Rozhenko I.V.
Poltava, Ukraine
ENHANCING COGNITIVE ACTIVITY TECHNIQUES AND METHODS DURING UNIVERSITY
STUDY
Traditional training in higher education today is a
point of discussion. Assimilation of a
certain amount of curriculum knowledge and skills can be useful. The methods
are based on the associative and reflex psychological learning theory, which
originates the 18th century and is focused on the fact that the process of
assimilation through association exercises, visualization, combined with
monologic word of the teacher and students' inductive method of thinking. The
position of the student in the course of the training is a very passive (impersonal), and the position of the
teacher is extremely imperative.
Activation of cognitive activity of a student without
the development of his cognitive interest is not only difficult, but virtually
impossible. That is why in the process of learning to systematically initiate,
develop and strengthen the cognitive interest of students and teaching as an
important motive, and as a stable personality trait, and as a powerful means of
bringing up training, improve its quality.
Successful teaching is impossible without stimulation
of activity of students in the learning process. Incentive component does not
necessarily follow the organization. It may be carried out simultaneously, but
can terminate it. Stimulation has the task - to attract the attention of
students to the subject, to arouse their curiosity, curiosity, cognitive
interest. At the same time it is necessary to develop in students a sense of
duty and responsibility, activating teaching. It is important not only to meet the demand for studying the
topic at the beginning of class, revealing its importance, singularity, but
also consider the incentive methods to be used in the course of employment and,
especially in the second part of it, when it is a natural fatigue, and students
need to influences removing voltage, overload and cause a desire to actively
absorb the course material.
The following conclusions can be made:
1) the development of cognitive activity of students depends on the
training impact by the teacher, as well as the personal experience of the
student;
2) sources of cognitive activity may be:
- The content of the educational material,
- The learning process, which acts as a process of organization of
cognitive activity of students,
- Reserves of the individual student and teacher;
3) main ideas of cognitive activity in class are:
- Independence;
- Individual creativity;
4) conditions of cognitive activity formation are:
- Maximum support for active mental activity of students,
- Maintenance of the educational process at an optimum level of
development of pupils,
- Emotional atmosphere of learning, a positive emotional tone of the
learning process.
- Ensuring the unity of educational, developing and raising problems of
the learning process;
- Pedagogically correct use of didactics: science, communication theory
and practice, activity and consciousness, an individual approach, problem,
professional orientation training, communication training with scientific,
social activity of students;
- Providing emotional learning and the creation of a favorable
environment;
- The dynamism, diversity techniques, learning tools (teaching and
learning), their focus on the development of active cognitive activity of
students;
- Orienting students to the systematic independent work on the material
during extracurricular time and the proper organization of independent work, to
ensure the regularity, efficiency monitoring and evaluation of knowledge and
skills (especially monitoring);
- Comprehensive, pedagogically appropriate use of modern technology;
- Use of the system of psychological and pedagogical stimulant active
learning activities of students.
Long-term observation, study of literature,
experiment, theoretical research can determine described methods to promote students' cognitive
activity.
References
1. Verghese J, LeValley A, Derby C, et al: Leisure activities and the risk
of amnestic mild cognitive impairment in the elderly. Neurology 2006; 66:821–
827.
2. Wilson RS, Mendes de Leon CF, Barnes LL, et al: Participation in cognitively
stimulating activities. JAMA 2002; 287:742–748