The experimental plan of the development of students’ cognitive activity by means of the reflective technology

Considering the problem of the cognitive activity development is extremely topical, the author of the article represents the concrete experimental plan for the development of the students’ cognitive activity by means of the reflective technology. In the author's opinion, the reflection increases the cognitive activity, by virtue of giving the process of learning the subjectness and subjectivity features (the subjectness of the cognition reflects the individual's activity, while the subjectivity reflects the personal meaning of the content of the cognition and the cognitive process). The aim of the paper is studying the possibilities of the reflective technology in enhancing the students’ cognitive activity. The object of the study is the cognitive activity of the cognition subjects. The subject of the research is the reflexive educational technologies as a means of developing the cognition subjects’ cognitive activity. At an ascertaining stage the author diagnosed the cognitive activity peculiarities, expressed in the academic success indicators, the degree of the learning difficulty/easiness, the emotional attitude towards the learning (like/doesn’t like to learn), curiosity, the internality of achievements and students’ reflection in the experimental and the control groups. At a forming stage of the research the author approved the reflective technology of increasing the students’ cognitive activity in the experimental groups. At a control stage she performed the repeated diagnostics of the cognitive activity peculiarities, expressed in the academic success indicators and future teachers’ reflection in the experimental and control groups. As a result of the experiment, which lasted during 2 semesters the students’ reflexivity of thinking became significantly increased, their reflective skills were developed, and the need for self-cognition and development appeared. Their cognitive activity was substantially increased, expressed in the academic success indicators, difficulty/easiness of learning, the emotional positive attitude towards the study, the positive attitude towards the learning content and methods, the internality, the need for cognition knowledge and achievements, the curiosity. The author's unique program of the cognitive activity development has all signs of the reflexive technology: conceptuality, consistency, efficiency and reproducibility.