Gas hydrates in oil. Gas hydrates: a myth or a bright future for the energy industry? North Slope of Alaska, USA
The mobility and variability of society make it necessary active interaction and personality transformation.
The introduction of the second generation Federal State Educational Standards into the education system significantly changed its goals and results.
Now the goal of education becomes the student’s personality capable of “self-determination and self-realization”, to mobilize intellectual, emotional and creative forces, ready for cultural communication for the exchange of spiritual values, having civic position, a high level of socialization, a system of value relations and orientations.
First time in the system modern education an officially established concept of extracurricular activities appeared in accordance with the requirements of the Federal State educational standard. Extracurricular activities of schoolchildren mean all schoolchildren (except in class) in which it is possible and appropriate to solve the problems of their education and socialization.
According to the requirements of the Federal State Educational Standard for Primary General Education, the organization of classes in areas of extracurricular activities is an integral part educational process At school. The organization of extracurricular activities involves the development of the child’s potential at a new level as an active subject, learning about the world, gaining experience practical activities, high demands are placed on the level of socialization of the individual.
In order to organize this process educational institution it is necessary to restructure its activities. Extracurricular activities at school should be fairly specific and goal-oriented system and include the following components: traditional extracurricular and school-wide activities, the activities of children's public organizations, the work of clubs, electives, sections, and interest clubs
- The educational result of extracurricular activities is the direct spiritual and moral acquisition of a child thanks to his participation in one or another type of extracurricular activity, which should manifest itself through his behavior, his way of life. The educational effect of extracurricular activities is the influence of one or another spiritual and moral acquisition on the process of development of the child’s personality (consequence of the result).
The educational results of extracurricular activities can be of three levels.
The first level of results is the student’s acquisition of social knowledge (about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), understanding of social reality and everyday life. To achieve this level of results special meaning has student interaction with their teachers.
The second level of results is the formation positive relationships schoolchildren to the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture). To achieve this level of results, the equal interaction of the student with other students at the class or school level, that is, in a protected, friendly environment, is of particular importance.
The third level of results is the student’s gaining experience of independent social action. To achieve this level of results, the student’s interaction with social actors outside the school, in an open social environment, is of particular importance.
Working with the methodological designer and identifying three levels of results will allow the teacher:
Develop extracurricular activities with a clear idea of the results;
- select forms of extracurricular activities that guarantee the achievement of a certain level of results; build the logic of transition from the results of one level to another; diagnose the effectiveness and efficiency of extracurricular activities; evaluate the quality of extracurricular activity programs; evaluate the quality of extracurricular activity programs to achieve results, the compliance of the selected forms with the expected results.
Extracurricular activities make it possible to organize real cooperation and co-creation of teachers, students and their parents; its forms are diverse and wide. Parents of primary schoolchildren, as the experience of leading schools shows, strive for productive cooperation with children and teachers in a system of group mass and individual extracurricular activities.
Extracurricular work in the area of social activities ensures the development of a sense of responsibility and self-confidence, promotes the socialization of the student, focuses on family values, home, small homeland. When organizing extracurricular activities within the framework of social activities, it is necessary to pay special attention to the following:
- fostering collectivism, being demanding of oneself and each other, honesty, perseverance, and the need to benefit others; formation of norms; social activity, increasing the child’s level of self-determination; formation of a responsible attitude towards common cause; patriotic education of students in primary school as an integral part of the multilateral process of personality formation, nurturing love for their small homeland.
Analysis of the studied material on the problem of formation social activity of junior schoolchildren in extracurricular activities allowed us to draw the following conclusions.
A necessary condition for the socialization of an individual is being in demand by society. Organization plays a special role here educational process.
The formation of social activity is carried out only in the process of including the individual in activity, during which the appropriation of social experience in its most varied manifestations is carried out. An active social position is most evident in social activities students.
The mechanism for the formation of social activity is as follows. First of all, knowledge and ideas about a particular phenomenon are needed. For example, by cultivating in students a socially active position in relation to work, the teacher expands their knowledge about work activity, its role in the life of society, and its significance. Based on the knowledge gained, the student develops ideas about the need to participate in work. In order for a conscious desire to participate in work to appear, it is necessary to develop an attitude towards work, which, in turn, entails the development of social feelings. Feelings contribute to the process of personal formation significant coloring and therefore affect the strength of the formed quality. Knowledge and feelings generate the need for their practical implementation - in actions and behavior.
A necessary condition for the formation of social activity junior school student is to develop independence and stimulate the activity of schoolchildren. Activity is usually defined as the active state of a subject. In this regard, it is sometimes said that in relation to activity the concept of activity does not make sense, since activity itself is a manifestation of the activity of the individual. Indeed, if a student participates with desire, activity and activity appear in unity. If the work is performed not due to internal drive, but only due to external compulsion, it cannot be characterized as an activity of the individual.
So the goal pedagogical activity teacher is such a creation educational environment, which would contribute to the successful socialization of junior schoolchildren, this circumstance justifies the need to develop a program of extracurricular activities aimed at the formation of social activity and testing it in the conditions of experimental work.
BIBLIOGRAPHY
Bitinas, B. The process of education. – M.: Enlightenment. - 1994. Bondarevskaya, paradigm of personality-oriented education. / Pedagogy 1997, No. 4, p. 11-17. Belousova, T. L., Bostandzhieva, N. I., Kazachenok, N. V., Odintsova, V. P., Chozgiyan, O. P., Shmeleva, - mental development and education of primary schoolchildren. Guidelines: a manual for teachers in two parts. - M. Prosveshchenie, 2011. Bondarevskaya, as the revival of a person of culture and morality /. Rostov-on-Don: Publishing house of the Rostov state. ped. Univ., 1991. 80 p. Grigoriev, D.V., Stepanov, activities of schoolchildren, methodological constructor: manual for teachers - M.: Education, 2011.-223p. Zimnyaya, I. A., Bondarenko, B. N., Morozova, - the problem of modern education in Russia. – M., 1998.
3.2 Social activity of students
Usually, when considering methods or forms of teaching, it is customary to write about cognitive activity students. Techniques for activating cognitive activity have also been developed, but all this has not at all changed traditional teaching, which has remained fundamentally unchanged for centuries, and, consequently, its effectiveness, if it has increased, is very insignificant. Teachers believe (V.K. Dyachenko, I.M. Cheredov) that when considering the learning process and the forms of its organization, it is necessary to reveal, first of all, the social activity of students in the learning process, i.e., in the learning process, the student influences the people around him and transforms their consciousness and behavior, raises them to a higher level. Teachers have long been concerned about the issue of social (public) passivity of the majority modern schoolchildren. An analysis of the forms of organization of the learning process shows what causes this massive social passivity of schoolchildren.
I. Individually isolated training sessions. The student reads a book, completes a written assignment, works with some device, without entering into live, direct communication with other people. Schoolchildren spend 30-50 percent of their school time on such educational activities. Social activity during individually isolated educational work is zero. It may appear in the future, when the student learns something, writes an essay, understands the content of a book (article), but, as a rule, in the overwhelming majority of cases this does not happen either, since there is no objective possibility for this, as can be seen from the analysis other forms of training.
II. A paired form of educational work, if the teacher works with an individual student (teacher-student), as is the case with tutoring or additional classes with those who are lagging behind, then the student’s opportunities for displaying social activity are negligible. The purpose of such work is to change the consciousness and behavior of a lagging student, to help him catch up with his comrades.
If a successful student works with a lagging student, then he exhibits social activity, but such work is an exceptional phenomenon; There is no system here yet. On the contrary, it is a deviation from the established system.
III. Group training.
1. The teacher’s lecture is an example of the teacher’s social activity and the complete lack of social activity of those who turn out to be its listeners.
2. Conversation, seminar. The teacher poses questions, the students answer them, but the purpose of these answers is not to influence others, to transform their consciousness and activity. On the contrary, answers and presentations are made in order to be positively assessed by the teacher. Therefore, here we can only talk about the beginnings of social activity among some of the students. Even the speeches and arguments of individual students do not change the essence. All these are just the beginnings.
3. Classes in small groups, teams and units. Individual schoolchildren who perform the work of foremen and consultants are placed in a position of social activity, i.e. those who teach small group. But such schoolchildren are a small minority - no more than 20 percent. But the main thing is not even this, but the fact that brigade exercises themselves are almost never practiced in public schools. And hundreds of teachers, only two or three teachers conduct team lessons in their lessons. With the traditional class-lesson system, team exercises are not necessary, and if there is a need for them (for example, performing measurement work, some laboratory work), then only as an exception.
So, we have covered all forms of traditional education and see that the social activity of schoolchildren within their framework could not develop, but on the contrary, social passivity was constantly cultivated.
IV. Group training sessions. All students, when working collectively, i.e., students working in pairs of shifts, are constantly in a position where they need to influence other students (people), teach them new educational material, prove to them, refute something, manage their activities. The social activity of each schoolchild manifests itself systematically, regularly, at least 40 - 50 percent of the time allocated for collective activities. The social activity of schoolchildren in the process of collective work is also manifested in the fact that they are all active participants in self-government, which is carried out directly in the classroom during the learning process. Therefore, in this case we can talk about the highest level of social activity of schoolchildren. Modern society requires the education of active, independent students who are able to solve the problems assigned to them.
Chapter II. Methodological aspect of using various forms of training
§1. The use of various forms of teaching when studying physics (from work experience)
Many teachers use business games in their practice. Let's look at the experiences of some of them. I. Ya. Lanina suggests using the following games when teaching physics: [Lanina.98]
Expertise
Simulation model games. An expert commission of the company arrives at the enterprise (factory, construction organization, design institute). Its task: to evaluate the quality of products. The teacher, as the head of the enterprise, invites all students in the class to become members of the expert group.
Employees of the enterprise appointed by the manager make presentations to the commission. For each report, the members of the expert group draw up an acceptance certificate on a special form, which indicates the merits of the report and errors. Additions, conclusions. The names of the respondent and the expert are indicated.
Preparing for the game. There is no special preparation for the game. For students, such a game is a regular report on homework completion. The teacher selects questions more carefully than usual and, with the help of class students, prepares acceptance certificate forms. Total number forms is equal to the number of students in the class multiplied by the number of answers.
The response evaluation plan could be as follows:
1. Evaluation of the correctness of the answer.
2. Characteristics of the depth of the answer (are there sufficient justifications, evidence and examples).
3. Characteristics of the completeness of the answer.
4. Assessing the logic of constructing the answer.
In this case, the examination report will contain not only the correction of errors and additions, but also an assessment of the merits of the answer, which should be typical for any report. All acts are evaluated by enterprise managers - teachers.
Job vacancy
Simulation model of the game. The research institute studying this topic has the following vacancies: head of laboratory, senior researcher, laboratory assistant. Specialists are selected on a competitive basis. The competition participants are evaluated by a group of experts: theorists, experimenters, practitioners.
Applicants who are able to correctly and clearly answer the questions posed to them are accepted for the position.
Preparing for the game. The teacher chooses general theme for the game and determines tasks for tests of three difficulty categories (three vacant positions). Instruments and materials for conducting experiments are being prepared. The test card includes three questions: theoretical, experimental (implies the formulation of an experiment and its explanation), and a task.
Students also prepare and decorate the classroom for the game (they draw a poster with the names of the laboratory and vacant positions, signs for the experts’ table).
Experts are given cards similar to test cards for applicants, but only with questions relevant to their specialty. Groups of experts can be divided into subgroups. Different subgroups will work with cards of varying complexity (3-5 minutes). All students: applicants and experts are given time to compose answers to the test questions (15 minutes).
Listening to answers is the most important part of the lesson. Experts, after listening to the applicants’ answers, give reviews, noting the correctness of the answer, its completeness, clarity, and propose their answer to the same question. After the meeting, they express their opinion about the applicants (20).
What follows is a summary of the results of the competition. Those who passed the competition take their jobs at tables with signs “Laboratory Assistant”, “Senior Researcher”, “Head of Laboratory”. They are given certificates (5 min).
Below we consider the progress of the game “Vacancy” on the topic “Amount of Heat” (8th grade).
I. Test card for an applicant for the position of laboratory assistant:
1. Theoretical question (task). The burning of fluff weighing 3 kg released 11,400 kJ of energy. Calculate specific heat fuel combustion.
2. Practical question. Why does dirty snow melt faster in sunny weather than clean snow?
3. Experiment. Take the training scales, place them on the tripod leg and balance them. Place a burning match under the scales from below at a distance of 10-12 cm. Why do they go out of balance?
II. Test card for an applicant for the position of senior scientist
employee:
1. theoretical question. In an aluminum pan weighing 800 g, water with a volume of 5 liters is heated from 10 ° C to boiling. How much heat will be used to heat the pan and water?
2. Practical question. In industrial refrigerators, the air is cooled using pipes through which the cooled liquid flows. Where should these pipes be located: at the top or bottom of the room?
3. Experiment. Place a metal cylinder on a strip of paper and place it in the flame. Why doesn't the paper burn?
III. Test card for a candidate for the position of manager
laboratory:
1. Theoretical question. How will the temperature of the lead change?
a ball weighing 2 kg if it falls from a height of 26 m onto a steel
stove? (Consider that all kinetic energy turns into its internal energy).
2. Practical question. Are convection currents possible in artificial satellite Earth (in a state of weightlessness)?
4. Experiment. Light a candle and cover it with a cylindrical tube. The flame will decrease and may go out. Why? If you lift the tube, the candle burns brighter. Why?
Teacher of the 55th secondary school in Ivanovo N.L. Smirnova, organizing lessons and business games, imitates the work of a special design bureau (SKB).
In such lessons, she says, the work of different specialists is simulated, so I form the following groups of students: suppliers of initial data (the goal is to update basic knowledge), help (provides information from reference literature), “ think tank"(puts forward a hypothesis, ideas), experimenters (demonstrates the phenomena underlying the proposed design), engineers (assembles a constructed installation and shows its operation), historians (looks for information about the development of scientific views on this issue), observers (gives an idea of the significance problem under consideration for the life of society, selects facts about the moral responsibility of specialists for the consequences of using their scientific and technical achievements), rules of safe work, protection environment, economists, psychologists (organizes psychological relief for students in the classroom), OTC (evaluates the work of groups). Depending on the topic, I do not create the entire set of groups, but only part of them.
For the lesson I use demonstration devices, design models of various types, reference and popular science literature, periodicals, thematic school wall newspapers on physics, homemade devices, transparencies, as well as plates with the names of groups and a large board with evaluation criteria.
Lessons were taught according to the type considered: in grade VII – “Navigation of ships”, “Use of communicating vessels”, “ Simple mechanisms"; V VIII grade – « Heat engines", "Heating devices". Their duration is 1-2 hours. I give priority to them homework.
New aspects in conducting traditional lessons are also outlined; consider a lesson in solving problems by the teacher of the 8th secondary school in Uvarovo, Tambov region, V. N. Ardabyev.
Lesson of the first tasks. Theoretical material has been studied. You can start tasks. I start it like this: the conditions of three or four are written down on the board in advance typical tasks. Students' notebooks are closed and their eyes are fixed on the board. First, I analyze the first task: I pose questions and answer them myself or involve schoolchildren in the conversation; There is intense attention in the class. Finally, the recording of the solution is completed. I say: “Lower your head, close your eyes. If you don’t understand the solution to the problem, look at me.” If there is at least one glance, I briefly repeat the logic of the solution, using the ready-made note on the board. After that, I erase the solution to the first problem. I analyze the second, third in the same way... I announce “Proceed to independent decision in the notebooks of the first two problems. As soon as you have completed the work, raise your hand.” this creates a “field” for active mental activity Guys. A few minutes later I see the first hand. This is Marina F. I quickly check her solution. Meanwhile, two more hands rise. I check the correctness of the solution for the first one, and Marina for the other one. When more hands appear, three students are already ready to check the work of their comrades. They can also help “stuck” classmates. “And now,” I say, “homework.” Problem book by A. P. Rymkevich, problem No..... The last two types of the four discussed in the class are included in the home range. So you can do it easily homework».
Lesson-excursion
Lessons of this type are primarily designed to show students the practical application of knowledge acquired while studying a topic or section of a physics course. Nowadays it is becoming increasingly popular among teachers active technique conducting excursions, the essence of which is that students, during the excursion, collect material to complete certain tasks. This technique replaces the passive one, which consists only of contemplation, inspection of the enterprise and familiarization with its equipment and technological cycle.
Professor I. Ya. Lanina and teacher of the 190th secondary school in St. Petersburg I. P. Shidlovich share their experience in organizing such lessons [.158].
The effectiveness of an excursion lesson largely depends on the teacher’s ability to involve students in active activities. Let us illustrate with the example of a general excursion on the section “Electrical Phenomena” in the 13th grade. Its purpose is to show the application of direct current, electrical and electromagnetic phenomena in production; the object of the excursion is a workshop of a plant or factory.
By the time of the excursion (IV quarter), the amount of information that students received is sufficient for everyone to be able to understand in detail the essence of the questions: where, why and how is electricity used at the plant? The lesson is structured as a search for answers to these questions. The class is divided into five teams, each receiving its own task.
Task 1. The importance of electricity for development of this enterprise. Find out how the work of workers has been made easier due to the use of electricity, how labor productivity has increased, what are the prospects for growth in the use of electricity at the enterprise, what rationalization proposals related to electricity have been introduced, what they have achieved, and how the enterprise intends to save electricity.
Task 2. Electrical circuits and diagrams: electrical diagram of the enterprise as a whole. Its main parts and components. Electrical circuit of a separate machine.
Task 3. Electricity is a source of light and heat: electric lighting in the workshop, the use of electric heating in production, electric welding and electric melting furnaces in the factory, electrical systems for drying products or paint coatings.
Task 4. Electric motors in production: their role (functions), technical features and parameters.
Each team consists of three working groups: theoretical, engineering and practical. Members of the first find out the principles of operation of devices, machines and chains, which they learned about on the excursion; members of the second understand in detail the design of this equipment, and members of the third are interested in the area of use of these devices in production, as well as the possibilities for their improvement. All students first examine the object as a whole, and then, in teams, get acquainted with the equipment that is relevant to the task received.
At the lesson that ends the excursion, a conference is held: the teams make reports on the completion of tasks. In addition, student speeches can be heard on the topics “The Factory of Tomorrow”, “the best people of the factory”; material for the latter is provided by interviews with production leaders. During the discussion of the conference materials, the results are summed up and the best team is determined. All students receive grades.
§2. Developing your own business game
2.1 Business game
In practice, I conducted a simulation game "International Science Exhibition".
The purpose of the game: to consolidate knowledge on the topic “Aeronautics”, to increase the activity of students in the process of learning physics, to arouse cognitive interest among students, to develop such personality qualities as sociability, independence, initiative.
The simulation situation is as follows: to the international scientific exhibition of design models for the use of balloons, balloons are visited by representatives from different countries. Each country presents its own model. The winners of the exhibition enter into a long-term contract with the Committee of Natural Resources to create the necessary equipment based on the submitted model projects.
Students are divided into roles: exhibition organizer, competition jury, experts, model designers, advertisers, critics.
The game consists of the following stages:
1. introduction exhibition organizer (introduction to the game).
2. Presentation by the jury.
3. View models. Designers characterize their models (what it is made of, what gas the ball is filled with, what its volume is, etc.).
4. Models are evaluated by experts (they solve problems using characteristics data, for example, find the lifting force of a ball, knowing the density of the gas and the volume of the ball).
6. Critics note the negative aspects of this model and ask questions (what is ballast, lifting force, how to calculate the Archimedes force?).
7. Jury's conclusion. Determination of the winner. Permission problematic situation.
Game analysis. The guys actively took part in the game and took their roles seriously. The designers answered questions from critics. The experts solved the assigned problems. The children played with interest and at the same time reinforced the material on aeronautics. There was a competitive atmosphere in the class. The children showed their creative abilities. The lesson was interesting and clear. I directed the students' activities, but, in general, they played the game on their own. The goals of the game have been achieved.
2.2 Video
You can activate the cognitive activity of students using various game situations. For example, in practice I made a short film on the topic “Atmospheric Pressure”.
This film has educational and developmental functions. It promotes the development of students’ logical thinking, the formation of new skills and abilities, and the consolidation of acquired knowledge. The guys themselves develop the plot of the film, select the material, work a lot on their own, playing the roles of both artists and directors. Using this film, you can conduct a lesson in consolidating knowledge, a lesson in learning new material, and a final lesson on the topic “Atmospheric Pressure.” While watching the experiment, you can invite students to answer the questions posed in the film themselves and analyze the results of the experiment. Such a lesson will be unusual, and students will learn with interest, even if they are tired. I showed the film before the final test on the topic “Pressure in Solids, Liquids and Gases,” which includes the topic “Atmospheric Pressure.” They remembered previously studied material.
Thus, gaming activities contribute to student learning and make learning an interesting process that takes place in a collective form.
The largest revolution in the history of fine art since the Renaissance, which laid the foundations for a qualitatively new stage - the art of the twentieth century. 2. The work of impressionist artists 2.1 Edouard Manet How organically tradition and innovation merged in the art of the impressionists is evidenced, first of all, by the work of the outstanding 19th century painter Edouard Manet (1832-1883 ...
Vladimir Ilyich625000 Tyumen, st. Sovetskaya 88-1 Khabarovsk State Pedagogical University As a manuscript Zolotareva Svetlana Alekseevna Development of Lesson Theory in Soviet didactics of the mid-50s - mid-60s Dissertation for the degree of candidate of pedagogical sciences. 13.00.01 – General pedagogy. Scientific supervisor: doctor...
The modern school nominates the student certain requirements to the criteria and indicators of social activity necessary for a child of primary school age. According to T.V. Antonova and many other teachers, these include: the desire to help peers and adults, showing concern for the affairs of the team, family members, and animals around them; subject and operational knowledge, abilities and skills: educational and cognitive, organizational and labor, educational and cognitive, communication, economic and household; active position in the system of subject-object relations; the ability to plan upcoming activities and act in accordance with the plan (executiveness), manifestation of perseverance, initiative in accomplishing what was planned; demonstration of independence and responsibility; the formation of concepts and ideas about the need to demonstrate social activity: value orientations, a system of relationships towards oneself and people.
The requirements reflected in the new standard of education and imposed by the new social reality are very effective and arouse in children of this age a desire to respond to them, which leads to the rapid formation in younger schoolchildren of various personality qualities necessary for the successful implementation of new academic responsibilities. “The social activity of a junior schoolchild at school is manifested in behavior aimed at maintaining and fulfilling the rules that are mandatory for the student, in an effort to help his peers fulfill these rules.”
According to A.K. Markova, there are two groups of teaching motives for primary schoolchildren: cognitive motives and social motives. Cognitive motives, in turn, can be divided into several subgroups:
Broad cognitive motives, consisting of schoolchildren’s orientation towards mastering new knowledge. They also vary in levels. These levels are determined by the depth of interest in knowledge. It may be an interest in new interesting facts, phenomena, or interest in the essential properties of phenomena, in the first deductive conclusions, or interest in patterns in educational material, to theoretical principles, To key ideas etc.;
Educational and cognitive motives, consisting in the orientation of schoolchildren towards mastering methods of acquiring knowledge: interests in methods of independent acquisition of knowledge, in methods scientific knowledge, to ways of self-regulation of educational work, rational organization of one’s educational work;
Motives of self-education, consisting in the focus of schoolchildren on independent improvement of methods of acquiring knowledge.
All these cognitive motives ensure overcoming schoolchildren’s difficulties in academic work, cause cognitive activity and initiative, form the basis of a person’s desire to be competent, the desire to be “at the level of the century,” demands of time, etc.
The group of social motives can also be divided into several subgroups:
Broad social motives, consisting of the desire to acquire knowledge in order to be useful to the Motherland, society, the desire to fulfill one’s duty, an understanding of the need to learn and a sense of responsibility. Here, the motives of awareness of social necessity and obligation are of great importance. Broad social motives may also include the desire to prepare well for the chosen profession;
Narrow social, so-called positional motives, consisting of the desire to take a certain position, a place in relations with others, to gain their approval, to earn authority from them. These motives are associated with a person’s broad need for communication, in the desire to gain satisfaction from the communication process, from establishing relationships with other people, from emotionally charged interactions with them.
One of the varieties of such motives is considered to be the so-called “well-being motivation”, which manifests itself in the desire to receive only approval from teachers, parents and friends (they say about such students that their days work only on “positive reinforcement”).
Sometimes the positional motive manifests itself in the student’s desire to take first place, to be one of the best, in which case they sometimes talk about “prestigious motivation.”
Social motives, especially broad social motives of duty, provide a solid basis for collectivism and responsibility for a common cause.
One of the socially significant motives is the motive of affiliation. The content of this motive is far from uniform: it includes the need to contact people, to be a member of a group, to interact with others, to provide and receive help. G. Murray defines a person’s need for affiliation this way: “Make friendships and feel affection. Enjoy other people and live with them. Cooperate and communicate with them. Love. Join groups.” Affiliation is thus understood as a certain type of social interaction, the content of which is communication with other people, which brings satisfaction to both parties.
The process of developing a child’s need for communication can be presented in the form of four main stages:
The appearance of the child’s attention and interest in the adult;
Emotional manifestations of a child towards an adult;
Initiative actions of the child to attract the attention of an adult;
The child's sensitivity to the attitude and evaluation of an adult.
By the end of the first year of life, children develop a fairly stable desire to communicate with peers: they love to be around other children, although they do not yet play with them. From the second year, communication with peers expands, and for 4-year-olds it becomes one of the leading needs. At the same time, their independence and initiative increase, i.e. behavior becomes increasingly internally determined.
Thus, the content of the affiliative need at different stages of ontogenesis may be different: during the first seven years of a child’s life, it develops from the need for benevolent attention to the need for mutual understanding and empathy. IN junior classes the motivation for interaction with peers becomes the leading one and a stable circle is formed closest communication. IN adolescence Intra-group communication with peers is gradually destroyed, contacts with people of the opposite sex, as well as with adults when difficult everyday situations arise, increase. The need for mutual understanding with other people increases noticeably, which is directly related to the formation of self-awareness.
L.G. Matyukhina notes that communication with classmates is very important for a child, but there are certain criteria for choosing “friends.” According to sociometric studies, such criteria are: high contact level of the child, good appearance, position in the class, etc. But the leading criterion is academic performance. When conducting research, for example, “Who would you like to sit at a desk with?”, as a rule, most students choose a partner with good academic performance. Apparently, the human need for affiliation is universal, i.e. common to all people, regardless of their age, gender or ethnicity. But the nature and content of this need, of course, varies depending on upbringing, conditions of socialization, and type of culture.
An important feature of affiliation motivation is its reciprocal nature. Thus, the degree of success of affiliation depends not only on the person seeking affiliation, but also on his potential partner: the first must make it clear to the second about his desire to make contact, making this contact attractive in his eyes. Asymmetry in the distribution of roles, turning a partner into a means of satisfying one’s needs damages affiliation as such or even completely destroys it. The goal of affiliation, from the point of view of the person striving for it, could be defined as a search for self-acceptance, support and sympathy.
A. Mehrabyan identifies two trends in the affiliation motive: hope for affiliation (expectation of a relationship of sympathy, mutual understanding in communication) and fear of rejection (fear that communication will not take place or will be formal). The combination of these trends produces four types of affiliation motives:
1) High hope for affiliation, low sensitivity to rejection: in most cases, the need for affiliation is constantly satisfied. In this case, a person can be sociable to the point of being annoying.
2) Low need for affiliation, high sensitivity to rejection: in most situations, the need for affiliation remains unsatisfied or is completely rejected.
3) Low affiliation hope and rejection sensitivity: Most situations have only very weak positive or negative affiliation-relevant reinforcers. In this case, the person prefers loneliness.
4) High hope for affiliation and sensitivity to rejection: In most situations, the need for affiliation is either satisfied or rejected. A person has a strong internal conflict: he strives for communication and at the same time avoids it. This type, according to Mehrabyan, is the motivational basis for pronounced conformist behavior, i.e. indicator of the motive of dependence: the frequent use of positive and negative sanctions is a means of creating a tendency towards dependence in an individual.
IN pedagogical literature three main sources of the formation of positive cognitive motives for activity are identified:
The nature and level of educational and cognitive activity
The teacher's relationship with students.
So, content plays an important role in the formation of learning motivation. educational material. According to O.S. Andronova, the content of each lesson, each topic can be motivated only if the following conditions are met:
Consider the nature of student needs;
Be accessible, but also quite complex and difficult;
Rely on past knowledge, bring new information;
Aimed at solving problems of cognition of phenomena and objects of the surrounding world, mastering the methods of this cognition.
The content of educational material is acquired by students in the process of learning activities. The formation of motives for activity occurs in the process of carrying out the activity itself. In other words, if the student is not included in the activity, then the corresponding motives will not arise and stable motivation will not be formed. For motives to arise, strengthen and develop, the student must begin to act. If the activity itself arouses his interest, then we can expect that he will gradually develop needs and motives for this activity.
Teaching plays a major role in the formation of motivation various shapes collective activities in the classroom. Her choice depends on the age of the students, the characteristics of the class and the teacher.
Experience shows that the use of group forms of learning makes it possible to involve all the children in the work, since once in a group of classmates who collectively perform a task, the student, as a rule, cannot refuse to do his part of the work, making a contribution to the common cause.
It is impossible not to touch upon the importance of assessment for the formation of positive motivation for educational activities. It is important that the main thing in assessing a student’s work is qualitative analysis this work, emphasizing all the positive aspects, progress in mastering educational material and identifying the causes of shortcomings. The point mark should occupy a secondary place in the teacher’s evaluation activities. This is especially important to remember during the period of ungraded training.
Another source of motivation lies in the relationship between the teacher and students. The main direction of the teacher’s activity in this case is to create an atmosphere of emotional comfort in the learning process, ensure friendly relations in the team, and demonstrate pedagogical optimism towards students, which consists in the fact that the teacher expects high results from each student and places hopes on students and believes in their abilities. But while showing confidence in the strengths and capabilities of students, at the same time it shows shortcomings in personal development, and not just its achievements. And, of course, the teacher himself must be a person with a pronounced interest in his activities, love for the teaching profession, then he can influence his students by his own example.
So, there are several ways to form positive motivation for learning activities. And to develop motivation, it is important to use not just one path, but all paths in specific system, because none of them can play a decisive role for all students. What is crucial for one student may not be for another. And in combination, all the ways are a fairly effective means of developing learning motivation among schoolchildren.
The social motive is expressed through the need for communication and interaction as the main component of the social activity of primary school students. In communication, a junior schoolchild gets to know not only others, but also himself, and masters the experience of social life. The need for communication contributes to the establishment of diverse connections with people, stimulates the exchange of knowledge and experience, feelings and opinions, and can manifest itself in the form of a private need for a friend, friendly connections against the backdrop of collective relationships.
Based on the child’s need for communication, his need for recognition arises and develops (first from adults, and then from his peers), which gradually finds expression in his claims for recognition: “In the sphere of communication,” notes V.S. Mukhina, the need for recognition acquired in the process of development, which determines the positive course of personality development, is of particular importance; it orients the child towards achieving what is significant in the culture to which the child belongs.”
A child of primary school age carries within himself the whole complex of feelings already formed in claims for recognition. He knows what it means to be obliged. He awakens a feeling of pride or shame depending on the action. He is proud of an action approved by an adult and is ashamed of an offense not noticed by an adult. These feelings of the child certainly influence the development of his personality.
Treating adults and older children as a model, the younger schoolchild at the same time claims recognition from adults and adolescents. Thanks to the claim to recognition, he fulfills the standards of behavior - he tries to behave correctly, strives for knowledge, because he good behavior and knowledge becomes a subject of constant interest on the part of elders. At primary school age, peers enter into complex relationships in which relationships of age-related friendship for a peer and relationships of rivalry are intertwined. Claims for success among peers are now fulfilled primarily in educational activities or regarding educational activities.
According to V.S. Mukhina In educational activities, the need for recognition manifests itself in two ways: on the one hand, the child wants to “be like everyone else,” and on the other, “to be better than everyone else.” The desire to “be like everyone else” arises in educational settings for many reasons. First, children learn to master the learning skills required for this activity and special knowledge. The teacher controls the whole class and encourages everyone to follow the proposed model. Secondly, children learn about the rules of behavior in the classroom and school, which are presented to everyone together and to each individual. Thirdly, in many situations a child cannot independently choose a line of behavior, and in this case he is guided by the behavior of other children. At primary school age in general, but especially in the first grade, the child is characterized by pronounced conformal reactions to situations unfamiliar to him. According to V.S. Andrievsky, it is important that an adult’s attitude regarding the success or failure of a student is not based on comparing him with other children, because “A child may simultaneously develop a mindset of achieving success and an accompanying alienation from other children. This immediately manifests itself in behavior: envy and competition become a typical companion to children’s relationships.”
According to Shpak G.M. “It becomes difficult for a child who aspires to recognition to rejoice in what is successful and empathize with what is unsuccessful. In addition to educational activities in other situations that are significant for children’s communication, the child also strives for self-affirmation. The competitive motive gives acute emotional experiences: in case of mistakes and failures, the child becomes upset to tears, to compensate for failure he brags about something or bullies the more successful one; if he succeeds, he rejoices and boasts again. The competitive motive is addressed to pride; it stimulates the child to improve his abilities and skills and at the same time creates a state of anxiety in him. Inner life the child is full of tension."
Thus, it is necessary that an adult’s attitude regarding situations of success or failure of a student should not be based on comparing him with other children. The need for recognition is the basic basis that subsequently forms the social need to be an individual, expressed in “motivation for achievement, claims to influence, fame, friendship, respect, position as a leader, and which may or may not have been reflected and conscious.”
The most important theoretical and methodological basis for identifying the composition of social activity of younger schoolchildren is the concept of value orientations of the individual. We call value psychological education, which represents the interconnection, unity of the most significant sphere of reality for a person, this or that aspect of his life and the ways of realizing, highlighting and asserting himself, his Self in the system of relations with other people. Value is that initial and necessary psychological mechanism, which determines a person’s desire and orientation towards maximum self-realization in the area of life that is most significant to him. Value as a psychological formation is expressed in value orientations, which are considered as system-forming factor personal self-development. As V. Frankl notes: “The desire for a person to search and realize the meaning of his life is an innate value orientation inherent in all people and is the main driver of behavior and personal development.”
Requirements of a person-centered pedagogical process allow us to highlight universal values for the development and self-development of the personality of a primary school student. Among the value orientations that are most relevant for modern schoolchildren, researchers (A.V. Zosimovsky, I.S. Kon, V.A. Petrovsky, etc.) highlight love, freedom, culture, conscience, life, beauty, human beings, communication. So, V.G. Kazanskaya, studying the problem of schoolchildren’s orientation to socially significant values, found that “the process of students’ orientation to universal human values is a complex, contradictory and at the same time natural process, which itself prepares the conditions for its subsequent development and serves in some way as the reason for its own self-propulsion” .
Originality internal position a child of primary school age is determined by a restructuring not only of needs, but also motivational sphere, which is important structural component social activity. Numerous studies show that by the time one enters school, a number of new motives arise, primarily related to a new leading activity - learning, i.e. cognitive motivation develops. In addition, there is a process of further structuring of motivation, its hierarchization, subordination of motives, which serves as a favorable condition for the development of voluntary forms of behavior. Therefore, primary school age is characterized by an increase in arbitrariness of behavior due to the emergence of internal ethical authorities and the emergence of the initial principles of responsibility.
The manifestation of social activity of schoolchildren is determined by the system of the following motives:
Motives for self-determination and self-affirmation in various social communities (school, class, informal group, yard, street, etc.) are broad social motives;
Motives of personal prestige, aimed at the desire to occupy a certain position in the community, the motive of self-improvement based on this desire;
Motives for personal achievements aimed at fulfilling the needs for self-expression;
Cognitive, aimed at satisfying cognitive needs;
Individual, aimed at resolving contradictions caused by a discrepancy between individual experience, internal motivations and external socio-pedagogical norms and rules;
Moral motives (motive of duty, moral motives).
Research by L.I. Bozhovich, L.S. Slavina prove that the diversity of relationships between a primary school student and the surrounding reality is determined by two types of motives that are inextricably linked, but have different origins. Is not it. Bozhovich includes in the first group of motives those generated by the entire system of relations that exist between the child and the reality around him. These social motives depend, first of all, on the circumstances of the child’s life in the family, on his position in school, on his own internal position in relation to school; they embody those aspirations and needs of the child that arise from all the circumstances of his life and which are associated with the main orientation of his personality.
Social motives, as our observations show, can be of a different nature: to express the desire of a junior schoolchild to earn the approval and attention of the teacher, parents, to gain respect and authority among comrades, to secure worthy status. These kinds of social motives, as forms of manifestation of social activity, also cover different kinds activities of children of primary school age, since any serious activity of a child, both objectively and for himself, has a social meaning. In educational activities, these motives are presented most clearly and have highest value, since learning is the leading activity of a primary school student. Consequently, they occupy a central place in the system of his relations.
The second group of motives, according to L.I. Bozhovich, includes motives generated primarily by the educational activity itself. This includes a variety of learning interests, the satisfaction that comes from working effort, intense intellectual activity, overcoming difficulties. The significance of these motives for educational activity is determined by the fact that the process of assimilation of knowledge also corresponds to the content of the social activity of the younger schoolchildren, since the assimilation of knowledge not only expands the horizons of knowledge, enriches their mind with knowledge of scientific facts and patterns, but also thereby makes the younger schoolchild a potentially useful member society
In addition, a very important motive is the motive of self-improvement. But it should be noted that the motives of self-improvement and self-determination appear for a primary school student as “understandable” and are associated with distant goals. However, this prospect is very distant, and the junior schoolchild lives mainly in the present day. Due to the importance that younger schoolchildren attach to the motives of self-determination ( future profession, continuing education) and self-improvement (to be smart, developed, cultural), it is important to structure the educational process so that the student “sees” his movement forward, his daily enrichment with knowledge, skills, his movement from ignorance to knowledge. This is possible if the student is aware of what he already knows and what he does not yet know, what still needs to be learned, what he will learn about and what he will learn, what methods of work he has already mastered and which ones he will have to master in the next lesson, in the next quarters. In this regard, it acquires paramount importance in the educational process clear staging in the lesson of near and far goals, educational tasks.
Also important, and most importantly, directly related to the formation of an individual’s social activity, is the motive of duty. According to L.I. Bozhovich, the emergence of so-called “moral authorities” in a child by the age of 6-7 years entails those significant changes in the structure of his motivational sphere that contribute to the formation of his sense of duty - the main moral motive, which directly induces the child to specific behavior. At the same time, at the first stage of mastering moral norms, the approval of adults is what encourages the child to behave in a certain way. The desire to follow the demands of adults, as well as the learned rules and norms, begins to appear for the child in the form of some generalized category, which can be designated by the word “must”. This is the first moral authority that the child begins to be guided by and which becomes for him not only the corresponding knowledge (one must do this), but also the direct experience of the need to act this way and not otherwise. In this experience, according to the author, the sense of duty is presented in its first rudimentary form.
The child as a subject of the educational process is characterized by some features of age-related personal manifestations. A young child masters the world on an objective-activity and emotional-sensory basis. The child’s self-affirmation occurs gradually, through more and more thorough entry into social relations, manifestation of creative, social, intellectual and emotional activity. Activity, as a personality trait, presupposes that the student becomes the subject of activity and manages his own development, taking into account universal human values, the requirements of society, and therefore activity, as a personal formation, expresses the state of the student and his attitude to activity. This state is manifested in the psychological mood of his activity: concentration, attention, thought processes, interest in the activity being performed, personal initiative. Activity involves a transformative attitude of the subject to the object, which presupposes the presence of the following points: selectivity of approach to objects; setting, after choosing an object, a goal, a problem that needs to be solved; transformation of the object in subsequent activities aimed at solving the problem. The development of the student’s activity occurs, accompanying the entire process of personality development: from the reproductive-imitative through the search-executive to the creative level. A significant change in activity is reflected in activity, and personality development is reflected in the state of activity. If activity represents a unity of objective-subjective properties of a person, then the activity of his belonging, as a subject of activity, expresses not the activity itself, but its level and nature, influences the process of goal setting and awareness of the motivation of methods of activity.
Every child, regardless of his or her characteristics individual development and degree of readiness, having reached a certain age, he finds himself placed in the corresponding position accepted in a given society. And thus he falls into the system of objective conditions that determine the nature of his life and activities at a given age stage. It is vitally important for a child to meet these conditions, since only then can he feel at the height of his position and experience emotional well-being.
One of the main goals of education in primary school is the socialization of the child, and one of the indicators of the child’s socialization is the level of his social activity. There are currently enough a large number of research work dedicated to this problem, conditions for satisfying the interests of children, disclosing their creative potential. At the same time, I would like to note that the main attention of modern researchers is focused on the formation of social activity of adolescents and high school students; little is said about the formation of social activity at primary school age, as the initial stage of children’s entry into a new system of relationships with reality. In addition, the fact that educational activities is the main one for all categories of students, and for younger schoolchildren it is the leading one.
If we analyze the level of social activity of junior schoolchildren, we can conclude: every seventh elementary school student has low and zero levels of formation of social activity: 49.3% - average level. What are the reasons for this phenomenon? First of all, it should be noted that the teacher does not take into account the new social status of the child who has become a student, does not pay enough attention to his activity in the changed social conditions, does not care about the inclusion of younger schoolchildren in various types of social meaningful activities. Sh. A. Amonashvili wrote: “Childhood is a movement forward, it is an ongoing process of growing up. The child wants to be an adult. The character and direction of his daily life constantly prove this desire to grow up... Childhood... is not at all a pastime and a rosy life. An adult who does not notice how difficult it is for children to live at times, how multifaceted and meaningful this life is, may make a mistake in their upbringing.”
The beginning of the school period of a child’s life is the most important step in the formation of socially valuable personal formations, which are manifested in the activities leading to him. Despite the fact that the leading activity at primary school age is learning, play activities are still important for the child. Therefore, it is advisable to form social activity through play. There are several types of games aimed at developing the social activity of younger schoolchildren:
Games with patriotic and international content
Outdoor games with content and game rules that contribute not only to the physical development of children, but also to the development of their social senses.
Games on the theme of labor contribute to the formation of general ideas about the importance of collective work of people. Games instill responsibility for the assigned task, and a feeling of satisfaction with the result of the work arises. Fulfilling roles associated with displaying the work of adults in the game requires children to be more active, focused in their actions, and have organizational skills. Any game reflects surrounding life, and therefore helps children understand the social significance of this or that type of work. Therefore, when directing games, the teacher’s attention should be directed to ensuring that they reflect as deeply as possible the relationships between people that exist in life. The teacher’s task is to use all possible means to provide pedagogical influence on children in the game.
Some children, not only during work, but also during play activities, exhibit instability of interests. They take on one role, then another. But in games that reflect the work of adults, this gets negative rating on the part of other children, declaring that this should not be the case when the hairdresser decides to go to visit or shop; It is impossible for people to be late for the train because the cashier ran off somewhere and did not assign anyone to sell tickets, etc. As children begin to realize that the main content of work is caring for other people, they begin to take on the role they take on more responsibly in play. This is manifested in concentration on the task at hand, critical remarks addressed to those who were absent during work or performed poorly. These new rules of behavior in the game help to develop strong-willed endurance in children. Taking on the role of an adult, the younger student strives to follow his example in everything; teachers and parents reveal to children the characteristics of various professions, and by their personal example they provide a model of behavior that must be followed so that the game takes on the character of a truthful reflection of life. The child treats his play as a serious matter, so the influence exerted through the game gains great importance to shape his personality.
Patriotic and international feelings only emerge at primary school age, and although they are still elementary in their manifestations, they are extremely important for further formation personality. Games are also one of the effective means of developing patriotism and internationalism. It contributes to the formation of a certain attitude towards everything around us, towards phenomena public life. Ideas about the homeland, the peculiarities of life, and the work of other peoples are not only clarified and consolidated in the game, but also enriched, creatively processed and subsequently become the basis of their behavior and beliefs. For these purposes, you can use games such as “travel to another country,” where children meet foreigners. It is also advisable for children to participate in costumed national holidays, where they can get acquainted with the traditions and customs of other peoples. When celebrating holidays, as well as when organizing games, you can use elements of national life, for example, dolls in national clothes. Such feelings contribute to the feeling of a “united family.” The content of such creative games is influenced by folk tales, emotional stories of the teacher about people of different nationalities, familiarization with the musical arts of the people, viewing of relevant filmstrips, films, correspondence with peers of other nationalities. Patriotic education is based on familiarization with nature, traditions, history of one’s people, their “heroic past.”
Also important for the formation of individual activity are collective sports games, the competitive nature of which can intensify the actions of the players, cause the manifestation of determination, courage and perseverance to achieve the goal. However, it must be taken into account that the severity of the competition should not separate the players. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving goals. Voluntary acceptance of the limitations of actions, the rules adopted in a collective outdoor game, while simultaneously being passionate about the game, disciplines students. The game is characterized by confrontation between one player and another, one team against another, when the players face a wide variety of tasks that require instant resolution. To do this, it is necessary to assess the surrounding situation as soon as possible, take the most correct action and carry it out. This is how outdoor games promote self-knowledge.
The manifestation of social activity in younger schoolchildren has its own specifics, due to initial stage children’s entry into a new system of relationships with reality. Early school years- precisely the period when the orientation of the personality, its interests, and inclinations are laid. The most important theoretical and methodological basis for identifying the composition of social activity of schoolchildren of this age is the concept of value orientations of the individual, where value is understood as the initial and necessary psychological mechanism that determines the desire and direction of a person for maximum self-realization in a particular area.
Focused on this new standard education, compliance with the requirements of which leads to the rapid formation of various personality qualities necessary for the successful fulfillment of new educational responsibilities and the socialization of the personality of a junior schoolchild. In the context of the latter, not only cognitive, but also socially significant motives for learning play an important role, expressed through the need for communication and interaction as the main component of the social activity of primary school students. In communication, a junior schoolchild gets to know not only others, but also himself, and gains experience in the foundations of social life. Social motives provide a solid foundation for collectivism, responsibility for a common cause, citizenship, independence - those personality qualities that are laid precisely at primary school age.
35. Reveal the features of the formation of social activity of a junior schoolchild and his moral development.
Junior school age from 7 to 10 years is the most important period of child development, which has independent significance. This age is a period of active personality formation, the development of an individual mechanism of behavior (A.V. Zaporozhets, L.I. Bozhovich, A.N. Leontyev) As noted by scientists L.S. Vygotsky, D.B. Elkonin, L.I. Bozhovich, V.S. Mukhina, E.V. Subbotsky, it is at primary school age that moral regulation begins to form. A child’s morality is associated with the internal motivation of his behavior, which allows the child to make the right moral choice (L.I. Bozhovich, V.S. Mukhina). By mastering moral ideas and concepts and developing the arbitrariness of all mental processes, the intensive formation of the spiritual and moral sphere of the individual is carried out (L.S. Vygotsky, D.B. Elkonin). In the process of spiritual and moral education in direct communication and joint activities with adults and peers, integrated personality traits are formed in a primary school student - moral qualities, which, being fixed in the child’s moral experience, determine his moral actions, actions and relationships. The spiritual and moral development of the personality of a junior schoolchild presupposes the child’s self-awareness; development of personal mechanisms of behavior; development of moral ideas, concepts and moral assessment based on them; the emergence of new motives for action. It is associated with the general process of social and mental development of the child, the formation of a holistic personality. The development of the spiritual and moral sphere of the personality of a junior schoolchild is the process of the child acquiring moral experience through the development of moral standards set by society, developed on the basis of basic ethical concepts.
The main goal of forming students’ social activity is related to the formation of a citizen, an individual capable of living fully in a new democratic society and being as useful as possible to this society.
At primary school age, moral motives of behavior develop significantly. One of the moral motives for the behavior of a junior schoolchild is ideals, which, as M. V. Gamezo points out, at this age have a number of features.
Ideals are concrete. They are heroes that the child heard about on the radio, read, or saw in movies. These ideals are unstable and quickly replace each other.
A child may set himself the goal of imitating heroes, but, as a rule, he imitates only the external side of their actions.
36. Give a description of educational activity as the leading type of activity for children of primary school age, its essence and structure.
The transition from preschool to primary school age does not occur automatically, but through the transfer of play activity into educational activity, which becomes the leading one.
In educational activities, according to V.V. Davydov, the content of various forms of social consciousness (science, art, morality and law) is mastered, which leads to the formation of theoretical consciousness and thinking, and the corresponding abilities (in particular, reflection, analysis, planning ), which are psychological new formations of a primary school student.
The structure of educational activities includes: Educational task- this is what the student must master. Learning action- these are the changes in educational material necessary for the student to master it; this is what the student must do to discover the properties of the subject he is studying. Control action– this is an indication of whether the student correctly performs the action corresponding to the model. Evaluation Action– determining whether the student has achieved the result or not. As training progresses, assessment moves to the level of self-assessment.
The formation of educational activity is first carried out in the form of joint activity between teacher and student. The process of development of educational activity is the process of transferring its individual links from teacher to student. By the 3rd grade, the opinion of the class team becomes an important factor stimulating successful learning.
In elementary school, the primary schoolchild develops the basic elements of the educational activity leading during this period, the necessary educational skills and abilities. During this period, forms of thinking develop that ensure further assimilation of the system scientific knowledge, development of scientific, theoretical thinking. Here the prerequisites for independent orientation in learning and everyday life are formed. During this period, a psychological restructuring occurs, “requiring from the child not only significant mental stress, but also great physical endurance.”
The younger schoolchild, as a subject of educational activity, himself develops and is formed in it, mastering new methods of analysis, synthesis, generalization, classification. In conditions of targeted developmental training, according to V.V. Davydov, this formation is carried out faster and more efficiently due to the systematic and generalized nature of knowledge acquisition. In the educational activities of a primary school student, an attitude towards himself, towards the world, towards society, towards other people is formed and, most importantly, this attitude is realized mainly through this activity as an attitude towards the content and methods of teaching, the teacher, class, school, etc. d.
Broad social motives (motives of social return) are formed by the student’s involvement in the life of the entire country, by the entire educational work of the school and family. Social positional motives (the desire to assert oneself through a positive assessment, the opinions of others during interaction and contacts with them) take shape and develop in socio-political (Komsomol, pioneer) work, in social useful types activities, in various forms of collective and group educational work. The motives for social cooperation (the desire to understand and improve ways of interacting with another person) do not always develop during school age, but also develop during social and educational contacts with people around the student.
If the formation of cognitive activity of schoolchildren with the help of problem-developmental teaching methods is quite widely carried out in modern Soviet schools, then the formation of social activity in the course of learning requires special attention from the teacher. Motives for social return are often less developed among schoolchildren than cognitive motives. Soviet psychological and pedagogical science developed general approaches to the formation of personality in a team, as well as issues of the influence of collective and group forms of educational work on the student’s personality.
To form social motives for schoolchildren’s learning, it is important for the collective and group work is the presence of joint activities of schoolchildren: developing a common goal (task) of joint work and discussing its options by group members, finding ways to accomplish this general work and comparison of several different options for the solution method, identification of ways of self- and mutual control in teamwork, comparison different ways its control offered by group members, motivation for collective activity, the desire to participate in group work, the need and desire to receive evaluation from other group members.
Depending on the presence of all these components of joint activity, educational work in the classroom can be at different levels. Most often, schoolchildren master the first level of joint activity, i.e. they see common goal but can't find a way to achieve it. A great difficulty, but at the same time a greater interest for schoolchildren, is the search for different ways of working, the interaction of schoolchildren during this search, which is usually accompanied by pronounced positive emotions of communication. Even later, motivation for collective educational work develops. At first, it is presented in children in the form of the most general undifferentiated desire for contacts, which the teacher observes already in elementary school students, and then genuine social motives for cooperation in collective work gradually develop (as a rule, by the end of secondary school).
Accordingly, the joint activities of schoolchildren may differ in the degree of their independence and the role of the teacher in it. For example, a teacher can give schoolchildren a common goal (in this case, he needs to make sure that this goal is internally accepted by a group of children), and suggests that the schoolchildren themselves find ways to work together and control methods. In another case, the teacher includes the students’ search for goals and methods in collective work, and retains control. One example of a non-rigid organization of collective cognitive activity is the situation of the so-called “brainstorming”, when participants are invited to express any ideas on a given issue, and both tasks and search methods are initially unlimited, and only later are they evaluated and critically discussed.
The joint activities of schoolchildren can be carried out during their collective and group educational work in the classroom. If the points mentioned above (setting a common goal, comparing methods of work and control) unite part of the class, then this work is group, and if the whole class participates in it, then it is collective.
Joint learning activities can also differ in the form of its implementation - simultaneity or sequence of participation of several participants in it. In the first case, students outline, for example, a common goal, and everyone immediately begins to solve it, to compare methods. Moreover, the teacher may also be faced with the fact that the goal in group work is set by one participant, while others only realize it, which is determined by the complex intra-group relations analyzed in the above-mentioned socio-psychological literature. In another case, it may be necessary for one student to start work and the second to continue, i.e., when determining the method of his work, he relies on the result of the previous participant in the activity.
Joint educational activities have many organizational aspects: the number of participants in groups, the alternation of frontal, individual and group classes. The literature suggests that it is better to start the lesson with a broad frontal work, then implement different shapes group work, and its implementation will already allow us to move on to truly collective work.
When discussing the role of joint educational activities of schoolchildren for the formation of motivation, it must be borne in mind that any educational activity in the classroom is in a broad sense the words are joint. The student never learns as an isolated individual, but always lives in a real group and always (explicitly or implicitly, consciously or not) compares his actions, their assessment by the teacher with the actions and assessments of other students, strives to win, to one degree or another, his desired place in group of peers. When a teacher organizes collective and group work, this is psychological point vision means that the teacher deploys and externalizes all mental comparisons of himself with another person, which each student makes in one way or another. Thanks to this, the teacher gets the opportunity to form, manage social interactions students during the teaching. Research and practical experience show the great role of collective and group work for developing the personality of schoolchildren and its motivation.
Collective educational work develops the student’s ability to evaluate himself from the point of view of another person, as well as the ability to evaluate himself from different points vision - depending on the place and function of this student in joint activities. Responsibility to another person (and on this basis, to society as a whole), and the ability to make decisions that concern not only oneself, but also another person, also increase. This contributes to the development of active life position, the ability for self-regulation and more adequate self-esteem, techniques for coordinating one’s actions and coordinating with other students, and the ability to overcome conflicts during communication.
It has been shown that participation in collective and group work improves educational activity and increases the motivation of low-performing schoolchildren. Through group work, the teacher can control the development of personal relationships within the group and thereby social motives. In conditions of group and collective work, the initiative of schoolchildren, the number of questions to the teacher and friends, the number of contacts and various forms of communication with peers during the study increases sharply. Thus, we can talk about the significant influence of collective and group educational work on all types of social motivation. Social motives can support interest in learning where cognitive interests have not been formed. At the same time, they themselves play an invaluable role in the harmonious development of the motivational sphere of the student’s personality.
The literature provides a number of data on the great motivating value of joint educational work. “Students note that there is an increased desire to understand the task themselves (61.2%) and keep up with others (53.4%).” Group work improves the overall working spirit in the class and reduces the number of violations of discipline. “From the responses of schoolchildren, it turns out that most often they are distracted and engaged in extraneous matters and conversations when a fellow student is completing a task at the blackboard (66.2%). In second place are the teacher’s frontal explanations, during which, according to 13.4% of students, they are engaged in extraneous matters. In third place is frontal work, during which 8.5% of students do the wrong thing. During group work, such cases were noted by only 2.1% of students. It can be said, therefore, that group work promotes the business orientation of students. 63.4% of students wished to continue to complete tasks in the form of group work, 33.1% in the form of frontal work, and 3.5% individually.”
Consequently, forms of collective and group work have a great influence on the development of all types of social activity of schoolchildren.
Order of adjectives in English
"Under the Dragon's Wing" by Terry Lou Terry Lou Under the Dragon's Wing read online
What the whole city is talking about