Pedagogical and Psychological Conditions for the Organization of Independent Work of Students

Abstract

The article discusses the scientific, regulatory, organizational and pedagogical foundations of self-organizational work and support for students in education in higher educational institutions. The key terms and principles of education are revealed; examples of the organization of vocational training are given. The legislative framework and regulatory documents regulating the implementation of the requirements of education in university levels are presented. The student not only works fully, but also understands the essence of his individuality in the implementation of educational activities. The joint work of the teacher and the student will undoubtedly allow the student to increase the level of knowledge and develop as an individual person. On the basis of the cooperation between the student and the teacher, feedback is provided, a certain educational activity is actively carried out, and the actions performed are fixed by control and self-control. In the context of credit learning technology, the subject-to-subject relationship is realized and the feedback between the teacher and the student is enhanced. The reproductive nature of learning becomes intense, creative. The content component determines the content of the organization of independent work in the in-depth study of pedagogy. The main goal of the model will be the creation of a methodological system for organizing independent work of students in the conditions of a credit training system. Starting with the 2020 to 2022, there has been arranged and conducted a research of the self-organization process of students in four groups of Abay Kazakh National university. The aim of the study was to research the influence of a set of pedagogical measures for the enhancement of elements of self-organization work of students. The conducted research revealed the following: students of gr. Pedagogy and psychology -71 «b» and gr. Pedagogy and psychology -70 «b» (experimental groups) have higher indicators of the development of communication skills, high educational motivation, professional inclinations than boys and girls gr. Pedagogy and psychology -81 «b» and gr. Pedagogy and psychology -82 «b» (control groups). The empirical data were processed using standard methods of mathematical statistics.