Psychological Phenomenon of Facilitation as a Specific Type of Teacher’s Activity

Abstract

the purpose of our research is to show what is facilitation; how to organize facilitative interaction to help the teacher for better guidance that can enhance performance and success for the students; to present the ways of facilitative education at the universities; to show the place of facilitation in the structure of Blocks of Cognitive Activity of students. methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, such as statement experiment.the results of the research. We proved thatthe process of facilitation in educational activities cannot be understood simplistically. Participating in any form of activity and learning consciously are doing quite different things. The ac-tion, if it is imposed by a team of methodologists, teachers, pedagogues, etc., is carried out under pressure on the student, then it is perceived beyond any mea­ning as a so­called “temporary” necessity. In Psychology the following attributes of a person are recognized: a student’s consciousness and activity; attributes of the psyche, such as subjectivity, activity, adaptability; attributes of the person’s consciousness – the experience, knowledge and attitude; attributes of the acti­vity – the awareness, purposefulness, motivation.conclusions. We can unmistakably outline the role of facilitation in these interacting blocks of cognitive activity of students. Facilitation involves chan ging the teacher’s position in the learning process. Updating his/her pedagogical activity in all its directions (blocks), the teacher skillfully facilitates – manages, directs, helps students in their educational activities. As a result of pedagogical activity, a certain new formation appears. So, it is a process of facilitative inter-action, where the main figure is the student himself/herself as the subject of his/her own cognitive activity. Meanwhile, the teacher only uses all the possibilities of the educational environment, directing the activity of the student in order to further in­depth developing of his/her personality.