Page 76

AD ALTA

JOURNAL OF INTERDISCIPLINARY RESEARCH

ACTIVIZATION OF COGNITIVE ACTIVITY OF STUDENTS IN THE LEARNING PROCESS IN
KAZAKHSTAN

ULDAI TULENOVA,

ALMAZHAI YEGENISSOVA,

NURASILA ATAKHANOVA,

MAKSAT USSERBAYEVA,

GULNAZYM URAZOVA,

GULDEN ZHUBANGALIEVA,

RITA BISSENBAYEVA,

ZHANARGUL GABDULLINA

a,c,e-h

Kh. Dosmukhamedov Atyrau State University, 600006, 212

Student Ave., Atyrau, Kazakhstan

Sh. Yessenov Caspian State University of Technologies and

Engineering, 130003, 14th Microdistrict, 50, Aktau, Kazakhstan

Department of Russian Language and Literature, Atyrau

Institute of Engineering and Humanities, 060011, 5A Hudin Str.,
Aktau, Kazakhstan

email:

tulenova_Uldai@mail.ru,

almazhai66@mail.ru,

rassi68@mail.ru,

Maksat.userbaeva@mail.ru,

gulnazym_6524i@mail.ru,

zhubangalievag@mail.ru,

bn_rita@mail.ru,

g.zh.e@inbox.ru

Abstract: At present, more than ever, there is a great demand for knowledgeable,
business, responsible people. The modern society of information technology is
interested in highly educated and competent specialists who can act independently and
actively, make decisions, adapt flexibly to constantly changing living conditions. The
current situation implies an increase in the educational, cultural, and professional level
of each person; search for special forms of education; requires other skills and
abilities; dictates the need to increase personal activity, responsibility, and enterprise.
In the Republic of Kazakhstan, the content of education should be focused on ensuring
the self-determination of the individual, creating conditions for its self-realization.

Keywords: cognitive activity, educational process, development of education,
conditions for self-realization, educational standard.

1 Introduction

Following the content of the state educational standard, social
demands for the training of professionally competent specialists
have increased. In modern conditions, the process of training a
young specialist does not end at the secondary vocational school
(lyceum), technical school (college) or university - it becomes
continuous. There is a direct link between the level of
development of society and the intellectual potential of
professionals: a high level of material and technical base and
culture require specialists to have the appropriate knowledge and
skills, as well as a constant desire to improve education and
improve their skills. That is, there is an urgent need for each
person in the system of continuing professional education.

The professional formation of the personality of the teacher of
vocational training is part of the ontogenesis of a person from
the beginning of the formation of professional intentions to the
end of active professional activity. Many scientific works
indicate the need for a new approach to the process of
professional formation of the personality, the formation of a
positive attitude to professional activity, interest in the content of
the work (O.S. Anisimov, A.S. Belkin, N.S. Glukhanyuk, E.F.
Zeer, A.A. Derkach, V.S. Lednev, L.E. Orban, G.M. Romantsev,
V.V. Shapkin, and others). It is no coincidence that in recent
decades a new science has emerged - acmeology, which reflects
the problems of the formation of professional maturity of an
individual. The effectiveness of the training of specialists, first
of all, depends on the activities of the university in introducing
students to their future profession, ensuring the formation of
professional orientation in the educational process (A.B.
Kaganov and others). The peculiarity of the acmeological
approach consists in raising the question of the influence of
moral principles and personality activity on the formation of
professionally important qualities (O.S. Anisimov, A.A.
Derkach, N.V. Kuzmina, A.A. Rean, and others).

During training at a vocational pedagogical university, an
attitude toward engineering and pedagogical activity is being
formed, which includes pedagogical, engineering, technical and
production, and technological components. General engineering
skills (polytechnic skills in reading and drawing drawings,

diagrams, graphs; measurement; technical diagnosis; performing
design and graphic work; development of engineering
documentation; determination of economic indicators of
production, etc.) constitute an important part of the competence
of the teacher of vocational training. In this regard, the forefront
is the need to strengthen the professional orientation of the
content of the courses of the engineering cycle and change the
emphasis in the educational activities of students.

2 Materials and Methods

The methodology of teaching any academic discipline in a
university needs constant improvement by the requirements of
the development of pedagogy and scientific and technological
progress. Therefore, the methodological support of graphic
disciplines imposes ever higher requirements. Given the shortage
of training time allocated for the subject, while trying to
maintain common program material, the task of constructing a
balanced teaching methodology for graphic disciplines that
provides a high level of mastery of graphic knowledge is
important and relevant.

Among the problems that are not reflected in the practice of
training engineering and teaching staff is the lack of research
that examines in detail the process of designing a modular
technology for teaching graphic disciplines.

Requirements for the level of training of graduates of a
vocational pedagogical university suggest a change in the
existing approaches to organizing the process of teaching
graphic disciplines, focusing on creating conditions for the
formation of the personality of a specialist and ensuring the
professional orientation of the educational process. (1) Thus, the
strategic direction of the development of the system of
continuing professional education is to solve the problem of
personality-oriented education, in which the student’s
personality is in the focus of the teacher’s attention, and the
teaching activity is an active cognitive activity. Moreover, the
most important trend in the development of education, including
engineering and pedagogical, is the revision of the very concept
of the organization of cognitive activity of students and
pedagogical guidance.

The relevance of the problem of enhancing the cognitive activity
of students is evidenced by the numerous works of psychologists
(K.A. Abulkhanova-Slavskaya, B.P. Esipov, P.I. Pidkasisty,
N.A. Polovnikova, M.N. Skatkin, I.F. Kharlamov, T.I. Shamova,
G.I. Shchukin, A.F. Esaulov, and others). For example, K.A.
Abulkhanova-Slavskaya, (2) considering this problem through
the prism of personality psychology, says that activity is a
generalized, valuable way of reflecting, expressing, and fulfilling
her vital needs, typical of a given personality; it is a functional-
dynamic quality of personality that integrates and regulates in
dynamics its entire personality structure. This position is
reflected in the work of many other researchers. Other scientists
define the activation of cognitive activity of students as the
ability and desire to creatively approach the surrounding reality,
which ensures success and gives the educational work of
students the character of an independent and creative search for
truth (I.Ya. Lerner, P.I. Pidkasisty, N.A. Polovnikova, and
others). In particular, M.N. Skatkin (3) in his writings
emphasizes, “The activation of cognitive activity is necessary
not only for the successful solution of educational but also
educational tasks: it instills mental abilities ..., fosters love,
respect and the habit of serious work, arouses curiosity”.
Highlighted areas reflect a humanistic approach to education, the
hallmark of which is the individuality of a person, his
personality.

Person-oriented learning according to M.Yu. Bukharkina, M.V.
Moiseeva, A.E. Petrova, E.S. Polat, G.K. Selevko, N.E.
Erganova and others suggest a differentiated approach to
learning, considering the level of the intellectual development of

- 76 -