Abstract:

The formation and development of personality self-organization skills in the education system contributes to solving many general education problems (development of student motivation, cognitive development of the person, etc.). A feature of the modern stage of the development of society is education throughout the life of a person. The completion of a school, secondary vocational institution or higher educational institution does not mean that a person has received all the necessary knowledge and acquired the necessary experience. The large amount of information that a person encounters in his personal and professional life, as well as an understanding of the limited resources and time, stimulates the formation of his strong-willed qualities. This helps to organize your space and realize your opportunities.

The purpose of the study is to analyze and substantiate the pedagogical conditions for the formation of the self-organization of cognitive activity of students in the new conditions of the digital educational environment.

Methodology:
The current views on self-organization as a quality of personality important in the process of self-development of an individual in his life are based on the theory of the unconscious and psychodynamic approach (Z. Freud, K. G. Jung, E. Fromm, etc.), a humanistic approach (A. Maslow, K. Rogers, etc.), a subjective-activity approach (A.N. Leontyev, S.L. Rubinstein, etc.). Theoretical analysis of psychological and pedagogical literature on the problem of research, the study of advanced pedagogical experience, the use of empirical research methods: observation, survey, questionnaire (questionnaire "Diagnosis of features of self-organization"). The proposed methodology makes it possible not only to evaluate the development of the selected criteria for self-organization of cognitive activity, but also to trace the general level of development of self-organization among students.

Results:
The formation of self-organization of cognitive activity contributes to the consolidation of a number of skills among students (independence, self-control, determination, responsibility, etc.). In order for the skill of self-organizing cognitive activities to develop most effectively, a teenager needs an understanding of his leading learning style. The questionnaire of activity styles or the LSQ questionnaire of P. Honi and A. Mamford, adapted by A. D. Ishkov and N. G. Miloradova, helped to determine the learning style. As a result of passing this test, the student can determine his strengths and weaknesses. You can get practical recommendations on how to organize the process of cognitive activity as efficiently as possible.
Based on the results obtained, the stages of self-organization of students were identified. Self-organization of cognitive activity consists of components: targeting, analysis of the situation, planning, self-control, correction, strong-willed efforts. Like any activity, cognitive activity is carried out according to the scheme "motive - goal - operations (actions)." For each stage of self-organization, digital resources were selected (software products, electronic resources and educational sites, educational platforms, etc.).

Conclusions:
The most important feature of the formation of self-organization of students is deep internal transformations, as a result of which the development and change of all aspects of the child's personality takes place.

Keywords:

Self-organization, cognitive activity, motives, planning, self-control, correction, strong-willed efforts.