Didactic potential of the textbook in preparing students for self-regulated cognitive activity

Abstract

The paper proves the relevance of the discussed topic in the view of modern reality and our understanding of education as a process in which a student is an active participant in their educational activities. The authors’ attention is focused on such concepts as «self-regulated cognitive activity», «metacognitive skills» and «person-centered teaching methods» revealing their interdependence in the learning process. The significant developmental potential of the academic discipline “Foreign Language” makes it possible to organize “constructive, cognitive and creative activity” of students striving for self-development. The aim of the research is to analyze the didactic potential of the textbook in preparing students for independent self-regulated cognitive activity and illustrate it with the examples of specific tasks. The authors examine the main characteristics of a foreign language textbook developed for a non-linguistic university. One of the important characteristics of a foreign language textbook is its focus on the development of self-regulated cognitive activity through methodological apparatus of the textbook. In this context, much attention is paid to person-centered tasks included in the foreign language textbooks. Such tasks include mini-projects, round tables, conferences, discussions, role-plays, case studies, etc. The practical value of the research is determined by the opportunity given by the textbook to apply the results for the effective development of students’ metacognitive skills that form the basis of self-education. The tasks presented and analyzed in the paper allow us to draw a conclusion about the importance and necessity of using person-centered technologies in the educational process with the aim of preparing students for independent self-regulated cognitive activity through the development of metacognitive skills.