Khrebina S.V.

ORCID: 0000-0002-1825-0097, Doctor of Psychology, Professor, Pyatigorsky State University

PSYCHOLOGICAL APPROACHES TO MODELINGCONSTRUCTIVE INTERACTIONIN THE SYSTEM OF HIGHER EDUCATION

annotation

The article reveals psychological features modeling of constructive interaction in higher educational institutions. The factors contributing to the organization of constructive interaction are determined: positive relations between the subjects of the educational process, the personality of the teacher, the interdependence and combination of all aspects of professional pedagogical communication. The constituent components of the model of organization of constructive interaction, both teachers and students, are substantiated. Among them, a specially constructed psychological-developing situation aimed at the formation of self-consciousness acquires special significance. self-esteem, self-development of personality. The structure, content and stages of implementation of the model of constructive interaction in the university system are proposed and described.

Keywords: interaction, personality development, interpersonal relationships, psychology of subjects of education in higher education.

Khrebina S.V.

1 ORCID: 0000-0002-1825-0097, PhD in Psychology, Pyatigorsk State University

PSYCHOLOGICAL APPROACHES TO MODELINGCONSTRUCTIVE INTERACTIONIN THE SYSTEM OF HIGHER EDUCATION

Abstract

The article reveals the psychological characteristics of modeling constructive cooperation in higher education. Identifies factors contributing to the organization of constructive engagement: the positive attitude of educational process, personality of the teacher, the interdependence and the combination of all sides of a professional pedagogical communication. Settle constituent components of the model of organization of constructive engagement as teachers and students. Among them, a special significance is the specially constructed psycho-developing situation aimed at creating self-awareness, self-esteem, self-identity. Proposition wife and describes the structure, content, and implementation phases of the model of constructive cooperation in the university system.

keywords: interaction, personal development, interpersonal relationships, psychology of subjects’ education of high school.

In modern educational practice higher education is currently experiencing conservatism professional thinking many teachers, which makes it difficult to introduce new ideas and technologies into the educational process of institutions. It is necessary to create an innovative educational space where a person can realize the significance of his own "I" and gain awareness of the significance of other people. However, the objectivity of the individual is not a spontaneous neoplasm, it has the space of its existence both in the subjects carrying out the educational process and in the subject-developing environment.

In pedagogical activity, in the plane of joint creative interaction, there are various participants in this process, referred to as "subjects" and "objects" of activity. They are united by relationships of mutual adaptation, interaction and personalization. Specialized training in professional knowledge, skills and abilities should be relevant to the type of student's personal profile in order to equip him with the means and technology of personal influences. Moreover, teaching pedagogical influence through the mechanisms of personal influences is required to be carried out not in general, but in relation to specific conditions and situations, with very specific manifestations and symptoms observed in students, subordinating the entire arsenal of acquired skills and abilities. main goal- the development of the personality of the student.

Exploring the problem of constructive personal-developing interaction, it is important to highlight the main aspects of this problem. The personality of a person is endowed only with its inherent combination of features and characteristics that form its individuality. If personality traits are not represented in the system of personality-developing interaction, they turn out to be insignificant, because do not receive conditions for development.

Research carried out by V.A. Kan-Kalik and his staff, made it possible to allocate certain requirements to the organization of a system of interaction between students and teachers. Their features are the interaction of factors of the statement and factors of cooperation; implementation in the course of relationships and transfer to students of the feelings of their professional community with teachers; building a communication system focused on an adult with high self-awareness, self-esteem; inclusion of students in university scientifically organized forms
work; participation of the teaching staff in the implementation of student leisure.

Taking into account these features will ensure a fruitful creative process of education and training, change the principles of interaction between teachers and students, in the direction of cooperation, will stimulate the fact of the significance of the student's personality as a carrier of scientific and social values. The significance of socio-psychological aspects in the organization of constructive interaction is determined by the personality of the teacher.

Analyzing psychological aspects constructive interaction between teachers and students, we assume that it develops and improves objectively valuable properties in the structure of the personality of the interacting parties, developing and improving the methods of professional activity of the teacher and forms of communication with students accordingly. Such positive relations are due to the following factors: social equality of the parties of interaction; the social significance of the needs of students satisfied by the teacher; the personal significance of the needs of students satisfied by the teacher. The transformation of social needs into personal ones, the acquisition of personal meaning by them is the most important condition for the activity of a teacher.

The role of a university teacher in creating conditions for the creative development of a student's personality in the process of constructive personal-developing interaction is fundamental. This leads to increased requirements for it, which are dictated by the current situation of sociocultural development, in which the teacher's need for self-assertion and self-esteem is of great personal importance.

The currently implemented pedagogical strategies are based on the subjective position of the participants in the educational process: both teachers and equally students. The success of constructive personal-developing interaction in higher educational institutions depends on the level of formation of the necessary skills and abilities of the teaching staff. A teacher capable of modeling constructive interaction, possessing a set of psychological, psychophysiological and professional features necessary for professional activities, will ensure high professional efficiency in the learning process. The teacher, broadcasting samples of his subjectivity to students, continues himself in them. Thus, the development of the teacher's personality comes to the fore in the process of modeling constructive interaction in higher education.

Constructive interaction implies that the head of the educational process is the personality of a teacher of a higher educational institution, endowed with certain qualities, personality traits, professional knowledge, culture, and a system of behavior. Thus, interpersonal and intercollective interaction should be built on the basis of the formed self-awareness of the teacher and taking into account the knowledge of the psychological structure of the personality of students and the student team as a whole.

Research conducted under the direction of A.A. Bodalev showed that the assessments and self-assessments of the majority of students do not coincide, being in obvious contradiction with each other, which hinders the correct establishment of relationships. Characteristics personal and in absentia given by comrades also do not correlate with each other, i.e. exists inadequate self-esteem both on the high side and on the low side. Therefore, correctional and developmental work is needed, aimed at establishing the right relationship and studying the personality of students in order to bring the parameters of assessment and self-assessment closer together.

It seems that the modeling of constructive interaction between students and teachers implies a qualitative interdependence and a combination of all aspects of professional pedagogical communication. When modeling constructive interaction, the communicative, interactive and perceptual aspects of professional communication are the most important factors that ensure the personal development of students, and are indicators (qualitative side) of such interaction. Thus, the organization of interpersonal communication and the communicative culture of higher education teachers educational institutions qualitatively affects the process of constructive interaction.

Psychological and pedagogical mechanisms of personality formation in the process of constructive interaction are carried out on the basis of the application pedagogical technologies, focused on the development of the creative beginning of the individual, taking into account its individual psychological characteristics. The processes of interpersonal interaction can be considered as manifestations of the personality of each of the participants in this interaction. That is, the real existence of the individual is found in the totality of these objective relations, which are mediated by joint activities.

An analysis of systemic research in recent years has proved the thesis that if students and teachers are united by a joint search, problem learning turns into creative collaboration. These relationships should be modified in comparison with school ones and, to a certain extent, the age barrier that prevents joint activities should be “removed”. In relationships, the reporting factor is replaced by, or combined with, the cooperation factor. Without changing this principle of interaction between a teacher and a student, the process of higher education becomes more difficult. Hence, one of important tasks is the disclosure of the creative potential of the personality of the interacting parties with the aim of their further self-improvement.

unit psychological support the process of constructive interaction can be a constructed psychological-developing situation aimed at the formation of self-awareness of the individual, both teachers and students with its constituent components: self-knowledge, self-esteem, self-development.

The organization of constructive interaction in the system of higher education is determined by the goals of forming its components. So, the main goal of the first stage is the formation of the socio-psychological qualities of the individual necessary for the effective implementation of the process of constructive interaction in the "teacher-student" system. This process should be considered as organized activities, which is of a phased systematic nature, involving: optimization of the motivational-semantic sphere and the personality characteristics interconnected with it; formation of a system of knowledge about oneself at the evaluative-emotional level; development of communicative competence; increasing the activity of the personal and professional potential of subjects in the course of the joint activities teachers and students.

The implementation of constructive interaction approaches in higher education will allow students to: learn effective strategies and tactics of communication and interaction with other people; define best ways representation of the individual in the professional community; master the techniques psychological protection and psychological support; create an adequate image of the world in the learning process; to form the ability to determine promising lines of personal and professional development.

Literature

1. Kotova I. B., Shiyanov E. N. Philosophical - humanistic foundations of pedagogy. - Rostov - R / D., 1997. S. 94.
2. Leontiev A.N. Activity. Consciousness. Personality. M., 1977. S. 286.
3. Petrovsky V.A., Kalinenko V.K., Kotova I.B. Personal development interaction. Rostov n / D, 1995. S. 55.
4. Rogov E.I. The teacher as an object psychological research. M., 1998. S. 249.

References

1. Kotova I.B., Shijanov E.N. Filosofsko - humanistic foundations of pedagogy. - Rostov - R / D., 1997. S. 94.
2. Leont'ev A. N. Dejatel'nost'. Conscience. Lichnost'. M., 1977. S. 286.
3. Petrovskij V.A., Kalinenko V.K., Kotova I.B. Lichnostno-razvivajushhee vzaimodejstvie. Rostov n/D, 1995. S. 55.
4. Rogov E.I. Uchitel' kak obekt psihologicheskogo issledovanija. M., 1998. S. 249.

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Behavior in a dispute should be simple: do not listen to the interlocutor, but look at him or hum, looking into his eyes. At the most critical moment, ask for a document, check your residence permit, ask for a reference from your place of work, it’s easy to switch to “you”, say: “But this is none of your damn business,” and your partner will soften as if scalded.

M. Zhvanetsky

It should be noted that the practice of interaction in contradictory situations - competitions, conflicts, disputes, disputes - has also formed constructive traditions of activity. This is how, for example, the specific principle of “negative cooperation” arises: “The agonistic principle is the principle of struggle subject to certain norms and rules, the principle of fair competition, worthy of discussion, a dialogic dispute that implies respect for the opponent. Compliance with this principle involves a dispute, but not a personal quarrel, a fight by the rules, but not
coarse aggressiveness, competition, but not shameless competition, respect human dignity opponent or opposing coalition and the rejection of any anti-humanism in dialogic interaction” (Bush, 1985, pp. 261-262).

However, as already noted, the methods of constructive interaction in a conflict are less obvious, no matter how paradoxical it may seem.

The traditions of the classics in this area - Aristotle, Schopenhauer, Povarnin - are continued modern researchers. As an example of fundamental research in this area, one can cite the works of F. van Yemeren and R. Grootendorst. According to their point of view, “each speech act has as its goal a communicative effect, which implies understanding of what was said by the listener, and an interactional effect, the achievement of which means that the listener will accept the speech act or react to it in a certain way”; thus, “each speech act imposes certain obligations on the person who performed it” (van Yemeren, Grootendorst, 1992, p. 29). " General principle communication”, which provides, according to the authors, all verbal communication, is as follows:

Be clear, honest, efficient and precise”, which implies the observance of the following principles: 1) “Do not perform incomprehensible speech acts”; 2) "Do not perform insincere speech acts"; 3) "Do not perform excessive speech acts"; 4) "Do not perform meaningless speech acts"; 5) “Do not perform speech acts that are not appropriately related to previous speech acts"(ibid., pp. 50-53).

In addition, from these general postulates, the authors derive specific rules for argumentative discussion, which, in their opinion, speech communication, the purpose of which is to contribute to the resolution of a dispute or conflict of opinion. In total, the authors formulated 10 rules of discussion, and also described typical mistakes arising from their violations.

One of the most famous descriptions methods of interaction are the rules for conducting a constructive dispute according to S. Kratochvil (Tables 8.3 and 8.4), including descriptions of positive and destructive methods verbal communication in a conflict situation.

The most common methods of conducting a discussion and presenting one's position are the methods of argumentation and counterargumentation. Argumentation techniques usually include the presentation of arguments, the deployment of arguments and the method of positive answers, and the techniques of counterargumentation include “turning” the partner’s arguments, their dismemberment and counter deployment of the argument. For example, the method of positive answers involves the formulation of specific questions, with the help of which the opponent’s agreement is reached on each individual item and thus both partners gradually come to the same conclusion; the turning method is aimed at leading the partner to opposite conclusions by gradually tracing the solution of the problem with him; the method of dismemberment involves concretization and separation of the partner's arguments with their subsequent elaboration, etc.

(Dermanova, Sidorenko, 1996).

Table 8.3. Constructive dispute on Kratochvil. Argument style

(quoted from: Psychotherapeutic Encyclopedia, p. 210)

	+	—
1. Specificity	In a dispute there is an object, an attack or defense is reduced to a specific behavior "here and now"	Generalization: the behavior is called "typical", a reference to events that have passed or are not relevant to the case
2. Engagement	Both are passionate about hitting and hitting hard	One of the participants is not involved, is away from the dispute, is offended, ends the dispute prematurely, etc.
3. Communication	Clear, open, everyone speaks for himself, thinks what he says. It can be understood and responded to. Good "feedback"	Too frequent repetition of one's own arguments and inattention to the arguments of another. Hidden signs of misunderstanding, hints, ambiguities, "noise"
4. "Fair Play"	"Low blows" are not allowed and take into account how much the partner can take	Arguments not related to the subject of the dispute, but aimed at a sensitive place
Table 8.4. Constructive dispute on Kratochvil. The result of the dispute (cited in: Psychotherapeutic Encyclopedia, p. 211)
	+	—
1. Informative	Learned or received something, learned something new	Didn't learn anything new
2. Reaction	Tension disappeared, anger decreased, claims clarified	The tension did not disappear, but remained or intensified
3. Rapprochement	The dispute led to mutual understanding and rapprochement of partners. There is a feeling that this concerns them, that it should be so. Maintain their dignity	Partners are more distant than before. Feeling that they are not understood or strongly offended
4. Improvement	Eliminating the problem, resolving the situation, excuses, apologies, plans for the future	Nothing is decided, the participant does not try to fix anything or leaves it to another and does not want to forgive him

In the effective implementation of confrontation, Sidorenko distinguishes the following stages: communication about one's feelings caused by the partner's actions; strengthening the message (in case of ineffectiveness of the first attempt); expression of wishes or requests; imposition of sanctions; implementation of sanctions (Sidorenko, 1997).

Psychological confrontation, in addition to confrontation, counterargumentation, constructive criticism, includes the techniques of "psychological self-defense", etc. the answer to the partner’s actions that do not suit him asks clarifying questions, agrees without changing his position, repeats the same thing, etc. (Sidorenko, 1995, pp. 95-101).

We will return to the methods of constructive interaction in conflict when discussing the problems of their resolution.

Chebykina Olga Albertovna, teacher psychologist, MKOU "Lyceum No. 1", member of the Federation of Educational Psychologists of Russia, member of the Russian Psychological Society, postgraduate student of the Department of Developmental Psychology and Pedagogical Psychology, Faculty of Correctional Pedagogy and Psychology, FSBEI HPE "Shadrinsk State Pedagogical Institute”, Shadrinsk [email protected]

Some constructive interaction

Annotation. The article deals with theoretical part problems of constructive interaction. Constructive interaction is manifested in personal spheres: intellectual, emotional, volitional, mental. Three signs of constructive interaction are singled out: purposefulness and motivation, consistency and organization, integrity and structuredness. Constructive interaction goes through three stages of development: awareness of the goal; theoretical solution the tasks of entering into interaction and developing its plan; analysis and verification of the effectiveness of the organization of this interaction. Four components and their indicators were identified in the structure of constructive interaction: cognitive-communicative component communication skills, skills; value-motivational component - the idea of ​​values ​​and motives; affective-volitional; the reflective component is the ability to introspection to achieve a positive constructive interaction; activity-behavioral component. Key words: construction, interaction, types of interaction, indicators of interaction, constructive interaction, manifestations of constructive interaction, structure of constructive interaction.

Before proceeding to the analysis of psychological and pedagogical research on the problem of constructive interaction, it is necessary to turn to the analysis of the etymology of the word "constructive". It comes from the Latin constructivus, which means constructive, and is used in European languages ​​in its French interpretation constructif. According to N. E. Yatsenko, constructiveness is a businesslike, realistic approach to finding ways and means of solving a problem. The problem of interaction began to be actively developed in recent decades scientists in the field of psychology (A. A. Bodalev, V. A. Petrovsky, A. U. Kharash). Another approach to the structural description of interaction is presented in transactional analysis, which proposes the regulation of the actions of participants in the interaction through the regulation of their positions, as well as taking into account the nature of situations and style of interaction.E. Berne singled out: official social events; random episodic encounters; formal contacts at work and at home; asymmetric situations (in training, leadership, etc.).T. Parsons believes that social activity is based on interpersonal interactions, consisting of single actions. In psychology pedagogical literature There is no single interpretation of the concept of "interaction". To consider this phenomenon, a definition based on the organization of joint activities is essential. AT domestic psychology ideas about the influence of other people on individual human activity are being fundamentally developed. In the works of A. V. Petrovsky, it is said that only in the conditions of interaction with other people, the individual capabilities of a person are revealed. "Interaction" is directly related to "action" and "activity"; accordingly, the methodological basis of the study is the theory of activity (M. Ya. Basov, L. S. Vygotsky, L. N. Leontiev, S. L. Rubinshtein, B. D. Parygin, A. V. Petrovsky, M. G. Yaroshevsky) .According to S. L. Rubinshtein, interaction is based on activity, revealing the essence of the activity approach, he highlights the essential features of activity:

its subjectivity, i.e. that it is always carried out by the subject, more precisely by the subjects;

her independence

its inextricable connection with creativity. Interaction is manifested in the organization of joint activities, where it is important to exchange information and organize an “exchange of actions”, plan a common strategy. In psychology, the definition of interaction is given through “impact”: the process of direct or indirect impact of objects (subjects) on each other, generating their mutual conditioning and connection ”(A.V. Petrovsky, M.G. Yaroshevsky). According to A.A. Bodal's knowledge and mutual influence of people on each other required element any joint activity. Let us analyze the points of view of various authors of the concept of "interaction". Zatsepin V. V. notes that interaction is the process of direct or indirect influence of objects (subjects) on each other, generating their mutual conditioning and connection. Ivankina I. Yu. defines interaction as coordination of actions and operations of its participants, consistency of their functional role positions that affect the success of the final result. From the point of view of N. E. Yatsenko, interaction is a general form of communication between bodies and phenomena, expressed in their mutual influence on each other and change. V. Baiborodova clarifies that interaction is a universal form of development, mutual change of interacting phenomena, bringing each link into a qualitatively new state. According to M. I. Rozhkov and L. V. Baiborodova, “the interaction of teachers and students in the school community simultaneously takes place in different systems: between schoolchildren, between teachers and students, between teachers. According to K.A. Abulkhanova Slavskaya interaction main hallmark joint activities; a system of actions in which the actions of one person or group of persons determine certain actions of others, and the actions of the latter, in turn, determine the actions of the first. According to R. L. Krichevsky (Zabelin), interaction is a unit of joint activity, which includes instrumental and affective-communicative components, and notes that the implementation of joint activities provides for joint effects on common subject labor, the impact of participants on each other.N. I. Shevandrin defines the interaction in broad sense, as "accidental or intentional, private or public, long-term or short-term, verbal or non-verbal personal contact between two or more people, resulting in mutual changes in their behavior, activities, relationships, attitudes", and in narrow sense, as “a system of mutually conditioned individual actions connected by a cyclic causal dependence, in which the behavior of each of the participants acts both as a stimulus and a reaction to the behavior of the others.” Having analyzed various interpretations the concept of "interaction", the author of the work systematizes them according to the semantic content in Table 1. Table 1 The concept of interaction in the interpretations of various authors

personal contact “a system of mutually conditioned individual actions. V. Zatsepin, 1996 +

I. Yu. Ivankina, 2005

N. E. Yatsenko

L. V. Baiborodova, 2000

K.A. Abulkhanova Slavskaya, 1980

R. L. Krichevskoy, 2007

N. I. Shevandrin, 1995

Note. "+" means the presence of content in the definition of the concept of "interaction", proposed by the author.

Thus, a comparison of the views of various authors on the definition of the essence of interaction allows us to conclude that the interaction is characterized by:

the process of influence, the form of communication and development (V. V. Zatsepin, N. E. Yatsenko, L. V. Baiborodova);

coordination (I. Yu. Ivankina);

unit and sign of activity (K.A. Abulkhanova Slavskaya, R. L. Krichevskaya);

personal contact (N. I. Shevandrin). It should be added that the interaction is complex unity with the "communication" category. There is a tendency to explain communication through interaction. One of the aspects of communication (interactive) is the interaction of G. M. Andreeva. The interactive side of communication is a conditional term denoting the characteristics of those components of communication that are associated with the interaction of people, with the direct organization of their joint activities. .

M. I. Lisina consider interaction as a characteristic of communication. Supporters of the third direction (G. M. Andreeva, A. N. Leontiev, N. N. Obozov) believe that communication directly provides interaction. Considering the relationship of interaction and communication, B. F. Lomov argues that communication acts as a specific form of interaction with other people, as an interaction of subjects. From the point of view of N. N. Obozov, communication is a specific form of interaction, readiness for interaction can be realized in the behavior of subjects in conditions of communication, joint activity. In the concept of G. M. Andreeva, three interrelated aspects of communication are distinguished: communicative, perceptual and interactive. The communicative side of communication is manifested through the actions of the individual. The perceptual side is through the perception and evaluation of social objects by people (other people, themselves, groups, other social communities). The interactive side is the interaction of people with each other (and impact) in percent essay on interpersonal relations. A distinctive feature of interaction, according to G. M. Andreeva, is the fact that in the course of organizing joint activities for its participants it is extremely important to exchange not only information, but also organize an exchange of actions, plan general activities.So there are various points view on the relationship between communication and interaction: some scientists consider interaction as constituent part communication (A. V. Petrovsky and M. T. Yaroshevsky), others reveal communication through the process of interaction, considering interaction as a broader concept than communication (A. A. Bodalev). In our opinion, this is due to the fact that both concepts Depending on the context, considerations can be revealed in different ways. Communication not only satisfies the needs of a person in contacts with other people, it, like interaction, is generated by the needs for joint activities. We share the position of A. A. Leontiev, according to which the interaction of people in society is impossible without communication, but communication can be directly included in activities , it can regulate it, and can be only a prerequisite for interaction. In other words, interaction as an objective activity is included in the structure of communication.M. I. Rozhkov and L. V. Baiborodova distinguish types of interactions: by the presence or absence of an activity goal, by the degree of controllability; by type of relationship; according to the content of the activity (educational, labor, aesthetic). A. Abulkhanova Slavskaya highlights the social psychological types interactions:

cooperation: both partners in interaction assist each other, actively contribute to the achievement of the individual goals of each and the common goals of joint activities;

confrontation: both partners oppose each other and impede the achievement of the individual goals of each;

avoidance of interaction, i.e. both partners try to avoid active interaction;

unidirectional assistance, when one of the participants in the joint activity contributes to the achievement of the individual goals of the other, and the second evades interaction with him;

unidirectional resistance, i.e. one of the partners hinders the achievement of the goals of the other, and the second evades interaction with the first participant;

contrast interaction: one of the participants tries to assist the other, and the second resorts to a strategy of active opposition to the first (in such situations, such opposition can be masked in one form or another);

compromise interaction, when both partners show separate elements of both assistance and opposition. Korotaeva E. V. identified the types of interaction: destructive, reflective, destructive and constructive. Destructive (destructive) type of interaction: distorts the form and content of education. Restructive (limiting) type of interaction: carried out through strict control over the development of individual qualities. type of interaction: provides the solution of tactical, immediate tasks necessary to preserve the integrity of the individual. Constructive (developing) type of interaction: provides integrity, substantial connection. According to L. V. Baiborodova, social interaction is considered at three levels: o The macro level includes all the relationships of a person with the surrounding world. social interaction is characterized as the relationship between people in the process of joint activities and communication.M. Weber, P. Sorokin determine the structure of interaction: people, their connection, the impact on each other, and, as a result of this, their changes.Ya. Shepansky proposed a characterization of the structure of interaction in terms of the stages of its development. It is important to note that the indicators of the effectiveness of the development of interaction are: mutual knowledge, mutual understanding, mutual relationship, mutual actions, mutual influence. The indicators of the effectiveness of the development of interaction are presented in Table 2.

Table 2 Indicators of the effectiveness of the development of interaction

Indicators Meaning Mutual knowledge Objectivity of knowledge of personal characteristics, best sides each other, interests, hobbies; the desire to know and understand better. Mutual understanding Understanding common purpose interaction, commonality and unity of tasks. Relationship Manifestation of tact, attention to each other's opinions and proposals. Mutual actions Implementation of constant contacts, active participation in joint activities. Mutual influence The ability to come to an agreement on controversial issues; account of opinion.

Thus, the indicators of the effectiveness of the development of interaction can be judged by enriching the content of joint activities and communication of partners, methods and forms of interaction, expanding external and internal relations, and implementing continuity. It should be noted that interaction becomes constructive (rational, productive) if it purposefully, built on the basis of cooperation between participants and represents a joint activity of individuals interested in each other. When developing a meaningful description of the concept of "constructive interaction", we relied life scenarios in concept transactional analysis(E. Bern), "constructive thinking" L. M. Rudina, the effectiveness of establishing relationships in practice social work(A. Pinkus and A. Minahan), design resolution pedagogical conflicts(V. Yu. Pityukov), constructive and non-constructive strategies of human behavior in a difficult life situation (E. V. Alekseeva). Within the concept of transactional analysis, the “constructive” characteristic corresponds to the “Adult” state. E. Bern notes, “A person processes information and calculates the probabilities that need to be known in order to effectively interact with the outside world. The approach of humanistic psychology (K. Rogers, A. Maslow), points out L. A. Petrovskaya, is distinguished by the characteristic human nature as initially positive, devoid of destructive tendencies. K. Rogers "is distinguished by faith in a person whom he considers as essentially constructive, cooperative, etc." According to the theory of learning activity, V. V. Davydov notes that “technologization of education” accumulates today “technological regulators”, “tools of intellectual activity” for constructive interactions that are actualized in education. The problem of constructive thinking is developed in the psychology of business interaction, when analyzing the problems of decision making (D. Heradstveit, W. Navesen, D. Halpern, P. Watzlawick, J. Bivin, D. Jackson).F. Sh. Teregulov notes that constructive interaction is a result and a process that is based on a highly developed ability to “design (model). psychotherapeutic situation of confidential communication; a developing, health-saving type of interaction of an individual with other people, characterized by: openness, peacefulness, communicative activity, a dominant orientation of consciousness towards the formation of intersocial qualities. A person's ability to constructive interaction, as well as to other types of social interaction, is formed throughout his life.E. V. Alekseeva, analyzing the diversity of human behavior in a difficult life situation, identifies constructive and non-constructive strategies. According to S.I. Erina, constructive interaction is manifested in the personal sphere: intellectual, emotional, volitional. Having studied the manifestation of constructive interaction in personal spheres, the author of the work systematizes them in Table 3. Table 3

Analysis of the manifestation of constructive interaction in personal spheres

Personal spheres Content The intellectual sphere allows a person to think over the purpose, tasks of interaction, its final result, to choose the necessary ways of making contact. , to make volitional efforts on oneself, to endure an unpleasant conversation for oneself, to show restraint. The presence of communication skills allows you to be pleasant and in demand in communication, allows him to easily and freely make contact.

Thus, the analysis of the manifestation of constructive interaction in personal spheres showed that the intellectual sphere includes: purpose, tasks, result, methods; emotional sphere: calmness, sympathy, empathy; volitional sphere: control of one's behavior and volitional efforts. Constructive interaction is characterized, on the one hand, by the productivity and effectiveness of joint activities, and, on the other hand, by emotional satisfaction with the process and the result of the subjects of interaction. Constructive interaction is formed in situations of interaction that are diverse in terms of composition of participants, content, organization and emotional richness. This means that constructive interaction is purposeful, built on flexible attitudes and views, on understanding individual characteristics a partner is the joint activity of individuals interested in each other, striving for self-improvement, self-actualization, productive resolution of emerging contradictions and a socially significant result.

Rice. 1. Signs of constructive interaction (*author's development)

Purposefulness and motivation drawing up plans for speeches, summaries, programming and structuring, generalizing, "splitting", analysis, synthesis, that is, operations of logical and semantic processing of information and, using them in the activity of "recoding", "folding", "packaging" of information through the development of images of schemes and models, implement the movement from the abstract to the concrete, from terms to concepts and further to the "invariants" of knowledge.

Signs of constructive interaction Consistency and organization A clear distribution of functions is carried out with an emphasis on mutual support and interdependence, on spiritual and professional growth each and is accompanied by an increase in responsibilities in any of the positions of roles. Integrity and structure

the personality “self-determines”, determines the roles and positions of each participant and gradually draws into the activity all members of the group without exception; reflection is used on the content of the subject, the communication process, and the emotional state.

As can be seen from fig. 6, three signs of constructive interaction are distinguished: purposefulness and motivation, consistency and organization, integrity and structure, each of which has its own characteristics. Constructive interaction goes through three stages of development: 1) the stage of understanding the purpose of such interaction; 2) the stage of theoretically solving the problem of entering into interaction and the development of its plan (own interaction); 3) the stage of analysis and verification of the effectiveness of the organization of this interaction. In addition, constructive interaction can be successfully carried out if there is readiness for its implementation. According to V. V. Serikov, “readiness for work” is based on determining the structure and functions activities that the subject intends to master. Psychological readiness is the attitude of the individual to act in a certain way, it helps a person to correctly use his knowledge, experience, personal qualities, maintain self-control and restructure activities when unforeseen obstacles appear. The state of psychological and pedagogical readiness has a complex dynamic structure and includes components: motivational (responsibility for accomplishment of tasks, sense of duty); orientational (knowledge and ideas about the features and conditions of activity, its requirements for the personality of the teacher); operational (possession of knowledge, methods and techniques for designing and implementing activities); volitional (self-mobilization, ability to manage actions); evaluative (self-assessment and evaluation of the process of solving professional problems in accordance with the optimal way) of the result. Psychological and pedagogical studies note big influence structural components of constructive interaction, highlighting the cognitive-personal, emotional-behavioral, organizational-activity components (M. T. Gromova, A. K. Markova); constructive, organizational, communicative and gnostic components (A. A. Derkach, I. A. Zimnyaya, V. A. Slastenin). Based on the studied theoretical material, we identified the following structural components of constructive interaction: cognitive-communicative, value-motivational, reflective, activity. of the meaningful characteristics of constructive interaction, the author singles out the following indicators of the components presented in Table 4. Table 4 Structure of constructive interaction

ComponentsIndicatorsCognitivecommunicative

Knowledge of forms, types, means and methods of communication; the ability to clearly and clearly express thoughts, to convince, argue, analyze, organize and maintain a dialogue, communicative and organizational abilities, cognitive activity, independence, initiative Knowledge of the basics of constructive interaction , the manifestation of empathy, mutual understanding, mutual support, taking into account the opinions of another Activity Joint activity, Consistency and coordination of actions, Organizational skills: indicative and visual presentation, information-analytical and predictive, creative and polemical, organizational. Thus, the structural components of constructive interaction are: cognitive-communicative is manifested in the prevailing ideas about person, essence, character, structure of constructive interaction. The nostalgic-motivational component includes motivation, personality traits, consciousness, is determined by the orientation of the personality (humanistic motives of communication; "self-actualizing" motives of self-realization and achievements; professionally pedagogical need to educate, develop other people). organize, maintain and develop constructive communication and joint activities with anyone. Therefore, these components are interconnected, and their formation determines the success of constructive interaction. , currently does not exist precise definitions, expressed in quantitative and qualitative characteristics of indicators of the components of constructive interaction. Analysis of the structural and content characteristics of constructive interaction made it possible to draw the following conclusions: constructive interaction is manifested in personal spheres: intellectual, emotional, volitional, mental;

constructive interaction joint activity is aimed at understanding the individual characteristics of the partner of persons interested in each other; striving for self-improvement, self-actualization, productive resolution of emerging contradictions and socially significant results;

three signs of constructive interaction are singled out: purposefulness and motivation, consistency and organization, integrity and structuredness;

constructive interaction goes through three stages of development: the stage of goal awareness; stage of theoretical solution of the problem of entering into interaction and development of its plan; the stage of analysis and verification of the effectiveness of the organization of this interaction;

least developed in psychological science the question is about the structure of constructive interaction and its content content of the components; we consider it legitimate to single out four components and their indicators in the structure of constructive interaction: cognitive-communicative component communicative skills and abilities (communicative-organizational abilities, cognitive activity, independence, initiative); value-motivational component - representation of values ​​and motives (value attitudes of the individual); affective-volitional (strategy of mental protection in communication); the reflexive component is the ability to introspection to achieve positive constructive interaction, self-esteem, the need for self-development, self-actualization, empathy, mutual understanding, mutual support, consideration of the opinion of another); activity component - behavioral (joint activity, coordination and coordination of actions, joint planning, analysis of the results of activities, awareness of its purpose and personal meaning, control and evaluation of one's own actions).

Links to sources 1. Atvater I. I'm listening to you (Translated from English) M .: Progress, 19842. Adler A. Practice and theory of individual psychology. Lectures on introduction to psychotherapy for doctors, psychologists and teachers (Translated from English) M .: NPO "Pragma", 1993.3. Bern E. Games that people play. Psychology of human relationships. People who play games. Psychology of human destiny. / Transl. from eng. / Ed.: Promed. P.992.4. Bodalev A.A., Krivolan L.I. On the impact of the communication style of the teacher with the students on their emotional experience. // Problems of communication and education. Tartu, 1974., part 15. Gippenreiter Yu.B. Communicate with the child. How? M .: Chero, 1999. Lectures by the pedagogical psychologist "Minusinsky College of Education them. A.S. Pushkin" " Effective communication teacher with parents "Tolchenitsyna I.V.6. Krivtsova S.V., Mukhamatulina E.A. Skills for constructive interaction with children and adolescents M.: Genesis, 20007. Krivtsova S.V. Teacher and problems of discipline M.: Genesis, 20008. Petrovsky V.A. etc. Personal developmental interaction. Rostov-on-Don, 1993.9. Petrovsky A.V., Yaroshevsky M.G. Fundamentals of theoretical psychology M., 1998.10. Rakhmatshaeva V.A. Grammar of communication. M .: Family and school, 1995.11. Serikov V.V. Person-oriented education / VV Serikov// Pedagogika. 1994. No. 5. p. 1 16.12. KharashA.U. "Other" and its functions in the development of "I". //Communication and development of the psyche. Sat. scientific tr./Ed. A.A. Bodaleva, G.A. Kovalev. M., 198613. Yatsenko N.E. Explanatory dictionary of social science terms. SPb., 1999.528s.

Educational psychologist of MKOU "Lyceum No. 1" Kurgan region city of Shadrinsk Graduate student of chair of psychology of development and pedagogical psychology of faculty of correctional pedagogics and psychology of Shadrinsk state teacher training [email protected] article examines the theoretical part of the problem of constructive cooperation. The constructive cooperation manifested in personal areas: intellectual, emotional, volitional, mental. Three characteristic of constructive interaction: the focus and motivation, consistency and discipline, integrity and structured manner. Constructive interaction goes through three stages of development: a sense of purpose; theoretical solution of the tasks of entry into cooperation and development plan; analysis and review of the effectiveness of the organization of this interaction. Allocated in the structure of constructive interaction of four components and their indicators: cognitive and communicative component communicative skills; valuemotivational component understanding of values ​​and motives; affective volitional; reflexive component ability to introspect, to achieve a positive constructive interaction; an active component is behavioral. Key words: design, interaction, interaction types, interaction indicators, constructive interaction, manifestations of constructive interaction, structure of constructive interaction.

One of the main goals of a teacher of additional education is to help the child adapt to the environment, teach him to live with peers and people around him without unnecessary quarrels and conflicts, to be tactful and sociable.

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Development of constructive interaction of students

in a collaborative environment.

But united to the world the rescue

Kindness, kindness, kindness.

E. Stewart

At the beginning of the school year, in the process of forming study groups, additional education teachers face the problem of how to create a cohesive team from children of different ages who come from different schools with different abilities and characters.

The collective is a highly developed small group of people, relations in which are built on positive moral standards. The team is more efficient at work.

It is very important that the groups develop good, conflict-free relations between students from the first days of training. This will allow children in the future to more successfully master program knowledge, achieve more high results. In the process of learning, children enter into interactive communication: they not only exchange information, but also engage in joint activities, study, spend leisure time together, and relax.

One of the main goals of a teacher of additional education is to help the child adapt to the environment, teach him to live with peers and people around him without unnecessary quarrels and conflicts, to be tactful and sociable. At the same time, it is important that the teacher constantly incline the children to mutual understanding, in difficult situations, causes them to need to negotiate. To strengthen the cohesion of the team, the mutual sympathy of its members, it is necessary to put students in such conditions that they provide various services to the teacher and each other, show sincere attention, care, give kindness.

Informal leaders play a special role in children's interactive communication. These are individuals who, by virtue of their social status are the organizers various kinds activities. And it’s good if they have attractiveness, charm, the ability to understand another person, the readiness not only to sympathize, but also to empathize and, which is much more difficult, to rejoice in the success of others. Leaders with such character traits provide significant assistance to the teacher in the formation of the team. If there is no such leader, then the teacher must take the leading role and instill these traits in the group's activists and each of its members.

First of all, the teacher should help the child to know himself: to look into his appearance, think about your own character and behavior, realize your importance to others. To this end, in one of the first lessons, you can play an acquaintance game: “Tell me about yourself”, “Chest”.(For the methodology of the game, see V.I. Maksakova “Organization of education junior schoolchildren») During the game, children get to know each other more actively, because everyone talks about himself; emphasizing their individuality, the child understands how unique and interesting the other is. Throughout the educational activity, a student-centered approach helps the child to realize that his value is determined not so much by what kind of product he could make, but also by how interesting he is to others, what good he can do for people.

Children interact most productively if an atmosphere of cooperation is created in the classroom, in which case children easily compromise, mutual concessions which is impossible without the ability to communicate, negotiate, overcome oneself.

For truly friendly relations, it is important that the partners are approximately at the same level of development, so that they have an approximate equality of advantages and disadvantages. We tend to subconsciously choose not so much the smartest and most beautiful as those who are as smart and beautiful as we are.

Training exercise "Place at the desk". After the end of the lesson, a discussion takes place, the rules are formulated:

1. You need to keep your distance.
2. A request is different from a demand.
3. A calm tone is better than a shout.
4. Nice outcome.
5. Look for similarities.

Without mutual understanding, there can be neither real partnership, nor friendship, nor successful joint work.

A group can become friendly if the children are engaged in common, exciting activities for them, if the group has a friendly atmosphere, if everyone strives to understand themselves and the other. To do this, you can offer to perform any task in pairs, in groups (compose a crossword puzzle, perform common creative work, play the game "Communication").

The development in children of the ability to cooperate and at the same time be independent occurs due to the creation of a special context for the whole life of a creative association. This context is created by the democratism of relations between adults and children, the organization of diverse, interesting joint activities, and humanistic values. Education in children to live together and be independent is carried out and continues outside of classes: on holidays, during excursions and walks, trips out of town, to competitions, etc. Children easily approach and make contact in an informal setting. Holding holidays, competitions, birthdays, trips to nature, joint trips to the cinema, to the museum contribute to the emancipation of the child.

The psychologist, testing students for the comfort of their stay in the classroom, states an increased level of anxiety in some pupils, and hence aggression, conflicts, problems in learning in potentially capable children. The situation is aggravated by the increasing trend of falling interest in knowledge as an enduring value, cognitive activity, reducing the interest of parents in the process of raising children.

Psychologist's speech

Conflicts can be horizontal (between hierarchically equal people - between pupils) and vertical (between a teacher and students). Conflicts arise on a business and personal basis. Business conflict disappears as soon as the problem is solved. It is constructive in nature and stimulates the development of the team. Personal conflict is usually much longer. It is a consequence of psychological incompatibility. They can be explicit open and implicit.

What associations do you have with the word "Outcast"?

In every children's team there are children who are popular and not very popular. There are active, sociable, and there are quiet, loners. Some are satisfied with their secondary role in the group, others suffer from this situation, but do not know how to change it. Some children are so eager to be in the center of attention of the pupils and the teacher, to take a leadership position, that, not knowing how to behave in accordance with their claims, they achieve attention “with a minus sign” - they become the object of ridicule and contempt. These guys are often called outsiders, outcasts, and this very rejection is, unfortunately, a frequent and difficult-to-fix phenomenon.

One of the most clear examples The interaction of the outcast with the collective is the plot of Hans Christian Anderson's fairy tale "The Ugly Duckling". I would like to remind you a little of this fairy tale, or rather, one of its episodes.(Read the beginning of the tale until the duckling decides to leave the poultry yard).

So, we have the heroes of the fairy tale: the ugly duckling, mother, brothers and sisters, inhabitants of the poultry yard.

Now we will try to dive into this fairy world, but first we need to divide into four subgroups: "ugly duckling", "mother", "brothers and sisters", "bird yard". Each group gets a worksheet. You have 10 minutes to complete the task. Participants fix their thoughts on paper, representatives voice their options.

Now we will compare what each group offered us: "bird yard" and "ugly duckling"; mother and brothers and sisters. You and I see that not all offers and options are ready to be accepted by the duckling, perhaps he did not even have such thoughts. And now let's see what the poultry yard - society offers us and why the duckling does not accept this. The reason for this is obvious - the difference value priorities. What conclusions can be drawn? In order to adapt to the "ugly duckling", to become his own, he needs to accept the rules, the requirements of the "bird yard", which do not always coincide with the values ​​that exist in the immediate environment - the family.

And our task, working in additional education, from the first days of children's stay in a creative association, is to teach them the rules of communication and interaction. The attitude of the child to others largely depends on his internal state, on self-esteem. Low self-esteem makes contact with people difficult. We can say that this was also the reason for the rejection of the ugly duckling by the poultry yard.

We must not forget that the student cannot be forced to "be good." He can only be good on his own. It is important to strive not for unquestioning discipline - silence and order, but for creative discipline, aimed at mastering knowledge, skills and abilities.

Highly important quality teacher - the ability to see in a misconduct not hooliganism, but childish, far from always correct, but quite understandable motives: to prove oneself in front of comrades, to give vent to accumulated energy. Violations of discipline should not be abruptly and tactlessly suppressed. You can not stand on the same level with violators of discipline. Shouts, constant jerking bring an irritable tone into the work, exhausting both the teacher and the pupils.

Let's try together to develop the rules of the teacher to prevent conflict situations.

1. Correctly formulate the purpose of education.

Often the teacher sees main task education in the classroom in the suppression of violations of discipline. But the first task of education is to create all the necessary conditions for successful work, study, communication of pupils.

1. Take into account their individual characteristics when working with children.

One child quickly acquires new knowledge, the other slowly; one prefers unfamiliar work associated with overcoming difficulties, the other, on the contrary, likes to perform monotonous, well-known duties. Before starting work, one should be told about responsibility, and the other should be reassured. The misdeed of one can be analyzed in a team, with another it is better to talk face to face. Children differ from one another in their sociability.

1. The teacher should broaden his horizons, brightly conduct classes, give tasks that can interest students, involve them in collective creative activities.

All this will help distract children from the conflict, will help resolve controversial issues, work in groups, in pairs will help to get to know each other better.

1. Conducting classes in a playful way.

Didactic games, game modeling of situations will help the child to make contact with other children and the teacher more easily.

5. Proper stimulation of schoolchildren with rewards and punishments. It is unacceptable, for example, to encourage and punish only for the result of an action, ignoring its motives. If the child has not shown diligence, diligence, he should not be thanked for academic success. On the contrary, the performance of a difficult task by a beginner, even for a C grade, should be accompanied by praise.

1. The first remark to the offender should always be done face to face.

Failure to comply with this rule quickly creates a bad reputation for the teacher, leads to even more serious violations disciplines.

1. The support of the teacher in the work on the informal association of pupils.

No official relationship is able to regulate the many situations that arise daily in work with children. The teacher is unable to control great amount small and large situations of communication between schoolchildren. This leads to the spontaneous formation of an informal structure of the team. The informal group seeks the support of the teacher. The teacher, in turn, seeks to harmonize the interests of the group with the requirements of the entire team.

1. Organization of leisure activities.

The organization of leisure activities, games, communication at inopportune hours contributes to the formation of a close-knit team, will help the children to establish friendly contacts.