PERSONAL COGNITIVE AUTONOMY: CONTENT, MAIN CHARACTERISTICS AND STRUCTURE

  • Sun Jingqiu H.S. Skovoroda Kharkiv National Pedagogical University
Keywords: autonomy, cognitive autonomy, personality, educational process.

Abstract

The article analyzes the content of the concept of «personal cognitive autonomy». The author has proved that cognitive autonomy of a personality is an integral part of the future specialist preparing process in an institution of higher education. Most studies on the problem of cognitive autonomy are devoted to two aspects: the personal (aspect of motivation) and procedural (the course of the learning process itself). These processes are interconnected: the organization of the educational process can form a positive motivation for learning, and the choice of methods and ways of pedagogical influence on them depends on the motivation of students' learning. The author emphasizes, taking into account the Bologna Process latest requirements on vocational training, that mastering methodological skills is particular actual for future specialists, because they affect the meta-learning and the expansion of students’ activities context. Also the following types of cognitive autonomy are identified in the article as cognitive-hypothetical; procedural-organizational; cognitive-practical; cognitive-creative. The author of the article determines such six components in the structure of cognitive autonomy as motivational, orientational, content-operational, energy, evaluation and organizational. The motivational component includes needs, interests, motives, acquisition and deepening of knowledge, skills, and abilities. The orientation component contains the objectives of educational and cognitive activity, as well as the planning and forecasting of this activity. The content-operational component includes a system of leading knowledge, skills, abilities of the future entrant and ways of learning. The energy component provides a high degree of purposeful cognitive activity in mastering deep and solid knowledge. The evaluation component is connected with the systematic receipt of future entrant information about the course of their cognitive activity, adjustment and self-assessment of the educational and cognitive activity results. The organizational component includes the ability of the future entrant to self-organization and self-control, volitional quality, self-discipline, interest in knowledge. The author considers the highest degree of manifestation of cognitive autonomy as a creative autonomy. The author of the article sees the prospects for a further research in making a scientific analysis of the definition of didactic conditions for the cognitive autonomy formation.

References

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Author Biography


Sun Jingqiu, H.S. Skovoroda Kharkiv National Pedagogical University

Postgraduate,
Department of General Pedagogy and Pedagogy of Higher Education,
H.S. Skovoroda Kharkiv National Pedagogical University,
E-mail: 47977911@qq.com

Published
2017-02-03
How to Cite
Jingqiu, S. (2017). PERSONAL COGNITIVE AUTONOMY: CONTENT, MAIN CHARACTERISTICS AND STRUCTURE. Professional Education: Methodology, Theory and Technologies, (5), 246-257. Retrieved from https://education-journal.org/index.php/journal/article/view/147