Open AccessSTRUCTURING OF EDUCATIONAL ACTIVITY AS A QUALITY FACTOR OF SCHOOL LANGUAGE AND LITERARY EDUCATION
Author(s) -
Anatolii Sytchenko,
Вікторія Баденкова,
Ірина Корнієнко
Publication year - 2020
Publication title -
zbìrnik naukovih pracʹ umansʹkogo deržavnogo pedagogìčnogo unìversitetu ìmenì pavla tičini
Language(s) - English
Resource type - Journals
ISSN - 2307-4906
DOI - 10.31499/2307-4906.4.2020.224138
Subject(s) - structuring , quality (philosophy) , mental process , cognition , process (computing) , psychology , mathematics education , generalization , computer science , epistemology , philosophy , finance , neuroscience , economics , operating system
The authors aim to scientifically substantiate structured learning as a factor in the quality of language and literature education. The objectives of the study are to deepen ideas about the structuring of mental actions as the main feature of technological learning, highlighting the possibilities of the impact of structured learning on the quality of language and literature education.It is a question of structuring not only the content of the studied material, but also mental actions of pupils directed on its mastering.Theoretical research methods are used: analysis and synthesis of professional sources, generalization and systematization of the obtained results.The issues of improving the quality of language and literary education of students through developmental learning opportunities, an important factor for which is the setting of learning tasks and the structuring of the mental actions of teachers and pupils aimed at their implementation are revealed in the article.The concept of structured learning is clarified, the idea of ordering mental actions as the main feature of technological learning of Ukrainian language and literature is deepened, the possibilities of its developmental influence on the formation of pupilsʼ subject competencies are revealed due to their mastering of certain types of cognitive work.Effectiveness of study is achieved by the fact that the structure of the content of the studied material determines the appropriate order of mental actions aimed at its assimilation, as a result of which, the cognition of the material occurs in the process of sequential illumination of its substantive parts, which is realized in the interaction of teacher and pupils – the first not only sets a specific task, but also reveals to some extent a detailed way of its implementation, the second – acts on the appropriate “technological map”. Conditions are created for productive study in the partnership interaction of teachers and pupils, free learning through not only the assimilation of program material, but also the acquisition of appropriate subject competences that enable pupils to be convinced of their mental and practical ability to transform themselves and reality in general.