Problem-cognitive task - instrumental resource of pedagogical design in increasing the quality of university education

Pub Date : 2023-10-25 DOI:10.7769/gesec.v14i10.2746

Mykola Kondrashov Mykolayovich, Nataliia Chuvasova Oleksandrivna, Mykhailo Chuvasov Olegovich, Katerina Kondrashova Gennadyevna, Valentina Motorina Grigorievna, Nataliia Volkova Valentynіvna, Iryna Krasiuk Oleksandrivna

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Abstract

The article reveals the phenomenon of a problem-cognitive task as an instrumental resource of pedagogical design and a mechanism for improving the quality of training future teachers for professional activities; a program of experiential learning based on the principles of a problem-based approach, pedagogical conditions that ensure its effectiveness, and experimental verification of the productivity of the methodology and technology for using a problem-cognitive task in the educational process of higher education. The basis of the obsession with experiential learning was the "Workshop for solving problem-cognitive tasks", which provides for the development and consolidation of future teachers' skills: to analyze the conditions and requirements of the task; draw up a plan for its solution; to structure the model of the task-problem situation; apply general logical and general subject methods, heuristic methods for solving problem-cognitive tasks; analyze and evaluate the results.

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问题认知任务——提高大学教育质量的教学设计工具资源

本文揭示了问题认知任务作为教学设计的工具资源和提高未来专业活动教师培养质量的机制;一种基于基于问题的方法原则的体验式学习计划，确保其有效性的教学条件，以及在高等教育的教育过程中使用问题认知任务的方法和技术的生产力的实验验证。迷恋体验式学习的基础是“解决问题认知任务的工作坊”，它提供了未来教师技能的发展和巩固:分析任务的条件和要求;拟定解决方案;构建任务-问题情境模型;运用一般逻辑和一般主题方法、启发式方法解决问题认知任务;分析和评估结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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