Egorova Varvara Andreevna

Rapid absolution of skills and knowledge determines the need for constant retraining, advanced training and mastering new technologies. Nevertheless, the volume and complexity of the material learned are no longer consider being the main value of the learning process. Development of the range of cognitive abilities, which can be combined under the general concept of «learning to learn», comes to the forefront.

The article analyzes the “learning to learn” concept in the context of various approaches that differs both in the content of this skill and in the interpretation of its formation conditions. Within the first approach, “learning to learn” skill is developed through the disclosure of the skill’s structure to students. Within the second approach, the skill is developed by solving practical or research problems. The third approach to the “learning to learn” formation provides changes in the content of training and develops educational cooperation between the teacher and the students. Until now, no studies have been conducted to prove constant advantage of a particular method in the context of “learning to learn” formation.

In this paper “learning to learn” is considered to be a symbiosis of self-discipline, perseverance, motivation, information literacy, speed reading, critical thinking and reflection. Considerable attention is paid to the conceptual and terminological apparatus of the «learning to learn».