Rozhenko Inna

Poltava, Ukraine

COGNITIVE ACTIVITIES IN HIGHER EDUCATION SYSTEM

Among modern pedagogy problems requiring urgent attention - questions of cognitive activity development of creative abilities of students are complex and important problem.

As a result, studies have found that comprehensive cognitive activity is motivated by the interests of more than 40% of first-year students. A significant part of the 50% of students have no interest in the content of the professional knowledge. Theoretical cognitive interests as an end in itself, there are students only 3% of cases.

However, the problem is not yet sufficiently investigated. Undeveloped activation problems, development of creative activity of students is one of the main reasons that in the periodical press, manuals, official documents mentioned in the students' learning deficiencies.

Particular importance in solving the problem of activization of educational activity of students gets further improvement of forms and methods of training in the direction of activization students informative activity. Psychologists, educators and teachers constantly worried about that, in what ways, methods of acquisition of knowledge is achieved, how to develop the creativity of students. Therefore, in the development of pedagogy and teaching practices, researchers collected and tested most effective forms, methods, techniques and tutorials.

The impact of learning activities on the formation of a positive attitude is determined and a sense of cognitive growth as a result of the assimilation of knowledge, experience success, the ability to assess their achievements in study, in the form of satisfaction that the teaching is reflected in the morale of the students.

Interest in teaching as mental activity more intense urges to engage in all subjects are well-achieving students. The majority of those who have high academic performance, interest in learning activities is high on the individual, the most interesting and significant for their subjects in which they manage well.

Low quality of teaching does not indicate the absence of cognitive motives. Students with low academic performance, also point to a desire to get some knowledge and skills. However, the absence of the habit of intellectual work, inability to hold rational ways of learning activity, the presence of gaps in knowledge are largely impede the successful mastery of educational material. Thus, interest in learning is not supported by the positive assessment, and therefore does not cause feelings of satisfaction with the teaching. Cognitive motivation for the majority of low achievers act not as really encourage, and as "know."

The findings suggest that the higher the student achievement indicators, the higher the performance of their public motivation and high moral content directly related to training activities and personal life plans. In direct relation to the successful teaching of students middle school is special and the state of their satisfaction with the training activities, reflecting not only the emotional satisfaction performance results, but progress in the implementation of their individual plans, implementation of cognitive interests, as well as in the implementation of public education requirements. All of this ultimately determines and generates a positive attitude to learning, which is evolving under the influence of the motives that stimulate the process of acquiring knowledge; it is the most important determinant of cognitive activity of students. One of the most important tools for the development of cognitive activity and creativity of students are the challenges and creative tasks.

The task of the pedagogical process is a means of mastering the system of scientific knowledge, formation of abilities to solve life, production problems. The solution of each problem, especially cognitive demands on learners not only updating, organizing and playback previously learned knowledge. In this process, the student, based on his knowledge, is the search and the assimilation of new knowledge previously unknown, the ways and means of solving the problem. The challenge encourages students thinking, learning activity brings them closer to the scientific search, to some extent, introduces the stages, methods and means of scientific knowledge, of course, preparing students for their future practice.

It is well known that the student can read them often to present the material, but it is not able to apply it in their work. To prevent such situations and organizations active cognitive activity is very useful various tasks, solving process which is characterized by a high voltage the thinking, independent search, evidence, arguments. Problem Solving maximum mobilizes and develops mental operations such as analysis and synthesis, abstraction, comparison, specification, synthesis, teaches students correct, the use of these operations in their cognitive activity. This process contributes to the emotional recovery activity; it increases interest in the discipline.

However, the role and objectives of value should not be overestimated. Problem Solving yields positive results only when it is used in combination with other methods and means, and when the instructor methodically correct the problem and determine the location in the learning process.

Reference

1. Callan, P. M., and Finney, J. E. (2002). Assessing educational capital: an imperative for policy. Change (34): 25–31.

2. Carini, R., Kuh, G., and Klein, S. (2004). Student engagement and student learning: insights from a construct validation study. San Diego, California.