PECULIARITIES OF USING THE DESIGN AND TECHNOLOGICAL PARADIGM OF INTELLECT DEVELOPMENT IN THE EDUCATIONAL PROCESS OF HEI (HIGHER EDUCATION INSTITUTIONS)

  • T. V. Samus Oleksandr Dovzhenko Hlukhiv National Pedagogical University
  • O. V. Zinchenko Oleksandr Dovzhenko Hlukhiv National Pedagogical University
Keywords: memory, thinking, imagination, student age, design and technological paradigm of intellect development, student’s model, combined training

Abstract

In the context of the implementation of higher education, the problem of forming the cognitive sphere of students acquires special relevance, because it is impossible to imagine the training of a qualified specialist without the appropriate level of cognitive development. The main aspects of cognitive processes formation strategy of higher education institutions students, based on the basic provisions of the design and technological paradigm of intellect development was analyzed in the article. It was also revealed the main theoretical provisions of the specified methodological direction, namely, the content of the concepts “design” and “technology”. It was figured out that the design of intellectual processes involves the creation of an object influence project, the creation of the management activities project and the development of learning influences model. It was established that the structure of the student's model consists of the following components: general age, level of success, temperament type, character traits, abilities, level of communication, features of the emotional sphere, level of memory, imagination, thinking, perception, and general indicators of intellectual development. A combined training model of students' cognitive processes was proposed, which provides a combination of direct and network interaction. At the same time, the training is interpreted as a specific group learning using the effects of facilitation and giving more personal freedom to students, which forms the cognitive structures according to a given model. Psychological mechanisms of distance learning are analyzed. The following main organizational aspects of training are defined: creation of comfortable working conditions, observance of rules of group work, maintenance of effective reflection, formation of atmosphere of free communication and psychological safety, effective psychological and pedagogical support, self-development orientation. The next conclusions on pedagogical possibilities of network structures were offered: educational group work carried out via the Internet is possible and can be effective under certain conditions; a necessary condition for such work is the creation of a virtual educational environment that provides active, proactive and subjective implementation of various distance learning forms; the effectiveness of group work via the Internet increases due to the use of interactive multimedia technologies.

References

1. Алексеев Н.Г. Проектирование и рефлексивное мышление. Развитие личности. 2002. № 2. С. 85–103.
2. Дистанційне навчання: психологічні засади : монографія / М.Л. Смульсон, Ю.І. Машбиць, М.І. Жалдак [та ін.] ; за ред. М. Л. Смульсон. Кіровоград : Імекс-ЛТД, 2012. 240 с.
3. Інтелектуальний розвиток дорослих у віртуальному освітньому просторі : монографія / М.Л. Смульсон, Ю.М. Лотоцька, М.М. Назар, П.П. Дітюк, І.Г. Коваленко-Кобилянська та ін. ; за ред. М.Л. Смульсон. Київ : Педагогічна думка, 2015. 221 с.
4. Смульсон М.Л. Психологічні особливості віртуальних навчальних середовищ. Технології розвитку інтелекту. Київ: Інститут психології імені Г. С. Костюка НАПН України, 2012. URL: http://psytir.org.ua/upload/journals/3/authors/2012/Smulson_Maryna_Lazarivna_-_Psyhologichni_osoblyvosti_virtualnyh_navchalnyh_ seredovysh.doc
5. Смульсон М.Л. Психологія розвитку інтелекту : монографія. Київ : Нора-Друк, 2003. 298 с.
Published
2021-02-10
How to Cite
Samus, T. V., & Zinchenko, O. V. (2021). PECULIARITIES OF USING THE DESIGN AND TECHNOLOGICAL PARADIGM OF INTELLECT DEVELOPMENT IN THE EDUCATIONAL PROCESS OF HEI (HIGHER EDUCATION INSTITUTIONS). Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (2), 297-303. https://doi.org/10.26661/2522-4360-2020-2-46