The problems of formation of self-organizational skills are considered in article. There is the assumption that the academic skills which are forming in the course of educational activity mastering (planning, goal-setting, time-management, self-control, self-estimation, etc.) lie in the basis of person self-organization of activity. The results of researches proving influence of academic skills on result of solution of educational and scientific-educational tasks at different grade levels (postgraduate study, higher education institution, at school) are given. It is shown that a base of self-organizational structure is organization (an ability to construct the work according to a goal, to find resources independently and thanks to endurance and persistence to finish begun). Driving motive is the relation of a person to the time and level of formation of learning strategies: cognitive (repetition, elaboration, organization of a training material) and metacognitive (planning, observation, control). The self-organizational resource provides efficiency of training material assimilation, allowing “being able to study”. In consequence it is transferred to labor activity in the form of ability to understand and accept a problem, to plan its solution, to estimate and control the actions. From this point of view training process creates the conditions forming intelligence and independence of activity. Leveling of the cognitive-organizational mechanism at the organization of the educational activity focused only on information support of educational process, leads to decrease in the level of control and regulation of one's own activity.
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