PEDAGOGICAL CONDITIONS FOR DEVELOPMENT OF METACOGNITIVE SKILLS IN STUDENTS

Abstract

The article presents essential characteristics of a concept of “metacognitive skills.” The genesis of the ideas of teachers and psychologists about the substantive content of the concept of “metacognitive skills” over time is presented. The necessity of developing metacognitive skills in students is substantiated, based on regulatory documents (standards of general and higher education). Pedagogical conditions (methods and techniques) for the teacher’s work on the formation and development of metacognitive skills in students are proposed (motivating questions, metacognitive support, modeling, reflective questions, thinking aloud, self-control, compiling tables, concept map). The author presents features of using techniques in the work of a teacher and identifies components of cognitive modeling/regulation. The researcher also describes stages of formation of metacognitive skills in students in the educational process. It is concluded that it is necessary to search for new pedagogical means aimed at developing metacognitive skills in students.