title: ÐÐµÑÐ¾Ð´Ñ Ð¸ ÑÐ¾ÑÐ¼Ñ Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð²ÑÐ·Ð°
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Methods and forms of enhancing university studentsâ cognitive activity
Creators: name: Ð ÑÐ±ÐºÐ¸Ð½Ð°, ÐÐ»ÐµÐºÑÐ°Ð½Ð´ÑÐ°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2020
Subjects: Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð°Ñ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÑ
Ð°ÐºÑÐ¸Ð¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ð¹ ÐºÐ¾Ð¼Ð¿Ð¾Ð½ÐµÐ½Ñ
Ð¿ÑÐ°ÐºÑÐ¸Ð¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ð¹ ÐºÐ¾Ð¼Ð¿Ð¾Ð½ÐµÐ½Ñ
Ð³Ð½Ð¾ÑÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ð¹ ÐºÐ¾Ð¼Ð¿Ð¾Ð½ÐµÐ½Ñ
Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ñ Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸
cognitive activity
axiological component
praxeological component
gnoseological component
enhancing of cognitive activity

description: Ð¢ÐµÐ¼Ð° Ð²ÑÐ¿ÑÑÐºÐ½Ð¾Ð¹ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÑ: Â«ÐÐµÑÐ¾Ð´Ñ Ð¸ ÑÐ¾ÑÐ¼Ñ 
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ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¾Ð¼Ñ Ð¸ Ð¿ÑÐ°ÐºÑÐ¸ÑÐµÑÐºÐ¾Ð¼Ñ 
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ÐºÐ¾ÑÐ¾ÑÑÐµ ÑÐµÑÐ°Ð»Ð¸ÑÑ Ð² ÑÐ¾Ð´Ðµ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ: 
1. ÐºÐ¾Ð½ÐºÑÐµÑÐ¸Ð·Ð°ÑÐ¸Ñ ÑÑÑÐ½Ð¾ÑÑÐ¸ Ð¿Ð¾Ð½ÑÑÐ¸Ñ Â«Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð°Ñ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÑÂ»; 
2. ÑÐ°ÑÑÐ¼Ð¾ÑÑÐµÐ½Ð¸Ðµ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐµÐ¹ Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² 
Ð²ÑÐ·Ð°; 
3. Ð°Ð½Ð°Ð»Ð¸Ð· ÑÐ¾ÑÐ¼ Ð¸ Ð¼ÐµÑÐ¾Ð´Ð¾Ð² Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ 
ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²; 
4. ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐºÐ° Ð¿ÑÐ¾Ð³ÑÐ°Ð¼Ð¼Ñ Ð¾Ð¿ÑÑÐ½Ð¾-ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ°Ð»ÑÐ½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÑ Ð¿Ð¾ 
Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð²ÑÐ·Ð°; 
5. Ð¾ÑÐµÐ½ÐºÐ° Ð¿Ð¾Ð»ÑÑÐµÐ½Ð½ÑÑ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð². 
ÐÑÐ°ÐºÑÐ¸ÑÐµÑÐºÐ°Ñ ÑÐ°ÑÑÑ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð° Ð½Ð° Ð±Ð°Ð·Ðµ Ð¡Ð°Ð½ÐºÑ-
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(Ð¸Ð·ÑÑÐµÐ½Ð¸Ðµ, ÑÐµÐ¾ÑÐµÑÐ¸ÑÐµÑÐºÐ¸Ð¹ Ð°Ð½Ð°Ð»Ð¸Ð· Ð¸ Ð¾Ð±Ð¾Ð±ÑÐµÐ½Ð¸Ðµ Ð½Ð°ÑÑÐ½Ð¾Ð¹ Ð»Ð¸ÑÐµÑÐ°ÑÑÑÑ) Ð¸ 
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Ð¸ ÐºÐ¾Ð»Ð¸ÑÐµÑÑÐ²ÐµÐ½Ð½ÑÐ¹ Ð°Ð½Ð°Ð»Ð¸Ð· ÐµÐ³Ð¾ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð²). 
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Ð²ÑÑÐ²Ð»ÐµÐ½Ñ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ Ð¿ÑÐ°ÐºÑÐ¸Ð¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾, Ð³Ð½Ð¾ÑÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¸ Ð°ÐºÑÐ¸Ð¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ ÐºÐ¾Ð¼Ð¿Ð¾Ð½ÐµÐ½ÑÐ¾Ð² Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð², Ð° 
ÑÐ°ÐºÐ¶Ðµ Ð½Ð°Ð¸Ð±Ð¾Ð»ÐµÐµ Ð¿ÑÐµÐ´Ð¿Ð¾ÑÑÐ¸ÑÐµÐ»ÑÐ½ÑÐµ Ð¼ÐµÑÐ¾Ð´Ñ Ð¸ ÑÐ¾ÑÐ¼Ñ Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ 
Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð²ÑÐ·Ð°.
description: The subject of the graduate qualification work is âMethods and forms of enhancing university studentsâ cognitive activityâ. 
The given work is devoted to theoretical and practical study of the cognitive 
activity of university students, in particular, its components: gnoseological, praxiological, axiological, as well as an analysis of the problem of using methods and 
forms by university teachers to enhance cognitive activity. The research set the following goals: 
1. the concretizing of the essence of âcognitive activityâ; 
2. consideration of specifics of cognitive activity by students of the high 
school; 
3. analysis of existing methods and forms of enhancing university studentsâ 
cognitive activity; 
4. development experimentation in the terms of enhancing university studentsâ cognitive activity by student in the high school; 
5. evaluation of received results. 
The practical part of the study was carried out based on the Peter the Great 
St. Petersburg Polytechnic University. The study was conducted using theoretical 
methods (research, theoretical analysis and synthesis of scientific literature) and 
empirical research (description, analysis, experiment, qualitative and quantitative 
analysis of its results). According to the results of the analysis of the experimental work, the specifics of the development of the praxiological, gnoseological and axiological components of the cognitive activity of students were identified, as well as the most preferred methods and forms of enhancing cognitive activity among university students.