TECHNOLOGY TO MONITOR LEARNERS’ GENERAL PURPOSE INTELLECTUAL EDUCATIONAL ACTIVITIES
Abstract and keywords
Abstract (English):
The paper considers technologies on how to monitor completeness of general purpose intellectual educational activities (such as skills to analyze, to synthesize, to compare, to generalize and to classify) based on criteria, put forward by the author, and also on the author’s proprietary level-sensitive description of the degree of these activities’ completeness, as displayed by learners. Universality of educational activities manifests itself in their abovedisciplinary nature, as these actions provide for consistency of common cultural, individual and cognitive development of a learner’s personality and underpin organization and control of any activity of a learner, regardless of an academic subject area. The author believes that identifying the nature of logical faults, made by learners in the course of intellectual operation, would facilitate the focused efforts to eliminate such faults, which in turn would help: to improve the degree of intellectual skills’ completeness; to increase the quality of learners’ knowledge as well as to forecast training outcomes of individual learners and of the class as a whole. In conclusion the author presents outcomes of monitoring, implemented within the practical work of a general secondary school, and emphasizes, that the outcomes obtained give insights in concrete specifics of intellectual skills mastering and ways to eliminate errors in the process of mastering of such skills.

Keywords:
general-purpose educational activities, intellectual skills, analysis, synthesis, comparison, generalization, classification, monitoring, intraschool control.
Text

Реализация задач освоения основной образовательной программы общего образования, согласно требованиям Федерального государственного образовательного стандарта общего образования (ФГОС) второго поколения [6, 9–11], — это не только предметная, но и личностная и метапредметная готовность, что обеспечит успешное овладение школьниками научными знаниями, будет способствовать повышению культуры умственного труда, выработке умений и навыков самообразования, укреплению связи обучения с жизнью и подготовке молодежи к трудовой деятельности. Метапредметная готовность связана с формированием у школьников универсальных учебных действий (УУД), к которым относятся регулятивные, коммуникативные и познавательные действия. В условиях резкого увеличения объема знаний необходимо научить учащихся основам организации собственной учебной деятельности, способам поиска, переработки и представления информации, приемам и методам умственного труда, основам коммуникативных умений. Следовательно, предметные задачи необходимо согласовывать с задачами развития универсальных метапредметных умений, при этом проверять знания и умения учащихся через различные виды деятельности [2, 4, 7].

References

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