It first of all determines the level of professional and methodological competence of the future teacher.
The tasks of IC formation are solved by us in the process of performing a series of exercises that can be divided into two groups. The first block is formed by tasks of the reproductive type. Among them - a mosaic: a choice from the proposed passages of texts written by one author; determining the number of authors of the text, etc. Productive: building on the basis of the proposed thesis of your own system of evidence in the form of inductive, deductive demonstrations; creation of definitions for a certain term; preparation of an abstract-report on the proposed issues, writing a text on the issue. The formation of interpretive competence creates the preconditions for the development of the ability to write texts (formative competence) as the highest level of textual competence and the basis of the future teacher's professional skills. The path from perception to interpretation is a complex process due to a number of factors that have a psychophysiological, personal, linguistic nature. Of particular importance is the university stage of development
knowledge, abilities, skills associated with these competencies, since it determines further prospects in the development of personal and professional qualities of future specialists.
As a result of the study, a five-component model of textual competence was specified. The role of TC in the development of the linguistic personality of future teachers is revealed. The parameters of the relationship between the competencies of perception, understanding and interpretive competence, included in its structure, are determined, taking into account the psychological component. The psychological and pedagogical conditions for the formation of these competencies are revealed. The principle of constructing the process of teaching the Russian language at the Pedagogical University is determined: from a specific subject material to mastering the skills of professional activity, which allows you to solve several problems at the same time: creating a stable motivational basis for learning with a projection for the near future - training at a university and a further perspective - professional activity, formation of a complex of professional pedagogical competencies.
Literature
Bolotnova N.S. Text competence and ways of its formation at school//Communicative-activity and text-oriented approaches to teaching the Russian language: Materials of scientific and practical. conference-presentation of the nominee project of the open regional competition of advanced training projects in the field of education within the framework of the Megaproject "Development of Education in Russia (Secondary Education)" of the Open Society Institute (March 12, 2001). - Tomsk, 2001. - S. 66-76.
Bolotnova N.S. Text activity in the lessons of Russian literature: methods of linguistic analysis of a literary text: Methodical. allowance. - Tomsk, 2002. - 64 p.
Karaulov Yu.N. Russian language and linguistic personality. - M.: Nauka, 1987. - 263 p.
Yurchuk V.V. Modern Dictionary of Psychology. - Minsk: Modern word, 1998. - 768 p.
Modern Philosophical Dictionary / Ed. ed. d.ph.s., prof. V.E. Kimerov. - 3rd ed., Rev. and additional - M.: Academic project, 2004. - 864 p.
Pedagogical Encyclopedic Dictionary / Ch. ed. B.M. Bim-Bad. - M.: Great Russian Encyclopedia, 2003. - 528 p. The latest philosophical dictionary / Comp. A.A. Gritsianov. - Minsk: Publishing house V.M. Skakun, 1998. - 896 p.
Levchenko E.V., Shirinkina L.V. Perception of the text as a psychological problem//Stereotyping and creativity in the text: Interuniversity. Sat. scientific works. Perm. un-t. - Perm, 2003. - Issue. 6. - S. 32-48.
Pedagogy: Great Modern Encyclopedia / Comp. E.S. Raptsevich. - Mn. : Modern word, 2005. - 720 p.
10. Blonsky P.P. Selected psychological works. - M.: Enlightenment, 1964, - 546 p.
11. Slavskaya A.N. Personality as a subject of interpretation. - Dubna: Phoenix +, 2002. - 240 p.
Received December 28, 2006
UDC 159.9:37.015.3
E. A. Menshikova
PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF TRAINING SUCCESS
The problem of learning success was studied by scientists in domestic and foreign pedagogy and psychology (A. S. Belkin, I. A. Larionova, A. K. Markova, Csikszentmihalyi M., De Charms R., etc.). Let us turn to the analysis of the psychological and pedagogical aspects of success in educational activities.
“Success” is understood as “good results in work, study”, as “public recognition”, as
"good luck in achieving something". In our work, we will adhere to the understanding of success as a result of activity, a positive result worthy of recognition both by the person who has achieved it, and by people significant to her, in some cases, having public recognition. We focus on the personal contribution of a person to the achievement of the result of activity, therefore, we are less inclined to
look at success as luck, since luck, in our opinion, has an element of luck, chance and is not always due to work.
“Success” is understood as the result of a situation, and “success situation” is understood as a combination of conditions that provide it. The “success situation” in educational activities is understood as “a targeted combination of psychological and pedagogical techniques that contribute to the conscious inclusion of each student in active learning activities, depending on individual capabilities, provide a positive emotional mood for students to complete the educational task and contribute to an adequate perception of the results of their activities” .
The concept of "success" is considered in various aspects.
From a socio-psychological point of view: success is the optimal ratio between the expectations of others, the individual and the results of the activity (when the expectations of the individual coincide or exceed the expectations of others, the most significant for the individual, we can talk about success).
From a psychological point of view: success is the experience of a state of “joy, satisfaction because the result that a person aspired to either coincided with her expectations, hopes (level of claims), or exceeded them.”
From a pedagogical point of view: the emphasis is on the "success situation", which is "a purposeful organized combination of conditions under which it is possible to achieve significant results in activities" .
The situation of success is analyzed in the psychological and pedagogical literature as a factor in the development of cooperation relations between the teacher and students, the conditions for the implementation of the situation of success in educational activities and the methods of its phased creation are revealed.
The following are analyzed as functions of the "success situation": the search activity of students; reinforcement of the efforts of a person stimulated by the actions of an authoritative person; self-determination and self-development, as well as human satisfaction with the activity itself.
There are types of success (anticipating, ascertaining, generalizing) and the specifics of the perception of success by children of different ages. So, for example, the expectation of success in younger students is based on the desire to earn the approval of adults (teachers, parents), in a teenager - the desire to get the approval of significant peers, in older students - the desire to assert their "I".
It has been established that at the age of three to five years, preschoolers have "non-specific" reactions to the assessment of adults, and at six to seven years - "specific" reactions, which is characterized by the fact that
the experience of success contributes to an increase in self-esteem of the individual, and failure - to lower it.
There are the following "forms of success" of students:
Success is recognition of the result;
Success is recognition by "significant" others;
Success is overcoming difficulties;
Success is the fulfillment of the destination.
The concept of success is closely related to the concept
success motivation. Until the middle of the XX century. in foreign psychology, the psychoanalytic concept dominated in understanding achievement motivation. A person's desire for success was seen as the result of a neurotic conflict between a child and a parent of a certain gender, which was formed in early childhood, as a result of his desire to surpass the parent-competitor (son - mother, daughter - father). However, studies by American psychologists J. Atkinson and D. McClelland have made a new contribution to understanding the psychological nature of achievement motivation. They revealed the essence of two opposite tendencies in the motivation of human behavior - the desire to achieve success and the desire to avoid failure. Scientists have also identified family upbringing factors that contribute to the formation of a certain behavioral strategy in a child. In particular, trusting relationships in the family, warmth and gentleness in communicating with children, unobtrusive help to them and support from parents contribute to the development of success motivation. The formation of the motivation to avoid failures in activities is facilitated by strict supervision, rudeness of parents, directive guardianship of children, indifference to the emotional experiences of the child.
To form the motivation to achieve success, scientists (Mc Cle11a ^ B., Akiler A. et al.) have specially developed appropriate trainings that have become widespread abroad, identified the factors due to which this trend develops in the behavior of the individual, disclosed the stages of actualization and assimilation motive. The factors influencing the purposeful development of students' motivation to achieve success in training sessions include:
Age of students (the most effective in this regard is the age of eleven to fourteen years, although there is experience of similar work with preschoolers);
Gender of students (boys are more likely to restructure motivation in terms of orientation towards a strategy for achieving success in activities than girls, especially in the field of extracurricular activities, as they show a greater interest in a professional career; girls are more family-oriented and solving life problems);
Area of practical application (more effective is training activities in the field of subjects in which the connection is clearly visible
between the actions of students and the results of these actions (success - failure), that is, in such academic disciplines as mathematics, physics, chemistry);
Inclusion in the training sessions of the teacher (participation in the trainings of a teacher who works directly with children gives a better result than the work of a "sporadically" appearing psychologist).
Thus, the motivation to achieve success is the result of development (training and education).
Another direction in the formation of the motivation to achieve success among schoolchildren abroad is the training of causal schemes.
Causal schemes are the rational judgments of the individual, explaining the reasons for the success - non-success of their actions. Typical reasons in terms of analysis of failure in learning are most often cited as: lack of ability; the difficulty of the task; lack of effort and lack of luck. The conditions that influence the formation of causal schemas of students include the following:
1. The specifics of the development of learning motivation in children (students with high achievement motivation usually name the lack of necessary efforts as the reasons for failure, and children with low achievement motivation - the lack of abilities).
2. Gender of students (girls are more likely than boys to explain their successes - failures by luck, boys - by lack of interest and diligence).
3. Age of students (preschoolers and younger students tend to evaluate the result more than the efforts expended to achieve it; ten-twelve-year-old children pay more attention to the efforts expended to achieve the goal, high school students - to the result and the efforts expended to achieve it achievements).
4. Features of learning situations (for example, often repeated situations of failure in learning activities contribute to the formation of such a causal scheme as “learned helplessness”, which is characterized by the fact that children see the reason for their failure in learning in lack of luck and are not inclined to associate this phenomenon with your efforts and abilities).
5. The specifics of the school mark. Let us illustrate this statement with an example from an experimental study. Teachers were asked to rate students' test responses on three dimensions: the success of the response (brilliant, good, fair, unsatisfactory, frankly bad); students' abilities (high, low); the efforts expended by children to complete the task (high, low). The experiment revealed the following patterns: the higher the success of the answer, the higher the score, and with the same success of the answer, the most
The highest scores were given to students with low ability and high level of effort expended, and the lowest marks were received by children with high ability and low level of effort expended.
“... school grade is too general an assessment to accurately measure student behavior and stimulate their learning activities. Apparently, it is more correct to use a differentiated evaluation system, in which there would be marks for efforts (effort, diligence, etc.) and marks for the quality of the result. We share this point of view. Moreover, the school mark does not affect the assessment of the moral qualities of the student's personality, he remains "behind the scenes". The quality of the acquired knowledge, skills and abilities of the student comes to the fore, and not the moral virtues of the individual and the price of the success with which this success is achieved.
The third direction in the formation of motivation to achieve success in educational activities is the training of personal causality. The concept of personal causality was created by a group of American psychologists headed by R. De Charms. The essence of the concept is that a person is understood as a "source", the cause of the changes that he initiates in his environment. Analyzing this, a person begins to perceive himself as a subject of activity, and not an object of manipulation, which the authors of the concept call a “pawn”. The purpose of the classes is to teach students and teachers to be a "source" in their activities. The results of such training are: an improvement in the psychological climate in the educational team, an increase in the indicators of success in educational activities (progress, attendance), a positive change in the nature of interpersonal relationships with other people.
The fourth direction in terms of developing motivation for learning among schoolchildren is training of internal motivation. The study of the psyche of animals (G. Harlow and others) led psychologists to the idea of dividing the motives of behavior into "external" ones, due to environmental factors and physiological needs, and "internal" - not related to these two factors. A. K. Markova, T. A. Matis, A. B. Orlov note that in order to identify the nature of motivation, it is necessary to get a sincere answer to the question: “Will you be engaged in this business (self-education, dancing.), If in the future you will not will any reward await for its implementation, or punishment for its non-fulfillment?.. The motive should be considered internal if a person receives satisfaction directly from the behavior itself, from the activity itself. We think that a similar pattern is observed in educational activities: if a child seeks to study, learn new things without coercion, on his own initiative, without waiting for
is it some kind of reward or because of the fear of being punished, then the activity is based on a true inner motive: interest in learning, which is the basis of successful learning activities.
Factors that testify to the effectiveness of conducting trainings of internal motivation are: students' feeling in the process of their own competence, job satisfaction; the presence of a situation of free choice (meaning the choice by students of tasks of different types of complexity); the specificity of the assessment (which strengthens faith in oneself, one's strengths); features of pedagogical influence (which are largely due to the personality of the teacher, his professional skills).
Factors that reduce the effectiveness of training sessions aimed at developing intrinsic motivation include: situations of strict control and supervision in educational activities; limitation of deadlines for completing tasks; negative critical assessments, emphasizing the incompetence of the student. Monetary reward for activities in which there was initially interest without an external stimulus, in particular without a monetary one, is a factor that lowers intrinsic motivation. It was experimentally revealed by E. Deci.
Successful activity is closely interconnected with the state that a person experiences, achieving a successful result. For example, the American psychologist M. Ksikzentmikhali revealed signs of a subjective state of internal motivation that a person experiences from activities that bring pleasure. This state he called "feeling the flow." It has the following features:
Feeling of complete (mental and physical) involvement in your activities, in what you are doing at the moment;
Full concentration of attention, thoughts and feelings in practice, excluding extraneous thoughts and feelings from consciousness;
The feeling that you clearly know what should be done at one time or another of the work, a clear awareness of its goals and objectives, complete obedience to the requirements coming from the activity itself;
A clear awareness of how well, how successfully you are doing your job, clear and definite feedback in activities;
Lack of anxiety, anxiety in front of possible mistakes, failure;
The feeling that the subjective time, as it were, is compressed, stops, while the objective time, on the contrary, goes very quickly, “flies”;
Loss of the usual sense of a clear awareness of oneself and one's environment, as if "dissolving" in one's business.
M. Ksikzentmikhali formulated the conditions for the emergence of a “feeling of the flow”. This state occurs when “I can” and “should” are balanced in a person’s activity, “when what needs to be done (requirements of activity) and what a person can do are brought into harmony.” Learning tasks should be of such a degree of complexity that they correspond to the abilities of the student. Otherwise, either a state of boredom or a state of anxiety occurs. Why? The state of boredom occurs when the tasks are excessively easy, the state of anxiety - when the complexity of the tasks exceeds the level of development of human abilities.
Success is closely related to activity, as it is its result. For the individual, success in leading activity is especially important, since it is precisely this activity, according to L. S. Vygotsky, that “leads” the mental development of the individual. For a primary school student, learning activity is the leading one, therefore consistency in it is so necessary for a child of primary school age. That is why we consider success in educational activities as the viability of a junior schoolchild in leading (educational) activities.
What are the criteria for a child's success in educational activities?
An indirect indicator of the successful assimilation of educational material by children is their performance in school disciplines, expressed in final grades (grades) in academic subjects. Moreover, the emphasis here should be placed not on the so-called lesson score, which can often be random and not reflect the true picture of the child’s progress, but on the grades (grades) received by students for independent tests performed without the help of a teacher and collective discussion with other children. In order for the assessment to be objective, it is necessary to clearly know the purpose of education, the content of education, and comply with the requirements for assessing the quality of assimilation of the content of education.
The progress of students in academic disciplines is largely determined by the level of development of the components of the psychological readiness of children for schooling. The experience of pedagogical activity shows that his skills are of no small importance in terms of achieving success in learning among children of primary school age. They are: the ability to take on the role of a student, to be included in the learning situation, to work actively and productively in the classroom; the ability to perceive the teacher as a significant adult, to listen and follow his instructions, which is due to the level of development of "arbitrary-contextual" communication in the "child-adult" system; the ability to cooperate with peers in educational activities, which is due to the level of
development of "cooperative-competitive" communication with peers; the development of a “generalized-mediated” attitude towards oneself, which helps the child to look at the situation from the outside, evaluate it objectively.
The question of the relationship between a child's readiness for schooling and his progress in academic disciplines is considered in the literature in the context of the success and failure of the educational activity of a younger student.
The points of view of researchers in this regard are consonant.
N. N. Poddyakov, L. A. Venger, T. Benyova et al. note that the school imposes certain requirements on the child, and he must reach such a level of development by the time he enters the school that will guarantee the successful fulfillment of the requirements of the educational institution .
It can be assumed that it is the readiness of the child to learn that guarantees him the success of learning.
Ya. P. Kolominsky, E. A. Panko noted that "success in learning is largely determined by the readiness to study at school" .
These authors consider the age at which a child enters school to be sensitive to learning, since it is at this age that, in their opinion, a state of “learning ability” arises in a child.
L. A. Wenger considered the child's readiness for schooling as "a condition for the success of learning."
M. M. Bezrukikh, S. P. Efimova noted that the success of educational activity is determined by “learning ability”, and this is an “ensemble of intellectual properties ...” (Z. I. Kalmykova) “the degree of learning ability, the state of the child’s health and the functional state organism determines in a complex ... the price that the body pays for academic success. The combination of the physical, functional and mental state of the child gives, according to the authors, the complex of factors that determine his readiness to study at school.
These authors associate, in our opinion, the problem of success with the readiness of the child to learn and with the health of the student. “Good academic performance with insufficient functional readiness of the body is achieved at a high price - disorders of the neuropsychic sphere as a result” [ibid.]. And adaptation (adaptation to school) is the price that, according to the authors, the child pays for success in schooling. They distinguish three degrees of difficulty in adapting a child to school.
L. I. Aidarova, M. V. Antropova and others, considering the issue of preparing a child for systematic schooling, noted the positive impact on the success of learning the development of various components of readiness for school in a child, referring primarily to the physical development and health of the student .
These authors associated reduced academic performance with the state of physical development and the child's performance, which is determined by a number of factors, including the presence of chronic or nervous diseases, past infections, and a child's developmental delay in morphological and functional indicators.
G. A. Zuckerman made an attempt to classify children according to academic performance, but depending on the development of their readiness for school learning components, and those qualities that are conditioned by the rules of obedience, diligence and thinking. Ya. L. Kolominsky, E. A. Panko, referring to a study of the intellectual development of children of six years of age, conducted by scientists from the Research Institute of General and Pedagogical Psychology, noted the importance of the presence of figurative thinking in children for successful schooling. "The level of development of the child's logical thinking at this stage does not yet guarantee the success of learning (with a high level of development of such thinking, it is practically no higher than with an average)" .
Our study on experimental material confirmed that various parameters of a child's development at the start of schooling have a specific effect on his subsequent success in learning. Analyzing the coverage in the psychological and pedagogical literature of the issue of the relationship between a child’s readiness for schooling and his academic success, performance in school disciplines, the following points should be noted:
The question of the influence of various components of children's readiness for learning on the results of their progress in the primary grades is practically not considered;
Researchers mainly emphasize the following relationship: if a child is ready for learning, i.e. he has developed components, neoplasms of readiness for school, then, consequently, his educational activity will be successful and will not lead to excessive overloads that destroy his mental and somatic health, if the child is not ready, then he will have problems with academic performance, and possibly with health;
The literature on this problem practically does not consider the question of how exactly the specific components of a child’s readiness for schooling affect the child’s success in learning, his academic performance, what mechanisms, strategies in educational activities the child resorts to in order to be wealthy in the leading for him in at this age of educational activity, which “components” of school readiness are more significant in this regard;
Researchers of this problem note that the child's success in learning can be achieved, but at too high a price - at the cost of physical and mental health;
Researchers do not consider the forecast of children's progress in specific academic disciplines, depending on the development of certain components of the child's readiness for schooling.
We assumed and experimentally proved that the ratio of the components of children's readiness for
school education with their success in studies in the lower grades has certain specific patterns. Knowledge of these patterns will help to effectively organize the learning process, in which the educational activities of younger students will be successful.
Literature
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8. De Charms R. Motivation enhancement in education settings. / Eds. C. Ames, R. Ames. Research on motivation in education. - N.Y.: Academic Press, 1984. - V. 1. - P. 275-310.
9. Ryan R.M., Connell J.P., Deci E.L. A motivational analysis of self-determination and self-regulation in education. / Eds. C. Ames, R. Ames. Research on motivation in education. - N.Y.: Academic Press, 1985. - V. 2. - P. 13-49.
10. Csirszentmihalyi M. The dynamics of intrinsic motivation: a study of adolescents. / Eds. C. Ames, R. Ames. Research on motivation in education. - N.Y.: Academic Press, 1989. - V. 3. - P. 45-71.
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e;Bratislava: Slovak. Ped. publishing house, 1989. - 176 p.
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Received 22.10.2006
UDC 159.9:37.015.3
M. V. Shabalovskaya
THE ROLE OF MENTALITY IN THE DEVELOPMENT OF INDIVIDUAL ACTIVITY
Tomsk State Pedagogical University
Interest in the problem of studying mentality at the level of the individual is increasing every year, as evidenced by the fact that representatives of psychological disciplines are increasingly turning to the phenomenon and concept of mentality in their studies.
Changes in the socio-cultural and economic situation in our country have led to the transformation of mentality - a way of perceiving the surrounding reality. Therefore, this problem is the most in demand, since the hierarchy of value orientations, sense-forming motives and attitudes can determine the opposition not only to reforms, but also to be an obstacle to active personal development.
We proceed from the assumption that the formation of the components of mental experience determines the level of development of a person's voluntary activity. In turn, the development of voluntary activity leads to the transformation of mentality.
The appeal of science to the study of the characteristics of mentality is due to a different understanding of a person, a creative, independent person, with an active life position, self-organizing. It is no coincidence that in the light of the theory of psychological systems of the Russian psychologist V. E. Klochko, a person is understood as a self-organizing system, i.e. a system that generates psychological neoplasms and relies on them in its self-movement.
Many people choose pedagogical activity as a future profession and devote their entire conscious life to its aspects. However, it is not enough to be just a teacher, it is important to be a competent teacher.
Aspects of pedagogical activity are a list of conditions and tasks to which each teacher must know clear answers and tirelessly follow them. This is like the Bible for a believer, allowing you to embark on the righteous path. But still it is worth returning to pedagogical activity and reliably clarifying all its goals, methods and tasks.
The main goal is classical - teaching children, providing new knowledge in a concise and understandable form. A professional teacher is not the one who knows, but the one who can teach and transfer his colossal knowledge to another person. And this is what needs to be learned. But in any case, everything is possible if you find contact with the children in a timely manner, interest them and become the informal leader in the team who will direct the crowd.
Someone will say that this is unrealistic, but for a person with a higher pedagogical education in terms of children, nothing is impossible. The most important thing is to choose the most optimal form of information transfer, for example, it can be a personal conversation, extracurricular lessons and activities, collective creativity, seminars, conferences, and even theatrical performances. That is, it is required to interest students and show the usefulness of knowledge, and only after that they will begin to consciously strive for it. In fact, there is nothing difficult in this, especially for the teacher, since his instinct will tell you which path to choose in the direction of children's consciousness and responsibility.
After the manner of communication with students is chosen, it is required to pay attention to the style of presenting information, on which school performance and awareness of the subject being studied also depend. Here are a few little secrets that will help, even at a subconscious level, to put aside as much useful information on the topic as possible in the student’s head.
First, you should read a new topic in small passages, paragraphs, and highlight the main idea in each. It is desirable that this thought be written down in school notebooks and reflect the essence of the topic being studied as much as possible. Secondly, after reading such a passage, one of the students should be raised and reviewed together. Perhaps the teacher speaks in complex words and phrases, but using the example of a classmate, you can put everything on the shelves in a more accessible and understandable language. Thirdly, each time to select a new method of presenting information so that students are interested, otherwise the desire to receive new valuable knowledge will be completely pushed into the background.
While teaching, the teacher must carefully observe the target audience in order to understand their mood, interest and behavior. Here you don’t need to be a sensitive psychologist at all in order to understand how children are set up: if they are bored and clearly not interested, it’s time to change the style of presenting information. Such unexpected changes become a wonderful shake-up for the brain, and the student begins to voluntarily listen to the material being presented. This is a great ability to interest the audience, and not every teacher can master it, even if with vast experience in working with children.
The authority of the teacher is also very important. No, children do not need to be intimidated at all, but it is important to be able to defend their leadership position, otherwise you will not get attention from the class. The methods of achieving such a result are very diverse, but one thing is clear - students must respect and obey. For example, a teacher must have a competent speech and correctly formulate his thoughts, since one wrong phrase, and the laughter of the class is guaranteed. there is no need to talk about further authority at all.
In general, any teacher is a born speaker who must feel the audience, its mood and attitude towards the speaker. Students should not be intimidated, because they will study only out of fear, but behind their backs they will come up with many funny nicknames for the evil teacher. Also, minor dirty tricks are not excluded, for example, a button on a chair or the entire back in chalk. So shouting is clearly not to attract the attention of the class team, but it is definitely worth taking advantage of children's curiosity. If you keep the intrigue, then with each new lesson, the performance in the class will only improve and delight.
There is an opinion that not everyone can be a good teacher, and this is true. It is necessary to choose this type of activity when there are obvious abilities in the ability to teach children. Sometimes it happens that the teacher himself knows, but is not able to teach. In general, this is a profitable business, especially since today there is a sufficient amount of reference literature that allows you to hone your teaching skills and bring it to perfection with your own efforts. The main thing is to have good intentions and believe that you are a teacher from God.
Aspects of pedagogical activity are voiced in many trainings, which are definitely recommended to listen to. Pedagogical textbooks will also help to master this difficult science.
NON-STATE EDUCATIONAL INSTITUTION
ADDITIONAL PROFESSIONAL EDUCATION
INSTITUTE FOR DISTANCE PROFESSIONAL DEVELOPMENT
ESSAY
on the topic:
I've done the work
listener 3.20. course
Zlobina Valentina Vladimirovna
scientific adviser
_______________________
k. psychol. Sciences, Assoc. Shelepanova N.V.
Novosibirsk -2014
Table of contents
Introduction
The relevance of the work. The purpose of education in the modern world coincides with the purpose of human life - it is self-realization, the creation of conditions for the realization of the child's opportunities in this world. These goals are consonant with the nature of the creative development of the individual in the system of aesthetic education and art education. At present, the development and improvement of a child's personality cannot be imagined without the realization of its aesthetic and creative tendencies. Preschool age is the "golden age" of children's drawing. During this period, artistic activity becomes the most preferred form of self-realization. The ability and readiness for creativity becomes a feature of the child's personality. A creative personality with its inherent mental activity, the ability to think outside the box can manifest itself in any kind of activity. The result of the development of creative potential in the system of aesthetic education and art education is a person who is able to cognize and transform the world, himself, his life according to the laws of beauty, spirituality and harmony. The development of the creative potential of children poses a new task - the improvement of the system of education and upbringing, in the center of which is the child and the teacher. The creative development of the child presupposes the presence of a creative personality of the teacher. The success of the implementation of creative tasks depends entirely on the personality of the teacher.
First of all, a teacher working with preschoolers must be well educated. Higher education develops not only intellectually, giving a breadth of views, but also enhances the general culture of a person. The teacher carries not only knowledge, the teacher is responsible for the spiritual health and development of the child. By developing true intelligence in a teacher, we create a psychologically comfortable environment for the development of a child. .
Psychological and pedagogical aspects of the teacher's creativity
Today, modern society requires comprehensively developed socially active individuals with postgraduate education and a rich internal culture. Despite the fact that deep knowledge is necessary for any qualified specialist, professionally significant personal qualities are especially important for the pedagogical activity of a teacher. The formation of a teacher is, first of all, the formation of him as a person, and only then - as a professional worker with special knowledge in a certain area of pedagogical activity. .
After all, personal qualities make it possible to foresee the nature of the interaction between the personality, which is formed back in school years, and the teaching profession. N. V. Kuzmina conducted a study to highlight pedagogical abilities, which showed that pedagogically gifted teachers are able not only to adequately understand their students, but also to purposefully influence them in the process of didactic communication. This made it possible to single out two interrelated levels of social reflection of the characteristics of pedagogical activity: reflexive and projective. The reflexive level includes the teacher's empathy, sense of proportion or tact and self-control. The projective level distinguishes five types of specific design of the results of the impact on the student: a) gnostic b) actually projective c) constructive d) communicative e) organizational. N. A. Aminov comes to the conclusion that it is necessary to take into account three points when determining professional suitability: 1) the presence of special inclinations (selective installation) for the desired teaching profession; 2) the presence of special (pedagogical) abilities that would facilitate the assimilation of pedagogical knowledge and work skills; 3) the presence of abilities aimed at "search for one's own interpersonal environment", which would facilitate the realization of one's own natural potential. Yu. N. Kalyutin distinguishes three groups of personal qualities that have professional significance for a teacher:
The development of empathy in the teacher, that is, the ability to see the inner world of another person and penetrate his feelings, empathize with them;
The ability to actively influence the student is the dynamism of the individual, which manifests itself in initiative, flexibility, a variety of influences and in the ability of the teacher to catch changes in the situation and think through the necessary strategy of pedagogical influences in connection with them;
In contrast to dynamism and the ability to “own others”, the teacher must have a highly developed ability to “own oneself”. .
So, for the effectiveness of the professional activity of a teacher, a set of professionally important qualities in the most general form can be represented as follows:
Profession (specialty), where the interaction takes place in the system "person - person". A profession where interaction takes place in the system "man - machine - sign system". A profession where interaction takes place in the system "human - technical system". At the same time, the professionally important qualities of a primary school teacher in the “man-man” system are, first of all, the personal components of activity. According to A. B. Orlov, the integral characteristic of pedagogical activity, which determines its meaning, is the personal characteristic of the teacher. When analyzing various types of professional activity, teachers distinguish the following professionally important personality traits: the personal component of activity (emotional, volitional and motivational, organizational skills); sensory-perceptual components of activity - characteristics of perception and attention; gnostic or intellectual components of activity, i.e. characteristics of the information processing process, decision making, etc.; motor components of activity. .
It is necessary to understand that the teacher must have a highly developed ability to “control himself”, namely, to show emotional stability: endurance, self-control, the ability to control himself. N. V. Kukharev, G. V. Savelyev identify the following forms of professional development for teachers: a problematic theoretical seminar (the main form; the entire teaching staff takes part in the work); psychological seminar; theoretical conferences to discuss scientific literature; the functioning of intra-school scientific and methodological associations, the organization of research work of teachers, the organization and implementation of the results of creative cognitive findings of students; summarizing the experience of master teachers, disseminating and using it in the activities of the entire teaching staff; promotion and implementation of accumulated experience. The listed forms of improving professionalism require teachers to have a scientifically based approach to organizing the process of teaching and educating schoolchildren, to analyzing and forecasting their work. The child likes teachers who bring their personal experience and emotional experiences with students. However, there are teachers, and there are not so few of them, who, as mentioned earlier, burned hearts. From such "run". Ya. L. Kolomensky, after conducting a small "investigation", writes that among the "abandoned" teachers are young and experienced, historians and mathematicians, men and women. A common feature, the main and decisive one, according to Ya. L. Kolomensky, is “they don’t know how (don’t want to know how?) to communicate with students, they don’t know how to establish normal with them, which means serious, trusting, and most importantly, friendly relationships . The question naturally arises: “Yes, perhaps you should have learned?” So what happens between the teacher and the student, in that inevitable phenomenon in the “teacher-student” system, which is called “pedagogical communication”. Nowadays, the psychology of pedagogical communication has become the subject of scientific research. interaction, which considers what takes place between the teacher and the student. "This, as Ya. L. Kolomensky wrote, is "fashion, the initiative of scientists and the social order of society." The internal basis of pedagogical interaction is the feeling, images, thoughts that cause the teacher and students, and in general his personal pedagogical activity.Activities - education and training - are thoroughly "permeated" with communication in a broad sense.Thus, pedagogical activity is such behavior of the teacher, in the process of which his relations with students. Therefore, along with the activity characteristic of pedagogical professionalism, the personal aspect is of particular importance in revealing its content, since the personal essence of the teacher is much more complex, richer, it determines pedagogical activity and therefore cannot be reduced only to the productivity of the latter. In addition, the special perspective of developing a personal perspective of pedagogical professionalism acquires the value of the self-worth of the teacher and his creative self-realization, the individual originality of pedagogical work. .
This is a potential prerequisite for the teacher's readiness to enrich the existing professional experience with new approaches, meanings, content, and technologies. The analysis of the basic component of pedagogical professionalism - the professionalism of the teacher's personality - was carried out on the basis of a number of ideas about the personality of the teacher-educator considered in psychological and pedagogical science in the context of the parameter of its development. The idea that determines the role of the personality of a primary school teacher in pedagogical work is not new. It has matured historically and is considered in the works of many thinkers and pedagogical figures of the past, revealing mainly the requirements for the personal properties and qualities of the teacher-educator, which correspond to the norms of the teaching profession and ensure success and efficiency in pedagogical activity. Their study, structuring, classification and hierarchization as an independent research problem begins in the works of P. F. Kapterev, M. D. Levitov, in the first professiographic models of pedagogical work under the direct influence of the ideas of didascology and pedology. After certain period stagnation, the study of the problem of the personality of the primary school teacher is activated on the basis of updated humanistic paradigms. This direction was reflected in the works of: F. N. Gonobolin, I. A. Zyazyun, N. V. Kuzmina, V. O. Slastenin, A. I. Shcherbakov, later A. K. Markova, L. M. Mitina, S. V. Kondratyeva, V. A. Semichenko and others. In general, the personality of a primary school teacher in modern scientific literature is considered as a central, pivotal factor in pedagogical work.
However, under the influence of the active development of domestic and foreign theories of personality, the practical implementation of methodology, personality-oriented pedagogy, the system of views on the problem of the teacher's personality is also significantly evolving - from its significance as a personified basis of pedagogical activity - to understanding its own value, uniqueness. Professional and universal characteristics of the development of the personality of the teacher-educator form the basis for identifying the content essence of the professionalism of the teacher's personality. They represent a complex holistic system, which is considered from the standpoint of the following main approaches and levels of analysis of the phenomenon: normative-role, personality-differentiated (divided into differential-typological and differential-level, subjective). In addition, we consider it necessary to take into account modern trends in the study of personality through individual integrative phenomena, reflected by a number of terms and concepts. Although a clear and logically coherent classification of them has not yet been proposed, however, all these phenomena are interconnected and belong to a single phenomenon of personality, being both prerequisites and results of its formation. .
In modern American pedagogy, there is a special term "effective teachers". They are distinguished by a unique combination of personal qualities (according to A. Kombas). They act as subjective prerequisites for professionalism in pedagogical work: for such teachers, the internal, psychological side of things is more important than the external, first the teacher seeks to understand the point of view of another person, and then act. Based on this understanding, people and their reactions are more significant for the teacher than things and formal situations. He trusts people and considers them capable of solving, and quite adequately, their life problems, expects friendliness from them, not hostility, a person for him is always a person, endowed with dignity.
In the professional activity of the teacher, the general “well-being” of his personality, determined by the self-concept, also plays a huge role. Self-concept is a didactic system of representations of intellectual and other qualities, personal self-esteem, as well as subjective perception of external factors. What are the features of the self-concept of an "effective teacher"? Such a teacher, according to J. Lamb, has a sense of self-confidence, considers himself able to cope with life's difficulties, is not able to perceive himself as a loser, feels that other people need him, they perceive him, and his abilities, values and judgments are significant in the eyes of those around you. In other words, he has high self-esteem. One of the leading English psychologists and educators, R. Berge, considering the personal qualities necessary for effective pedagogical activity, highlights the following: striving for maximum flexibility; the ability to empathize, i.e. understanding the feelings of others; the ability to give personal shades to the teaching process. .
V. Ya. Pilipovsky offers the following typical features that should be inherent in a teacher as a professional: true professionals cultivate warm, emotionally colored relationships with students, under any unfavorable circumstances, control the situation, being able to defuse circumstances with the help of humor, fun, threatening unpleasant consequences; they teach their subject with enthusiasm and imagination - they are always collected, purposefully, exclude unproductive waste of time in the classroom, professionally acting teachers are consistent in their requirements, fair, treat children importantly and evenly. It is impossible not to mention the contribution made by a great galaxy of Ukrainian teachers to the development of the problem under study - A. N. Astryab, A. S. Zaluzhny, I. A. Zyazyun, A. S. Makarenko, Ya. A. Mamantov, A. G. Moroz, L. Necheporenko, V. Z. Smal, V. A. Sukhomlinsky, D. Yarmachenko and others.
Also, one of the main tasks of the psychological and pedagogical training of teachers is the formation of professional pedagogical thinking of a practical type, which includes a high level of development of the processes of analysis, reflection, forecasting and transformation. It is the quality of pedagogical thinking that determines both the process and the result of updating the modern school. According to V. D. Shadrikov, the new pedagogical thinking will help teachers get rid of such an old vice of the school as formalism in educational work. Namely, to take a new point of view: to see the student, his personality. The scientist emphasizes that this is difficult, but it is this that will help to model educational situations, include children in them, and actively influence their intellectual and emotional spheres. The skill of the teacher is manifested in the fact that the student accepts this situation as personally significant, actively participates in it, forming in himself socially significant qualities.
In the psychological and pedagogical literature, various types of teacher activities that require significant intellectual costs are considered. The main attention of researchers Yu. N. Kulyutkin, V. A. Slastenin, G. S. Sukhobskaya, V. D. Shadrikov, A. V. Brushlinsky, Yu. , A. A. Reana, JI. M. Mitina, I. V. Dubrovina, M. K. Tutushkina, JI. V. Putlyaeva, A. K. Markova, S. G. Vershlovsky and other psychologists are drawn to the optimization of his mental activity in the process of organizing and managing the educational and cognitive activity of students. Much less research is being carried out (D. V. Vilkeev, A. I. Kirshbaum, S. N. Bashinova, T. G. Kiseleva, Yu. including educational activities. .
It is in the educational activities of the teacher that many difficult situations arise, the degree of success in resolving which largely determines the effectiveness of the educational process as a whole. Neither the teacher nor the student can be considered outside the situation of communication. However, a significant part of teachers (according to our data, 72%) see the cause of conflict situations in students, hence the teacher's refusal to take an active constructive position in resolving the conflict, as he begins to deal with the consequences, losing sight of the reasons that gave rise to them.
It turns out that teachers with good subject training experience serious difficulties in the communicative sphere of pedagogical activity. Consequently, this area of professional activity of teachers needs, first of all, appropriate psychological support and support.
Complex in its content and dynamic in its course, pedagogical activity requires the teacher to comprehend it in order to improve it. In this regard, the issue of the formation and development of professionally significant features of the teacher's thinking is one of the most relevant in the system of training and advanced training of teaching staff.
A modern teacher in the true sense of the word will be able to work effectively when he comprehends and concentrates in his activities the efforts of the two most progressive areas of pedagogical psychology: innovative technologies of teaching and education (V. V. Rubtsov, A. M. Matyushkin, JI. M. Fridman , A. A. Verbitsky, L. V. Putlyaeva, L. M. Mitina and others) and personal development strategies implemented in professional thinking and communication (M. M. Bakhtin, A. A. Bodalev, B. F Lomov, V. N. Myasishchev, V. D. Shadrikov, A. V. Brushlinskii, A. A. Rean, I. S. Yakimanskaya, and others). .
It is difficult to overestimate the contribution to the solution of various problems related to the study and formation of pedagogical thinking, which was made by Yu. N. Kulyutkin and G. S. Sukhobskaya. They defined the teacher's thinking as the "ability" to use pedagogical ideas in specific situations of activity, the ability to "see" in a particular phenomenon its general pedagogical essence. Thinking, in their opinion, is necessary at all levels and stages of a teacher's activity: when understanding goals, analyzing a problem situation, and solving problems. The value of their contribution to the solution of the problem under study lies in the introduction into the psychological turnover of the following most important concepts for clarifying the essence of pedagogical thinking: “hierarchization of goals”, “hierarchization and branching of the thinking process” in solving problems. At the same time, they define new approaches to the taxonomy of pedagogical goals and objectives.
On the basis of such a generally accepted approach, pedagogical thinking can be understood as a kind of professional thinking that allows the subject to cognize the essence of the pedagogical situation and organize his pedagogical actions for its purposeful transformation. However, there are other points of view on understanding the essence of pedagogical thinking. Thus, V. E. Tamarin and D. S. Yakovleva define pedagogical thinking in its most general form as a special mindset, the specific orientation of which is adequate to the essence of educational activity. In this case, the general view of the teacher's professional thinking is reduced to only one area of his functioning. .
Conclusion
The upbringing and educational process is based on the system of views of humanistic psychology, which implies the child's initial desire for growth, for the realization of his inner creative potential, which contributes to the development of the child's own creative activity. The basic principle of interaction with children is based on the natural process of development and cognition, organic to the nature of the child - this is a game. The game as a creatively active process of development, the game is the mechanism of creativity. The game allows the teacher to get away from authoritarianism and become partners with children. Partnership gives the child the opportunity to feel their importance, to move from passive learning to active independent search, where knowledge is not given, but obtained. The teacher, stimulating the creative reaction, creates the conditions for the child's own steps. Each child, making an independent discovery, rises to his own level of understanding, without breaking his consciousness, without skipping individual stages of development. And most importantly, without losing faith in yourself, in your strength, in your ability to learn and create something new. .
According to D.V. Vilkeev, pedagogical thinking is a specific mental activity of pedagogues-scientists and teachers, during which the reflection and creative transformation in their psyche of the phenomena of upbringing and education as social functions takes place, as well as the subjective construction of the pedagogical process in accordance with the social goals of upbringing and education; S. T. Kargin defines pedagogical thinking as the direction of mental processes to reflect the characteristics of the object of the teacher's activity by penetrating into the essence of the pedagogical phenomena of pedagogical reality; A. K. Markova considers pedagogical thinking as a process of identifying outwardly unspecified, hidden properties of pedagogical reality by the teacher in the course of comparing and classifying situations, discovering cause-and-effect relationships in them; E. K. Osipova attributes professional and pedagogical thinking to the activity of solving pedagogical problems. It exists as a process of solving pedagogical problems. .
A special place in the development of the creative potential of the teacher's personality is occupied by his creative attitude to the process of mastering professional knowledge, as well as creative educational and cognitive activity, which are characterized by a focus on creativity, a positive attitude towards the content and process of obtaining professional knowledge, mastering the experience and mechanisms of creative activity of teachers. .
Bibliography
Gonobolin F.N. On the pedagogical abilities of the teacher. M., 2014.
Druzhinin V.N. Psychology of general abilities. SPb., 2012.
Krutetsky V.A. Psychology of training and education of schoolchildren. M., 2006.
Ksenzova G.Yu. Evaluative activity of the teacher: Proc. method. allowance. M., 2009.
Kuzmina N.V. Essays on the psychology of the teacher's work: The psychological structure of the teacher's activity and the formation of his personality. L., 2007.
Levitov N.D. Child and pedagogical psychology. M., 2010.
Markova A.K., Nikonova A.Ya. Psychological features of the teacher's individual style of activity // Vopr. psychology. 1987. No. 5.
Shadrikov V.D. Psychology of activity and human abilities: Proc. allowance. 2nd ed., revised. and additional M., 2006.
Shevandrin N.I. Social psychology in education: Proc. allowance. Part 1. Conceptual and applied foundations of social psychology. M., 2005.
Pedagogical aspect
| Parameter name | Meaning |
| Article subject: | Pedagogical aspect |
| Rubric (thematic category) | Pedagogy |
A.V. Mudrik: “The team is a complex pedagogical phenomenon that has certain goals, objectives, organizational structure, system of life, self-government bodies. It develops systems of relations between its members in various spheres of life, norms and values that determine the nature of these relations. The educational effectiveness of the team depends on how much the leading and defining relations and values of society are reflected in it, how much its life activity becomes the basis for the accumulation of positive social experience by schoolchildren, and the team itself turns into an arena of self-expression and self-affirmation for each of its members.
5. Hence, another sign of the team is the educational function.
The pedagogical aspect of the problem "team and personality" is currently very relevant, because by realizing the educational function, the team contributes to the development of its members. At the same time, this implementation should not be successful without taking into account the two previous aspects - philosophical and psychological. Without taking into account all the signs in the complex, we cannot speak of the presence of a full-fledged team.
2. Progressive Russian teachers sought to delve into the nature of the ʼʼinternal lifeʼʼ of children, to understand the ideals and values accepted by the mass of children (A.F. Lazursky), to protect students from denunciations, slander and oppose them with a form of ʼʼSoviet laborʼʼ over the perpetrators of violations of the rules of conduct. (N.I. Piragov), to understand the essence of education ʼʼspirit of the schoolʼʼ (L.N. Tolstoy), to show the dependence of the ʼʼspirit of the schoolʼʼ
In the pedagogical aspect, the works of O. Schmidt, G. Rokov, P. Kapterev are of the greatest interest.
O. Schmidt in a series of articles ʼʼCompanionship at schoolʼʼ contrasts the ideal of a ʼʼgood studentʼʼ with the ideal of a ʼʼgood friendʼʼ. ʼʼGood comradeʼʼ - ϶ᴛᴏ means ʼʼto help each other, stand up for each other, act in all matters together, conform to the interests of the entire classʼʼ.
Schmid attached great importance to the ʼʼspirit of classʼʼ. This "spirit" depends on the relationship between strong and weak schoolchildren, capable and less capable, teachers and children. The teacher must stop the desire of some to win first places by any means and cultivate a warm, attentive, human attitude towards each other.
G. Rokov emphasized that reliance on the class does not exclude individualization in education. Individualization of education means only that attention must be paid to all the circumstances that affect a given student.
P. Kapterev gives in the 19th century, very modern recommendations on the organization of the team at school:
1. To unite each class into an organized whole, preserving the individuality of each student;
2. Organize strong comradely ties among all school students through the discussion and solution of common affairs.
3. Since the class cannot meet all the needs of the students, it is essential to create many individual societies and alliances of aspiration.
4. All school organizations must cater to students' aspirations for self-reliance.
5. Do not allow children to develop a passion for command, for getting the best roles in the game, for being promoted to the first place.
All the aspirations of teachers of the XIX century were aimed at humanizing the children's environment. Later, many of these ideas were implemented in the activities of colonies, clubs, "day shelters", organized as a private initiative for the children of the urban poor. The initiators of this activity were well-known teachers and doctors: Shatsky, Kashchenko, Petrov, Rozanov and many others. other.
After the revolution, during the period of building the so-called new type of society, a new type of school was also created. At the origins of the creation of such a school stood Krupskaya, Lunacharsky.
Separate provisions on the basic directions of public education of N.K. Krupskaya have not lost their significance today. First of all, this is about organizing the collective activities of schoolchildren; about the humanism of intra-collective relations; about the role of emotions in the collective upbringing of the child.
Quite interesting and important thoughts were expressed by Lunacharsky about the organization of the new school. “We need,” Lunacharsky wrote, “so that on a collective basis, the characteristics of a person are fully developed.” Even then, Lunacharsky spoke about an individual approach in the process of organizing education and upbringing.
The ideas of the team were further developed in the works of Makarenko A.S. He creates a theory of organization and education of the children's team and personality in the team and through the team.
The main task of pedagogical activity is the correct organization of the children's team. It is necessary to create a system of large and small collective units, develop a system of their relationships and interaction. Develop a system of influence on each pupil, as well as establish collective and personal relationships between the teacher and the pupil.
An important mechanism, a pedagogical tool is a parallel impact on the team, and through it on each pupil. A real collective must have a common goal, be engaged in diversified labor activity, it must have organs that direct its life and work. He considered an important condition for its members to have a conscious prospect of moving forward. Upon reaching the goal, it is important to put forward a new one. Makarenko for the first time formulated the requirements that the team and the rules of its relationship with pupils must meet, his system of rewards and punishments.
The ideas of modern teachers about the team touched on the following issues:
1. The children's team is always a part of society, a model of society and must be a participant in its development.
2. The law of perspective lines is the law of the development of the team.
3. Pedagogy is a pedagogy of parallel, not direct action.
4. Self-management is the most important lever for the development of the team.
5. The team should be not only the school class, but the school as a whole.
6. Nothing holds the team together like traditions.
7. The teaching staff in relation to children is not something external. He is part of the school community.
8. Each school should have its own ʼʼpedagogical centerʼʼ, coordinating the relations and activities of the members of the team.
3. Any children's team has a formal structure, usually set by adults, and an informal structure that develops spontaneously. The formal structure of the team is formed by primary teams, self-government bodies, social roles implemented by children in the process of joint activity.
The primary team unites this or that group of children in the process of organized activity. The connections that unite children's primary teams are not formed spontaneously, but, as a rule, they are the result of the targeted efforts of teachers. The main link in the formal structure of the school team is the class team, where the activities of children take place - teaching. On the basis of the class, other primary groups are formed - circles, electives, clubs, sections, etc.
These diverse primary groups form the student body of the school. The system of primary collectives corresponds to the system of social roles that children realize in the course of their activities. These roles are adequate to the main functions of this team (in the class - a student), in the circle - a young technician, a young poet, etc.)
There are conditions for a pedagogically expedient organization of joint activities in a team:
1. awareness by all members of the team of the perspective towards the implementation of which collective activity should be directed;
2. maximum reliance on the principle of complementarity and mutual enrichment;
3. improving the structure of schoolchildren's activities by including in it types of activities that are different in content and nature;
4. reliance on children's self-government (in a mature team).
The informal structure of the team is formed in the process of interpersonal communication of its members.
Children's communication generates a whole range of connections and relationships of an emotional and psychological nature. This leads to the formation of small informal groups or microgroups (friendly, friendly). They usually include a small number of children. They are based on sympathy, interest, friendship.
At the same time, not all members of the team are included in such microgroups. Most often, these are children who do not need additional communication, are timid, unable to enter into such relationships and rejected for some reason.
These informal groups occupy a different position in the team. Some enjoy authority, others - on the contrary. There may be groups whose authority is situational. There are groups that focus only on their own interests. A child, being both a member of a collective and a member of a microgroup, experiences a double influence on himself: he is formed as a person not only under the influence of the collective, but also under the influence of this group, the values, opinions, and assessments accepted there. Each child in the system of informal relations occupies one place or another. His status in the team has a significant impact on the process of personality formation. It has been established that the team is only then a favorable environment for the individual development of the child, when his unofficial position in the team is favorable, when his status is high enough. If the child does not "fit" into the system of informal relations of the collective, is unpopular among friends, the collective ceases to be a full-fledged instrument of his individual development in relation to him.
4. Usually there are 3 stages in the process of team development.
At stage I, the team acts primarily as the goal of the educational efforts of teachers who seek to turn an organizational unit into a team, where relations are determined by the content of joint activity, its goals, and tasks. At this stage, within the framework of the formal structure, interpersonal relations are only beginning to take shape, which subsequently lead to the formation of informal groups of a psychological and emotional nature.
At this time, children are experiencing a state of initial adaptation. It is characterized by general emotional tension. Groups that form in a team are unstable and not interconnected. At this stage, team members do not know each other well, they lack information about each other.
The joint activity of children organized by teachers contributes to the establishment of relations between them. But these relations are still selective. The guys are just starting to learn ʼʼwho is whoʼʼ. Gradually, these relationships become more definite and stable.
II stage. It is worth saying that it is characterized by the stabilization of the informal structure of the team due to the self-determination of groups and the continued development of the formal structure of the team. At this stage, the team already acts as a tool for the purposeful formation of certain personality traits in all the guys included in it. The main goal of teachers at this stage is to use the capabilities of the children's team to the maximum extent in the implementation of those educational functions for which this team is created.
At the III stage of its development, the team is used by teachers in order to adjust the social experience and develop the creative individuality of each individual child. At this time, the teacher has a real opportunity to make each of the children in the team an object of special care and attention, to ensure each individual development that is favorable for him.
Of course, these stages are conditional. But at the same time, it is undeniable that it is impossible to manage a collective without creating it, it is impossible to use the collective for the purpose of the all-round development of each of its members, if favorable conditions have not developed in this collective.
Pedagogical aspect - concept and types. Classification and features of the category "Pedagogical aspect" 2017, 2018.
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Psychological and pedagogical aspects of pedagogical educationbscheniya
1. The concept of pedagogical communication
A system of limited social and psychological interaction between a teacher and students, the content of which is the exchange of information, the provision of educational influence, the organization of relationships using commutative means. To date, a productively organized process of pedagogical communication is designed to provide real psychological contact in pedagogical activity, which should arise between the teacher and the children. Turn them into subjects of communication, help overcome various psychological barriers that arise in the process of interaction, transfer children from their usual position of being led to the position of cooperation and turn them into subjects of pedagogical creativity. In this case, pedagogical communication forms an integral socio-psychological structure of pedagogical activity.
Pedagogical communication in training and education serves as a tool to influence the personality of the student. Pedagogical communication is an integral system (techniques and skills) of socio-psychological interaction between a teacher and students, which contains the exchange of information, educational influences and the organization of relationships using communicative means. In addition to the usual functions, the specificity of pedagogical communication gives rise to another function of the socio-psychological support of the educational process, the organizational function of the relationship between the teacher and the students and acts as a means of solving educational problems.
Research in the field of educational psychology shows that a significant part of pedagogical difficulties are due not so much to shortcomings in the scientific and methodological training of teachers as to the deformation of the sphere of professional and pedagogical communication.
Whether pedagogical communication will be optimal depends on the teacher, on the level of his pedagogical skills and communicative culture. To establish positive relationships with students, the teacher must show goodwill and respect for each of the participants in the educational process, be involved in the victories and defeats, successes and mistakes of the students, empathize with them. Studies show that teachers who emphasize their own “I” show formalism in relation to students, superficial involvement in learning situations, authoritarianism, emphasize their own superiority and impose their own ways of behavior. Teachers with a focus on the "other" manifest an unconscious adjustment to students, reaching the point of self-abasement.
Teachers with the “I-other” centering showed a steady desire to build communication on an equal footing and develop it in a dialogic form. Such interaction objectively contributes to the humanization of the "teacher-student" relationship and the entire education as a whole.
Achieving a positive result of communication and interaction is associated with the accumulation and correct generalization of information about each other, depends on the level of development of the teacher’s communication skills, his ability to empathize and reflect, to be observant, “sensory sharpness”, establishing “rapport” and the ability to take into account the representative system of the interlocutor , depends on the ability to listen, understand the student, influence him through persuasion, suggestion, emotional infection, changing styles and positions of communication, the ability to overcome manipulations and conflicts. An important role is played by the psychological and pedagogical competence of the teacher in the field of psychological characteristics and patterns of communication and interaction.
One of the criteria for productive pedagogical communication is the creation of a favorable psychological climate, the formation of certain interpersonal relationships in the study group. Interpersonal relationships in the study group really should be formed purposefully by the teacher. At the same time, at certain higher stages, the self-development of the team becomes their main source. But at the initial stages, the central place in the formation of a high level of interpersonal relations belongs to the teacher. No wonder the poets of the Ancient East said that students are like an orchard, and a teacher is like a gardener. At first, the trees are weak and their life depends entirely on the efforts of the gardener, but then, having grown stronger, they grow on their own and bear sweet fruits.
The problem of effective communication has become of great importance in recent years. The works of many well-known psychologists are devoted to her - A.A. Bodaleva, B.F. Lomova, E.S. Kuzmina, V.V. Znakova, A.A. Leontiev, A.A. Reana and others. It should be noted that the problem of effective pedagogical communication stands out as an independent direction (I.A. Zimnyaya, Ya.L. Kolominsky, S.V. Kondratiev, A.A. Leontiev, N.V. Kuzmina, A. A. Rean and others). Experimental studies show that among the many tasks facing the teacher, the most difficult are the tasks associated with communication. They assume that the teacher has a sufficiently high level of development of communicative skills.
The key words in understanding the essence of communication are the following: contact, connection, interaction, exchange, method of association. The most accurate word for designating communication as a socio-pedagogical phenomenon is the word contact, i.e. contact. Contact between people is carried out through language and speech. Speech is the main means of communication. Speech arose as one of the forms of manifestation of the emerging consciousness and went through the most complex stages of development at the phylogenetic and ontogenetic levels as one of the highest mental functions of a person. The manner of speech determines the attitude of a person, his culture. The quality of speech depends on the harmony of content, attitude and impact. The content is associated with information, the attitude is associated with the emotional context that the person himself brings to speech; impact is determined by the influence of speech on another or others. Suppose we need to evaluate the socio-psychological quality of the speaker's speech. In this case, it is necessary to find out how meaningful his information is, whether it interests the speaker himself and whether his message affects other people.
The most important factor in speech is paralinguistic means of information transmission. These include: the volume of speech, pace, features of pro posture, etc. The totality of paralinguistic means accompanying communication determines its context. Paralinguistic means can confirm the meaning of the connected, or, conversely, refute it.
Any contact involves feedback. So, for example, if two familiar people met by chance, then communication took place, even if they only said hello. However, if one of them noticed the other, and he did not, then the communication did not take place, because there was no contact. Contact can be at the level of not only paralinguistic means. For example, when two strangers look at each other with interest.
The actualization of the personal approach in modern education has also influenced the change in the specifics of pedagogical communication, since this approach provides for the attitude of the teacher to pupils as independent responsible subjects of their own development and as subjects of educational interaction. Thus, on the one hand, the teacher manages pedagogical communication and is responsible for its quality as a professional, and in this sense, his partners in interaction - students still act as an object of his influence. On the other hand, the teacher is interested in communication with students being dialogical, i.e. respected the principle of equality of partners. The implementation of the personal approach involves communication between the teacher and the student at the level of subject-subject relations. The student is thus both the object and the subject of interaction.
Objectively, the positions of the teacher and the student are not equal due to age and social differences. But subjectively, both sides are interested in equalizing their positions. These special relationships between the learner and the teacher carry the key contradiction of pedagogical communication, which is at the same time the source of its development.
The art of communicating with children among the most important skills that make up pedagogical technique, we put in the first place. Children should be spoken to in the same way as with other people, regardless of their age, always trying to be simple, natural and understandable. The correct style and tone of communication is determined by the position of the educator in the team. He is a senior comrade who, according to A.S. Makarenko, always there and a little bit ahead.
Pedagogical technique - a set of skills and abilities necessary for the application of methods of pedagogical influence. This includes the ability to choose the right style and tone in communication, to manage attention, the pace of activity, the skills to demonstrate one's attitude to the actions of students.
A special place in the range of skills and abilities of pedagogical technology is occupied by the development of the teacher's speech as one of the most important educational means - correct diction, "set voice", rhythmic breathing and reasonable addition of facial expressions and gestures to speech. In addition to the above, the following should be attributed to the skills of pedagogical technology: to win over the interlocutor, to convey information figuratively, if necessary, change the subtext load; mobilize creative well-being before the upcoming communication; control your body, relieve muscle tension in the process of performing pedagogical actions; regulate their mental states; cause “by order” feelings of surprise, joy, anger, etc.; master the intonation technique for expressing different feelings (requests, demands, questions, orders, advice, wishes, etc.), etc.
The means and methods of self-influence are infinitely varied. Given the characteristics of his personality and specific conditions, each person chooses their optimal combination. A special place is occupied by the means of managing one's mental state, i.e. means of self-regulation. These include various methods of switching off, self-distraction, muscle relaxation (relaxation - a general state of rest, relaxation after strong feelings or physical effort), as well as self-persuasion, self-order, self-control, self-hypnosis, etc. In recent years, thanks to the wide popularization, methods purposeful self-hypnosis with the help of special verbal formulas - auto-training.
In one of his speeches, A.S. Makarenko said: “I became a real master only when I learned to say “come here” with 15-20 shades, when I learned to give 20 nuances in setting the face, figure, voice. And then I was not afraid that someone would not come to me or would not feel what was needed.
Among the most difficult tasks facing the teacher is the organization of productive communication, which implies the presence of a high level of development of communication skills. And it is very important to organize communication with children in such a way that this unique process takes place. Communication style plays an important role here.
2. Functions,stylesthemdressedpedagogical communication
In accordance with the central purpose of pedagogical influence, communication performs three functions.
The first function - "opening" the child to communication - is designed, on the one hand, to create comfortable conditions for him in the classroom, in the classroom, at school, during extracurricular activities. In a state of psychological emancipation, children develop more actively, show themselves more boldly, and are not afraid to seem ridiculous or fall out of favor with the teacher. On the other hand, without the implementation of this function, it is not possible to reveal the child's attitude, and the teacher is forced to be content only with his behavioral reactions, which, as you know, can be determined and dictated by hidden motives. For example, an outwardly successful relationship between a teacher and a student may be based on fawning and a desire to please on the part of the latter, but may be determined by the actual respect for the individual and the authority of the teacher. Knowing the true attitude of the child helps the educator to plan further joint work with him on the development of socio-cultural values.
The second function - "participation" of the child in pedagogical communication - is revealed as a result of the analysis of the process of interaction between the teacher and children. Depending on age, the child attends the first, second, third. eleventh grade. According to the school schedule, he comes to class one, two, three times a week. At the lesson, the student masters the educational material and is included in the forms of work that the teacher offers him. He, as it were, “imposes” communication on the child, which from time to time puts him in a difficult position because it turns out to be uncharacteristic, unusual for him. Realizing complicity in the address of the child, the teacher helps him to cope with the difficulties that are encountered on his way of ascent to the culture of mankind.
The third function - the "elevation" of the child in pedagogical communication - is understood not as an overestimation, but as a stimulation of new value formations. Even among parents who are not educated in the pedagogical sense, one cannot find those who would not enjoy exaltation in communicating with their children: here the baby took the first timid not even a step, but a step in his life, and they say to him: “Well done! You have already learned to walk!” The child wrote the first word, they are admired: “How great you did!” The girl baked pancakes for the first time - the whole family is delighted, they say to her: "We have never eaten such delicious pancakes in our lives."
Is it possible to imagine a teacher who would not elevate children in his lessons, and especially those who find this subject more difficult than others? Theoretically - no! Almost yes!!! In the eleventh grade there is a lesson on the philosophy of life. The teacher is unfamiliar with the class, so he uses business cards to call everyone by their first names. The student says with pain: “You know, for the first time in the lesson they called me by my first name, and not by my last name!” Let's ask ourselves: how did she live at school? What did this fragile girl go through and forgive the teachers? But do we wonder why first graders, so smart, cheerful and cheerful on the first of September, do not want to go to school in a month? Is it because these three functions are not realized in pedagogical communication with children?
Styles of pedagogical communication.
Under the style of communication, we understand the individual typological features of the socio-psychological interaction between the teacher and students.
In the style of communication find expression:
Features of the teacher's communication capabilities;
The existing nature of the relationship between the teacher and pupils;
Creative individuality of the teacher;
Features of the student team.
Moreover, it must be emphasized that the style of communication between a teacher and children is a socially and morally saturated category. It embodies the socio-ethical attitudes of society and the educator as its representative.
The first experimental study of communication styles was carried out in 1938 by the German psychologist Kurt Lewin.
Teachers - psychologists today distinguish many styles of pedagogical communication, but let's focus on the main ones.
With an authoritarian style, a characteristic tendency towards strict management and comprehensive control is expressed in the fact that the teacher much more often than his colleagues resorts to an orderly tone and makes harsh remarks. The abundance of tactless attacks against some members of the group and unreasoned praise of others are striking. An authoritarian teacher not only defines the general goals of the work, but also indicates how to complete the task, rigidly determines who will work with whom, and so on. Tasks and methods of its implementation are given by the teacher in stages. It is characteristic that such an approach reduces activity motivation, since a person does not know what is the purpose of the work performed by him as a whole, what is the function of this stage and what lies ahead. It should also be noted that in a socially perceptive sense, as well as in terms of interpersonal attitudes, the phased regulation of activities and its strict control indicate the distrust of the teacher in the positive possibilities of students. In any case, in his eyes, students are characterized by a low level of responsibility and deserve the most severe treatment. At the same time, any initiative is considered by an authoritarian teacher as a manifestation of undesirable self-will. Studies have shown that this behavior of the manager is explained by his fears of losing authority, having discovered his lack of competence: “If someone proposes to improve something by building the work differently, then he indirectly indicates that I did not foresee this.”
In addition, an authoritarian leader, as a rule, subjectively assesses the success of his wards, making comments not so much about the work itself, but about the personality of the performer. With an autocratic leadership style, the teacher exercises sole control over the management of the team, without relying on the asset. Students are not allowed to express their views, critical remarks, to take the initiative, and even more so to claim the solution of issues that concern them. The teacher consistently makes demands on students and exercises strict control over their implementation. The authoritarian style of leadership is characterized by the main features of the autocratic. But students are allowed to participate in the discussion of issues that affect them. However, the final decision is always made by the teacher in accordance with his own attitudes.
2. Permissive
The main feature of the conniving style of leadership is, in fact, the self-elimination of the leader from the educational and production process, the removal of responsibility for what is happening. The conniving style turns out to be the least preferred among those listed. The results of its approbation are the smallest amount of work performed and its worst quality. It is important to note that the students are not satisfied with the work in such a group, although they do not have any responsibility, and the work is more like an irresponsible game. With a conniving style of leadership, the teacher seeks to interfere as little as possible in the life of students, is practically eliminated from leading them, limiting himself to the formal fulfillment of duties and instructions from the administration. An inconsistent style is characterized by the fact that the teacher, depending on external circumstances or his own emotional state, carries out any of the leadership styles described above.
3. Democratic
As for the democratic style, the facts are evaluated first of all, and not the personality. At the same time, the main feature of the democratic style is that the group takes an active part in discussing the entire course of the upcoming work and its organization. As a result, students develop self-confidence, self-government is stimulated. In parallel with the increase in initiative, sociability and trust in personal relationships increase. If under the authoritarian style enmity reigned between the members of the group, which was especially noticeable against the background of obedience to the leader and even currying favor with him, then under democratic management, students not only show interest in work, revealing positive internal motivation, but approach each other in personal terms. With a democratic style of leadership, the teacher relies on the team, stimulates the independence of students. In organizing the activities of the team, the teacher tries to take the position of "first among equals". The teacher shows a certain tolerance for critical remarks of students, delves into their personal affairs and problems. Pupils discuss the problems of collective life and make a choice, but the final decision is formulated by the teacher.
4. Communication based on the passion for joint creative activities.
At the heart of this style is the unity of the high professionalism of the teacher and his ethical attitudes. After all, the enthusiasm for joint creative search with students is the result not only of the teacher's communicative activity, but to a greater extent of his attitude to pedagogical activity in general. Theater teacher M.O. Knebel noted that the pedagogical feeling "drives you to youth, makes you find ways to it." This style of communication distinguished the activities of V.A. Sukhomlinsky. On this basis, they form their own system of relationships with children V.F. Shatalov. This style of communication can be considered as a prerequisite for successful joint educational activities. Enthusiasm for a common cause is a source of friendliness and at the same time friendliness, multiplied by interest in work, gives rise to a joint enthusiastic search. Speaking about the system of relationships between the teacher and pupils, A.S. Makarenko argued that the teacher, on the one hand, should be a senior comrade and mentor, and on the other hand, an accomplice in joint activities. It is necessary to form friendliness as a certain tone in the relationship of the teacher with the team.
Reflecting on the options for the relationship of a teacher with children, A.S. Makarenko noted: “In any case, teachers and management should never allow a frivolous tone on their part: scoffing, telling jokes, no liberties in the language, mimicry, antics, etc. On the other hand, it is completely unacceptable for teachers and management to be gloomy, irritable, noisy in the presence of pupils.
Emphasizing the fruitfulness of this style of relationship between the teacher and pupils and its stimulating nature, which brings to life the highest form of pedagogical communication - based on the enthusiasm for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the process of communication, should have a measure. Often, young teachers turn friendliness into familiarity with students, and this negatively affects the entire course of the educational process (often a novice teacher is driven to this path by fear of conflict with children, complicating relationships). Friendliness should be pedagogically expedient, not contradict the general system of relationships between the teacher and children.
5. Communication-distance.
This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But here too, moderation must be observed. Hypertrophy of the distance leads to the formalization of the entire system of socio-psychological interaction between the teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relations between the teacher and children, it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. The distance acts as an indicator of the leading role of the teacher, based on his authority.
The transformation of the "distance indicator" into the dominant of pedagogical communication sharply reduces the overall creative level of the joint work of the teacher and students. This leads to the establishment of an authoritarian principle in the system of relations between the teacher and children, which, ultimately, has a negative effect on the results of activity. A.V. Petrovsky and V.V. Shpalinsky note that "in classes where teachers teach with a predominance of authoritarian methods of leadership, there is usually good discipline and academic performance, but external well-being may hide significant flaws in the teacher's work on the moral formation of the student's personality." What is the popularity of this style of communication? The fact is that novice teachers often believe that communication-distance helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student, and in the pedagogical environment. But in most cases, the use of this style of communication in its purest form leads to pedagogical failures.
Authority must be won not through the mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person.
Communication-distance to a certain extent is a transitional stage to such a negative form of communication as communication-intimidation.
6. Communication - intimidation.
This style of communication, which is also sometimes used by novice teachers, is mainly associated with the inability to organize productive communication on the basis of enthusiasm for joint activities. After all, it is difficult to form such communication, and a young teacher often follows the line of least resistance, choosing communication-intimidation or distance in its extreme manifestation.
In a creative sense, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what should not be done, deprives pedagogical communication of the friendliness on which it is based. mutual understanding, so necessary for joint creative activity.
7. Flirting.
Again, characteristic, mainly for young teachers and associated with the inability to organize productive pedagogical communication. In essence, this type of communication corresponds to the desire to win a false, cheap authority among children, which is contrary to the requirements of pedagogical ethics. The emergence of this style of communication is caused, on the one hand, by the desire of a young teacher to quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication, experience in professional communicative activity.
A.S. Makarenko sharply condemned such a "pursuit of love." He said: “I respected my assistants, and I had just geniuses in educational work, but I convinced them that the last thing you need to be a favorite teacher. I personally have never sought childish love and I think that this love, organized by a teacher for his own pleasure, is a crime.
This coquetry, this pursuit of love, this boastfulness of love brings great harm to the educator and education. I convinced myself and my comrades that this was a pendant. should not be in our lives.
Let love come imperceptibly, without your efforts. But if a person sees the goal in love, then this is only harm.
Communication-flirting, as observations show, arises as a result of: a) the teacher's misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communication with the class and at the same time the desire to establish contact with students.
Styles do not exist in their pure form. Yes, and the listed options do not exhaust all the richness of communication styles spontaneously developed in long-term practice. A variety of nuances are possible in its spectrum, giving unexpected effects, establishing or destroying the interaction of partners. As a rule, they are found empirically.
Models of pedagogical communication
1. The model is dictatorial ("Mont Blanc"). The teacher is, as it were, removed from the students, he soars above them, being in the realm of knowledge. No personal interaction. Pedagogical functions are reduced to an informational message.
Consequence: lack of psychological contact, lack of initiative and passivity of the trainees.
2. The non-contact model (“Chinese Wall”) is very close in its content to the first one. The difference is that between the teacher and the student there is a weak feedback due to the arbitrarily and unintentionally erected communication barrier. The role of such a barrier can be the lack of desire for cooperation from any side, the informational, rather than interactive nature of the classes, the involuntary emphasis of the teacher on his status, the condescending attitude towards the students.
Consequence: weak interaction with students, and on their part - an indifferent attitude towards the teacher.
3. The model of differentiated attention ("Locator") is based on selective relationships with students. Teachers are not focused on the entire composition of the audience, but only on a part, for example, talented, weak, leaders or outsiders. In communication, the teacher focuses on them.
Consequence: the integrity of the act of interaction in the "teacher-team" system is violated, it is replaced by the fragmentation of situational contacts.
4. The hyporeflexive model (“Teterev”) lies in the fact that the teacher in communication is, as it were, closed in himself: his speech is mostly monologue. He hears only himself and does not react to the listeners in any way. Such a teacher shows emotional deafness to others.
Consequence: there is practically no interaction between the student and the teacher, and a field of psychological vacuum is formed around the latter. The parties of the process of communication exist in isolation from each other, the educational interaction is set formally.
5. The hyper-reflexive model (“Hamlet”) is opposite in psychological terms to the previous one. The teacher is concerned not so much with the content side of the interaction as with how it is perceived by others. Interpersonal relationships take on a dominant role for him. He reacts sharply to the nuances of the psychological atmosphere among the trainees, taking them personally. Such a teacher is like a naked nerve.
Consequence: heightened socio-psychological sensitivity of the teacher, leading him to inadequate reactions to the audience's remarks and actions. In such a model, the reins of government may be in the hands of the trainees, and the teacher will take a leading position.
6. Model of inflexible response ("Robot"). The relationship between the teacher and the students is built according to a rigid program, where the goals and objectives of the lesson are clearly maintained, methodological techniques are didactically justified, there is an impeccable logic of presentation and argumentation of facts, but the teacher does not have a sense of the constantly changing situation of communication. They do not take into account the pedagogical reality, the composition and psychological state of the trainees, their age and ethnic characteristics.
Consequence: low effect of social interaction.
7. Authoritarian model (“I am myself”). The educational process is entirely focused on the teacher. He is the main and only protagonist. Questions and answers, judgments and arguments come from him. There is virtually no creative interaction between him and the audience. Personal initiative on the part of trainees is suppressed.
Consequence: lack of initiative is brought up, the creative nature of learning is lost, the motivational sphere of cognitive activity is distorted.
8. Model of active interaction ("Union"). The teacher is constantly in dialogue with the students, keeps them in a positive mood, encourages initiative, easily grasps changes in the psychological climate of the team and responds flexibly to them. The style of friendly interaction prevails while maintaining role distance. Arising educational, organizational, ethical and other problems are creatively solved by joint efforts. This model is the most productive.
If we consider communication as a cross-cutting process in learning, then it is necessary to distinguish two main models of communication:
1. educational and disciplinary;
2. personality-oriented.
1. Educational and disciplinary model of communication. It took shape in our country over decades and bears the imprint of the second half of the 1970s. of the last century, when the goal of education was to equip students with knowledge, skills and abilities. The slogan during the interaction of an adult with children was "Do as I do." The model of communication under consideration is characterized by an authoritarian style, where:
Methods of communication: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting.
Communication tactics: dictate or guardianship.
Personal position: meet the requirements of management and supervisory authorities. As a result of this model of communication, there is a detrimental effect on the personality of the child. An alternative to this model is the personality-oriented model of communication. Traditionally, training and education were considered as one-way directed processes, the mechanism of which was the transmission of educational information from its carrier - the teacher to the recipient - the student. The pedagogical process, built on the basis of such ideas, demonstrates low efficiency in modern conditions. The student, as a passive participant in this process, is only able to assimilate (in fact, remember) the limited information that is provided to him in finished form. He does not develop the ability to independently master new information, use it in non-standard conditions and combinations, find new data based on those already learned. A unilaterally directed educational process practically does not achieve the main goal of education - the formation of an independent, responsible person, capable of taking adequate steps in the contradictory and changing conditions of the modern world. Personality under the influence of authoritarian directive influence acquires features of dependence, conformity.
2. Person-oriented model of communication. The purpose of the communication model is to provide a child with a sense of psychological security, his trust in the world, the joy of existence, the formation of the beginning of personality, the development of the child's individuality. This model of communication is characterized by a dialogic type of communication. This model of communication is characterized by the fact that an adult interacts with a child in the process of communication. It does not force the development of children, but prevents the occurrence of possible deviations in the personal development of children. The formation of knowledge, skills and abilities is not a goal, but a means of the full development of the individual.
Ways of communication: understanding, recognition and acceptance of the personality of the child, based on the ability to decenter that is emerging in adults (the ability to take the position of another, take into account the point of view of the child and not ignore his feelings and emotions).
Communication tactics: cooperation, creation and use of situations that require the manifestation of intellectual and moral activity of children.
The personal position of the teacher: proceed from the interests of the child and the prospects for his further development.
In this regard, in modern science and practice, the concept of the pedagogical process as a dialogue is becoming increasingly recognized.
3. Personal qualitiesty teachers important for communication
The effectiveness of pedagogical communication is largely determined by the personal qualities of the teacher.
Four groups can be distinguished among them:
Communication plan indicators;
Indicators of the individual-personal plan;
Indicators of the general socio-psychological plan;
Indicators of the moral and ethical plan
Among the indicators of the personal plan, communicative inclinations, abilities, knowledge, skills, etc. are of the greatest importance. The effectiveness of pedagogical communication is influenced by such indicators of the individual-personal plan as interests, inclinations, level of preparedness, habits of the teacher and student.
Some studies note the connection between the effective knowledge of the student's personality and the individual psychological characteristics of the teacher, for example, such as introversion, extraversion, and emotional stability. Studies have shown that, in general, teachers of the introverted type more fully and adequately reflect the personality of the student in comparison with extroverted teachers. Research by A.A. Rean discovered an interesting feature: those teachers who do not associate their professional development with the development of self-confidence (on the contrary, approaching their ideal of professionalism, tend to become less self-confident) give a more positive assessment of the student's personality. Conversely, the more a teacher associates his professional self-improvement with an increase in self-confidence, the more often he gives generally negative assessments of the student's personality.
It is also possible to single out a number of professionally important qualities of a teacher that are necessary for communicating with the audience.
An important quality of a teacher is love for children, for pedagogical activity. Education and upbringing is not an easy job and requires a huge intellectual and moral preparation of the teacher, not everyone can do it. Only love and interest in pedagogical activity makes it possible to undergo this training and become a professional in their field.
It is no coincidence that there are many teachers and educators, but there are few gifted and talented among them, who brilliantly cope with their duties. Empathy is the ability to emotionally perceive another person, penetrate into his inner world, accept him with all his thoughts and feelings.
Pedagogical empathy - understanding by the teacher of mental states, emotions, feelings, experiences of students; associated with empathy.
Training and education will not be effective if you do not establish emotional contact with the student. To do this, the teacher must be able to empathize, understand the feelings and views of another person.
The flexibility of a teacher is not an unimportant quality in pedagogical activity; it acquires special significance, for example, when choosing methodological material in accordance with changes in standards or a change of students, etc. The teacher must be able to adapt to different situations and find the right form of behavior. The ability to correctly assess the situation of communication is the ability to observe the situation, choose the most informative signs of it and pay attention to them; correctly perceive and evaluate the social and psychological meaning of the situation.
The ability to feel and maintain feedback in communication is an important quality of a teacher that is necessary when communicating with an audience. Through feedback, the teacher gives the student information not only about the results of his activities, but also about the student's own perception. This affects both the educational activity of the child, and his self-esteem, motivation to study, attitude towards teachers and the school as a whole. It is best to use the model of active interaction "Union" - when the teacher is in constant dialogue with the audience, encourages the initiative, solves the problems that have arisen by joint efforts.
The ability to manage oneself is also a necessary attribute of the qualities of a teacher. The ability to speak correctly, move during a dialogue, manage your emotions - all this will allow you to create the right environment and adequately assess the situation, make the right decision.
The ability to spontaneity is the ability to produce a variety of ideas in an unregulated situation. This is the teacher's creative ability that develops with experience, which makes the educational process more interesting and colorful.
Pedagogical situations and the consequences of their influences will allow the teacher not only to avoid negative situations and their consequences, but also to turn the situation in their favor. As the saying goes "Forewarned is forearmed".
Good verbal abilities will allow the teacher to correctly express and convey his thoughts to any level of student training.
Possession of the art of pedagogical experiences allows the teacher not to stay away from the problems of the student, which in turn allows you to find a common language and win over the object of training and education.
4. Socio-psychologicalAspectsand barrierspedagogicalecommunication
communication style pedagogical learning
Each of these components in the conditions of the pedagogical process and pedagogical communication acquires its own characteristics. The perceptual component of pedagogical communication is mediated by the originality of the roles of the participants in the dialogue. In the pedagogical process, the formation of the student's personality is carried out, which goes through a series of successive stages that precede the formation of a mature consciousness and worldview. In the early stages of this process, the teacher has a number of initial advantages, because. he is the bearer of a formed personality, and also has established ideas about the goals and mechanisms of formation of the personality of pupils. The characteristics of the personality of the teacher, his individual psychological and professional qualities are an important condition that determines the nature of the dialogue.
The necessary professional qualities of a teacher include his ability to note and adequately assess the individual characteristics of children, their interests, inclinations, moods. Only a pedagogical process built taking into account these features can be effective.
The communicative component of pedagogical communication is also largely determined by the nature of the relationship between the roles of the participants in the dialogue. At the early stages of pedagogical interaction, the child does not yet have the necessary potential as an equal participant in the exchange of information, because does not have sufficient knowledge for this. The teacher acts as a carrier of human experience, which is embodied in the knowledge embedded in the educational program. This, however, does not mean that pedagogical communication, even at the early stages, is a one-way process. In modern conditions, it is not enough to simply communicate information to students. It is necessary to intensify their own efforts to assimilate knowledge. Of particular importance in this case are the so-called. active teaching methods that encourage students to independently find the necessary information and its subsequent use in relation to a variety of conditions. As the mastery of an increasing amount of data and the formation of the ability to operate with them, the student becomes an equal participant in the educational dialogue, making a significant contribution to the communicative exchange.
The role of properly organized pedagogical communication is also great because it is the teacher who creates the atmosphere of focus on the development of the student's personality. The school often evaluates the fact that the teacher gives solid knowledge, but they turn a blind eye to how he communicates with students. In most cases, the teacher communicates with the student about their joint activities, transferring knowledge from himself to the student. Communication is much less common when the teacher sees individuality in the student and seeks to communicate with him in order to enrich himself spiritually. Society needs people who can navigate a rapidly changing life, make independent decisions and bear responsibility for them, people who are flexible in communication. And this is possible only if from early childhood the child acts as a subject of communication, his opinion will be listened to. And we believe that an important role in this belongs to teachers, especially the style of communication that has developed between teachers and students.
There are many approaches and classifications of styles of pedagogical communication. We, based on data from various studies, as well as based on personal observations, offer our own classification. In one thing, we are convinced that teachers in the classroom can use different styles of communication (i.e. this concept is not invariably inherent in a particular teacher, person). And only one of the styles will prevail. The prevalence of one or another style of communication depends on a number of factors.
1. Attitudes towards communication partners - an important factor in social adaptation is the developed socio-psychological tolerance (tolerance) of the individual. Intolerance is largely due to personality stereotypes, negative attitudes of interpersonal evaluation.
2. Indicators of forms of aggression - the manifestation of intolerance in communication can be influenced by: egocentricity, goodwill, dominance, aggressiveness, etc.
3. Self-esteem - has a significant impact on professional communication. Any deviation from the adequate one accelerates and intensifies professional deformation, which is found in the features of attitudes and stereotypes of behavior, making communication difficult.
4. Identification - which literally means identifying oneself with others, likening them. Sometimes it is defined as the ability to stand on the point of view of another person.
5. Attitude towards one's profession - in some works it is noted that a generalized indicator of attitude towards work can be satisfaction with the profession, which is based on the teacher's awareness of the correct choice of profession, the correspondence of his abilities to the requirements of the profession, the effectiveness of his work.
6. Emotional burnout - the professional work of a school teacher is distinguished by a high emotional load. In 1974 H.J. Freudenberger introduced the term "emotional burnout", which is understood as a state of exhaustion, exhaustion with a sense of one's own uselessness; tendency to develop a negative attitude towards students, a negative perception in professional terms
Barriers of pedagogical communication
In the process of communication between the teacher and the student, the task is not only and not so much to convey information, but to achieve its adequate understanding by the latter. That is, in interpersonal communication, the interpretation of a message received from a teacher to a student and vice versa is a special problem. Firstly, the form and content of the message significantly depend on the personal characteristics of both the teacher and the student, their ideas about each other and the relationship between them, the whole situation in which communication takes place. Secondly, the educational message transmitted by the teacher does not remain unchanged: it is transformed, changed under the influence of the individual typological characteristics of the student, his attitude to the teacher, the text itself, and the situation of communication.
What determines the adequacy of the perception of educational information? There are a number of reasons, the most important of which is the presence or absence of communication barriers in the process. In the most general sense, a communicative barrier is a psychological obstacle to the adequate transfer of educational information between participants in the pedagogical process. In the event of a barrier, educational information is distorted or loses its original meaning.
There are three groups of barriers to pedagogical communication:
personal;
Socio-psychological;
Physical.
Among the personal barriers, a large group consists of the so-called barriers of incorrect mindset:
Stereotypes of thinking;
Bias;
Wrong attitude towards each other;
Lack of attention and interest in the other;
Disregard for facts.
Bias in pedagogical communication is manifested in the following:
1. False stereotypes related to the perception of a person according to external data. (This one is wearing glasses, which means he’s smart, this one is sporty-looking, which means he’s stupid, etc.) The focus on appearance saves pedagogical efforts associated with the knowledge of students, but often leads to misconceptions that ultimately result in pedagogical miscalculations.
2. Attributing advantages or disadvantages to a person based only on his social status. In this case, the pupil or student is not in the best position: their social status is lower than that of the teacher.
3. Subjectivism, cliches, stencils, preliminary information that the teacher receives about the student (or other teacher). Following them, the teacher embarks on the wrong path of pedagogical communication or turns out to be completely outside of it. It is necessary to check all information and re-evaluate the preliminary settings in order to know the true person, his pluses and minuses and build communication with him based on the pluses, realizing that each person is better than the other in some ways. Communication is a set of connections and mutual influence of people, which is formed in their joint activities. It implies some result - a change in the behavior and activities of other people. Each person has a specific role in society. The plurality of role positions often gives rise to their clash - role conflicts. In some situations, an antagonism of positions is found, reflecting the presence of mutually exclusive values, tasks and goals, which sometimes leads to interpersonal conflicts.
At the same time, a person’s difficulties in communication can be correlated not only with the nature of the activity or emotional, cognitive (for example, cognitive style) and other areas of the personality, but also be the result of deeper and at the same time broad influences. The following main areas of human difficulties in communication can be distinguished: ethno-sociocultural, status-positional-role, age, individual-psychological, activity, area of interpersonal relations. They, of course, overlap, interact with each other in a single integral system "man", but for the purposes of theoretical analysis, the action of each of them can be considered separately.
Ethno-socio-cultural area of difficulties.
Difficulties in this area are associated with the peculiarities of ethnic consciousness, values, stereotypes, attitudes of human consciousness, manifested in communication in the specific conditions of its social and cultural development. As a rule, communication difficulties caused by the ethno-socio-cultural characteristics of its subjects are taken by people as a matter of course. At the same time, it is obvious that each subject of activity, communication partner as a carrier of a certain mentality, as a person whose thinking, according to the apt expression of L.V. Shcherba, “cast” in the form of his native language (the same idea was also expressed by W. Humboldt), interacts with other people in accordance with the norms, traditions, image of the world and attitude inherent in the people, of which he is a representative.
Status-positional-role area of difficulties.
The unity of the teacher's status as a representative of the school, education, his position - transmission, translation of social experience and his role - a developing, educating and teaching subject is expressed in the authority of the teacher. Authority combines at least two components: the authority of the individual and the authority of the role. Formed from the first school bell, the authority of the teacher as a bearer of the values of the new, unknown, necessary for later life, the value of teaching is generally recognized. However, he often acquires the features of indisputability, absoluteness, which excludes the student from even trying to express, let alone defend his opinion. At the same time, the role of a teacher involves such personal qualities as competence, objectivity, tact and a desire to help. If the formal role of the teacher is not filled with value content and personally he is not authoritative, then communication is difficult, it becomes factual or purely conventional. There is a situation of rejection of the teacher as a partner of communication, which is a prerequisite for supplementing conventional roles with negative interpersonal relationships.
Age area of difficulty.
Difficulties in communicating with an adult, with a teacher most often arise due to the fact that a student, especially a teenager, believes that his inner world is incomprehensible to adults who continue to address him still as a child (therefore, the teacher’s appeal in the “Children” class or "Boys and Girls" may elicit negative or skeptical restrained reactions). Difficulties in communication may arise when the teacher, due to employment or other interests, really does not know the world of music, painting, dance, cinema, the language and values of the youth subculture. In this case, he does not have a common subject of communication with students (“There is nothing to talk about with him except physics” - such is the assessment of the teacher as a communication partner). The problem of fathers and children in pedagogical communication, as it were, shines through the fabric of role-playing relationships "teacher-student".
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