Structural and content model of cognitive pedagogy

The author draws attention to the theoretical and practical aspects of the implementation of the model of cognitive pedagogy, reflecting its resource potential. The purpose of the study is to develop and implement a structural and content model of cognitive pedagogy, to evaluate its effectiveness. The article presents the results of constructing a cognitive model in the implementation of the disciplines of the humanitarian cycle for the training of future teachers, indicating the importance of the role of graph theory in the analysis of problems in pedagogical situations at the initial stages of modeling, which indicates the effectiveness of the developed structural and content model. Methods used in the study: literature review, experiment, comparative analysis. The paradigms of cognitive pedagogy are based on the results of individual examples of the convergence of the humanities, which have a certain bearing on pedagogy. In practice, the relevant knowledge serves as a theoretical basis, which models of cognitive pedagogy can be based on during the implementation of the disciplines of the humanitarian cycle for the training of future teachers. At the same time, it is advisable to pay the greatest attention to the stage of identifying the factors affecting the pedagogical situation and the construction of cognitive maps.