Designing subject-subject relations on the basis of analysis of individual features of students’ thinking

• Published in: SHS Web of Conferences Vol. 103; p. 1020
• Main Authors: Kamaleeva, Alsu R., Khrisanova, Elena G., Nozdrina, Natalya A., Nigmetzyanova, Venera M., Pokaninova, Elena B.
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Les Ulis EDP Sciences 2021
• Subjects: cognitive activity; cognitive didactics; Cognitive style; cognitive tools; Students; subject-subject interactions; Teaching; thinking style
• ISSN: 2261-2424; 2416-5182; 2261-2424
• DOI: 10.1051/shsconf/202110301020

This article discusses determination of prevailing thinking style of students with possible typology of the thinking styles. Determination of prevailing thinking style is required to determine strategy and tactics of teaching and maximum use of student-centered results of the performed diagnostics during designing further successful subject–subject interaction. The relevance of the considered problem is related with the necessity to resolve the issue of optimum use of individual features of students’ thinking, future lawyers, regarding development of analytical thinking style. It is proposed that the research method should be based on the diagnostics by A. Alekseev and L. Gromova, Individual Thinking Styles, its aim is analysis of individual thinking styles. It has been established that the proposed method provides analysis of basic thinking styles of the students: synthetic, idealistic, pragmatic, analytical, realistic. The obtained data would allow each teacher to design respective arrangement of subjectsubject interactions and to rearrange methods of teaching the involved discipline with orientation at personal features of cognitive tools of each student individually and in overall group.