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Objectivation of pedagogical conditions of the organization of younger schoolchildren learning collaboration

Annotation

Pedagogical possibilities of learning collaboration, which contribute to the formation of universal learning activities of younger schoolchildren, are analyzed. The notion of learning collaboration, its forms and types are considered. Advantages of co-operation in the context of educational, communicative and social development of elementary-school age pupils are revealed. The change of a teacher’s role in learning collaboration realization at the lesson is proved. The impact of co-operation on the efficiency of formation of the following types of universal learning activities of younger pupils is revealed in detail: personal, regulatory, educational and communicative. The efficiency of universal learning activities in learning collaboration process depends directly on pedagogical conditions, which are made for this process. Psychological and pedagogical accompaniment of learning collaboration organization, involvement of all educational process participants in different methods, forms and types of learning collaboration, gradual complicacy of learning collaboration types: from simple collaboration between a pupil and a teacher to complex collaboration between groups of pupils without the help of a teacher are proved as conditions. Each pedagogical condition of learning collaboration organization is considered in detail in the context of its impact on the efficiency of formation of universal learning activities of younger schoolchildren.

Keywords

learning collaboration; types and forms of co-operation; universal learning activities; elementary-school age; pedagogical conditions

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DOI

10.20310/1810-0201-2018-23-172-72-80

UDC

373.31

Pages

72-80

References

1. Amonashvili Sh.A. Vospitatel'naya i obrazovatel'naya funktsiya otsenki obucheniya shkol'nikov: eksperimental'no-pedagogicheskoe issledovanie [Upbringing and Educational Function of Pupils Teaching Assessment: Experimental and Pedagogical Research]. Moscow, 1984. (In Russian). 2. Zimnyaya I.A. Pedagogicheskaya psikhologiya [Pedagogical Psychology]. Moscow, 2003. (In Russian). 3. Lyaudis V.Y. Struktura produktivnogo uchebnogo vzaimodeystviya [Structure of Productive Learning Interaction]. Psikhologo-pedagogicheskie problemy vzaimodeystviya uchitelya i uchashchikhsya [Psychological and Pedagogical Problems of Interaction between Pupils and a Teacher]. Moscow, 1980, pp. 37-52. (In Russian). 4. Tsukerman G.A. Kak mladshie shkol'niki uchatsya uchit'sya [How Younger Schoolchildren Learn to Study]. Moscow, 2012. (In Russian). 5. Prokudin Y.P., Milenko E.A. Uchebnoe sotrudnichestvo v formirovanii universal'nykh uchebnykh deystviy mladshikh shkol'nikov [Learning collaboration in the formation of universal learning activities of younger schoolchildren]. Doshkol'noe i nachal'noe shkol'noe obrazovanie: sovremennye problemy i perspektivy razvitiya [Preschool and Elementary School Education: Modern Problems and Development Perspectives]. Tambov, 2017, pp. 66-69. (In Russian). 6. Asmolov A.G., Burmenskaya G.V. Kak proektirovat' universal'nye uchebnye deystviya v nachal'noy shkole [How to Project Universal Learning Activities in Elementary School]. Moscow, 2012. (In Russian). 7. Panyushkin V.P. Osvoenie deyatel'nosti v usloviyakh vzaimodeystviya uchenika s uchitelem [Activity Acquisition in Terms of Interaction between a Pupil and a Teacher]. Moscow, 1980. (In Russian).

Received

2017-09-15

Section of issue

Pedagogy of elementary school

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