Change Of Student's Position At Transition From Learning Activity To Educational Activity

Abstract

The article considers the correlation of pedagogical phenomena “learning-cognitive activity” and “educational activity”, as well as the student’s position as the basis for solving the issue of removing the teaching process by the learning process. The following concepts are revealed: educational and cognitive activity, individualized educational activity, educational design, understanding, educational communication, reflection, autonomous cognitive position, and cognitive competence of a student. It is proved that the transition from learning-cognitive to educational activity is ensured by the development by students of universal cognitive procedures as methods of activity: educational design, understanding, educational communication, reflection. The educational results are defined as a set of parameters of the student’s cognitive competence and autonomous cognitive position and their continuity is shown. The idea of developing an independent position of the subject of learning and its subjectivity in teaching on the basis of didactic conditions is highlighted: consideration of the specificity of the essential characteristics of the development of the knowledge tradition in the content of education and changing the essence of pedagogical management of educational and cognitive activity. The characteristic of modern knowledge tradition is given, the purpose of pedagogical management of educational and cognitive activity is shown, the leading principles of pedagogical management of educational and cognitive activity of students for the transition to educational activity are revealed: didactic resonance, flexibility and situationality, eventuality and subsidiarity.

Keywords: Learning and cognitive activity of the studenteducational activitychanging the student’s positionlearningteaching

Introduction

We have entered the modern information age, when the whole world is learning. Young children learn not only from their parents, as it was before. Modern children use a variety of means for learning - electronic media, and these are not only educational games, but also videos, photographs, that is, various means of cognition that expand the picture of the human world. Previously, the child was formed, observing the immediate environment, exploring its closest habitat. Today, through electronic means, they can even see the movements of the luminaries, which means, in fact, explore the Universe, and this changes the scale of perception of the world, the work of the brain and all (or many) cognitive processes. Today, the role of the global hypertext information system (the World Wide Web), which provides new opportunities for self-knowledge, for digital, open education, is becoming more clear. This fundamentally changes the process of cognition and the process of learning and, accordingly, the educational activity of the subject. The organization of education in the broad sense should correspond to the cognitive processes of the emerging (or forming) person of the 21st century, work on the development of their cognitive abilities and the expansion of their personal resource. Learning provides these processes, but the learner forms independence and activity in the process of their own learning and cognitive or educational activities. Therefore, the need arises to raise the question of the relationship between teaching and learning, the relationship of learning and cognitive and educational activities. In the 20th century, scientists' interest was centered around the interconnectedness of teaching and learning (Davydov & Markova, 1982), and this problem was solved. And the problem of the withdrawal of instruction in learning has only been outlined. The issues of learning and self-education throughout life (Baumer, Preis, Rossbach, Stecher, & Klieme, 2011), the search for a new educational methodology are becoming increasingly relevant. (Belova, Arsaliev, Khazykova, Krasnokutskaya, & Chubanov, 2019; Kiselyova, 2016). The problem of the relationship between formal, non-formal and informal education (Labelle, 1982), the training of teachers for the conditions of the information society (Zemlyanskaya, Galyamova, & Bezborodova, 2018) and the assessment of their competence (Pisareva, Puchkov, Rivkina, & Tryapicyna, 2019) is stated in international documents on educational issues and in primary pedagogical research. Clarification of the question of the relationship between learning and cognitive and educational activities is needed in the search for solutions to all these fundamental problems.

There is an active search for solutions to this problem (Asmolov & Guseltseva, 2019; Gasanova, 2018; Maseleno et al., 2019; Slobodchikov, 2010). The first step is to identify the specifics of the modern educational and cognitive activity of the student (both in the conditions of school and university education), its mechanisms and conditions, in order to understand and learn how to manage the process of transition to individualized educational activity.

Problem Statement

In the Federal Law “On Education in the Russian Federation” the concept of “education” is interpreted as the unity of the processes of education and training. Thus, the logical connection between education and training, according to the normatively recommended point of view, is established very definitely: education includes training.

Meanwhile, phrases with the definition of “educational” in a didactic context has been active introduced into the pedagogical science and practice in recent decades. For example, such terms as “educational activity”, “educational technology”, “educational results”, “educational goals”, “educational environment” are more and more often used instead of such well-established terms as “learning-cognitive activity”, “learning technologies”, “learning outcomes”, “learning objectives”, “learning environment”. A change in didactic terminology indicates a change in meanings that the old terms do not convey in a changing sociocultural situation, a changed educational paradigm, and reflects the importance of understanding all processes associated with the student’s independence and subjectivity.

The correlation of pedagogical phenomena “learning and cognitive activity of a student” and “educational activity of a student”, as well as the position of the student in which there is a transition from one activity to another, is fundamentally important. The regularity recorded back in 1982, which fixes the orientation of education on its own denial, on the “withdrawal of teaching in learning" should be taken into account to resolve the issue” (Skatkin, 1982, pp. 133-134). With the development from the junior to senior grades there is a transition of learning in the form of independent cognitive activity. As a result, the didactic ratio will gradually, but invariably, transform into a cognitive attitude in teaching, with a decrease in the share of teaching.

To date, scientists, considering this problem, put forward four fruitful ideas:

• about withdrawal of teaching in learning;

• that learning takes the form of independent cognitive activity;

• about self-education as the most important task of training;

• that a didactic attitude is replaced by a cognitive attitude when a student enters into independent cognition.

Obviously, independent knowledge has the knowledge of the world in its entirety and the knowledge of oneself in the world as its goal; education is finding of one's own image.

The purpose of both learning and cognitive and educational activities is new knowledge, but the fundamental question is how they are assigned by the subject. This article presents the results of studies on changing the student’s position in modern conditions due to the mastery of universal cognitive procedures as a possible mechanism for the transition from learning-cognitive to educational activities. The didactic conditions necessary for this transition are also determined, related to the changes in the knowledge tradition, characteristics and principles of pedagogical management. We consider the cognitive position and cognitive competence of the student as educational results that indicate that the student’s position changes in the learning process, i.e. the transition from learning-cognitive to educational activity is being carried out. The mechanism for ensuring activity dynamics are universal educational procedures. Among the factors affecting the process of the transition from learning-cognitive to educational activities of a student, we especially note the accounting for changes in the knowledge tradition (substantive aspect) and changes in the characteristics of pedagogical management, which goes over to student self-government (activity aspect).

Research Questions

Purpose of the Study

The study of the problem of changes in the learning process is the most important strategic task, the solution of which includes the implementation of a chain of necessary actions (comprehension, forecasting, modeling) that ensure the reality and scientific validity of the process of modernization of education, which so far is largely implemented on the basis of trial and error.

Research Methods

Findings

Conclusion

The study of the problem of the transition of learning-cognitive to educational activities of the student allowed us to conclude that the modern educational situation gives rise to new trends in the development of learning-cognitive and educational activities. Meanwhile, the general tendency of their approchement, which is provided by the development of informative (ever-increasing volume of information and its availability) and technological (means of communication, providing previously unthinkable in training opportunities) educational resources, is more and more evident.

The idea of developing an independent position of the subject of learning and the development of its subjectivity in learning comes into play in the conditions of lifelong education. Formal educational institutions are losing their usual monopoly. Everywhere a student learns today to be involved in his own education. But huge opportunities for knowing the world and oneself in it require the subject to form an autonomous cognitive position, the continuous development of cognitive competence and personal resource.

The tendency of self-education and self-learning again, as in all reconstruction eras, gets a new sound. The transition from learning-cognitive to educational activity cannot occur abruptly, suddenly, like an insight. This is a long process of transforming the student’s position from the subject of teaching to the subject of learning, the transition from a specific process of cognition driven by the teacher (from learning) to education and educational activities. This process requires the creation of special conditions that ensure the harmony of the substantive and operational aspects of cognitive activity:

redistribution in the content of education of various types of knowledge (reduction of information knowledge of the fundamentals of sciences (describe phenomena, laws, concepts, etc., answer questions: “What, who?”), an increase in the proportion of procedural (I, reflect methods of activity, characterize how to learn, how to use phenomena; answer the question: “How?”), evaluative (reflect the relationship, answer the questions: “Why? What is the role and significance of this phenomenon?”) and reflective knowledge;

• reconfiguration of the learning process for the mastery of the students by universal cognitive procedures of understanding, designing, communication and reflection;

• a gradual change in pedagogical management of educational activities to self-management by students of their own educational activities.

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