Development of the cognitive independence of foreign students through the method of pedagogical silence
The article is devoted to the problem of the development of the cognitive independence of foreign students, the actualization of which is associated with changes in the understanding of the goals of education, according to which learning should not be limited to the communication of knowledge, but should develop the necessary competencies in the implementation of independent cognitive activities and reveal the creative potential of students. The aim of the work is to present the process of development of the cognitive independence of foreign students within the framework of heuristic teaching on the example of studying the discipline “Russian as a foreign language”. The object of this research is the cognitive independence of foreign students; subject - the process of developing the cognitive independence of foreign students through the method of pedagogical silence. The introduction substantiates the effectiveness of heuristic learning for the development of cognitive independence; the problems of language training of foreign students in the higher education system are considered; the author’s view of silence is presented and its significance for teaching foreign students is revealed. The main part provides a more precise definition of the cognitive independence of foreign students in relation to the process of teaching Russian as a foreign language, describes its component structure and content, defines the criteria and levels of development of cognitive independence, as well as tools for its assessment. When describing the component structure of the cognitive independence of foreign students, special attention is paid to its motivational component. The author emphasizes the importance of using tasks of a heuristic type for the development of cognitive independence, since in the process of their implementation, cognition of the object under study occurs along with a change in the acting subject itself. Conclusions are drawn about the specificity of the process of developing the cognitive independence of foreign students when teaching Russian as a foreign language and about the effectiveness of using the method of pedagogical silence in the process of developing the cognitive independence of foreign students in their language training. The research materials can be used in organizing the educational process for foreign students, for methodological work in an educational institution, as well as in self-educational pedagogical activities.