AUTHOMETHODICAL SKILLS AS A MEANS OF COGNITIVE COMPETENCE DEVELOPMENT

The key to a successful university education and the development of cognitive competence depends upon a high level of formation of all components of educational activity, ability to work effectively in a standalone mode, to perform the necessary actions leading to improvement of automethodical skills in the learning process. The article presents a system of automethodical skills - abilities to learn effectively and to develop your own ways and strategies of learning and self-learning activities in different modes (with full/partial/without pedagogical management). At present in all types of educational institutions there is no comprehensive system of teaching to the process of study. Students do not possess the skills of effective work and successful training activities. It is possible to eliminate such a gap in the methodology using the implementation of the system of exercises for special skills development such as: self-diagnosis, planning, implementation of specific actions for self-learning activity, self-monitoring and correction, reflection (intermediate and final). The proposed system of automethodical skills with regard to professionally oriented foreign language reading texts consists of: a) skills/actions of automethodical introspection and original diagnosis; b) orientational planning skills of the processes of professionally oriented foreign language reading; c) skills of implementation of professionally oriented foreign language reading; d) operational skills of self-monitoring and correction of objective activity; e) skills of intermediate and final automethodical reflection and optimization of the process of professionally oriented foreign language reading. The first group includes the ability to diagnose his/her own motivational state: attitude to the process of profession-targeted reading, the ability to assess his/her own psychological and motivational state in the implementation of training activities in various conditions. The orientational skills of planning processes of profession-targeted reading include the ability of setting different goals (intermediate, general, final, etc.) of practice-independent language learning activities while reading foreign language texts. The third group of skills in our typology is based on the use of contextual guessing, knowledge of interdisciplinary nature which is intended to facilitate understanding of the content. This group involes the skills of drawing up various schemes, plans, composing notes, thesaurus type vocabulary, etc. The fourth group includes the ability to carry out operational control processes of the professionally oriented foreign language reading and analysis of actual results depending on goals having been set at the beginning of the performance of independent learning activities. The fifth group of skills includes skills of intermediate and final automethodical reflection and optimization of the process of foreign language profession-targeted reading, that involves a thorough analysis of the results of his/her own training activities, the final and delayed self-monitoring concerning the implementation of professionally oriented foreign language reading activities. Regular work on the development of all the above mentioned skills will produce a stable demand for self-learning, self-education, constant improvement.

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