Subject, tasks and sections of educational psychology

Pedagogical psychology is an interdisciplinary and typically applied section of psychological science that arose in connection with real needs pedagogical theory and expanding educational practice. The presence of systematic and mass education is one of the significant achievements of civilization and at the same time a condition for the very existence and development of mankind.

In the pedagogical, educational process, there is no special, allotted, special psyche, different from that described in the previous chapters of the textbook. It's just that in the psyche and personality only some of its aspects stand out in relief, the accents of functioning and development, due to the specifics of the educational process... But since this process occupies one of the leading, decisive places in the life of a modern person, the need for the presence and practical application of educational psychology does not require special argumentation. Education needs separate and systematic psychological support.

Educational psychology studies the human psyche as a subjective reflection of objective reality, carried out in a special educational activity in order to implement other activities, for the whole life of a person.

The subject of educational psychology phenomena, patterns and mechanisms of the psyche appear subjects educational process: student(pupil, student) and teachers(teacher, teacher). This presupposes a purposeful study of the structure and dynamics, formation, functioning of a mental image in the course and as a result of processes learning and education.

Since the specifics of the content and the numerous tasks facing educational psychology are objectively determined by the characteristics of the educational, or pedagogical, process, let us first consider the initial concept education as a process and a result.

Education in the narrow sense of the word - this is the assimilation of knowledge, skills and abilities by a person, carried out in the learning process, therefore, an educated person in everyday life is called a literate, knowledgeable, well-read person.

In a broader and proper psychological interpretation process and result of education take on special meaning creation man, his "education"as a whole as a person, and not just an increment, an arithmetic increase in knowledge and skills.

This is a fundamental, qualitative change, basic redesign, rearmament of the psyche and personality. Education is socially organized assistance the current and subsequent development of the personality, its self-realization and self-change, the whole being of a person. That is why the level of education of a person is not limited to the sum of the years allotted for her education. Legalized questionnaire gradations of education: primary, secondary, specialized secondary, higher - are very conditional, changeable, and relative. Education as a holistic result, it presupposes something different and much more than graduation certificates, certificates and diplomas, than a listing of compulsory disciplines listened to by a person and passed during the period of study.

The amount of knowledge in itself does not change a person's consciousness, his attitude to the world in which he exists. Real, truly human education is inseparable from the upbringing process. Form a person - this means not only teaching him, but also helping to build image self, samples and models of social and professional behavior, life in general. Therefore, a competently, humanely organized educational process is by all means educational, those. complex in essence, inseparable into separate and seemingly alternating components.

Despite the seeming obviousness of this provision, even in the modern history of Russian education, for example, new ideological slogans and direct orders to remove the process of education from school and university practice have been proclaimed quite recently. Fortunately, it is almost impossible to implement even the most orderly official from the education system. Thinking and consciousness are inseparable, like psyche and personality. In a particular person, training and upbringing are impossible one without the other, although they are implemented by different psychological mechanisms. To ensure the effectiveness of each of these processes, special conditions are required, targeted social and pedagogical efforts, a state educational system and special professional training and skill of teachers are required.

Diverse and numerous tasks of educational psychology, can be reduced to five main ones, which in reality are interdependent, intersecting, intersubject, i.e. not only psychological.

The first task is a comprehensive study of the psyche of a student(educated) involved in a single educational process. Such an organized, purposeful research is necessary to optimize and individualize education, to promote the formation of the necessary psychological and personal characteristics, to provide competent systematic psychological support and support for the learning and upbringing processes. There are many particular and general psychological and socio-psychological problems, the solution of which gives an answer to the interdisciplinary and practical important question about the main subject of the process: "who is studying(educated, brought up)? ".

People are not the same from birth, with the possible exception of monozygotic twins. But the number and scope of individual differences (behavioral and psychological) increases with age. The younger the child's age, the more he is similar to his peers, although from the psychological point of view, there are not even two identical personalities on the planet.

To identify and take into account the psychological characteristics of the personality of each student, it may be useful to use all seven parameters highlighted in the psychological structure of the personality: needs, self-awareness, abilities, temperament, character, features of mental processes and states, mental experience of the individual (see Ch. 4), each of which can be decisive in the educational process.

The second task is psychological justification and selection teaching material to be learned. The problems solved here are intended to provide an answer to an endless and always controversial question: "what exactly what should be taught (educated, educated)? "These are complex issues of selecting the content and volume of educational material, the choice of compulsory (and elective, selective) academic disciplines.

Suppose, is it necessary to study logic and Latin in a modern school (as earlier in gymnasiums)? How much study time should be devoted to geography and what sections of it should be taught? How to conceptually and logically build the course of the Russian (or other) language from the first to the 11th grade? There are no unambiguous, universal and convincing answers to such questions. It all depends on the level of civilization, cultural traditions, from state educational ideology and politics. A professional chauffeur, for example, pragmatically does not need knowledge about the device nervous systems s lancelet. But why does someone "above" have the right to decide what is needed and what does not need to be known to the same driver as a person, person, citizen?

The school is designed to prepare people not only for work, but for all life. In addition, each person has the right not only to choose, but also to a conscious, sometimes necessary change of profession. To do this, he must be sufficiently broad and comprehensively educated. Otherwise, mass education can become socially unjust, veiled caste, and therefore inhuman. It is impossible (and not necessary) to "teach everyone and everything," but it is absolutely necessary to maximally assist in teaching the process of personality development.

• The third psychological and pedagogical task is to answer the most popular question: "how to teach and educate?" in the development and psychological testing, verification of pedagogical methods, methods and holistic technologies of teaching and upbringing. We can say that the majority of pedagogical and psychological-pedagogical research is directed precisely at such methodological problems and issues of the processes of education, training and upbringing. Subsequent chapters of the textbook are devoted to their consideration (see Chapters 39–41).
• The fourth task of educational psychology is study of the psyche, professional activity and personality of the teacher. This is the answer to an urgent, fundamentally important subjective question of the entire sphere of human education: "who teaches (educates, educates)? "The problems raised here are equally social and psychological (see Chapter 42). Can anyone who wants to become a teacher? What are the individual psychological characteristics and professionally significant (necessary) qualities of a teacher, his social -psychological and material status? What are the objective and subjective opportunities for improving skills and self-realization (professional and personal)?
• The fifth, but theoretically central, initial task of educational psychology is participation in the development of theoretical and practical issues related to the conscious formulation and formulation of goals public education, training and education. It is here that the social and the individual clearly appear in their indissoluble and, possibly, contradictory (dialectical) unity. Society determines for what educate people; personality transforms this question into his own, subjective: " why education for me? "

Without a detailed, clearly formulated goal-setting, there can be no controlled educational process, prediction and verification, and evaluation of the result are impossible. Psychologically reasoned answers are needed to the main life, semantic and even moral question: "why to educate (teach, educate)? "For what and for whom does this education system exist? What can or should the acquired knowledge, learned forms of behavior become for a person? How have they changed the person himself, his attitudes and views on the world, on himself? What kind of personality (and not just a socially necessary professional, narrowly oriented artisan) does society expect to create at the "output" of the educational process? For more details, see § 41.3.

It is clear that such educational issues go far beyond the scope of the subject of psychology, but even without its "share", and often leading participation, they cannot be competently resolved. At the very least, it is necessary to take into account the so-called human factor as much as possible; practical implementation in the formation of the well-known ideology of "human relations" is necessary.

The listed and many other tasks are solved within the framework of three textbooks sections of educational psychology:

• psychology of learning;
• educational psychology;
• psychology of work and the personality of the teacher (teacher).

The first two sections are mainly related to the psyche of the trained and educated subject. These sections of educational psychology are characterized by varying degrees of development and implementation in real educational practice. Currently more developed than others psychology of learning. Many different scientific schools and concepts coexist in it, with their successors and critics (see Chapter 39). However, in any psychological and pedagogical structure, methodological understanding, theoretical interpretation of fundamental categories and concepts such as "personality", "psyche", "education" are especially important. All other concepts, terminological constructions and specific pedagogical "techniques" are derivatives, although this is not always recognized and clearly formulated by the authors of numerous modern psychological and pedagogical "innovations". Unfortunately, behind these pedagogical schemes, a living person, his real psyche, is most often "lost".

Like any applied branch of science, educational psychology has a pronounced interdisciplinary character... Any practical, vital task is multidisciplinary, complex. This fully applies to the educational process, which, in its own way, is studied not only by pedagogy and educational psychology, but also by philosophy, medicine, sociology, cultural studies, physiology, economics, jurisprudence, and management. All these aspects of education in one way or another go to subject, they are bound to focus on a person - a real creator, performer and user of the public education system.

True, not all specialists and educational leaders, and far from all, are always interested or satisfied with some of the positions of Russian scientific psychology (see § 39.4; 39.5). For example, some directions and methods of the current reform of Russian education (early profiling of schooling, simplification and reduction of curricula, indispensable two-stage higher education, fetishization of ubiquitous tests, the obligatory "competence" approach, the lack of evidence of the effectiveness of a number of pedagogical "innovations", etc.) cannot be considered scientifically indisputable and psychologically sound. But this, presumably, is a traditionally temporary, transient stage in the existence of modern Russian education and its incessantly ongoing modernization. Mass education, according to Russian psychology, should not be pragmatically minimal, but reasonably, verified as excessive, in some way outstripping both today's society and today's student. Education should work for the future, and therefore be developing and educating. However, this requires laborious efforts not only of the pedagogical, educational and scientific community, but also of the entire society, the entire Russian state.

To illustrate the deeply interdisciplinary nature of educational psychology, let us designate its connections with some other branches of scientific psychology, since in reality it is associated with almost all of modern psychological science. Educational psychology is either a part of some other applied branch of psychology, for example, legal, sports, engineering, or organically includes large parts and blocks of many types of modern psychology.

General psychology acts here as a kind of base that sets the necessary methodological, categorical and conceptual structure of educational psychology. It is impossible to list all the general psychological concepts and terms, without which educational psychology simply cannot exist. Psyche, personality, consciousness, activity, thinking, motivation, abilities - all these categories "work" here in their own way, in a special context of education.

The relationship between pedagogical and child (developmental) psychology, especially in relation to school education. A child is not just a small adult, but a qualitatively different personality (J. Piaget), therefore, for example, a junior schoolchild needs to be taught and educated differently from a teenager, and a teenager - differently from a young man. Without taking into account the basic age characteristics of students, effective education is impossible.

The processes of learning and development are not aligned or synonymous. They are in a complex interaction, research, organization and optimization of which is one of the urgent problems of modern education. Learning and development is now taking place in qualitatively different social (and personal, subjective) conditions than is presented in classical psychology previous years and generations. The current subjects of the educational process - children, schoolchildren, teachers, parents, students - have become somewhat significantly different than just a decade ago (see Chapter 20). All this urgently requires systematic psychological and interdisciplinary research and direct access to mass educational practice at school and university.

A significant place in educational psychology should be socio-psychological issues(see chapter 25). Education exists in society, it solves certain social, state, and not only the personal tasks of the subjects of this process. Such tasks may not only not coincide, but also be in serious contradictions. Let us suppose that society does not need as many lawyers, economists, bank employees as there are people willing to do so. But on the other hand, objectively, there are not enough specialists in engineering and blue-collar professions. Reconciliation of such "demand" and "supply" is a state, economic, political task, and not only educational, and even more narrowly psychological. However, in its optimal, humane solution, one cannot do without psychology: social, general, political, differential, pedagogical.

In addition, every teacher really works not only with the student's personality, but with a social group, class, with parents, a collective of colleagues in the profession, therefore, an extensive socio-psychological phenomenology of small and large groups, their interactions, group speakers. All these inevitable and significant influences of society on the process and the result of education must be properly planned, taken into account, measured, and, if possible, coordinated.

Practically the most important, relevant and directly significant for educational psychology are its connections and interactions, relationships with pedagogy... It would seem that there are no and should not be any problems in the cooperation and commonwealth of these two sciences. They have largely common goals and methods, the same scientific objects, uniting the scientific community in the person of the Russian Academy of Education, the presence of common historical roots, creators and great predecessors. In Russia, these are such extraordinary personalities and scientists of an organic psychological and pedagogical profile as K. D. Ushinsky, P. P. Blonsky, L. S. Vygotsky, P. F. Kapterev, A. S. Makarenko and many others, including including modern. There are many examples of a real, systematic, and not eclectic combination of educational psychology and "psychological pedagogy"; there are models for constructing modern psychodidactics. There are fully developed scientific and practically implemented psychological and pedagogical directions, concepts, educational technologies. But, on the other hand, the interdisciplinary relationship between psychology and pedagogy cannot be called idyllic, well-established, problem-free.

For a future teacher, an introduction to general and pedagogical psychology begins with the learning process at a pedagogical university. There is a psychological and pedagogical triad that has developed for decades: psychology – pedagogy is a private teaching method. Such a bundle of academic subjects is an absolutely necessary part, achievement and main feature of vocational pedagogical education in our country. This triad contributes a lot to the provision of compulsory psychological and pedagogical literacy and culture, the student's readiness of the same name for future pedagogical activity.

The subject of professional work of a chemistry teacher, in contrast to, say, a chemist, is not only chemicals and properties, but also the students themselves. Scientist and teacher are close, definitely related, but still not the same profession. Many people (including teachers, teachers) may not understand this, subjectively not accept this, but this is an essential, empirically established fact. The true professionalism of a teacher is not only in the knowledge of the subject being taught, not only in the assimilation of pedagogical theories and techniques, but in an adequate understanding of the structure and functioning of the human psyche in the process of teaching or upbringing. True psychological and pedagogical education of a teacher can only be complex, holistic, and not narrowly subject - musical, mathematical, historical, etc. Real educational practice does not need either "pure" teachers as "transmitters" of knowledge, nor "emasculated" psychologists as "omniscient" and critical theorists. It requires daily, laborious and always creative "pedagogy" of psychology and "psychologization" of pedagogy.

However, it should be recognized that both in the content and in the performance of the educational psycho-pedagogical triad itself there are unresolved issues, theoretical and methodological discrepancies, flaws, inconsistencies. In the mass teaching of these three disciplines, there is often no proper methodological, conceptual and operational continuity. Substantial repetitions and obvious discrepancies in interpretations of the same educational, especially psychological, phenomena are possible. The psycho-pedagogical triad is far from always being implemented as necessary as an integral, unified cycle of related, but substantively and operationally different disciplines. There is an ambiguous, complex, sometimes opposing relationship between modern psychology and pedagogy, which is quite acceptable for academic theory as a means of promoting its development. With regard to real educational practice, this situation cannot be considered normal.

A school teacher or university teacher, of course, cannot and should not be professional psychologists. But the requirements for their psychological readiness, education and culture should not be simplified, underestimated and reduced, for example, to the skills of pedagogical communication. This is only an integral part, albeit an important one, of the teacher's general professional and psychological culture (see Ch. 42). In turn, a school psychologist is not obliged and cannot be a teacher without having the appropriate education. However, to ensure efficiency, i. E. practical usefulness of his specific and proper psychological work, he must professionally know and adequately perceive the existing pedagogical theories, problems and everyday realities.

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 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 outside world. In the same way, natural data are the most important factor in human mental development. 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 interconnected with biological age especially when it comes to brain development. And this fact must be taken into account in educational activities.

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 guides 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 should always be remembered that although training has enormous potential, these possibilities are far from endless.

With the development of the psyche, stability, unity and integrity of the personality develops, as a result of which it begins to possess certain qualities. If a teacher, in his teaching and educational activities, takes into account the personality characteristics of the student, this gives him the opportunity to apply pedagogical tools and methods in his work that correspond to the age criteria and capabilities of the student. And here it is simply necessary to take into account the 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 speed at which the learner assimilates the material
• The pace at which the student perceives the material
• The number of reflections as an indicator of concise thinking
• Degree of analytical and synthetic activity
• Techniques by which mental activity is transferred
• Ability to independently systematize and generalize acquired knowledge

The learning process must be structured in such a way that the maximum benefit is for the mental development of the student. Research in the psychological field allows us to conclude that, together with the knowledge system, it is necessary to give a complex of methods of mental activity. The teacher, organizing the presentation of educational material, must also form in students and mental operations, such as synthesis, generalization, abstraction, comparison, analysis, etc. Of greatest importance is the formation of students' skill of systematization and generalization of knowledge, independent work with sources of information, comparing 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 the 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, 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 the aim of 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 of 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 studied material during the lessons. This will help increase mental activity and expand the boundaries of thinking.

Educational institutions are faced with the most important task - to implement education of the younger generation, which will meet the requirements of modernity and scientific and technological progress, as well as equip students with independent basic knowledge and foundations of relevant disciplines, awaken skills, skills and knowledge and prepare for a conscious choice of profession and active social and labor activities. For this goal to be achieved, it is necessary to achieve a conscious assimilation of the motives of education and to form students' 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 shaped by demands, instincts, interests, ideas, decisions, emotions, and dispositions. The motives for learning can be different, for example: to meet the requirements of parents and justify their hopes, the desire to develop together with peers, to get a certificate or 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 - fostering faith in the need to acquire knowledge in order to bring social benefit, 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 J. Komensky, B. Disterweg, K. Ushinsky, G. Shchukina, A. Kovalev, V. Ivanov, S. Rubinstein, L. Bazhovich, V. Ananiev and others spoke and wrote on the topic of interest in knowledge. ... Interest in knowledge contributes to intellectual activity, enhancement of 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 acquiring it. He will be happy to work independently, devoting his free time to the subject. If there is no interest in the subject, then the material does not leave any trace in the student's mind, does not cause positive emotions and is quickly forgotten. In this case, the student himself remains indifferent and indifferent to the process.

As it is easy to see, the main bias in pedagogical and educational activities is done precisely to form in the student, which includes both an 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 (training) and the work of students (study).

And in the development of motivation, the conditions of the educational process matter, 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 familiar to all of us, but also more modern ones, which have not yet had time to "set the teeth on edge" and are either introduced into educational activities not very long ago, or are just beginning to be introduced. But we will talk about teaching methods later in our course, but for now we conclude that any teacher who sets himself the goal of improving the quality of his activities and making it more effective must be guided by basic psychological knowledge.

In fact, we can talk on this topic for a very, very long time, but we have tried only to make sure that you have a clear idea of ​​how 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 you undergo our specialized training (it is located). Now it will be more logical to continue the conversation on the topic of achieving educational effectiveness, namely: we will talk about what principles should be followed in order for the learning and development of a person - your child, pupil or student - to give maximum results. The information will be useful to those who are engaged.

10 principles of effective learning and development

Any teaching principles 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 intelligent, but there are several principles that will help a teacher become a really good teacher and maximize the effectiveness of his activities.

Principle One - Ensure Learning and Development Is 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 (applies mainly to university graduates, people who want to improve their qualifications, undergo retraining, etc.). You also need to make sure that a given need or problem is a matter of training. 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 is aware of 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 what 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 that gaining new knowledge, acquiring new skills and developing is necessary, and why it is necessary. After that, you need to make sure that students understand the connection between receiving an education and its subsequent practical application in life. The effectiveness of learning increases many times over if students are aware of the relationship between their learning and the ability to be useful for society as a whole and for themselves. Successful learning assignments can be encouraged through recognition of progress, good grades, and positive feedback... Thus, students will be even more motivated.

Principle three - 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 and abilities) that will not represent ephemeral usefulness in the minds of students, but have a specific practical value. What the students learn, they will necessarily have to apply in their lives. Without the relationship between theory and practice, teaching loses not only its effectiveness, but also ceases to motivate, which means that the functions necessary for the students to perform the functions will be performed only formally, and the results will be mediocre, which completely contradicts the goals of education.

Principle four - include measurable objectives and concrete results in learning and development

Learning and development outcomes 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 are consistent with the learning objectives. Students should be notified about this, which means they will know what to expect from learning at all. In addition, they will know how what they learn is applied. The educational process should be divided into stages, each stage should pursue its own independent goal. Testing the assimilation of knowledge and skills should be carried out at each stage - these can be tests, test papers, exams, etc.

Principle five - explain to students what the learning process will consist of

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

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

Any teacher should be able to convey to the consciousness of students the information that, first of all, they 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 assignments, active participation of students in discussions and practical exercises, the use of new and non-standard solutions in the pedagogical process are encouraged, and students here also have the right to vote - they themselves can propose and choose the most convenient way of teaching, a lesson plan, etc. .d.

Principle Seven - Use All Pedagogical Tools

Every teacher should be able to operate with basic pedagogical tools. Among them there 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 teacher's use of diversity - as a way of constantly maintaining attention and interest, clarity - as a way of competently presenting confusing and incomprehensible information, involvement - as a way to attract students to active activity, support - as a way to give students confidence in their strengths and the ability to learn new things , and respectful attitude - as a way to shape 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. Sources of visual information can be posters, diagrams, maps, tables, photographs, videos. For the same reason, all classrooms and classrooms always have chalkboards or markers - even the simplest data is always written down. And the most effective method visual learning are experiences and practical laboratory works.

The ninth principle is to convey the essence first, and then the details.

We have already mentioned this principle several times when we talked about the didactic work of Jan Komensky, but it will only be beneficial to mention it again. Learning is connected with the study of huge amounts of data, so you cannot 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 proceed to discuss the details and features. In addition, the human brain initially grasps the meaning of what it perceives, and only then begins to distinguish details. The pedagogical process must correspond to this natural feature.

Principle ten - do not overload with information and give time to rest

This principle is partly related to the previous one, but to a greater extent it is based on the fact that the human body should always have time to "recharge". Even the most hardworking people recognize the value of rest and proper sleep. Learning is a complex process, and is associated with high nervous and mental stress, increased attention and concentration, maximum use of the potential of the brain. Overwork is unacceptable in teaching, otherwise the student can get overwhelmed by stress, he will become irritable, and his attention is scattered - there will be no sense from such an apprenticeship. According to this principle, students should receive as much information as their age permits, and always have time to rest. As for sleep, there are 8 hours of knocking, so it is better not to allow night vigils for textbooks.

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

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

Test your knowledge

If you want to test your knowledge of the topic of this lesson, you can take a short test consisting of several questions. In each question, only 1 option can be correct. After you have selected one of the options, the system automatically proceeds to the next question. The points you receive are influenced 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 mixed.

"A person, if he is to become a person, must receive an education" (Jan Comenius).

Educational psychology studies the conditions and patterns of the formation of mental neoplasms under the influence of education and training. Educational psychology has taken a certain place between psychology and pedagogy, has become a field of joint study of the relationship between upbringing, teaching and development of the younger generations (B.G. Ananiev).

Educational psychology studies the mechanisms, patterns of mastering knowledge, abilities, skills, explores individual differences in these processes, patterns of formation of creative active thinking, determines the conditions under which effective mental development is achieved in the learning process, considers the issues of the relationship between the teacher and students, the relationship between students (V.A.Krutetsky). In the structure of educational psychology, the following directions can be distinguished: psychology of educational activity (as a unity of educational and pedagogical activity); psychology of educational activity and its subject (pupil, student); psychology of pedagogical activity and its subject (teacher, teacher); psychology of educational and pedagogical cooperation and communication.

Thus, the subject of educational psychology is the facts, mechanisms and patterns of the development of socio-cultural experience by a person, the patterns of intellectual and personal development of the child as a subject of educational activity, organized and controlled by the teacher in different conditions of the educational process (I.A.Zimnyaya).

The subject of pedagogy is the study of the essence of the formation and development of the human personality and the development on this basis of the theory and methodology of education as a specially organized pedagogical process.

Pedagogy explores the following issues:

• study of the essence and patterns of development and formation of personality and their impact on education;
• determination of the goals of education;
• development of the content of education;
• research and development of methods of education.

Object of cognition in pedagogy- a person who develops as a result of educational relationships. The subject of pedagogy is educational relations that ensure human development.

The subject of pedagogical science in its strictly scientific and exact understanding is education as a special function of human society. Based on this understanding of the subject of pedagogy, let us consider the main pedagogical categories.

The categories include the most capacious and general concepts reflecting the essence of science, its well-established and typical properties. In any science, categories play a leading role, they permeate all scientific knowledge and, as it were, link it into an integral system.

Upbringing- social, purposeful creation of conditions (material, spiritual, organizational) for the assimilation of social and historical experience by the new generation in order to prepare it for social life and productive work. The category "education" is one of the main categories in pedagogy. Characterizing the scope of the concept, they single out education in a broad social sense, including the impact on the personality of society as a whole, and education in a narrow sense - as a purposeful activity designed to form a system of personality traits, views 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.). Thus, upbringing is a purposeful personality formation based on the formation
1) certain attitudes towards objects, phenomena of the surrounding world;
2) worldview;
3) behavior (as a manifestation of attitude and worldview).

It is possible to distinguish the types of education (mental, moral, physical, labor, aesthetic, etc.).

Pedagogy explores the essence of education, its laws, trends and development prospects, develops the theory and technology of education, determines its principles, content, forms and methods.

Upbringing- a concrete historical phenomenon closely related to the socio-economic, political and cultural level of society and the state.

Development humanity provides each person through education, passing on the experience of its own and previous generations.

Development is an objective process of internal consistent quantitative and qualitative changes in the physical and spiritual forces of a person.

It is possible to distinguish physical development (changes in height, weight, strength, proportions of the human body), physiological development (changes in body functions in the field of the cardiovascular, nervous systems, digestion, childbirth, etc.), mental development (complication of the processes of reflection of reality by a person: sensation , perception, memory, thinking, feelings, imagination, as well as more complex mental formations: needs, motives of activities, abilities, interests, value orientations). The social development of a person consists in his gradual entry into society, into social, ideological, economic, industrial, legal and other relations. Having mastered these relations and their functions in them, a person becomes a member of society. The crown is the spiritual development of a person. It means that he understands his high purpose in life, the emergence of responsibility before present and future generations, understanding the complex nature of the universe and the desire for constant moral improvement. A measure of spiritual development can be the degree of a person's responsibility for his physical, mental, social development, for his own life and the lives of other people. Spiritual development is increasingly recognized as the core of the formation of personality in a person.

It may seem that upbringing is secondary to development. In fact, their relationship is more complicated. In the process of upbringing a person, his development takes place, the level of which then affects upbringing, changes it. Better upbringing accelerates the pace of development. Throughout a person's life, upbringing and development mutually support each other.

Education is a specially organized system of external conditions created in society for human development. A specially organized educational system includes educational institutions, institutions for advanced training and retraining of personnel. It transfers and receives the experience of generations according to goals, programs, structures with the help of specially trained teachers. Everything educational institutions in the state are united into a single education system, through which the development of a person is managed.

Education literally means creating an image, a certain completeness of upbringing in accordance with a certain age level. Therefore, education is interpreted as a process and result of a person's assimilation of the experience of generations in the form of a system of knowledge, skills, skills, relationships.

Distinguish between general and special education. General education provides each person with such knowledge, abilities, skills that are necessary for him for all-round development and are basic for receiving special ones in the future, vocational education... In terms of the level and volume of content, both general and special education can be primary, secondary and higher. Now, when the need for lifelong education arises, the term "adult education", post-university education, has appeared. Hence, three components of education follow: training, upbringing, development.

Education- a specific type of pedagogical process, during which, under the guidance of a specially trained person (teacher, teacher), socially determined tasks of the education of a person are implemented in close relationship with her upbringing and development.

Learning is the process of direct transfer and reception of the experience of generations in the interaction of a teacher and students. As a learning process, it includes two parts: teaching, during which the transfer (transformation) of the system of knowledge, skills, experience of activity is carried out, and teaching (student's activity) as the assimilation of experience through its perception, comprehension, transformation and use.

But training, upbringing, education denote forces external to the person himself: someone brings him up, someone educates, someone teaches. These factors are, as it were, transpersonal. But after all, a person himself is active from birth, he is born with the ability to develop. He is not a vessel into which the experience of mankind "merges"; he himself is capable of acquiring and creating something new from this experience. Therefore, the main mental factors of human development are self-education, self-education, self-study, self-improvement.

Self-education- This is the process of assimilation by a person of the experience of previous generations through internal mental factors that ensure development. Education, if it is not violence, is impossible without self-education. They should be seen as two sides of the same process. Carrying out self-education, a person can educate himself.

Self-education is a system of internal self-organization for assimilating the experience of generations, aimed at their own development. Self-education is a process of direct acquisition by a person of the experience of generations through his own aspirations and by himself chosen means.

In terms of "self-education", "self-education", "self-education" pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - upbringing, education, training - are only conditions, means of awakening them, putting them into action. That is why philosophers, teachers, psychologists argue that it is in the soul of a person that the driving forces of his development are laid.

Carrying out upbringing, education, training, people in society enter into certain relationships with each other - these are educational relationships. Educational relationships are a variety of relationships between people, aimed at human development through upbringing, education, training. Educational relationships are a microcell where external factors (upbringing, education, training) converge with internal human ones (self-education, self-education, self-education). As a result of such interaction, a person's development is obtained, a personality is formed.

OBJECT of cognition - a person who develops as a result of educational relations. The subject of pedagogy is educational relations that ensure human development.

Pedagogy is the science of upbringing relationships that arise in the process of interconnection of upbringing, education and training with self-upbringing, self-education and self-study and aimed at human development (V.S. Bezrukova). Pedagogy can be defined as the science of translating the experience of one generation into the experience of another.

Lecture 1. Subject, tasks and methods of educational psychology 5

Plan................................................. .................................................. ............................... 5

1. Subject and tasks of educational psychology. Psychology and Pedagogy ... 5

2. The history of the development of educational psychology in Russia and abroad ......... 6

3. The structure of educational psychology. The relationship of educational psychology with other sciences ............................................ .................................................. ........................................... 17

4. The main problems of educational psychology and their brief description 19

5.General characteristics of the methods of educational psychology ......................... 21

Lecture 2. Psychology of pedagogical activity and personality of the teacher 24

Plan................................................. .................................................. ............................. 24

1. The concept of pedagogical activity. Concepts of the pedagogical process and their psychological justification ........................................... ..................................... 24

2. The structure of pedagogical activity ............................................. .............. 25

3. The functions of the teacher in the organization of the educational process ........... 27

4.Psychological requirements for the personality of the teacher ........................................... .28

5. Problems of pedagogical communication ............................................. ..................... 31

6. The concept of the individual style of teaching 33

7. Psychological characteristics of the teaching staff ........................ 34

Lecture 3. Psychological service at school and its role in optimizing the teaching and educational process at school ................................ ...................... 36

Plan................................................. .................................................. ............................. 36

1.Basics of the psychological service at school .............................. 36

2. The logic and organization of the psychological study of the personality of the student and the team of the school class ..................................... .................................................. ..................................... 38

3. The program for studying the personality of the student ............................................ .............. 38

4.Program for the study of the school class team .......................................... 42

5.Psychocorrectional and educational activities of the psychological service 45

6. Psychological foundations of lesson analysis ............................................ ................ 46

Lecture 4. Psychology of upbringing the personality of a student ................ 48

Plan................................................. .................................................. ............................. 48

1. The concept of the goal of education ............................................. ......................................... 48

2. Means and methods of education ............................................ ................................ 49

3. The main social institutions of education ............................................ .... 52

4. Psychological theories of education. The problem of personality stability .. 54

Lecture 5. Management of the upbringing of the child's personality and its psychological meaning ....................................... .................................................. ................................ 56

Plan................................................. .................................................. ............................. 56

1.Psychological conditions for the formation of personality traits ........................ 56

Activity, personality orientation and its formation ........................... 57

Development of the moral sphere of the individual 60

2.Social and psychological aspects of education .......................................... 61

Communication as a factor in education .............................................................................. 61

The role of the team in the education of students ............................................................... 63

Family as a socio-psychological factor in upbringing .............................. 64

Education and the formation of social attitudes of the individual ........................ 66

3. The problem of managing the upbringing of personality ............................................ ....... 67

4.Indicators and criteria of upbringing of schoolchildren ......................................... 71

Lecture 1. Subject, tasks and methods of educational psychology

1. Subject and tasks of educational psychology. Psychology and pedagogy

2.History of the development of educational psychology in Russia and abroad

3. The structure of educational psychology. The relationship of educational psychology with other sciences

4. The main problems of educational psychology and their brief description

5.General characteristics of the methods of educational psychology

The subject of educational psychology is the study of the psychological laws of teaching and upbringing, both from the side of the student, the educated, and from the side of the one who organizes this training and upbringing (that is, from the side of the teacher, educator).

Education and training represents different, but interrelated aspects of a single pedagogical activity. In reality, they are always implemented jointly, so it is almost impossible to define learning from upbringing (as processes and results). When raising a child, we always teach him something, while teaching him - at the same time we educate him. But these processes in educational psychology are considered separately, because they are different in their goals, content, methods, leading types of activities that realize them. Education is carried out mainly through interpersonal communication of people and pursues the goal of developing a worldview, morality, motivation and personality, the formation of personality traits and human actions. Learning (realized through different kinds subject theoretical and practical activity) focuses on the intellectual and cognitive development of the child. Various methods of teaching and education. Teaching methods are based on a person's perception and understanding of the objective world, material culture, and education methods are based on the perception and understanding of a person by a person, human morality and spiritual culture.

For a child, there is nothing more natural than developing, forming, becoming what he is in the process of education and training (S.L. Rubinstein). Education and training are included in the content of pedagogical activity. Upbringing is a process of organized purposeful impact on the personality and behavior of the child.

In both cases, education and upbringing act as specific types of activity of a specific subject (student, teacher). But they are considered as a joint activity of a teacher and a student, in the first case we are talking about educational activity or teaching (student). In the second, the teacher's pedagogical activity and on his performance of the functions of organizing, stimulating and managing the student's educational activity, in the third - on the process of education and training in general.

Educational psychology is an interdisciplinary independent branch of knowledge based on knowledge of general, developmental, social psychology, personality psychology, theoretical and practical pedagogy. It has its own history of formation and development, the analysis of which allows us to understand the essence and specifics of the subject of its research.

General psychological context of the formation of educational psychology. Educational psychology develops in the general context of scientific ideas about a person, which were recorded in the main psychological currents (theories) that have had and are having a great influence on pedagogical thought in each specific historical period. This is due to the fact that the learning process has always served as a natural research "testing ground" for psychological theories. Let us consider in more detail the psychological currents and theories that could influence the understanding of the pedagogical process.

Associative psychology(from the middle of the 18th century - D. Gartley and up to the end of the 19th century - W. Wundt), in the depths of which the types and mechanisms of associations were determined as connections between mental processes and associations as the basis of the psyche. On the basis of the study of associations, the features of memory and learning were studied. Here we note that the foundations of the associative interpretation of the psyche were laid by Aristotle (384-322 BC), who is credited with introducing the concept of "association", its types, differentiating the two types of mind (nous) into theoretical and practical, definitions feelings of satisfaction as a factor in learning.

Empirical data of the experiments of G. Ebbinghaus (1885) 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.

Pragmatic functional psychology W. James (late XIX - early XX centuries) and J. Dewey (almost the entire first half of our century) with an emphasis on adaptive reactions, adaptation to the environment, body activity, and skills development.

The theory of trial and error by E. Thorndike (late XIX - early XX century), who formulated the basic laws of learning - the laws of exercise, effect and readiness; who described the learning curve and the achievement tests based on these data (1904).

Behaviorism J. Watson (1912-1920) and neobehaviorism of E. Tolman, K. Hull, A. Gazri and B. Skinner (the first half of our century). B. Skinner already in the middle of this century developed the concept of operant behavior and the practice of programmed learning. The merit of E. Thorndike's works that preceded behaviorism, J. Watson's orthodox behaviorism, and the entire non-behaviourist direction is the development of a holistic concept of learning, including its laws, facts, mechanisms.

Subject of educational psychology

Pedagogical psychology- ϶ᴛᴏ branch of psychology, which considers psychological mechanisms, patterns, factors of development of the psyche in the conditions of training and education.

Pedagogical psychology- ϶ᴛᴏ the science of the formation and development of the psyche in the educational space.

The beginning of the formation of this science dates back to the last third of the 19th century. The term "educational psychology" itself appeared in 1877, it was introduced by the Russian psychologist and teacher PF Kapetev. He wrote the book "Educational psychology for folk teachers, educators and educators". After the publication of this book, educational psychology was recognized as an independent scientific direction. The epigraph of this book was taken from Pestalozzi's statement "I want to bring all learning to psychological ground." Today this problem is extremely topical, very popular among researchers, but still ambiguous, having a number of contradictions that require a solution.

The subject of educational psychology is the psychological foundations of personality formation in the process of training and education.

Tasks of educational psychology:

Ø identification of patterns of development of the psyche in the process of training and education;

Ø establishing the conditions for the successful development of the psyche in the educational space;

Ø determination of the basic mechanisms of the functioning of the psyche in the process of education and upbringing;

Ø the establishment of factors influencing the psychological sphere of the individual in the course of training and education;

Ø creation and development of methods and techniques for studying the peculiarities of the functioning of the psyche in the process of teaching and upbringing;

Ø popularization of scientific knowledge in society.

Sections of educational psychology:

Ø psychology of learning; This direction is engaged in the study of the psychological laws of the cognitive activity of students. One of the most important problems in this area is the question of the mental development of students. An important issue is the individualization and differentiation of the learning process. Today, a personality-oriented approach in the process of teaching and upbringing of schoolchildren is very popular and applied. This approach contributes to the solution to a certain extent of the problem of the development of human creative abilities. For teachers of educators, the issue of diagnosing mental development and the issue of developing methods aimed at improving the productivity of the cognitive activity of students are extremely relevant.

Ø psychology of education; This section examines the main psychological mechanisms and patterns of the formation of students' personal parameters within the educational process. This section is aimed at identifying the factors affecting the system of relations:

Ø student-student;

Ø teacher-student;

Ø parents - student;

Ø teacher - administration;

Ø parents - school;

Ø student - administration;

Ø adults - children. This section examines the psychological conditions for the formation and development of morality, worldview, personality orientation. A very important aspect is the psychology of self-development and self-education of a person.

Ø psychology of the teacher. This direction studies the features of the functioning and development of the teacher's psyche in the process of his professional activity. Of particular importance is the study of the pedagogical abilities of individual-typological personality traits affecting professional activity, the issue of the formation of pedagogical skills, as well as the psychological aspects of professional interaction. All three areas of educational psychology are developing very actively, having a significant impact on the integral educational process.

The main patterns of the formation of a child's personality

It is generally known and indisputable that the personality is formed throughout life, and personality formations can appear at any age period. The basis of personality formation, according to Alexei Nikolaevich Leontiev, is socialization- appropriation by a person of social experience in ontogenesis. It is worth noting that socialization is an objective process. (I invite everyone to answer for themselves why).

Any society prefers that its citizens acquire the desired social experience that is consistent with social norms and moral foundations. Although gaining such experience is an individual process, it subject to certain laws:

Ø recognition of upbringing as the basis for personality formation; Upbringing- ϶ᴛᴏ purposeful impact on a person in order to form her desired personality parameters. Those changes that occur in the personality and will be the result of upbringing. Without the upbringing process, spiritual change, observance of traditions, the development of norms of behavior and communication is impossible, that is, it is impossible that a qualitative change in the personality ĸᴏᴛᴏᴩᴏᴇ will provide her with a comfortable stay in society.

Ø recognition of the child as a subject of the educational and training process; The independent activity of the child is one of the characteristics of the subjective attitude to the world. This means that only personal desire, personal striving for this or that action leads to a positive result. Without individual activity, the process of personality formation is extremely ineffective. For this reason, the attitude towards the developing human personality as an object of development does not bring the desired results. The educator must remember that he is obliged to organize the child's activities in such a way that he is convinced that he wants it himself. The role of the teacher, according to Vygodsky, consists only in organizing the conditions, environment and in controlling the results of the child's independent activity.

Ø inclusion of the child's motivational-need-sphere; Needs play a huge role in the life of any creature. In addition to natural needs, a person also has socially significant ones. Οʜᴎ arise against the background of specific socio-economic relations, formed interests and internal incentives. Given the dependence on motives, personality traits are formed. The basis for the practical implementation of motives is activity. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, the scheme is being implemented: Activity à Need à Motive à Activity à Need à home ... home à For a teacher, parent, adult, influencing a developing personality, the basis is the formation of needs and motives.

Ø accounting for the "tomorrow of a developing child"; These are the potential, objectively existing, grounded possibilities of the child, on which the parent, teacher, educator should be guided. In this case, the process of personality development becomes purposeful, individual, manageable and productive. Moreover, knowledge of this pattern makes it possible to project the development of personality and painless, without great mental stress of its development.

Ø taking into account the principle of psychology: the development of the psyche occurs only in activity. A teacher, parent, educator should remember that not any activity develops a personality, contributes to the appearance of new formations of the psyche, but only the leading activity of its age period of development.

Psychology of learning

Ø Subject of educational psychology, characteristics of learning;

Ø Psychological theories of learning, development and organization of learning activities;

Ø Psychological components of knowledge assimilation;

Ø Psychological reasons for the failure of children.

Literature:

Ø LV Fridman, KI Volkov "Psychological Science to Teacher";

Ø KN Volkov "Psychologists on Pedagogical Problems";

Ø ZI Kalmykova "The problem of academic failure through the eyes of a psychologist."

Subject of Learning Psychology

The learning process itself is the prerogative of didactics. At the same time, pedagogical research concerns the content, methods, organization of the learning process, which in relation to the child act as external attributes of the activity. The inner world of students (for example, abilities) = the subject of study of psychology. For this reason, subject of educational psychology- issues of the development of the student's cognitive processes.

For the effective construction of the educational process, the teacher must study the internal mechanisms of the assimilation of knowledge, the level of development of thinking, memory, attention, and creative abilities of children. As a scientific branch of educational psychology, educational psychology operates with the following concepts:

Ø teaching;

Ø learning;

Ø training;

Ø teaching;

Ø assimilation;

Ø appropriation of knowledge;

The broadest of these is learning. Everything that a person acquires during his life, all the changes that occur in his activity and behavior - everything is connected with the concept of learning. Learning takes place in a person from the moment of his birth. Teaching(according to Itelson) - ϶ᴛᴏ sustainable purposeful change in physical and mental activity or behavior that arise due to previous activity, but are not caused by innate physiological reactions of the body.

Types of learning:

Ø Sensory learning; In the course of sensory learning, the following are formed:

Ø Mental processes: perception, observation, recognition, reminiscence, etc.

Ø Ability to reflect the subject as a whole;

Ø Ability to characterize certain qualities of phenomena, etc.

Ø Motor learning; The child learns to walk, coordinate his body, speak.

Ø Sensory motor learning; The child learns to read.

Ø Intellectual learning. This is the mastery of thinking, more often than not, in the process of learning. The most difficult type of learning, but for some children it is given without much effort.

Learning paths:

Ø Spontaneous; The easiest way. It is in this way that a person receives a lot of information - he gets it easily, naturally, without doing it on purpose. It happens through communication with adults, the media, social environment, being in nature.

Ø Passing; Unintentional, non-basic learning, ĸᴏᴛᴏᴩᴏᴇ Jean-Jacques Rousseau called "the path of free education."

Ø Purposeful // specially organized. It differs from teaching in that an indisputable goal is not set for the child (and sometimes no goal is set), people just want to see it in a person, to teach it. Purposeful learning over time turns into learning.

Education- ϶ᴛᴏ the process of active interaction between the trainer and the learner, as a result of which the learner develops quite definite assigned skills, knowledge, and skills. Learning components:

Ø Teaching- activities of a teacher;

Ø Teaching- student activities.

Teaching- ϶ᴛᴏ type of activity carried out by a person independently for the assimilation and appropriation of knowledge, abilities, skills.

The joint activity of a teacher and a student is usually called scientific activity. Educational activities- ϶ᴛᴏ a form of individual student activity, aimed at assimilating and appropriating knowledge, abilities, skills according to a specific developed algorithm. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, the next stage is carried out - assimilation.

Psychological theories of education and organization of educational activities

Ø One of the first theories touching upon the problem of the correlation and primacy of developmental processes on the one hand and training and upbringing on the other, was Thorndike theory... Thorndike's theory was to recognize the identity of developmental and learning processes. His followers still believe that every step in training is ϶ᴛᴏ a step in development, every step in development is a result of training and education. Moreover, representatives of this trend still believe that there is no difference in the training (and development) of humans and animals. Over time, this trend developed into behaviorism. Representatives (for example, Skinner, Maslow and their followers) believe that the basis of human development is the formation of behavioral skills. It is they that lie at the basis of socialization, adaptation and intellectualization of a person. These scientists believe that even intellectual skills can be instilled, which will gradually develop into skills. Thus, you can instill, for example, the skill of being attentive, the skill of thinking, etc.

Ø The theory of Jean Jacques Piaget. Piaget theoretically substantiated and practically tried to prove that development is absolutely independent of education and upbringing. These processes, in his opinion, are like rails - they are absolutely parallel, nowhere and never intersect. Moreover, Piaget believed that development goes ahead of learning and pulls it along.

Ø The theory of two factors. Proposed and substantiated by Soviet scientists. The theory is based on the teachings of Vygotsky as his cultural and historical concept. The essence of the theory is that development and learning are equivalent processes that are closely intertwined and constantly influence each other. A biological factor is important in the formation of a personality, that is, a certain natural predisposition to any activity. The social factor is no less important, that is, the ability to master the necessary knowledge, skills and abilities required by society. "If a person is naturally deaf, then, no matter how we want, he will never become a composer, however, if a person never sees a musical instrument, he cannot be a composer either" © Khrebkova.

Ø Theory of Lev Semenovich Vygotsky " Cultural and historical concept". At a certain stage of a person's life, development is the predominant factor that determines the formation of the psyche and personality. Starting with the complication of the self-concept of personality (from 6 years old), education and upbringing gradually begin to lead development. From this time, writes Lev Semenovich, training simply has to go ahead of development and lead it. ”This theory of Vygotsky turned the content of the organization of the educational process, but for it to work effectively, it is extremely important to remember that our psyche constantly characterized by two levels:

Ø Zone of actual development; This is cash available on this moment level of development, characterized by the ability of a person to independently, without any help, perform certain external and internal actions.

Ø Zone of proximal development. The dominant level is, of course, the second level, but without reliance on the first, it makes no sense.

Ø Pedology... The theory appeared in Russia in the 19th century and was very popular among progressive educators and psychologists.

Psychological components of assimilation

As a result of properly organized activities, the student learns knowledge, skills and abilities, due to which the student's mental development occurs. The main thing in this process is the assimilation and, in the future, the appropriation of previous experience.

Assimilation - ϶ᴛᴏ organized cognitive activity of the student, activating a number of mental processes.

Nikolai Dmitrievich Levitov identified the main components of assimilation, which form the basis of personal mastery of knowledge, skills and abilities (appropriation). Assimilation is ϶ᴛᴏ the main way of acquiring social and historical experience by an individual.

Assimilation components:

Ø A positive attitude of the student to the learning process; From the point of view of mental reflection, the effectiveness of any mental process will be quite high if the sthenic emotional background prevails. The speed and strength of assimilation will be based on non-denial of what a person is doing, that is, the psyche will not erect barriers, sometimes even in addition to the desire of the individual. In recent years, there has been a sharp decline in the positive attitude of children towards learning. Why?

Ø Unfavorable socio-economic relations;

Ø Increase in the amount of extremely important information;

Ø Very frequent predominance of a negative emotional background. For example, school fear is a state that ĸᴏᴛᴏᴩᴏᴇ oppresses mental processes, which puts a barrier in terms of assimilation and appropriation of knowledge. Children, driven by fear, practically do not think, remember very badly, and their attention is extremely scattered.

A positive attitude is formed:

Ø Interest in knowledge and information;

Ø Acceptance of information as extremely important;

Ø Developing the ability to overcome difficulties.

A huge role in cognition is played by the feeling of satisfaction from acquiring knowledge, skills and abilities, as well as the presence of positive motivation, that is, an internal absolute conviction in the extremely importance of acquiring knowledge, skills, and abilities. In this process, you cannot beg anyone's role: not a student, not close adults, not a teacher.

Ø Activation of the processes of direct sensory acquaintance with the material; Let us consider only sensations and perceptions as the most effective for the assimilation of the material. The teacher's task is for the student not only to look at the lesson, but also to see, not only listen, but also hear everything that happens in the lesson. This helps the child to most fully and comprehensively create in the brain an image of the subject being studied. The object of perception in the learning process is everything that surrounds the child. It is in this regard that every teacher should start with the fact that the educational space does not include unnecessary objects that do not matter at a given moment in time. If the teacher's speech suffers from any errors (such as speech defects, fast pace, high tone, unusual phonemic consonance), then the perception of meaning significantly deteriorates. The appearance of the teacher (especially at the first meeting) is of great importance. Very often, sympathy or antipathy arises in the first minutes of communication. With long-term communication with a teacher, his appearance completely loses its meaning. Everything that the teacher uses as visual material must meet the requirements:

Ø Tables must be clear;

Ø Contrast must be respected (eg diagrams);

Ø The best way boards - dark brown background and white chalk;

Ø The main material should always be centered;

Ø Familiar material should always be in the same place;

Ø Instructional films should be no more than 10 minutes long;

Ø During the entire educational process, it is imperative to involve almost all types of perception: hearing, sight, touch, .. For most children, perception is best in a complex of sensations.

Ø A theorized learning process is always less effective than a process with elements of practice.

Ø Thinking process as a process of active processing of the information received; Thinking plays an important role in the process of assimilating knowledge. A special place is occupied by:

Ø Forms of thinking and the ability to master them;

Ø Operations of thinking should be developed in accordance with age;

Ø Types of thinking should also be at a level of development sufficient for a given age;

Ø Development of the qualities of the mind.

Ø The process of memorizing and preserving material; As a rule, students with memory disabilities do worse than those with well-developed memory. The following memory parameters are subject to development:

Ø types of memory (especially, figurative = sensory memory);

Ø memory processes (especially memorization, assimilation, reproduction).

Memory types, as a rule, do not change (there are four types: quickly memorized - quickly forgot, quickly memorized - slowly forgot, etc.). The teacher just has to take into account what type of memory the child has and treat this with understanding.

Ø Attention how extremely important is the condition for the success of all the previous components. Attention - ϶ᴛᴏ mental state, ĸᴏᴛᴏᴩᴏᴇ ensures the success of all mental forms of reflection. For this reason, it is extremely important to pay special attention to the formation and development of attention. In the educational process, it is important to develop types of attention, especially secondary voluntary. To do this, it is extremely important to involve the processes of awareness, motivation and the volitional sphere.

Reasons for low absorption rates:

Pedagogical reasons;

Ø Weak teacher;

Ø Overcrowding of classes (the norm for the beginning class is 15 people, for the older ones - 17-22);

Ø Imperfection of programs;

Ø Very low level of textbooks and teaching aids;

Ø Ineffective construction of the school day;

Ø Ineffective forms of conducting classes.

Psychological reasons.

Ø Failure to take into account the current level of personality development;

Ø Developmental delays in accordance with the age norm - DPR;

Ø Insufficient development of mental forms of reflection (especially thinking, perception, memory);

Ø Lack of reliance on individual-typological personality traits;

Ø Poor genetic inheritance;

Ø Underdevelopment of the child's ability to self-regulation.

Parenting psychology

Psychology of educational influences

Education and educational tasks in educational institutions are decided largely on the basis of how the teacher knows how to influence the students. Konstantin Dmitrievich Ushinsky once said: "Without the personal direct influence of the educator on the pupil, true education is impossible." All educational influences affect the inner world of a person. It is in this connection that they should be built in accordance with the laws of the functioning of the psyche.

Types of educational influences:

Ø Impact "request"; This is one of the mildest effects. The request does not imply any pressure on the child. The main characteristic of a request is to take into account the child's ability to fulfill it. When making a request, it is important to remember:

Ø The request should not exceed the child's capabilities;

Ø The child should not be an intermediary between the teacher and the performer;

Ø Refusal to perform should not negatively affect the child;

Ø Any request must be based on future gratitude for the fulfillment.

Ø Impact "requirement"; This is a more severe impact, ĸᴏᴛᴏᴩᴏᴇ assumes its mandatory implementation. The requirement must be subject to any administrative regulations. The requirement must be reasonable. The unreasonableness of the requirement will cause opposition and non-fulfillment. When making demands, one cannot use a pleading tone, one must not allow lack of control and lack of evaluation. Failure to comply with the requirements should carry any censure or punishment.

Ø Impact "order"; This is the toughest of the presented impacts. It is in this connection that the order is always based on legally accepted provisions. These provisions are adopted at the level of the institution or state bodies. The execution of the order is not discussed. It is mandatory for all participants in the process.

Ø Impact "score":

Ø Appreciation-praise; The only difference between appraisal and praise: praise is ϶ᴛᴏ verbal encouragement, and true encouragement carries a material basis. From the point of view of psychological perception, the reward causes a positive emotional background.

Ø Evaluation-reward; When applying incentives, it is extremely important to remember:

§ The business is encouraged, not the person;

§ The promotion must be adequate to what was done;

§ It is not worth promoting the same thing several times;

§ Encouragement must necessarily evoke the approval of others;

§ It is better to encourage and praise in public, and not tête-à-tête;

§ It is often necessary to encourage melancholic and phlegmatic people, and not choleric people;

§ You need to reward even for the desire to do something;

§ Should not be encouraged too often.

Ø Evaluation is a punishment. Punishment is the opposite of reward. Requirements for punishment:

§ It is better to punish one than to all;

§ You can not punish for unproven;

§ One cannot punish simply bad behavior;

§ The punishment must correspond to the measure of the offense;

§ You can not punish for the same thing several times;

§ You can not punish in a rage;

§ You cannot punish with labor;

§ The punishment must be fair.

It is easy for a teacher to make mistakes when using rewards or punishments. Undeserved constant encouragement leads to conceit, ill will on the part of others. Inappropriate punishment can cause humiliation of the person, feelings of anger and hatred towards the teacher. All this leads to a deformation of the child's personal growth.

Ø Impact "shortcut"; The teacher has no right to hang labels or come up with nicknames for students. This has an extremely negative effect on children and others. More often than not, such an action causes a similar reaction.

Ø The impact of "suggestion". Suggestion - ϶ᴛᴏ a very complex type of influence, which is built on a significant reduction in a person's critical attitude to incoming information. Among all people, suggested - 70%. For this reason, the teacher must be very careful in using suggestion as a measure of influence. Suggestion is always deliberate, most often verbal. Suggestibility is influenced by:

Ø Age; The most suggestible are children and old people.

Ø Body condition; Tired, weak, sick people are more suggestible.

Ø A large crowd of people acting synchronously;

Ø The level of intellectual development The lower the level, the easier it is to inspire.

Ø Personality traits; Gullibility, suspicion, kindness simplicity ...

Same way the effectiveness of the suggestion depends on:

Ø From the environment where the person inspires;

Ø On the nature of social relations; In a society where people are intimidated, suggestibility is stronger. Those in need are more suggestible.

The teacher must remember rules of suggestion:

Ø it is necessary to look into the eyes of the suggested;

Ø you need to keep absolutely calm, uninhibited and relaxed;

Ø speech should be clear, intelligible, slightly slowed down;

Ø In no case should you show any nervousness.

The subject of educational psychology is the concept and types. Classification and features of the category "Subject of educational psychology" 2017, 2018.