Postnonclassical diagnostic paradigm of training activity

Training activity of students during problem solving is considered as a process in which a person's abilities to manifest self-organization are shown. On the examples of mathematical, verbal, musical and spatial activities the authors show through experiment that self-organization of training activity is a sequent change of tools for self-regulation of training activity from less to more sophisticated ones. Under the postnonclassical paradigm an experimental diagnostic method applied to procedural characteristics of self-organization, based on the initiated bifurcation of self-development of training activity, is proposed.