Самоорганізація навчальної діяльності учнів початкової школи як педагогічна проблема

Abstract

У статті охарактеризовано суть та особливості самоорганізації навчальної діяльності учнів початкової школи як педагогічної проблеми; здійснено аналіз поняття «самоорганізація навчальної діяльності», проаналізовано підходи науковців щодо його трактування; розглянуто навчальну діяльність як провідну в молодшому шкільному віці та охарактеризовано цей вид діяльності з позицій можливостей її самоорганізації; обґрунтовано необхідність формування навички самоорганізації навчальної діяльності учнів початкової школи; запропоновано прийоми формування навичок самопізнання, самоконтролю, самооцінювання як елементів самоорганізації навчальної діяльності.The article describes the essence and peculiarities elementary school pupils' self-organization of educational activity as a pedagogical problem. The article deals with the theoretical aspects, psychological and pedagogical features of self-organization of learning and educational activity of pupils. The concept of "self-organization of educational activity" has been explored. The approaches of scientists to its interpretation has been analyzed. The educational activity is considered as leading in the younger school age and this type of activity is characterized from the standpoint of the possibilities of its self-organization. The necessity of forming primary school pupils' skill of self-organization of educational activity is substantiated. Methods of skills formation for self-knowledge, self-control, self-esteem as elements educational activity self-organization are offered. Self-organization of educational activity defined as personality activities aimed at the organization of learning material, the formation of abilities, skills and competences, which is carried out through self-knowledge (the process by which a person learns about itself and the process of knowing the essence, abilities and opportunities of its own "I"), self-control (activities aimed at analyzing, understanding the effectiveness and the efficiency of their own educational activities, the causes of success and failure) and self-assessment (judgment of a person about the degree of presence of certain qualities, properties in relation to them with a certain standard, sample). Self-organization of learning activity of pupils contributes to the improvement of the learning process and organizes educational activities of pupils. The effectiveness of educational activity depends on pupils’ own efforts and attitudes. The sequence of actions for the full acquisition by students of mental actions and concepts is described.