Principles, types and levels of independent work
In addition to goals and objectives, independent work has principles, types and forms, as well as different levels of complexity. Understanding them allows you to understand the methodological basis on which the goals and objectives of independent work are built, assess the level of complexity of tasks and track your own progress.
Principles of independent work
The following basic methodological principles of independent work are identified:
- focus;
- consistency;
- regularity;
- consistency;
- utility;
- scientific character.
This means that the goals and objectives of independent work, which the teacher pre-vocalizes and the student clarifies during the work, must comply with these principles.
Types of independent work
Types of independent work may differ depending on the location, as well as the nature of the tasks. Classroom and extracurricular activities are distinguished by location. But there are much more types of independent work by the nature of the tasks and they pursue different educational goals:
- preliminary study of the material;
- listening to lectures, finalizing notes;
- working with recommended sources of information;
- performing special tasks within the framework of the curriculum;
- preparation for tests, tests, seminars;
- preparation of abstracts, essays, their defense;
- preparation of reports and scientific research for presentation at conferences and seminars;
- analysis of scientific research and monographs on the subject.
Most of these types of independent work are mandatory. And additional tasks with an asterisk for the smartest are reports, research, analysis of scientific papers and presentations at conferences.
Levels of independent work
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“The execution of an automatic act does not give our mind any task. No difficulty means no need, and therefore no consciousness.”
This quote from Lev Semyonovich Vygotsky perfectly explains why it is important to take into account not only the types, but also the levels of tasks for students’ independent work.
Conventionally, all types of tasks are divided into three levels:
- reproductive;
- productive;
- creative.
To cope with a task of any complexity, you must remember to rest on time.
Reproductive level
These are tasks whose main goal and objectives are to consolidate existing knowledge. This includes reading various literary sources, adding and studying notes, and completing tasks similar to those that the student already knows how to solve.
Productive level
This is direct work with new material. The main goal and tasks facing tasks at the productive level are deepening knowledge, consolidating skills in practice. Types of tasks at this level:
- draw up an outline of the book;
- compile a bibliography;
- make diagrams, diagrams;
- prepare oral and written responses to questions;
- evaluate the written work of fellow students.
Creative level
The goals and objectives of independent work at a creative level are to independently seek knowledge, demonstrate independent thinking and the ability to analyze, as well as work with large and complex material. Objectives of this level:
- prepare an abstract;
- write an essay;
- conduct research;
- collect material and write a thesis;
- prepare and defend a report.
When choosing the level of tasks for independent work, remember that it should increase each time. This will strengthen self-confidence and increase professionalism.
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The concept of “independent” activity and its functions
Independent activity of a preschooler in learning: analysis of various approaches. The structure of a child’s independent activity Read more: Play as a means of teaching independence
2.2 The concept of “independent” activity and its functions
Analysis of monographic works devoted to the problem of organizing independent activities of preschool children, P.I. Pidkasisty, I.A. Zimneya, showed that the concept of independent activity is interpreted ambiguously:
Independent activity is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using their efforts and expressing in one form or another the result of mental or physical (or both) actions. Independent activity, in our opinion, is most fully defined by A.I. Winter. By its definition, independent activity is presented as goal-oriented, internally motivated, structured by the object itself in the totality of actions performed and corrected by it according to the process and result of the activity. Its implementation requires a fairly high level of self-awareness, reflectivity, self-discipline, personal responsibility, and gives the child satisfaction as a process of self-improvement and self-knowledge. [19,124]
Firstly, this definition takes into account the psychological determinants of a preschooler’s independent activity: self-regulation, self-activation, self-organization, self-control, etc.
Let’s try to more accurately define what is essentially included in the concept of “independent activity.”
“Independence” is a very multifaceted and psychologically complex phenomenon; it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria. Independence – as a characteristic of a preschooler’s activity in a specific situation, is a constantly demonstrated ability to achieve the goal of an activity without outside help.
“Amateur activity” is a subjective, strictly individual self-governed activity, with personally determined components: goal, leading need, motivation and methods of implementation.
“Self-activation” is a subjectively correlated internal motivation for activity.
“Self-organization” is the ability of an individual to mobilize himself, purposefully, actively use all his capabilities to achieve intermediate and final goals, rationally using time, energy, and means.
“Self-regulation” is initially a psychological support for activity, which in subsequent development acquires a personal meaning, i.e. actual mental content.
“Self-control” is a necessary component of the activity itself, which carries out its implementation at the personal level.
Secondly, attention is focused on the fact that independent work is connected with the work of a preschooler in a group and is a consequence of the correct organization of educational and cognitive activity in the process of education.
A.I. Zimnyaya emphasizes that the independent activity of a preschooler is a consequence of his correctly organized educational activity in the process of education, which motivates its independent expansion, deepening and continuation in his free time. For the teacher, this means a clear awareness of not only his plan of action, but also its conscious formation in preschoolers as some scheme for mastering a subject or action in the course of solving new problems. But in general, this is the parallel existing employment of a preschooler according to a chosen program for mastering any material during the learning process.
Thirdly, independent activity is considered as the highest type of educational and cognitive activity, requiring from the child a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility, and giving him satisfaction as a process of self-improvement and self-awareness. [22.86]
The effectiveness of the educational process and cognition is determined by the quality of teaching and independent cognitive activity. These two concepts are very closely related, but independent work should be highlighted as a leading and activating form of education due to a number of circumstances.
Firstly, knowledge, skills, abilities, habits, beliefs, and spirituality cannot be transferred from teacher to child in the same way as material objects are transferred. Each child masters them through independent cognitive work: listening, understanding oral information, analyzing and comprehending the material, analysis.
Secondly, the process of cognition aimed at identifying the essence and content of what is being studied is subject to strict laws that determine the sequence of cognition: acquaintance, perception, processing, awareness, acceptance. Violation of the sequence leads to superficial, inaccurate, shallow, fragile knowledge, which practically cannot be realized.
Thirdly, if a person lives in a state of highest intellectual tension, then he certainly changes and is formed as a person of high culture.
It is independent work that develops a high culture of mental work, which presupposes not only technology, but above all the mind, the need for independent activity, the desire to delve into the essence of the issue, to go into the depths of yet unsolved problems.
In the process of such work, the individual abilities of preschoolers, their inclinations and interests are most fully revealed, which contribute to the development of the ability to analyze facts and phenomena, teach independent thinking, which leads to creative development and the creation of their own opinions, their views, ideas, their position. [17.95]
From everything that has been said previously, it is clear that independent activity is the highest work of cognitive activity of a preschooler and is a component of an integral pedagogical process, therefore it has such functions as educational, educational, and developmental.
Chapter 3. Play activity of a preschooler as a means of developing independence
Independent activity of a preschooler in learning: analysis of various approaches. The structure of a child’s independent activity Read more: Play as a means of teaching independence
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Goals and objectives of independent work
What is the main difference between independent work and other types of work at the university?
This is an activity during which the student completes the task independently, without the direct participation of the teacher.
Additional features of this type of work often include the following:
- presence of a problematic problem that requires a solution;
- limited time to complete the work;
- mental effort in the process of finding a solution;
- conscious and independent approach of the student, activity.
It is these prerequisites that determine the main goals and objectives that independent work should solve.
There is an opinion that only that knowledge that a person has passed through himself and supported by independent activity becomes real skills and abilities.
Goals of independent work
Most often, the teacher sets the goals for students’ independent work. Depending on the subject being studied and the level of complexity, they may vary, but the main ones, as a rule, are the following:
- strengthen and systematize the knowledge acquired during the learning process;
- develop the ability to effectively work with scientific literature and other sources of information;
- independently extract knowledge and apply it in practice;
- develop critical thinking, analytical and research abilities;
- develop the skill of planning and organizing time;
- develop self-control and performance evaluation skills.
The ability to set goals and objectives, highlighting the main thing - a useful skill
Example: goals for independent work of students in the direction of “Diplomatic and Consular Law” of the specialty “Jurisprudence”:
- systematization and strengthening of students’ knowledge acquired during the study;
- formation of skills to use, apply, interpret regulations, analyze theoretical sources;
- formation of independent thinking, abilities for self-improvement and self-realization;
- development of research skills.
The determination of the content and main goals of students’ independent work is influenced by the requirements of the Federal State Educational Standard, curricula and programs of specific disciplines approved by the higher education institution.
Tasks of students’ independent work
If goals are the main, global vision, then tasks are specific steps to achieve them. They are determined by the logic of learning and help to break down the execution process into stages. What problems can independent work solve:
- repeat the material covered;
- deepen and assimilate new knowledge;
- consolidate theoretical information;
- summarize and systematize what has been learned;
- develop practical skills and professional abilities;
- apply knowledge in practice;
- solve specific tasks or cases.
Example: tasks of independent work of students in the direction of “Diplomatic and Consular Law” of the specialty “Jurisprudence”:
- master theoretical (fundamental) knowledge of diplomatic and consular law;
- learn basic concepts;
- study and analyze international treaties, customs and national legislation on diplomatic and consular law;
- solve problems and assignments proposed in the educational manual for practical and seminar classes;
- to form experience of your own search, creative, research activities.
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