The development of cognitive independence of students in the context of higher music and pedagogical education

Abstract

AbstractThis article deals with the actual problems of the development of the cognitive independence of students in the conditions of higher musical and pedagogical education. The influence of the development of cognitive independence on the quality of professional training of a future teacher is noted. Various approaches to the interpretation of the concept of “cognitive independence” in the psychological and pedagogical literature are analyzed. The structural components of cognitive independence are considered and the search for effective ways of its development with an integrative model of musical-theoretical training of students of a pedagogical university is carried out.

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Identifiers

DOI

10.5958/2249-7315.2021.00074.5

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