UDC 37.01
Anatoly V. Kupavtsev, Cand. Sci. (Pedagogy), Docent, Associate Professor of Departments of Physics, Bauman Moscow State Technical University (BMSTY), e-mail: avkup@bk.ru
The phenomenon of subjective learning, discovered by Russian psychology and pedagogy as a higher educational technology of universities, has not, however, been actively developed and introduced into the system of higher professional education. The instinctive (instrumental) acquisition of types of activity experience is similar to the results of animal training. But a person masters all the wealth of socio-historical experience of the activities of previous generations of people, clothed in a word, thought, image. The appropriation of functional and operational mechanisms of a lifetime kind of socio-historical experience of human activity by an individual can be realized only in subjective learning in the form of individual self-study teaching actions and activities in general and cognitive self-assimilation of the conceptual provisions of science. Subjective learning will not take place in full without the student’s self-study in a scientific discipline and the active participation of the teacher as a mentor and supervisor. In the conducted exclusive pedagogical experiment, the search was carried out for the forms of the fundamentally new initiative type of educational practice being discussed — the subject-activity personalized self-learning of students to the conceptual appropriation of knowledge in dialogue with the teacher.
Keywords: subject of activity, subject learning of students, self-learning and self-study, mentoring in higher education with the guidance and control of subject learning
Reference
1. New concept of higher education. Alma Mater (Vestnik vysshei shkoly). 2023. No. 8. С. 3.
2. Fedorov, I.B. Problems of Higher Engineering Education in Russia. In: Strategy of University Technical Education Development in Russia. Moscow: MSTU Publishing House, 2000. P. 3–13.
3. Tselikov, A.I., Sinelnikov, Yu.I. Engineer’s Profile. In: Directions of Engineer Training at MHTS. Moscow: Izd-vo MHTS, 1970. P. 4–12.
4. Mikhaleva, T.G., Romankov. L.I., Pechenyuk, N.G., Seleznev, N.A. Analysis of the Experience of Development of Qualification Characteristics of Specialists with Higher Education. In: Content, Forms and Methods of Training in Higher School. Moscow: NIIVSH, 1989. Iss. 5. P. 1–44.
5. Leontiev, A.N. On the formation of abilities. Voprosy Psychologii. 1960. No. 1. P. 7–17.
6. Shadrikov, V.D. Psychology of Activity and Man’s Ability: Study Guide. Moscow: Logos, 1996. 320 p.
7. Kupavtsev, A.V. Subjective learning. Alma Mater (Vestnik vysshei shkoly). 2023. No. 8. P. 50–58. DOI: 20339/AM.08-23.050
8. Dobryakov, A.A., Pechnikov, V.P. Higher mental functions and functional structure of humanized educational standard (models, methodology, measurements): manual. Moscow: Logos, 2001. 248 p.
9. Slastenin. Moscow: Magister-Press, 2000. 488 p.
10. Fishman, B.E. On the subjectivity of the university student in educational activity. Higher Education in Russia. 2019. Vol. 28. No. 5. https://doi.org/10.31992/0869-3617-2019-28-5-145-154
11. Mayorov, A.A., Sedyakin, V.P., Shkurov, F.V. Information and cognitive technologies of learning in a technical university. Izvestiia vuzov. Geodesy and Aerophotosurveying. 2016. No. 1. P. 88–92.
12. Tsvetkova, A. Psychological capabilities of a person and the problems of learning. Kommunist. 1986. No. 11. P. 49–58.
13. Kupavtsev, A.V. Thematic clusters in education. Higher Education in Russia. 2018. Vol. 27. No. 11. https://doi.org/10.31992/ 0869-3617-2018-27-11-85-89
14. Kupavtsev, A.V. Cluster teaching of physics in a technical university. Physical Education in Higher Education Institutions. 2018. Vol. 24. No. 4. 2018. P. 37–56.
15. Kondratyev, A.Yu., Kurlov, A.V. Content components of individualization of learning in higher education. Higher Education Today. 2023. No. 1. P. 40–43.
.png)
