PERSONALITY-ORIENTED TASKS AS A MEANS OF DEVELOPING COGNITIVE INDEPENDENCE OF A HIGH SCHOOL STUDENT IN A SPECIALIZED SCHOOL (MATHEMATICAL PROFILE)
Authors:   Orenburg State University, Orenburg, Russia, Sikorskaya G.A. 
Published: December 2024

The development of cognitive independence of high school students is most in demand in a specialized school, since at this educational stage, high school students are being trained to study at a university, according to new standards aimed at increasing the proportion of independent work. Over the past 10–15 years, school teaching teams have been increasingly using the basics of personality-oriented education in their practice. Students enter the class with a certain profile orientation from the position of continuing their studies in higher education. Basically, by the 9th–10th grade, the inclinations, abilities of students, their motivation are fully manifested, in accordance with the vector of their further education. Thus, for a high school student of a specialized school, his personal experience is increasingly important, focused on his valuable, vital meanings, obviously, for him, lying in the sphere of motivational priorities. For this reason, an axiological approach is completely justified in the personality-oriented education of high school students of a specialized school, as it expands the boundaries of learning material acquisition determined by the program, actualizes the voluntary choice of the student, the independence of his position on setting goals, highlighting obstacles. This approach involves the manifestation of will, personal experience, and, therefore, requires the manifestation of active independent cognition of a high school student. The process of developing independent cognition of high school students of specialized classes is possible, in particular, as a result of the organization of educational activities of schoolchildren through personality-oriented tasks involving the use of personal, subjective experience created by the student himself as a leading element of the content. One of the possible ways to form the cognitive independence of a high school student in a specialized class of a mathematical direction is based on the application of personality–oriented tasks of mathematical content — tasks with a parameter. When solving a rather complex problem with a parameter, a high school student is faced with the need to independently search and apply knowledge from various mathematical fields, choosing, based on his personal experience, the most rational trajectory to achieve the goal. As a result of research and experimental work on the development of cognitive independence of high school students of specialized mathematical classes through personality-oriented tasks in the form of mathematical problems with a parameter, the steady development of cognitive independence of students was revealed. The positive aspect accompanying the experiment was a significant improvement in the cognitive component of teaching high school students in the specialized mathematical field, which provided a fairly solid knowledge of solving problems with the parameter included in the Unified State Exam.