Psychologists have long recognized the fact that a person, as an active being, is capable of making conscious changes in his own personality, which means that he can engage in self-education. However, self-education cannot be realized outside the environment, because occurs due to the active interaction of a person with the environment. In the same way, natural data are the most important factor in the mental development of a person. For example, anatomical and physical features are the natural conditions for the development of abilities in general. The formation of abilities is influenced by the conditions of life and activity, the conditions of education and training. However, this does not mean at all that the presence of the same conditions entails the same development of intellectual abilities. For example, one cannot ignore the fact that mental development is correlated with biological age, especially when it comes to brain development. And this fact must be taken into account in educational activities.

The domestic psychologist L. S. Vygotsky was the first to put forward the idea that education and upbringing play a controlling role in mental development. According to this idea, education is ahead of development and directs it. If a person does not learn, he cannot be fully developed. But education does not exclude from attention the internal laws of the development process. It must always be remembered that although education has enormous possibilities, these possibilities are far from endless.

With the development of the psyche, the stability, unity and integrity of the personality develops, as a result of which it begins to possess certain qualities. If the teacher in his educational activities takes into account the personal characteristics of the student, this gives him the opportunity to use pedagogical tools and methods in his work that correspond to the age criteria and abilities of the student. And here it is simply necessary to take into account individual characteristics, the degree of mental development of students, as well as the characteristics of psychological work.

The degree of mental development is indicated by what is happening in the mind of a person. Psychologists gave a characteristic of mental development and indicated its criteria:

• The rate at which the student learns the material
• The pace at which the student perceives the material
• The number of reflections as an indicator of the conciseness of thinking
• Degree of analytical-synthetic activity
• Techniques by which mental activity is transferred
• Ability to self-systematize and generalize the acquired knowledge

The learning process must be built in such a way that there is maximum benefit for the mental development of the student. Research in the psychological field allows us to conclude that, together with a system of knowledge, it is necessary to give a complex of methods of mental activity. The teacher, organizing the presentation of educational material, must also form mental operations in students, such as synthesis, generalization, abstraction, comparison, analysis, etc. Of greatest importance is the formation in students of the skill of systematization and generalization of knowledge, independent work with sources of information, comparison of facts on each specific topic.

If we talk about children of the primary school age group, then their development has its own characteristics. For example, it is during this period that priority should be placed on the development of scientific and creative abilities, because training should be not only a source of knowledge, but also a guarantor of mental growth. And if we talk about students, then the main focus of their scientific and creative abilities requires that the teacher has sufficient teaching experience and scientific and creative potential. This is due to the fact that in order to increase the mental activity of students, it is necessary to build classes with a focus on training highly qualified specialists with high intellectual potential, as well as being the backbone of society and its successors.

One of the factors that can improve the quality of the pedagogical process is the correspondence of educational methods and specific pedagogical conditions - this is the only way to achieve the proper assimilation of new knowledge and cooperation in the educational process between the teacher and the student.

Developing the creative potential of students, it is important to pay special attention to the organization of classes. And here the talent and skill of the teacher consists in the use of innovative educational technologies and a creative approach to the material being studied during the lessons. This will help increase mental activity and expand the boundaries of thinking.

Educational institutions face the most important of the tasks - to implement the education of the younger generation, which will meet the requirements of modernity and scientific and technological progress, as well as to equip students with independent basic knowledge and the foundations of relevant disciplines, to awaken skills, abilities and knowledge and to prepare for a conscious choice of profession and active social and labor activity. In order for this goal to be achieved, it is necessary to achieve a conscious assimilation of the motives of education and to form in students a positive attitude and interest in the subject being studied.

From a psychological point of view, motives here are the reasons why students perform certain actions. Motives are formed by demands, instincts, interests, ideas, decisions, emotions, and dispositions. Motives for learning can be different, for example: to meet the requirements of parents and meet their expectations, the desire to develop with peers, get a certificate or a gold medal, go to university, etc. However, the highest motives are the desire to acquire knowledge in order to be useful to society, and the desire to know a lot.

The task of the teacher is to form in students precisely high, one might say, spiritual motives - educating faith in the need to acquire knowledge in order to bring social benefits, and cultivating an attitude towards knowledge as a value. If it is possible to form such a motive in students and instill in them an interest in acquiring knowledge, then all training will be much more effective. Such outstanding teachers as Y. Comenius, B. Diesterweg, K. Ushinsky, G. Schukina, A. Kovalev, V. Ivanov, S. Rubinshtein, L. Bazhovich, V. Ananiev and others spoke and wrote on the topic of interest in knowledge. . Interest in knowledge contributes to intellectual activity, increased perception, liveliness of thought, etc. In addition, he brings up the strong-willed and spiritual component of the personality.

If the teacher manages to arouse interest in his discipline, then the student receives additional motivation, wants to acquire knowledge and overcome obstacles in the process of obtaining it. He will be happy to work independently, devoting free time to the subject. If there is no interest in the subject, then the material does not leave any trace in the mind of the student, does not cause positive emotions and is quickly forgotten. The student himself in this case remains indifferent and indifferent to the process.

As it is easy to see, the main bias in pedagogical and educational activities is done precisely on the formation of a student's personality, which includes both interest, and a craving for knowledge, and a desire to develop and learn new things, master new skills, etc. Motivation should be encouraged and supported in every possible way by the teacher, and in many respects this is what determines the success and effectiveness of both pedagogical work (teaching) and the work of students (study).

And with the development of motivation, the conditions of the educational process are important, which should include not only a suitable form of presenting information, but also various forms of activity: hypotheses, mental modeling, observations, etc. Among other things, the personality of the teacher is also of great importance: a teacher who respects and loves the discipline he teaches always commands respect and attracts the attention of students, and his personal qualities and behavior during classes will directly affect how students will relate to classes .

In addition to this, you can use not only traditional teaching methods that are familiar to all of us, but also more modern ones that have not yet had time to “set teeth on edge” and have either been introduced into educational activities not very long ago, or are just beginning to be introduced. But we will talk about teaching methods in our course, but for now we will conclude that any teacher who sets himself the goal of improving the quality of his work and making it more effective must certainly be guided by basic psychological knowledge.

In fact, you can talk about this topic for a very, very long time, but we only tried to make sure that you have a clear idea of ​​\u200b\u200bhow pedagogy is related to psychology, and why you should know about it. You can find a huge amount of information on the topic of educational psychology on your own on the Internet, and on the topic of psychology in general, we suggest that you take our specialized training (it is located). Now it would be more logical to continue the conversation on the topic of achieving the effectiveness of education, namely: we will talk about what principles should be followed so that the training and development of a person - your child, student or student - gives maximum results. The information will be useful to those involved.

10 principles for effective learning and development

Any principles of teaching depend on the goals that the teacher sets for himself. He can, for example, develop his student, expand his stock of general knowledge, contribute to the knowledge of the phenomena of the surrounding world, create the most suitable conditions for his development, etc. But it is very important to remember that there is no universal “recipe”, according to which any person can become developed and smart, but there are several principles that will help the teacher become a really good teacher and maximize the effectiveness of his work.

The first principle is to make sure that learning and development are necessary

First of all, it is necessary to conduct an accurate analysis of the skills and abilities of students and determine that there really is a need for training (this applies mainly to university graduates, people who want to improve their qualifications, undergo retraining, etc.). You also need to make sure that this need or problem is a training issue. For example, if a student does not fulfill the requirements of the educational process, it is necessary to find out whether he is provided with the conditions for this, whether he himself realizes what is required of him. In addition to this, an analysis of abilities, skills, knowledge, and other personality traits should be carried out. This will help to better understand in which direction the educational process should be directed. In a school setting, this can help determine the student's inclinations and predisposition to certain subjects.

The second principle is to create conditions conducive to learning and development

It is required to provide students with information about what it is necessary to acquire new knowledge, acquire new skills and develop, and why it is necessary. After that, you need to make sure that students understand the relationship between receiving education and its subsequent practical application in life. The effectiveness of learning is greatly increased if students are aware of the relationship between their learning and the opportunity to be useful to society as a whole and for themselves personally. Successful completion of learning tasks can be stimulated through the recognition of progress, good grades and positive feedback. Thus, students will be even more motivated.

The third principle is to provide exactly the kind of training and development that will be useful in practice.

It is necessary to introduce into the pedagogical process such subjects and disciplines (knowledge, skills) that will not be of ephemeral usefulness in the minds of students, but will have a specific practical value. What students learn, they must apply in their lives. Without the relationship between theory and practice, learning loses not only its effectiveness, but also ceases to motivate, which means that the functions necessary for students to perform will be performed only formally, and the results will be mediocre, which completely contradicts the goals of education.

Principle four - include measurable objectives and specific results in training and development

The results of learning and development should be reflected in the activities of students, which is why the pedagogical process is necessary. It is important to make sure that the content of the training will lead students to comprehend the knowledge and acquire those skills that correspond to the learning objectives. Students should be informed about this, which means they will know what to expect from learning in general. In addition, they will know how to apply what they learn. The educational process should be divided into stages, each stage should pursue its own independent goal. Checking the assimilation of knowledge and skills should be carried out at each stage - these can be tests, tests, exams, etc.

The fifth principle is to explain to students what the learning process will consist of.

Students should know before they start learning what will be included in the educational process, as well as what is expected of themselves, both during and after training. Thus, they can concentrate on learning, studying the material and completing assignments without experiencing any discomfort or.

Principle six - convey to students that they are responsible for their own learning

Any teacher should be able to convey to the consciousness of students the information that, first of all, it is they who are responsible for their education. If they understand and accept this, then their attitude to learning will be serious and responsible. Preliminary conversations and preparation of tasks, active participation of students in discussions and practical exercises, the use of new and non-standard solutions in the pedagogical process are welcome, and students here also have the right to vote - they themselves can offer and choose the most convenient way of learning, lesson plan, etc. .d.

The seventh principle is to use all pedagogical tools

Each teacher should be able to operate the basic pedagogical tools. Among them are those related to the actions of the teacher, and those related to the interaction between the teacher and students. We are talking about the use by the teacher of diversity - as a way to constantly maintain attention and interest, clarity - as a way to competently present confusing and incomprehensible information, involvement - as a way to attract students to active activities, support - as a way to give students faith in their strengths and the ability to learn new things. , and respectful attitude - as a way to form in students.

Principle eight - use more visual material

It is known for certain that 80% of information enters the brain from visual objects, and the teacher must take this into account in his work. For this reason, it is necessary to use as much as possible of what students can see with their own eyes, and not only read. Posters, diagrams, maps, tables, photographs, videos can be sources of visual information. For the same reason, in all classes and audiences there are always boards for writing with chalk or a marker - even the simplest data is always recorded. And the most effective method of visual learning is experiments and practical laboratory work.

Principle nine - first convey the essence, and then the details

We have already mentioned this principle several times when we talked about the didactic work of Jan Comenius, but it will only be useful to mention it again. Learning is associated with the study of huge amounts of data, so you can’t convey everything to students at once. Large topics should be broken down into subtopics, and subtopics, if necessary, into smaller subtopics. First, you should explain the essence of any subject or problem, and only then move on to discussing the details and features. In addition, the human brain initially captures the meaning of what it perceives, and only then begins to distinguish details. The pedagogical process must correspond to this natural feature.

Tenth principle - do not overload with information and give time for rest

In part, this principle is related to the previous one, but to a greater extent it is based on the fact that the human body must always have time to “recharge”. Even the most hardworking people realize the value of rest and good sleep. Learning is a complex process, and is associated with high nervous and mental stress, increased attention and concentration, and maximum use of the potential of the brain. Overwork is unacceptable in training, otherwise the student may be overwhelmed by stress, he will become irritable, and his attention is distracted - there will be no sense in such apprenticeship. According to this principle, students should receive as much information as their age characteristics allow, and always have time for rest. As for sleep, it’s 8 hours a day, so it’s better not to allow night vigils for textbooks.

On this we will sum up the third lesson, and we will only say that students should learn to learn, and teachers should learn to teach, and understanding the psychological characteristics of the educational process can significantly increase the chances of success for both teachers themselves and their students.

Surely you want to quickly find out what educational methods exist, because there is already plenty of theory, and incomparably less practice. But do not despair, the next lesson is devoted to traditional teaching methods - exactly those practical methods that have already been tested by many educators and hardened over the years, those methods that you can put into practice.

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.

Title: Psychology and Pedagogy. Lecture course.

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the acquired knowledge, as well as focus on basic concepts, features, properties, phenomena.
The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

The course of lectures on the discipline "Psychology and Pedagogy" is intended for students studying in non-psychological and pedagogical specialties, such as, for example, "Finance and Credit", "Accounting, Analysis and Audit", "Taxes and Taxation", "Applied Informatics in Economics” on full-time, part-time and part-time forms of education. The academic discipline "Psychology and Pedagogy" is included in the federal component of the main educational program for the training of these specialists in the universities of the Russian Federation.
The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and questions for self-examination, which will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on the basic concepts, features, properties, phenomena.
The purpose of the course is to form students' holistic ideas about the conditions for the formation of a personality, about the goals, objectives, patterns of the pedagogical process, about people's communication, as well as introducing students to the elements of psychological and pedagogical culture as components of the general culture of a modern person and a future specialist.
The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activities, but also for organizing the training and education of subordinates, as well as their children.

Content
Introduction 3
Lecture 1. Psychology as a science and practice 8
1. Subject, object, tasks and methods of psychology 9
2. The place of psychology in the system of sciences 16
3. Main branches of psychology 19
4. The main stages in the development of psychological science 21
5. Main directions of psychology 26
Lecture 2. Psychology of personality 29
1. Theories of personality 29
2. Personality 31
Lecture 3. Mind 43
1. The evolution of the psyche 44
2. Psyche and structural features of the brain. The structure of the psyche 48
3. Mind, behavior, activity 50
Lecture 4. Consciousness 55
1. Consciousness and its properties. Types of consciousness 55
2. Self-awareness. The structure of consciousness. "I-concept" 57
3. Correlation between consciousness and the unconscious 58
Lecture 5. Mental phenomena 61
1. Cognitive mental processes 63
2. Emotions and feelings 79
Lecture 6
1. Communication 81
2. Perception 84
3. Attraction 85
4. Communication and speech 86
Lecture 7. Intergroup relations and interactions 89
1. Group and its characteristics. Small group 89
2. Collective 94
3. Interpersonal relations in groups and collectives 96
Lecture 8. Pedagogy as a science 98
1. Subject, object, tasks, methods, main categories of pedagogy 98
2. The place of pedagogy in the system of sciences 104
3. The system of pedagogical sciences 106
Lecture 9. Education as a universal value. Modern educational space 107
1. Education as a social phenomenon 107
2. Education as a sociocultural phenomenon 108
3. Education as a system 109
4. Modern world educational space 110
5. Properties of modern education 112
6. Educational system of Russia 115
Lecture 10. Pedagogical process 117
1. Essence, patterns and principles of the pedagogical process 117
2. The main systems of organization of the pedagogical process 121
3. Management cycle 124
Lecture 11. Education as an integral part of the pedagogical process. 127
1. Essence and structure of education 127
2. Educational, upbringing and developmental functions of learning 129
3. Teaching methods 130
4. Forms of education 133
Lecture 12
1. Forms of organization of educational activities at the university 136
2. Independent work of students 140
3. Pedagogical control in higher education 142
Lecture 13. Theoretical foundations of education 144
1. Essence, goals, content, organization, education 144
2. Patterns and principles of education 147
3. Methods of education 150
Lecture 14
1. Family as a small group 153
2. Family education 155
3. Style of relationships in the family. Relationships between parents and children 157
4. Problems of family education. Family conflicts 162
5. Psychological contact between parents and children 166
Self-test questions 168
Applications 171
1. Guidelines for writing abstracts 171
2. Dictionary of basic psychological terms 181
3. Dictionary of basic pedagogical terms 183
Literature 187

Free download e-book in a convenient format, watch and read:
Download the book Psychology and Pedagogy. Lecture course. Lukovtseva A.K. 2008 - fileskachat.com, fast and free download.

The course of lectures on the discipline "Psychology and Pedagogy" is intended for students studying in non-psychological and pedagogical specialties, such as, for example, "Finance and Credit", "Accounting, Analysis and Audit", "Taxes and Taxation", "Applied Informatics in Economics” on full-time, part-time and part-time forms of education. The academic discipline "Psychology and Pedagogy" is included in the federal component of the main educational program for training these specialists in the universities of the Russian Federation.

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and questions for self-examination, which will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on the basic concepts, features, properties, phenomena.

The aim of the course is the formation of students' holistic ideas about the conditions for the formation of a personality, about the goals, objectives, patterns of the pedagogical process, about the communication of people, as well as introducing students to the elements of psychological and pedagogical culture as components of the general culture of a modern person and a future specialist.

The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activities, but also for organizing the training and education of subordinates, as well as their children.

Course objectives:

– to form in students the conceptual apparatus of psychological and pedagogical science;

- to ensure that students master the methodology and methods of analyzing interpersonal relationships that arise in the process of communication and professional joint activities;

- to teach students to evaluate the influence of subjective and objective factors acting on a person's relationship with other people;

- to give the basics of psychological knowledge about the personality - its activities, basic properties and methods of education;

- to reveal the nature of the properties and phenomena of the human psyche, mechanisms and patterns of memory, thinking, features of human behavior;

- to teach students to manage their emotional states, as well as to develop their memory, attention, will;

– to satisfy students' interest in education, regularities and peculiarities of the pedagogical process.

One of the most important tasks of the discipline "Psychology and Pedagogy" is to develop students' ability to implement a scientific approach to determining the content, as well as the most appropriate techniques, forms, methods, means, psychological and pedagogical technologies of self-improvement and influence on potential subordinates in order to increase their own and their professional competence. At the same time, this course of lectures, no matter how deep and versatile its content, is not able to give comprehensive recommendations for each specific case that a graduate of a higher educational institution may encounter in his practical activities. In this regard, the main emphasis in the study of the discipline is on the formation of students' ability to methodically correctly build official and interpersonal relationships, correctly organize joint practical activities of team members, creatively apply the best practices in training, education, self-improvement, and the provision of psychological assistance.

As a result of studying this academic discipline, the student should be able to:

– apply theoretical knowledge in their professional practice;

- to select scientific and methodological literature on a specific topic;

– discuss topical issues of psychology and pedagogy;

- justify your point of view;

– to analyze the educational situation;

- set tasks to solve the problems of the educational process.

The goals facing Russian society require graduates of higher educational institutions to master constructive approaches and productive psychological and pedagogical technologies in the performance of practical tasks. The manager cannot solve multifaceted issues of professional activity without taking into account the individual characteristics of employees, the psychology of the team, the real system of socio-psychological characteristics of all aspects of professional activity. Not only success in solving practical problems, but also the authority of the leader largely depends on the level of mastery of the theoretical, methodological and applied components of psychology and pedagogy.

Modern leaders of all levels need to master the methods of team formation, be able to analyze interpersonal relationships that arise in the process of communication and joint activities, know the psychological characteristics of the staff, effectively influence the improvement of the employee as a person, and also understand the essence of the pedagogical process, use the most promising methods and learning technologies and upbringing.

The study of the discipline "Psychology and Pedagogy" is a necessary condition not only for the highly professional training of a specialist, but also for the harmonious development of the individual, the effective performance of its functions in society, a team, and a family.

Academic discipline occupies an important place in the overall system of student training. Education is based on a deep assimilation of various sciences that study a person, primarily social disciplines, which are taught in Russian universities in accordance with the State Educational Standards.

Psychology and pedagogy. Lecture course. Lukovtseva A.K.

M.: KDU, 2008. - 192 p.

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the acquired knowledge, as well as focus on basic concepts, features, properties, phenomena.

The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Format: doc+pdf / zip

The size: 3.7 MB

Download

Content
Introduction 3
Lecture 1. Psychology as a science and practice 8
1. Subject, object, tasks and methods of psychology 9
2. The place of psychology in the system of sciences 16
3. Main branches of psychology 19
4. The main stages in the development of psychological science 21
5. Main directions of psychology 26
Lecture 2. Psychology of personality 29
1. Theories of personality 29
2. Personality 31
Lecture 3. Mind 43
1. The evolution of the psyche 44
2. Psyche and structural features of the brain. The structure of the psyche 48
3. Mind, behavior, activity 50
Lecture 4. Consciousness 55
1. Consciousness and its properties. Types of consciousness 55
2. Self-awareness. The structure of consciousness. "I-concept" 57
3. Correlation between consciousness and the unconscious 58
Lecture 5. Mental phenomena 61
1. Cognitive mental processes 63
2. Emotions and feelings 79
Lecture 6
1. Communication 81
2. Perception 84
3. Attraction 85
4. Communication and speech 86
Lecture 7. Intergroup relations and interactions 89
1. Group and its characteristics. Small group 89
2. Collective 94
3. Interpersonal relations in groups and collectives 96
Lecture 8. Pedagogy as a science 98
1. Subject, object, tasks, methods, main categories of pedagogy 98
2. The place of pedagogy in the system of sciences 104
3. The system of pedagogical sciences 106
Lecture 9. Education as a universal value. Modern educational space 107
1. Education as a social phenomenon 107
2. Education as a sociocultural phenomenon 108
3. Education as a system 109
4. Modern world educational space 110
5. Properties of modern education 112
6. Educational system of Russia 115
Lecture 10. Pedagogical process 117
1. Essence, patterns and principles of the pedagogical process 117
2. The main systems of organization of the pedagogical process 121
3. Management cycle 124
Lecture 11. Education as an integral part of the pedagogical process. 127
1. Essence and structure of education 127
2. Educational, upbringing and developmental functions of learning 129
3. Teaching methods 130
4. Forms of education 133
Lecture 12
1. Forms of organization of educational activities at the university 136
2. Independent work of students 140
3. Pedagogical control in higher education 142
Lecture 13. Theoretical foundations of education 144
1. Essence, goals, content, organization, education 144
2. Patterns and principles of education 147
3. Methods of education 150
Lecture 14
1. Family as a small group 153
2. Family education 155
3. Style of relationships in the family. Relationships between parents and children 157
4. Problems of family education. Family conflicts 162
5. Psychological contact between parents and children 166
Self-test questions 168
Applications 171
1. Guidelines for writing abstracts 171
2. Dictionary of basic psychological terms 181
3. Dictionary of basic pedagogical terms 183
Literature 187

REFERENCES

Main literature

1.Asmolov A.G. Psychology of Personality. - M., 1990. - 367 p.

2. Bandurka A.M. Psychology of management / A.M. Bandurka, E.P. Bocharova, E.V. Zemlyanskaya. - Kharkov, 1988. - 464 p.

3. Bodalev A.A. Psychology of Personality. - M., 1988. - 267 p.

4. Bordovskaya N.V. Pedagogy / N.V. Bordovskaya, A.A. Rean . - St. Petersburg, 2001. - 304 p.

5.Bordovskaya N.V. Psychology and Pedagogy / N.V. Bordovskaya, A.A. Rean, S.N. Rosum. - St. Petersburg, 2000. - 432 p.

6. Bozhovich L.I. Personality and its formation. - M., 1988. - 250 p.

7. Druzhinin V.N. Psychology of general abilities. - St. Petersburg, 2000. - 367 p.

8. Ershov A.A. Personality and team. - L., 1986. - 127 p.

9. Ivannikov V.A. Psychological mechanisms of volitional regulation. - M., 1991. - 142 p.

10. Krylov A.A. Psychology. - M., 1998. - 584 p.

11. Mironenko V.V. Popular psychology. - M., 1990. - 280 p.

12. Nebylitsyn V.D. Selected psychological works. - M., 1990. - 405 p.

13. Nemov R.S. Psychology - M., 1995. - 3 vols.

14. Petrovsky A.V. Introduction to psychology. - M., 1996. - 496 p.

15. Pedagogy/ Ed. P.I. piddly. - M., 2001. - 640 p.

16. Sneaky I.P. Pedagogy. - M., 2001. - 365 p.

17. Rubinshtein S.L. Fundamentals of General Psychology. - M., 1998. - 712 p.

18. Sventsitsky A.L. Social psychology of management. - L., 1986. - 186 p.

19. Slastenin V.A. Pedagogy. - M., 1997. - 305 p.

20. Stolyarenko L.D. Fundamentals of psychology. - Rostov n / D, 1997. - 736 p.

21. Tikhomirov O.K. Psychology of thinking. - M., 1989. - 312 p.

22. Kharlamov N.F. Pedagogy. - M., 1997. - 408 p.

23. Shiptsnov V.G. Fundamentals of management activity / V.G. Shiptsnov, E.N. Kishkel - M., 2000. - 304 p.

24. Yakunin V.A. Pedagogical psychology. - St. Petersburg, 1998.

25. Slastenin V.A., Kashirin V.A. psychology and pedagogy. - M., 2001. - 408 p.

additional literature

1. Abulkhanova K.A. Psychology and pedagogy. - M., 1998. - 320 p.

2. Anokhin I.K. Selected works. - M., 1989. - 410 p.

3. Gippenreiter Yu.B. Introduction to general psychology. - M., 1996. - 320 p.

4. Zimnyaya I.A. Pedagogical psychology. - M., 2000. - 384 p.

5. Krysko V.G.. Psychology and Pedagogy in Diagrams and Tables. - MN.: Harvest, 1999. - 384 p.

6. Kulnevich S.V. Pedagogy of personality from concepts to technologies. - Rostov n / D: Teacher, 2001. - 560 p.

7. Leontiev A.N. Activity. Consciousness. Personality. - M., 1977. – 473 p.

8. Leontiev A.N. Problems of the development of the psyche. - M., 1981. - 584 p.

9. Mzgun V.S. Needs and psychology of social activity of the individual. - L., 1983. - 176 p.

10. Naenko N.I. Psychological tension. - M., 1986. - 212 p.

11. Litvintseva N.A. Psychological tests for business people. - M., 1996. - 317 p.

12. Psychological tests for men. - Kyiv, 1996. - 215 p.

13. Selivko G.K. Modern educational technologies. - N M .: People's education, 1998. - 255 p.

14. Serikov V.V. Education and personality. - M., 1999. - 272 p.

15. Strelya A. The role of temperament in mental development. - M., 1982. - 305 p.

16. Yakimanskaya I.S. Student-centered learning in modern school. - M., 1996. - 260 p.

annotation

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the acquired knowledge, as well as focus on basic concepts, features, properties, phenomena.

The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Introduction 3

Lecture 1. Psychology as a science and practice 8

1. Subject, object, tasks and methods of psychology 9

2. The place of psychology in the system of sciences 16

3. Main branches of psychology 19

4. The main stages in the development of psychological science 21

5. Main directions of psychology 26

Lecture 2. Psychology of personality 29

1. Theories of personality 29

2. Personality 31

Lecture 3. Mind 43

1. The evolution of the psyche 44

2. Psyche and structural features of the brain. The structure of the psyche 48

3. Mind, behavior, activity 50

Lecture 4. Consciousness 55

1. Consciousness and its properties. Types of consciousness 55

2. Self-awareness. The structure of consciousness. "I-concept" 57

3. Correlation between consciousness and the unconscious 58

Lecture 5. Mental phenomena 61

1. Cognitive mental processes 63

2. Emotions and feelings 79

Lecture 6

1. Communication 81

2. Perception 84

3. Attraction 85

4. Communication and speech 86

Lecture 7. Intergroup relations and interactions 89

1. Group and its characteristics. Small group 89

2. Collective 94

3. Interpersonal relations in groups and collectives 96

Lecture 8. Pedagogy as a science 98

1. Subject, object, tasks, methods, main categories of pedagogy 98

2. The place of pedagogy in the system of sciences 104

3. The system of pedagogical sciences 106

Lecture 9. Education as a universal value. Modern educational space 107

1. Education as a social phenomenon 107

2. Education as a sociocultural phenomenon 108

3. Education as a system 109

4. Modern world educational space 110

5. Properties of modern education 112

6. Educational system of Russia 115

Lecture 10. Pedagogical process 117

1. Essence, patterns and principles of the pedagogical process 117

2. The main systems of organization of the pedagogical process 121

3. Management cycle 124

Lecture 11. Education as an integral part of the pedagogical process. 127

1. Essence and structure of education 127

2. Educational, upbringing and developmental functions of learning 129

3. Teaching methods 130

4. Forms of education 133

Lecture 12

1. Forms of organization of educational activities at the university 136

2. Independent work of students 140

3. Pedagogical control in higher education 142

Lecture 13. Theoretical foundations of education 144

1. Essence, goals, content, organization, education 144

2. Patterns and principles of education 147

3. Methods of education 150

Lecture 14

1. Family as a small group 153

2. Family education 155

3. Style of relationships in the family. Relationships between parents and children 157

4. Problems of family education. Family conflicts 162

5. Psychological contact between parents and children 166

Self-test questions 168

2. Dictionary of basic psychological terms 181

3. Dictionary of basic pedagogical terms 183