motivation. Motives are functional part of aspirations and values. If aspiration to some value encourages the activity, causes some actions and deeds, it receives the name of "motive". The value characterizes the main informative side of a motif, so the motif may be defined as the value that inspires to act [2, p. 342].

Among the main groups of motives for independent activity there are distinguished educational, professional, motives of achievement, personal prestige motives, motives of preserving and enhancing the status of self-motivation, motives of self-affirmation.

Stimulation of educational motives of students towards the independent learning, creative, community-oriented, scientific and research activities is carried out through the demonstration of opportunities to meet the current needs by using any kind of activity. It is essential to make independent work attractive for the person in its procedural (as the expectation of positive experiences in the implementation process), purposeful (purpose of the activity should be understood as a student-significant values), resultative (acquired as a result of independent activity value or group of values should be more important than the sum of costs and lost values) components.

Practical ways to stimulate the student's educational motives with respect to self-learning are the following:

- presentation of the importance of mastering technologies in self-learning for training, creative and social success in a short, medium and long-term perspectives;

-demonstration of dependence of student's place in the hierarchy of status and rank of faculty involvement levels in activities organized within it and the degree of autonomy in it;

-use of the system of indirect motives, not directly related to the content of activities, but individually significant and age relevant problems, for example, groups of motives associated with the need for communication and recognition of the importance;

-use of different methods to encourage students to be engaged into independent activity;

-actualization of potentials for independent activity as a space of personal, social and professional development through the identification of prospects for the implementation of the acquired social experience in a new environment within the individual and group interviews.

References

1. Abulkhanova-Slavskaya К.А. Activity and psychology of personality. – М.: Nauka, 1980. – 335 p.

2. Vygotskiy L.S. Pedagogical psychology. – М.: Pedagogy-Press, 1999. – 536 p.

3. Mudrik A.V. Social pedagogy. – М.: Academy, 2000. – 192 p.