AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Figure 1. Substructures of continuity
Each of these components includes a number of elements.
In this case, the content side of the components of educational
and cognitive continuity has interrelated components (Table 3):
Table 3. Components of educational-cognitive continuity (internal)
Motivational target
In the interrelation of motivation and goal-setting of the development of interest and professional
orientation, studying at all levels of continuing education.
Meaningful
In the consistent and gradual mastery of knowledge, skill, and ability to link old and new
information.
Educational-operational
Providing the development of general and special skills and abilities, the development of mental
operations and in the selection of the necessary information.
Evaluative-reflexive
In the formation of schoolchildren’ and students' skills in assessment and self-assessment, control
and self-control, analysis and introspection, a reflection of their educational activities, self-
knowledge of themselves as individuals.
Organizational planning
In the development of students' abilities and skills in organizing and planning educational
activities, in creating favorable conditions for it at all levels of the system of continuous
education.
The structural components of the educational-cognitive
continuity are in dynamic interaction and close interconnection.
There is a fairly close connection between the motivationally-
targeted component with the meaningful and the educational-
operational component, as well as between the meaningful and
the educational-operational component. Significantly lower
correlation links between other components of educational and
cognitive continuity. The weakening, and often the disruption of
the links between the components of continuity that is taking
place in the "kindergarten-school-university" system, is one of
the reasons for the difficulties in the teaching of students in the
university.
In the structure of educational-cognitive continuity at each stage of
education, one of its components is system-forming (Figure 2):
Figure 2. Hierarchy of the components of educational and cognitive continuity
Continuity in didactics is characterized by certain features
(integrity, progressiveness, perspective) and performs a number
of basic functions (socializing, directing, integral, heuristic,
stimulating and control). It is implemented on three levels (high,
medium and low).
Continuity satisfies individual requests and interests, promotes
the development of creative abilities of schoolchildren and
students, and provides a choice of own pace of learning, the level
of mastering knowledge, mastering skills and abilities. This
manifests the personal aspect of continuity in learning.
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