Evolution of The Concept of Learning Task in Developmental Teaching
Abstract
The article examines the evolution of the concept of a learning task within the context of developmental education, emphasizing the contribution of the Kharkiv research group. Two complementary functional components of the learning task are identified: the "proper learning subtask" (changes in thinking for constructing a new mode of action) and the "learning-practical subtask" (the actual construction of the mode of action). This significantly enhances the understanding of the development of the subject of learning activity in the process of posing and solving a learning task. Special attention is paid to the significance of a student's mental goals, as without their independent formulation, learning activity loses its developmental nature and reduces to mere assimilation. The views on the action of analysis and transformation of a model in the process of solving a learning task are clarified, as well as the role of evaluation, which is performed at all stages of posing and solving a learning task, unifying key actions into a holistic act of learning activity.
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References
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