CONSTRUCTIVE EDUCATIONAL ENVIRONMENT SCHOOL-UNIVERSITY

Abstract

The article presents the results of the study the key components of the development of constructive thinking of students on the basis of model building constructive educational environment school-University. It was conducted from a position of constructive approach in education, as a process of systemic-structural methodology of cognitive and creative activity of the student, promotes development and formation of various constructive qualities of the individual. The functions of constructive educational environment school-University aimed at developing constructive thinking of students, defined by its structural components and connections, shows the consistency of self-development of constructive thinking and job satisfaction the development of constructive skills. The findings reveal innovative possibilities of cooperation of schools and universities in the design and functioning model of constructive educatio-nal space that contributes to the development of constructive thinking of all its stakeholders.Purpose: measuring the effectiveness of the model constructive educational environment school-University aimed at the development of students.Methodology: the Programme of research included: (1) diagnosis of the development level of constructive thinking on the questionnaire developed in the context of the constructive theory of education, (2) augmented and revised by the author the diagnosis of satisfaction and importance model of constructive educational environment school-University by the method of G.A. Gagarin, as well as theoretical modeling, method of involved observation, formal teaching method.Results. The article introduces the concept of «constructive learning environments», which are considered in relation to the organization and conduct of joint activities of teachers, teachers and students. The authors give a theoretical comparative analysis of scientific works of colleagues in the context of the problem. Offer a brief constructive educational environment and makes recommendations for the implementation of the model in educational process organization. The article has a scientific value, as it contains a generalization of the authors with the novelty, there are scientific findings, aimed at revealing and solving problems of organization of joint activity of all subjects of the educational process.Practical implications. General pedagogic; history of pedagogic and education.

Keywords

• constructive learning environment
• constructive thinking
• constructive skills
• Wednesday school-University
• constructive approach
• design education
• model