Modern psychological and pedagogical problems of higher education. Psychology and pedagogy of higher education as an academic discipline
The course is intended for a wide Russian audience of university youth (postgraduates, undergraduates of all areas of training), who consider teaching at a university as a possible, and for some category, a preferred option for an individual trajectory of their professional development. The course involves immersing students in modern psychological and pedagogical issues high school and provides an opportunity for re-crediting when implementing the curriculum within its core educational programs.
About the course
In this course, students will be able to:
Get acquainted with the psychological and didactic competencies of a modern university teacher in the context of the modernization of vocational education;
Develop professional and pedagogical thinking in the process of building your own educational and professional strategies;
To master the basic concepts, principles and methods of psychological and pedagogical diagnostics and monitoring, allowing to design and implement the developmental effect of diagnostic procedures;
Master the skills of reflective use in the organization of educational interaction specific species communications adequate to the formulation and solution of educational problems in the field of psychology in the conditions of a modern university;
To expand ideas about modern approaches to the problem of psychological safety in institutions of higher professional education;
To form the ability to adapt and generalize the results of modern psychological and pedagogical research for their own teaching purposes.
The system of test, reflective, project tasks for independent work allows students to choose the level of cognitive complexity at which they are ready and can perform the proposed tasks.
The technological methods used in the course of problematic input, reflexive analysis, “solving problems for meaning” act as mechanisms for transforming information that is impersonal for listeners into knowledge that has personal meaning and value.
Format
Video lectures, interviews, case studies, dramatizations, tests, diagnostic tests, essays for peer evaluation.
Informational resources
Requirements
Previous educational experience acquired during the period of study at a master's or specialist's degree in the development of academic disciplines (modules).
It is necessary to be able to read special recommended literature, use modern information tools to clarify unfamiliar concepts, have experience in performing reflective and analytical work, including in the field of self-assessment of the level of formation of the relevant professional and personal competencies.
Course program
Section 1. Educational Perspective of Modern Russian Education
Teacher Kostyukova T.A.
Topic 1. Reform models domestic education in the XX
Topic 2. The Bologna process and the reform of domestic education in the beginning. 21st century
(Video lectures and interviews with vice-rectors of Russian universities - members of the working group of the Ministry of Education and Science of the Russian Federation on the issue of the Bologna Agreement, testing)
Section 2. Psychology of motivation, involvement and reliability in the educational process
Teacher Lukyanov O.V.
Topic 1 Authentication and Identity
Topic 2. Motivation and psychological activity
(video lectures, creative tasks for self-assessment)
Section 3 Persuasive Communication in Educational Practices
Teacher Bogdanova E.L.
Topic 1. Types and criteria for the constructiveness of psychological and pedagogical influence.
Topic 2 Techniques for organizing constructive pedagogical communication.
Topic 3. "Persuasion" as a constructive type of psychological and pedagogical influence
(Video lectures and dramatizations of pedagogical situations, assignments for mutual evaluation)
Section 4. Authentic assessment of learning outcomes
Teacher Abakumova N.N.
Topic 1. Monitoring of innovative educational results
Topic 2 Authentic assessment of learning outcomes
Teacher Krasnoryadtseva O.M.
Subtopic 1. Results of mastering the academic discipline: psychological and educational context.
Subtopic 2. Psychological and didactic possibilities of training tasks and recommendations for designing their operational staff
(Video lectures, interviews and case, testing)
Section 5 Educational design
Teacher Malkova I.Yu.
Theme 1. Design as a theme and direction of change in education
Topic 2. The concept of educational design: main categories
(Video lectures and cases, testing)
Section 6. Psychological safety of participants in the educational process
Teacher Shchelin I.V.
Topic 1. Specificity and prevention of threats to the psychological safety of participants in the educational process at the university
Sub-theme 1. Psychological safety: threats to psychological safety, forms and consequences psychological abuse in interaction for students and teachers.
Subtopic 2. Emotional burnout of a teacher. Individual vulnerability of participants in the educational process with different character accentuations.
Teacher Shcheglova E.A.
Topic 2. Psychological possibilities and limitations of manipulative techniques in the activities of a teacher of higher education
Subtopic 1. Manipulation as a kind of psychological influence.
Subtopic 2. Manipulations in the conditions of professional and pedagogical communication
(Video lectures, tests, tasks for peer assessment)
Final reflective diagnostic testing.
Learning Outcomes
Mastering new psychological and didactic competencies of a modern university teacher;
Development of multidimensional pedagogical thinking, adequate to the post-non-classical level of modern scientific knowledge;
Building for oneself value-semantic guidelines of professional and pedagogical activity
Formed competencies
The competencies that this online course is aimed at mastering are consistent with that part of the competencies of educational standards in all areas of training scientific and pedagogical personnel in graduate school and master's programs, which concerns the pedagogical component of the assigned qualification as a teacher-researcher.
The textbook complies with the requirements of the state educational standard on the preparation of a master's degree graduate in the specialty "Teacher of Higher Education", requirements for the content of additional professional educational programs. It won a prize in the competition of textbooks in the cycle "General humanitarian and socio-economic disciplines" for technical areas and specialties of higher professional education.
It is intended for students, graduate students of universities, students of the FPC and courses of post-graduate psychological and pedagogical retraining of university teachers.
The subject of pedagogical science.
Science is one form human consciousness along with art, religion. Science is also a sphere research activities, aimed at the production of new knowledge, their systematization, the creation of theories in the field of their subject.
It is known that each science has its own subject of research. The subject of pedagogical science in its strictly scientific and precise understanding is education as a special function of human society. Based on this understanding of the subject of pedagogy, we will consider the main pedagogical categories.
Education is a social, purposeful creation of conditions (material, spiritual, organizational) for the new generation to assimilate socio-historical experience in order to prepare it for social life and productive work. The category of "education" is one of the main ones in pedagogy. Characterizing the scope of the concept, education is distinguished in a wide social sense, including in it the impact on the personality of society as a whole, and education in the narrow sense - as a purposeful activity designed to form a system of personality traits, attitudes and beliefs. Education is often interpreted in an even more local sense - as a solution to a specific educational task (for example, the education of certain character traits, cognitive activity, etc.).
TABLE OF CONTENTS:
Part 1
PEDAGOGY OF HIGHER EDUCATION
Chapter 1. Modern development of education in Russia and abroad
1. The role of higher education in modern civilization
2. The place of the technical university in the Russian educational space
3. Fundamentalization of education in higher education
4. Humanization and humanization of education in higher education
5. Integration processes in modern education
6. Educational component in vocational education
7. Informatization of the educational process
Chapter 2. Pedagogy as a science
1. The subject of pedagogical science. Its main categories
2. System pedagogical sciences and the connection of pedagogy with other sciences
Chapter 3
1. General concept of didactics
2. Essence, structure and driving forces of learning
3. Principles of teaching as the main guideline in teaching
4. Teaching methods in higher education
Chapter 4
1. Pedagogical act as an organizational and managerial activity
2. Self-awareness of the teacher and the structure of pedagogical activity
3. Pedagogical abilities and pedagogical skills of a teacher of higher education
4. Didactics and pedagogical skills of a teacher of higher education
Chapter 5. Forms of organization of the educational process in higher education
1. Lecture
2. Seminar and workshops in HS
3. Independent work of students as the development and self-organization of the personality of students
4. Fundamentals of pedagogical control in higher education
Chapter 6. Pedagogical Design and Pedagogical Technologies
1. Stages and forms of pedagogical design
2. Classification of technologies for teaching higher education
3. Modular construction of the content of the discipline and rating control
4. Intensification of learning and problem-based learning
5. Active learning
6. Business game as a form of active learning
7. Heuristic learning technologies
8. Technology of sign-context learning
9. Developmental learning technologies
10. Information Technology learning
11. Technologies of distance education
Chapter 7
Chapter 8
Chapter 9
Part 2
PSYCHOLOGY OF HIGHER SCHOOL
Chapter 1. Features of the development of the student's personality
Chapter 2. Typology of student and teacher personality
Chapter 3. Psychological and pedagogical study of the student's personality
Appendix 1. Psychological schemes "Individual psychological characteristics of the personality"
Annex 2. Psychological schemes "Communication and socio-psychological impact"
Chapter 4. Psychology of vocational education
1. Psychological foundations professional self-determination
2. Psychological correction of the student's personality with a compromise choice of profession
3. Psychology of professional development of personality
4. Psychological features student learning
5. Problems of improving academic performance and reducing student dropout
6. Psychological foundations for the formation of professional systems thinking
7. Psychological features of education of students and the role of student groups
Appendix. Psychological schemes "Social phenomena and the formation of the team"
Bibliography.
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Tutorial
UDC 159.9:37.0 LBC 88.74.00 Sh24
The series was founded in 2003
Reviewers
K.Sh. AkhiyarovS.E. Matushkin, doctor of pedagogical sciences, professor
Sharipov F.V.
Sh24 Pedagogy and psychology of higher education: textbook. allowance / F.V. Sharipov. – M.: Logos, 2012. – 448 p. – (New University Library).
ISBN 978-5-98704-587-9
The course of theory and practice of pedagogy and psychology of higher education is presented. The essence and structure of the educational process, the goals and content of higher professional education, concepts, methods, means and organizational forms training and education. The problems of organizing research work of students and student self-government, as well as monitoring and evaluating learning outcomes are highlighted. Special attention is given to the introduction of modern pedagogical technologies, improving the quality of higher professional education. The psychology of educational and cognitive activity of students, the psychological characteristics of students, the basics of psychological and pedagogical diagnostics, the professional activity and personality of the teacher, the issues of educational and pedagogical cooperation and communication are considered.
For undergraduates, graduate students and young university professors. It can be used in the system of advanced training of the teaching staff of higher education. It is of interest to teachers of secondary vocational schools and HR managers of enterprises and organizations.
UDC 159.9:37.0 BBC 88.74.00
ISBN 978-5-98704-587-9© Sharipov F.V., 2012
© Logos, 2012
INTRODUCTION .................................................. ........................................ nine
PART I. PEDAGOGY OF HIGHER SCHOOL.................................................................. ......... fifteen
CHAPTER 1. PEDAGOGY IN THE SYSTEM OF HUMAN SCIENCES................................................................ .......... 17
1.1. Object, subject and tasks of pedagogy .............................................. ............... 17
1.3. The subject of pedagogy of higher education .............................................. .............. 21
1.4. The place of pedagogy of higher education in the system of sciences .............................................. ..... 24
CHAPTER 2. GOALS OF THE HIGHER PROFESSIONAL
EDUCATION................................................... ................................... 28
2.1. The problem of determining the goals of education .............................................. ........ 28
2.2. Hierarchy of goals of higher professional education............................................... 32
2.3. Model of the personality of a specialist .............................................................. ................ 37
2.4. Competence-based approach in education .............................................................. ...... 44
EDUCATION................................................... ................................... 49
3.1. The essence and structure of the content of education .............................................. ..49
3.2. Principles and criteria for selecting the content of professional
education ................................................. ................................... 53
3.3. Regulations regulating content
education ................................................. ................................... 56
3.4. Factors that determine the content of the higher
vocational education .................................................................. ................. 59
3.5. Graphic modeling of the content of education .............................................. 62
CHAPTER 4. ESSENCE AND REGULARITIES OF THE PROCESS
LEARNING................................................... ...................................... 66
4.1. Essence and characteristics of the learning process .............................................. ... 66
4.2. Functions and stages of the learning process .................................................... ............ 69
4.3. Learning concepts.................................................................... ......................... 73
4.4. Person-centered learning .............................................................................. ......... 76
4.5. Patterns and principles of learning .................................................................. ......... 81
CHAPTER 5. TEACHING METHODS ............................................................... ....................... 85
5.1. Classification of teaching methods ............................................................... .............. 85
5.2. Methods of problem-based learning .............................................................. ................ 88
5.3. Group methods of problem solving .............................................................. ................. 94
5.4. Project Method .............................................................. ............................... 99
CHAPTER 6. PEDAGOGICAL TECHNOLOGIES .............................................................. ...... 104
6.1. Essence and features of pedagogical technology .............................................. 104
6.2. Modular learning technology .................................................................. ............. 107
6.3. Technology of sign-context learning .............................................................. ..... 112
6.4. Technology game learning.............................................................. 116
CHAPTER 7. INFORMATION AND COMPUTER TECHNOLOGY
LEARNING................................................... .................................... 123
7.1. Essence and features of information and computer
learning technologies .................................................................. ......................... 123
7.2. E-learning .................................................................................. .............. 125
7.3. Development electronic textbook......................................................... 130
7.4. Distance learning................................................ ................. 133
CHAPTER 8. ORGANIZATIONAL FORMS OF TRAINING .............................................................. 143
8.1. The system of organizational forms of education at the university .............................................. 143
8.2. Lecture as a Leading Organizational Form of Education.................................................................. 144
8.3. Seminars .............................................................. ...................... 155
8.4. Workshops................................................ .................... 163
8.5. Laboratory practice .............................................................. ................. 165
8.6. Lesson analysis .............................................................. ........................... 168
CHAPTER 9
9.1. The meaning and essence of independent work .............................................................. .171
9.2. Place learning task in the structure of independent work .............................................. 176
9.3. Management of independent work of students .............................................. 179
9.4. Organization and types of independent work .............................................................. 183
9.5. Methodological support and control of independent
work ................................................. ................................. 190
CHAPTER 10. RESEARCH WORK
STUDENTS .................................................. ................................... 193
10.1. The purpose and content of the research work
students ................................................. ............................... 193
10.2. Educational and research work of students as part of their
vocational training ................................................................ ................. 197
10.3. Organization of research work of students.................................................. 203
10.4. Forms of organization of research work
students in higher education .............................................................. ...................... 206
CHAPTER 11. SYSTEM OF CONTROL OF LEARNING ACTIVITIES
STUDENTS .................................................. ................................... 215
11.1. Types and significance of the control of educational activities .............................................. 215
11.2. Methods of control of knowledge and skills of students .............................................. .. 217
11.3. Evaluation of the results of educational activities .................................................... ........... 221
11.4. Quality control of vocational education .............................................................. 227
CHAPTER 12. THEORY OF EDUCATION ............................................................. ................. 231
12.1. Essence, goals and objectives of education .............................................. ........... 231
12.2. Education as the socialization of the individual ....................................................... .......... 238
12.3. Laws and principles of education .................................................................. ................. 241
12.5. Methods and organizational forms of education .............................................. .... 262
CHAPTER 13. STUDENT GOVERNANCE .................................................................. ... 268
13.1. Essence, goals and objectives of student self-government .............................................. 268
13.2. Functions of student self-government bodies .............................................................. ... 274
13.3. Forms of organization of student self-government .............................................. 277
PART II. PSYCHOLOGY OF HIGHER EDUCATION.................................................. 283
CHAPTER 14. PSYCHOLOGICAL ANALYSIS OF ACTIVITY
STUDENTS .................................................. ................................... 285
14.1. General characteristics of the activity ............................................... ....... 285
14.2. Activity and cognitive processes .............................................................. ........ 288
14.3. Structure and types of educational and cognitive activities
student ................................................. ................................. 299
14.4. Motivation of educational and cognitive activity .......................................... 302
CHAPTER 15. PSYCHOLOGICAL PECULIARITIES
STUDENTS .............................................................. ................................. 307
15.1. Features of the development of the student's personality .............................................. ... 307
15.2. Factors affecting the success of student learning .............................................................. 313
15.3. The problem of adaptation of first-year students to the conditions of the university .............................................. 319
15.4. Typology of the student's personality .............................................. ................. 327
CHAPTER 16. SOCIAL AND PSYCHOLOGICAL
CHARACTERISTICS OF THE STUDENT TEAM .............................................................. ...... 335
16.1. Small group as a socio-psychological phenomenon .............................................. 335
16.2. Socio-psychological characteristics of student
group (collective) .............................................. ......................... 338
16.3. Socio-psychological climate of the team .............................................. 342
16.4. Conflicts in the team and ways to resolve them .............................................. ... 345
CHAPTER 17
DIAGNOSIS .............................................................. ................................. 352
17.1. Essence and tasks of psychological and pedagogical diagnostics .................................................... 352
17.2. Methods of psychodiagnostics .................................................. ................. 355
17.3. Personality Testing .................................................................. ................... 361
17.4. Methods for studying and evaluating activities and personality traits
specialist ................................................. .............. 366
CHAPTER 18. PROFESSIONAL ACTIVITIES
UNIVERSITY TEACHER.................................................................. ...................... 372
18.1. General characteristics of the teacher's activity .......................................... 372
18.2. The main functions of scientific and pedagogical activity .............................................. 377
| Table of contents | ||
| 18.3. Motivation of pedagogical activity ............................................................... | ||
| 18.4. Pedagogical skill of the teacher .............................................. | ||
| CHAPTER | 19. TEACHER AS A SUBJECT OF SCIENTIFIC- | |
| PEDAGOGICAL ACTIVITY.................................................................. ......... | ||
| 19.1. Psychological and pedagogical competence of the teacher | ||
| university ................................................. ................................................. ...................... | ||
| 19.2. Communicative competence of the teacher .............................................. | ||
| 19.3. Organizational competence of the teacher ............................................... | ||
| 19.4. Creative Competence .................................................................. ......................... | ||
| 19.5. Personal characteristics of the teacher .................................................................. ......... | ||
| CHAPTER 20. EDUCATIONAL AND PEDAGOGICAL COOPERATION | ||
| AND COMMUNICATION IN THE EDUCATIONAL PROCESS.................................................. | ||
| 20.1. General characteristics of educational cooperation .............................................. | ||
| 20.2. Essence and main characteristics of communication .............................................. | ||
| 20.3. Functions and style of pedagogical communication .............................................. | ||
| 20.4. Techniques and forms of pedagogical communication .............................................. | ||
| 20.5. Barriers to communication and how to overcome them .............................................................. | ||
| LITERATURE................................................. ................................................. ................... |
INTRODUCTION
Since the 80s of the last century and to the present day, the following trends have been observed in the world of services:
Globalization of education as a sphere of public relations
and the service market;
Increasing requirements and requests of customers and consumers educational services to the quality of education;
Penetration of the latest data transfer technologies into the educational sphere;
The emergence of new forms of knowledge acquisition that compete with traditional ways of providing educational services;
The emergence of the concept continuing education and growth in the number of students of different ages.
The socio-economic conditions in Russia further strengthen
and exacerbate these phenomena due to increased competition in the regional and national markets of educational services, the need to increase the productivity of pedagogical work
and educational activities of students, the loss of former stability by universities, especially in the field of content and technology of education, due to the general economic instability of the state,
and in particular regional instability.
It should be noted that the crisis in Russian education is of an objective nature and is associated not only with the situation in Russia, but also with the fact that the Russian educational system has become part of the world educational community, in which the transition to a global market and economy is underway. knowledge based.
The widespread introduction of the latest information and communication technologies into the education sector, primarily such as the Internet and Intranet, has led to the formation of an "electronic-transparent" world market for educational services, which is expressed in the possibility of a consumer-client almost instantly via computer networks. receive information about the consumer properties of the educational services of interest to him. This led to a sharp increase in competition between universities. There is a natural transition from the economy of mass production
10 Introduction
production with the dictates of the producer of goods to a customer-oriented economy of individual services. As a result, the role and image of the client for the university is radically changing. There is a transition from a faceless mass consumer of educational services to the individualization and personification of the customer, client, student, whose educational needs are intended to be satisfied by a higher educational institution. Customers, who are getting more and more freedom of choice, are becoming more and more demanding.
One of the main global trends that set the direction for the development of higher education systems has now become a reduction in public funding for higher education institutions. This is caused by objective economic, demographic and sociocultural processes that took place at the end of the 20th century both in Western countries and in Russia. All developed countries of the world are in a state of systematic reformation of the education system.
The main reason for the crisis of education in the modern world is that the qualitatively changed world is not reflected in the content and forms of education.
As for the Russian education system in present stage, then one of the main results of its reform is the preservation of the unity of the educational space throughout the country and the development of various forms of organization of the educational process.
In the last ten years, structural changes have been taking place in the system of higher education, carried out in line with the Bologna process. The beginning of the Bologna process counts from June 19, 1999, when the Ministers of Education of 29 European countries signed the Bologna Declaration "On the Creation of a Common European Higher Education Area". The participants in this declaration assumed certain obligations, in particular:
1) introduce a two-level system of higher education (bachelor's and master's degrees);
2) organize the issuance of European bachelor's and master's diploma supplements of a single sample to university graduates;
3) to introduce an academic credit as a unit of the labor intensity of the educational work of students. When calculating credits, hours of classroom studies, the time of performing various types of independent work of students, hours of work practice, etc. are included in the labor intensity. For the academic year, 60 academic credits are awarded;
| Introduction | ||
4) provide for academic mobility of students, teachers and administrative staff of universities (the possibility of their internships in universities of foreign countries);
5) ensure quality control of higher education; develop, maintain and develop European quality standards
using comparable criteria, mechanisms and methods for their evaluation;
6) create a single European research area. In addition, it was recommended that universities provide social
support for low-income students, introduce a modular system for organizing the educational process and distance learning technology.
The purpose of the Bologna Process is to create a single European educational space aimed at improving the employment of graduates, increasing their mobility and ensuring the competitiveness of European higher education. The Bologna process is a process of structural adjustment, which provides for the reform of national systems of higher education, changes in educational programs and the necessary institutional changes in higher education institutions.
Our country joined the Bologna Agreement in 2003. With regard to multilevel system higher education, then it has been introduced in universities since 1993. In the Russian Federation, the following levels of higher professional education have been established: “bachelor”, “graduated specialist” and “master”.
Bachelor- an academic qualification acquired by a student after mastering the basic training program. Normative term of the bachelor's program under full-time training - 4 years. The qualification is assigned based on the results of the defense of the final work at a meeting of the state attestation commission and gives the right to enter the magistracy.
Certified specialist- a person who has received a higher professional education, who has successfully passed the final certification, confirmed by the assignment of the qualification of a certified specialist. The term for mastering educational programs for obtaining this qualification is at least 5 years.
master- the highest qualification acquired by a student after graduation from the master's program. The normative term of the master's program (with full-time education) is 2 years on the basis of a four-year bachelor's degree. The qualification is awarded based on the results of defending a master's thesis at a meeting of the state commission and gives the right to enter graduate school.
12 Introduction
Since 2011, bachelor's and master's qualifications have become the main qualifications for graduates of Russian universities.
In line with the Bologna process and the reform of the system of higher education in our country, a network of scientific and educational centers is being formed, uniting federal universities, research universities, as well as major universities. The Federal Law of the Russian Federation of February 10, 2009 No. 18-FZ "On Amendments to Certain Legislative Acts of the Russian Federation on the Activities of Federal Universities" defines two new types of universities.
Federal University- a higher educational institution that implements innovative programs of higher and postgraduate professional education integrated into the world space, performs fundamental and applied research in a wide range of sciences, ensures the integration of science and brings results intellectual activity to practical application. The Federal University is being created for geopolitical reasons, and its main mission is the formation of human and scientific potentials for the integrated socio-economic development of the region. The status of a federal university is granted indefinitely.
The status of a federal university was given to the Far Eastern State University and others.
The status of a national research university can be claimed by a university that effectively engages in educational activities, as well as performs fundamental and applied research in a wide range of sciences.
The category "national research university" is established by the Government of the Russian Federation for 10 years based on the results of the competitive selection of university development programs aimed at staffing priority areas for the development of science, technology, engineering, sectors of the economy, the social sphere, the development and introduction into production of high technologies.
The most important distinguishing features of a national research university are:
Ability to generate knowledge, ensure the effective implementation of new technologies in the economy;
Conducting a wide range of fundamental and applied research;
| Introduction | ||
Availability of a highly effective master's training system
and highly qualified personnel, a developed system of programs for post-graduate retraining and advanced training;
High degree of integration of science and education;
International recognition of scientific and educational activities;
An effective system for the commercialization of scientific results. The effectiveness of education is determined by its results in conjunction
setting goals and means to achieve them, as well as contributing to the creation of material and spiritual values, teaching new generations the art of living correctly not only in today's reality, but also in the future.
One of the elements of reforming higher education in our country is the introduction of a universal model of higher education that prevails in the world, providing for the preparation of bachelors and masters. University graduates with a master's degree, focused on scientific and pedagogical activities, are entitled to hold positions of teachers in secondary vocational
and higher educational institutions. Consequently, they must possess the psychological and pedagogical knowledge necessary for teaching activities.
Psychological knowledge teachers allow him to better study (know), understand himself and other people, especially students. Understanding the human psyche means identifying
and assessment of its psychological properties, state, orientation, relationships and features of cognitive, emotional
and volitional spheres. Psychological and pedagogical knowledge contributes to a better organization of the educational process by the teacher, the choice of effective methods and means of teaching, interaction with students, establishing psychological contact with them and, if necessary, exerting psychological and pedagogical influence on them, effective communication with people, the establishment of a favorable psychological climate in the student group (team), the formation and development of positive motivation for educational and cognitive activity.
Given the great importance of psychological and pedagogical knowledge for undergraduates and graduate students as future teachers and specialists called to work in educational institutions, the curriculum for their preparation provides for the study of the discipline "Psychology
and pedagogy of higher education. This circumstance necessitated the publication of an appropriate textbook.
14 Introduction
The course "Pedagogy and psychology of higher education" is designed to solve the following tasks:
To teach the organization of cognitive activity of students, their independent work and scientific creativity;
Help to master the methodology of self-education, teach to find new ways to solve professional and pedagogical problems;
On the basis of psychological and pedagogical knowledge, to teach to carry out comprehensive preparation of students for successful professional activity, to ensure a high pedagogical level of their education and upbringing.
As a result of studying this discipline, students should:
have an idea
On the main achievements, problems and trends in the development of higher education pedagogy in Russia and abroad,
On the regulatory framework for the functioning of the higher education system;
know
The essence and patterns of the process of teaching students,
Pedagogical foundations for determining the goals and content of higher professional education,
Principles and methods of teaching in higher education,
The main forms of organization of the educational process in higher education,
Pedagogical technologies and features of their application in higher education,
Essence, goals, principles, content, methods and forms of education of students,
Psychological characteristics of students,
Methods of psychological and pedagogical diagnostics,
Psychology of pedagogical activity,
Features of the influence on the results of pedagogical activity of individual differences of students;
be able to
Determine the main thing in the selection and structuring of educational material,
Predict difficulties and mistakes in the work of students,
To exercise control over the quality of knowledge and educational activities of students,
Manage the psychological state of the group and individual students;
have experience
Didactically process the material of science into the material of teaching,
Apply the methods of psychological and pedagogical research in the organization of the educational process.
Part I
HIGHER SCHOOL PEDAGOGY
1. Psychology and pedagogy of higher education: subject, object, tasks, categories. Relationship with other sciences
General psychological context of the formation of psychology and pedagogy of higher education
The main directions of reforming education in the XXI century and the problems of modern higher education
The main tasks of higher education in accordance with the Law of Ukraine "On Higher Education", "National Doctrine of the Development of Education in Ukraine"
Educational levels and educational qualification levels. Levels of accreditation and types of universities
Methods for collecting empirical facts. Research skills of a teacher of higher education
The concept of personality in modern psychology. Theories of personality in the main directions of modern psychology
Methods of psychological research of personality
Methods of pedagogical influence on personality
General characteristics of student age as a period of late youth or early adulthood
Contradictions and crises of student age
University as one of the leading factors in the socialization of the student's personality as a specialist. Adaptation of students to study in higher education
Professional formation of the student's personality as a future specialist with higher education
Self-education and self-education, their importance in the professional growth of a future specialist
Psychological features of the student group, its structure
Development of the student group, characteristics of the student team. Interpersonal relationships in a student group
The problem of a leader in a student group. Socio-psychological climate of the group in the group and its impact on the ability to work
Psychology of education of student youth. Modern requirements to the personality of a specialist and the task of educating students
The unity of the processes of training, development and education. Drivers of learning
The main lines of development in the process of education and upbringing
The development of intelligence in the process of training and education
Personality and its development in the process of education and upbringing
Students and teachers are the subjects of the educational process. Personal qualities in the structure of the subject of pedagogical activity. Subjective properties of a teacher
Psychological mechanisms for the formation of personality traits and analysis of the corresponding functions of perception
Stages of the formation of moral self-consciousness and criteria for the moral upbringing of a person
Features of pedagogical communication as a form pedagogical interaction
Styles of pedagogical activity, their general characteristics
Difficulties and barriers in professional and pedagogical communication between teachers and students. Pedagogical ethics
Pedagogical professionalism of the teacher. The authority of the teacher. Typologies of teachers
1. Psychology and pedagogy of higher education: subject, object, tasks, categories. Relationship with other sciences
The object of science is something that exists as a given outside of the study itself, something that can be studied by different sciences. The object of pedagogical psychology is a person. The subject of pedagogical psychology is the facts, mechanisms, patterns of mastering sociocultural experience by a person and the changes caused by this process of mastering the changes in the level of intellectual and personal development of a person (child) as a subject of educational activity organized and managed by a teacher in different conditions of the educational process. In particular, pedagogical psychology “studies the patterns of mastering knowledge, skills and abilities, explores individual differences in these processes, studies the patterns of formation of active independent creative thinking in schoolchildren, those changes in the psyche that occur under the influence of training and education” i.e. formation of mental neoplasms.
) disclosure of the mechanisms and patterns of teaching and educating influence on the intellectual and personal development of the student;
) determination of the mechanisms and patterns of mastering the student's sociocultural experience, its structuring, preservation (strengthening) in the individual mind of the student and use in various situations;
) determination of the relationship between the level of intellectual and personal development of the student and the forms, methods of teaching and educating influence (cooperation, active forms of learning, etc.)
) determination of the features of the organization and management of educational activities of students and the influence of these processes on their intellectual, personal development and educational and cognitive activity;
Types of parenting:
Education is inseparable from the training in which it is carried out.
Education is carried out in the educational process of a certain system or institution and outside of education, in parallel with it (circles, social work, labor education).
Education is carried out outside the educational process (but in accordance with its general goals and values) by the family, work collective, group, community, where some spontaneous learning and learning takes place.
Education is also carried out by other (non-educational) institutions, communities (clubs, discos, companies, etc.), accompanied by spontaneous, and sometimes targeted training and learning.
Obviously, pedagogical psychology is inextricably linked with such sciences as, for example, pedagogy, physiology, philosophy, linguistics, sociology, etc.
2. General psychological context of the formation of psychology and pedagogy of higher education
Educational psychology develops in a general context scientific ideas about a person, which were fixed in the main psychological currents (theories) that had and still have a great influence on pedagogical thought in each specific historical period.
Psychological currents and theories that could influence the understanding of the pedagogical process
Empirical data of G. Ebbinghaus's experiments on the study of the process of forgetting and the curve of forgetting obtained by him, the nature of which is taken into account by all subsequent researchers of memory, the development of skills, the organization of exercises.
Behaviorism of J. Watson and neobehaviorism. Already in the middle of our century, the concept of operant behavior and the practice of programmed learning were developed. A holistic concept of learning has been developed, including its laws, facts, mechanisms.
Psychoanalysis 3. Freud, C. Jung, developing the categories of the unconscious, psychological defense, complexes, stages of development of the "I", freedom, extraversion-introversion. (The latter finds the widest application and distribution in many pedagogical studies thanks to the G. Eysenck test.)
Gestalt psychology - the concept of a dynamic system of behavior or K. Levin's field theory, genetic epistemology or the concept of staged development of intelligence by J. Piaget, which contributed to the formation of the concepts of insight, motivation, stages of intellectual development, internalization.
Cognitive psychology G.U. Neisser, M. Broadbent, and others, which focused on knowledge, awareness, organization of semantic memory, forecasting, receiving and processing information, reading and understanding processes, and cognitive styles.
3. The main directions of reforming education in the XXI century and the problems of modern higher education
The purpose of education today is to educate young people to trust in dynamic knowledge, to form the ability to learn and relearn, to realize the need to develop their creativity.
The implementation of the task of reforming higher education is carried out in the following areas:
The humanization of higher education is the transition of mankind from an industrial (technocratic) to an information civilization, which provides for the turn of education to a holistic perception of the world and culture, to the formation of humanitarian, systemic thinking.
The task is to improve the legal, moral, psychological culture of a specialist with a higher education. An important way to accomplish these tasks is the fundamentalization of education, the result of which should be the fundamental scientific knowledge of the future specialist about society and about man. The fundamentalization of education is necessary condition, the basis for the continuous creative development of man, the basis of its self-education.
Problems:
Yesterday's students lack the ability to plan their time for successful work; Poor self-organization also leads to inefficient teamwork, because newcomers are not ready to coordinate their actions with all members of the work team; Often there is a lack of self-presentation skills (the art of showing oneself from the best side), the ability to speak to a student audience, to briefly, reasonably and intelligibly express one's thoughts. Despite the fact that we live in the information age, some of the young educators do not have sufficient skills in self-education, use a computer and often get confused even in the simplest office applications.
4. The main tasks of higher education in accordance with the Law of Ukraine "On Higher Education", "National Doctrine of the Development of Education in Ukraine"
The main directions of reforming higher education are defined by the Law of Ukraine "On Higher Education": "The content of higher education is a system of scientific knowledge, skills and abilities, as well as professional, philosophical and civic qualities that should be formed in the process of education and upbringing, taking into account development prospects society, technology, culture and art.
Firstly, the Law speaks of a system of scientific (theoretical) knowledge, and not of individual subject knowledge. Only the generalization of subject knowledge into a system of professional theoretical knowledge provides a more professional qualification.
Secondly, the Law of Ukraine imposes requirements on the personality of a specialist with a higher education: possession of not only the necessary professional, but also the corresponding worldview and civic qualities.
This is important because specialists with higher education are the advanced part of society, its elite. These are people who create the theory, develop the scientific and methodological foundations of professional activity. They are the driving force behind the development of a society's culture.
The task of reforming higher education is specified in the "State Program for the Development of Education in Ukraine for 2005-2010 pp.":
development of a system of continuous education throughout life;
improving the quality of training, education, qualifications, competence and responsibility of specialists in all areas, their training and retraining;
integration of education and science, development and implementation of new pedagogical technologies, informatization of education;
creation of conditions for personal development creative self-realization each specialist;
promoting the development of professional abilities and motivation of students in the learning process.
5. Educational levels and educational qualification levels. Levels of accreditation and types of universities
The following educational levels are established in Ukraine:
· Primary general education;
· Basic general secondary education;
· Complete general secondary education;
· Vocational education;
· Higher education.
The following educational and qualification levels are established in Ukraine:
· skilled worker;
· Junior Specialist;
·Bachelor;
· Specialist, master
Accreditation of a higher education institution is a procedure for granting a certain type of higher education institution to conduct educational activities associated with obtaining higher education and qualifications, in accordance with the conditions of higher education standards, as well as state conditions for personnel, scientific, methodological and logistical support.
Levels: I level technical school, II level - college, III level- institute, and IV level - academy and university.
Types of universities: Agrarian; Military; Humanities; Classic; medical; Pedagogical; Postgraduate; sports; Technical; Economic; Legal
6. Methods for collecting empirical facts. Research skills of a teacher of higher education
Experiment is the basis of the empirical approach to knowledge.
Methods for collecting empirical facts are chosen according to the goals and objectives of the study:
describe the facts: observation, analysis of products of activity, conversation, interview, questioning, study of the life path (biographical method), etc.;
measure psychic phenomena - tests;
determine the psychological characteristics -ascertaining experiment (natural or laboratory);
find factors, reveal the psychological conditions of development and transform the phenomenon -molding psychological -pedagogical experiment.
Research skills of the teacher -researcher:
1) The ability to identify a problem situation, to see it
2) The ability to accurately formulate questions in accordance with the problem situation
3) Know the conceptual apparatus of science, clearly define the content of the concept used in the study, be able to analyze and correlate different interpretations of terms, find an explanation for conflicting opinions
4) Have different tools for explaining (analysis, comparison, generalization, concretization, systematization, etc.)
5) Scientific insight, the ability to critically evaluate the results obtained and determine the prospects for further development of the problem.
7. The concept of personality in modern psychology. Theories of personality in the main directions of modern psychology
Personality is the basic category and the subject of study of personality psychology. Personality is a set of developed habits and preferences, mental attitude and tone, sociocultural experience and acquired knowledge, a set of psychophysical traits and characteristics of a person, his archetype that determines everyday behavior and connection with society and nature. Personality is also observed as manifestations of "behavioral masks" developed for different situations and social groups of interaction.
)Behaviorism. B. Skinner: personality is the result of the interaction of an individual (with his life experience) and environment. Behavior is deterministic, predictable, and controlled by the environment. The idea of internal autonomous factors as the causes of human actions is rejected, as well as the physiological and genetic explanation of behavior.
2)Psychoanalysis. Z. Freud: the personality includes 3 structural components: Id (the instinctive core of the personality, obeys the pleasure principle), Ego (the rational part of the personality, the reality principle), Super-Ego (the latter is formed, this is the moral side of the personality). Personal development corresponds to the psychosexual development of a person. Stages: oral, anal, phallic (complexes: Oedipus, Electra), latent, genital. A mature person is able and willing to work to create something useful and valuable, able to love another person "for his own sake."
)Individual psychology. A. Adler: people try to compensate for the feeling of their own inferiority that they experienced in childhood. Hence the struggle for supremacy (or the desire for power). Such impulses are present in every person. To achieve his fictitious goals, a person develops his own unique lifestyle (most clearly manifested in solving three problems: work, friendship and love). Birth order influences the formation of personality. The last construct of personality is social interest (the internal tendency of a person to participate in the creation of an ideal society). The degree of its severity is an indicator of psychological health.
)Humanistic psychology. A. Maslow: personality is defined through a hierarchy of needs.
8. Methods of psychological research of personality
Personality research methods - a set of methods and techniques for studying the psychological manifestations of a person's personality. According to the form and conditions of conducting, they distinguish: experimental and non-experimental (for example, analysis of biographies, etc.), laboratory and clinical, direct and indirect, research and survey (psychodiagnostic) methods of personality research. Depending on the dominant aspect of consideration, methods for studying personality are distinguished:
) as individuals;
) as a subject social activities and systems of interpersonal relations;
) as an ideal representation in other people.
)The method of conversation - the specific role of conversation, as a method of studying personality, follows from the fact that in it the subject gives a verbal report on the properties and manifestations of his personality. Therefore, in a conversation with the greatest completeness, the subjective side of the personality is revealed - self-consciousness and self-esteem of personality traits, experiences and emotional attitude expressed in them, etc.
2)Biographical method - allows you to study the stages of the life path, the features of personality formation, it can be an addition to the interpretation of data obtained by experimental methods.
)Questionnaires as one of the methods for studying personality are used to diagnose the degree of severity of certain personality traits or other traits in an individual.
Two types of questionnaires can be distinguished: one-dimensional - one characteristic is diagnosed and multidimensional - they provide information about a number of different personality traits. Questions are closed.
9. Methods of pedagogical influence on personality
The technological scheme of the pedagogical process looks something like this. First of all, the teacher convinces the student of the importance and expediency of solving a specific problem, then he must teach the student, i.e. achieve the assimilation of a certain amount of knowledge necessary for solving the task. At the next stage, it is necessary to formulate the student's skills and abilities. At all these stages, it is useful to constantly stimulate the diligence of trainees, to control and evaluate the stages and results of the work.
1. Persuasion is a versatile influence on the mind, feelings and will of a person in order to form the desired qualities in him. Depending on the direction of pedagogical influence, persuasion can act as evidence, as suggestion, or as a combination of them. The most important role in persuasion with the help of a word is played by such techniques as conversation, lecture, debate.
2. Exercise is a systematically organized performance by pupils of various actions, practical cases in order to form and develop their personality. Teaching is the organization of systematic and regular performance by pupils of certain actions in order to form good habits. Or, to put it another way: habituation is an exercise in order to develop good habits.
3. Teaching methods are divided according to the dominant means into verbal, visual and practical. They are also classified depending on the main didactic tasks into: methods of acquiring new knowledge; methods of formation of skills and knowledge in practice; methods for testing and evaluating knowledge, skills and abilities.
To stimulate means to induce, give impetus, impetus to thought, feeling and action. A certain stimulating effect is already built into each method. But there are methods, the main purpose of which is to provide an additional stimulating effect and, as it were, to enhance the effect of other methods, which, in relation to stimulating (additional) ones, are usually called the main ones.
10. General characteristics of student age as a period of late youth or early adulthood
In the socio-psychological aspect, students, in comparison with other groups of the population, are distinguished by the highest educational level, the most active consumption of culture, and a high level of cognitive motivation. At the same time, students are a social community characterized by the highest social activity and a fairly harmonious combination of intellectual and social maturity. Taking into account this peculiarity of the student body underlies the attitude of the teacher to each student as a partner of pedagogical communication, an interesting personality for the teacher. In line with the personal-activity approach, the student is considered as an active subject of pedagogical interaction, independently organizing his activities. It is characterized by a specific orientation of cognitive and communicative activity towards solving specific professionally oriented tasks. The main form of education for students is sign-context (A.A. Verbitsky).
For the socio-psychological characteristics of students, it is important that this stage in the development of a person's life is associated with the formation of relative economic independence, the departure from the parental home and the formation of one's own family. Students are the central period of the formation of a person, a person as a whole, manifestations of a wide variety of interests. This is the time for setting sports records, artistic, technical and scientific achievements, intensive and active socialization of a person as a future "doer", a professional, which is taken into account by the teacher in the content, issues and methods of organizing educational activities and pedagogical communication at the university.
Formation of own principles and views.
. Contradictions and crises of student age
The age crisis is characterized by sharp and tangible psychological shifts and personality changes. There may be the following signs of a crisis:
) strong frustration, intense excitement for not meeting a need,
) exacerbation of role conflicts "student - teacher", "student - student",
) unstructured personality
) infantilism.
Everyone psychological age resolves its contradictions. The crisis of 17-18 years is associated with the need for self-determination of a young person after graduating from a comprehensive school and the search for his place in the future, already independent life. This is the construction of the next stage of one's life path, the modeling of one's "I" with a focus on the future.
The young man lives in the future rather than in the present. As a rule, life choices (like any choice) are accompanied by hesitations, doubts, self-doubt, excitement from uncertainty and at the same time responsibility for every step towards the final decision.
Among the contradictions of student age, an important place is occupied by an identity crisis, which is associated with the "I" system. Identity is a persistent image of "I", the preservation and maintenance of one's personal integrity, identity, the continuity of one's life history and one's own "I" Personal identity is a product of social identity: the perception of social impact and adaptation to it is an active selective process, and personal identity is its final manifestation.
Personal identity is a system of knowledge about oneself, which is formed when the subject compares himself with members of the group and consists of a set of features that are specific to the "I".
Thus, awareness of ongoing changes in oneself, strengthening reflection helps to overcome the identity crisis. Students should have their own defining view, their own opinion, their own assessments, views on various life conflicts, their own attitude and their own choice of life direction.
12. University as one of the leading factors in the socialization of the student's personality as a specialist. Adaptation of students to study in higher education
The period of study of a student in higher education is an extremely important period of socialization of his personality:
· at this stage, the socialization of the individual through the education system is completed;
· the foundations of further socialization in independent professional activity are laid;
· adjusted life goals setting on a further independent life path.
"Socialization is the process by which a culture communicates to people its beliefs, customs, habits, and language."
At student age, all the main mechanisms of socialization are involved:
· acceptance and assimilation of new social roles - the role of a student, a future specialist, a youth leader, etc.;
· professional role identification (“I am a student”, “I am a future teacher”, “I am a promising future specialist”, etc.);
· focus on the social expectations of teachers and fellow students in order to achieve the desired social status in a group;
· comparing yourself with other students and professionals;
· suggestibility and conformity.
The source of student socialization is not only the content of the pedagogical process at the university, but also its social and professional environment, the student group, the media, public youth associations, etc. The process of socialization of the personality of the future specialist largely depends on the success of the student's adaptation to the conditions of the new cultural and educational environment.
Adaptation is the result (and process) of interaction between the individual and the environment, which ensures its optimal adaptation to life and activity.
Difficulties of the adaptation period associated with parting with school friends and depriving them of support and understanding; uncertainty of motivation for choosing a profession and insufficient psychological readiness to master it; the unformed system of self-regulation and self-control over their activities and behavior and the lack of daily control over them by parents and teachers; search for the optimal mode of work and rest and the establishment of life; lack of skills for independent study work (inability to work with sources of information, take notes on literature, etc.).
The new social situation of the student's development is determined by the change and consolidation of his social status, the realization of his professional intentions, the development of his personality as a professional.
13. Professional development of the student's personality as a future specialist with higher education
main feature The educational and professional activity of a student lies in the fact that it is professionally directed, subordinated to the assimilation of methods and experience of professionally solving practical problems and production problems that university graduates will encounter in the future.
Professionalization of the student's personality, his professional development and professional growth as a specialist, the formation of a creative, spiritually rich personality, taking into account its needs, interests, desires, abilities, is one of the main tasks of modern higher education.
The process of professional self-determination is self-knowledge, it is a self-assessment of one's own professional abilities and practical actions according to their development, it is self-actualization. The professional orientation of the student's personality leads to the understanding and acceptance of professional tasks with an assessment of their own resources for their solution. The process of preparing a specialist with higher education covers not only the acquisition of professional knowledge, skills and abilities, but also the professionalization of the student's personality as a whole.
In educational and professional activities, professional abilities are formed, and general intellectual abilities also develop further. Each professional activity requires a set of qualities (abilities) from a specialist that determine its success. The system of professional abilities of the teacher has already been studied in the course "Pedagogical psychology". The professional abilities of a teacher of higher education will be discussed in a separate topic.
The consequence of the professional growth of the personality of the future specialist and the development of his professional abilities is the professional competence that the student acquires. Professional competence - the ability to successfully perform the professional tasks and duties of the position for which the person is applying.
The subjective criteria for the improvement of the psyche is the ability to concentrate, concentrate attention on the essence of phenomena, control one's thoughts and emotions, and have an attraction to higher ideals. When such a desire is given complete freedom of action, they become effective method self-improvement.
14. Self-education and self-education, their importance in the professional growth of a future specialist
The subjective criteria for the improvement of the psyche is the ability to concentrate, concentrate attention on the essence of phenomena, control one's thoughts and emotions, and have an attraction to higher ideals. When such a desire is given complete freedom of action, they become an effective method of self-improvement.
Of great importance is the correct choice of methods and methods of self-education, among which the most effective are:
· Self-hypnosis is the development in oneself of new attitudes, unknown mental states by repeating verbal formulas to oneself or evoking images in oneself
· Self-persuasion is the process of logically proving to oneself the need to develop individual traits and qualities that are needed to achieve the goal and success of professional activity.
· Self-compulsion - to demand from yourself to do what is more important at the moment
· Self-order - an internal command to action, which is mandatory for execution, for example, to wake up in time in the morning. However, this is a tactic, not a strategy. It is impossible to abuse self-order, because this is a mockery of oneself.
· Self-approval, self-encouragement - expressions of satisfaction with oneself from achieving success and a reward to oneself.
General trends in the formation of the personality of a future specialist in the conditions of his studies at a university:
socialization of the personality of the future;
the process of professional self-determination is completed
mental processes and states are improved, acquire a “professional character”, life and professional experience is enriched
increased sense of duty and responsibility, independence and self-control
the level of student aspirations in the sphere of the future profession is growing, the motives of professional self-affirmation and self-realization are being formed;
A student of a pedagogical educational institution is characterized, first of all, by a professional and pedagogical orientation, purposeful preparation for the implementation professional functions in the pedagogical field.
15. Psychological features of the student group, its structure
The student group is an element of the pedagogical system. He performs management functions through feedback: teacher - group, group - teacher (curator). In psychology, there is even the concept of a group subject - a community of people with relevant characteristics. The student group is an autonomous and self-sufficient community. She is able to solve her own internal problems, and her activity is connected with the social life of the institute (faculty), the university, the solution of social issues (as an example, student construction teams, participation in the work of student self-government bodies, etc.). Students in the academic group are united by:
general goal and objectives of professional training;
joint educational and professional activities;
connections of a business and personal nature (active participation of each student in the life of the group - a good school is the property of the proper experience to live and work in any production team);
homogeneity of the composition of the group by age (late youth or early adulthood);
high awareness of each other (both about success and personal life);
active interaction in the process of communication;
high level of student self-government;
the period of existence of the group limited by the period of study in universities.
Between students, firstly, functional connections are established, which are determined by the distribution of functions between students as members of a group, and secondly, emotional connections, or interpersonal communications that arise on the basis of sympathy, common interests. In this regard, the student group may have the following structure:
The official substructure, which is characterized by the intended purpose of the group - professional training, assistance in the formation of the personality of the future specialist. It is based on the authority of the official leader - the headman, appointed by the directorate (dean's office), as well as other leaders who carry out role-based management of the group, organize business relations between group members (trade union leader, cult trader, editor, etc.). - This is a business relationship.
An informal substructure arises when a group is divided into microgroups that arise on the basis of the same interests, manifestations of empathy, sympathy for each other - this is the emotional sphere of relationships.
pedagogical psychological student teacher
16. Development of the student group, characteristics of the student team. Interpersonal relations in a student group
During the period of its existence, the student academic group develops and goes through several stages, each of which is characterized by the qualitative features of the following parameters:
direction of behavior and activities of group members;
organization of group members;
communication among group members.
The holistic characteristics of the student group are the following indicators: intra- and integrupova activity; psychological microclimate in the group (emotional status); the referentiality of the group - its significance, its authority for the members of the group; guidance and leadership; cohesion, etc. According to these indicators, the following stages of development of the student group are determined:
1st stage - a nominal group, which has only an external, formal association of students by order of the rector and the list of the directorate (dean's office);
2nd stage - association - initial interpersonal integration, primary association of students on common grounds.
3rd stage - cooperation, at which the socio-psychological and didactic adaptation of students is almost completed.
It turns out that unofficial organizers, authoritative activists of the group. They are assigned social attitudes and leadership. inner life groups. The general requirement for the group at this stage is as follows: to show sensitivity to comrades, mutual respect, help each other, etc. Only under such socio-psychological conditions will the group reach the highest level of its development.
4th stage - the student academic group becomes a team. In each group there is a continuous exchange of socio-psychological information. Group norms - a set of rules and requirements developed by a group that regulate the behavior of its members. Group mood-general emotional condition, which reigns, prevails in the group, creates an emotional atmosphere in it.
Group cohesion - is determined by the degree of commitment of a group of its members. Self-affirmation - each member of the team is aware of himself as part of it and tries to take and hold a certain position in it.
Collectivist self-determination - although each student has a certain freedom to individual judgment in a group, however, for him the most significant is the collective opinion, group assessment, and the group decision is the guide to action. The reasons for the contradictions in the student team can be the following:
inadequate assessment of the partner;
overestimated self-esteem of individual students;
violation of the sense of justice;
distortion by an individual student of information about another;
incorrect attitude towards each other;
just a misunderstanding with each other. Types of intragroup conflicts:
role conflict - inadequate performance of social roles;
conflict of desires, interests, etc.;
conflict of norms of behavior, values, life experience.
17. The problem of a leader in a student group. Socio-psychological climate of the group in the group and its impact on the ability to work
The role of mental determination of the process of managing social phenomena cannot be underestimated. The role of the psychological factor in the entire system social relations important enough. There are no issues of leadership that do not require the mobilization of the will, consciousness, energy of a person. The specifics of managing a student academic group is associated with the existence of a number of problems:
· The problem of contact between the headman and the group. The task of the headman is to establish contacts with the student group for cooperation.
· The problem of mediation between students and the administration of the institute (dean's office).
· The problem of organizing a group into a close-knit team, in which the values of vocational training should be in the first place.
· The problem of regulating conflicts, finding the best ways to resolve them and creating conditions for the prevention of occurrence.
A leader is a person who all other members of the group recognize the right to take on the most responsible decisions that affect their interests and determine the direction and nature of the activities of the entire group. The leader is recognized by the group on the basis of pronounced personal qualities that appeal to the members of this microgroup, are reference for it, the most important of which are the following:
interest in achieving a group goal;
greater awareness of the problem to be solved;
a sense of personal dignity;
energy;
initiative and high social activity;
emotional stability;
self-confidence;
organizational skills;
experience and skills organizational activity;
mental capacity;
goodwill and empathy;
emotional attraction like that.
18. Psychology of education of student youth. Modern requirements for the personality of a specialist and the tasks of educating students
The problem of educating a future specialist with a higher education is now becoming particularly relevant and acute. The fact is that technological progress does not automatically lead to spiritual progress, which results in the aggravation of the global problems of mankind: the danger ecological disaster, the threat of a world nuclear war, the spread of international terrorism, etc.
Today, the priority of the development of society should be the spiritual improvement of man for the transition of mankind to a new round of evolutionary development: from a reasonable man (Homo Sapiens) to a moral, spiritual man (Homo Moralis). Therefore, now the goal of educating a young person all over the world is her spiritual growth, moral development, cultural enrichment.
The task of higher education is to ensure a close connection between vocational training and the moral education of students, the preparation of future specialists to perform social functions in the new conditions of the development of society.
At the present stage of higher education, education, in a broad sense, is considered in two aspects: education of the creative personality of a future specialist (teacher, psychologist, engineer, etc.). And the upbringing of a highly moral, tolerant personality with high civic qualities.
In higher education, there is a need for a thorough ethical education, which will help students to imbue the high concepts of spirituality, morality and a sense of civic responsibility.
Students need to form their own educational paradigm, which is based on the principles of continuous self-education, the formation of the ability to be the master of one's life, the constant development of one's creative potential, i.e. involves self-organization to increase the level of competitiveness in the labor market and further one's professional growth.
19. The unity of the processes of training, development and education. Drivers of learning
The educational process is considered as the unity of the processes of training, development and education of students.
Consider the pedagogical process as a system. The pedagogical process is the main, unifying system. It combines the processes of formation, development, education and training together with all the conditions, forms and methods of their flow.
The driving forces of the learning process are contradictions
The interest of students does not always coincide with the subject and course of the lesson.
Each student arranges new knowledge and skills in his own system of knowledge and experience in a completely special way. Moreover, such a subjective arrangement of knowledge is in a certain contradiction with the objective logic of science and the logic of the presentation of the material by the teacher.
Interest must be maintained by special didactic methods.
High-quality, logical and systematic presentation of educational material and thoughtful organization of students' work in the learning process. But even this does not guarantee the same good quality, consistency and consistency in the knowledge and skills of students.
The driving forces of the learning process are the contradictions between a more complex cognitive task and the presence of the old, insufficient ways to solve it. Between the required and achieved level of students' attitudes to learning, to the process of obtaining knowledge. Between old knowledge and new knowledge. Between knowledge and the ability to use it.
20. The main lines of development in the process of training and education
There are three main lines of development:
) development of abstract thinking;
) development of analyzing perception (observation);
) development of practical skills.
These three sides of the psyche reflect the three general lines of a person's attitude to reality:
· obtaining data about reality with the help of one's own senses - with the help of observations;
· abstraction, distraction from direct data, their generalization;
· material impact on the world with the aim of changing it, which is achieved by practical actions.
. The development of intelligence in the process of training and education
Through upbringing, training, a person masters specific norms and roles that he has to perform in society. They create a very specific individual for a specific social environment, for certain social relations, with specific properties of behavior, experience, knowledge, worldview, etc.
Education is a purposeful activity for the formation of certain personal qualities of a person (to be neat, polite), it is a process of constant spiritual enrichment and renewal. But education is not just advice. Any upbringing is a dynamic intervention, that is, by educating, we change the being of a person.
Education is a conscious activity aimed at mastering knowledge, skills, development skills of mental powers and abilities of a person. Note close connection between upbringing and education - by educating, we educate and vice versa. You also need to know that education and training< - это виды духовного производства человека. Если воспитание это духовно-практический способ освоения мира, то обучение это познавательно-теоретический способ освоения мира. И если обучение создает предмет для человека, показывает ему мир, то воспитание формирует субъекта для этого мира, способ его действия в нем. Через образование наследуется опыт предыдущих поколений человечества, оно консервирует опыт, оно тиражирует, распределяет, кому сколько дать знаний, адаптирует человека к конкретной обстановке. И в каждом уважающим себя обществе значение и роль образования очень велики и прописаны в официальных государственных документах
22. Personality and its development in the process of education and upbringing
Education is a purposeful formation of a personality based on the formation of:
certain relations to objects, phenomena of the surrounding world;
worldview;
behavior (as a manifestation of relationships and worldview).
Types of education:
mental;
moral;
physical;
labor;
aesthetic, etc.
Education is a specially organized, purposeful process of direct transfer of the experience of generations, knowledge, skills in the interaction of a teacher and a student.
Education is the main force that can give society a full-fledged personality. The effectiveness of educational influence lies in purposefulness, systematic and qualified leadership.
At present, it is necessary to return education to the context of culture, i.e., to focus it on universal human values, world and national spiritual culture, the development of humanistic learning technologies, the creation of educational institutions environment that forms a personality capable of creative realization in modern conditions.
The subject is a consciously acting person, whose self-consciousness is "awareness of oneself as a being who is aware of the world and changes it, as a subject, an acting person in the process of his activity - practical and theoretical, including the subject of the activity of awareness."
The subject of the educational process as the activity of an aggregate subject, i.e. what it is aimed at is a set of values of social consciousness, a system of knowledge, methods of activity, the transfer of which on the part of the teacher meets with a certain way of mastering them by the student. If his method of mastering coincides with the method of action offered by the teacher, then the combined activity brings satisfaction to both parties. If at this point there is a discrepancy, then the very generality of the subject is violated.
A specific feature of the subjects of the educational process is also their motivational sphere, which consists of two sides. The subject of pedagogical activity in an ideal scheme works to achieve a common goal - "for students and then for themselves." The subject of educational activity acts, as it were, in the opposite direction of this scheme: “for himself in order to achieve a common goal” as a distant and not always explicable perspective.
The common point for the educational process “for the student” on the part of the teacher and “for himself” on the part of the student determines the pragmatic, “actually acting”, in the terminology of A.N. Leontiev, motive. It is he who characterizes the actions of the total ideal subject represented by the teacher and the student. “Understood” motives lie, as it were, at the basis of the educational process, not always even fully realized not only by the student, but also by the teacher.
24. Students and teachers are subjects of the educational process. Personal qualities in the structure of the subject of pedagogical activity. Subjective properties of a teacher
Pedagogical interaction is a deliberate contact (long-term or temporary) between the teacher and students, which results in mutual changes in their behavior, activities and relationships. Pedagogical interaction is an essential characteristic of the pedagogical process, which is a specially organized interaction of teachers and students, regarding the content of education using the means of training and education (pedagogical means) in order to solve the problems of education aimed at meeting both the needs of society and the individual himself in his development and self-development.
Pedagogical interaction always has two interdependent components - pedagogical influence and the response of the student (pupil, student). Influences can be direct and indirect, differ in direction, content and forms of presentation, the presence or absence of feedback, etc. The pupils' responses are also diverse: they are active perception, information processing, ignoring or opposition, emotional experiences or indifference, actions, etc.
Requirements for a teacher:
) creating conditions for the safe manifestation of the personality of each student in various educational situations, which requires the teacher, first of all, to be not in the traditional position of a teacher-informer, a source of knowledge and a controller, but in the position of a leading partner helping the self-development of the student's personality;
) the development of the internal motivational sphere of the student, the formation of his own cognitive need not only in obtaining and assimilating new knowledge, but also in developing generalized methods of educational activity, the ability to enjoy and satisfy knowledge;
) big inner work a teacher for personal and professional self-development (development of creative potential, which allows to adequately solve the general task of training and development, taking into account the individual characteristics of each student and study group).
Student requirements:
) the activity of the student, his readiness for educational activities;
) coordination of external (primarily achievement motives) and internal (cognitive) motives;
) greater independence of the student, a certain level of self-regulation and self-awareness (goal setting, self-control and self-esteem).
25. Psychological mechanisms for the formation of personality traits and analysis of the corresponding functions of perception
The formation of personality is the process of mastering a special sphere of social experience, but it is completely different from the mastery of knowledge, skills, etc. Indeed, as a result of this mastery, new motives and needs are formed, their transformation and subordination. It is impossible to achieve this by simple assimilation - these would be motives known, but not really acting. New needs and motives, their subordination arise not during assimilation, but during experiencing or living: this process occurs only in real life, always emotionally saturated, often subjectively creative. According to A.N. Leontiev, in line with the theory of activity, a person is "born" twice. Its first "birth" is at the preschool age, when a hierarchy of motives is established, the first correlation of immediate motives with social criteria- there is an opportunity to act contrary to the direct impulse, according to social motives. It is marked by the establishment of the first hierarchical relations of motives, the first subordination of immediate motives to social norms. So, here is born what is reflected in the first criterion of personality. Her second "birth" - at the age of adolescence and is associated with the awareness of the motives of her behavior and the possibility of self-education. It is expressed in the appearance of the desire and ability to realize one's motives and carry out active work by their subordination and subordination. This ability for self-consciousness, self-guidance and self-education is reflected in the second criterion of personality. Its obligation is also fixed in the legal concept of criminal liability.
26. Stages of the formation of moral self-consciousness and criteria for the moral upbringing of a person
Self-consciousness belongs to the integral subject and serves him to organize his own activities, his relationships with others and his communication with them.
Self-consciousness in the mental activity of a person acts as a complex process of mediated self-knowledge, deployed in time, associated with the movement from single, situational images through the integration of such situational images into a holistic formation - the concept of one's own Self.
Self-knowledge is a complex multi-level process, individually deployed in time. Very conditionally, 2 stages can be distinguished: the knowledge of one's own characteristics through the knowledge of the characteristics of another, comparison and differentiation; at the 2nd stage, introspection is connected.
A person learns the world around him, and at the same time, himself through active interaction with the world. The stages of the formation of self-knowledge are distinguished, linking each of these stages with a new opportunity for the subject to separate himself from other objects, people; with the ability to become more independent and influence the world around (in a child, this is associated with the first manipulations with objects, after walking, then with the appearance of speech). At the initial stages, the mechanisms of internalization of knowledge about others about themselves are also especially important. So, the child learns and uses in self-knowledge:
Values, parameters of assessments and self-assessments, norms;
self-image;
Attitude towards oneself and self-assessment by parents;
Someone else's self-esteem (for example, parental);
Ways to regulate behavior;
The level of expectations and claims.
Self-knowledge is a dynamic process
Some teachers use a six-point scale for registering the moral upbringing of a person. It has three positive ratings(+1, +2, +3) express the degree of moral upbringing (readiness) and three negative ratings(-1, -2, -3) - the degree of moral bad manners (neglect). Qualitative assessments are assigned quantitative equivalents according to the following criteria:
readiness for positive manifestations: +1;
aspiration to positive actions: +2
stability, activity when performing positive actions: +3;
readiness for negative manifestations: -1;
tendency to negative actions: -2
antisocial behavior: -3.
27. Features of pedagogical communication as a form of pedagogical interaction
The university differs from the school in the content of education and upbringing, in the change in their forms. The main function of the university is the formation of the personality of a specialist. And this goal should be subordinated to the communication of teachers and students. The system of university pedagogical communication in the "teacher-student" link is qualitatively different from school communication by the very fact of their involvement in a common profession, and this greatly contributes to the removal of the age barrier that hinders fruitful joint activity.
The system of university pedagogical communication combines two factors:
) the relationship of the slave-leader;
) the relationship of cooperation between the student and the teacher.
It is this socio-psychological core that gives the relationship at the university a special emotional productivity. Without an awareness of partnership in the activities of students, it is difficult to involve in independent work, to instill in them a taste for the profession, to educate the professional orientation of the individual as a whole. The most fruitful process of university upbringing and education is ensured precisely by a system of relationships that is reliably built at the university level.
The main requirements for the "teacher-student" relationship can be formulated as follows:
interaction of factors of cooperation and statements in the organization of the educational process;
formation of the spirit of corporatism, collegiality, professional community with teachers;
orientation of the system of pedagogical communication to an adult with a developed self-awareness and thereby overcoming the authoritarian educational influence;
the use of the professional interest of students as a factor in the management of education and training and as the basis of pedagogical and educational work.
This style is formed under the influence of two important factors:
passion for science, subject;
the desire to turn the field of scientific research into the material of pedagogical influence, the so-called pedagogical feeling.
28. Styles of pedagogical activity, their general characteristics
Styles of pedagogical activity are divided into three general types: authoritarian, democratic and liberal.
authoritarian style. The student is considered as an object of pedagogical influence, and not an equal partner. The teacher alone decides, makes decisions, establishes strict control over the fulfillment of the requirements presented to them, uses his rights without taking into account the situation and the opinions of students, does not justify his actions to students. As a result, students lose their activity or carry it out only with the leading role of the teacher, they show low self-esteem, aggressiveness. The main methods of influence of such a teacher are orders, teaching. The teacher is characterized by low satisfaction with the profession and professional instability. Teachers with this style of leadership pay the main attention to the methodological culture, they often lead in the teaching staff.
Democratic style. The student is considered as an equal partner in communication, a colleague in the joint search for knowledge. The teacher involves students in decision-making, takes into account their opinions, encourages independence of judgment, takes into account not only academic performance, but also the personal qualities of students. Methods of influence are motivation for action, advice, request. In teachers with a democratic leadership style, students are more likely to have high self-esteem. Such teachers are characterized by greater professional stability and satisfaction with their profession.
Liberal style. The teacher moves away from decision-making, transferring the initiative to students and colleagues. The organization and control of the activities of students is carried out without a system, shows indecision, hesitation. The classroom has an unstable microclimate, hidden conflicts.
Difficulties and barriers in professional and pedagogical communication between teachers and students. Pedagogical ethics
Difficulties in professional and pedagogical communication between teachers and students can be divided into categories:
The halo effect is the spread of a general evaluative impression of a person to all of his still unknown personal qualities and properties, actions and deeds. The preconceived notion prevents for real understand the person.
The effect of the first impression is the conditionality of the perception and evaluation of a person by the first impression of him, which turns out to be erroneous.
The effect of primacy - attaching great importance to the perception and evaluation of an unfamiliar pupil or group of the information about him that came earlier.
Novelty effect - attaching great importance to later information in the perception and evaluation of a familiar person.
The projection effect is the attribution of one's virtues to pleasant pupils or other people, and one's shortcomings to unpleasant ones.
The effect of stereotyping is the use of a stable image of a person in the process of interpersonal perception. It leads to a simplification in the knowledge of a person, the aging of an inaccurate image of another, to the emergence of prejudice.
30. Pedagogical professionalism of the teacher. The authority of the teacher. Typologies of teachers
Pedagogical skills represent a set of the most diverse actions of the teacher, which primarily correlate with the functions of pedagogical activity, to a large extent reveal the individual psychological characteristics of the teacher (teacher) and testify to his subject-professional competence.
The three main skills of a teacher:
)the ability to transfer knowledge known to the teacher, solutions, methods of training and education in a new pedagogical situation.
2)the ability to find a new solution for each pedagogical situation
)the ability to create new elements of pedagogical knowledge and ideas and design new techniques to solve a specific pedagogical situation
The authority of the teacher is a complex phenomenon that qualitatively characterizes the system of relations with the teacher. The relationship of students to an authoritative teacher is positively emotionally colored and saturated. And the higher this authority, the more important for the pupils of science, the basics of which are taught by the teacher, the more fair his demands, remarks seem, the more weighty his every word
Among teachers, the following types of false authority are most common.
Suppressive authority: is gained by systematically demonstrating superiority and the ability to keep students in constant, unconscious fear of being punished or ridiculed for an unsuccessful answer or exercise, of being shouted at, punished.
distance authority. The teacher, educator strives to always keep students at a distance. Enters with them only in official contacts. In an effort to be inaccessible and mysterious, such a teacher exalts his person, creates privileges for himself, up to doing extraneous matters in the lesson, going to the presidium of a school or student meeting, although no one puts him there, getting food in the dining room without a queue.
The authority of pedantry. The teacher-educator has a system of petty, useless conventions and traditions. He constantly finds fault with those involved. Moreover, his cavils are not consistent with common sense they are simply unintelligent. The pedant is unfair and his actions are ineffective. With such a teacher, the students lose confidence in their abilities, in the classroom one part of the students grossly violates discipline, the other is constrained, tense.
The authority of reasoning. The teacher, trying to gain authority in this way, endlessly teaches pupils, believing that notations are the main means of education. Students quickly get used to the words of such teachers, stop reacting to them and, irritably, and sometimes laughing, listen to the stream of moralizing flowing from the lips of a passionate interlocutor with the eloquence of a teacher.
The authority of imaginary kindness. More often than other types of false authority, they are found among young teachers. Not having sufficient pedagogical experience, these youth leaders believe that students will appreciate their kindness, connivance and respond with obedience, attention, love. It turns out just the opposite. The students ignore the instructions and even the requests of the elder and, in addition, they laugh at him.
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For pedagogical psychology, the problem of studying both patterns of human mental development at the age stages of youth and maturity appears as one of the new ones. It should be specially noted that many aspects of mental activity and the peculiarities of human learning during this period were insufficiently studied in comparison with the periods of childhood and early adolescence. This leads in some cases to a denial of the theoretical and practical significance of studying the problem of a person’s mental development during his studies in higher education, and in others to an unjustifiably overestimated assessment of the role of age characteristics in solving the problems of teaching and educating students. Such an underestimation or overestimation not only does not contribute to a fruitful search for ways to improve education in higher education, but also disorients teachers, unreasonably justifying the serious shortcomings of modern teaching practice.
Let us give as a concrete example the results of a study conducted by A. M. Kolesova. The decrease in the indicators of educational activity of students during the transition to the second year (a general increase in academic failure, an increase in the percentage of students expelled for academic failure) the author explains age characteristics development of attention, memory and thinking of students. “... At the age of 18, a student can remember the amount of educational information that increased in the second year (memory at this time reaches a high development), but cannot carry out mental processing of all the educational material received, since thinking at that time lags behind memory. .. With regard to the development of thinking in this period, a “pulsation” is especially noticeable. Declines in thinking are replaced by ups every three years. "Peaks" fall at the age of 20 years, 23 years and 25 years, "spa-
dy "- at 22 and 24 years old, "Peaks" in the development of memory occur at 18 years old, 23 and 24 years old, "recessions" - at 22 and 24 years old.
The question is how to explain the fact that, along with the noted category in the same age group there are a lot of students doing "good" and "excellent"? It is obvious that a student's progress is not determined unambiguously by his age characteristics. AT more it depends on the content and methods of teaching, curricula, and in some cases is associated with the disappointment of the student in the chosen profession, etc.
The explanation proposed by A. M. Kolesova implicitly assumes that teaching methods based on the idea of the learning process as the perception, processing, preservation and reproduction of educational information by a student are optimal for higher education. This idea comes from the fact that cognitive activity is composed of the functioning of individual cognitive processes: perceptions and ideas, attention and memory, thinking and imagination. In associative psychology, these cognitive processes (or cognitive functions) were considered as occurring in each individual individual on the basis of universal laws of association formation. Modern research in preschool and school pedagogy and educational psychology has made it possible to largely overcome these ideas about the process of learning and human development. However, they all remain dominant in the pedagogy of higher education.
To an even greater extent, the empirical ideas of university pedagogy and pedagogical psychology about the completeness of the mental development of a person's personality by the periods of youth and maturity are erroneous.
It is known in school pedagogy and pedagogical psychology that by the age of 12-14 a person develops basic logical structures (J. Piaget), theoretical thinking (V. V. Davydov), spiritual needs and interests (L. I. Bozhovich, Yu. I. Sharov, G. I. Shchukina), general and some special abilities (V. A. Kru-tetsky, N. S. Leites, etc.). School pedagogy seeks to show that the formation of such full-fledged types of activity is possible even in more early age(P. Ya. Galperin, V. V. Davydov, L. V. Zankov, D. B. Elkonin). Development of psychological principles and didactic
cal methods of early formation of theoretical thinking, general abilities etc., is the undoubted merit of Soviet pedagogical psychology. It is shown that the psychological characteristics of preschool and early school age are not an obstacle to the formation of complex types of human intellectual activity, that many reserves of human mental development are hidden in childhood.
However, without correlation with the subsequent stages of the mental development of a person’s personality, following adolescence and early adolescence and including late adolescence and stages of human maturity, it is difficult to unambiguously assess the real “contribution” and significance of the early stages to the subsequent development of a person. On the contrary, positions are sometimes formulated about the relative completeness (fullness) of mental development at the indicated age stages. If we proceed from the position that the relative completion of the mental development of a person's personality occurs by the age of seventeen, then for the period of study in higher education it is impossible to pose sufficiently significant psychological and pedagogical problems. Then it is necessary to come to the conclusion that pedagogical psychology and pedagogy have the right to study the patterns of mental development and manage the mental development of a person up to 17-20 years old. In this case, the period of a person's education in higher educational institution does not have its own psychological and pedagogical problems. With this approach, only partial methodological issues remain for the share of pedagogical psychology and pedagogy, and pedagogy inevitably turns into a set of private methods for teaching special subjects. Unfortunately, the position under consideration is the most common in practical pedagogy of higher education, and psychological problems are reduced to the study of the features of the manifestation of individual mental functions (perception, memory, thinking, etc.) of an aged student in the learning process.
The process of learning in higher education with this approach is increasingly considered and researched as informational, involving the transfer of information by the teacher and its perception and processing by the student. Many studies on scientific
organization of the educational process in higher education, this is how it is considered. “It is essential, - notes S. I. Arkhangelsky, - for the scientific organization of the educational process, to determine the volume, content and movement of diverse information and, above all, scientific information. ...Information characterizes the input and output of the functioning of the entire system. Based on this role of information, the scientific organization of the educational process, first of all, sets the task of extending the optimization conditions to its main components. The same is true for learning management. “Management of the educational process is always inextricably linked with information. The nature of management is primarily determined by what external information flow will affect the mental activity of students in order to achieve a given learning goal. Information ... in the educational process acts as a material for thinking, as a condition functioning(highlighted - A. M.) cognitive acts of students and on this basis it becomes the internal property of students.
We have cited the positions of a well-known specialist in the field of pedagogy of higher education in order to emphasize general idea about the management of learning as the functioning of the existing cognitive activity of students. It is this idea of education in higher education that deprives pedagogy as a science of its main subject - the management of the development of a person's personality in the educational process, both in preschool and school education. With this approach to the analysis and study of the specifics of education in higher education, information measures for analyzing and evaluating the effectiveness of the educational process are being developed, but the subject of pedagogy as a science of managing the mental development of a person is lost. As a result, pedagogy degenerates into a system of organizational measures (planning, accounting, control, etc.) and methodological methods for teaching individual subjects. The practical pedagogy of higher education (in the person of the teaching staff) is invariably skeptical about the scientific nature of such recommendations, spreading the indicated view on the pedagogy of higher education as a whole.
The current situation in pedagogy and pedagogical psychology of higher education resembles the old situation in preschool pedagogy and psychology, although they are at the extreme poles of teaching and educating a person. For a long time, preschool pedagogy considered the child as a reduced copy of a schoolchild, sought to transform him into a student, adapting school teaching and upbringing methods for this purpose. Higher education pedagogy to some extent continued this tradition, trying to adapt school teaching methods (but in a different form) to student learning. In both cases, the use of the principles of school pedagogy turned out to be ineffective.
So, topical issue Pedagogy and pedagogical psychology in higher education is the problem of the specific patterns of mental development of a young man and an adult, and pedagogy as a science is the development of didactic principles for managing the mental development of a person during this period. The main feature of this educational age period is the transition to a completely new type of education, mastering the highest forms of professional activity that ensure the further development of production, science and culture.
The psychological patterns of human learning and development during this period have not yet been sufficiently studied. The main ones are the psychological patterns of the formation of professional cognitive motivation and interests, the development of professional perception, memory, attention, thinking, the formation of professional abilities and the creative personality of a specialist. In this paper, we will consider only some of these problems.
Unlike school pedagogy and pedagogical psychology, whose consumers are primarily teachers, in higher education, the consumers of scientific research results are not only teachers, but also students themselves. At the same time, the student, like the teacher, is interested in knowing the principles of self-learning and self-education. A student of a higher school is an equal active participant in the educational process, and not just his " controlled party» .
The difficulties of researching and managing the mental development of a person, especially an adult, are quite obvious. For example, if we proceed from empirical ideas about the mental development of a person as spontaneous, determined only by his age and individual characteristics, then the very formulation of the pedagogical task of managing the development of personality in training becomes impossible. In defining the general principle of the theory of learning, modern didactics increasingly regards it as developing. In psychology, principles have been developed and the psychological patterns of productive processes are being studied, which, from our point of view, are the most common ground solving problems of developmental education in higher education. In the didactics of higher education, the patterns of productive processes are largely implemented in the system of problem-based learning.
Psychology of productive processes and problem-based learning
Research in various fields general and applied psychology increasingly confirm the need to identify the general psychological patterns of human cognitive activity. The experience of solving didactic and methodological problems of higher education shows that it is practically impossible to control each individual cognitive "mental function" (perception, memory, attention, thinking). If in general psychology While the study of these cognitive processes still makes it possible to discover new data, in pedagogical psychology it rather hinders the solution of important pedagogical problems.
The most adequate concept that makes it possible to approach the formulation of general laws governing the development of cognitive activity is the concept of a productive process. In modern psychology, mental processes are called productive, providing the subjective discovery of a new (unknown) based on the generation of mental neoplasms. The psychological features of productive processes are described by the facts of generating images (V. P. Zinchenko),
generalizations (V. V. Davydov), meanings (A. A. Leontiev), goals (A. N. Leontiev, O. K. Tikhomirov), cognitive needs and motives (A. M. Matyushkin), creative abilities (Ya. L. Ponomarev).
The concept of a productive process was introduced into psychology by O. Zelts, who opposed it to the traditional associative concept of thinking as a reproductive process. The main thing that characterizes these processes is that they help to discover the desired task. Until now, the concepts of “reproductive” and “productive” have been referred by researchers to memory processes and thinking processes, respectively. In the studies of thinking, productive processes are often identified with "creative", "heuristic", etc., and the main thing that characterizes them is, first of all, the process of discovering by a person what he is looking for. In this sense, the processes of thinking can be partially or completely reduced to operational cognitive processes. The solution of any, even familiar, task involves the implementation of a system of operations to transform the condition of the problem to find the desired one. In this case, certain intellectual processes but are they productive?
The concept of "productive process" is opposed not to the concept of "reproductive", but to the concept of "unproductive process". Reproductive processes of knowledge actualization are only one of the subspecies of many unproductive operational and semantic processes. Their main characteristic is that they do not presuppose and do not ensure the formation of new mental formations, although in a number of cases they presuppose and ensure the discovery of new information necessary for action in a given situation.
Productive processes include the formation of mental neoplasms and the subjective discovery of something new. On the basis of theoretical and experimental studies, we can assume that the general condition that necessitates productive processes is problem situation.
A problematic situation is a situation that characterizes such a type of interaction between a subject and an object, in which a person has a need to discover a new unknown property, regularity of an object or ability
soba its transformation. On the side of the subject, the problem situation is represented by his cognitive need and cognitive capabilities. The productive process is caused by the cognitive need of the subject, which provides cognitive activity aimed at "satisfying" this need.
The productive process consists in the subjective discovery of something new and constitutes a micro-stage in the mental development of the subject. Like any process of satisfying a need, it is accompanied by positive emotions. This type of needs can be called situational cognitive needs. Unlike the needs of the body, which are reproduced cyclically, cognitive needs arise only in special occasions when it is impossible to achieve the set vital goal with the help of the existing structure of mental regulation of the action.
On the side of the object, the problem situation is represented by the unknown, which is characterized by the degree of novelty and the degree of generalization of the unknown. These indicators of the unknown are relative, because the process of thinking always begins not from absolute zero, but from some previously achieved level of knowledge and methods of action of a certain degree of generalization.
In accordance with the well-known definition given by E. Thorndike, a problem situation arises when an “obstacle” is found on the way to the goal. Often this definition is considered as the most general. Obviously, the “novelty” of an object in a problem situation does not objectively contain any “obstacles” on the way to the goal. Why does a person subjectively experience the situation of novelty as a situation of "difficulties" or "obstacles"? The psychological basis of this experience is the reciprocity of the relationship between the established past experience (operational and semantic) and the knowledge and operations that are necessary to discover the new.
From past experience, many situations are familiar to a person, they do not contain anything new. Past experience manifests itself primarily in the form of stereotypes, attitudes, fixations, “psychological barriers” that prevent the emergence of a problem situation, the discovery of a new one, and thereby the formation of
niya of mental neoplasms. Solving a problem in a problem situation involves overcoming the existing levels of self-regulation, stereotypes, semantic structures, etc. At the initial stages of solving a problem, the discovery by the subject of a discrepancy between the required knowledge and past experience is experienced by him as an "obstacle", "difficulty", "uncertainty", and this experience is colored not by positive, but negative emotions(as well as many of the needs when they arise: hunger, thirst, etc.). For example, cases of misunderstanding, doubts, etc., realized by a person, do not cause joy. They evoke opposite emotions.
The process of subjective discovery of the new and the formation of mental new formations is carried out as a process of productive formation of new forms of mental self-regulation of actions, new mental properties (abilities, etc.), the generation of goals and motives mediated by the goal being achieved and new conditions of action. spawned new target action at the same time performs the function of a meaning-forming "lever" of a productive mental process.
The functional hierarchy of productive processes includes three main levels:
1) the level of reactions at which they manifest themselves as novelty reactions (orienting reaction) and provide the possibility of adaptation (adaptation) to environmental conditions;
2) the level of knowledge and actions at which they act as various types of problematic systems
Tuations in learning;
3) the level of creative activity, at which productive processes act in the form of setting and solving professional practical and theoretical problems. These are functional levels, where the highest level does not grow out of the lowest, but, on the contrary, the lowest is only serving in relation to the highest.
The hierarchy of productive processes at different age stages involves their analysis at the levels:
1) gaming;
2) educational;
3) professional activity and communication of a person.
In pedagogical psychology, these levels are considered as the leading types of activity corresponding to various stages of a person's mental development: the game of a preschooler, the teaching of a schoolchild, the educational and professional activities of a student. At each of these levels, productive processes are characterized by both general and specific psychological patterns, manifesting themselves in non-coinciding forms of transition from one stage to another, higher stage of mental development.
In learning, productive processes are a necessary link in the process of assimilating new knowledge, actions, etc. The management of these processes is based on imitation of the basic conditions that cause a problem situation and the process of subjective discovery of a new one; imitation, carried out with the help of specially designed educational problem tasks (tasks, questions, descriptions, etc.), the presentation of which precedes the assimilation of a new one. Unlike "direct" control methods (algorithmic, etc.), this indirect control is didactically mediated by the creation of problem situations that cause cognitive motivation and the possibility of subjective discovery of something new. Such management is mediated by the laws of productive processes.
Indicators of the productive process are the subsequent possibilities of a person in the formulation and awareness of new problems, in the implementation of new subjective discoveries in new problem situations. Therefore, the main control (test) task for evaluation overall results and the effectiveness of training should provide an opportunity to formulate new problems or solve them.
Thus, in the didactics of higher education, it is necessary to solve a new important problem of managing the process of mastering knowledge as a productive process, to develop new types of learning tasks - problematic tasks that precede the assimilation of new knowledge and provide the necessary cognitive activity of students in various types of training: lectures, seminars, work practice , research. In specific me-
teaching methods, it is necessary to develop special training tasks and methods of problematic presentation of the text that are adequate for each subject. Many of the existing teaching aids do not yet contain such tasks. It is also necessary to form teachers' professional ability to pose problems to students.
The productive thought process includes:
1) the initial stage - the emergence of cognitive motivation in the subject in a problem situation;
2) the central link - the implementation of a specific form of search cognitive activity of the subject;
3) results - the subjective discovery of the unknown and the formation of mental neoplasms. Thus, a productive thought process is enclosed between two extreme points- problematic situation and subjective discovery of the new. This process, limited in time, is a cycle of productive thinking, a micro-stage of mental development.
Unlike the cyclic processes of the body (nutrition, sleep, etc.), the cycles of thought processes do not arise on their own, therefore they are irregular. Their irregularity is determined, first of all, by the features of the goals set and the conditions for their achievement. In a situation that is not specific to the productive process of thinking, they are caused by the tasks of activity that need to be solved. When solving such problems, a person, in order to achieve the set goal (the desired one, etc.), must discover the unknown, which simultaneously acts as the subject of a situationally emerging cognitive need.
Each micro-stage in the mental development of the subject is the result of his activity aimed at mastering the surrounding world and himself. Outside the subject's own activity, his mental development is impossible. Cognitive motivation in the most typical form acts as a situationally emerging cognitive need, that is, as a need caused by the specific conditions of the tasks of activity and communication.
Considering the problems of generating motivation, S. L. Rubinshtein noted that “the key issue is the question of
grew up about how the motives (motives) that characterize not so much a person as the circumstances in which she found herself in the course of life turn into something stable that characterizes this person ... The motives generated by circumstances and life - this is the one " construction material", which makes up the character ... A situationally determined motive or motivation for a particular act - this is personality trait in its genesis. The idea of the situational conditionality of the emergence of needs clearly emphasizes their "exogeneity", their external determinism. However, the question of the specific structure of those situations in which cognitive needs are "generated" remains open.
The position on compulsion and the generation of needs, it would seem, contradicts the most obvious idea of needs as internal sources of activity, motives inherent in the individual and only refracting external influences. Therefore, various types of motivation in behaviorism are often considered only as "intermediate" variables that mediate a particular process. In accordance with this idea, individual psychological types of people who are active at various levels are sometimes singled out. The study of the problem of different levels of creative activity in this case is translated into questions of diagnostics, just as a little earlier it appeared in the form of a "diagnostic" approach in the psychology of abilities. Behind the seeming legitimacy of such a revelation of creative activity and real cases the erroneous provisions of the genetically primary conditions that “gave birth” to one or another type of its activity, one or another of its levels are hidden.
Genetically primary and fundamentally significant is the situation of generating needs and types of activity caused and determined by the specific conditions of activity. As A. N. Leontiev emphasizes, two different schemes are possible, characterizing the relationship between human needs and his activity in fundamentally different ways. “The first reproduces the idea that the starting point is a need, and therefore the process as a whole is expressed by a cycle; need - activity - demand
ness... Another scheme, which opposes it, is the scheme of the cycle: activity - need - activity. Only the second scheme allows us to raise the question of the generation of needs and the type of activity they cause in the specific conditions of this or that activity. This scheme simultaneously corresponds to the genetic approach to the study of specific conditions that give rise to activity, and general conditions their offspring. The cycle of the productive process outlined above now appears as a cycle of unspontaneous, forced mental development, determined by special situations of activity.
There are three levels of processes that generate needs:
1) violation during internal environment an organism that generates an organism's need for something;
2) a violation caused by the type of interaction of the subject with the object, acting as a change in the type of interaction, as a novelty of the situation, as an "obstacle" on the way to satisfy the need; a disorder that necessitates new types of activity;
3) violations in the type of activity, leading to the impossibility of its implementation by the established methods and necessitating the search for new ways of performing the activity.
The third level is a specific case of generating human needs. Cognitive need is born in the conditions of the existing mode of activity on the basis of established motives and needs. It is called as a result of a discrepancy between the set goal and the achieved result, which gives rise to the unknown. This situation is functionally and genetically the primary situation. “The genetically original and characteristic of human activity,” notes A. N. Leontiev, “is the mismatch of motives and goals.”
A cognitive need is born in a situation in which the conditions for achieving the goal appear primarily as subjectively known and habitual. If, in the process of solving this problem, a discrepancy between the usual methods of action and the conditions for solving the problem is found and
the possibility of achieving the set goal, then there is a violation of the regulation of the existing type of activity. These new requirements in activity give rise to a cognitive need and cause cognitive search activity aimed at discovering the unknown. The unknown as a new and initially unconscious goal (subject) of cognitive need generated by the situation and the unknown as the “goal” of cognitive activity coincide.
In the process of development of various needs, the primary need that arises, acting as an unconscious need, "... does not know" its subject, it still has to be discovered. A cognitive need is born every time as a "primary" need, "not knowing" the object of its satisfaction. The unknown as an object of a situationally arisen need is hidden behind the habitual conditions and the apparent well-known ways to achieve the goal. The more significant the apparent coincidence (similarity) of the existing situation with situations of past experience, the more difficult the emerging problem situation. Past experience acts in a problem situation as a "psychological barrier", as an internal subjective obstacle that blocks the path to the goal. The real unknown is not hidden from the subject. His "reticence" (camouflage, etc.) is determined by those "points of past experience" through which the subject perceives the conditions of the task. The psychological barrier of past experience prevents the achievement of the goal (solving the problem) and at the same time is a necessary condition that gives rise to a cognitive need. A situationally arisen cognitive need acts as a link in the chain "inadequate past experience - required new way performance of activities".
Thus, thinking as cognition is directed primarily, and this is its psychological essence, to its specific subject - the objective world, an object that appears before a person in its unknown properties, qualities, patterns. Thinking is a process of comprehension, discovery of the unknown.
Comprehension of the world begins with the birth of a child and continues throughout human life. The achieved knowledge of mankind about the world around us acts for
each individual person in the very process of mastering them as knowledge unknown to him. In education (at preschool age, in secondary and special schools, at a university), the student, with the help of a teacher, must not only memorize the amount of knowledge accumulated by mankind, but subjectively discover them for himself.
The knowledge achieved by mankind provokes learning along one of the easiest ways - the transfer of developed, ready-made knowledge to students using existing means of communication and means of presenting information. The development of human sciences shows that the actual process of cognition is more complex. Both in the specific conditions of learning and in real activity, it is every time the process of generating this knowledge by the subject himself, regardless of his age and level of development.
The process of mastering knowledge during training is not separated from the process of development of the cognizing subject. Each micro-stage in the mental development of a person is the result of his own activity. Outside of the subject's own activity, its development is impossible.
Consequently, one of the important problems of the psychology of an adult is how the subject's activity is evoked, in particular those of its specific forms that make up his cognitive activity. At the same time, it is important for pedagogy and pedagogical psychology to reveal the patterns of formation of mental neoplasms and develop methods (principles) for managing the conditions that cause (generate) those special forms of activity that provide the possibility of a person’s mental development in the process of his training and education.
Thus, the activity of a person forms his specific needs, which are primarily generated by the special conditions of activity. The need realized by a person gives rise to new goals of activity and at the same time acts as a motivating force of special activity in the direction of satisfying the need, achieving the goal. A conscious need becomes a specific "objective" motive, the driving force behind the directed activity of the subject. Achieving a goal is the process of satisfying a need. Purpose of activity
becomes the property of the subject only when it meets this need.
The problem of generating spiritual needs is one of the common and unresolved problems of psychology. In the psychology of learning, this is the problem of generating special cognitive needs that cause special forms of cognitive activity of the subject. These forms are aimed at the subjective discovery of the unknown, which acts as a specific goal of a person's mental activity, his theoretical activity, a specific subject for satisfying the cognitive need that has arisen. Management of the process of assimilation, as well as development, begins with the management of the conditions that generate the activity of the subject, with the "generation" of needs. The problems of the activity of the subject and, in particular, his cognitive activity, as well as the problems of mental development, in particular the development of abilities, are common problems psychology and pedagogy. The basic principles of the theory of learning are based on their study at all stages of personal development management.
Psychology of activity and practice of higher education
The principle of activity - a significant theoretical principle of psychology - is also the principle of specific practice of higher education, the main content of which is the management of the process of formation of professional activity, the formation of a professionally trained creative person. This principle is the main and most general and determines the specific conditions that cause the activity of the subject and his mental development. Only on the basis of the principle of activity does it become possible to study the activity and mental development of a person not only as the mental development of an individual, but also as a person.
It has been shown in psychology that neither associations nor reactions (biochemical, neuronal, physiological), nor actions constitute or derive activity. It is not derived from the characteristics (properties, response capabilities, etc.) of the organism, is not
its property or quality. There are no elements of activity in the human body. Activities, including all types of professional activities, have public nature, develops according to social laws. A person appropriates this social activities from another person in the process of special education, in particular university.
Each type of developed professional human activity is a product of historical development. In individual development, a person masters these types of activities that have developed in society, their content and methods of implementation. Up to this point, the activity has a depersonalized character, it is “alienated” from a specific person. At the same time, in the products of human activity - industrial products, works of art, scientific knowledge - thinking is not contained in an explicit form, it is hidden, it is not in the laws discovered by people, created by tools of labor, etc. as such, faceless, supra-individual. The process of thinking that provides these discoveries and inventions is individual. Open laws become public property. Creativity, development are individual, while an open pattern, assimilated knowledge is a general pattern, general knowledge.
One of the most important features and characteristics of activity as a socially determined form of human behavior is its appeal to another person, an individual society. Any kind of activity is mediated primarily by the fact that the results of a person’s speech, mental, production activity serve other people, society as a whole, and through them - to themselves. human activity as social form his behavior is mediated by the activities of other people.
In this regard, B. F. Lomov writes: “The study of the individual form of human existence, apparently, cannot be limited only to the analysis of subject-object relations manifested in individual activity. For all their importance, they constitute only one aspect of the problem. Another, no less, and perhaps more important, is the relationship of a person with other people, the relationship of subject - subject.
Labor professional activity acquires the form of developed labor activity only when its result serves not to satisfy the needs of the individual producer, but to satisfy the needs of other people, the needs of society. Knowledge as a product and result of a person's mental activity becomes the property of other people through the use of special language means of communication, special means of intellectual logical activity - means of proving the truth of the knowledge achieved. Thinking, as a special form of activity directed at another person, acts primarily as a system of methods for demonstrating, transmitting, and proving the truth of the achieved results of thinking. This is social entity and social form of human mental activity. Just as in trade there is an exchange of goods, the results of people's production activities, their mutual evaluation through monetary equivalents, logic provides the possibility of transferring the knowledge gained to other people 1 , their evaluation through appropriate equivalents, the possibility of proving their truth or refutation.
In special studies, the following main types of such mediation can be distinguished.
1. Joint activity with another person, determined by the same goal, the same achieved result.
2. Activity for another person, in which the goal achieved or the result obtained is not for oneself, but for another person.
3. Activity “against” another person, which is most prominent in various types of conflict and game situations.
4. Activities performed with the help of another person century and component one of the types of control.
1 As L. S. Vygotsky noted: “... Through others, we become ourselves, and... this rule applies not only to the personality as a whole, but also to the history of each individual function. This is the essence of the process of cultural development, expressed in a purely logical form. The personality becomes for itself what it is in itself, through what it presents for others.
5. “Parallel” achievement by partners (or groups) of the same goals (mastering, solving professional problems), mediated by other goals or motives, constitutes a competition, which manifests itself as special form mutually mediated activity.
The noted types of mutual mediation in the processes of performing activities only in some cases appear in the indicated "pure" forms. In most cases of educational and professional activity, they are expressed as a simultaneous manifestation of various types of mediation (for example, competitions in conditions of joint activity); personal characteristics of participants, features of their communication.
In the conditions of training, it is necessary to take into account specific types of personal mediation, which can act as joint activities, conflict, competition, etc. Each of the various types of mediated performance of educational activities can be used to solve didactic problems of increasing the effectiveness of the educational process. Assimilated knowledge and actions are not a simple projection of socially developed knowledge onto the student; they are "born" as a result of one's own activity, mediated by the specific activity of another person - a teacher, teacher, educator or a team in which a person lives, studies, works.
Higher specific psychological processes “can be born only in the interaction of a person with a person, that is, as intrapsychological, and only then begin to be carried out by the individual independently; at the same time, some of them further lose their original form, turning into interpsychological processes.
The formulated provisions are important in the organization of all levels of professional higher specialized education, although they have not yet found their concrete implementation, not only in the pedagogical practice of higher education, but also in experimental psychological research processes of formation of professional activity.
The formation of a specialist involves the formation of a creative attitude to professional work. The very process of mastering knowledge and skills is mediated by this attitude, i.e. by other people - carriers of the profession and colleagues in mastering the profession, who ensure the formation and development of professional activity. Only that educational team (study group) ensures the successful formation of professional motivation, in the center of the joint activity of which are the subject and. tasks of professional activity. That is why not only professional knowledge and skills are the driving forces behind the formation of a specialist, but also the attitude towards the profession that develops in the educational team. Mastering knowledge and skills in the process of studying at a university acts as a means of mastering a profession, and not as its goal. The purpose of studying at a university is the formation of professional activity, as such, with all its structural and functional components.
Modern pedagogical theory and practice more and more clearly formulate the position on the learning process as a mutually mediated activity of the teacher and the student. Recent ideas about pedagogy, which “lost” the subject of education, the student, as well as ideas about pedagogy that provides student learning without a teacher, are receding into the past. The main and theoretically more substantiated unit of learning analysis is the "teacher-student", "teaching-learning" scheme, etc. "Binary" classifications of teaching methods are being developed (M. I. Makhmutov). Authoritarian and algorithmic ideas about the professional activity of a teacher and his pedagogical abilities are increasingly being replaced by theoretically substantiated ideas about the ability to generate student activity. A special problem of modern pedagogy and pedagogical psychology of higher education is the problem of communication, dialogue in education. Its solution is the development of didactic principles of education in higher education as a joint activity of the teacher and students, which ensures the formation of professional practical and theoretical activities of a highly qualified specialist.
Communication, dialogue and development of theoretical thinking of a specialist
One of the first important steps psychological science was the idea of the objective determination of the mental, expressed most clearly in the reflex theory of the mental. The reflex concept of the mental made it possible theoretically and experimentally to reveal the conditions for the objective determination of mental processes, individual manifestations and features of the course of mental processes, and the ways of their formation. The main subject of the study was the "subject" of the mental, and the general system of relations acted as an "object-subject". In the simplest theoretical and experimental form, it is expressed as a stimulus-reflex, "stimulus-reaction", etc.
The second step in psychological science was the transition to the idea of the mental as generated by human activity, unfolding in a dual system of relations "subject - object" and "subject - subject" and acting as a creative, primarily labor, human activity. The main result of these theoretical and experimental studies was a concrete consideration of the psychological patterns of the structure and formation of various types of creative human activity, an idea of the very structure of activity, its units. The psychic was, as it were, taken out of the subject and transferred into the object. At the same time, the object does not in itself determine the emergence of the mental, the mental is born on the basis and as a result of the appropriated activity that the subject performs with the object of activity. This most important theoretical step made it possible to present in a completely new way the ways of studying the structure and formation of various types of activity in learning.
At present, within the framework of this second direction, new fundamental problems of the study and formation of the human psyche are clearly revealed. They include as a basic provision on the mutual mediation of the activities of one person
other 1 . The clearest representation is
0 activities implemented in communication studies. However, not only communication is built according to the specified pattern 2 . Similarly, those types of developed professional activity of a person that are addressed to another person 3 are built, including pedagogical professional activity.
These studies are just beginning. Their significance lies in the fact that they open up completely new aspects of psychological and pedagogical research in higher education.
The development of the system of problem-based learning in the process of transition from school education to education in higher education implies a consistent transition from managing the individual cognitive activity of the student to dialogic management, including an “equal” dialogue between the teacher and students. Dialogues- academic form of education in this case acts as an opti-
1 In Soviet psychology, this position is formulated quite clearly. “The usual idea of the subject of knowledge as a purely individual, only a single being is a fiction. In reality, we always have two interconnected relations - a person and being, a person and another person (other people).
2 "Human psychology deals with the activities of specific individuals, either taking place in an open collectivity - among the surrounding people, together with them and in interaction with them, or eye to eye with the surrounding objective world - in front of the potter's wheel or at the desk" .
The fundamental importance of the dual mediation of human ties with the world for the formation of personality was emphasized by L. N. Leontiev. “The formation of a personality involves the development of the process of goal-setting and, accordingly, the development of the actions of the subject. Actions, becoming more and more enriched, seem to outgrow the range of activities that they implement, and come into conflict with the motives that gave rise to them. The phenomena of such outgrowth are well known and are constantly described in the literature on developmental psychology, albeit in different terms; it is they who form the so-called developmental crises - the crisis of three years, seven years, adolescence, as well as much less studied crises of maturity(underlined by me. - A. M.). As a result, there is a shift of motives to goals, a change in their hierarchy and the birth of new motives - new types of activity; former goals are discredited, and the actions that respond to them either cease to exist altogether or turn into impersonal operations.
The internal driving forces of this process lie in the original duality of the connection of the subject with the world, in their dual mediation - objective activity and communication.
3 As noted by B. F. Lomov, “further development general psychological theory requires a transition to an analysis of the joint activity of individuals, which takes place in the conditions of their communication with each other.
small for further development theoretical and professional thinking of students.
So, for example, in comparison with the use of problem situations in school education, where the assimilation cycle included only three links: a problem situation - a search for a solution - a subjective discovery as an assimilation of the unknown (understanding), the corresponding cycle of a student's learning activity is more complex. The main form of setting educational tasks for teaching at school is “ready-made” educational problematic tasks presented in various textbooks and teaching aids. The formulation and setting of the tasks themselves acted as the work of a teacher and authors of textbooks.
As one progresses to the higher levels of education, all greater value for pedagogy, the problem of formulating professional-practical and research tasks by the student himself acquires. In subsequent professional and practical activities, the student must not only solve problems, but also formulate them independently. At the same time, setting goals will be the most important link in his professional practice. That is why, when studying at a university, the didactic scheme of problem-based learning in its initial link should be significantly supplemented. It should begin with a situation of real professional-practical or research activity, "generating" a problematic task, which the student must learn to formulate. Such "generating" situations of activity are close to real problem-research situations.
In the form of dialogic learning we are considering, such generating situations include two necessary elements:
a) a subject-practical or theoretical situation that requires the formulation and formulation of a problem;
b) the second participant in the activity, for which the corresponding task should be formulated initially. The second participant can be either a teacher or a student. The formulation of the problem is thus a dialogical transformation
naming the situation of subject-professional activity into a logically formulated and represented in a sign or verbal form mental task.
The presence of a second person makes it possible to present the indicated learning situation both as a professional-practical situation and as a communication situation. Moreover, it is the situation of communication that ensures the full transformation of the subject-practical situation into the situation of a mental task expressed in the language of professional communication. Thus, when studying at a university, the lack of school education, which began with the setting of “ready-made” pre-formulated tasks, is overcome. Thus, the scheme of problem-based learning is significantly expanded and supplemented, transferring learning into situations of real activity and full-fledged communication with other people. The student himself in these situations acts as a kind of "compiler" of problems, their author, even in those cases when he solves these problems himself. However, this possibility of setting tasks for oneself is a kind of outcome of the previous development, when such tasks were formulated as tasks “for another”.
For example, the theorem itself “If three circles of the same radius pass through one point, then the circle passing through the other three points of their intersection has the same radius” can be considered both as an obvious statement and as a statement that needs proof. The latter acts as addressed to another person. In this case, the theorem itself is transformed into an expanded problem for proof, including its specific version "Three circles to,/and t of the same radius r pass through a point O. Circles /and t intersect at a point Ah, tick-in point B, ki1-b point WITH. It is required to prove that the radius of the circle r passing through the points A, B and C is also equal to G". In this example, taken from the famous book by D. Poya " mathematical discovery” (M.: Nauka, 1970, pp. 238-241), illustratively shows a kind of transformation of some mathematical truth into a problem of proof. It is this kind of transformation that the student must learn in the process of learning as one of the links of thinking.
The traditional idea of thinking as an individual act of mastering, mastering knowledge, etc., considers only one aspect of human mental activity. The second side of thinking as a productive process is the "generation" of ignorance, the unknown. The process of such “generation” of the unknown appears in the form of questions to reality, expressing real, yet unresolved problems. Only with such an approach to the formation of thinking can one understand both the structure of a person’s complete mental act and its development in the learning process. Most of the psychological and pedagogical research was based on the fact that the process of thinking (thinking act) begins and is carried out as a person solving a problem. At the same time, it was assumed that the mental tasks themselves already exist, are set (like pre-prepared school tasks), and thinking consists in the processes of finding their solutions. But at the same time, it was not taken into account that the tasks themselves had already been set and formulated by someone (by the authors of textbooks, teachers, etc.). The very act of setting goals, formulating questions was considered as its prerequisite.
However, the conditions for the formation of a developed professional activity of a highly qualified specialist suggest the need to single out this act, which “precedes” the solution of the problem and consists in formulating it as a special and unexplored link in experimental psychology of mental activity. The general scheme of mental activity, expressed as the process of finding a solution to a problem, must be supplemented at the initial stage by the process of the emergence, generation of a question, task, problem, preceding the very process of finding its solution! The act of thought begins with the central link of the problem situation - the unknown, the unknown. It is expressed as a question to reality, originally addressed to another person.
The process of the subsequent search for a solution to a new problem proceeds (under the conditions of an individual or group solution) as a process of understanding and does not differ significantly from the general patterns of problem-based learning. The solution found or the new knowledge acquired in this process acts as a subjective discovery of the new.
Unlike school education, in which assimilation ends with “understanding”, university education involves the inclusion of a new special link that follows the understanding of what has been learned and involves its explanation or proof to another, and, if necessary, refutation of erroneous (false) positions expressed by others. Thus, the development of thinking in the process of learning in higher education involves the formation of a developed theoretical thinking of a person, including the independent formulation of professional, practical and research problems, the search and implementation of their solutions, the proof of the truth of the achieved solutions, their justification or explanation to another person. The optimal or most rational form of education in these cases is the form of a developed educational dialogue, which implies the equal active participation of the teacher and students in each of the noted stages of the learning process, carried out as a full-fledged communication between the teacher and students and students among themselves in various types of educational activities. It is only in this form of dialogic teaching that all the basic types of thinking are born as "destined" for the other and addressed to the other.
So, for example, in the conditions of education in higher education, the didactic position that the explanation of the studied is practically the reduction of it to the known, understandable, past experience, etc., becomes practically unjustified. principles of school pedagogy, is increasingly transformed into an explanation as a function of science, which ensures the formulation of hypotheses, the prediction of phenomena, etc. scientific research in the system: experiment (observation) - description - explanation - prediction. Moreover, only under the conditions of dialogic learning does it become necessary to fully implement each of the links of the study.
Similarly, the need for proof is born as a way of understanding the found solution, as a form of de-
demonstrations not only of the truth of this or that proposition, but also of the method of solving the problem, the way of research.
The idea of the learning process as a kind of dialogue between the teacher and students requires a special analysis of two specific parts of the educational process - questions and answers as components of the dialogue in learning. In many cases of analysis and concrete teaching practice, we tend to consider questions primarily as a unit of teaching activity, and answers as the predominant activity of students. With this representation, we, as it were, artificially break the real teaching dialogue, assigning an active role to the teacher and a passive-response to the student. As a result of such a naive-empirical idea of a student's learning activity (as an individual one), didactic principles and methodological methods for the development of a student's thinking are insufficiently developed in the practice of higher education, providing opportunities for further (compared to school age) development of theoretical professional thinking. In this regard, the problem of independent formulation of questions by the student (to the teacher, to the educational material) is no less important than all forms of his reproducing response activity. The classical scheme for assessing learning outcomes in terms of student responses is partial and incomplete.
The second equivalent indicator of the effectiveness of training (assimilation) are the questions generated by the educational process. Only in the specified relationship "answer - question" the learning process fully acts as a kind of educational dialogue that provides opportunities for the development of students' thinking. As M. M. Bakhtin rightly noted, “if the answer to gives rise to a new question, it drops out of the dialogue and enters systemic cognition, essentially impersonal”
To an even greater extent, the above applies to the development of the student's thinking, including the development of opportunities to refute false or unproven statements and hypotheses. Unfortunately, as shown in a special study by a professor at the University. R. Descartes J. Fizer (Materials of the Soviet-French seminar September 22-24, 1976, manuscript), students are ready to take on faith an insufficiently substantiated system of
ny or even a false hypothesis, learn it and "pass" it during the test-examination session. They not only do not need to refute it, but also doubt its truth.
The result of training in higher education should be not only an acquired system of knowledge, but also that system of questions, problems, tasks that have not yet been resolved in science and that specialists who have received higher education will have to work on.
Some psychological requirements
to the didactic principles of teaching
in high school
Most general principles training and education in higher education are:
1) the principle of activity, including professional activity as the main link in the system of education and upbringing in higher education and determining the mutual mediation of the student's educational activity and the teaching activity of the teacher;
2) the principle of the mental development of the individual in training, which determines the need for the development of the spiritual needs of the individual, the formation of professional cognitive motivation and the development of the creative professional abilities of a person;
3) the principle of creative cognitive activity of the individual in learning, which determines the system of requirements for the student's educational activity and methodological requirements for the professional activity of a teacher of a higher educational institution.
At present, the third of the mentioned principles is implemented to a greater extent in the didactics of higher education. It is most fully developed in the system of problem-based learning in higher education. This principle, which has sufficiently justified itself in school and special vocational training, has not yet received a thorough theoretical and methodological development in the system of higher education.
The main requirement for problem-based learning in higher education is that it must be implemented in the entire system of educational (including laboratory-practical and scientific) work of the student. AT certain types training sessions(lectures, seminars, laboratory classes, etc.) the principles of problem-based learning can only be partially implemented and cannot provide the increase in the effectiveness of the educational process inherent in the possibilities of problem-based learning.
The specific requirements of problem-based learning in higher education include:
1) formulation of an educational-cognitive or research problem on the basis of a real or simulated in the learning process of a life-practical or laboratory-practical situation that cannot be solved with the help of previously acquired knowledge. Previous knowledge is a necessary psychological condition for posing a problem and creating a problem situation in the learning process, a psychological basis for determining the nearest (unknown) new knowledge that can be learned in the learning process;
2) the main subjective condition for the emergence of a problem situation for a student in the general system of education is the obligatory independent fulfillment by each student of a practical, theoretical or laboratory-practical task that precedes the assimilation of the program educational material and leads to the formulation of the problem, to the definition of the new unknown knowledge that is necessary for her decisions. A problematic situation does not arise outside the student's own subjective activity.
Thus, along with a system of tasks that ensure the application, training or control of previously acquired knowledge, a special system of practical, theoretical and laboratory tasks (tasks) is needed, the fulfillment of which precedes the assimilation of new educational knowledge and leads to the emergence of a cognitive need for acquired knowledge. In accordance with this, some laboratory, seminar and practical exercises can
precede lectures. There are at least two types of educational-practical, laboratory and seminar classes.
One of them precedes lecture theoretical studies. Its didactic function is to clearly formulate questions-problems, the answers to which will be obtained in the following lectures and other types of theoretical studies. In such classes, the student must learn to pose and formulate problems, fix the unknown knowledge, the assimilation of which can ensure the successful solution of educational, practical (including laboratory) and theoretical problems.
Another type of practical training, the most widely and successfully used in modern higher education, follows the assimilation of theoretical educational material, ensures its application to the solution of various practical problems, and constitutes a necessary link for consolidating and training in learning.
Like this, lecture classes(including introductory, current, review and generalizing and other lectures) can either pose a problem, the solution of which will be obtained in practical and laboratory classes, or answer the problem that actually arose in the process of performing practical, laboratory or research work.
Necessary requirement to the program content of problematic and training tasks lies in the fact that they should be directly or indirectly related to the acquired professional activity. Special academic subjects should constitute a system that ensures the formation of professional activity. The structure of the curriculum defines a system of key tasks, the solution of which determines the mastery of the theory and practice of professional activity.
The assimilation of educational material by a student at lectures is most effective if the didactic structure of the lecture provides the student (and the lecturer) with the opportunity to carry out educational work as a joint formulation and search for a solution to the educational problem posed. Educational lecture as one of the most important and most responsible parts of educational and theoretical work in higher education provides the greatest efficiency under the condition of "joint thinking"
teacher and students. The professional pedagogical skill of a teacher of higher education includes a deep knowledge of the subject and possession of a system of didactic methods and means that provide opportunities for joint search with students for a solution to the problem. The student's readiness for educational work at a lecture lies in the fact that he must possess a system of special knowledge and learning skills that provide the possibility of jointly with the lecturer the implementation of that mental search that leads to the assimilation of educational material. The didactic ways and specific methodological methods of such a student's educational work have not yet been sufficiently studied.
An indicator of the effectiveness of a lecture can be, for example, the ability to directly reproduce (immediately after the lecture and without the help of notes) its main provisions, including the formulation of the problem, solved
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