Activity approach as a path, method and way of determining learning efficiency

Abstract

The article is devoted to consideration of the analysis, generalization and description of how, using an activity approach, it is necessary to draw conclusions about the effectiveness of training on a scientific basis. It was concluded that the content of the activity approach consists in evaluating the effectiveness of the corresponding activity based on its results. The results of the activity can indicate the presence of abilities and talents of the individual, that is, they can be used to develop criteria for giftedness. Education is a full-fledged, complex, multifaceted and very important intellectual activity, the result of which, in particular, is the development of personal abilities. That is, the activity carried out in the learning process is a way, way and method of individual development. The effectiveness of an individual's education is reflected in the results of his activity. The results of intellectual activity, despite the significant diversity of their content, forms, types and levels, can be formalized, systematized, generalized and evaluated with the help of the conceptual approach proposed by us, which in turn, on a scientific basis, makes it possible to carry out an unbiased and objective analysis of the effectiveness of training and draw conclusions regarding the results of identifying (diagnosing) abilities, giftedness and opportunities and ways of its further development.