FACTORS CONTRIBUTING TO THE EFFICIENCY OF SELF-EDUCATIONAL ACTIVITIES OF UNIVERSITY STUDENTS

Abstract

The study of the principles and approaches to the organization of self-educational activities in a university, the determination of its place in the process of professional training is one of the relevant topics of psychological, pedagogical and methodological research in the modern Russian scientific field. At the same time, such an aspect of the problem being studied as the development and justification of a complex set of factors contributing to the efficient organization of the self-educational activities of university students in the face of changing requirements of state standards and the development of modern professional education requires additional research. The article presents the results of a theoretical study of factors contributing to the efficiency of self-educational activities of university students. The first factor determining the efficiency of the self-educational activities of university students is the integrative nature of educational tasks. Students' self-educational activity, based on this approach, demonstrates efficiency when observing the following provisions: setting goals that involve an independent search for contradictions and identifying ways to solve them; development of a strategy of self-educational activity, taking into account the personality characteristics of the student and the level of his/her training; the goals of self-educational activities should be formulated in such a way that their achievement requires the student to use the full range of competencies acquired in the process of mastering individual academic disciplines: social, communicative and specialized; a clear structuring of the types and levels of integration in the curriculum of self-educational activities on the basis of gradually complicated problem-oriented tasks of the activity; providing the student with the right to choose the means and the algorithm for achieving the goal, taking into account his personal potential. The second factor contributing to the efficient flow of self-educational activities of university students is the formation of their motivation-value attitude to this type of activity through the development of motivation for professionalism, abilities and achievements. The authors consider the motivational component of the structure of self-educational activity as a key, giving rise to the entire learning process. The third factor that determines the efficient development of the skills of self-educational activities of university students is the use of telecommunication technologies, aimed at developing critical thinking and activating mental abilities. The authors believe that the described factors are basic and should be subjected to a more detailed analysis, which will become the basis for substantiating the set of pedagogical conditions for organizing this type of educational work.