The structure of modern educational psychology is traditionally made up of three sections: psychology of learning; psychology of education; psychology of the teacher.
1. The subject of educational psychology is the development of cognitive activity in the context of systematic education. We add: the study of the regularities of the course of the learning process, the peculiarities of the formation of educational activity, issues of its motivation, the peculiarities of the formation of cognitive processes in the lesson, the role of the teacher in the development of the creative potential and the positive "I" -concept of the child. Within the framework of educational psychology, a psychological analysis of the forms and methods of teaching aimed at the formation of
knowledge, abilities, skills and ensuring the development of a psychologically healthy personality. Let's clarify: the main research in this area is aimed at identifying the interrelationships of external and internal factors that determine the differences in cognitive activity in the conditions of various didactic systems, the ratio of motivational and intellectual plans of learning, the possibilities of managing the processes of learning and development of the child, psychological and pedagogical criteria for the effectiveness of learning, etc.
The psychology of learning examines, first of all, the process of mastering knowledge and the skills and abilities adequate to them. Its task is to identify the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for a successful course. A special task of educational psychology is the development of methods to diagnose the level and quality of learning. Studies of the learning process, carried out from the standpoint of the principles of Russian psychology, have shown that the process of assimilation is the performance of certain actions or activities by a person. Knowledge is always assimilated as elements of these actions, and skills and abilities take place when the assimilated actions are brought to certain indicators for some of their characteristics. We believe that learning is a system of special actions that students need to go through the main stages of the assimilation process. The actions that make up the activity of the teaching are assimilated according to the same laws as any others. Most research on the psychology of learning is aimed at identifying the patterns of formation and functioning of cognitive activity in the conditions of the existing educational system. In particular, a wealth of experimental material has been accumulated that reveals typical shortcomings in the assimilation of various scientific concepts by secondary school students. The role of the life experience of students, the nature of the presented educational material in the assimilation of knowledge has also been studied.
In the 70s of the XX century. in educational psychology, they increasingly began to use a different path: the study of the laws of the formation of knowledge and cognitive activity in general under conditions of specially organized training. Research has shown that the management of the learning process significantly changes the course of mastering knowledge and skills. The research carried out is important for finding the most optimal ways of teaching and identifying conditions for the effective mental development of students. Educational psychology also studies the dependence of the assimilation of knowledge, abilities, skills, the formation of various personality traits on the individual characteristics of students. In domestic educational psychology, such theories of learning have been created, such as the associative-reflex theory, the theory of the stage-by-stage formation of mental actions, etc. Among Western theories of learning, the most widespread is the behaviorist theory.
- 2. The subject of upbringing psychology is the development of personality in the context of the purposeful organization of the activity of a child, a children's collective. The psychology of education studies the laws governing the process of assimilating moral norms and principles, the formation of a child's worldview, beliefs, etc. in the context of educational and educational activities at school. Research in this area is aimed at studying: the content of the motivational sphere of the student's personality, its orientation, value orientations, moral attitudes; differences in the self-awareness of students brought up in different conditions; the structure of children's and youth teams and their role in personality formation; conditions and consequences of mental deprivation, etc.
- 3. The subject of teacher psychology (pedagogical activity) - psychological aspects of the formation of professional pedagogical activity, as well as those personality traits that contribute or hinder the success of this activity. It can be formulated differently: this component of educational psychology examines the structure of the teacher's activity, the characteristics of his personality and communication, the stages and patterns of his professionalization. Particular attention is paid to the relationship within the teaching staff, the reasons and methods for resolving conflict situations. Recently, the attention of scientists and practitioners has been drawn to the development of technologies to ensure the professional and personal development of teachers, to create optimal conditions for their interaction with the managers of the educational institution. The most important tasks of this section of educational psychology: determination of the teacher's creative potential and the possibilities of overcoming pedagogical stereotypes; studying the emotional stability of the teacher; identification of positive features of the individual style of communication between a teacher and a student and a number of others
So, the structure of educational psychology can be presented in the form of a diagram showing the mutual influence and interaction of the main sections included in it.
Today, educational psychology faces new challenges: the development of conceptual approaches to the activities of the psychological education service, its provision with effective methods of work, the creation of a scientifically grounded and practice-oriented system of training educational psychologists. The most productive approaches to understanding the place of the psychologist in education are as follows:
a psychologist - a situation diagnostician who helps a child, teacher, educator, parents choose a path of development, find a training program for him, taking into account individual characteristics;
psychologist - conflictologist and psychotherapist;
psychologist - designer of the child's developmental situation and the educational environment as a whole;
the psychologist is responsible for building communications in the educational environment of the institution;
the psychologist is responsible for maintaining the psychological health of children;
psychologist - management consultant and specialist in the development of the school as an educational institution.
In this regard, the question of introducing such an independent component into the structure of educational psychology as psychological service in educational institutions.Thus, in the order of controversy, it is possible to change the scheme of the structure of educational psychology to the following.
Subject of educational psychology
Pedagogical psychology - ϶ᴛᴏ the branch of psychology, which considers psychological mechanisms, patterns, factors of development of the psyche in the conditions of training and education.
Pedagogical psychology - ϶ᴛᴏ the science of the formation and development of the psyche in the educational space.
The beginning of the formation of this science dates back to the last third of the 19th century. The term "educational psychology" itself appeared in 1877, it was introduced by the Russian psychologist and teacher PF Kapetev. He wrote the book "Educational psychology for folk teachers, educators and educators". After the publication of this book, educational psychology was recognized as an independent scientific direction. The epigraph of this book was taken from Pestalozzi's statement "I want to bring all learning to psychological ground." Today this problem is extremely topical, very popular among researchers, but still ambiguous, having a number of contradictions that require a solution.
The subject of educational psychology is the psychological foundations of personality formation in the process of training and education.
Tasks of educational psychology:
Ø identification of patterns of development of the psyche in the process of training and education;
Ø establishing the conditions for the successful development of the psyche in the educational space;
Ø determination of the basic mechanisms of the functioning of the psyche in the process of education and upbringing;
Ø the establishment of factors influencing the psychological sphere of the individual in the course of training and education;
Ø creation and development of methods and techniques for studying the peculiarities of the functioning of the psyche in the process of teaching and upbringing;
Ø popularization of scientific knowledge in society.
Sections of educational psychology:
Ø psychology of learning;This direction is engaged in the study of the psychological laws of the cognitive activity of students. One of the most important problems in this area is the question of the mental development of students. An important issue is the individualization and differentiation of the learning process. Today, a personality-oriented approach in the process of teaching and upbringing of schoolchildren is very popular and applied. This approach contributes to the solution to a certain extent of the problem of the development of human creative abilities. For teachers of educators, the issue of diagnosing mental development and the issue of developing methods aimed at improving the productivity of the cognitive activity of students are extremely relevant.
Ø psychology of education;This section examines the main psychological mechanisms and patterns of the formation of students' personal parameters within the educational process. This section is aimed at identifying the factors affecting the system of relations:
Ø student-student;
Ø teacher-student;
Ø parents - student;
Ø teacher - administration;
Ø parents - school;
Ø student - administration;
Ø adults - children. This section examines the psychological conditions for the formation and development of morality, worldview, personality orientation. A very important aspect is the psychology of self-development and self-education of a person.
Ø psychology of the teacher.This direction studies the features of the functioning and development of the teacher's psyche in the process of his professional activity. Of particular importance are studies of the pedagogical abilities of individual-typological personality traits affecting professional activity, the issue of the formation of pedagogical skills, as well as the psychological aspects of professional interaction. All three areas of educational psychology are developing very actively, exerting a significant influence on the integral educational process.
The main patterns of the formation of a child's personality
It is generally known and indisputable that the personality is formed throughout life, and personality formations can appear at any age period. The basis for the formation of personality, according to Alexei Nikolaevich Leontiev, is socialization - appropriation by a person of social experience in ontogenesis. It is worth noting that socialization is an objective process. (I invite everyone to answer for themselves why).
Any society prefers that its citizens acquire the desired social experience that is consistent with social norms and moral foundations. Though gaining such experience is an individual process, it subject to certain laws:
Ø recognition of upbringing as the basis for personality formation;Upbringing - ϶ᴛᴏ purposeful impact on a person in order to form her desired personality parameters. Those changes that occur in the personality and will be the result of education. Without the upbringing process, spiritual change, observance of traditions, the development of norms of behavior and communication is impossible, that is, it is impossible that a qualitative change in the personality ĸᴏᴛᴏᴩᴏᴇ will provide her with a comfortable stay in society.
Ø recognition of the child as a subject of the educational and training process; The child's independent activity is one of the characteristics of the subjective attitude to the world. This means that only personal desire, personal striving for this or that action leads to a positive result. Without individual activity, the process of personality formation is extremely ineffective. For this reason, the attitude towards the developing human personality as an object of development does not bring the desired results. The educator must remember that he is obliged to organize the child's activities in such a way that he is convinced that he himself wants it. The role of the teacher, according to Vygodsky, consists only in organizing the conditions, environment and in controlling the results of the child's independent activity.
Ø inclusion of the child's motivational-needs sphere; Needs play a huge role in the life of any creature. In addition to natural needs, a person also has socially significant ones. Οʜᴎ arise against the background of specific socio-economic relations, formed interests and internal incentives. Given the dependence on motives, personality traits are formed. The basis for the practical implementation of motives is activity. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, the scheme is being implemented: Activity à Need à Motive à Activity à Need à home ... home à For a teacher, parent, adult, influencing a developing personality, the basis is the formation of needs and motives.
Ø accounting for the "tomorrow of a developing child"; These are the potential, objectively existing, grounded possibilities of the child, on which the parent, teacher, educator should be guided. In this case, the process of personality development becomes purposeful, individual, manageable and productive. Moreover, knowledge of this pattern makes it possible to design the development of the personality and painless, without great mental stress of its development.
Ø taking into account the principle of psychology: the development of the psyche occurs only in activity. A teacher, parent, educator should remember that not any activity develops a personality, contributes to the appearance of new formations of the psyche, but only the leading activity of its age period of development.
Learning psychology
Ø The subject of educational psychology, characteristics of learning;
Ø Psychological theories of learning, development and organization of learning activities;
Ø Psychological components of knowledge assimilation;
Ø Psychological reasons for the failure of children.
Literature:
Ø LV Fridman, KI Volkov "Psychological Science to Teacher";
Ø KN Volkov "Psychologists on Pedagogical Problems";
Ø ZI Kalmykova "The problem of academic failure through the eyes of a psychologist."
Subject of educational psychology
The learning process itself is the prerogative of didactics. At the same time, pedagogical research concerns the content, methods, organization of the learning process, which in relation to the child act as external attributes of the activity. The inner world of students (for example, abilities) \u003d the subject of study of psychology. For this reason, subject of educational psychology - issues of the development of the student's cognitive processes.
For the effective construction of the educational process, the teacher must study the internal mechanisms of assimilating knowledge, the level of development of thinking, memory, attention, and creative abilities of children. As a scientific branch of educational psychology, learning psychology operates with the following concepts:
Ø teaching;
Ø learning;
Ø training;
Ø teaching;
Ø assimilation;
Ø appropriation of knowledge;
The broadest of these is learning. Everything that a person acquires during his life, all the changes that occur in his activity and behavior - everything is connected with the concept of learning. Learning occurs in a person from the moment of his birth. Teaching (according to Itelson) - ϶ᴛᴏ sustainable purposeful change in physical and mental activity or behavior that arise due to previous activity, but are not caused by innate physiological reactions of the body.
Types of learning:
Ø Sensory learning; During sensory learning, the following are formed:
Ø Mental processes: perception, observation, recognition, reminiscence, etc.
Ø Ability to reflect the subject as a whole;
Ø Ability to characterize certain qualities of phenomena, etc.
Ø Motor learning; The child learns to walk, coordinate his body, speak.
Ø Sensory motor learning; The child learns to read.
Ø Intellectual learning. This is the mastery of thinking, more often than not, in the process of learning. The most difficult type of learning, but some children are given without much effort.
Learning paths:
Ø Spontaneous; The easiest way. It is in this way that a person receives a lot of information - he gets it easily, naturally, without doing it on purpose. It happens through communication with adults, the media, social environment, being in nature.
Ø Passing; Unintentional, non-basic learning, ĸᴏᴛᴏᴩᴏᴇ Jean-Jacques Rousseau called "the path of free education."
Ø Purposeful // specially organized. It differs from teaching in that an indisputable goal is not set for the child (and sometimes no goal is set), people just want to see it in a person, to teach it. Purposeful learning over time turns into learning.
Training - ϶ᴛᴏ the process of active interaction between the trainer and the learner, as a result of which the learner forms quite definite assigned skills, knowledge, and skills. Learning components:
Ø Teaching - activities of a teacher;
Ø Teaching - student activities.
Teaching - ϶ᴛᴏ type of activity carried out by a person independently for the assimilation and appropriation of knowledge, abilities, skills.
The joint activity of a teacher and a student is usually called scientific activity. Educational activities - ϶ᴛᴏ a form of student's individual activity, aimed at assimilating and appropriating knowledge, abilities, skills according to a certain developed algorithm. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, the next stage is carried out - assimilation.
Psychological theories of education and organization of educational activities
Ø One of the first theories touching upon the problem of the correlation and primacy of developmental processes on the one hand and training and upbringing on the other, was thorndike theory... Thorndike's theory was to recognize the identity of developmental and learning processes. His followers still believe that every step in training is ϶ᴛᴏ a step in development, every step in development is a result of training and education. Moreover, representatives of this trend still believe that there is no difference in the training (and development) of humans and animals. Over time, this trend developed into behaviorism. Representatives (for example, Skinner, Maslow and their followers) believe that the basis of human development is the formation of behavioral skills. It is they that lie at the basis of socialization, adaptation and intellectualization of a person. These scientists believe that even intellectual skills can be instilled, which will gradually develop into skills. Thus, you can instill, for example, the skill to be attentive, the skill to think, etc.
Ø The theory of Jean Jacques Piaget. Piaget theoretically substantiated and practically tried to prove that development is absolutely independent of education and upbringing. These processes, in his opinion, are like rails - absolutely parallel, nowhere and never intersect. Moreover, Piaget believed that development goes ahead of learning and pulls it along.
Ø The theory of two factors. Proposed and substantiated by Soviet scientists. The theory is based on the teachings of Vygotsky as his cultural and historical concept. The essence of the theory is that development and learning are equivalent processes that are closely intertwined and constantly influence each other. A biological factor is important in the formation of a personality, that is, a certain natural predisposition to any activity. No less important is the social factor, that is, the ability to master the necessary knowledge, skills and abilities required by society. "If a person has a natural deafness, then, no matter how we want, he will never become a composer, however, if a person never sees a musical instrument, he will not be able to be a composer either" © Khrebkova.
Ø Theory of Lev Semenovich Vygotsky " Cultural and historical concept". At a certain stage of a person's life, development is the predominant factor determining the formation of the psyche and personality. Starting with the complication of the self-concept of personality (from 6 years old), education and upbringing gradually begin to lead development. From this time, writes Lev Semenovich, training simply has to go ahead of development and lead it. ”This theory of Vygotsky turned the content of the organization of the educational process, but for it to work effectively, it is extremely important to remember that our psyche constantly characterized by two levels:
Ø Zone of actual development; This is the current level of development, which is characterized by the ability of a person to independently, without any help, perform certain external and internal actions.
Ø Zone of proximal development. The dominant one is, of course, the second level, but without reliance on the first, it has no meaning.
Ø Pedology... The theory appeared in Russia in the 19th century and was very popular among progressive educators and psychologists.
Psychological components of assimilation
As a result of properly organized activity, the student learns knowledge, skills and abilities, due to which the student's mental development occurs. The main thing in this process is the assimilation and, in the future, the appropriation of previous experience.
Assimilation - ϶ᴛᴏ organized cognitive activity of the student, activating a number of mental processes.
Nikolai Dmitrievich Levitov identified the main components of assimilation, which constitute the basis for personal mastery of knowledge, skills and abilities (appropriation). Assimilation is the main way of acquiring an individual's social and historical experience.
Assimilation components:
Ø A positive attitude of the student to the learning process;From the point of view of mental reflection, the effectiveness of any mental process will be quite high if the sthenic emotional background prevails. The speed and strength of assimilation will be based on non-denial of what a person is doing, that is, the psyche will not erect barriers, sometimes even in addition to the desire of the individual. In recent years, there has been a sharp decline in the positive attitude of children towards learning. Why?
Ø Unfavorable socio-economic relations;
Ø Increase in the amount of extremely important information;
Ø Very frequent predominance of a negative emotional background. For example, school fear is a state that ĸᴏᴛᴏᴩᴏᴇ oppresses mental processes, which puts a barrier to the assimilation and appropriation of knowledge. Children, driven by fear, practically do not think, remember very badly, and their attention is extremely scattered.
A positive attitude is formed:
Ø Interest in knowledge and information;
Ø Taking information as crucial th;
Ø Developing the ability to overcome difficulties.
A huge role in cognition is played by the feeling of satisfaction from acquiring knowledge, skills and abilities, as well as the presence of positive motivation, that is, an internal absolute conviction in the extremely importance of acquiring knowledge, skills, and abilities. In this process, you can not beg anyone's role: not a student, not close adults, not a teacher.
Ø Activation of the processes of direct sensory acquaintance with the material;Consider only sensations and perceptions as the most effective for assimilating the material. The teacher's task is for the student to not only watch, but also see, not only listen, but also hear everything that is happening in the lesson during the lesson. This helps the child to most fully and comprehensively create in the brain an image of the subject being studied. The object of perception in the learning process is everything that surrounds the child. It is in this connection that every teacher should start with the fact that the educational space does not include unnecessary objects that do not matter at a given moment in time. If the teacher's speech suffers from any errors (such as speech defects, fast pace, high tone, unusual phonemic consonance), then the perception of meaning significantly deteriorates. The teacher's appearance (especially at the first meeting) is of great importance. Very often, sympathy or antipathy arises in the first minutes of communication. With long-term communication with a teacher, his appearance completely loses its meaning. Everything that a teacher uses as visual material must meet the requirements:
Ø Tables must be clear;
Ø Contrast must be respected (eg diagrams);
Ø The best version of the board is a dark brown background and white chalk;
Ø The main material should always be centered;
Ø Familiar material should always be in the same place;
Ø Instructional films should be no more than 10 minutes long;
Ø During the entire educational process, it is imperative to involve almost all types of perception: hearing, sight, touch, .. For most children, perception is best in a complex of sensations.
Ø A theorized learning process is always less effective than a process with elements of practice.
Ø Thinking process as a process of active processing of the information received;Thinking plays an important role in the process of assimilating knowledge. A special place is occupied by:
Ø Forms of thinking and the ability to master them;
Ø Operations of thinking should be developed in accordance with age;
Ø Types of thinking should also be at a level of development sufficient for a given age;
Ø Development of the qualities of the mind.
Ø The process of memorizing and preserving material;As a rule, students with memory disabilities perform worse than those with well-developed memory. The following memory parameters are subject to development:
Ø types of memory (especially, figurative \u003d sensory memory);
Ø memory processes (especially memorization, assimilation, reproduction).
Memory types, as a rule, do not change (there are four types: quickly memorized - quickly forgot, quickly memorized - slowly forgot, etc.). The teacher just has to take into account what type of memory the child has and treat it with understanding.
Ø Attention how extremely important is the condition for the success of all the previous components.Attention - ϶ᴛᴏ mental state, ĸᴏᴛᴏᴩᴏᴇ ensures the success of all mental forms of reflection. For this reason, it is extremely important to pay special attention to the formation and development of attention. In the educational process, it is important to develop types of attention, especially secondary voluntary. To do this, it is extremely important to involve the processes of awareness, motivation and the volitional sphere.
Reasons for low absorption rates:
Pedagogical reasons;
Ø Weak teacher;
Ø Overcrowding of classes (the norm for the beginning class is 15 people, for the older ones - 17-22);
Ø Imperfection of programs;
Ø Very low level of textbooks and teaching aids;
Ø Ineffective construction of the school day;
Ø Ineffective forms of teaching.
Psychological reasons.
Ø Failure to take into account the current level of personality development;
Ø Developmental delay in accordance with the age norm - DPR;
Ø Insufficient development of mental forms of reflection (especially thinking, perception, memory);
Ø Lack of reliance on individual-typological personality traits;
Ø Poor genetic inheritance;
Ø Underdevelopment of the child's ability to self-regulation.
Parenting psychology
Psychology of educational influences
Upbringing and educational tasks in educational institutions are solved largely on the basis of how the teacher knows how to influence the students. Konstantin Dmitrievich Ushinsky once said: "Without the personal direct influence of the educator on the pupil, true education is impossible." All educational influences affect the inner world of a person. It is in this connection that they should be built in accordance with the laws of the functioning of the psyche.
Types of educational influences:
Ø Impact "request";This is one of the mildest effects. The request does not imply any pressure on the child. The main characteristic of a request is to take into account the child's ability to fulfill it. When making a request, it is important to remember:
Ø The request should not exceed the child's capabilities;
Ø The child should not be an intermediary between the teacher and the performer;
Ø Refusal to perform should not negatively affect the child;
Ø Any request should be based on future gratitude for implementation.
Ø Impact "requirement";This is a more severe impact, ĸᴏᴛᴏᴩᴏᴇ assumes its mandatory implementation. The requirement must be subject to any administrative regulations. The requirement must be reasonable. The unreasonableness of the demand will cause opposition and non-fulfillment. When making demands, one cannot use a pleading tone, one must not allow lack of control and lack of evaluation. Failure to comply with the requirements should carry any censure or punishment.
Ø Impact "order";This is the toughest of the presented impacts. It is in this connection that the order is always based on legally accepted provisions. These provisions are adopted at the level of the institution or state bodies. The execution of the order is not discussed. It is mandatory for all participants in the process.
Ø Impact "score":
Ø Appreciation praise;The only difference between appraisal and praise: praise is ϶ᴛᴏ verbal encouragement, and true encouragement carries a material basis. From the point of view of psychological perception, the reward causes a positive emotional background.
Ø Evaluation-reward;When applying incentives, it is extremely important to remember:
§ The business is encouraged, not the person;
§ Promotion must be adequate to what was done;
§ It is not worth promoting the same thing several times;
§ Encouragement must necessarily evoke the approval of others;
§ It is better to encourage and praise in public, and not tete-a-tete;
§ It is often necessary to encourage melancholic and phlegmatic people, and not choleric people;
§ You need to reward even for the desire to do something;
§ Should not be encouraged too often.
Ø Assessment is a punishment.Punishment is the opposite of reward. Requirements for punishment:
§ It is better to punish one than to all;
§ You can not punish for unproven;
§ One cannot punish simply bad behavior;
§ The punishment must correspond to the measure of the offense;
§ You can not punish for the same thing several times;
§ You can not punish in a rage;
§ You can not punish with labor;
§ The punishment must be fair.
It is easy for a teacher to make mistakes when using rewards or punishments. Undeserved constant encouragement leads to conceit, ill will on the part of others. Inappropriate punishment can cause humiliation of the individual, feelings of anger and hatred towards the teacher. All this leads to a deformation of the child's personal growth.
Ø Impact "shortcut";The teacher has no right to hang labels or give names to students. This has an extremely negative effect on children and others. More often than not, such an action produces a similar reaction.
Ø The impact of "suggestion".Suggestion - ϶ᴛᴏ a very complex type of influence, which is built on a significant reduction in a person's critical attitude to incoming information. Among all people, suggested - 70%. For this reason, the teacher must be very careful in using suggestion as a measure of influence. Suggestion is always deliberate, most often verbal. Affects suggestibility:
Ø Age; Children and old people are the most suggestible.
Ø Body condition; Tired, weakened, sick people are more suggestible.
Ø A large crowd of people acting synchronously;
Ø The level of intellectual development The lower the level, the easier it is to inspire.
Ø Personality traits; Gullibility, suspicion, kindness simplicity ...
Same the effectiveness of suggestion depends on:
Ø From the environment where the person inspires;
Ø On the nature of social relations; In a society where people are intimidated, suggestibility is stronger. Those in need are more suggestible.
The teacher must remember rules of suggestion:
Ø it is necessary to look into the eyes of the suggested;
Ø you need to keep absolutely calm, uninhibited and relaxed;
Ø speech should be clear, intelligible, slightly slowed down;
Ø In no case should you show any nervousness.
The subject of educational psychology is concept and types. Classification and features of the category "Subject of educational psychology" 2017, 2018.
Educational psychology as a science. The subject of educational psychology.
Educational psychology is an independent branch of psychological science, most closely associated with such branches as developmental psychology and labor psychology. Both of these sciences are close due to the common object of study, which is a person in the process of his development, but their subjects are different. The subject of educational psychology is not just the mental development of a person, as in developmental psychology, but the role in this process of teaching and upbringing, that is, certain types of activity. This is what brings educational psychology closer to the psychology of labor, the subject of which is the development of the human psyche under the influence of labor activity. One of the types of the latter is pedagogical activity, which directly affects the development of the psyche of both the student and the teacher himself.
The subject of educational psychology is also the facts, mechanisms and patterns of human assimilation of sociocultural experience and the changes caused by this assimilation in the level of intellectual and personal development. In particular, educational psychology studies the patterns of mastering knowledge, skills and abilities, the peculiarities of the formation of active independent creative thinking in students, the influence of training and education on mental development, the conditions for the formation of mental neoplasms, psychological characteristics of the personality and activities of the teacher. The main problems of educational psychology have always been the following:
1. The connection of a conscious organized pedagogical influence on a child with his psychological development.
2. A combination of age patterns and individual developmental characteristics and methods of teaching and upbringing that are optimal for age categories and specific children.
3. Finding and making the most effective use of sensitive periods in the development of the child's psyche.
4. Psychological readiness of children for conscious upbringing and training.
5. Pedagogical neglect.
6. Providing an individual approach to training.
The subject of each branch of scientific knowledge also determines its thematic structure, that is, the sections included in this science. Traditionally, the structure of educational psychology is divided into three sections: 1) the psychology of teaching; 2) the psychology of education; 3) the psychology of pedagogical activity and the personality of the teacher. However, such a classification excludes from consideration the personality and activity of the student himself. In fact, the word "teaching" means the influence on the student by the teacher in order to assimilate the student's knowledge and form skills, that is, the teacher is seen as an active party, the subject of activity, and the student as an object of influence. The concept of "upbringing" also means the impact on the educated person in order to form in him certain psychological properties and qualities that are desirable for the educator, that is, the child again finds himself in the role of an object that must be influenced in a certain way, and only a separate issue in this topic self-education is considered.
The structure and objectives of educational psychology.
Tasks of educational psychology:
1. - disclosure of mechanisms and patterns of teaching and upbringing influence on the intellectual and personal development of the student;
2.- determination of the mechanisms and patterns of mastering by students of socio-cultural experience, its structuring, preservation in the individual consciousness of the student, its use in different situations;
3. - determination of the relationship between the level of intellectual and personal development of a student and the forms, methods of teaching and upbringing influence (cooperation, active forms of education, etc.).
4. - study of the peculiarities of the organization and management of educational activities of students and the impact of these processes on their intellectual, personal development;
5. - study of the psychological foundations of the teacher's activity, his individual psychological and professional qualities;
6. - determination of patterns, conditions, criteria for the assimilation of knowledge;
7. - determination of the psychological foundations of diagnostics of the level and quality of assimilation in accordance with educational standards.
The structure of educational psychology,those. sections included in this branch of scientific knowledge. Traditionally considered as part of three sections:
1. –psychology of learning;
2. - psychology of education;
3. - the psychology of the teacher.
Or more broadly:
1. psychology of educational activity;
2.psychology of educational activity and its subject;
3.psychology of pedagogical activity and its subject;
4. psychology of educational and pedagogical cooperation and communication.
Psychological and pedagogical experiment: schemes for its implementation.
Experiment(from Lat. eexperimental - "trial", "experience", "test") - the most difficult type of research, the most laborious, but at the same time more accurate and useful in the cognitive sense. The famous experimental psychologists P. Kress and J. Piaget wrote: “The experimental method is a form of the mind's approach, which has its own logic and its own technical requirements. He does not tolerate haste, but instead of slowness and even some cumbersomeness he bestows the joy of confidence, partial, maybe, but final. "
It is impossible to do without an experiment in science and in practice, despite its complexity and laboriousness, since only in a carefully thought-out, correctly organized and conducted experiment can the most conclusive results be obtained, especially those concerning cause-and-effect relationships.
The purpose of the experiment is to identify regular relationships, i.e. stable, essential, connections between phenomena and processes. It is this goal that distinguishes experiment from other research methods that perform the function of collecting empirical data.
Experiment- it means to study the influence of independent variables on dependent variables with constant characteristics of controlled variables and spontaneous ones taken into account.
The scheme of a psychological and pedagogical experiment.
D. Campbell introduced the concept of an ideal experiment, which is satisfied by the following conditions:
1. The experimenter changes only one independent variable, and the dependent variable is strictly controlled.
2. The other conditions of the experimenter remain unchanged.
3. Equivalence (equality) of subjects in the control and experimental groups.
4. Carrying out all experimental influences at the same time.
There are practically no perfect experiments.
General concept of learning.
Teaching denotes the process and result of the acquisition of individual experience by a biological system (from the simplest to humans as the highest form of its organization under the conditions of the Earth).
In foreign psychology, the concept of "learning" is often used as an equivalent of "learning." In Russian psychology (at least during the Soviet period of its development) it is customary to use it in relation to animals. Recently, however, a number of scientists (I.A. Zimnyaya, V.N.Druzhinin, Yu.M. Orlov, and others) have used this term in relation to humans.
The term "learning" is used primarily in the psychology of behavior. Unlike the pedagogical concepts of training, education and upbringing, it covers a wide range of processes of the formation of individual experience (addiction, imprinting, the formation of the simplest conditioned reflexes, complex motor and speech skills, sensory discrimination reactions, etc.).
In psychological science, there are a number of different interpretations of learning.
All types of learning can be divided into two types: associative and intellectual.
Characteristic of associative learning is the formation of connections between certain elements of reality, behavior, physiological processes or mental activity based on the contiguity of these elements (physical, mental or functional).
1. Associative-reflex learning divided into sensory, motor and sensorimotor.
· Sensory learning is the assimilation of new biologically significant properties of objects and phenomena of the surrounding world.
· Motor learning consists in the development of new biologically useful reactions, when the sensory component of the reactions is mainly kinesthetic or proprioceptive, i.e. when sensory information arises in the very process of performing the movement.
· Sensorimotor learning consists in developing new or adapting existing reactions to new conditions of perception.
2. Associative cognitive learning divided into learning knowledge, learning skills and learning actions.
· When learningwith knowledge, a person discovers new properties in objects that are important for his activity or life, and assimilates them.
· Teachingskills is the formation of an action program that ensures the achievement of a specific goal, as well as a program for the regulation and control of these actions.
Teachingaction includes learning knowledge and skills and corresponds to sensorimotor learning at the cognitive level.
When intellectual learning the subject of reflection and assimilation are essential connections, structures and relations of objective reality.
Varieties of intellectual learning:
More complex forms of learning refer to intellectual learning, which, like associative learning, can be divided into reflex and cognitive.
1. Reflex intellectual learning divided into relationship learning, transference learning, and sign learning.
Essence learning relationships consists in the selection and reflection in the psyche of the relationship of elements in a situation, separating them from the absolute properties of these elements.
· Learning by transfer lies in "the successful use in relation to a new situation of those skills and innate forms of behavior that the animal already possesses." This type of learning is based on the ability to distinguish relationships and actions.
· Signed learning associated with the development of such forms of behavior in which "the animal reacts to the object as a sign, that is, it responds not to the properties of the object itself, but to what this object means" (Ibid. p. 62).
In animals, intellectual learning is presented in the simplest forms, in humans it is the main form of learning and proceeds at the cognitive level.
2. Intellectual cognitive learning divided into teaching concepts, teaching thinking and teaching skills.
· Teachingconcepts is the assimilation of concepts that reflect the essential relations of reality and are enshrined in words and word combinations. Through mastering concepts, a person assimilates the social and historical experience of previous generations.
· Teachingthinking consists in "the formation of students' mental actions and their systems, reflecting the basic operations, with the help of which the most important relations of reality are cognized. Learning thinking is a prerequisite for learning concepts.
. Teachingskills is the formation of students' ways of regulating their actions and behavior in accordance with the purpose and situation.
Learning theories.
T. n. strive to systematize the available facts about learning in the simplest and most logical way and guide the efforts of researchers in the search for new and important facts. In the case of T. n., These facts are associated with conditions to-rye cause and retain a change in behavior as a result of the acquisition of individual experience by the body. Despite the fact that some differences between T. n. are caused by variations in the degree of importance they attach to certain facts, most of the differences are generated by disagreements about how best to interpret the totality of the available facts. Theorist. an approach that calls itself experiment. analysis of behavior, trying to systematize the facts at a purely behavioral level, without K.-L. referring to hypothetical processes or physiologist. manifestations. However, pl. theorists disagree with interpretations of learning, which are limited only to the behavioral level. Three circumstances are often mentioned in this connection. First, the time interval between behavior and its premises can be quite large. To fill this gap, some theorists speculate about the existence of hypothetical phenomena, such as habits or memory processes, that mediate the observed premise and subsequent actions. Secondly, we often behave differently in conditions that outwardly look like the same situation. In these cases, unobservable states of the organism, often called motivations, are invoked as hypothetical explanations for observed differences in behavior. Finally, thirdly, complex evolutionary and individual developmental histories make possible the emergence of highly organized reactions in the absence of observed intermediate, transitional forms of behavior. In such circumstances, the previous external conditions necessary for the emergence of the skill, and the events that occur between the appearance of the problem and the appearance of the answer to it, are inaccessible to observation. In conditions of limited knowledge about the events, to-rye precede the observed behavior, and a lack of knowledge about the intermediate physiologist. and nervous processes, in order to explain behavior, unobservable cognitive processes are involved. Due to these three circumstances, the majority of T. n. suggest the existence of unobservable processes - commonly referred to as intermediate variables - that wedge themselves between observed events in the environment and behavioral manifestations. However, these theories differ as to the nature of these intermediate variables. Although T. n. address a wide range of issues, this discussion will focus on one topic: the nature of reinforcement. Experimental Analysis of Behavior Behavioral analysis recognizes two procedures by which a change in behavior can be induced: respondent conditioning and operant conditioning. With respondent conditioning - more often called in other theorists. contexts with classical or Pavlovian conditioning - an indifferent stimulus is regularly followed by another stimulus, which already causes a reaction. As a result of such a sequence of events, the first, previously ineffective, stimulus begins to produce a reaction, edges can have a strong similarity with the reaction caused by the second stimulus. Although respondent conditioning plays an important role in learning, especially emotional responses, learning is largely associated with operant conditioning. In operant conditioning, the response is followed by some reinforcement. The reaction on which this reinforcement depends is called the operant, since it acts on the environment in order to cause the given reinforcement. It is believed that operant conditioning plays a more important role in humans. behavior, since, by gradually modifying the reaction, with which the reinforcement is associated with the conditional dependence, it is possible to develop new and more complex operants. This process is called operant shaping. Experiment In the analysis of behavior developed by BF Skinner, reinforcement is simply a stimulus, which, when included in the system of connections determined by the use of respondent or operant procedures, increases the likelihood of the behavior being formed in the future. Skinner studied the value of reinforcement to humans. behavior in a much more systematic way than any other theorist. In his analysis, he tried to avoid the introduction of K.-L. new processes inaccessible to observation in laboratory experiments on learning animals. His explanation of complex behavior relied on the assumption that the often unobservable and sophisticated behavior of humans obeys the same principles as fully observable behaviors. Theories of Intermediate Variables Under the pressure of the three problems noted above - memory, motivation, and cognition, most of the creators of T. n. supplemented the Skinner experiment. analysis of environmental and behavioral variables by intermediate variables. Intermediate variables are theoretically. constructs, the meaning of which is determined through their relationship with a variety of environmental variables, whose general effects they are designed to summarize. Tolman's expectation theory. Thorndike, influenced by Darwin's premise of the continuity of evolution as a biologist. species, began the transition to a less mentalist psychology. John B. Watson concluded it with a complete rejection of mentalistic concepts. Acting in the mainstream of the new thinking, Tolman replaced the old speculative mentalist concepts with logically determined intermediate variables. On the subject of our discussion, Tolman did not follow Thorndike's example here. Thorndike viewed the consequences of response as being of paramount importance for enhancing the associative connection between stimulus and response. He called it the law of the effect, which was the forerunner of the modern. reinforcement theory. Tolman believed that the consequences of reaction have an impact not on learning as such, but only on the external expression of the underlying processes of learning. The need to distinguish between learning and execution arose in the course of attempts to interpret the results of experiments on latent learning. As the theory progressed, the name Tolman introduced the learning intermediate changed several times, but the most appropriate name would probably be expectation. Expectation depended solely on the temporal sequence - or contiguity - of events in the environment, not on the consequences of the response. Physiological theory of Pavlov. For Pavlov, as for Tolman, the contiguity of events was a necessary and sufficient condition for learning. These events are physiologist. are represented by the processes occurring in those areas of the cerebral cortex, to-rye are activated by indifferent and unconditioned stimuli. The evolutionary consequences of the learned reaction were recognized by Pavlov, but not tested experimentally. conditions, therefore their role in learning remained unclear. Gazri's molecular theory. Like Tolman and Pavlov, and unlike Thorndike, Edwin R. Gazri saw contiguity as a sufficient condition for learning. However, coinciding events were not determined by such broad events in the environment as Tolman argued. Each molar environmental event, according to Gazri, consists of a multitude of molecular stimulus elements, which he called signals. Each molar behavior, a cut Gazri called "action", in turn consists of a variety of molecular reactions, or "movements." If a signal is combined in time with movement, this movement becomes entirely due to this signal. The learning of behavioral action develops slowly only because most actions require the learning of many of their constituent movements in the presence of many specific signals. Hull's drive reduction theory. The use of intermediate variables in learning theory has reached its most extensive development in the works of Clark L. Hull. Hull attempted to develop a common interpretation of behavioral changes resulting from both classical and operant procedures. Both the conjugation of stimulus and response, and the reduction of drive, entered as necessary components in Hall's concept of reinforcement. The fulfillment of the learning conditions affects the formation of an intermediate variable - habits. Hull defined habit as a theorist. a construct that summarizes the overall effect of a number of situational variables on a number of behavioral variables. The connections between situational variables and the intermediate variable, and further between habit and behavior, were expressed in the form of algebraic equations. Despite the use in the formulation of some of its intermediate variables, the physiologist. terms, experiment. issled. and Hull's theory were exclusively related to the behavioral level of analysis. Kenneth W. Spence, Hull's collaborator who made significant contributions to the development of his theory, was particularly careful in defining intermediate variables in purely logical terms. Subsequent development Although none of these theories of intermediate variables retained their significance in the second half of the 20th century, the subsequent development of T. n. influenced by two of their key features. All subsequent theories, as a rule, relied on mat. apparatus and considered a strictly outlined circle of phenomena - that is, they were "miniature" theories. Hull's theory was the first step towards the creation of a quantitative theory of behavior, but its algebraic equations served only to briefly formulate the basic. concepts. The first is really mate. T. n. were developed by Estes. Dr. quantitative theories, instead of using probability theory and mat. statisticians, relied mainly on the theory of information processing. or computer models. Within the framework of the theory of intermediate variables, the most significant contribution to the development of the principle of reinforcement was made by empirical research. Leona Karnina and related theorists. works by Robert Rescola and Alan R. Wagner. In the procedure of classical conditioning, an indifferent stimulus combined with K.-L. other effective reinforcement, does not acquire control over the reaction if an indifferent stimulus is accompanied by another stimulus, which already causes this reaction. At the behavioral level, a certain discrepancy between the response elicited by the reinforcement and the response arising from the presentation of this indifferent stimulus must be complemented by similarities if we want learning to occur. In addition, the nature of this discrepancy must be precisely defined. In terms of experiment. analysis of behavior theor. work also acquired more mat. character, although Ch. arr. deterministic and not probabilistic systems. Theorist. issled. here developed in the direction from the analysis of a single reinforced reaction to plural. reinforced reactions and the interaction of reinforced reactions with other reactions. In the broadest sense, these theories describe various reinforcements as causes that redistribute the body's responses within the range of possible behavioral alternatives. The redistribution that has occurred minimizes the change in the current reaction up to the establishment of a new operant conjugation and is sensitive to the instantaneous value of the probability of reinforcement for each reaction. There is reason to believe that the work carried out by representatives of the theory of intermediate variables in the field of classical conditioning and experiment. by analysts in the field of operant conditioning, leads to a common understanding of reinforcement, in which behavior changes in order to minimize the network of discrepancies associated with the action of all excitatory stimuli present in the given environment.
Types of learning in humans
1. Mechanism learning imriting , i.e. rapid, automatic adaptation of the body to the specific conditions of its life using forms of behavior that are practically ready from birth. Imriting unites humans with animals with a developed central nervous system. For example, as soon as a newborn touches the mother's breast, he immediately manifests an innate sucking reflex. As soon as a mother duck appears in the field of vision of a newborn duckling and begins to move in a certain direction, so, standing on its own paws, the chick begins to automatically follow her everywhere. It - instinctive (ie, unconditionally reflex) forms of behavior, they are quite plastic during a certain, usually very limited, period ("critical" period), subsequently they are not amenable to change.
2. Conditioned learning - the conditioned stimulus is associated by the body with the satisfaction of the corresponding needs. Subsequently, conditioned stimuli begin to perform a signaling or orientation role. For example, a word as some combination of sounds. Associated with highlighting in the field of vision or holding an object in the hand, it can acquire the ability to automatically evoke in a person's consciousness an image of this object or movement aimed at finding it.
3. Operant learning - knowledge, skills and abilities are acquired by the so-called trial and error method. This type of learning was identified by the American behavioral psychologist B.F. Skinner in addition to conditioned learning. Operant learning is based on active actions ("operations") of the organism in the environment. If some spontaneous action turns out to be useful for achieving the goal, it is supported by the achieved result. A pigeon, for example, can be taught to play ping-pong if the game becomes a means of obtaining food. Operant learning is implemented in the programmed learning system and in the token system of psychotherapy.
4. Vicarious teaching - learning through direct observation of the behavior of other people, as a result of which a person immediately accepts and assimilates the observed forms of behavior. This type of learning is partially represented in higher animals, such as monkeys.
5. Verbal teaching - the acquisition of a new experience by a person through language. In this case, we mean learning carried out in a symbolic form through a variety of sign systems. For example, symbolism in physics, mathematics, computer science, musical literacy.
The first, second and third types of learning are characteristic of both animals and humans, and the fourth and fifth are only for humans.
If the learning conditions are specially organized, created, then such an organization of learning is called training... Training is broadcast a person of certain knowledge, abilities, skills. Knowledge, abilities and skills are the forms and results of reflective and regulatory processes in the human psyche. Therefore, they can arise in a person's head only as a result of his own activities, i.e. as a result of the student's mental activity.
Thus, training - the process of interaction between the trainer (teacher) and the student (student), as a result of which certain knowledge, skills and abilities are formed in the student.
Knowledge, abilities and skills will be formed only if the teacher's influences cause certain physical and mental activity.
Teaching (educational activity) - this is a special type of cognitive activity of the subject, performed with the aim of assimilating a certain composition of knowledge, skills, intellectual skills.
The structure of educational activities.
purpose - mastering the content and methods of teaching, enriching the child's personality, i.e. assimilation of scientific knowledge and related skills.
Motives- this is what encourages to learn, to overcome difficulties in the process of mastering knowledge; stable internal psychological reason for behavior, actions, activities.
Classification of learning motives:
Social : the desire to acquire knowledge, to be useful to society, the desire to earn the teacher's praise, the desire to earn the respect of comrades, avoidance of punishment.
Cognitive : orientation to mastering new knowledge, orientation to the learning process (the child finds pleasure in being active in this type of activity, even if it does not immediately bring certain results), result orientation (the child tries in the lesson to get "10", although the subject itself he is not interested).
Emotional: interest on an emotional level.
What are the main motives learning activities of six year olds? Research shows that dominant importance children of this age have motives for learning that lie outside the learning activity itself... Most children are attracted by the opportunity to fulfill their needs in the role of a student recognition, communication, self-affirmation... At the beginning of the school year, the motives associated with cognition itself, teaching, have little weight. But by the end of the school year, there are more children with this type of motivation for learning (obviously, under the pedagogical influence of a teacher, educator). However, the researchers caution: it's too early to calm down. Cognitive motives six-year-olds are still extremely unstable, situational. They need constant, but indirect, unobtrusive reinforcement.
It is important for the teacher to maintain and increase children's interest in school. It is important for him to know what motives are most significant for the child at this stage, in order to build his education with this in mind. Let us recall that an educational goal that is not related to the motives that are actual for the child, does not touch his soul, is not retained in his mind, it is easily replaced by other goals that are more consonant with the child's usual motives.
Since at the age of six the internal, cognitive motivation for learning is still being formed and the will (so necessary in learning) is not yet sufficiently developed, it is advisable to maintain the maximum variety of motives for learning (its polymotivation) when teaching children at school. You need to motivate children of all kinds.- play, competitive, prestigious, etc. - and accentuate it to a greater extent than is currently done when teaching six-year-olds.
Educational task - this is what the child must master.
Training action - these are changes in the educational material necessary for its mastering by the child, this is what the child must do in order to discover the properties of the subject that he is studying.
Learning action is formed on the basis of mastering ways of teaching (operational side of the exercise) – these are practical and mental actions, with the help of which the student masters the content of the teaching and at the same time applies the acquired knowledge in practice.
Practical actions - (actions with objects) - with images of objects, diagrams, tables and models, with handouts
Mental actions : perceptual, mnemonic, mental (analysis, synthesis, comparison, classification, etc.), reproductive - according to given patterns, methods (reproducing), productive - creating a new one (carried out according to independently formed criteria, their own programs, new ways, new a combination of means), verbal - a reflection of the material in a word (designation, description, utterance, repetition of words and utterances), i.e. performing actions in a speech form, imagery (aimed at creating images of the imagination).
To learn successfully, a child needs certain skills (automated ways of performing actions) and skills (a combination of knowledge and skills that ensures successful completion of an activity). Among them - specific skills and abilities required in certain lessons (addition, subtraction, highlighting phonemes, reading, writing, drawing, etc.). But along with them, special attention should be paid to generalized skills that are needed in any lesson, lesson. These skills will develop fully later, but their rudiments appear already in preschool age.
Control action (self-control) - This is an indication of whether the child correctly performs the action corresponding to the model. This action should be performed not only by the teacher. Moreover, he must specifically teach the child to control his actions not only according to their final result, but also in the course of its achievement.
Assessment action (self-assessment) - determination of whether the student has achieved the result or not. Resultlearning activity can be expressed by: the need to continue learning, interest, satisfaction with learning orunwillingness to learn, negative attitude towards educational institution, avoidance of school, non-attendance of classes, leaving school.
Learnability and its main components. Learnability – it is a set of fairly stable and widely manifested features of a child's cognitive activity, which determine success, i.e. the speed and ease of assimilation of knowledge and mastering the methods of teaching.
Methods of influence in education
The method of forming consciousness: story, explanation, explanation, lecture, ethical conversation; exhortation, suggestion, instruction, debate, report, example. The method of organizing activities and forming the experience of behavior: exercise, habituation, pedagogical requirement, public opinion, educational situations. Incentive method: competition, encouragement, punishment.
Pedagogical impact- a special type of teacher's activity, the purpose of which is to achieve positive changes in the psychological characteristics of the pupil (needs, attitudes, attitudes, states, behavior models).
The goal of any psychological impact is to overcome the subjective defenses and barriers of the individual, to restructure his psychological characteristics or behavior patterns in the right direction.There are three paradigms of psychological influence and three strategies of influence corresponding to them.
The first strategy is strategy of imperative influence;its main functions: the function of controlling the behavior and attitudes of a person, their reinforcement and direction in the right direction, the function of coercion in relation to the object of influence. Second strategy - manipulative -is based on penetration into the mechanisms of mental reflection and uses knowledge for the purpose of influence. Third strategy - developing.The psychological condition for the implementation of such a strategy is dialogue. The principles on which it is based are the emotional and personal openness of communication partners,
Traditionally, in psychological science, there are two main types of pedagogical influence: persuasion and suggestion.
Persuasion -psychological impact, addressed to the consciousness, the will of the child. This is a logically reasoned influence of one person: or a group of people, which is critically accepted and carried out consciously.
Suggestion -psychological impact, which is characterized by reduced argumentation, is accepted with a reduced degree of awareness and criticality.
38. Methods of self-education and self-education
Self-education is the acquisition of knowledge through self-study outside educational institutions and without the help of a teacher.
Pedagogical psychology
Instead of introducing
What is educational psychology?
For a child, there is nothing more natural than developing, forming, becoming who he is in the process of education and training.
S. L. Rubinstein
Basic concepts:school and its functions, stages of the formation of educational psychology, the subject and problems of educational psychology, the structure of educational psychology, methods of educational psychology, the scope of educational psychology, the basis of mutual understanding between a teacher and a psychologist.
Purpose (mission) of educational psychology
The goggle-eyed pike is a large fish, extremely hungry for minnows. Something amazing happens when pike and minnows are placed in a large aquarium with a sheet glass partition that separates the predator from the small fish. The pike does not see glass in the water and beats hard against the obstacle in an attempt to get a treat.
Time after time it accelerates and crashes into a glass partition.
In the end, the pike gives up. Obviously, she comes to the conclusion that minnows are out of reach. She gives up all attempts to catch them. Then the glass can be removed, allowing the fish to swim around the deadly enemy in complete safety. The pike will not touch them. She knows what she knows: minnows are out of reach. Surprisingly, the predator will indeed starve to death, surrounded by an abundance of food.
J. Dobson "Coming Home"This example applies not only to fish, but also to humans. Early frustrations and learning difficulties, such as the inability to read or write correctly, can have serious consequences for children. They just start to see success as unattainable. Early intervention in the classroom can help boys and girls overcome the urge to wave at the minnows before it's too late. The mission of educational psychology, perhaps, is to make the learning process for the child an experience of gaining success, personal growth and development.
Starting classes in educational psychology, it is logical to ask students a question about their expectations and their need for these activities.It turns out that for most students this branch of psychology is not very interesting, primarily because they do not see themselves in the role of teachers or school psychologists. The attitude towards educational psychology as a subject is often associated with a stable negative stereotype of school perception, which is formed as a result of the systematic suppression of students and teachers by the rigid hierarchical structure of the education system. Therefore, one of the most important tasks of teaching educational psychology is to change negative stereotypes and expand students' ideas about their role as a teacher or educator, for example, for their own children.
School is the most important institution of socialization.It greatly influences the daily life and perspectives of the growing person. The separation of preschool, primary school, adolescence and adolescence is closely related to the emergence of universal school education.
School functions.In the process of preparing children for adult status, the school is assigned the following functions:
1. Education. Transfer of knowledge and values \u200b\u200bthat are essential for the preservation of culture and serve as a prerequisite for fulfilling the roles and tasks of an adult.
2. Formation of personality. Formation of ideas about oneself.
3. Development of adequate social behavior. Mastering social roles, achieving independence, transferring values \u200b\u200band beliefs.
4. Selection and social stratification. The progress of studies affects the future of the child, since a good school education and high social status are closely interconnected. Leaving school prematurely (or being expelled) greatly complicates the social integration of young people.
One of the basic principles of education is its "cultural conformity", that is, learning in the context of culture, orientation towards its values, the development of its achievements, its reproduction, the adoption of socio-cultural norms and the inclusion of a person in their further development.
From the point of view of psychology, the task of education is broader than the simple transfer of cultural heritage from generation to generation. Education helps people learn how to respond correctly, or at least adequately, to a wide range of situations. Education is, in fact, the image of culture - it is the process of assimilating and reproducing culture.
Professor Bruce Takman (Takman B., 2002) begins his textbook on educational psychology with the question "Why study human behavior?"
Human behavior obeys certain patterns and in many cases is predictable. When someone is yelled at, very often that someone will yell back and may feel offended or harbor resentment. If someone has well explained some idea, then that someone will understand it. When a child cries, the caregiver often tries to comfort him.
Many patterns of behavior are known to most people from personal experience. However, regularities are not always revealed, because it is difficult to behave in some way and at the same time to analyze what is happening; in addition, most people have not learned to pay attention to the peculiarities of behavior and think about its causes.
Many of the factors that help explain behavior cannot be directly observed from the outside - they operate only in the mind of a person and are associated with his previous experience.
Very often, what is observed is not always an accurate reflection of what is happening in the inner world of a person. Many people smile, even if they are sad, laugh when they do not find something funny at all. A person is far from always fully aware of his behavior and its reasons. People are often unaware of their feelings and motives for behavior, let alone the feelings and motives of other people's behavior.
What conclusion follows from the above?
Despite the fact that human behavior obeys certain patterns, as a result of a lack of knowledge or understanding of these patterns, people can influence the behavior of other people in a completely different way than they would like. The teacher may offend the students, although he really wants to cheer them up, or he cannot help the students understand something, although he is trying very hard to convey to them the information necessary to understand this issue.
Question: Why does he do this?
This is practicalside of knowledge educational psychology - the science of human behavior and relationships in the process of teaching and learning.Knowledge of educational psychology can help people better understand their thoughts and actions, their consequences for themselves and for others. It also contributes to the more effective work of teachers.
What are teachers doing?
Teachers have to help people (usually young ones) to recognize and understand different ideas and at the same time teachers need to maintain self-confidence in people, the ability to enjoy their success and enjoy the learning process itself.
Teachers have to encourage students to learn, arouse in them a desire to learn, pass on information to students, the necessary experience in order for them to learn. And teachers have to do all of this in such a way that students' attitudes towards learning or their feelings about learning and their ability to learn are positive.
Knowledge of educational psychology, like knowledge in general, is also important for development intelligence.Such knowledge enhances a person's ability to think and recognize. It enhances mental discipline and develops problem-solving skills.
Areas of application of educational psychology
Psychologists specializing in educational psychology teach this subject in universities and institutes, they are research workers in research institutes and laboratories, but they are mostly school psychologists. According to H. Remshmidt (Remshmidt H., 1994), about 40% of outpatient visits to a psychiatrist at school age, as well as psychological and pedagogical consultations are associated with school problems. Educational psychologists can cooperate not only with schools and other educational institutions, but also with hospitals and institutions providing various types of care, where they conduct psychological research, interpret the results of individual and group tests, and are engaged in counseling about a variety of problems related to educational activities, choice of profession and personal adaptation of children.
The results of psychological and pedagogical research are used in the design of the content and methods of teaching, the creation of teaching aids, the development of diagnostic tools and correction of mental development.
Studying educational psychology alone does not provide a recipe for becoming a school psychologist or a good teacher. The teacher has to deal with very real limitations in his work. Thus, groups of students are organized into educational classes,moreover, the number of students in them is often relatively large, and teaching and learning is limited, so to speak, classroom walls.What needs to be taught is usually predetermined school curriculumor educational course,and the amount of time during which training takes place is limited to the hours allocated for school lessons, and calendar,counted in days, weeks, semesters and years spent in school.
Given all these limitations, it would be difficult to adhere to the formula for successful learning, even if it actually exists. Educational psychology is not studied to discover formulas or recipes for success, because they do not exist, and even if they existed, it would be very difficult to apply them in the real world. Educational psychology is studied to learn the principles and theories of human behavior that can help teachers and educators find the best way to act in different situations.
Subject and main problems of educational psychology
Pedagogical psychology(from the Greek. pais (paidos)- child and ago- leading, educating) is an independent branch that studies psychological problems, develops the psychological foundations of education and upbringing, reveals the patterns of the process of appropriating social experience by an individual in a specially organized training.
Like work psychology, engineering, military, or clinical psychology, this area is sometimes referred to as an applied branch of psychology that aims to solve practical problems. At the same time, it is a field of both fundamental and applied research and uses pedagogical institutions as a psychological laboratory.
Educational psychology is based on knowledge of general, developmental, social psychology, personality psychology, theoretical and practical pedagogy. Work psychology and influence psychology are also closely intertwined with educational psychology.
According to P.P. Blonsky, educational psychology is a branch of applied psychology, which deals with the application of the conclusions of theoretical psychology to the process of education and training. This is the science of the laws of changing human behavior in the learning process.
Pedagogical psychology- branch of psychology, subjectwhich are mental phenomena occurring in the process of exchange of experience between people. These processes always have a two-way orientation, since the exchange of experience takes place between the person transmitting it (teaching, educating) and adopting (teaching, educating). Distinctive featuremental manifestations of people participating in this exchange, is that any act of mental life of one person must take into account the mental characteristics of another: explanation - perception, understanding; assessment - the mental consequence caused by it (emotions, self-esteem, etc.); attitude - relationship; attitudes towards perception, memorization - selectivity; setting goals - the possibility of their implementation (abilities, current level of development, etc.) (L.A. Regush).
In modern educational psychologyit is especially emphasized and studied that it is the exchange of experience that takes place in the pedagogical process, and not just its transfer from the older generation to the younger. Realization of this circumstance led to a change in the concept of the pedagogical process, or rather, to a change in the psychology of its participants. This change consists in the fact that the teacher is not only the teacher, but also the student. A teacher who has changed his view of the student can view his experience as an important condition to be used in the learning process. The exchange of the role positions of the teacher and the student has a deep psychological meaning in the fact that the student increasingly takes responsibility for his education, while acting as a partner of the teacher in the educational dialogue. In the psychological literature, this conceptual direction of modern educational psychology is called "the student - the subject of educational activity."
Main problems,solved by educational psychology, are reduced to resolving the contradictions between:
The need to transfer social experience and the search for transmission methods that ensure development, self-development of a person and maximum readiness for self-adaptation in society;
A collective way of teaching and an individual way of cognition and mental development;
Independence and imitation in teaching and education;
The development of means (including technical ones) for the transfer of experience and a change in the functions in the teacher's activities.
Conceptual apparatuseducational psychology reflects the content of the phenomena that it studies:
Psychological mechanisms of a person's appropriation of social experience: imitation, teaching, learning, identification;
Learning, development, education of a person, psychological characteristics of learning models that ensure development;
Psychological analysis of teaching technologies;
The psychology of the student's educational activity as a subject of educational activity: the motives of learning, methods of teaching, activity and responsibility, successes and failures in learning, psychological problems of the student in learning;
The psychology of interaction in the system: teacher - student - class - parents (goals, attitudes, assessments, emotional climate, means and methods of communication, communication style);
Psychological characteristics of the profession - teacher: professional competence and personality of the teacher, pedagogical abilities, style of professional pedagogical activity, individuality of the teacher and creativity, personal characteristics of the teacher and their influence on the process and the result of work (self-esteem, implicit theories of learning, attitudes, values, etc.) , professional self-awareness of the teacher, psychological professional problems of the teacher.
Methods of educational psychology
Research in educational psychology widely uses methodsgeneral psychology, but their application is modified taking into account the conditions of the pedagogical process. For instance, observationas a general psychological method in educational psychology demanded a transformation not only in the goals, the program of observations, but also in the techniques of its implementation. The classical experiment in educational psychology is practically inapplicable for a number of reasons, therefore natural experiment.This type of experiment makes it possible to use it in the context of the usual educational process, in which both the experimental influence is carried out and the naturalness of the conditions of school life is preserved. Such a form of natural experiment as formative experiment,a distinctive feature of which is a purposeful formative influence on a student or teacher in accordance with the research hypothesis.
The pedagogical process provides great opportunities for using the method studying the products of the activity,since in this process the mental capabilities of both the student and the teacher are materialized. The objects of psychological analysis can be: student notebooks, diaries, various types of work performed (drawings, solved problems, essays, models, crafts), lesson notes, a lesson conducted by a teacher, a developed methodology, teaching methods, the same student notebooks, but as a product of work with them teachers, dialogues between student and teacher, teacher and class, etc.
When organizing research, methods known in psychology are used: longitudinal, slicing and combined.In the first case, the same group of students or a teacher is studied for a long time, for example, students from the 1st to the 10th grade or a teacher during the first five years of teaching, etc. From different types of the method of slicing in educational psychology the comparative pedagogical method is widely used, in which the research is organized as a comparison of two or more groups that differ in the variables introduced into the experiment. For example, in one classroom, an interactive learning model is used in teaching, and in another, an informational one. The results of the influence of the used training models on certain mental qualities grounded in the hypothesis are compared.
Combined (complex) studies are carried out using a system of methods and techniques by which scientists strive to cover the maximum (or optimal) possible number of significant parameters of the reality being studied. The complex method involves the study of different aspects or different levels of a mental phenomenon. So, for example, in a comprehensive study of the psychological readiness of children to study at school, social, psychological, pedagogical, and medical aspects are distinguished. Psychological readiness is defined as a complex mental formation that includes motivational, emotional, strong-willed, communicative, intellectual, reflexive, etc. potentials for the development of a child's personality. Therefore, an integrated approach brings together various specialists (psychologists, social workers, teachers, doctors, etc.) and is often referred to as interdisciplinary. A comprehensive research program is determined by the generality of the research subject and the division of functions between the individual disciplines and the specialists participating in the research. It involves the comparison of the data obtained and their generalization. The originality of the complex method follows from the orientation towards establishing interconnections between the studied aspects and levels of mental manifestations.
Teacher and educational psychologist: the basics of understanding
The basis for the development of cooperation between a teacher and a psychologist can be, on the one hand, knowledge of the history of the interaction of pedagogical practice and psychology, on the other hand, the psychologist's idea of \u200b\u200bthe modern psychological preparation of a teacher and the teacher's knowledge of the capabilities and functions of an educational psychologist.
Historical information on the interaction of pedagogical practice and psychology.
Psychological knowledge in Russian society turned out to be in demand primarily in the education system. In 1906, 1909. the first congresses on educational psychology were held, and in 1910, 1913, 1916. - on experimental pedagogy. They were looking for answers to such questions as: what measures psychology as a science can offer school education, so that it matches the mental capabilities of the child; how to prepare a teacher who knows and understands the mental characteristics of children; what methods to study the student and what to study, etc.
Throughout all subsequent years, up to the 90s. of the last century, the cooperation of teachers and psychologists developed in the following directions:
Creation of methodology, methods and techniques for cognition of a developing person and interaction with him.
The most significant in the development of the theoretical foundations of psychological research were the works of M.S.Bernstein (1930), A.P. Boltunov (1927), L.S.Vygotsky (1930), S.G. Gellerstein (1928), A.F. Lazursky (1924), A.P. Nechaev (1918), S.L. Rubinshtein (1941) and others.
Methodological discussions and theoretical substantiation of a particular way of researching schoolchildren, as a rule, were accompanied by the development and testing of specific methods and techniques. As an example, we can give a short list of them:
Arkhangelsky S. Tests as a method of accounting and research of the pedagogical process. - 1927.
Basov M. Ya. Methodology of psychological observation over children. - 1924, 1926.
Blonsky P.P. How to study a student. - 1926.
Boltunov A.P. Pedagogical experiment in a mass school. - 1929.
Boltunov A.P. Method of the questionnaire in pedagogical and psychological research. - 1916.
Bochkareva T.I., Raev A.I. Methods of psychological study of the student's personality. - 1968.
Lazursky A.F. On natural experiment. - 1911.
Lazursky A.F.Program of personality research. - 1915.
Lyublinskaya A. A. Measuring scale of the mind for classroom tests of schoolchildren. - 1927.
Rossolimo GI Plan for the study of the child's soul. - 1922.
Schubert A.M. How to study a child. - 1924.
In the 50s – 60s. XX century there is an active development of a formative experiment, various modifications of which were included directly in the learning process. Leading psychological teams organize research in schools, testing various theoretical concepts:
The theory of the stage-by-stage formation of mental actions (P. Ya. Galperin, NF Talyzina);
The theory of developing learning (V.V.Davydov, V.L.Zankov, D. B. Elkonin);
Theory of programmed learning (V.P.Bespalko, A.I. Raev);
The theory of learning algorithms (L. N. Landa);
Communicative learning theories (A. A. Stepanov, L. P. Pressman, etc.).
In the 80s-90s. XX century Psychological methods of not only studying and influencing the student as an object of learning are increasingly being included in school practice, but the practical implementation of the approach to the student as a subject of learning and learning begins. This concept of education was formulated back in the 40s, in particular, in the theory of personality development by S. L. Rubinstein.
Practical work of pedologists and psychologists in educational institutions
Psychological practice in educational institutions since the beginning of the 19th century. and until 1936, that is, before the decree of the Central Committee of the All-Union Communist Party of Bolsheviks of July 4, 1936 "On pedological perversions in the system of the People's Commissariat for Education", was carried out by pedologists. Dozens of articles and dissertations are devoted to the analysis of their activities, for example: L. S. Vygotsky"Pedology of School Age" - 1928; N. A. Danilicheva"Essays on the history of school psychodiagnostics" - 2004.
After this decree, for tens of years, psychologists were present at the school indirectly through interaction with institutions that shaped the policy in school education and influenced its content and methods. The functions performed by pedology were partially taken over, on the one hand, by developmental psychology and pedagogical psychology, on the other hand, in the pedagogical community there has been a tendency to assign this function to the teacher.
However, in the curricula of that time, psychology was represented by a set of disciplines such as general, developmental and educational psychology. Moreover, if general psychology could be up to 54 hours, then the course of developmental and educational psychology was usually no more than 18 hours.
In the 1960s – 1980s. the practice of interaction between psychologists and schools has developed, such as participation in the scientific management of school research or creative projects. In fact, psychologists of those years performed one of the functions that are now officially designated as methodological. In fact, the psychologist was the organizer of the research work of the teaching staff or individual groups, which aimed to test new methodological tools or the concept of the school as a whole.
Educational work of psychologists,aimed at improving the psychological culture of participants in the educational process.
In the 30-50s. XX century. leading psychologists (B. G. Ananiev, Yu. A. Samarin, A. P. Boltunov, and others), wishing to maintain a connection with school practice, published a series of books - practical guidelines for teachers and parents. Already in those early years, these psychologists created a line of work for practical psychologists, which began to develop especially intensively in the last decade:
Ananiev B.G. Psychology of pedagogical assessment - 1935.
Ananiev B.G. Education of observation of schoolchildren. - 1940.
Ananiev B.G. Education of students' attention. Conversations with teachers about psychology. - 1940.
Ananiev B.G. Educating the memory of a schoolboy - 1940.
Boltunov A.P. Mental development and education of a schoolchild. - 1940.
Samarin Yu. A. Education of the student's imagination. - 1947. Teachers of pedagogical universities in the 1950s – 1980s, as a rule, conducted psychological lectures or permanent seminars in schools or methodological rooms in accordance with the topics that were relevant for the school.
Psychological substantiation and support of pedagogical innovationsis also one of the traditional areas of work of psychologists in interaction with teachers. This is a psychological study of all the innovative processes that take place in school practice.
The participation of psychologists directly in the development of new didactic tools and educational technologies. For example, the development of the technology of programmed teaching was carried out with the participation of the psychological schools of A. I. Raev, V. P. Bespalko and others; communication technologies of teaching, including educational television - with the participation of A. A. Stepanov, L. P. Pressman and others; problem learning technologies - A.M. Matyushkina, T.V. Kudryavtseva and others; algorithmic learning by L.N.Landa et al.
Psychologists not only provided a justification for one or another pedagogical technology, but, as a rule, participated in the development of these technologies and their implementation in practice. For example, the staff of the educational television laboratory at the Russian State Pedagogical University. AI Herzen, headed by prof. A. A. Stepanov, in the 1970s – 1980s. created more than 700 educational TV programs on 7 academic subjects, which were broadcasted on the free air on the educational TV channel and were received in the classroom at schools. Laboratory for content and teaching methods in primary school, headed by prof. AA Lyublinskaya (Herzen State Pedagogical University), in the 1970s. became the basis for the reform of primary education and contributed to the emergence of a new approach to teaching mathematics and the Russian language, as well as the emergence of appropriate textbooks for primary school.
Psychological training of teachers and pedagogical education of psychologists
In the early 1990s, when the system of higher pedagogical education began to be rebuilt, the concept, content and technologies of psychological training of a teacher underwent significant changes. One of the achievements of the perestroika that has taken place is that psychology ceases to be one of the information disciplines and is increasingly becoming personally oriented, providing personal interaction between a psychology teacher and a student.
The concept of psychological training developed in due time and the corresponding professional and educational standards created objective opportunities for the training of a psychologically competent teacher.
The development of applied psychology, including the psychology of education, could not but influence both the content of the relevant disciplines and the methods of teaching psychology at the university. And the fact that many departments of psychology of universities, simultaneously with basic psychological training, began to teach school psychologists, undoubtedly, had a positive effect both on the professional level of the work of psychology teachers, and on the transfer of knowledge from various branches of psychology into teacher training. Therefore, in addition to traditional informational (translational) methods of transferring psychological knowledge, psychological trainings, workshops, seminars conducted in various psychological techniques have become widespread.
Indisputable achievements include the fact that the psychological education of the teacher and the psychology of the modern teacher have become the subject of study and generalization of a number of serious studies, the results of which should contribute to the further improvement of various aspects of psychological training (Stein-metz A.E., Zeer E.F., Ivanova S.P., Sukhobskaya G.S., Rogov E.I., Rean A.A., Kuzmina N.V. and others).
However, an educational psychologist should have a fairly differentiated idea of \u200b\u200bwhat kind of psychological training a particular teacher has. And it differs depending on the educational program that the teacher has mastered. If he studied in a specialty, that is, he entered from the 1st year in the specialty "teacher", then his training includes such disciplines as general psychology, developmental and educational psychology, experimental psychology, and special psychology. In addition, the fact that the student has a pedagogical orientation, which largely determines the attitude towards education, cannot but influence the preparation.
If a teacher received a diploma after mastering a bachelor's degree in the direction of pedagogical education (philology, music, natural science, physics, etc.), then it must be borne in mind that the pedagogical orientation was formed only during the year. His basic training does not differ significantly from the training of a specialist, but his motivation and focus on pedagogical work can lose in comparison with students who have completed a specialty. If a teacher in the process of university training received a bachelor's degree in science, then his psychological education will be no more than 40 hours.
However, there are problems, without solving which it is difficult to move forward. One of these problems is the assessment of the quality of psychological training in various models of education (single-level and multi-level). It is for the preparation of a teacher that this problem is relevant, since the formation of a professional's personality proceeds in fundamentally different ways, to which attention was drawn above. Depending on the results of such evaluative studies, it is necessary to move on to adjusting the content of psychology curricula for teacher training.
The problem of the "work" of psychological knowledge for solving professional pedagogical problems remains urgent, that is, the problem of the psychological competence of a teacher. The changes introduced by themselves do not contribute to solving this problem. Probably, for psychological knowledge, which has, undoubtedly, specificity in comparison with other types of humanitarian knowledge, the methods of transferring knowledge acquire significant importance. It is well known that knowledge transmitted only at the level of translation of concepts does not work in the practice of teachers. Nowadays, alternative technologies are actively being introduced in university practice (for example, dialogical teaching, trainings of active learning, etc.).
For mutual understanding between the teacher and the psychologist, the teacher's ideas about what kind of training the psychologist has received are also important. If we analyze the curricula for training bachelors of psychology or a specialist "teacher-psychologist", then one can notice certain accents in them. The future psychologist is preparing to become a diagnostician, a consultant on relationship problems, emotional experiences, and a researcher. From our point of view, in the training of a psychologist, the appeal to the problems of educational activity, the assimilation of knowledge and methods of teaching, in fact - to the main thing - the learning process, clearly "sinks. The basis for this point of view is the appeal to the curriculum. Learning-oriented course - Traditional Educational Psychology. The program of this course for psychologists should be fundamentally different from that for other specialists, including teachers. In the course "psychological support of the educational process", insufficient attention is also paid to the issues of actually helping the student in learning and organizing learning by the teacher.
Thus, the analysis of the historical development of practical psychology in the education system and the assessment of the teacher's ideas about the psychologist and the psychologist about the teacher allow us to conclude:
At all times, the development of psychological practice is due to the development of the theory and methodology of psychology as a science;
Nominatively, the problems of practical psychology in education sound the same in the 1920s. XX century and in the XXI century, but the possibilities of their solution and the participants of the pedagogical process themselves have changed significantly;
The history of psychological practice in education teaches that orthodox decisions (administrative, political) hinder the progressive, evolutionary development of psychological practice and lead to lagging behind possible rates and levels;
Psychological practice in education is not yet sufficiently comprehended, which is important to do now in order to make the most of its positive experience;
Psychologists of the last century actively worked on the problems of the educational process and the educational activity of schoolchildren;
The successful interaction of a psychologist with a teacher, along with various factors, is determined by the knowledge of the psychologist about the level of psychological training of the teacher, and vice versa: the knowledge of the teacher about the readiness of the psychologist to solve the problems of the educational activities of schoolchildren.
Main
1. Grigorovich L.A.Pedagogical psychology. M., 2003.
2. Demidova I.F.Educational Psychology: Textbook. M., 2007.
3. Zimnyaya I.A.Educational psychology: Textbook for universities. M., 2001.
4. V. N. KarandashevEducational Psychology: Reader. SPb., 2006.
5. Lefrancois G.Applied educational psychology. SPb., 2003.
6. Orlov A. B.Psychology of personality and human essence: paradigms, projections, practices. M., 1995.
7. Pedagogical psychology/ Ed. A. I. Raeva. SPb., 1999.
8. Raev A.I.Selected works on educational psychology / Comp. G.I. Vergeles. SPb., 2006.
9. Sarychev S.V., Logvinov I.N.Pedagogical psychology. Short course. SPb., 2006.
10. Takman B.Pedagogical psychology. M., 2002.
Additional
1. Ismontas B. B.Educational psychology: schemes and tests. M., 2004.
2. Educators and Children: Sources of Growth / Ed. A. V. Petrovsky. M., 1994.
3. Vygotsky L.S.Educational Psychology / Ed. V. V. Davydov. M., 1996.
4. Mandel B.Educational psychology: answers to difficult questions. Rostov n / a, 2007.
5. Peters V.A.Educational psychology in questions and answers: textbook. M., 2006.
6. Remschmidt H.Adolescence and adolescence: Problems of personality formation. M., 1994.
7. Rogers K.Questions that I would ask myself if I were a teacher // Family and School, 1987, no. 10, p. 22-24.
8. Rogers K., Freiberg J.Freedom to Learn / Ed. A. B. Orlova. M., 2002.
9. Talyzina N.F.Pedagogical psychology. M., 1998.
10. Theory of learning: Reader / Ed. N.F. Talyzina, A.I. Volodarskaya. M., 1998.
11. Yakimanskaya I.S.Subject and methods of modern educational psychology // Questions of psychology. 2006. No. 6.
Internet resources
Ismontas B. B.Pedagogical psychology. Electronic textbook. http://ido.edu.ru/psychology/pedagogical_psychology/metod.html
Topic 1. Subject and tasks of educational psychology. http://komunna.info/psychology/pedagogical_psychology/1.html
Questions and tasks for independent work
1. Study of the relationship to the subject (introspection, inner work)
To start working with the negative stereotype of perception of educational psychology and to facilitate the study of this subject, I suggest you a few minutes to discuss with your neighbor your attitude to this subject.
1. Write in your notebook the answer to the question: What do I think about educational psychology? How do I feel about her, what feelings does this object evoke in me?
2. Make a drawing that would reflect your attitude towards school on the first page of the notebook in which you will take notes on lectures.
3. Discuss with your neighbor: What does he see? How does he perceive it? What did you mean when you were painting?
4. Look at what you wrote down, did you manage to separate and express separately from each other: thoughts, attitudes, feelings?
2. Creative work "What if I became a teacher?"The founder of humanistic psychology K. Rogers in one of his lectures tried to imagine what questions he would ask himself if he suddenly became a teacher.
1. What does it mean to be a child who learns something “off the curriculum” himself?
2. Would I dare not to close myself off from my disciples, but to be with them the way I am - a person who often does not know something, hesitate, err, seeking? Would I be able to take such a risk and what would it give?
3. What interests my students?
5. How to ensure the flow of such materials for my students, which would be interesting, exciting, would meet different inclinations and abilities, could provide a free choice of what I want to learn right now and specifically for me?
6. Do I have the courage and patience to help generate creative ideas in my students? Do I have the patience and humanity to endure the annoying behavior, resistance, and oddities of those who are most likely to have creative thoughts? Can I "give room" to a creative person?
7. Would I be able to provide my students not only development in the field of knowledge, but also feelings? Think about who you are a real or spontaneous teacher for. Answer these questions in writing for your "student".
3. Write a short essay on the following topic.
1. What are the main problems in the psychology of education and upbringing made it possible to single out pedagogical psychology as a separate science?
2. At what stage of development is educational psychology now? What problems are most urgent for her?
3. What is the relationship of educational psychology with other sciences? What are the distinguishing features of educational psychology?
4. What is the specificity of the methods of educational psychology?
5. What are the main areas of application of educational psychology? What is psychological practice in education?
4. List 5 problems with which you, as a teacher, could turn to a school psychologist, considering that this is the competence of this specialist.
Psychological characteristics of the educational environment
Psychological safety of the educational environment
It is a good environment that is one of the primary factors of self-actualization and health for an average organism. Having given the body the opportunity to self-actualize, she, like a kind mentor, retreats into the shadows to allow him to make choices in accordance with his own desires and requirements (leaving himself the right to ensure that he takes into account the desires and requirements of other people).
A. Maslow
1.1.1. The main approaches to the disclosure of the concept of "educational environment", typology and structure of the educational environment
Basic concepts:educational environment, types of educational environment, psychological safety of the educational environment, K-concept of psychological safety of the educational environment. danger, risk, threat, conditions of psychological safety of the educational environment, psychologically safe interpersonal relationships, psychological violence, psychological prevention, psychological counseling, psychological rehabilitation, social and psychological training.
Educational environment- a concept that in the last decade has been widely used in the discussion and study of education problems. In modern educational psychology, the conditions in which education and upbringing are carried out are defined as the educational environment.
Consideration of the phenomenon of the educational environment is carried out from positions related to the modern understanding of education as a sphere of social life, and the environment as a factor in education. In the most general sense, "environment" is understood as the environment, as a set of conditions and influences surrounding a person. Ideas for the development of the educational environment are thoroughly developed both in the studies of domestic psychologists and teachers (G.A. Kovalev, V.P. Lebedeva, A. B. Orlov, V. I. Panov, A. V. Petrovsky, V. V. Rubtsov, I. M. Ulanovskaya, B. D. Elkonin, V. A. Yasvin and others), and in foreign psychology (A. Bandura, K. Levin, K. Rogers, etc.).
The educational environment can be considered as a subsystem of the socio-cultural environment, as a set of historically formed factors, circumstances, situations and as the integrity of specially organized pedagogical conditions for the development of a student's personality. In modern studies, the educational environment is considered as a category that characterizes the development of a child, which determines its target and functional purpose.
End of free trial snippet.
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Definition 1
Pedagogical psychology Is an applied branch of psychology that arose due to the demands of theoretical pedagogy and educational practice.
Definition 2
Mass education - the achievement of civilization, and at the same time a condition for the development of mankind.
In the human psyche, those aspects are highlighted that are associated with the educational process. This process occupies one of the main places in the life of a modern person, therefore, there is no need to argue the importance of the practical application of educational psychology. Education and upbringing require psychological support.
Subject of educational psychology
The subject of educational psychology is the phenomena, the laws of their development associated with the learning process, as well as the mechanisms of the psyche of the subjects of education. The subjects of the educational process are pupils, students, listeners and teachers, teachers. Pedagogical psychology is engaged in a purposeful study of the structure and dynamics of the psychological image in the process of teaching and upbringing.
Remark 1
Educational psychology has many tasks, determined by the characteristics of the educational process.
Definition 3
Education Is the acquisition and assimilation of knowledge, skills and abilities by a person in the learning process.
An educated person in life is a literate, well-read, erudite person. If we talk about education in a broad sense, then the process and result of education is the creation of a person, his formation as a person. That is, this is a fundamental, qualitative change, re-equipment of the psyche and personality. Promoting personality development, self-realization and self-change is called education. Therefore, the level of education is not determined by the number of years that are intended for training. Distinguish education: primary, secondary, secondary specialized, higher. These gradations are conditional. The holistic result is education. This is more than certificates, diplomas and certificates. The knowledge gained changes the consciousness of a person, his attitude to the world only in conjunction with the process of education. Human education is not only learning, but also building an image of one's own personality, mastering samples of social and professional behavior. The educational process must certainly be educational and complex.
It seems that this statement is obvious. But in the history of Russian education, the idea of \u200b\u200bremoving upbringing from the educational process has been heard quite recently. Education and upbringing cannot be applied separately, they are inextricably linked, however, as consciousness and thinking, as psyche and personality. In order for teaching and upbringing to be effective, special social conditions and pedagogical efforts are required, a state educational system and professional preparedness of teachers are needed.
Tasks of educational psychology
These are five main tasks that intersect, depend on each other, that is, they are not only psychological:
- a comprehensive study of the psyche of a student;
- psychological justification and selection of educational material;
- development of teaching and upbringing methods and their psychological testing;
- studying the psyche of the teacher's professional activity;
- participation in the development of theoretical questions in the field of pedagogical knowledge.
Comprehensive study of the psyche of a student Is an organized, focused research. It is carried out in order to optimize and individualize the educational process, which in turn contributes to the formation of competent psychological support in the course of training and education.
Here it is necessary to solve many problems of a particular nature and a general psychological plan to answer the question about the main subject of the process: who is studying?
To identify the psychological characteristics of the personality of each student, it is necessary to use all the parameters of the psychological structure of the personality: needs, self-awareness, abilities, temperament, character, features of mental processes and states, mental experience of the personality.
Psychological substantiation and selection of educational material to be learned. The solution to this problem provides an answer to the question: what to teach? The issues of the content side, the volume of educational material, the choice of compulsory, selective, elective disciplines are considered. There are no unambiguous answers to many questions, everything depends on culture, traditions, educational policy. School prepares a person not only for future work activities, but also for all life. During a person's life, changes may occur, for example, he will be forced to change his profession.
Remark 2
Therefore, education should be sufficiently broad and comprehensive. It is impossible to teach everyone and everything, but it is necessary to promote personal development in the process of education and training.
The third task answers the question: how to teach? Pedagogical methods, teaching and upbringing technologies are being developed and tested.
The study of the psyche and professional activity of a teacher answers the question: who teaches? In this part, both social and psychological problems are raised. Can anyone become a teacher? What are the professionally significant qualities of a teacher? What should be his socio-psychological and material status? How to improve the teacher's skill and ensure his self-realization?
The fifth task is the original, theoretically significant. Participation in the development of theoretical and practical issues, where the goals of public education, training and upbringing are considered. Here scientists are looking for an answer to the question: why teach? Without a clearly formulated goal, there can be no controlled educational process; forecasting, verification and evaluation of results are also impossible. The goal is to determine what kind of personality the society plans to create in the course of the educational process. The question of what to teach goes far beyond the boundaries of psychological science. But without the participation of psychology, it is hardly possible to correctly answer this question. It is necessary to take into account the human factor and the implementation of the ideology of "human relations" in education.
To solve these and many other educational tasks, the following directions have been developed:
- psychology of learning;
- psychology of education;
- psychology of work and personality of the teacher.
The first two sections of educational psychology are devoted to the psyche of the trained subject. At present, the psychology of learning is more developed. There are scientific schools, concepts. Particularly important is the formation and interpretation of theoretical categories and concepts of the section. Methods, psychological and pedagogical constructions, pedagogical techniques are derived from the foundations of the scientific and conceptual apparatus. Although many modern authors pass them off as psychological and pedagogical innovations. Unfortunately, the human personality and its psychological characteristics are often lost behind the schemes and constructions.
Educational psychology, an interdisciplinary science. Any task of educational psychology is multidisciplinary and complex. The educational process is studied by philosophy, medicine, sociology, etc. All aspects of the educational process go to the person, the subject of education. Not all positions of Russian scientific psychology are indisputable. Questions are raised by the early profiling of education, the simplification and reduction of school curricula, the presence of two levels of higher education, and widespread testing. We will attribute these phenomena to the transitional stage of the Russian educational system and its modernization. In general, Russian psychologists believe that education should be reasonable, checked by the excess, ahead of today's society and today's student. Its main goal is to work for the future, to be developing and educating.
The interdisciplinary nature of educational psychology
Educational psychology is necessarily in another section of applied psychology: legal, sports, medical, or includes sections of modern psychology.
Definition 5
Child psychology is inextricably linked with pedagogical. A child is a qualitatively different personality, according to Piaget, therefore, it is necessary to teach and educate him in a special way at different stages of maturation. It is impossible to build the educational process without taking into account age characteristics.
Development and learning are in complex interaction and are an urgent problem of modern education. The point is that learning and development take place at this stage in new social conditions. The subjects of the educational process have become qualitatively different. All this requires systematic research of the psychological and interdisciplinary direction and direct access to mass educational practice in schools and universities.
Education exists in society, therefore, the presence of socio-psychological problems in educational psychology is necessary. The social, state and personal tasks of the subjects of education may not only not coincide, but also be in conflict. For example, society does not need so many lawyers, economists and bank employees. Objectively, there are not enough representatives of engineering and blue-collar professions. It is necessary to coordinate desires and needs, this is the task of state structures. However, in order to optimally solve this problem, the work of psychologists is needed.
Remark 3
The teacher works not only with the student as an individual, but also with a small social group, parents, colleagues. All social influences on the educational process must be planned, taken into account, measured, coordinated.
One of the main ones is the connection between educational psychology and pedagogy. They have common goals and methods, the same scientific objects, the scientific community - the Russian Academy of Education, common historical roots. The organization of the psychological and pedagogical process was carried out by K.D. Ushinsky, P.P. Blonsky, L.S.Vygotsky, A.S. Makarenko. There are examples of a systematic and eclectic combination of these two directions, there are models for the construction of modern psychodidactics. Scientific and practical psychological and pedagogical directions are being worked out.
The future teacher begins his studies at the university in the psychological and pedagogical triad: psychology - pedagogy - private teaching methods. This combination of subjects is a feature of vocational pedagogical education in Russia. This triad provides psychological and pedagogical literacy and culture of students, future teachers. The subject of professional work of a teacher includes not only knowledge of the discipline, but also interaction with the student. The professionalism of the teacher lies in the knowledge of the subject being taught and in the assimilation of pedagogical theories and techniques. The true psychological and pedagogical education of a teacher can only be complex and holistic.
Remark 4
It must be said that the triad has a number of unresolved issues, methodological discrepancies and shortcomings. There is no proper methodological, conceptual and operational continuity in the mass teaching of these disciplines. There are meaningful repetitions, inconsistencies in interpretations, especially psychological phenomena.
The psychological and pedagogical triad cannot always be implemented as a single cycle of disciplines. Modern psychology and pedagogy are in a complex, often opposing relationship, which is acceptable in academic science. With regard to educational practice, such a situation is not desirable. A school teacher does not have to be a professional psychologist, but psychological preparedness and education should not be minimized. The school psychologist is not required to be a teacher, but for the effectiveness and usefulness of psychological work, he must be familiar with pedagogical theories and the everyday realities of the educational process.
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