| Abstract |
During school years labor, playing and education activity are distinguished. But life or - activity in general don’t consist only of separate activity forms. Some of them play the leading part at the moment and are more important for future development, others are less important. Some of them play the main part in development, others-subordinate one. So it is necessary to talk not about psyche dependence of activity in general, but of leading activity [l]. The leading activity is defined as activity, which development causes the main changes in physical peculiarities of child personality at definite point of his development. According to D. B. Al’konin’s division into periods, the leading activities during school years are: in junior schooling -education activity; in teenager’s years- intimae-personal relations; in youth age- education-professional activity [2].
The education activity can be understood as students’ activity, directed to acquiring the theoretical knowledge about the studying subject and general ways of accomplishing the tasks, connected with it and hence to pupils’ development and forming their personalities. With such understanding of education activity pupil’s activity is consciously directed to realization the studying and educational aims, which the student takes as his own ones. Hence the education activity differs from any another student’s activity during the studying (playing, labor etc.) because it is objectively directed not only to realization the education aims, as other activities at the moment, but also subjectively directed (purposeful) to it [5, p.77-78].
The notion education activity is wider than the notion study-cognitive activity, because during the education activity actions not only of studying but also of training character are used. The notion cognition activity is wider than two others, because the cognition is made not only because of the studying aim, but also for discovering something new in the science. The cognition activity for children usually passes in study-education form. However education activity is understood rather distinctively. Usually in methodical-educational literature, and sometimes in psychology one any students’ activity during their education is understood as education activity and that is why the studying is identified with education activity and they are considered as synonyms [5,p.77].
The pointed out attributes of the education activity are very important in reality, however, the process of forming these qualities among students is still not enough studied in the works of pointed studies. Let us continue looking through the maintenance of education activity from the point of education activity conception and point some peculiarities or education activity.
The education activity, first of all, is the activity, in the result of what the changes in the pupil take place. Tins is the activity of self changing, its product are changes, made during its execution in the very subject [2, p.45]. Generally we can say, that these changes are acquisition new knowledge, i.e. new ways of action by the pupil.
The education activity is directed to general activity ways assimilation. In every action, made by pupil there is a result of this action and the general way, with the help of which these actions are made. In the education activity the main efforts are directed to waiting exactly with these ways of activity. The main unit of education activity is education task. Education task is the general aim of education activity, formed as a general education task before the students, for example'. « To realize and adopt receptions of education activity of solving logarithm equalizations». The education task is tightly connected with generalization rich in content, it brings the student to generalized attitudes in studying sector of knowledge and new ways of action mastering. If necessities in education activity rouse students to adoption of theoretical knowledge, the motives rose them to adoption of the algorithms, ways of their reproduction with the help of study actions; directed to solving education tasks.
The general aim of education activity can be reached with the help of the system of particular subaims, which help to choose the particular (private) task from definite number of subject tasks. Hence, it can be the component of several subject tasks. At the same time this or that particular education aim can be reached with several subject tasks. Hence study tasks in case of coincidence of particular study aim can differ with structure or maintenance of subject tasks or with both of them.
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