PEDAGOGICAL CONDITIONS FOR DEVELOPING METACOGNITIVE SKILLS IN GRADES 10-11 THROUGH INTERACTIVE TASKS
Keywords:
metacognitive skills, interactive tasks, reflection, self-control, cognitive activity, facilitation, differentiated approach, strategic thinking.Abstract
This thesis analyzes the pedagogical conditions for developing metacognitive skills in 10th-11th grade students of general secondary schools through interactive tasks from a scientific-theoretical and practical perspective. The study highlights the essence of metacognitive competence and its role in students' independent thinking, self-control, and the implementation of reflective activity. Additionally, mechanisms for activating students' cognitive and metacognitive activities through the use of interactive teaching methods - problem situations, project-based learning, reflexive tasks, and digital interactive platforms - have been substantiated.
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