Pupil as a subject of educational activity. Category of subjects, types of subjects. The process of becoming a student as a subject of educational activity: stages and pedagogical actions of a teacher A student as a subject of educational activity
The central figure, the system-forming beginning of the learning process is the teacher - the bearer of the content of education and upbringing, the organizer of all cognitive activity of children. His personality combines objective and subjective pedagogical values. In the learning process, the entire mood of the teacher's moral and aesthetic attitude to life plays a huge role. The teacher sets in motion all the internal and external mechanisms of the learning process: he transfers knowledge, organizes and stimulates the cognitive activity of children, arouses interest and forms their need for knowledge.
The main participant, the most active self-developing subject educational process is the child himself, the student. He is the very object and subject of pedagogical knowledge, for the sake of which the learning process is created. In the process of cognition, the most complex process of reflecting reality takes place in the mind of the child with the help of a variety of scientifically based teaching methods. Activities and communication act as mechanisms for mastering reality by children.
The process of learning, the development of a system of knowledge, skills and abilities by a child is divided into inextricably dialectically interconnected stages of cognition. The first stage is the stage of perception-assimilation. On the basis of perception, comprehension is carried out, which provides understanding and assimilation of the material. The second stage absorbs the results of the initial assimilation in a generalized form and creates the basis for deepening knowledge. It is characterized as assimilation-reproduction. Perception, assimilation and primary reproduction educational material create the possibility of implementing the third stage of cognition - the creative practical application of knowledge. The cognitive process achieves completeness and efficiency when it not only enriches children with knowledge, skills and abilities, but also ensures their development, social activity, real participation in social practice.
In the learning process, the child is not only an object of influence, but also a subject of knowledge. In cognitive activity, he is driven by a natural contradiction between his desire for active participation in life, for adulthood, and the lack of the necessary life experience, knowledge, skills, abilities. Stimuli for the cognitive activity of schoolchildren are associated primarily with the possibility of removing the contradiction. An important element of the educational process is the student team as an object of the teacher's teaching influence and the subject of cognition. Of particular pedagogical importance is collective mutual learning, during which the teaching and learning students deepen their knowledge. The teacher is inspired by the role of the leader, and the student strives to change the situation and gets satisfaction by asserting himself in the team.
The driving forces, incentives for collective cognition for children are the attractiveness of collective communication, learning interaction, and the increased emotionality of collective perception, and the contradictions and differences of opinion that arise in this process. The common educational goal encourages students to overcome all difficulties and inconsistencies, unites in the pursuit of a common positive result of the education received.
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1. The student as a subject learning activities
General characteristics of the subject category.
The category of the subject, as you know, is one of the central ones in philosophy, especially in ontology (Aristotle, Descartes, Kant, Hegel). It also attracts great attention in modern psychological science (S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, V.A. Lektorsky). As S.L. Rubinstein, "the main task of philosophy (ontology) ... the task of revealing the subjects of various forms, modes of existence, various forms of movement." This also includes the task of revealing, defining the subjects of activity as one of the main forms of movement. Subject Analysis educational activities, which includes its two interrelated forms - pedagogical and educational, lies in line with both general philosophical and specifically pedagogical tasks.
What are the characteristics of the subject from a general philosophical position? We present these characteristics, according to S.L. Rubinstein.
First, the category of the subject is always associated with the category of the object. Because of this, in the cognition of being, in the “opening of being to cognition”, in relation to this “knowable being” to the knowing person, S.L. Rubinshtein captures two interrelated aspects: “1) being as an objective reality, as an object of human awareness; 2) a person as a subject, as a cognizer, discovering being, realizing its self-consciousness.
Secondly, the cognizing subject, or "the subject of scientific knowledge is a social subject who is aware of the being cognized by him in socio-historically established forms." Here it is essential to emphasize the position of A.N. Leontiev that in general the opposition between the subjective and the objective is not absolute. "Their opposition is generated by development, and throughout its entire duration mutual transitions between them are preserved, destroying their "one-sidedness"."
Thirdly, a social subject can exist and be realized both in the activity and in the being of a particular individual.
Fourthly, considering the problem of the relationship between "I" and the other person, S.L. Rubinstein draws attention to the fact that "I" presupposes some activity and, conversely, "arbitrary, controlled, consciously regulated activity necessarily presupposes an actor, the subject of this activity - the "I" of a given individual." This provision acts as one of the main characteristics not only of the subject, but also of the activity itself.
Fifthly, the subject is a consciously acting person, whose self-consciousness is “the 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, the subject of the activity of awareness, including ". This definition is received in the theory of S.L. Rubinstein's form of the aphorism "Man as the subject of life".
Sixthly, each specific subject is determined through his attitude towards another (as was noted by A. Smith, K. Marx in the theory of the mirror, according to which the person Peter, looking at Paul as in a mirror and accepting his assessments, forms self-esteem).
Seventh, each "I", representing both the individual and the universal, is a collective subject. “Each “I”, since it is the universality of “I”, is a collective subject, a community of subjects, a “republic of subjects”, a community of individuals; this "I" is really "we".
The eighth characteristic of the subject is that the subject of activity itself is formed and created in this activity, the deobjectification of which can reveal and determine the subject himself. According to S.L. Rubinstein, the subject in his deeds, in the acts of his creative amateur activity, is not only revealed and manifested; it is created and determined in them. Therefore, by what he does, you can determine what he is; the direction of his activity can determine and shape him. This is the basis for the possibility of pedagogy, at least pedagogy in a grand style.
Let us note one more, ninth, characteristic of the subject, which follows from the epistemological and psychological analysis of the process of reflection, the category of the “subjective” image (according to A.N. Leontiev). According to A.N. Leontiev, in cognition, reflection of reality, there is always an active ("biased") subject, modeling the object and the connections in which it is located. Based on the general psychological thesis of the conditionality of activity by motives, emotions, attitudes of the subject, A.N. Leontiev introduces the concept of "partiality" of reflection as its belonging to the subject of activity.
It is important to note that, approaching the concept of the subject from other - operational - positions, J. Piaget also considered activity as one of its leading characteristics. “He rightly emphasizes that just as the object is not “given” to the subject in a finished form, but is recreated by the latter in the structure of knowledge, as if “built” by him for himself, so the subject is “not given” to himself with all his internal structures; organizing an object for itself, the subject also constructs its own operations, i.e. makes itself a reality for itself."
According to J. Piaget, the subject is in constant interaction with the environment; he is innately inherent in the functional activity of the device, through which he structures the environment affecting him. Activity is revealed in actions, among which various transformations, object transformations (moving, combining, deleting, etc.) and creating structures are leading. J. Piaget emphasizes the idea, important for educational psychology, that between the object and the subject there is always an interaction that takes place in the context of the previous interaction, the previous reaction of the subject. Analyzing this position of J. Piaget and the entire Geneva school, L.F. Obukhova notes that the formula "stimulus - reaction", according to J. Piaget, should look like "stimulus - organizing activity of the subject - reaction". In other words, the subject of action, activity and, in a broader sense, interaction, correlated with the object, is an active, recreating and transforming principle. It is always active.
1.2 Subject and personality
The problem of subjectness in recent decades has been an object of special study in personality psychology (K.A. Abulkhanova, A.V. Brushlinsky, V.I. Slobodchikov, V.A. Petrovsky). The idea of human subjectness, meaning "... the property of self-determination of his being in the world" (V.A. Petrovsky), is considered as a reference for this area of psychology. “To be a person ... means to be a subject of activity, communication, self-consciousness,” notes V.A. Petrovsky, considering through this category the internal connection between the personal and the subjective. We present the arguments of V.A. Petrovsky:
"Firstly, to be a person means to be the subject of one's own life, to build one's vital (in the broadest sense) contacts with the world." This includes the physical, psychophysical, psychological, social and other aspects of a person's relationship with his natural and social environment.
“Secondly, to be a person means to be a subject substantive activity”, in which a person acts as an agent.
“Third, to be a person is to be a subject of communication”, where, according to V.A. Petrovsky, something in common is formed that ensures the mutual representation of the interacting parties. V.A. Petrovsky emphasizes the idea, important for understanding the connection between these categories, that "... it is impossible to be a person as a subject of communication without one or another degree of ideal representation (reflection) of a person in the lives of other people."
Fourth, according to V.A. Petrovsky, to be a person means to be a subject of self-consciousness, which includes self-esteem, the discovery of one's own "I" and other self-personal constituents. Considering subjectness as a constitutive characteristic of personality, V.A. Petrovsky introduces important concepts for pedagogical psychology: the concept of “virtual subjectness” as the moment of formation, transition to this state, which correlates with the emergence of the personal in a person; the concept of "reflected subjectivity" - "a true subject cannot but be a subject for himself and at the same time the subject of his being for another."
age learning intelligence
1.3 Age characteristics of subjects of educational activity
The student as a representative of the age period.
A person who acquires knowledge in any educational system is a learner. This concept emphasizes the fact that he learns himself with the help of others (teacher, fellow students), being an active subject educational process and at the same time being characterized by all considered subjective qualities and features.
Each student has individual personal and activity characteristics, i.e. features of inclinations (individual-typological prerequisites), abilities, intellectual activity, cognitive style, level of claims, self-esteem, performance; features of the performance of activities (planning, organization, accuracy, etc.). Each student is characterized by his own style of activity, in particular educational, attitude towards it, learning ability.
At the same time, all students at a certain stage of the educational system are characterized by initial common and typical features and traits for them. This is explained by the fact that each educational level is correlated, as a rule, with a certain period in a person's life. Thus, all over the world, children no older than 10 years old study in primary school (although in extreme social situations, such as the eradication of illiteracy, adults are included in this stage of education). In addition, one should take into account the specifics (content, form) of the levels of education themselves, which are correlated not only with age characteristics, but also with the law of cumulativeness, building up, and increasing knowledge; structuring individual experience; building an individual thesaurus as an ordered structure verbal intelligence. Because of this, the abstract-typical subjects "schoolchild", "student" are distinguished by public consciousness as certain generalizations based on these two (age and socio-cultural) grounds.
Age periodization as a basis for differentiation of subjects of educational activity.
Age periodization is one of the complex and controversial problems of psychology (A. Vallon, J. Piaget, V. Stern, P.P. Blonsky, L.S. Vygotsky, etc.). Let us consider the main approaches to age periodization, which is the starting point for determining a typical subject of various levels of the educational and, above all, the school system.
L.S. Vygotsky identified three groups of approaches, or schemes for solving this problem. Within the framework of the first group, taking into account the biogenetic approach, the periodization of childhood is based on the stages of phylogenetic development. To this group L.S. Vygotsky also refers to periodization based on the stages of upbringing and education. Speaking about the fallacy of such a scheme, L.S. Vygotsky admits that “the dismemberment of childhood according to pedagogical principle brings us extremely close to the true division of childhood into separate periods” due to the vast practical experience of education, correlating these stages with age-related changes. The second group of approaches (very numerous) takes as the basis for periodization a change in any one (often external) sign, for example, the appearance and change of teeth (dentition), sexual maturation, etc. The third group of approaches is aimed at identifying basal, significant in development, for example, changes internal pace and rhythm of development.
In line with the understanding of mental development by domestic psychology as an internally contradictory process associated with the emergence of mental and personal neoplasms, L.S. Vygotsky, following P.P. Blonsky, considers certain epochs, stages, phases in the general scheme of turning points, or developmental crises. At the same time, the criteria for their differentiation are, firstly, neoplasms that characterize the essence of each age. “Age-related neoplasms should be understood as that new type of personality structure and activity, those mental and social changes that first occur at a given age stage and which in the most important and fundamental way determine the child’s consciousness, his attitude to the environment, his inner and outer life, the whole course of its development in a given period. The second criterion L.S. Vygotsky considers the dynamics of the transition from one period to another, which can be sharp, critical and slow, gradual, lytic. Accordingly, L.S. Vygotsky distinguishes the following stable and critical periods of age development: neonatal crisis, infancy (2 months - 1 year), crisis of 1 year, early childhood (1 year - 3 years), crisis of 3 years, preschool age (3 years - 7 years old), crisis 7 years old, school age (8-12 years old), crisis 13 years old, pubertal age (14-18 years old), crisis 17 years old. In this scheme, attention is drawn to the different grounds for distinguishing the periods of preschool and school age (according to the pedagogical scheme) and puberty (according to the scheme of one sign). However, the very approach of combining the two criteria makes this periodization (as polysymptomatic, according to D.B. Elkonin) one of the most common and productive. So, D.B. Elkonin, accepting the scheme of L.S. Vygotsky for the initial one, defines the periods after the crisis of 7 years as follows: the crisis of 7 years, primary school age, the crisis of 11-12 years, adolescence (noting that the period of early adolescence also stands out). This scheme is built almost entirely on a pedagogical basis.
D.B. Elkonin: “what causes the appearance of a corresponding neoplasm in a critical period is the general line of subsequent development in a stable period”. The pedagogical system may “not keep up” with changes in the child’s development (L.S. Vygotsky), as a result of which there is an effect of difficult education, poor progress, one of the reasons for which lies in the very dynamics of the child’s age formation.
J. Piaget approached the definition of the typical features of the subject different ages from the point of view of the development of his intellect. He was based on the starting points of his theory: a) the principle of equilibrium as a stable relationship of parts and the whole, to which intellectual development, provided by the relationship between functions (adaptation, assimilation, accommodation), and b) structurality, where the structure is "a mental system or integrity, the principles whose activities are different from the principles of activity of the parts that make up this structure." J. Piaget identified four main periods in the development of intelligence following the formation of sensorimotor intelligence and the emergence of language, or the “symbolic function” that makes it possible to assimilate it, which, in his opinion, takes from 1.5 to 2 years. Respectively
From 1.5 to 2 years “begins a period that lasts up to 4 years and is characterized by the development of symbolic and pre-conceptual thinking;
In the period from 4 to 7-8 years, intuitive (visual) thinking is formed, based on the previous one, the progressive articulations of which lead close to operations;
From 7-8 to 11-12 years of age, concrete operations are formed, i.e., operational groupings of thinking related to objects that can be manipulated or grasped in intuition;
From 11-12 years old and throughout the entire youthful period, formal thinking is developed, the groupings of which characterize a mature reflective intellect.
If we compare those given for different reasons in the schemes of J. Piaget and L.S. Vygotsky age limits of periods, for example, preschool and primary school age, it is obvious that they generally coincide.
We see that these boundaries are determined, first of all, by the socio-cultural experience, historically established in the genetic memory of civilization, of correlating the education of children and their internal psychological readiness for each of its stages. As rightly noted by L.S. Vygotsky, the pedagogical scheme or, in other words, the socio-cultural and historical basis of the periodization of age development remains one of the main ones, formally shared by almost all researchers, especially those who stand on the polysymptomatic basis of periodization.
All over the world, students are named according to the nature of the educational system in which they study (schoolchildren, high school students, realists, students). Within these names, in accordance with the age and level of education, more fractional designations are distinguished. This is the so-called cultural-historical differentiation that underlies the socio-cultural age periodization of the student's subjective existence. It is connected with the nature of the child's activities in public institutions (institutions) of the state. Hence the names of the periods according to the levels of education - preschool, school (junior, middle, senior), student. This testifies to the actual pedagogical criteria for the periodization of subjective existence at the age stage from 6 to 22-23 years.
The following periodization is generally accepted: pre-preschool (3-5 years), preschool (5-7 years), junior school (7-11 years), adolescence (middle school) age (11-15 years), early adolescence, or senior school age (15-18 years) and student age (late youth, early maturity) -17-18 years - 22-23 years (according to B.G. Ananiev).
Accordingly, the typical subjects of each of these educational periods are preschoolers, junior schoolchildren, teenagers, senior schoolchildren, and students. At the same time, it is noted that each age period in a person's life is determined by a combination of many factors that also act as its indicators.
D.B. Elkonin names three main indicators, factors that determine both the development itself and its periods. “A certain age in the life of a child, or the corresponding period of his development, is a relatively closed period, the significance of which is determined primarily by its place and functional significance on the general curve of child development. Each age, or period, is characterized by the following indicators:
1) a certain social situation of development or that specific form of relationship that the child enters into with adults in a given period;
2) the main or leading type of activity (there are several different types of activity that characterize certain periods of child development);
3) basic mental neoplasms (in each period they exist from individual mental processes to personality traits).
All these indicators, according to D.B. Elkonin, are in a complex relationship of interaction and mutual influence. However, if for L.S. Vygotsky, the main criterion for development was neoplasms, for D.B. Elkonina, V.V. Davydov, who developed the activity concept, the main one was the type of leading activity. A.V. Petrovsky considers the social situation of development, more precisely, the conscious environment, the community, to be the determining criterion. Significant for educational psychology in this approach A.V. Petrovsky is the socio-psychological aspect of age periodization, which implies the concepts of a stable and changing environment, the relationship of personality development and environmental characteristics, the change and continuity of adaptation processes to a group, environment, individualization in it and further integration.
“Personal transitions to new stages of development under these conditions are not determined by those psychological patterns that would express the moments of self-movement of a developing personality,” emphasizes A.V. Petrovsky, on the contrary, they are determined from the outside by the inclusion of an individual in one or another institution of socialization, or they are due to objective changes within this institution, on which the personality turns out to be dependent in its formation. It is only because society creates schools that the school age arises as a stage in the development of the individual.
By the nature of the change in the leading types of the child's activity in different social situations of his development, i.e. on an activity basis, D.B. Elkonin also identified the age periods of mental development and six leading types (types) of activity: 1) direct emotional communication with adults, 2) subject-manipulative activity, 3) role-playing game, 4) educational activity, 5) intimate-personal communication and 6 ) educational and professional activities. At the same time, as D.I. Feldstein rightly notes, according to D.B. Elkonin, intimate-personal communication, which is the leading activity of adolescence, should itself be included in a socially significant, socially approved, pro-social activity. It is she who should be regarded as truly leading at this age.
The listed types of activities are either included in the group of activities within which the assimilation of socially | developed methods of action takes place, i.e., activities in the system [of relations "the child is a social object", or in the group [of activities within which there is an intensive orientation in the basic sense human activity and the development of tasks, motives and norms of relations between people, i.e. activities in the system of relations "child - social adult". The first group "man - object" includes the second, fourth and sixth types of activity, the second group "man - man" - the first, third, fifth. A contradiction, a discrepancy between what is assimilated in different systems of relations, is called a crisis. This general law of alternation of systems of relations and types of activities was named by D.B. Elkonin's law of periodicity.
The consideration of a schoolchild and a student as subjects of educational activity is based on the theses of D.B. Elkonin: the leading activity of the child (play, learning activities, personal communication, etc.) takes place in a certain social environment, developmental situations, which together form mental and personal neoplasms. It should also be taken into account that "in the process historical development the general social conditions in which the child develops change, the content and methods of teaching change, and all this cannot but affect the change in the age stages of development. Each age is a qualitatively special stage of mental development and is characterized by many changes that together make up the originality of the structure of the child's personality at a given stage of his development.
The significance of each age period is determined by its place in the overall cycle of the child's development. A.N. Leontiev, noting the specifics of intra- and inter-stage development, emphasizes that two leading directions are realized within the stage: from a change in the circle of life relations to the development of actions, operations and vice versa - from the restructuring of these functions and operations to new activities. Between the stages there is an entry of objective activity into a new circle of social relations. This is the origin of the tendency of genetic consideration of each age as a stage in the integral development of the individual as a subject of knowledge, communication, and labor. However, according to research results psychological school B.G. Ananiev, the development itself has an involutionary-evolutionary character. As already noted, it is carried out along the main lines of the intellectual, personal and activity development of the child. These lines are inseparable from each other, which conditions and determines the development of a person as a whole as a person, as a subject of activity.
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MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA
federal state budgetary educational institution
Supreme vocational education
"Volgograd state social - Pedagogical University»
(FGBOU VPO "VGSPU")
Department of Pedagogy
Abstract on the topic:
STUDENT AS AN OBJECT AND SUBJECT OF THE EDUCATIONAL PROCESS
Performed:
Sokolova
Lyubov Mikhailovna
Gr. KP - VM-11
Volgograd
I. Theoretical part…………………………………………………3-6
II. List of used literature………………………………...7
III. Practical part………………………………………………….8-13
I. Theoretical part.
Successful self-realization of an individual at the current pace of economic development is increasingly dependent on purely "human" qualities: communication, creativity, learning ability... qualities. A distinctive feature of such technologies is their psychologization, that is, such a construction of the educational process, in which the assimilation of a certain amount of knowledge is the material for maximizing the personal, intellectual and creative potential of the child.
Working with a teacher focuses him on identifying his strong professional and personal qualities, on reflection and harmonization of his internal state, on fruitful relationships with students and parents.
Working with parents is a prerequisite for enrolling a child in school! - contributes to their understanding of the principles of development and education at the School, the content of the author's programs and awareness individual characteristics child. As a result, the unity of actions of the school and the family in the development of the child and his socialization is ensured.
All psychologists agree that it is precisely the preschool link and Primary School further determine the ability of a person to receive education. Adaptation to a new way of life, in which learning becomes the leading activity for the child, and the formation of his primary school skills is carried out with us for preschoolers and younger schoolchildren under a special program "Psychological readiness to master educational activities." Its basis is a system of learning and playing situations, which ensure the gradual inclusion of the components of learning activity in the game with their subsequent replacement. The use of the game as a leading activity at this age made it possible to preserve its intrinsic value and ensured the child's readiness to interact with the outside world, his cognitive and personal development.
In order to ensure maximum development for each child, taking into account his characteristics, interests and inclinations, education is differentiated. At the same time, the student is the "subject" of learning, that is, its equal participant, and the assimilation of subject knowledge-skills is considered not as the main goal of learning, but only as a means. Thus, in our opinion, the principle of humanization of education is realized.
As a practical result, reflection is important for us as awareness of oneself and one's activity, creative imagination, cognitive and creative activity, operating sign-symbolic systems, various forms of thinking and memory, a certain level of general awareness, the formation of adequate self-esteem and other psychological and intellectual skills. The ultimate goal is the ability to learn, which means to teach yourself, that is, to be aware of personal responsibility for learning outcomes and to possess the skills of self-learning and self-development.
And if the child demonstrates goal-setting, generalized ways of acting, creative activity and control actions, then we believe that he has formed a psychological readiness to master learning activities.
To introduce students to the system of sciences, to acquaint them with the basics of scientific knowledge is the main task high school. High school- the last stage of obtaining a complete general secondary education - functions as a profile: the basic standard is supplemented by special courses that each student chooses for himself. As part of the humanitarian profile, you can, for example, choose an additional foreign language(one or two), history, law, literature. As part of the natural sciences - special courses in biology, ecology, geography, chemistry. In technical and economic classes - mathematics, computer science, economics, physics. Children with musical abilities have the opportunity to simultaneously receive a musical education.
Pedagogical interaction is a universal characteristic of the pedagogical process. It is much broader than the category of "pedagogical influence", which reduces pedagogical process to the subject-object relationship.
Even a superficial analysis of real pedagogical practice draws attention to a wide range of interactions: "student - student", "student - team", "student - teacher", "students are the object of assimilation", etc. The main relation of the pedagogical process is the relationship " pedagogical activity- the activity of the pupil". However, the initial, ultimately determining its results, is the relationship "pupil - the object of assimilation."
This is the very specificity of pedagogical tasks.
They can be solved and are solved only through the activity of students led by the teacher, their activity. D. B. Elkonin noted that the main difference between the educational task and any others is that its goal and result is to change the acting subject itself, which consists in mastering certain methods of action. Thus, the pedagogical process, as a special case of a social relationship, expresses the interaction of two subjects, mediated by the object of assimilation, i.e. content of education.
It is customary to distinguish between different types of pedagogical interactions, and, consequently, relationships: pedagogical (relations between educators and pupils); mutual (relationships with adults, peers, juniors); subject (relations of pupils with objects of material culture); relationship with oneself. It is important to emphasize that educational interactions also arise when pupils and without the participation of educators in Everyday life come into contact with surrounding people and objects.
Pedagogical interaction always has two sides, two interdependent components: pedagogical influence and pupil's response. Influences can be direct and indirect, differ in direction, content and forms of presentation, in the presence or absence of a goal, the nature of feedback (managed, unmanaged), etc. The pupils' responses are just as diverse: active perception, information processing, ignoring or opposition, emotional experience or indifference, actions, deeds, activities, etc.
List of used literature:
1. Vygotsky L.S. Collected works in 6 volumes / Child psychology. T.4. - M.: Pedagogy, 1984. - S.243-386.
2. Vygotsky L.S. Collected Works: In 6 volumes // Sign operations and organization of psychological processes. T.6. - M.: Pedagogy, 1984. - S.54-75.
3. Gredinarova E.M. Psychological conditions for older preschoolers to master the initial forms of educational activity//Avtoref. diss. …cand. psychol. Sciences, Kyiv, 2000.
4. Davydov V.V. Problems of developing education: The experience of theoretical and experimental psychological research. - M.: Pedagogy, 1986. - 240 p.
5. Davydov V.V., Kudryavtsev V.T. Developing Education: Theoretical Foundations of Preschool and Primary School Continuity // Questions of Psychology. - 1997. - No. 1. - S.3-18.
6. Maksimenko S.D. General psychology. - K.: Vakler, 1999. - 523 p.
7. Meerovich M.I. The structure of the course of integrated training based on TRIZ // Scientific and practical conference on TRIZ. Petrozavodsk. 1999. P.65-66.
8. Meerovich M., Shragina L. Fundamentals of the culture of thinking // School technologies. - 1997. - No. 5. - 199 p.
9. Elkonin D.B. Selected psychological works // Some results of the study of the mental development of preschool children. - M.: Pedagogy, 1989. - S. 228-276.
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II. Practical part
The topic of my research: "Preparing students of pedagogical universities for the formation of a gender culture among high school students"
| Items from the article | Correlation with the problem under study |
| Analysis of the main works on the profile of the problem under study. | A great contribution to the development of the problem of educating gender culture was made by such scientists as: A.S. Belkin, G.S. Vasilchenko, L.S. Vygotsky, V.E. Kagan, L. Kolberg, I.S. Kon, Kuznetsov T.S., V.A. Losenkov, J. Money, A.V. Mudrik, I.V. Romanov, S.L. Rubinstein, L.I. Stolyarchuk, Z. Freud, E. Erikson. |
| The essence of the investigated quality | The essence of gender education is the maximum self-realization of the individual, female / male individuality, capable of creating harmonious relationships between the sexes. It is necessary to proceed from the provisions on a holistic understanding of a person as a bodily and spiritual being, on congenital and acquired manifestations of male and female behavior, on female / male individuality as a self-developing system capable of gender self-knowledge, self-construction, self-improvement of its unique gender identity. |
| Development of scientific ideas about the essence, functions, composition and structure, levels of development of quality as a holistic phenomenon in the structure of the integrity of a higher order - the personality as a whole. | main functions of gender education: A role-playing function that promotes the development of gender roles, the formation of a culture of gender relations in the course of gender socialization in the context of real life. The function of individualization and identification: gender education of high school students includes the development of a healthy and holistic gender identity, the formation in boys, girls, boys and girls of the ability to adequately recognize and experience their gender characteristics; skills of gender behavior corresponding to the culture of gender relations, focused on self-improvement of female or male individuality; the ability to establish optimal relationships with people of the same and the opposite sex in various areas of life. The function of self-development: gender education of high school students aims them at self-development of the intellectual, emotional, motivational, activity and regulatory spheres, promotes their self-realization, which does not violate their natural formation, taking into account the patterns of development of different age periods, contributing to the formation of a culture of their relationship. educational function : gender education of high school students can be carried out in the form of an algorithm that includes the following pedagogical actions: nomination, initiation, self-development. The function of forming a positive experience of gender behavior involves providing high school students with assistance in gaining experience in gender behavior. The organization of gender behavior can be carried out with the help of gender approach methods: dialogue, games, methods of pedagogical support, creating situations of choice. With the help of organizing pedagogical situations of gender behavior, it is important to form ideas about models of gender behavior, self-realization of personal potential, develop the ability to self-regulate gender behavior, stimulate self-improvement of female and male individuality, which has external and internal virtues, originality, originality, forming complementarity, integrity, harmony in gender relationships. Allocate components of gender culture: The intellectual component of gender culture involves awareness of the result of mastering knowledge about culture, relationships. The intellectual component includes the processes of perception, attention, thinking, and memory. This component performs an informative function aimed at acquiring and enriching information about the culture of behavior. On the basis of knowledge, students develop their own attitude to the norms of behavior. The semantic component of gender culture includes a specific system of value orientations regarding certain norms of behavior. Gender culture is revealed through norms and evaluation criteria. The semantic component performs an evaluative function, determines the readiness of the individual through reflection, evaluation and self-esteem, the ability to show a personal attitude to the norms of behavior, to oneself. It helps to respond adequately to the current situation, to compare the external signs of the situation with their own ideas about it and the possibility of resolving it. The regulatory component of gender culture determines the degree of formation of the ability to measure one's own activity and the activity of others with the current norms of behavior in society. This component determines how much the student compares his mental and practical activity with the norms of behavior that are in force in society and perceived by him, the criteria for his assessment, how fully the system of norms and assessments regulates his activities and behavior. |
| Development of a diagnostic system | There are many different forms of education of gender culture, in our opinion, the most effective forms of activities for the education of gender culture are: discussion, problem situation, questioning, conversation, role-playing game, competition and round table. |
| Scientific Literature Analysis | Despite a significant number of works that reveal the issues of the formation of gender culture, there are disagreements in defining the essence of gender culture. We take as a basis the definition of Stolyarchuk L.I., who defines the culture of gender relationships as a system of interaction between individual subjects (boys and girls, young boys and girls), including the process of humane relationships (with adults: teachers, parents, etc.), with peers of the same sex, with peers of the other sex and with oneself (the image of "I"), based on mutual respect, recognition of dignity, equivalence of both sexes. |
| Substantiation and implementation of the model of a holistic process of formation of the studied quality | Purpose: Theoretical substantiation of this topic of the dissertation Objectives: 1. To identify the essential characteristics of the gender culture of high school students 2. To determine the structure of the readiness of the future teacher to form a gender culture among high school students 3. To substantiate the methods and techniques of preparing students for the formation of a gender culture among high school students 4. To substantiate the means of forming a gender high school culture |
Mental development of the child and the leading types of activities.
Each age period in a person's life is determined by a combination of many factors that also act as its indicators. D.B. Elkonin names 3 main indicators, factors that determine both the development itself and its periods.
A certain age in a child's life, or the corresponding period of his development, is a relatively closed period, the significance of which is determined primarily by its place and functional significance on the general curve of child development. Each age, or period, is characterized by the following indicators:
1. a certain social situation of development or that particular form of relationship that a child enters into with an adult in a given period;
2. the main or leading type of activity (there are several different types of activity that characterize certain periods of child development);
3. basic mental neoplasms (in each period they exist from individual mental processes to personality traits).
All these indicators, according to Elkonin, are in a complex relationship of interaction and mutual influence. However, if for L.S. Vygotsky, the main criterion for development was neoplasms, for D.B. Elkonin was the main type of leading activity.
By the nature of the change in the leading types of the child's activity in different social situations of his development, Elkonin also determined the age periods of mental development. 6 leading types of activity:
1. direct-emotional communication; 2. object-manipulative activity; 3. role play; 4. educational activities; 5. intimate-personal communication; 6. educational and professional activities.
Educational activity. Pupil as a subject of educational activity.
Learning activity is an activity that has as its content the mastery of generalized methods of action in the field of scientific concepts. Such activity should be prompted by adequate motives. They can only be motives directly related to its content, that is, motives for acquiring generalized methods of action, or motives for one's own growth, one's own improvement. If it is possible to form such motives among students, then this will support, filling with new content, those general motives of activity that are associated with the position of the student, with the implementation of socially significant and socially valued activities. Such is the activity of acquiring new abilities. Personal success, personal improvement acquire a deep social meaning, so the process of forming educational activities is of great educational importance.
The described motives of activity are called educational-cognitive. Their difference from broad cognitive motives lies in the fact that they are aimed not just at acquiring information about a wide range of phenomena about the surrounding reality, but at mastering generalized methods of action in a particular area of the subject being studied.
The consideration of a student as a subject of educational activity is based on the thesis of D.B. Elkonin that the leading activity of the child (play, learning activities, personal communication, etc.) takes place in a certain social sphere, situations of development, which together form mental and personal neoplasms. It should also be taken into account that “... in the process of historical development, the general social conditions in which the child develops change, the content and methods of teaching change, and all this cannot but affect the change in the age stages of development. Each age is a qualitatively special stage of mental development and is characterized by many changes that together make up the originality of the structure of the child's personality at a given stage of his development.
A person who acquires knowledge in any educational system is a learner. The modern concept of “learner” is so named because the individual learns himself with the help of others (teacher, fellow students), while the student is defined as the subject of the educational process, as a result of which he is characterized by individual personality and activity characteristics. In psychology, these characteristics include: individuality - typological prerequisites (inclinations), abilities, features of intellectual activity, cognitive style, level of claims and self-esteem, features of the style of performing activities (planning, organization, accuracy, accuracy, etc.), in this case, educational , and attitude towards it, i.e. learnability.
Developmental psychology determines the features characteristic of all schoolchildren united in one age group. This is explained by the fact that in each age period of human development there are their own patterns and mental neoplasms, using which, you can build the learning process in accordance with the development process.
Developing education, in turn, contributes to the rationalization of the education system and increases the efficiency pedagogical influences. Taking into account the typological characteristics of schoolchildren, they are divided into junior schoolchildren, adolescents (middle school age) and high school students.
Junior school age (from 7 to 11 years old) is the beginning of a person's social life (FOOTNOTE: See: Zimnyaya I.A. Pedagogical psychology: Proc. allowance. - Rostov n / D .. 1997.). This is a subject that enters into educational activity. In this capacity, he is mainly distinguished by his readiness for it and his involvement in it. Readiness is determined by the level of anatomical, morphological and mental development of the child, the formation of attitudes towards school, learning, entry into the world of new relationships with surrounding people and things. In working with younger students, it is especially important for the teacher to take into account the basic mental neoplasms characteristic of this age: theoretical reflective thinking, a sense of competence. It is also significant that in connection with the change in the living conditions of the younger schoolchild, the dominant authorities change somewhat. Next to the opinions and assessments that the parents expressed to the children, a new authority appears - the teacher.
In the middle school age (from 10-11 to 14-15 years old), the leading role is played by communication with peers in the context of their own activities.
This is the most difficult transitional age from childhood to adulthood.
A schoolchild has a “sense of adulthood” as a mental neoplasm. The specific social activity inherent in a teenager gives rise to an increased susceptibility to learning the norms, values and behaviors that exist in the adult world.
At this age, the main value is the system of relationships with peers, adults, imitation of a conscious or unconsciously followed "ideal", aspiration for the future (rather, underestimation of the present).
A teenager is distinguished by an active process of individualization. If for a younger student the leading activity is learning, then for a student of middle school age it becomes carried out only simultaneously with social activity, in line with which the processes of adaptation, individualization and integration of his personality take place. As a subject of educational activity, a teenager is determined by the tendency to assert the position of his own subjective exclusivity, the desire to stand out in some way.
A high school student (from 14-15 to 17 years old), entering a new social development situation, is mainly focused on the future by choosing a lifestyle, profession, reference groups of people. For a high school student special meaning has a value-oriented activity, a desire for autonomy, the right to be oneself. Autonomy correlates with the following concepts: behavioral autonomy (need and right to independently resolve personal issues), emotional autonomy (need and right to have one's own attachments), moral and value autonomy (need and right to one's own views). At this age, friendship and trusting relationships are of great importance.
A high school student develops a special form of learning activity: it includes elements of analysis, research, while learning is recognized as a necessary stage of personal self-determination, professional orientation. The most important mental neoplasm is personal and professional self-determination Therefore, educational activity for a student of this age is a means of realizing their life plans. An older student is included in a new type of leading activity - educational and professional, the correct organization of which largely determines his formation as a subject of subsequent labor activity.
