PhD, Tashkenbayeva Zh.M.
Kazakh AgroTechnical
university named after S.Seifullin, Kazakhstan
Pedagogical
conditions of self-study activity of students of the research university
The learning process is a two-way
process. In the case of interaction between the teacher and the student, as a
result of the interaction between the two, a student is educated and learns
skills. The teacher manages this process. So, teaching is to manage the
student's learning activities, and as a result, he learns skills, skills, and
business skills.
"Training depends on three
factors: what it teaches, who teaches, and who teaches. First of all, the
nature of the learning depends on the learned material, its contents, the
learning system. Secondly, the nature of the training depends on the
methodological skills and experience of the teacher, the peculiarity of his
personality as well as the teaching methodology used in each specific case.
Thirdly, the learning process can be characterized by the student's
specificity, psychological development (mentality, emotionality, will), its
attitude to attitudes, flexibility, adaptability, interest, ie the essence of
the learning process:
1. Good relationships with students,
formation of public motives.
2. Knowledge of education systems.
3. Skills, improvement of business
practices.
4. The development of a student's
mind is an active, self-motivating, creative way of thinking, the formation of
the skills and self-esteem skills.
5. Formation in the educational
process, formation of positive outlook on various subjects, good moral
qualities, positive motives of behavior.
The goal of the research university
in organizing students' self-study activities is as follows:
1) providing information and forming
scientific understanding;
2) interest in scientific research;
3) Psychological positive emotions;
4) organization of educational and
cognitive activity of students;
5) to help students to overcome the
difficulties in the learning process, to learn to solve the problem problem;
6) encourage the student to
creativity and independence;
7) evaluation of students'
educational achievements.
The main objective of the teacher of
the research university in agrarian sector is to provide students with the
ability to use their knowledge and skills in a new environment, creatively to
work creatively by organizing effective learning of each student through the
provision of scientific information, training and assessment of students'
knowledge [1].
The goal of a student studying
university in agrarian research is to:
1) to acquire knowledge, skills,
business skills, to strengthen the outlook and to apply knowledge in life;
2) self-motivation for solving
academic tasks, efforts for research, achievement of academic achievement;
3) Understand the social
significance and importance of cultural values and human
experience, environmental phenomena and processes;
4) to master the content of specific
subjects in a scientific manner, to deepen the theoretical knowledge, to gain
knowledge about the surrounding world, to gather information and to practice in
practice.
Learning outcomes are recognized by
knowledge, skills, business, relationship, and overall development of the
student.
The student's self-study activity in
the research university in the agrarian sector includes:
1) mastering and applying
educational systems;
2) formation of skills and abilities
by mastering educational systems;
3) development of motivational
motives (motivation, motivation, reasons), understanding of its necessity,
meaning;
4) Further development of the
ability to manage their activities (activities) and mental processes (memory,
perception, thinking, speech, free, emotions, etc.).
The educational effectiveness of the
student in the educational process is defined by the internal and external
criteria. Internal marks can be considered as a student's academic achievement
and academic achievement, as well as knowledge, skills, business qualities,
level of development, practicing and learning. The academic achievement is
reflected in the mark score. Success in learning is driven by little effort and
is achieved by achieving high results [2].
Student Intelligence means that
students are prepared to adopt new psychosocial skills, to adapt and to make
changes in psychological, educational, and educational experiences. In other
words, intelligence is the general level of knowledge acquired.
The cognitive character of the
educational process will increase only if students of the research university
in the agrarian sector are creative. The development of students' self-study
activities to the creative level is the basis for improving the quality of
future professional training. The creative nature of the individual learning
activity is a long process that requires the student's and teacher's two-sided
work. This work needs to know its effect on creativity in order to bear fruit,
as well as to know the ways, means and methods of effective self-reliance and
creativity.
Individual studying activities of
students of the research university in the agrarian sector have been shown to
be adapted to the personality, its curiosity, needs and abilities, and
creativity. Therefore, it is flexible enough to work independently, and the
aspiration to work is regarded as the quality of the co-ordinator. But the
intellectual, emotional, and will-power qualities of a person are socially
conventional and specific. That is not a congenital property of an independent
person. Independence is shaped and improved in the context of social
interaction in various aspects.
The motivation of students of the
research university in the agrarian sector to pursue creativity in their own
learning is inextricably linked to the motive. The motive is based on the need
and is formed when the student understands the contradictions between cognitive
activities and the ability to satisfy his needs. An important motivation for
positive motivation is to understand the importance of the knowledge gained for
the future profession. However, educational and educational work at the
university is compounded by the fact that some students do not notice the need
for their future service. Hence, their motivation for studying their curiosity
does not develop well enough. But cognitive autonomy motives remain the same.
Because of the fact that a student understands the knowledge gained,
professional flexibility can change due to cognitive interest.
The content of special training, the
student-centered work is essential to forming professional knowledge, skills
and abilities. It is also important to cultivate genuine interest in the
subject. Training for interest in the subject can be considered as a means of
special training for the following two reasons. First of all, the interest in
the subject gives the student a high degree and deep understanding of the
content of the science. Secondly, most technical and engineering specialties
have a medium or low level of majority of the first year courses (more than 70%
of our knowledge) in physics and mathematics. But there are those who have a
clear vision of their professional career. Thus, the choice of the content of
the training material in the development of special vocational guidance plays
an important role in the development of methods and means of cognitive activity
in the process of its development. Professional orientation is a cognitive
interest. Changing motives to cognitive interest also changes the nature of the
service, which is creative.
It is considered to be able to
distinguish scientific creativity from high school didactics. In the process of
scientific creativity, humanity opens unknown branches of public historical
experience. Creative learning comprehension is characterized by the addition of
new subjective knowledge, which is not in the individual practice of a student.
But in all cases creativity is characteristic. The scientist poses a problem
and plans and ways to solve it. It should be distinguished by certain news. The
novelty of creative products for the student depends on the ways of solving the
problem, the nature of the solution methods. Therefore, the way of
self-learning in a workplace plays a crucial role, and the main task of the
teacher here is to be able to arrange this service properly. In cognitive
creativity students acquire knowledge, skills and skills. Increases creative
independence and activity. "Education, knowledge and skills only form
cognitive personality and become part of it if it is a means of creativity"
[3]. But the organization of the educational process at the creative level is
insufficient because "the level of scientific knowledge in the disciplines
differs from both in terms of logic and in terms.
Thus, the process of organizing
independent learning activities of students of the research university should
ensure the unity of modernization and creative activity. Lectures, seminars,
laboratory, practical, etc. are used to solve this problem in a practical way.
At the lessons, the approach to the use of tools and forms and methods that
would allow the students to develop their cognitive autonomy has become
broader. Among them is a unique learning environment. It is possible to solve
the problem of training specialists, trying to solve practical problems by
means of self-study.
References
1. Sabyrov T. Ways to improve students' learning activity. -
Almaty, 1978. - 110 p
2. V.D. Shadrikov. Psychological activity and human
abilities. - M .: The publishing corporation "Logos", 1996. - 320 p.
3. A. ABDYROV; Zh TASHKENBAYEVA; A. ASKAROVA; S
KUDAIBERGENOVA; E. ALIMKULOVA. Establishment
of agricultural research universities and their role in the innovative
development in the Republic of Kazakhstan. Revista
ESPACIOS. ISSN 0798 1015 Vol. 38 (Nº 25) Año 2017