MINIMIZATION OF EDUCATIONAL LOSSES: DEVELOPMENT OF PRIMARY SCHOOL STUDENTS’ LEARNING TO LEARN SKILL UNDER THE MARTIAL LAW
DOI:
https://doi.org/10.31110/2616-650X-vol12i6-015Keywords:
learning to learn, primary education, martial law, educational losses, learning losses, minimization of educational lossesAbstract
In the conditions of martial law, it is of key importance to ensure the perspectiveness of primary education, namely the formation of students' functional literacy (ability to read, write, count), their digital literacy and the skill to (independently) learn. The article is devoted to the last of the listed aspects: the study of the issue of formation and development of grades 1-4 students’ learning to learn. In the study the analysis, systematization and generalization of the results of psychological and pedagogical research of domestic and foreign scientists in this direction were carried out; the essence and structure of the learning to learn, key modern approaches to its formation and development are characterized; possible ways of formation and development of primary school students’ learning to learn skill under the martial law are determined.
The learning to learn, according to the definition of O. Savchenko, is considered as a meta-skill that includes structured knowledge about methods of activity, experience of their application, personal cognitive experience and a valuable attitude to self learning. The structure of this skill includes five components: motivational, cognitive, activity, control-evaluative and reflective-corrective.
The formation and development of the learning to learn can be carried out according to the provisions of cognitive-psychological, socio-cultural approaches or their integration. The implementation of these approaches under the martial law is one of the important tasks of modern primary education system in Ukraine. This necessitates the ensuring of a set of organizational and psychological-pedagogical conditions, primarily the creation of an emotionally comfortable and friendly atmosphere in a class; monitoring of educational (learning) gains and losses of students; personalization of education according to the needs of students, their educational (learning) losses and gaps; psychoemotional state of children; ensuring students' awareness of the purpose and goals of education; promoting students' understanding of the essence of learning.
The influence on the subjects of the educational process for the development of the primary school students’ learning to learn should be comprehensive and include changes both in primary education and during the training of (future) teachers in higher education institutions and in advanced training courses.
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