DOI: 
http://dx.doi.org/10.15293/1813-4718.2006.07
UDC: 
16(077)
Dulatova Zainep Asanalievna
Кандидат физико-математических наук, Cand. Sci. (Physico-mathemat.), Chair of the Department of Mathematics and Method of Teaching Mathematics, Irkutsk State University, dulatova@yandex.ru, Irkutsk
Kovyrshina Anna Ivanovna
Кандидат физико-математических наук, Cand. Sci. (Physico-mathemat.), Assoc. Prof. of the Department of Mathematics and Method of Teaching Mathematics, Irkutsk State University, annkow@mail.ru, Irkutsk
Lapshina Elena Sergeevna
Кандидат физико-математических наук, Cand. Sci. (Physico-mathemat.), Assoc. Prof. of the Department of Mathematics and Method of Teaching Mathematics, Irkutsk State University, esl7828@gmail.com, Irkutsk
Shtykov Nikolay Nikolaevich
Кандидат физико-математических наук, Cand. Sci. (Physico-mathematical), Assoc. Prof. of the Department of Social and Economic Disciplines, Irkutsk State University, tukubik8@gmail.com, Irkutsk

Organization of Training of Future Teachers, Aimed at Forming their Culture of Translatuon of Universal Learning Activities

Abstract: 
General logical universal learning activities (analysis, synthesis, comparison, etc.) are traditionally considered as basic actions that underlie human thinking. It is generally accepted that already in elementary school, general logical cognitive actions are formed at a sufficient level to understand the diversity of their structure, forms of application in various situations. At the same time, it is assumed that their further development should occur automatically when mastering the content of subject training. However, this opinion is not confirmed either by educational practice or by the results of the final state certification. We also note that the elementary nature of general logical actions causes a tendency to describe them superficially in pedagogical studies devoted to the formation of logical ULA, which prevents the solution of this problem. The methodological basis of the research is the application of the basic components of the system-activity and competence-based approaches in the organization of teaching students of the pedagogical specialty. The general aim of the article was to develop a theoretical concept of training future teachers, aimed at forming a culture of translation of general logical ULA Results. The article proposes an approach to the formation of a culture of translation of general logical methods of cognitive activity among future mathematics teachers, based on the concept of funding the corresponding logical actions. In conclusion, the expediency of using this approach in teaching bachelors of pedagogical education in various specialties is noted.
Keywords: 
culture of translation, methods of cognitive activity, the conception of funding in education, logical universal learning activities
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References: 

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