THE USE OF MODERN PSYCHOLOGICAL AND PEDAGOGICAL TECHNOLOGIES IN FORMATION OF COGNITIVE INTEREST AND MOTIVATION AT THE FOREIGN LANGUAGE LESSONS
M.R. Arpentieva1, P.V. Menshikov1, O.P. Stepanova2, O.V. Tokar2, N.G. Bazhenova2, E.D. Bazhenova2
1K.E. Tsiolkovskiy Kaluga State University, Kaluga, Russian Federation
2Nosov Magnitogorsk State Technical University, Magnitogorsk, Russian Federation
Keywords: дидактическая коммуникация, конструктивистский подход, интерсубъективность, рефлексивность, консенсус, didactic communication, constructivist approach, intersubjectivity, reflexivity, consensus
Abstract
The article deals with the problems of constructivist reflection and the construction of didactic communication, the innovations, opportunities and limitations that the constructivist model of pedagogical interaction offers. The aim of the work was an analysis of innovations and perspectives of understanding the modern educational process in the context of the constructivist approach. Postmodern, the era of the late twentieth and early twenty-first centuries, leaving, leaves many interesting and productive developments, which undoubtedly include constructivism. Contesting the existence of reality as such, constructivism offered several solutions to the problem of man’s comprehension of himself and the world. These solutions united by a common idea of producing internal and external reality in social dialogue, in the interaction of people and groups (actors and co-actors) interested in solving problems, united in situational , subject, active collaborations (associations, groups) to develop the best and satisfying all participants as stakeholders of a consensus solution of the problem. Constructivism has changed the view of what is happening in the relations of people in a number of areas, including management and education. Findings. Due to its debatable nature, the development of constructivism ideas in the context of the development of educational ideologies and technologies activates the processes of reconceptualization of the traditional model of didactic communication, and the constructionist model of education itself can and should become an object of systematic methodological, theoretical, empirical and applied research. Any of these approaches can be disclosed as an example of a constructivist educational model. The leading signs of this model are the dialogue nature of education, the focus on understanding the internal and external world in a dialogue with significant other people. This model assumes the consideration of such a dialogue as a process by which a person builds his own life world and himself, as a creative “rediscovery” of the basic truths of human existence, as making socially and personally meaningful decisions in a situation of educational, professional and life choices.
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