of mental actions, their independent implementation); stability of interest in studying;
free possession of all generalized educational skills; positive attitude towards the
fulfillment of the educational task.
As N. Bordovska, S. Rozma writes [7] the ability to self-study process unites in
itself: 1) receptions of general mental activities (analysis, synthesis, etc.); 2) ability to
listen effectively; 3) the ability to quickly and fully remember the required information;
4) the ability to assimilate information; 5) the ability to work with information
(transmit, store, modify, organize); 6) ability to work with texts and to formulate their
thoughts in writing in the form of text (scientific, artistic, documentary, professional,
etc.); 7) the ability to understand, solve and formulate new problems (professional,
administrative, scientific, etc.).
The ability to self-teaching includes: skills and self-control skills (to carry out a
conscious assessment of their own actions, mental processes and states; to correlate the
results with imaginary correct actions; to regulate their activities, preventing
shortcomings and eliminating them in case of occurrence; establish the degree of
coincidence of what should be; with what is already actually) self-esteem skills and
skills (ability to evaluate themselves, their capabilities, qualities and places among
other participants in the learning process, ability to establish a relationship between
methods , Maintenance activities and actions of the students, the ability to express
evaluative judgments about the quality of work, ability to check the results for the
reference landmark, graphic images, etc.).
O. Savchenko [6] in the structure of the ability to learn distinguishes the following
components: motivational, cognitive, activity, control and evaluation, reflexive
correction.
In the Council of Europe documents, autodyadacticism is considered irrespective
of a certain level of education and is interpreted in the following context: learning to
learn is the ability of a person to show consistency and persistence in learning, the
ability to organize his own teaching individually and in groups, to effectively manage
time and information. This skill assumes: awareness of the process of learning and the
needs of the individual and the simultaneous identification of available opportunities;
ability to overcome complexity for successful training; acquisition, processing and
assimilation of new knowledge, skills and abilities; search and use of
recommendations. The ability to learn implies that the learner relies on prior knowledge
and life experience, with the aim of applying knowledge, skills and abilities in different
contexts - at home, at work, in the process of training, training and during professional
duties.
The ability to learn is built on knowledge of: educational strategies that should be
preferred; strengths and weaknesses of their own abilities and qualifications; how to
search for educational opportunities, advisory support or pedagogical support.
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