Cognitive learning technology: essence, efficiency and effectiveness
Problem and purpose. The problem of the effectiveness of modern cognitive learning technology is considered, which requires the formalization of the results of a valid correlation of the formed competency with the number series. The purpose of the article is to establish the essential components of cognitive training technology, determine the criteria for the effectiveness of its application and present the results of a pedagogical experiment to test this criterion base in the structure of military-vocational training of cadets of military institutes. Research methods. A comparative analysis of educational technologies, the identification of the essential intentions of the cognitive plan in them, followed by the design of a criterion base for the effectiveness of such technologies. Results. The main approaches to the design of teaching technologies focused on the cognitive aspect of social experience are analyzed. An analysis of publications over the past five years has revealed a new essence of cognitive learning technology, based on the organic unity of the cognitive, operational and psycho-emotional components of learning, described by the parametric space of expected results. The training technology that we created made it possible to increase the effectiveness of the educational activities of cadets, which is confirmed by a pedagogical experiment conducted in three Russian universities. The effectiveness was determined through numerical meters, allowing accurate diagnosis of the success of cadets. Among the main ones, we used performance indicators such as the coefficient of assimilation of knowledge, the level of abstraction of the learned material (V.P. Bespalko), learning curves characterizing the dynamics of the formation of educational competence of cadets depending on the number of repetitions of the didactic unit in the process of mastering it, the degree of automation of the learning skill, the amount of activity of students. Conclusion. 1. For cognitive learning, it is necessary to structure the cognitive process in the logic of the operational-activity approach. 2. The psycho-emotional state of students is characterized by types of behavior that determine the ability to demonstrate the “correct” signs accepted in this field of knowledge. 3. The optimal criteria for the effectiveness of cognitive learning technology are: a) readiness for the manifestation of the formed cognitive competence and possession of the sign system of this academic discipline; b) the ability to show their competence in non-standard educational and cognitive situations; c) personal attitude to the subject of application of cognitive experience and volitional regulation of this relationship.