Adambai Akerke

6M080100 "agronomy"

20-801-16-56

Theme 10

Management of cognitive activity in the process of teaching

1.Features of management of cognitive activity in the process of teaching.

The concept of self-learning and cognitive activity of students is considered from two perspectives: 1) personally, socially and professionally significant result of education, 2) a process in which the active form and develop the skills necessary to the student in his future career.A cognitive activity is the private mental process for someone. Such as change from childhood to adulthood in mental images of the world outside, or how children learn right from wrong.What is the difference between behavior and cognitive activities?Behavior is an action that can be observed, cognitive activities are thoughts. Thoughtscanbeexpressedasbehaviors.

Traditionally the process of teaching looks like that: because of the absence of original textbooks (which is quite normal as printing textbooks is business and no one will invest money in a textbooks, say, on Hydrogeology, which is supposed to be bought by a hundred of students annually) teachers of schools have to serf in the Internet to find some texts close to their students’ major. As a result typical activities at lessons are: “read and translate the text”, “answer the questions”, and “retell the text”. No doubt, reading and retelling are very important in language acquisition but if used too often they kill motivation and students get bored. And although students realize that is highly important for their future career, this understanding is not enough to stimulate their everyday work and keep them active during the lessons. Therefore, teachers need to develop or use such forms and methods of training in which to develop the cognitive activity of students. After all, without the cognitive activity of students can not be no question about the full process and quality of education.

Reference:

1. http://gisap.eu/node/1335

2. https://en.wikipedia.org/wiki/Cognitive_psychology#Educational_psycholog y\\

Adambai Akerke

6M080100 "agronomy"

20-801-16-56

Theme 11 Diagnosis of cognitive activity in the process of teaching

Features of the control of mental activity in the learning process.Regularly challenging your brain with mentally stimulating activities is associated with better brain function and reduced risk of cognitive decline and dementia. Learning new things in study, at work and in leisure time all contributes to challenging the mind throughout life and helping the brain function efficiently.

Mind as Mental Activity

So mind is perhaps a little bit of a misleading way of approaching this topic because mind implies that it’s some sort of “thing.” And we’re not talking about a “thing” when we are discussing mind; we’re talking about mental activity. So it’s activity, mental activity. It’s individual and it’s subjective and it’s going on all the time. Now, as for what is this mental activity, the mental activity is defined by three words: clarity (gsal), awareness (rig), and then the adjective mere (tsam), which means “only,” in front of that (at least in English it’s in front of that). So clarity and awareness, these are again a little bit misleading as a term, although they are literally what the words mean. We need to really understand what they signify.Now those two things, those two activities – giving rise to a mental hologram and an engagement, a cognitive engagement with it – are talking about the same activity, just describing it from two different points of view. It’s not that first a mental hologram arises and then you know it, because how would you know it, for example? That becomes quite difficult. And if you consider the example of thinking, it isn’t that a thought arises and then you think it. The arising of the thought and the thinking of the thought is the same thing just described two different ways. So giving rise to a mental hologram, a visual mental hologram, and seeing something – that’s the same activity.We can also look at it from a physical point of view. And from a physical point of view, we could describe the phenomenon of mental activity in terms of the activity of very subtle energy, or on a grosser level, in terms of activity of electrical energy and chemical processes. These are just different ways of explaining the same event. You can explain it from a subjective, experiential point of view (which is giving rise to a mental hologram and some cognitive engagement or involvement with it), or you could describe it from an objective physical point of view (movement of energy or stuff like that). It’s talking about the same event, the same thing, just describing it two different ways.

Reference:

1. http://www.berzinarchives.com/web/en/archives/sutra/level4_deepening_understanding_path/mind_mental_factors/recognize_basic_factors_mental_activity/transcript.html

Adambai Akerke

6M080100 "agronomy"

20-801-16-56