Bibliographic manual yu methodology of self-development and self-education. Fundamentals of self-education

1st stage

Determine the social purpose and meaning of your life. my moral ideal.

2nd stage

Know yourself. What I am.

3rd stage

Determine the program-plan of self-education.

What am I supposed to be.

4th stage

Create your lifestyle

5th stage

Train yourself to develop the necessary qualities, knowledge, skills and abilities.

6th stage

Evaluate the results of work on yourself, set new tasks for self-education.

1. The motto of life.

1. My virtues.

1. Requirements to me of parents and teachers.

Mode.

1. Daily routine.

2. Respect for time.

3. Hygiene of work and rest.

4.Rules of life.

Workouts, exercises.

1. Self-commitment.

2. Assignment to oneself (for a day, a week, a month).

3.Self-persuasion.

4. Self-coercion.

5. Self-control

6.Self-order.

Self control.

1. Self-analysis and self-assessment of work on oneself.

2. Self-encouragement or self-punishment.

3. Self-improvement of the self-education program.

2. The ultimate goal of my aspirations and activities.

2. My shortcomings.

2. Requirement to me of comrades, the team.

3. What I love and hate in people.

3. My interests and hobbies.

3. Requirements for oneself from the standpoint of an ideal and objective self-assessment

4. The purpose of my life.

4. Spiritual values ​​of a person.

5. Attitude towards learning.

Output:

Self-education program.

6. Attitude to work.

7. Attitude towards people.

Course work

Personal self-education: ways, means and methods

Introduction

Chapter 1. Theoretical foundations of the problem of self-education of adolescents

1 The essence of the concept of "self-education"

3 Features of self-education of adolescents

Conclusion

Applications

Introduction

In the context of the development of the rule of law and a democratic society, an objective need arose to increase the requirements for a modern person, which indicated the demand for a socially active, independent, creative personality. In this regard, the problem of improving the activities of state institutions responsible for the upbringing and education of the younger generation is becoming more acute. it is they who have the potential to purposefully create the most favorable conditions for the formation of a new person. In this regard, we have chosen the following topic of the course work "Self-education: ways, means and methods".

The phenomenon of self-education is widely represented in the studies of many sciences related to the development and formation of a person. Among them are general, school and social pedagogy (V.I. Andreev, N.F. Kapterev, A.G. Kovalev, A.I. Kochetov, P.F. Lesgaft, A.V. Mudrik, A.S. Novosyolova , K.D. Ushinsky); general, developmental and social psychology (A.Ya. Aret, L.S. Vygotsky, I.S. Kon, V.G. Maralov, L.I. Ruvinsky, N.P. Chesnokova); sociology (N. Smelser); valeology (A.A. Dubrovsky, V.V. Kolbanov, SV. Popov); psychology and theory of physical education and sports (A.I. Babakov, E.P. Ilyin, A.Ts. Puni, M.I. Stankin); hygiene (S.N. Popov, D.A. Farber). But in this literature, the possibilities of the educational process in its focus on the self-education of schoolchildren (in particular, adolescents and high school students) are not sufficiently covered.

The relevance of research. Attention to the problem of self-improvement of the individual is due to the relevance of issues related to the study of the internal activity of the individual, his reserves, their maximum use to increase the independence of the individual in the process of its development. A developed personality is characterized by activity, which includes the desire to realize oneself, to consciously turn the ideals of society into deeply personal value orientations and beliefs. The determinant of internal mental activity determines the nature of mental development, which manifests itself in self-development, self-activity, self-improvement. A.A. Bodalev called this fact as an essential phenomenon - the need and ability of the individual for self-development and self-movement.

The purpose of the study: To consider the features of the process of self-education of modern adolescents.

Object of study: self-education of adolescents.

Subject of research: ways, means and methods of self-education of modern teenagers.

Research objectives:

1.To study the psychological and pedagogical literature on the research topic.

2.To determine the features of self-education of modern adolescents.

.Develop and conduct a cycle of self-education classes with teenagers.

Research methods and techniques. To solve the problems of the study at the theoretical level, the analysis of psychological and pedagogical literature was used, and at the empirical level, a survey of adolescents was used.

Base of the study: the study involved 30 adolescents aged 14 years, secondary school No. 8 of the Smorgon district.

Work structure. Course work consists of an introduction, two chapters, a conclusion, a list of references (25 sources), applications (names). The total volume of work without the appendix is ​​38 pages.

Chapter 1. Theoretical foundations of the problem of self-education in the scientific literature

1 The essence of the concept of "self-education"

Self-education is a conscious activity aimed at the fullest possible realization by a person of himself as a person. Based on the activation of self-regulation mechanisms, it assumes the presence of clearly conscious goals, ideals, personal meanings. It is inextricably linked with education, not only reinforcing, but also developing the process of personality formation. The necessary components of self-education are self-analysis of personal development, self-report and self-control. Self-education techniques include self-order, self-approval and self-hypnosis.

A necessary condition for self-education is the presence of true knowledge about oneself, correct self-esteem, self-consciousness. Self-education is due to a number of subjective and objective reasons: the desire to become better, the requirements of society for citizens, their education and qualities; pedagogical influences to which the student was exposed in the process of education and upbringing. Under the influence of these reasons, internal prerequisites for self-education are created, needs, views and beliefs are formed, life ideals and goals are clarified or formed.

Based on the activation of self-regulation mechanisms, self-education implies the presence of clearly conscious goals, personal meanings. The necessary components of self-education are: reflection of personal development, self-report, self-control. The methods of self-education include: satisfaction, self-judgment, self-hypnosis, self-persuasion and self-order. In adolescence, self-esteem plays a decisive role in self-education. An important motive is dissatisfaction with oneself, one's achievements, inconsistency with one's ideals. Most people practice self-education all their lives.

The importance of self-improvement in the formation of personality is recognized by many modern figures in pedagogical and psychological science. In the studies of A.G. Kovalev, the substantiation of the essence of the processes of self-regulation and self-improvement is given. In the works of V.G. Kutsenko, A.A. Bodalev and other scientists consider the relationship between the upbringing and self-education of children, the methodology for organizing the process of self-education. In the works of I.I. Chesnokova, L.S. Sapozhnikova discusses the features of the use of self-improvement tools in adolescence. In the works of P.M. Yakobson, the problem of self-education of feelings, psychological features of self-regulation in the sphere of emotions are analyzed. Theories, including basic concepts, description of motives, goals, objectives, means, methods of self-education and self-improvement, factors influencing the development of these processes, were created by P.Ya. Aretom, A.G. Kovalev, L.I. Ruvinsky, I.I. Chesnokova, SM. Kovalev.

In the concept of "self-education" pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - education - are only conditions, means of awakening them, putting them into action. That is why philosophers, educators, psychologists argue that it is in the human soul that the driving forces of its development are laid. In the process of education, it is necessary to encourage a teenager to carry out self-education.

Self-education presupposes a certain level of development of the personality, its self-awareness, the ability to analyze it while consciously comparing one's actions with the actions of other people. A person's attitude to his potential, the correctness of self-esteem, the ability to see his shortcomings characterize the maturity of a person and are prerequisites for the organization of self-education.

Self-education is a conscious activity of the subject, aimed at the fullest possible realization of himself as a person, changing his personality in accordance with clearly conscious goals, ideals, personal meanings. Self-education is a relatively late acquisition of ontogenesis, associated with a certain level of development of self-consciousness, critical thinking, ability and readiness for self-determination, self-expression, self-improvement. Self-education is based on adequate self-esteem, which corresponds to the real abilities of a person, the ability to critically assess their individual characteristics and potential. As the degree of awareness increases, Self-education becomes an increasingly significant force in the self-development of the individual. The necessary components of self-education are self-analysis of personal development, self-report and self-control.

Self-education goes through a certain path of development. If we try to cover its main age steps, then the whole path of its transformation with age seems to be as follows. The first step is physical and volitional self-education, adolescence. A typical goal at this age is the volitional and physical self-improvement of a teenager, and the task is to improve the volitional qualities of a person, such as courage, endurance, self-control, endurance, self-confidence, etc., through the use of special tools and exercises. The same applies to physical development, in connection with which many children at this age begin to engage in physical education and sports. The second stage is moral self-improvement, early adolescence. The most common goal of self-education at this time is spiritual, moral development, understood as the development of noble personal qualities: decency, kindness, generosity, loyalty to a friend, devotion to a loved one, readiness to help, etc. The third stage is professional self-education - medium and late adolescence, the beginning of adulthood (from 20 to 40 years).

This period of life can be considered as a time of business self-improvement associated with the development of a whole complex of professionally necessary qualities in a person, including abilities, skills and abilities that are important for successful work in the chosen specialty. The goal of professional self-improvement, having arisen at this age, is fixed in many people and becomes one of the main ones in life. The fourth stage is social and ideological self-education, the period of life after 40-45 years. Here the task of self-improvement becomes the development of a social position, worldview, a certain outlook on life. Sometimes there is also a fifth stage, corresponding to the setting and realization by a person of the goal of self-actualization, marked as the highest stage of personal development in humanistic psychology.

Two of the five listed stages in the development of a person's self-education fall on adolescence and early adolescence. The success of personal self-improvement in these years, its results determine the character of a person as a person.

Self-education involves the use of such techniques as self-commitment; self-report; comprehension of one's own activity and behavior; self-control. Self-education is carried out in the process of self-management, which is built on the basis of goals formulated by a person, a program of actions, control over the implementation of the program, evaluation of the results obtained, self-correction.

Self-education, systematic human activity aimed at developing or improving moral, physical, aesthetic qualities, behavioral habits in accordance with a certain socially determined ideal. The content of self-education always depends on the socio-historical conditions in which the individual lives and develops. His requirements for himself and the qualities that he seeks to form are determined by the conditions of life, determining the ideological foundations, ideals of self-education, as well as the means to achieve them. "... My own being," wrote K. Marx, "is social activity; and therefore what I do from my person, I do from myself for society, conscious of myself as a social being."

In an antagonistic society, the goals of self-education and the conditions for their realization are different for different classes. In a socialist society, its general goals - building communism and ensuring the all-round development of all individuals - also determine the goals of self-education of every conscious citizen. Self-education is an integral part of the whole process of people's spiritual development. In social, labor and educational activities, when a certain level of consciousness and self-knowledge is reached, a person develops the ability for introspection, self-observation and self-assessment, the ability to understand the actions of other people, the need to conform personal qualities, one’s behavior to the requirements of socialist society, communist morality is realized.

Conscious and purposeful self-education usually begins in adolescence. Adolescents have significant experience of independent activities. They develop the skills of self-control and introspection. They try to figure out their actions, strive to be like adults. They form the basis of character, develop stable habits of behavior.

The older the students, the better they understand that self-education begins, first of all, with a self-critical assessment of their actions, with an awareness of shortcomings and ways to overcome them. In adolescence, self-education is combined with self-education, with independent acquisition and expansion of knowledge about nature, society and man. In high school, students learn to more critically evaluate their actions. Compared to adolescents, they have a more developed ability to analyze and critically evaluate their actions and actions.

In adolescence and early adolescence, the role of self-education in the formation of a personality is especially important, since during this period the preparation for an independent life of a person, the formation of values, worldview, the choice of professional activity and the assertion of the civic significance of the individual are completed. Under the influence of these factors, the entire system of the young man's relations with the people around him is rebuilt and his attitude towards himself changes. As a result, his attitude to school and study changes, a certain relationship is established between the interests of the future profession, educational interests and behavioral motives.

Already in adolescence, there is an acquaintance with such forms and methods of self-education as self-criticism, self-persuasion, self-hypnosis, self-commitment, emotional and mental transfer to the position of another person, etc. In adolescence, the connection between self-education and self-education, an active desire for moral and physical self-improvement, is strengthened. Conscious overcoming of obstacles on the way to noble goals, competition with other individuals in achieving such goals, intransigence to one's own shortcomings, systematic critical examination of one's behavior - all this contributes to the formation of correct views on reality, tempers the will, and raises the consciousness of the citizens of a socialist society.

The formation of personality traits through self-education occurs in the family, in educational, production teams. The requirements of the team, the desire to earn a positive assessment of one's actions, the desire to raise authority among comrades are important motives for S.

The result of self-education is tested by the practice of life, by the role it plays in the perfection of the individual and the collective in accordance with the requirements of communist morality. In the conditions of a developed socialist society, social demands and the individual's striving for self-education on the basis of communist ideals are more and more harmoniously combined.

L.N. attached great importance to self-education. Tolstoy. In his youth, he started a diary in which he recorded his shortcomings and outlined ways to overcome them. Thanks to the work on himself, he managed to overcome laziness, vanity, deceit and many other bad inclinations and developed in himself philanthropy, observation, creative imagination, memory. The famous French philosopher J.P. Sartre even argued that "man is only what he makes of himself", emphasizing the decisive role of self-education in his personal development.

All this indicates the exceptionally important role of self-education in the development and formation of personality and the need for its organization in the conditions of school education. That is why the theoretical and methodological foundations of self-education are being actively developed in psychology and pedagogy and, in particular, by such scientists as A.G. Kovalev, D.M. Grishin, A.I. Kochetov, L.I. Ruvinsky and others.

A.I. Kochetov gives the following definition of the concept of self-education - it is a conscious and controlled by a person self-development, in which, in accordance with the requirements of society, the goals and interests of the person himself, the forces and abilities projected by him are formed.

Thus, self-education is a systematic and conscious human activity aimed at self-development and the formation of one's basic culture. The problem of self-education has been and is being dealt with by many educators and psychologists. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the team, to form moral feelings, necessary habits of behavior, strong-willed qualities. Self-education is an integral part and result of upbringing and the entire process of personality development. It depends on the specific conditions in which a person lives.

2 Ways, methods and means of self-education

When a person has a need to overcome certain shortcomings in his character and behavior, it is important to set a clear goal and justify the need to achieve it. It is useful to say this goal out loud or to yourself for several days until it is firmly fixed in the mind. In addition, you need to draw up a detailed program of self-education and determine what specifically needs to be achieved. Of course, it is better to start with simple programs, for example: do not commit rash acts, overcome the bad habit of interrupting the interlocutor, keep your word. As you gain experience in self-education, programs should become more complex, improve, and become more long-term.

Self-education is based on the principle of anticipatory reflection in the mind of a person of those actions and deeds that he is going to commit, the definition of those features and qualities that he intends to develop in himself. If such a "mental program" is formed, it induces a person to take practical actions to implement it, creates incentives for the manifestation of volitional efforts. That is why, when a person has a need to overcome certain shortcomings in his character or behavior, it is important to set a clear goal and justify the need to achieve it, sometimes it is even useful to determine the timing.

Self-education presupposes a certain level of development of the personality, its self-awareness, the ability to analyze it while consciously comparing one's actions with the actions of other people. A person's attitude to his potential, the correctness of self-esteem, the ability to see his shortcomings characterize the maturity of a person and are prerequisites for the organization of self-education.

Self-education is carried out in the process of self-management, which is built on the basis of goals formulated by a person, a program of actions, control over the implementation of the program, evaluation of the results obtained, self-correction.

Among the methods of self-education, the following can be noted: self-persuasion, self-hypnosis, self-commitment, self-criticism, empathy, self-coercion, self-order, self-punishment.

Self-persuasion is a method based on self-assessment. Having revealed the bad in himself, a person usually mentally convinces himself of the need to eradicate this shortcoming. The most effective is to say out loud what needs to be done to eliminate this shortcoming. S. Ya. Doletsky wrote about the importance of saying one's faults aloud, that it is much more difficult to forgive oneself and disregard what is said aloud. This statement is based on the fact that it is very important to clearly define the ideal of striving and one's present state.

The self-hypnosis method also uses speaking out loud, but not of its shortcomings, but only of the goal. At the same time, it is more effective to discover the right paths for yourself, rather than close the wrong ones. Eradicating the bad, it is necessary to find a replacement for it with the good, and this is the good one should talk about, inspiring oneself with a program of action, showing the mind the way to the goal, without focusing on the wrong paths. By acting in this way, a person more clearly sees himself as good and increases inner faith in his strengths and capabilities. For example, when eradicating the habit of foul language, you need to say to yourself: “I speak beautifully, cleanly, competently. My speech is pleasant to others. Every word I say is good to hear." Saying this, a person fixes in his mind these rules, which are a guide to action and determine his behavior in the future.

Self-commitment. This method consists in pronouncing by a person the obligation that he gives to himself. With a constant reminder to itself of it, the consciousness strives to fulfill it, which leads to the gradual formation of the corresponding habit.

Self-criticism is a method that gives rise to an internal contradiction in the mind of a person, which encourages work on oneself, improvement of personal qualities, and the eradication of evil.

Empathy is the mental transfer of oneself to the place of another person. This method is especially effective in cultivating moral qualities, the ability to sympathize, empathize, seek to help, etc. Using this method, a person tries to see himself from the outside, trying to understand how others perceive him, and, based on this, strive to develop qualities in oneself that cause a positive assessment in people.

Self-compulsion and self-order. This method should be used when educating the will. In cases where a person is aware of the need to perform some action, but does not have enough will to perform it, you need to give yourself a mental, and if possible a verbal order, to do the necessary. The order must be confident, firm, sharp, not tolerating objections. Constantly forcing oneself to something, each time it becomes easier for a person to obey his will, and the lack of volitional efforts is gradually eradicated.

Self-punishment is a method based on self-control over compliance with the intended rules. Without the use of this method, a person, once deviating from what was planned, will not feel proper regret, and the next time he can do the same again. Imposing punishment on himself, a person, in addition to striving to avoid it in the future, makes volitional efforts to fulfill it, which is of great importance in the formation of personality.

The organization of self-education at school is carried out in three main areas:

) the formation of a strong conviction of students about the need and exceptional importance of self-education;

) an explanation of the methods and methods of self-education, in order to equip students for the implementation of this process;

) assistance to students and regulation of the process of self-education.

The essence of the first direction is to instill in students an understanding of how important self-education is. Many are ashamed to do this and do it in secret from their comrades, parents, teachers. The tasks of teachers include explaining the positivity of this lesson and the mood for a continuous process of self-education.

The second direction is related to the implementation of this process. Starting work in this direction, you need to help the guys find their ideals, choose goals, identify weaknesses in their character, insufficiently developed qualities. Then, various conversations are held on the topics of self-education, during which questions about the methods and means of self-education are highlighted, examples of their use are given. Various performances of teachers, students and guests, who are outstanding people, heroes of labor, leaders of production, who have achieved significant success in various activities, have a good effect. Such speeches talk about the importance of self-education and give examples from their own lives. All this strengthens in the minds of students the understanding of the need and effectiveness of self-education, gives knowledge about the practical application of self-education methods and encourages them to implement self-education.

The third direction of organizing work on self-education is of a practical nature. At this stage, students are taught to correctly set goals for themselves, develop a program to achieve it, and execute it, using the well-known and most effective methods of self-education for this. An effective means is to keep a diary, in which the results of the work to eradicate the bad and develop the good are recorded. Such a diary allows you to control the process of self-education, analyze the effectiveness of certain methods for your own personality, and choose the most optimal ways to solve the problems of self-education.

The process of self-education includes several interrelated stages.

Stages Name Stage Contents Stage 1 Making a Decision It all starts with making a firm decision about the need for personal self-improvement. Without this important element, purposeful self-education is impossible. This is followed by the study (understanding) of the possibilities of self-education and an assessment of the prospects for working on oneself. An important element of the first stage is the choice or formation of an ideal (model) to which one can strive in the process of self-education. On the basis of an already formed vision of the possibilities of self-education, one's own worldview and under the influence of the environment, a person himself chooses an ideal or an example to follow. Sometimes a person creates some abstract image (model) that he would like to imitate or what he would like to become. The ideal can be quite clearly represented in the person of a particular person, or be present in his mind in the form of certain manifestations (appearance, communication, competence, etc.). Stage 2Self-KnowledgeA person, in accordance with the chosen ideal (example to follow) or his ideas about the possibilities of self-education, seeks to know himself. In the process of self-knowledge, the level of development of a particular quality or property of a person is revealed and self-assessed. The degree and accuracy of their diagnosis depends on the person himself, his desire to really know himself, his strengths and weaknesses, or to satisfy his private interest. Within the framework of this stage, the formulation and clarification of a person's value orientations also take place. Stage 3 Choice of means and drawing up a plan A person makes a responsible choice of ways, methods and means of self-education. Some means most fully correspond to the personal characteristics of a person, the specifics of educational or professional activities. This stage also includes the formation of the necessary self-attitudes, which can help a person achieve certain goals of self-education. These, for example, include personal rules and principles that determine the behavior and actions of a person in various situations. On the basis of the chosen ways, methods and means of self-education, as well as the formulated personal rules, planning of work on oneself is carried out. A person draws up a program or plan that reflects what is to be worked on, what methods and means to use, and the approximate time frame for achieving the goal. Stage 4 Implementation of plans Active practical work aimed at achieving previously formulated value guidelines.

The effectiveness of self-education is revealed in the process of subsequent personal self-assessment.

So, self-education is a systematic and conscious human activity aimed at self-development and the formation of one's basic culture. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the team, to form moral feelings, necessary habits of behavior, strong-willed qualities. Self-education is an integral part and result of upbringing and the entire process of personality development. It depends on the specific conditions in which a person lives.

self-education personality teenager

1.3 Features of self-education of adolescents

Self-education as a process of assimilation by a person, the experience of previous generations, is widely represented in studies of various sciences related to human development. Among them are general, developmental and social psychology (A.Ya. Aret, L.S. Vygotsky, I.S. Kon, V.G. Maralov, L.I. Ruvinsky, N.P. Chesnokova); sociology (N. Smelser); hygiene (S.N. Popov, D.A. Farber). Self-education of a person comes down to the gradual formation of readiness to respond to something properly, i.e., to the formation of attitudes that are useful for a person and for society.

Adolescence is the period of development between childhood and adulthood that has a biological beginning and a culturally determined end. It can be concluded that the chronological framework for this period is conditional, indicative.

Adolescence is marked by the rapid development and restructuring of the child's social activity. Powerful shifts are taking place in all areas of the child's life, it is no coincidence that this age is called "transitional" from childhood to maturity.

Adolescence is considered as a stage of personality development, the process of transition from a dependent, guarded childhood, when a child lives according to special rules set for him by adults to an independent life. At this time, stable forms of behavior, character traits and ways of emotional response are formed and formed, which in the future largely determine the life of an adult, his physical and mental health. That is why the role of the family environment is so great in providing conditions that do not impede, but, on the contrary, contribute to the healthy development of the adolescent's personality.

A teenager does not want to play like an adult (like a preschooler), not to seem like one, but to be one, to be recognized by others. This is the age of formation of independence, self-esteem. Claiming for adulthood, for respect and recognition by adults, a teenager cannot help but see his weaknesses and his limitations, which he often disguises behind external independence and swagger in behavior.

One of the most remarkable phenomena associated with adolescence is a strong desire for self-education. The active process of self-education begins precisely at this age and usually continues in one form or another throughout the entire subsequent life of a person. Speaking about the beginning of self-education in adolescence, we mean the fact that, having reached the age of 12-13, children for the first time begin to think about the possibilities of intellectual and personal self-improvement and make conscious, purposeful efforts to achieve this goal.

The teenager does not act as a passive object of educational influences. He forms an internal position to these influences, depending on which he can either actively work on his improvement (self-development) or remain passive.

A teenager seeks through self-education:

eliminate shortcomings in their own behavior;

to form positive qualities that give him the right to be considered strong, skillful, independent.

Cultivate the qualities of a person of strong will: courage, courage, endurance, perseverance. Less often there is a desire to develop intellectual qualities.

The goals of self-education change with age - they become more realistic, prosaic, more and more vital.

In adolescence, self-education is often combined with self-education, directed to the mastery of mental operations, to the formation of those skills that are associated with the profession, to the formation of high moral qualities.

By adolescence, when a person begins to realize himself, he finds in his psyche a lot of entrenched feelings, opinions, attitudes, attitudes that affect the attitude towards the world around and the assimilation of new information. These unconscious attitudes act on a person with great force, forcing him to react to the world in the spirit of attitudes learned from childhood. Pedagogy under the concept of self-education implies the ability of the inner spiritual world of a person to develop independently. Philosophers and psychologists argue that it is in the human soul that the driving forces of its development are laid. In the process of education, it is necessary to encourage a teenager to self-education. Adolescence is the most favorable period in which the foundations are laid for further improvement of self-regulation. The process of self-education involves a certain level of development of the individual, his self-awareness, the ability to analyze while consciously comparing his actions with the actions of other people.

Youth is the time of choosing a life path, work in the chosen specialty (search for it), studying at a university, creating a family, for young men - serving in the army. In youth, the mastery of a profession occurs, it becomes possible to create your own family, choose a style and your place in life.

Adolescence is considered to be between the ages of 15 and 17-18. Most of the boys and girls of this period are students. This age can be described as the entry into life, into adulthood. Already at the end of the 9th grade, students make their first responsible choice: continue their studies at school, go to study at a technical school or college, or start working.

This age is characterized by reflection and introspection. Adolescence is characterized by increased emotional excitability (imbalance, mood swings, anxiety, etc.). At the same time, the older the young man, the more pronounced the improvement in the general emotional state. The development of emotionality in adolescence is closely related to the individual - personal properties of a person, his self-awareness, self-esteem. During this period, the formation of a stable self-consciousness and a stable image of the “I” takes place - the central psychological neoplasm of adolescence. During this period, a system of ideas about oneself is formed, which, regardless of whether it is true or not, is a psychological reality that affects behavior.

During this period, they must already decide where their place is in this adult world. Speaking about students of this age, N.S. Leites notes: “In their psychological appearance, the activity of analyzing thought, a tendency to reasoning and special emotionality, impressionability are most often combined. Such a combination of features of the “thinking” type and features of the “artistic” type characterizes the unique originality of age and, apparently, is a guarantee of multilateral development in the future. And in fact, if we compare a teenager and a young man, then the latter have a more developed ability to analyze, reason, and critically evaluate their actions and actions. Also at this age, interest in learning increases markedly. Schoolchildren are clearly aware that knowledge, skills and abilities are a necessary condition in the future life. Therefore, the teaching acquires life meaning in young men, and as a result of this, there is a need for independent acquisition of knowledge. But what is explained above is the ideal male role model.

Boys and girls strive to understand their character and their feelings, their actions and deeds more deeply, to correctly assess their characteristics. They often ask teachers to explain to them: “How to know your character in order to correctly assess it?”; “Can a person with poor health have sensitivity, susceptibility to the moral assessment of his personality by the team and the desire to show indifference to this assessment, act in his own way (“Just think, they give advice, I myself know what to do”); striving for the ideal and adherence to principles in large, responsible matters and unscrupulousness in small, insignificant; the desire to form stamina, endurance, self-control and at the same time the manifestation by high school students of childish spontaneity, impulsiveness in behavior, speech, a tendency to exaggerate personal grief, minor trouble.

Thus, at a certain stage in the development of the personality, its intellectual abilities and social self-awareness, the child begins to understand not only the goals external to him, but also the goals of his own upbringing. He begins to treat himself as a subject of education. With the emergence of this new, very peculiar factor in the formation of personality, a person himself becomes an educator.

Conclusions on the first chapter

Based on the analysis of psychological and pedagogical literature, the following conclusions were made:

Self-education is a pedagogically controlled process. Psychological and practical preparation for work on oneself is one of the most important tasks of education.

Self-education is based on the principle of anticipatory reflection in the mind of a person of those actions and deeds that he is going to commit, the definition of those features and qualities that he intends to develop in himself.

The main educational task in the management of self-education lies in the fact that it is necessary to form those positive qualities on which the resolution of these contradictions depends, and to put into action such factors as: self-awareness, enthusiasm, orientation, the ability to manage oneself, etc.

Chapter 2

1 The degree of tendency to self-education in adolescents

The increase in the level of self-awareness in the adolescent period of a schoolchild is due to the fact that it is at this time that his next transition to a new social status takes place. From the state of childhood, adolescents move into the state of youth, and this process is associated with certain changes in thinking, worldview and sense of one's own "I".

With an increase in the level of self-awareness in adolescents, there is a need for self-improvement and self-education, and the teacher needs to stimulate and develop this need in every possible way. Work to stimulate self-improvement and self-education begins with the diagnosis of students' readiness for self-education. This allows you to find out whether the teenager is familiar with the ways of self-knowledge and self-regulation. Does he want to know more about himself, change himself, does he do anything for this.

The purpose of this course work was to study the features of the ways, means and methods of self-education of adolescents and young men. In this regard, at the empirical stage of the study, we solved the following tasks:

· Determine the degree of readiness of adolescents and young men for self-education.

· Select and conduct a cycle of classes to stimulate the process of self-education of adolescents.

The work to stimulate the process of self-education in adolescents began with a questionnaire, which allowed us to find out whether the teenager was familiar with the methods of self-knowledge and self-regulation. Does he want to know more about himself, change himself, does he do anything for this. We conducted a survey with 8th grade teenagers at secondary school No. 8 in the Smorgon district. The experiment involved 30 children aged 14 years. The survey helped us to identify the level of readiness of adolescents for self-education (Appendix 1).

Based on the analysis of the data obtained in the process of questioning schoolchildren, the following conclusions can be drawn:

To the question of what is meant by the concept of "self-education", we received the following answers: educating oneself, learning something new, working on oneself for self-improvement, cultivating new qualities in oneself, developing willpower. The percentage responses are shown in Table 2.1.

Table 2.1 - Distribution of answers to the question "What do you understand by the word" Self-education ""

Place Answers Quantity % 1 place Education of oneself 46.7% 2 place Learn something new 26.7% 3 place Work on oneself to improve oneself 10% Cultivate new qualities in oneself 4 place Willpower development 6.6%

To the question why it is necessary to engage in self-education, the following answers were received: in order to: appreciate friends, be educated, be educated, respect you, achieve success in life, achieve an ideal. The results obtained are shown in Figure 2.1.

Figure 2.1 - Distribution of answers to the question "Why is it necessary to engage in self-education"

To the question "Are you engaged in self-education?" the following answers were received: yes - 63.3% (19 people), no - 36.7% (11 people). The data obtained are shown in Figure 2.2.

Figure 2.2 - Distribution of answers to the question "Are you engaged in self-education"

To the question: “What do comrades and adults value you for?”, The following answers were received in Figure 2.3.:

Figure 2.3 - Distribution of answers to the question "Why are you appreciated by comrades and adults"

Adolescents rarely mentioned such qualities as responsibility, diligence, and initiative.

The positive qualities that the guys would like to develop in themselves in the first place are distributed by frequency of occurrence (in descending order) in Table 2.2.

Table 2.2 - Distribution of answers to the question "What positive qualities would you like to develop in yourself at the present time"

Rank Answers Quantity % 1st place Diligence 26.6% 2nd place Sense of humor 23.3% 3rd place Courage 16.7% 4th placeWillpower 10% 5th placeSociability 6.7% Purposefulness Perseverance 6th place Endurance 3.3%

The disadvantages that give the guys the most trouble:

irascibility;

inattention;

forgetfulness, distraction;

stubbornness

incredulity.

The guys also found it difficult to answer this question and answered “I don’t know” or “none”.

To the question: “How do you strive to overcome your shortcomings?” the guys answered that they are trying to develop willpower, perseverance in themselves, they are trying to work on themselves more, to look after their behavior, attitude

Thus, the results of the analysis of the survey show us that adolescents are trying to take a closer look at themselves, to be critical of their shortcomings.

2 Organization of the process of self-education in adolescents

Self-education of a teenager and a young man needs the participation and encouragement of adults, because it is they who create the main opportunities for this. Adults - both parents and teachers - should actively support the desire of children for self-education, starting from the appearance of its first signs.

The content and forms of work of a teacher in organizing self-education can be very diverse. In this process, a lot depends on how competent the teacher is in matters of self-education and its methods, how well they are familiar with the scientific and popular literature on this issue. Much also depends on how responsibly teachers treat the performance of their pedagogical duties.

Teachers and class teachers need to actively organize the process of self-education, given its important role in the development and formation of students. In the process of organizing self-education, it is necessary to tactfully manage this process. This work should include three main areas:

· Formation of public opinion of students about the need and great importance of self-education;

· Assistance to students in understanding the essence of self-education, its methods and ways of implementation;

· Practical assistance to students in the development of goals and programs for self-education, as well as the implementation of these programs.

Working in this direction, we can distinguish the following stages in the process of managing self-education:

· Encouraging students to strive to become better, develop positive personality traits, get rid of negative qualities,

· Assisting students in evaluating themselves, in analyzing their lives, knowing their positive qualities and shortcomings,

· Assistance in the development of a self-education program,

· Arming students with methods and examples of self-education,

· Organization of self-control.

At the stage of awareness, the educator:

· helps students to realize their positive and negative qualities, to understand the intolerance of their shortcomings;

· teaches to master the skills of independent work in the field of activity in which the student wants to succeed;

· helps to develop self-education programs.

Teachers should set themselves the following tasks:

· Stimulate students' interest in their own inner world, desire

· Improve yourself as a person.

· To equip schoolchildren with a system of knowledge on self-education.

· Equip students with self-education techniques.

The purpose of our course work was to study the features of the ways, means and methods of self-education of adolescents. One of the tasks of the course work was to develop and conduct a cycle of classes to stimulate the process of self-education of adolescents (Table 2.3).

Table 2.3 - A cycle of classes to stimulate the process of self-education of adolescents

Title Goal 1 week Lesson 1. My needs Goal: Teenagers explore their needs, get to know the structure of basic human needs. Lesson 2. About values ​​and goals Goal: Students become aware of the goals that give a person meaning in life. Students' awareness of what is most significant for them in life. Lesson 3. How I evaluate myself, and how others evaluate me Purpose: The study by adolescents of their own self-esteem. The formation of adequate self-esteem, the establishment of a harmonious relationship between desires and opportunities. Week 2 Lesson 4. My best I Goal: The formation of an adequate self-esteem, the establishment of a harmonious relationship between desires and opportunities. Awareness of the goals of self-education. Lesson 5. My character Purpose: Formation of the concept of character as a set of stable personality traits that determine a person’s attitude to people, to the work performed. Lesson 6. If you are a young man, if you are a girl Purpose: Formation of concepts about the experiences of adolescents, their individual differences, attitudes in love, establishing mutual understanding with parents. Week 3 Lesson 7. I'm learning to plan Purpose: Study by adolescents of their readiness for unexpected changes in life, for active actions. Lesson 8. How to manage oneself Purpose: Study by adolescents of their state in terms of fatigue. Formation of the ability to regulate one’s mental state, manage feelings. Lesson 9. How to educate yourself Purpose: To form an understanding of the means and methods of self-education, setting a goal, drawing up a specific program of self-education and its implementation. 4 week Lesson 10. Education of oneself V.G. Maralov. Lesson 11. Basics of communication Purpose: Awareness of the moral foundations of communication between people. Lesson 12. How to avoid conflicts Purpose: Acquaintance with ways to resolve the conflict. Identification of the qualities necessary for productive communication.

After analyzing the results of the survey, the following task of pedagogical work was set: to conduct a cycle of classes to stimulate the process of self-education of adolescents (Appendix 2).

So in the first week, the first three classes on self-education of adolescents were held. The lesson "My needs" involved the study by adolescents of their needs, acquaintance with the structure of basic human needs. In the process of conducting the lesson, teenagers revealed their level of aspirations using such methods as "My needs and the world around us", "Who are you?".

The second lesson on values ​​and goals gave students the opportunity to recognize the goals that give a person the meaning of life. The purpose of this lesson was for teenagers to realize what is most significant for them in life, what kind of relationship they want to establish with other people, the world around them. The following methods were used here: “What do people strive for in life”, “What was the main thing in life”, analysis of situations - tests, “Self-education diary”. "Self-education diary" involves dividing a sheet of paper into two parts, one of which is called "My goals and objectives", and the second - "My steps to achieve goals." In the first column, students write down their main goals and tasks that lead to the achievement of the goal. In the second half of the sheet - the "+" and "-" icons indicate successes and failures in achieving goals. The diary involves analyzing your achievements and failures after each lesson.

The third lesson "How I evaluate myself and how others evaluate me" gives students an idea of ​​self-esteem as a regulator of behavior. Introduces them to the relationship of self-esteem with the level of claims.

Classes four and five - "My best self" and "My character", were aimed at the formation of adequate self-esteem, the establishment of harmonious relations between desires and opportunities, the study by teenagers of their volitional qualities. Conducting the sixth lesson “If you are a young man, if you are a girl” assumed acquaintance of teenagers with the manifestations and characteristics of puberty, individual differences; psychological differences between boys and girls. Teenagers were introduced to such concepts as femininity and masculinity, and how it is formed in girls and boys. Students were offered options for establishing mutual understanding with their parents.

The seventh lesson “I am learning to plan” gave teenagers the opportunity to explore their readiness for unexpected changes in life, to realize the need to plan their actions, how to plan, making certain demands on themselves and observing them. The eighth lesson "How to manage yourself" assumed the formation of students' ability to regulate their mental state, the ability to manage their emotions and feelings.

The lessons "How to educate yourself" and "Educate yourself" were aimed at developing in adolescents the concept of the means and methods of self-education, setting goals, drawing up a self-education program, developing the ability to control and analyze their emotions and feelings, relationships with people, control of conscious and self-transformation of their bodily forces, mental properties, social qualities of the individual to fulfill their destiny.

The lessons "Fundamentals of Communication" and "How to Avoid Conflicts" allowed to form the skills of conflict-free communication and introduce adolescents to ways of resolving conflicts.

In the process of stimulating the process of self-education, students were introduced to the ten commandments of introspection, self-suggestion and self-development (Appendix 3), helping to achieve the best results in working on themselves.

Also, teenagers were given leaflets with rules that contributed to the process of self-education (Appendix 4). This memo included: “Five “Needs”, reflecting the rules of behavior in the family and society; “Five “You Can”, aimed at improving your attitude to various kinds of life situations; "You need it yourself!" and “You can’t do this”, designed to improve personal qualities, etc.

Students reviewed the Virtue Package (Appendix 5) with related instructions, compiled in their youth by Benjamin Franklin, based on the moral values ​​of his time, and at the end of each week noted cases of their violation.

Thus, for one month, a cycle of classes was held with the students to stimulate the process of self-education. Conducting classes of this type helped the formation of an adequate self-esteem of adolescents, the establishment of harmonious relations between desires and opportunities, the study by adolescents of their volitional qualities, the formation of the ability to communicate and resolve conflict situations.

Conclusions on the second chapter

Based on the experimental work carried out, the following conclusions were drawn:

diagnosis of the level of readiness of adolescents for self-education showed that 63.3% (19 people) are engaged in self-education;

in the process of experimental work for a month, pedagogical work was carried out with students, which was aimed at stimulating the process of self-education through the use of specially selected classes;

pedagogical management of the process of self-education has an important basis in the process of self-education and self-development of the student;

Conclusion

Based on the analysis of psychological and pedagogical literature, the following conclusions can be drawn:

self-education is a pedagogically controlled process. Psychological and practical preparation for working on oneself is one of the most important tasks of education, and if students are shown the need for self-education and help them organize it, then the process of personality formation will proceed more efficiently. The process of self-education proceeds individually. However, the team plays a very important role in this, since in the team the teenager finds role models, learns about himself, and is evaluated in the team. Therefore, when organizing self-education, a central place should be occupied by the development of students' abilities for volitional effort, so that any reasonable decision turns into action. The lack of the necessary volitional qualities hinders the implementation of the tasks set for oneself. And here, again, a teacher-psychologist comes to the aid of the educator. He can organize individual and group lessons with students.

In general, the self-education of the individual goes through several stages of development, going far beyond adolescence and youth. In addition to physical and moral self-improvement, a person makes efforts for professional and socio-ideological self-education and the achievement of self-actualization goals. This process continues throughout a person's conscious life.

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Appendix 1

.What do you understand by the term "self-education"?

.Why do you think self-education is necessary?

.Are you self-educating?

.What do your comrades and adults value you for?

.What positive qualities would you like to develop in yourself now?

.What flaws give you the most trouble?

.How do you strive to overcome your shortcomings?

Appendix 2

The program of a cycle of classes on self-education

Lesson 1. My needs

Needs are the main source of human and animal activity; internal state of need, expressing dependence on specific conditions of existence.

The level of aspirations of the individual. The study by adolescents of their needs, acquaintance with the structure of basic human needs. Formation of environmentally justified needs.

Methods: "My needs and the world around", "Who are you?".

Session 2. About values ​​and goals

Students' awareness of the goals that give a person the meaning of life. Understanding the difference between tangible and intangible goals. Awareness of one's own goals and aspirations. Students' awareness of what is most significant for them in life, what kind of relationship they want to establish with other people, the surrounding natural world.

Methods: "What do people strive for in life", "What was the main thing in life", analysis of situations - trials, "Diary of self-education".

Note: a self-education diary can be several pages of a notebook, each sheet of which is divided into two parts. The first column will be wider, it can be called: "My goals and objectives." The second can be called: "My steps to achieve goals." In the first column, the main goals are written. Here are the tasks that lead to the achievement of goals. In the second column, the signs "+" and "-" indicate success or failure in achieving the goals. After each lesson, you need to look into this diary and analyze your achievements and failures.

Lesson 3. How I evaluate myself, and how others evaluate me

What is self-esteem. Self-esteem as a regulator of behavior. Its connection with the level of claims. Adolescents learning about their own self-esteem. Formation of adequate self-esteem, establishment of harmonious relations between desires and opportunities.

Techniques: "Scale of self-perception", "Accept yourself!", L.M. Mitina's technique "Who am I?" (for self-assessment, assessment by "well-wishers - ill-wishers" of your character traits), "Self-education diary".

Instruction: "Look into the diary of self-education. Has something changed in your plans since the last filling? If changes have occurred, it's not scary. Each of you after class has new desires and motives. Specify your tasks. Write them down in a diary ".

Lesson 4. My best self

Adolescents learning about their own self-esteem. Formation of adequate self-esteem, establishment of harmonious relations between desires and opportunities. Awareness of the goals of self-education.

Techniques: "My best I", "Ladder", "Representation of I", projective technique "Symbolic tasks for revealing the "Social I" (according to B. Long, R. Ziller, R. Henderson), ranking technique, "Diary of self-education" .

Instruction: "Open the diary of self-education. Specify your goals and objectives. Write new ones, if any. Mark what steps you have taken to achieve your goals."

Lesson 5. My character

Character as a set of stable personality traits that determine the attitude of a person to people, to the work performed. Traits. Volitional qualities of the personality. Will - perseverance, perseverance in activity, in overcoming obstacles encountered. The study by adolescents of their volitional qualities. How to develop willpower. Techniques for the development of will: psychological attitude, overcoming difficulties. Activation of self-education.

Methods: Test "What is your character", test "Are you a strong-willed person?", a task for yourself: "Draw a program for the development of your will: five to six main character flaws that could be eliminated by everyday effort of will", "My day" , "Parkinson's Law", "Diary of self-education".

Instructions for filling out the self-education diary: "Open the self-education diary. Clarify your goals and objectives. Write new ones if they have arisen. Mark what steps you have taken to achieve your goals. Think again if you have willpower. Are you doing the steps you are planning?

Lesson 6. If you are a boy, if you are a girl

Beginning of puberty. Its manifestations and features. Experiences and doubts of teenagers. individual differences. Problems of puberty in adolescents. Contradictions between social, physical, psychological and sexual development. Psychological differences between boys and girls What is femininity and how it is formed in a girl from childhood. What is masculinity and how it is formed in a young man. Installations in love. Sexual abstinence. Establish rapport with parents.

Methods: "Answers to notes", "What parents are silent about", "Portrait of your ideal real man", "Code of male honor", "Portrait of your ideal real woman", compiling a list of "Women's virtues", analysis of situations - samples.

Session 7. I am learning to plan

Study by teenagers of their readiness for unexpected changes in life, for active actions. Awareness of the need to be able to plan their actions. Making demands on yourself. How to learn to plan.

Methods: "My margin of safety", "How to turn dreams into reality", "Diary of self-education".

Lesson 8. How to manage yourself

Long-term and short-term mental states. Stress, fatigue. The study by adolescents of their condition in terms of fatigue. The ability to regulate one's mental state, to control feelings.

Lesson 9. How to educate yourself

Means and methods of self-education. Goal setting: drawing up a specific self-education program for a month, a year, several years, for life; outlining the circle of ideals; drawing up rules that must always be strictly followed. Implementation of the program: keeping a calendar-diary, diary; self-commitment; letters to yourself, looking to the future. Control and analysis: analysis of the day, analysis of relationships with people, control of feelings and emotions, self-regulation of behavior, self-assessment of the course of self-education. The choice of assistants and like-minded people.

Methods: "Wise thoughts", "Psychological attitude", "Rules of life", "Diary of self-education".

Instructions for filling out a self-education diary: "Open a self-education diary. Specify your goals and objectives. Write new ones, if any. Mark what steps you have taken to achieve your previously set goals."

Lesson 10. Education of oneself

Self-education as a purposeful action of the person himself; intentional change, erection by a person of himself to a higher level of perfection; the process of conscious and independent transformation by a person of his bodily forces, mental properties, social qualities of a person to fulfill his destiny. Self-education as a relatively independent process, as well as the result of education. Acquaintance with the humanistic technology of self-education (according to V.G. Maralov), which includes:

eradication of fear, envy, despondency;

clarification of the problem, its meaning;

Determine your direction of "movement";

free choice of moral purpose;

· collecting your image - I: abilities, opportunities, skills;

cultivating positive feelings, faith in one's strength, hopes for overcoming obstacles, efforts for self-building of one's actions;

Harmony of self-love and a sense of power over time;

Conscious choice of a specific problem to be solved, striving to solve the problem;

the ability to find your own pace of creative action;

the ability to adjust the program of their actions;

clear self-control of their actions and relationships;

critical introspection of their successes and achievements.

Techniques: Self-analysis, "Interview with oneself", "Choice of a goal, or a goldfish", Methodology "Awareness of the strengths and weaknesses of one's personality. Teaching self-acceptance" (according to V.G. Maralov), psychodrama method for self-acceptance and harmonization of attitude towards yourself.

"Diary of self-education".

Instructions for filling out a self-education diary: "Open a self-education diary. Specify your goals and objectives. Write new ones, if any. Mark what steps you have taken to achieve your previously set goals."

Lesson 11. Basics of communication

Awareness of the moral foundations of communication between people. Content and means of communication. Communication and confidence.

Communication is a necessary component of a person's life, a means of self-realization and psychological assistance to others. Development of trust, openness, ability to listen and understand people.

Techniques: "Is it nice to communicate with me", the game - reincarnation "If I were:", analysis of the circle of your communication according to a given scheme, a letter to yourself: "Write a letter that you would like to receive, analysis of situations - samples," Diary self-education". Instructions for filling out a self-education diary: "Open the self-education diary. Specify your goals and objectives. Write new ones, if any. Mark what steps you have taken to achieve the goals you set earlier.

Session 12. How to avoid conflicts

The concept of "conflict personality". The need for harmonization of communication. Ways to resolve the conflict. Identification of the qualities necessary for productive communication. Communication and confidence. Communication is a necessary component of a person's life, a means of self-fulfillment, psychological assistance to others.

Techniques: "Are you a person in conflict", "Method of group assessment", analysis of situations - trials, "Diary of self-education".

Appendix 3

Ten commandments of introspection, self-hypnosis, self-development

In a person, dormant and go out, without finding a way out to the surface, his countless mental and physical capabilities.

A believer relies on a powerful external force, not suspecting that the force is in himself.

Helping others is easier than helping yourself.

Penetration into the essence and connection of things helps to see the cause-and-effect chains, calculate the course of the process, its results.

Everything that transforms us from animals to humans, from children to adults, from individuals to individuals, that marks human maturity, is consciously volitional control of behavior.

In the mood of each person there is always something for himself and something for others.

In self-hypnosis, the main thing is the growing faith in oneself.

Determine in yourself what needs to be eliminated and - most importantly - what you want to achieve.

With self-hypnosis, words addressed to oneself, regardless of tone, must be internally significant, instilling confidence in their strengths and capabilities.

Appendix 4

Rules that promote self-education (according to A. Kochetov)

Five need

Always help your parents.

Fulfill the requirements of teachers to study conscientiously.

To be honest.

Subordinate personal interests to collective ones.

Always and everywhere be honest.

five can

Have fun and play when the job is done perfectly .

Forget grievances, but remember who and why you offended yourself.

Do not be discouraged by failures; If you persist, you will still succeed!

Learn from others if they work better than you.

Ask if you don't know, ask for help if you can't handle it yourself.

This is what you need!

To be honest! The strength of a man is in the truth, his weakness is a lie.

Be hardworking! Do not be afraid of failure in a new business. Those who are persistent will create success from failures, forge victory from defeats.

Be sensitive and caring! Remember, you will be treated well if you treat others well.

Be healthy and clean! Do morning exercises, temper yourself, wash yourself to the waist with cold water every day, keep your hands clean, set aside an hour a day for walks and give another hour to work or sports.

Be attentive, train attention! Good attention protects against mistakes in teaching and failures in the game, work, sports.

This cannot be done!

Learning without effort, lazy and irresponsible.

Be rude and fight with peers, offend the younger ones.

Tolerate shortcomings in yourself, otherwise they will destroy you. Be stronger than your weaknesses.

To pass by when a kid is being offended nearby, a friend is being mocked, blatantly lying in the eyes of honest people.

Criticize others if you yourself suffer from a similar deficiency.

five good

Be able to control yourself (do not get lost, do not be a coward, do not lose your temper over trifles)

Plan your every day.

Assess your actions.

First think, then do.

Take on the hardest things first.

How to work on yourself.

th stage. Determine the social purpose and meaning of your life.

my moral ideal.

The motto of life.

The ultimate goal of my aspirations and activities.

What I love in people and what I hate.

Spiritual values ​​of a person.

th stage. Know yourself.

What I am.

My dignity.

My shortcomings.

My interests and hobbies.

The purpose of my life.

Attitude towards learning.

Attitude towards work.

Attitude towards people.

Objective self-assessment.

Define a self-education program. What am I supposed to be.

The requirement to me of parents and teachers.

Requirements to me comrades, collective.

Requirements for oneself from the standpoint of an ideal and objective self-assessment.

Create your lifestyle.

Schedule.

Respect for time.

Hygiene of work and rest.

Rules of life.

Train yourself, develop the necessary qualities, knowledge, skills and abilities. Workouts, exercises.

Self-commitment.

Tasks for yourself for the day, week, month.

Self-persuasion.

Self-compulsion.

Self-control.

Self-order.

Evaluate the results of work on yourself, set new tasks for self-education.

Self control.

Self-analysis and self-evaluation of work on oneself.

Self-reward or self-punishment.

Improving the program of self-education.

What gives a person self-knowledge?

Objectively assess yourself, your capabilities and abilities. Based on this, determine the goals of life.

Do not make mistakes, disappointments, unfounded claims, collapse of life plans.

Determine your vocation, unmistakably choose a profession.

Do not claim special attention to yourself from others; modesty and dignity are indicators of objective self-esteem.

Look for the causes of trouble in yourself, and not in others.

Ways of self-knowledge

Judge yourself by your deeds. Success in work is an indicator of your strengths, failures characterize your weaknesses and shortcomings.

Compare yourself with others, not with those who are worse, but with those who are better than you.

Listen to your criticism

ü if one criticizes - think about it,

ü if two - analyze your behavior,

ü if three, remake yourself.

Compare your opinion with the opinion of others about you. Be more demanding of yourself than others. The enemy of your shortcomings is your friend.

Appendix 5

Benjamin Franklin's Virtue Complex

Benjamin Franklin (1706-1790) - an outstanding American educator and statesman, one of the authors of the US Declaration of Independence, relying on the moral values ​​of his time, in his youth compiled for himself a "complex of virtues" with appropriate instructions and at the end of each week noted cases of their violation . Here is the complex:

Abstinence. One should not eat to the point of satiety and drink not to the point of intoxication.

Silence. It is necessary to say only what can benefit me or another; avoid empty talk.

Order. You should keep all your things in their places; Each class has its own place and time.

Determination. One must decide to do what one must do; strictly carry out what is decided.

Diligence. No time to waste; one must always be busy with something useful; all unnecessary activities and contacts should be abandoned.

Sincerity. You can not deceive, you must have pure and fair thoughts and thoughts.

Justice. No one should be harmed; do not avoid good deeds, which are among your duties.

Moderation. Extremes should be avoided; restrain, as far as you see fit, the feeling of resentment from injustices.

Purity. It is necessary to avoid bodily dirt; observe neatness in clothes and in the home.

Calm. You shouldn't worry about trifles.

modesty, etc.

“But on the whole,” Franklin summed up at the end of his life, “although I am very far from the perfection to which my ambitious plans were directed, my efforts made me better and happier than I would have been without this experience ... ".

Questions and tasks

Number all the points of the "complex of virtues" in the order in which they are important to you, starting with the most important.

Make up your own set of rules that reflect your own "I-image".

To draw up a personal development plan, you need to express your own attitude to the four main areas of human life, answering the questions:

Activity - training at the university and self-realization of the student's personality.

Do I represent my chosen specialty well?

Does college help me achieve my life goals?

What kind of work would I like to do after graduation?

What guides me and pushes me to gain knowledge now? And in five years?

What can convince me that my future work will meet my personal requirements?

Human relations - in the family, at the university, in communication with friends.

Am I genuinely interested in other people's opinions and points of view?

Am I interested in other people's concerns and problems?

Can I listen?

Am I forcing my opinions and my thoughts on others?

Can I appreciate the people with whom I communicate?

Health is a psychophysical state.

What is my state of health?

Do I follow the regime of the day, the regime of work and rest?

Do I play sports?

What is my weight (body weight)?

Am I getting enough sleep?

Am I taking care of my body?

What steps can I take to improve my physical condition?

Mental comfort is a mental state.

Am I self-development?

Do I strive to be well informed? In what?

Do I attend exhibitions, concerts, theater?

Do I have any hobby?

Can I control myself, my emotions and states?

Is my will sufficiently developed?

What can I do for peace of mind?

The great Russian teacher K.D. Ushinsky in his youth drew up for himself the following rules of self-education.

Calmness, at least outwardly, in any circumstances.

Directness in words and deeds.

Thoughtfulness of action.

Decisiveness with the right of responsibility for the act.

Do not say a single word about yourself unnecessarily.

Do what you want, not what happens.

To spend one's strength only on what is necessary or pleasant, and not on passion.

Every evening, conscientiously give an account of your actions.

Never brag about what was, or what is, or what will be.

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The most important task of education is to encourage students to actively work on their own development and self-improvement. It should be noted that neither the acquisition of knowledge nor the formation of personal qualities can occur without the desire of the student himself to learn, without the manifestation of educational and cognitive activity and work on the development of his morality, physical and aesthetic culture. The position that a student is not only an object, but also a subject of education, is the foundation on which both education and the formation of students' personal qualities are based. That is why the primary task of educational and educational work is the development and maintenance of high cognitive, labor, moral and aesthetic activity.

One of the main tasks of upbringing is: skillful internal stimulation of the activity of a growing personality in working on oneself, there is an incentive for its own development and improvement. In other words, self-educational work of students takes place already in the process of education.

self-education conscious, purposeful human activity aimed at self-development, self-education, improvement of positive and overcoming negative personal qualities.

The source and motive of self-education, according to domestic psychologists, is awareness human contradictions, on the one hand, between their needs, interests, goals, desires, and on the other hand, real opportunities, the current level of development of the personal forces necessary for their implementation, as well as contradictions between "I-real" and "I-ideal".

The understanding that the desired cannot be achieved without the application of certain efforts, and therefore, the existing shortcomings may not be overcome, and encourages a person to active action, aimed at self-knowledge, self-esteem, self-improvement. Highlighting the phrase in italics "active action" we tried to emphasize the active (not passively contemplative!) nature of self-education - it is and only a person's own activity that is a way of his self-development, a condition for the realization of his goals.

Figure 6. The main motives of self-education at different stages of its implementation

The motives and purposefulness of a person's activity in self-education change, as a rule, as he grows up as a result of development. self-awareness. self-awareness - awareness, assessment by a person of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as a feeling and thinking being, as a doer.

Scholars identify the following age levels of self-education:

Childhood(before entering adolescence) - during this period, the first attempts of the child to adapt to the requirements of others are found through corrective actions, causing their negative reaction. The main feature is the desire of the child to change specific forms of behavior, i.e. its external manifestations, not quality personality (according to psychologists, the child is not yet aware of his qualities).

adolescence- a period, the distinguishing feature of which is "self-affirmation of qualities through individual actions." Self-education manifests itself in the form of frequent, rapid (in terms of an explosion of activity and short duration), situational (in terms of motivation and sequence of actions) attempts to change what has become perceived as personality traits. , reflecting its strengths and weaknesses. The hypertrophied sense of adulthood, the desire to be independent, equal provokes a contradiction between the maximalism of the teenager's demands for himself and others and the limitedness of his capabilities, unpreparedness for long-term efforts of will, to overcome difficulties ... This process is much softer, more restrained in adolescent girls. The task of adults is to support teenagers in their good intentions, help with advice, inspire optimism, self-confidence. It is very important to help a growing person choose a worthy role model.

Youth- during this period, the social role and nature of relationships with others change, experience accumulates and, as a result, the realization comes that not only actions, but also individual qualities do not yet characterize the personality of a person as a whole. The main motive for self-education in adolescence is to “make oneself”, to provide the opportunity to fully realize oneself socially and professionally. Activities in this direction are becoming more independent and consistent. Psychologists call the work of a young man and a girl on themselves, on improving their personality conscious self-education.

There are two main source of self-education: 1) external requirement , passing into the inner plane of the personality and actualizing contradictions, which, in turn, give rise to the need for self-education; 2) internal requirement personality to himself, due to the awareness of the contradictions between the "I-real" and "I-ideal", between the goals that the person sets for himself, and the possibilities of their implementation, etc.

The most important prerequisite for making a decision on the need for self-education and the condition for its successful implementation is the ability of the individual to objectively analyze and evaluate their behavior and their qualities, formulate real goals and a program of action.

In introspection and self-assessment, it is important to avoid self-abasement and self-flagellation, which can lead to a loss of optimism, self-confidence and capabilities.

An important stage of self-education is the adoption of self-commitments, in which goals and a program of activity are modeled, requirements for its organization are established. This is how self-commitment was formulated by the outstanding Russian teacher K.D. Ushinsky:

1. Perfect calm, at least external.

2. Directness in words and deeds.

3. Deliberate action.

4. Decisiveness.

5. Do not talk about yourself without the need for a single word.

6. Don't spend time unconsciously; do what you want, not what happens.

7. To spend only on what is necessary or pleasant, and not to spend out of passion.

8. Every evening, conscientiously give an account of your actions.

9. Never brag about what was, or what is, or what will be.

Main way of self-education is an managing your actions ; self-coercion, self-order, self-punishment, etc. should be seen as a means to an end.

The most important function of any management is control; in self-education, self-control acts both as a way to determine the results achieved, and as the basis for adjusting the program, plan and methods of activity.

If what a person has inherited can be regarded as a factor predetermining his development, and the influence of the environment and upbringing as determining factors, then the decisive factor is undoubtedly the activity of the individual, directed towards the creation of himself and the world around him.

Self-education is based on the principle of anticipatory reflection in the mind of a person of those actions and deeds that he is going to commit, the definition of those features and qualities that he intends to develop in himself. If such a “mental program” is formed, it induces a person to take practical actions for its implementation, creates incentives for the manifestation of volitional efforts. That is why, when a person has a need for the manifestation of certain shortcomings in his character or behavior, it is important to set a clear goal and justify the need to achieve it, sometimes it is even useful to determine the timing.

At the same time, it is necessary to draw up a detailed program of self-education and determine what specifically needs to be achieved. Of course, it is better to start with simpler programs, for example: get rid of the use of swear words; do not commit rash acts; overcome the bad habit of interrupting the interlocutor in a conversation; always keep your word, etc. As the experience of self-education is gained, programs should naturally become more complex, improved and become more long-term.

The programs and rules of self-education developed by the individual are of great importance. And the more detailed and clear the program of self-education, the rules of conduct are developed, the more effective the work on oneself will be.

scheduling self-education program, it is also necessary to define methods. The most important of them are:

Self-persuasion and self-hypnosis;

self-commitment;

self-criticism;

Mental transfer of oneself to the position of another person (empathy - that is, empathy);

Self-coercion (self-order);

Self-punishment, etc.

Let us briefly characterize these methods.

1. Self-persuasion method . Its essence lies in the fact that the student, having revealed his shortcomings, convinces himself of the need to get rid of this shortcoming, and this cannot be limited only to mental self-persuasion. It becomes much more effective when the student convinces himself aloud, i.e. saying aloud the flaw he is working to fix.

2. Self-hypnosis method . Its essence lies in the fact that a person himself seeks to influence his own psyche and feelings, he, as a rule, aloud inspires himself how he will behave or what actions he will not do. The impact of self-hypnosis is due to the fact that, having been fixed in the mind and feelings of the student, it determines his behavior.

3. self-commitment . This method is essentially close to the method of self-persuasion. Its essence lies in the fact that the student, having set himself the goal of overcoming one or another shortcoming or developing some positive quality, takes on a certain obligation. For a stronger fixation in the mind, it must also be repeatedly spoken aloud. in this case, it will encourage the student to achieve the intended goal and contribute to the formation of the corresponding habit.

4. Method of self-criticism . Its essence lies in the fact that a student who has identified a particular shortcoming in himself and set himself the goal of getting rid of it, subjects himself to self-criticism in order to mobilize his strong-willed efforts to overcome it as soon as possible.

5. empathy method , or mentally transferring oneself to the position of another person, empathy with his feelings. This method is very good when it comes to self-education of responsiveness to people, the desire for mutual assistance. Its essence is reflected in the name itself. It lies in the fact that in the process of self-education, the student develops positive qualities in himself and overcomes negative ones, putting himself in the position of another person, empathizing with his feelings, and thus encourages himself to improve himself. When, for example, a student sees with what hostility people perceive callousness, heartlessness, rudeness, and empathizes with their feelings, he thinks about how to overcome these shortcomings in himself.

6. self-compulsion , or self-order . This is a very effective method of self-education. It is used in cases where the student has determined certain rules, norms of his behavior, but does not show sufficient willpower in observing this rule. Therefore, this method is applicable for the development of the necessary volitional qualities.

7. Method of self-punishment . As follows from its name, it is used when, in the process of self-education, a person makes some or other deviations from the rules of behavior outlined by him. Having discovered such deviations, it is necessary to use certain sanctions in relation to oneself and apply one or another punishment.

The foregoing shows that if we imagine the process of self-education as a whole, then in its structure a number of components :

Critical analysis, assessment of their shortcomings and setting a specific goal of self-education;

Development of a self-education program;

Definition of its methods;

Autotraining, i.e. direct (inspiring plan) work of the individual on himself;

Self control.

Figure 7. The structure of the self-education process

An important basis in the process of self-education and self-development of the student is pedagogical guidance. The content and forms of work of a teacher in organizing self-education can be very diverse. Much here depends on how competent the teachers themselves are in matters of self-education and its methods, to what extent they are familiar with scientific and popular literature on this issue, and how responsibly they treat the performance of their pedagogical duties.

Generally organization of pedagogical guidance for self-education carried out in three main directions:

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