Intellectual skills" or "Solid Knowledge": Alternative or Single Approach (on the example of the school educational course "Foreign Language")

Solid knowledge and strong skills are considered to be traditional values in education. The importance of developing intellectual skills that allow you to act outside the box in new problem situations has always been recognized, however, the methodology of pedagogical measurements still orientates teachers and students to the formation and control of competencies in the studied areas of knowledge using the mastered format of test tasks. The article discusses the ways of developing and controlling students' intellectual skills with the help of tasks in the style of the international student assessment program PISA. The main attention is paid to the productive side of intellectual activity, where not only the intellectual skills of creative self-expression are evaluated, but also the intellectual skills of creative problem solving. The influence of intellectual skills on the communicative competence of students, as well as the influence of intellectual skills of a basic, intermediate and advanced level on the solution of intellectual problems is considered. The article describes the results of experimental training, the purpose of which was to form the participants of the experiment intellectual skills in the framework of the school educational course «Foreign Language». Pupils of the experimental and control groups were offered intellectually loaded and communicatively oriented tasks. In intellectually loaded tasks, schoolchildren required semantic processing of material to create new information. In communicative-oriented tasks from students, semantic processing of the material was necessary for its understanding or application. It can be assumed that the stimulation and development of intellectual functions in English classes does not hinder, but, on the contrary, can contribute to the development of students' communicative competence. In the experimental groups, students showed an increase in the results in intellectually loaded tasks along with an increase in the indicators in communicative-oriented tests. Language pedagogy today considers productive thinking in the context of communicative activity, aimed at developing innovative solutions and new ideas, as the goal, method and result of learning. In modern conditions, it is necessary to develop flexible intellectual skills among students, as well as solid knowledge and strong skills.

Keywords

Authors

References