PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF EFFECTIVE LEARNING

Abstract

The article reveals the main psychological and pedagogical features of effective learning. The memorizationtechniques from Joshua Foyer are considered, where the author introduces the concept of the idea of a palaceof images, or a palace of memory, which contains images, associations created in the last lesson, related tothe past theme. If there is a purpose and meaning of memorization, then the process of reproduction will bemore efficient and simpler.The significance and role of the image in the theory of the modern scientist V.V. Klimenko. The image isconsidered as a reflection of the subject and a standard-regulator of cognitive, moral actions and aesthetic actions.Emphasis is placed on the prominent role of restorative exercises and interval repetitions in the studyof the concept of effective learning. The article states that effective learning requires the skill to praise studentscorrectly and carefully. Praise as a means of motivation becomes productive if it is skillfully used in pedagogicalcommunication, establishing more emotional interaction between teacher and students.It is emphasized that effective learning will give results when teachers pay attention to the importanceof perception of the student’s point of view, his thoughts, impressions, judgments, motives. The main, in this aspect, is psychological reasoning – non-cognitive factors that affect learning. The more often studentsbegin to think about the learning process, the results of their actions, successes in the study of certain topics,categories, concepts – the more effective, and most importantly, conscious will be the learning process.Emphasis is placed on the category of “growth thinking”, which is interpreted as the belief that abilitiesand intelligence are variable, and we can increase their level. The concepts of associations, the processof image creation, on the basis of which thought is built, are studied. Emphasis is placed on the importantrole of the teacher’s emotional response, which should meet the learning objectives and encourage students tofurther success and learning outcomes.The category of metacognition as a process of thinking about one’s own thoughts, effective receptionof learning is considered. The theory of the American scientist Carl Rogers on the important questions that trueprofessional and wise teachers should ask themselves is highlighted.