PSYCHOLOGICAL MECHANISMS OF SOLVING PROFESSIONALLY-ORIENTED TASKS BY THE SUBJECTS OF TRAINING

Chornyi Artem Mykolayovych Чорний Артем Миколайович

Abstract


The theoretical analysis of psychological mechanisms of learning is conducted in the article. It is emphasized that all components of the training system should be considered within the framework of an activity approach to that system. This provides its in-depth analysis. It is stated that the training system includes two subsystems of learning activities which are in a constant interaction.

It is outlined that solving general psychological problems of learning should be based on knowledge of the basic psychological mechanisms. The system of educational influences is the only means of managing educational activities.

It is stated that psychological mechanisms of learning describe the functioning of this system as the interaction of a teacher and a subject of learning at the psychological level. It is outlined that the feedback mechanism opens the subject of learning a new aspect of the subject of knowledge. Feedback is given both in verbal and in modal form.

It is emphasized that the definition of learning tasks is conditioned by the fact that a person starts to solve a certain problem (solving a task) only if the problem (task) has a personal meaning for the member of studying group.

It is substatiated that the mechanism of dynamic distribution of control functions between the learning subject and the computer is specific to the learning situation; in means that the teacher (system) gradually transfers the functions of managing his/her/its own educational process to the subject of learning; the mechanism shapes intellectual skills, the ability of the subjects of learning to organize their educational activity.

Keywords: educational activity, psychological mechanism, subject of study, professionally directed task, management, interaction, psychological problem of learning.

Accepted: 29.11.2018

Reviewed: 05.12.2018

Published: 19.12.2018

DOI: http://doi.org/10.31108/3.2019.3.4.3

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