ACTIVIZATION OF INDEPENDENT COGNITIVE ACTIVITIES OF STUDENTS IN FOREIGN LANGUAGE CLASSES

The article is devoted to the problem of activization of independent cognitive activities of students in foreign language classes. The contradiction between the requirements for a modern specialist and his level of readiness for professional activity is determined. One of the ways of solving this problem is to improve the organization of independent cognitive activity of students in classes with a foreign language. The important role of independent cognitive activity of students in foreign language classes is determined.


Unsolved aspects of the problem.
The contradiction between the requirements of a specialist in modern conditions and the level of readiness of students for professional activity, between the need for specialists with a foreign language and the facilities of education to meet this need, requires a qualitatively new relationship between the subjects of pedagogical activity.
Consequently, the professional training of a specialist who is able to work independently and creatively in modern conditions, to be competitive in the international labor market, which involves knowledge of a foreign language, is the main goal of the pedagogical process. One of the ways to solve this problem is to organize an independent cognitive activity of students in foreign language classes.
The purpose of the article. One of the means of solving these contradictions is to improve the organization of independent cognitive activity of students in classes in a foreign language. Understanding the essence of independent cognitive activity, the term "organization" makes it possible to formulate the definition of "organization of independent cognitive activity of students" as a system of joint actions of the teacher and student, which is aimed at implementing the cognitive cycle of each student, in the process of which an active determinant role is performed by students [6 ]. This definition combines a systematic approach to organizing an independent cognitive activity of students with the specifics of the latter, the specific goal and tasks that students face in their foreign language lessons, with their individual capabilities. The analysis of the effectiveness of the organization of educational and cognitive activities of students in foreign language classes suggests that traditional methods of teaching do not provide satisfactory results and do not always stimulate autonomy, activity and creativity. In the process of source analysis among other indicators, the frequency of questioning was determined [6]: the need to improve the organization of independent cognitive activity of student and teacher are active participants in the educational process; the student is not only the subject of study, but also its subject, and therefore has the right to independently solve a number of issues: the inclusion in an individual plan of an optional course in a foreign language, the choice of materials for independent work, etc.
In the methodological plan activization of independent work is connected with the culture of educational activities of students, the culture of their intellectual work.
Independent work is a special form of cognitive activity, the degree of improvement of which depends on the level of culture of mental work. Hence, for the effectiveness of managing the independent work of students, the issue of raising the culture of their mental work is of particular importance. The level of the latter causes, to a large extent, the success of independent cognitive activity of students, improving the quality of their training in the process of independent work. In order to help students master the methods of educational work, it is possible to introduce a special course "Independent work of students". Ways of activating independent cognitive activity of students in foreign language classes [6]: development of a system of multilevel tasks for independent work, which is based on a change in the nature of the cognitive problem from reproductive to creative; improvement of the content of the tasks and, at the same time, increase of the part of independent knowledge of the student in the process of his cognitive activity; motivational approximation of the process of fulfilling the cognitive task with self-education activities; reduction of control by the teacher by independent work of the student.
As a result of the transition of the student to the system of complicated tasks, his ability to solve educational problems is formed, the character of the teacherstudent interaction changes, and the level of organization of their independent cognitive activity increases. The complex of measures for the organization of independent cognitive activity of students in classes in a foreign language allows [6]: ensure the continuity of student and non-audiences' independent work; to intensify independent work of students; to dismiss the teacher as much as possible, allowing to allocate time for advisory work;-to differentiate and individualize; to teach students to organize cognitive activity; it is more efficient to manage the learning process as a whole through additional direct and feedback.

Conclusions and suggestions.
Consequently, the scientific problem of activating the independent cognitive activity of students in foreign language classes and their role in modernizing higher education has a priority, applies to fundamental research, since its solution lays the fundamental foundations for ensuring the development of the socio-economic system of society. The effectiveness of independent cognitive activity of students is conditioned by its organization. An organization is a dynamic process in which the student's activity is in, and the management of the teacher, where the relevant relationship is created. The basis of the organization of an effective learning process should be the principle of activity and independence in student learning. The general organizational skills of students should be developed. The effectiveness of the organization of cognitive activity of students is determined by the level of personal readiness of the student to acquire knowledge. It is necessary to differentiate the levels of personal readiness of students to master the knowledge and take into account the didactic conditions and relations that are formed between the teacher and the student and the individual abilities and interests of students. The complex nature of organizational measures for the organization of independent cognitive activity of students involves the definition of the main in its developing meanings of techniques. These include: the use of teacher methodical methods for organizing independent work of students in classes in a foreign language; organization of situations of collective decision of tasks, discussion and discussion of results; conducting at the initial stage of study at the institution of higher education a cycle of training courses at a specially developed course "Organization of an independent student work"; development of criteria for the effectiveness of the organization of independent cognitive activity of students in classes in a foreign language.