https://doi.org/10.36719/2789-6919/42/17-21
Nurali Chalabiyev
Shaki branch of ASPU
PhD in Pedagogy
https://orcid.org/0000-0002-0684-8876
n_chelebiyev@mail.ru
Willingness to Learn as a Psychological Condition of Cognitive Activity and
Mastery in the Learning Process
Abstract
The issue of training and raising pupils' level of proficiency is one of the most talked-about and pressing issues in education today. In this way, training, education, and enhancing its quality – among its crucial elements – attract attention as both a theoretical and an applied issue.
Training is a process of interaction between the teacher and children aimed at assimilation of different levels of information, formation of mental strength and skills, and instilling a positive attitude towards cognitive activity.
Thus, it can be concluded that cognitive activity is a complex psychological phenomenon of biological (heredity, outstanding features of mental processes) and social (conditions of understanding the environment, acquired knowledge and skills, interests, socialization conditions of personality, etc.) nature.
The psychological nature of the learning ability problem, which is particularly significant in this process, is examined in this article along with the role that learning and teaching play, motivation in the process of acquiring knowledge, skills, and habits, and its significance as a psychological condition for cognitive activity and learning.
Keywords: learning, teaching, absorption, cognitive activity, learning motivation