მეტაკოგნიტური უნარების განვითარებზე ორიენტირებული სწავლება

Abstract

Instruction focused on the development of metacognitive skills represents one of the fundamental directions of contemporary education, as it enables learners to understand, plan, monitor, and evaluate their own thinking processes. These skills constitute the foundation for the development of critical thinking, problem-solving, creativity, and self-regulation, which are essential determinants of both academic achievement and personal effectiveness.

The development of metacognition should not be viewed merely as the implementation of isolated activities; rather, it should be understood as a general principle for organizing the teaching and learning process. This principle encompasses all components of instruction, including the clarification of learning goals, the planning of actions, the monitoring of performance, the analysis of outcomes, and the reflection on acquired experience. In this process, particular importance is attached to metacognitive pauses before and after learning activities, the explicit identification of cause-and-effect relationships, and the systematic use of self-assessment and peer assessment.

The teacher’s role as a facilitator is crucial in ensuring that learners move beyond simply describing the steps they have taken and instead develop an understanding of the rationale underlying their decisions, the causes of both success and difficulty, and the possibilities for selecting more effective strategies in future learning situations. Thus, the purposeful development of metacognitive skills provides a foundation for the formation of autonomous, responsible, and self-regulated individuals.