Structure of learning activity as the main process of obtaining qualitative knowledge

Modern educational process is impossible without educational activity, which, in turn, must be the most effective to meet the ever increasing needs of today.

The structure of learning activities, as a rule, is external, consists of a number of elements, such as:
Learning tasks and situations. To do this, there must be a problem, a motive, acceptance of all of the above by the students.
Educational activities that are aimed at solving the necessary tasks.
Control - the ratio of the result of the action and the action itself to the samples that are given.
Evaluation - fixing the quality (not the quantity) of the result in order to motivate the subsequent work and learning activity.
Each component has its own characteristics. Educational activity itself is intellectual. And it is characterized by a structure very similar to any intellectual act: the presence of a plan, a motive, control and execution.
The educational problem is primarily a normal educational task. He has a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions under which this action should be carried out. The structure of educational activity does not imply abstraction.

The task can also be called the goal given under certain conditions. As the back will be performed, the student himself changes. Educational activity can be presented as a program of learning tasks given in certain learning conditions, as well as involving specific training activities.
The learning task is a kind of complex information system about a particular object or process, in which a small part of the information is clearly defined, and the rest, as a rule, is large, is unknown. It is also required to be found using algorithms and knowledge that the student already has, in combination with independent guesses, as well as the search for better solutions.

Similarly, the structure of educational activity places a very significant place in the actions of evaluation and control, as well as the resulting assessment and self-assessment. This is due to the fact that any learning action becomes regulated and arbitrary only if control and evaluation are present.
The structure of educational activity assigns control to three levels:
The image of the required result.
Comparison of the image and real action.
The decision to correct or continue the action.
The concept and structure of educational activity also outline four stages, during which self-control manifests itself, if this is applied to the assimilation of educational material. The first stage itself is impartial - the absence of any self-control at all. The student has not yet learned any teaching material, and therefore can not control it. The second stage, the concept and structure of learning activity is defined as complete self-control. Here the student is already able to show the correctness and completeness of his own reproduction of the acquired material. The third stage is already characterized as a stage of self-control, which the student chooses for himself. That is, the student already controls himself, checks himself on the main issues himself. The fourth stage no longer presupposes third-party control, and self-control becomes less visible, because it is already performed automatically, as if based on the student's previous experience.

We should also touch upon such a thing as psychological structure of educational activity. Today it is defined as an integral unity of the qualities important in training, as well as their interrelationships. To date, a lot of controversy and different opinions are going on about the psychological structure of educational activity. Therefore, no one can give an exact definition, at least today.