CONCEPTUAL CHARACTERISTICS OF METACOGNITIVE MONITORING OF STUDENT’S LEARNING ACTIVITIES

Abstract

Topicality of the proposed issue is determined by importance of consideration of a student personality as a subject of their own intellectual activity. The personal characteristics of a subject of learning activity play an important role in the formation of effective metacognitive monitoring of learning activity, since metacognitive processes in learning have to be considered through a prism of their involvement in the general student activity and compare with their personal characteristics.

It is important to distinguish the concepts “metacognitive monitoring” and “metaknowledge”. There appears a scientific necessity to characterize a concept of metacognitive activity, analyze the characteristics of metacognitive monitoring in learning activity of students, determine its components and place in the structure of students’ metaknowledge. Metacognitive processes in learning consist of
knowledge about metaknowledge, monitoring of metacognitive processes and control over these
processes. In the absence of accurate metacognitive monitoring, one cannot argue about the effective control over educational process.
In the article, the author theoretically analyses the psychological peculiarities of metacognitive monitoring of student learning activity. In particular, such components as metaknowledge, metacognitive processes, metacognitive experience, metacognitive strategies have been characterized. The structural
and functional model of metacognitive monitoring of learning activity developed by T. Nelson and L. Narens have been considered. Theoretical analysis has confirmed the positive correlation between the quality of metacognitive monitoring and learning achievements of students, and allowed to summarize that stimulation of student learning motivation, formation of their adequate self-esteem, development of high indicators of reflexivity, ability to feedback, effectively contributes to formation of skills of their effective metacognitive monitoring of learning activity. Students need to develop ability to independently evaluate own activity and its results, learn how to use metacognitive monitoring.