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Mastering the Principle of Reflexivity in the Developing Education
Alekseeva L.N., Vice-Director of the Research Institute of Innovative Strategies for General Education Development, Moscow, Russia
The subject of the article is the reflective principle in the teaching practice of developing education. We focus on the interrelation of thought and activity and, especially, on the issue of transition from activity to thinking that is based on reflexivity mechanisms. The various models of reflexive process are analyzed and the grounds for the formation of distinctions that describe the types and structure of the reflexive process are discussed. The possibility of reflexivity functioning in the learning process is studied. The reflective processes undertaken in the collectively distributed work by teacher and student are shown to be related but not identical to each other. The levels of reflexive process are described: a simple description of the activities that were carried out in distinctions given by a teacher; forming of own mental resources to describe the specific action with the aim of its transformation; considering the action in space of socio-cultural samples of activity. The approach to complex personality characteristics of a reflexivity processes in the theories of V.V. Davydov, N.G. Alekseev and Yu.V. Gromyko are analyzed
Keywords: reflexivity, thinking, activity, mental activity, activity of teaching, learning activity, learning situation, metaobjects.
Column: Pedagogical Psychology