THE STRUCTURE OF LEARNING QUESTIONS FOR THE PURPOSES OF GROWING STUDENTS' COGNITIVE META-COMPETENCEMENTS

In the article, based on the meta -competence and institutional-culturological approaches developed in the school of general methodology of conceptual constructs of system-thought-activity modeling, the goal is to develop technological solutions for the formation of students ' cognitive meta -competences. In educational activities, a hierarchy of educational processes is defined: the main one is the creation of educational texts by students, the auxiliary one is work with literature, the service one is classroom activity. Based on the structure of educational processes, three roles of a teacher are defined: an assistant in mastering a professional language, a source of professional opinion, and a model of professional ethics. The role of classroom taking notes and asking the teacher of educational questions in the formation of cognitive meta-competences is shown. The differences between educational and non-educational questions and the structure of educational questions are given: for understanding, task, problematic, systemic and causal. The proposed technology of educational activity allows it to be applied in the formation of students' cognitive metacompetences, in the design and evaluation of educational literature, the creation of intelligent systems for the design of educational activities and the assessment of students' cognitive metacompetences.