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Psychological-Educational Studies
2020. Vol. 12, No. 3. pp. 95–109.
doi:10.17759/psyedu.2020120306
ISSN: 2587-6139 (online)

Activity Formation by Teachers of School Students’ Learning Strategies

Chernyshova N.A. Head of Department, Department for Management Reporting Development of Housing, Utilities and Amenities, State Public Institution of the Moscow city New Management Technologies, Moscow, Russia, ChernyshovaNA2@newtech.mos.ru
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Federal state educational standards for general education define the requirements for the results of mastering a general educational program (what to teach) and subject areas (where these educational results can be formed). However, methods, learning and teaching technologies for these competencies are not proposed. Despite of the obvious need to develop the self-regulation skills of learning, there are still no elements in the educational content that develop them. The article proposes a new approach to the design of the learning process focused on increasing motivation and developing school students’ learning strategies. The approach is based on a study conducted in 10 Moscow schools among students 8-10 grades an their teachers. The data was collected through a survey and focus groups. The purpose of this study was to identify the relation between the development of learning strategies and teachers' methods aimed at the formation of these learning skills. Paradoxical results were obtained: the less attention teachers pay to the teaching of learning strategies, the more they are developed among school students. Paradoxical results have been obtained: the less attention teachers pay to the development of learning strategies, the more they develop in school students. Based on the results analysis, a model for the formation of school students’ strategies in modern educational environment.

Keywords: learning strategies, learning self-regulation, motivation, universal educational actions, teaching methods, modern educational environment

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2020120306

Funding

The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-313-90074.

Acknowledgements

The authors are grateful for assistance in data collection the scientific supervisor Chernobaj E.V. and Moscow Department of Education and Science.

For Reference

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