IX Международная студенческая научная конференция Студенческий научный форум - 2017

XXI century - the century of intelligence, personality and age of individualism, the age of technology. The level of development of the personality, the activity of his way of thinking about what is happening in society, depends on the formation of civil relations in society and its democratization. Information age from all sides their news flow surrounding the man presses on it and handle it only the memory capacity - active, passive memorization more and more difficult, because there is a limit, the memory too. Modern school with difficulty departs from a position of memorization of knowledge, because everything that didactics offers a continuation, improvement, modification of training methods of the nineteenth and twentieth centuries. But as we know, there is also the human mind, the reserves of which are used no more than 2-3% .

Education in mainstream mental activity allows several times to increase the use of these resources and to adequately increase the quality of education for all students. Thinking activities - intelligence, this field of psychology, the subject of his research. Didactics - the science of how to student learning, science, which seeks to become more and more sophisticated way to teach students certain knowledge. Psychology of intelligence states that the knowledge obtained at school students, it is a reflection of what they have heard or read, at best, it has transformed the shape information. This knowledge must be built with the understanding by the students based on their previous experiences. New knowledge must unite, divide, associated with previous and subsequent knowledge. Each student on the basis of its design understanding, designs offered his knowledge to himself in his understanding. In practice, this is indeed the case and looks, but it obviously only provided if the teacher constructs knowledge of the structure and the structure of activities for students in the classroom. The construction of knowledge, ie, logical formulation of teacher questions from previous knowledge of the new creates an opportunity for each student to answer a question, based on from their inner understanding and engage in active cognitive activity.

Setting a good goal

Engaging in active learning activities, students become active knowledge to expand their understanding. Knowledge is in operation, then the learning process destroying their traditional vertical construction of the structure and are arranged in logical thinking in a horizontal structure. That is, according to the Swiss psychologist Piaget "alogitsizm learning" is destroyed. Each new structure of knowledge, entering the logic operations with the old, or adequate knowledge of the following structures arranges them in the circuit integrity of the structures of knowledge.

What should know the teacher in the design of learning or what meaningful learning and what is its purpose? How do we define its concept, the principles on which it is based, originates from, what it involves and what is its versatility. With what elements designed lesson constructive learning and how it conducts teacher? As students have to work in the classroom? What intellectual and social knowledge, skills and abilities they need to acquire and how they are assessed?

Constructivist teaching method is widespread amongst the most popular methods of secondary education system. This theory is based on the belief that learning emerges as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge. Many advocates of the utility of Constructivist teaching method convinced that this theory enhances not only the knowledge of students, but also they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.[1]

The benefits of constructivist learning

Traditional education system which based on the prepared teaching cannot conform with the other knowledge that students have gained, owing to this there is a tendency of mechanic remembering or cursory education. Students can utilize the information from the mechanic remembering however , after the exam or lesson that knowledge can easily be forgotten and they cannot use them in the real life. The aim of constructive teaching - to develop the student's comprehension and to take advantage of that gained knowledge outside the classroom and in the real life.

The teacher who aims at giving students the sound knowledge inquires to develop student's ideas and knowledge in the constructivist notion of teaching. Such obligations consist of the level of students' comprehension, the doubtful thoughts via some hypothesis and new conceptions. One of the most important thing in teacher's profession is to know the features of perception of each student, the necessity of the work in order to enhance students' development or improvement, also to acknowledge some students' own way of understanding or reception.

The lessons which settled down on the constructivist teaching allow students to think about their knowledge and beliefs, to ask some questions, complete their knowledge and to change their conception in the period of study. This proceeding helps to students to scrutinize their predictions and thoughts, and by means of this to extend the conception of the world , nature and life. In this model of teaching students play an important role: they gain the knowledge from their friends via social networks.[3]

To acknowledge social-constructivist teaching is "New methods in teaching and learning". Children construct their conception on the own researches and social interaction. The most important modern explanations of social-constructivist teaching are " Teaching and learning via dialogue" and " To learn how to learn". Because they are very closely connected with social-constructivist views. Teaching and learning via dialogue creates a communication between students or communication between teacher and students that help students to express themselves and systematize their thoughts."To learn how to learn" or metacognitivism assists students to realize how to continue learning on their own. [2]

An important factor of " Teaching education" is " metacognitivism". "Metacognitivism" is the ability of changing how individual think, supervise learning, evaluate and observe .

CONCLUSION

When teacher takes into account only students' academic performance and comprehension , it will help pupils to acquire the material well. The term " metacognitivism" is used to influence on pupils' sound education and development of cognate thoughts . Usually there are several students who always needs a help from teacher. It shows students' dependence on teacher: students who are not familiar with " metacognitivism" always ask a help from others when they have difficulties. However, students who are good at " metacognitivism" cooperate with teacher in the process of learning and sometimes they execute the function of teachers. If students learn to control their process of learning and they ask for a help only when they need, then teachers will find a time to work individually with them. To sum up, the education will be profitable if only students remember the gained knowledge and can take advantage of it when it is necessary. But if the knowledge is learnt mechanically, it will be useless. Consequently, it is good to pay attention to education that is demanding all the power rather than just to fulfill the professional obligations.

Constructive learning is creative, activity-an operational training which is an opportunity for each student to build their new knowledge on settling their experience on their having knowledge. constructive learning philosophy is a synthesis of Eastern and Western philosophy of education; is output from the partial knowledge to the knowledge of the integrity or vice versa on the integrity of knowledge to the particular. Constructive training activities aimed at changing teacher and student in the learning process, which eventually leads to a change not only of the educational process, but also of all relevant components.

REFERENCES

1. Pagán, Brian (2006-02-28). "Positive Contributions of Constructivism to Educational Design"

2. Jonassen, D. H. (1999). Constructing learning environments on the web: Engaging students in meaningful learning. EdTech 99: Educational Technology Conference and Exhibition 1999: Thinking Schools, Learning Nation

3. Taber, K. S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational Theory (pp. 39–61). New York: Nova.

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