Tassibekova A.
STAGES OF FORMING THE COGNITIVE COMPETENCE OF SCHOOL CHILDREN *
Аннотация:
the purpose of the article is to reveal the stages of the formation of the cognitive competence of schoolchildren. The article reveals the content of the concept of
Ключевые слова:
cognitive competence, cognitive abilities, components of cognitive competence
УДК 1
Tassibekova A.
master’s 2 course, Foreign Languages: two foreign languages
Kazakh National Pedagogical University of Abaya
(Almaty, Kazakhstan)
STAGES OF FORMING THE COGNITIVE COMPETENCE OF SCHOOL CHILDREN
Abstract: the purpose of the article is to reveal the stages of the formation of the cognitive competence of schoolchildren.
The article reveals the content of the concept of "cognitive competence", highlights its main components, goals and objectives, and describes in detail the stages of its formation. The main types of cognitive abilities are listed and examples of tasks aimed at developing the cognitive competence of schoolchildren are given. Upon completion of the work, a conclusion was made about its integrated nature in the unity of value-motivational, cognitive-practical and emotional-volitional components, as well as the activity nature. The choice of stages and the definition of a strategy are critical to ensure high efficiency in managing the process of forming the cognitive competence of schoolchildren.
Keywords: cognitive competence, cognitive abilities, components of cognitive competence.
Thus, the main task of the school can be considered the formation of universal ways of activity, that is, key competencies, the development of which allows a person to understand the situation and achieve the desired results both independently and in cooperation with other people. Every member of society should master key competencies to one degree or another. They represent various universal means, tools (methods, methods, techniques) used to achieve a person's goals. An important feature of key competencies is that they have an integrative nature, combine knowledge, skills, and the intellectual component of education. "Key competencies in relation to school education are understood as the ability of students to act independently in a situation of uncertainty when solving problems that are relevant to them" [2].
Discussion
E.I.Stepanova [3] notes that cognitive competence is carried out in a sequence corresponding to the following three stages.
The first stage (basic level) is the stage of accumulation of information, at which it is remembered, stored and transferred from short-term memory to long-term memory. There is a primary mental processing of the original information.
At the first stage, it is important to teach children how to perform logical operations when working with text.
Here you can use the technology of concentrated learning, where the multiplicity of variable repetition plays a special role. Didactic games are used in Russian language classes, which enable students to successfully assimilate educational material.
For example, the "Catch a mistake" technique. This is a universal technique that activates the attention and analytical activity of students.
The teacher offers information containing an unknown number of errors. Students are looking for a mistake in a group or in a couple, arguing, conferring. Having come to a certain opinion, they pass the results to the teacher or announce the task and the result in front of the whole class. So that the discussion does not drag on, the teacher determines the time for it, usually from 1 to 3 minutes.
The second stage (middle level) is the processing of information using logical operations and conceptual systems (signs, symbols, tables, etc.).
At the second stage, it is important to teach children to process text into graphic schemes and tables, algorithms for solving linguistic problems. Translations of graphic material into verbal form and vice versa represent the novelty of the task.
At this stage, critical thinking technology is widely used. Here, conceptual maps, the creation of clusters, and the compilation of "thick" and "thin" questions are best suited. It is impossible to ignore such techniques as "Comparative table", "Glossary", "Cheat sheet", etc.
The methods of critical thinking used in the classroom contribute a lot both to the successful completion of the educational program within the framework of the Federal State Educational Standard and to the development of cognitive competence of students. [4]
The interactive technique "Find me" or, as the author Ya.A.Komensky called it, "Jockey and horse" is very good at physical training.
The class is divided into 2 groups. The first receive cards with questions, the second - with correct answers. Every "jockey" has to find his "horse". Since the whole team needs to walk around the classroom at the same time, without violating discipline, a culture of behavior is formed among the children, and the element of the game brings diversity and a competitive spirit.
I really like to use the technique of co-creation in my lessons, when a collective mini-essay is written in the classroom on an actual problem raised in a literary text. Here, shortcomings in the design of the thought are corrected in a timely manner, vocabulary is carefully selected, the development of the topic and microtemes is monitored.
Upon completion of the work, the text created by joint efforts is expressively read. Here, such a cognitive component as the relevance of schoolchildren's views on the topic touched upon by the writer is especially important.
This technique is good because children collectively create an educational product that will help them in the future when writing such essays.
The third stage (high level) of transformation and evaluation of information occurs at the level of creative thinking, which includes hypotheses, search and selection of possible assumptions, implementation in practice using various means of activity.
As a rule, this is the most difficult stage of activity, the main purpose of which is an educational product: an essay (essay, review, article), research work, creative project.
This stage implies a differentiated approach to the most motivated students in educational activities. From this moment begins a creative workshop and an individual plan of extracurricular activities of each participant in this process.
At this stage, it is advantageous to use the technology of differentiated learning both in the classroom and in extracurricular activities (subject circles, elective courses).
The differentiated approach also makes it possible to realize the creative cognitive capabilities of all students in a classroom-based system. At the same time, work with strong students should be diverse and practically verified. For example:
preparation of task cards for the studied material;
compilation of summary tables for work in the lesson;
work as an expert in a study group (checking individual tasks performed by students who have a lower level of training);
performing the duties of a group work consultant;
work as a "teacher" (conducting a fragment of a lesson).
Children with learning difficulties receive feasible tasks.
For example, when writing an essay, I use cliches and samples of essays on a given topic. Thus, without experiencing stress, they reach a basic level of training.
Conclusions
Cognitive linguistics is a promising discipline. After all, language, according to W. Cheif, is still the best window into knowledge, a universal heuristic means of explaining everything that exists; it is observable, amenable to analysis, opens access to understanding knowledge and cognition itself — a way of acquiring, using, storing, transmitting and processing information. [5]
Relying on the integrity of information assimilation with a cognitive approach, students actualize interdisciplinary connections with such academic subjects as foreign language, mathematics, history, geography, computer science, etc.
In addition, cognitive competencies work in full compliance with the Standards of the second generation and contribute to solving such topical issues of modern education as:
scientific knowledge and ideas about nature, society, man, sign and information systems;
skills of educational, cognitive, research, practical activities;
ability to control and self-control;
the ability to creatively solve educational and practical problems.
These cognitions allow us to develop fundamental educational skills of practical and functional literacy, speech and language competence of students.
Thus, cognitive competence plays a fundamental role in solving such educational problems as understanding and interpreting text, classification, analysis and information processing into a creative product.
By developing thinking, students learn to know the world and their social significance and, as a result, become a citizen of their country with an active lifestyle.
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Номер журнала Вестник науки №12 (45) том 4
Ссылка для цитирования:
Tassibekova A. STAGES OF FORMING THE COGNITIVE COMPETENCE OF SCHOOL CHILDREN // Вестник науки №12 (45) том 4. С. 10 - 15. 2021 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/5056 (дата обращения: 25.04.2024 г.)
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