Умови оптимізації самостійної навчальної діяльності молодших школярів

Abstract

У статті розглянуто умови оптимізації самостійної навчальної діяльності молодших школярів, а також шляхи поповнення необхідних знань та удосконалення вмінь для оперування даними педагогічної діагностики з метою підвищення ефективності навчання учнів, оволодіння сучасним діагностичним інструментарієм, у тому числі інформаційними діагностичними технологіями.

В статье рассмотрены условия оптимизации самостоятельной учебной деятельности младших школьников, а также пути пополнения необходимых знаний и совершенствования умений для оперирования данными педагогической диагностики с целью повышения эффективности обучения учащихся, овладение современным диагностическим инструментарием, в том числе информационными диагностическими технологиями.

On the basis of summarizing the views of scientists on the problem of studies we understand independent learning activity of younger schoolchildren (individual, group, collective) as specifically organized activity aimed at doing tasks of different types of complexity without any direct supervision of the teacher, but under their control. Independent work is defined as a form of organization, as a method and a form of learning activity. On the one hand, independent work is considered as an activity that stimulates independence and cognitive interest which is the basis of selfeducation and stimulation of self-development. On the other hand, independent work is considered as a system of actions or educational conditions which provide control of pupils’ independent learning. Optimization of pupils’ independent learning cannot be achieved without diagnostics, its instruments, operations, methods, etc. This diagnosis gives the teacher an opportunity to understand the causes of pupil’s errors and difficulties and allow them to give their pupils the help they need and correct academic work. Pedagogical conditions of using pedagogical diagnostics as a means of optimizing younger schoolchildren’s independent learning are scientifically justified. They include: 1) providing improvement of teachers’ professional competence in implementing pedagogical diagnostics of younger pupils’ independent learning (replenishment of necessary knowledge and improvement of skills necessary for operating data of pedagogical diagnostics in order to raise effectiveness of pupils’ study, as well as mastering modern tools of pedagogical diagnostics, including information technologies); 2) providing quick feedback in the process of younger students’ independent learning and providing them with pedagogical support according to the results of pedagogical diagnostics; 3) encouraging younger pupils for doing creative cognitive tasks, diagnosing reflexive behaviour of younger pupils in the process of independent learning in order to improve the adequacy of pupils’ self-assessment of their personality changes.