DIAGNOSTICS OF COGNITIVE STYLES OF PUPILS IN THE PROCESS OF PHYSICS STUDYING

Implementation of personality-oriented technologies in modern school takes into consideration the complex of parameters that reflect the individual characteristics of students and form the basis of their learning styles. The development of the problem of the educational process with the consideration of students' learning styles make it possible to identify those factors that influence the formation of an adequate style of the teacher. The consideration of students' learning styles ensures the effectiveness of the didactic interaction and will enhance the quality of education. In the article have been delineated the concepts of "cognitive style" and "learning style." The analysis of the sources of research have made it possible to understand the cognitive style as the congenital characteristic that reflects the physiological and mental structures of human intelligence. The learning style is a set of actions, techniques, methods, which are people preferred to during a certain period of studying. It is developed on the basis of the cognitive style, according to congenital abilities, changes and improves during the life. A learning style is typical for an individual and under certain conditions can help to achieve good results in their studies, under other conditions could complicate the process. In the article the author analyses different approaches to determine the learning styles of students, especially their recognition by specific to the learning style characteristics. The features of the teaching and learning activities of representatives of different learning styles have been disclosed. The author discloses the concept of teaching style that characterizes the dominant actions, techniques, methods inherent to the teacher and represent in a certain way the features of its behavior in the teaching and learning activities. The author works out recommendations, which will support the teacher to take into account the learning styles of students to ensure the effectiveness of didactic interaction and increase the efficiency of individual teaching style. Further explorations in this area are associated with the use of knowledge about the learning styles of organization and modeling of students' group interaction.