Table 1 Layout of the general table-matrix of the organization of educational
process with observance of the triad "learning - teaching - management"
Teaching is the activity of
the person who teaches
Learning is the
activity of the
learner
Management is the activity of the person who
teaches
Applying the "inter-
institutional integration"
approach in the case of
organizing the activity of
the learner, whose name
indicates two (three)
activities (for example,
educational-excursion,
project management,
educational-research,
educational-cognitive,
etc.). The application of the
"interdisciplinary
integration" approach
serves as a basis for
defining the didactic
foundations for organizing
the educational process on
the basis of a complete or
partial combination of
different activities among
themselves; definition of
different ways of teaching
students.
Organization of
study taking into
account:
- ways to
implement it ("I
teach myself", "I
teach others", "I
am tought by
others", "learning
in mutual
learning");
- number of those
who learn
(individual, pair,
group, intergroup);
- expression of
cognitive
autonomy and
interaction with
others.
Implementation of management functions:
- Planning (goal setting, content definition,
didactic toolkit);
- organization (organizing the educational
process in accordance with the planned and
taking into account the results of the application
of the eco-differentiation approach, that is, the
establishment of the presence or absence of
signs of age and (or) life-threatening crises;
- management (use of various means to
enhance the learning and cognitive activities of
those who learn, including the flexible
introduction of integration and differentiation in
order to mitigate the course of age and life
crises experienced by those who learn in the
event of signs of crises );
- control (current control (on the basis of
received information about the course of
educational and cognitive activity of those who
learn);
- regulation (establishing correspondence
between the activities of those learning and the
purpose);
- coordination (establishing the correspondence
between achieved and expected results,
definition of further actions).
The results of the study showed that success in learning by those who learn,
prompted them for active learning and cognitive activity, and the expressive experience
of the sense of cognitive growth generated a positive attitude to the course of the
educational process and its results. Using innovational author’s novations, L. Holodiuk
and T. Miier served as a model for the educational process with a clear thought-out as
the implementation of the components of the didactic triad "learning - teaching -
management" and the organization of the educational process, during which the
mentioned triad was a new integral representation reflecting the activities of those who
learn and those who teach in interdependent influences.
The results of the study suggest that the modeling and organization of the
educational process with the adherence to the didactic triad "learning - teaching -
management" contain significant potential for significant growth in the educational
process of the indicators of effective self-realization of the learners and those who
teach.
- 447 -