Methods of teaching psychology. Goleman D

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AT.N. Karandashev

Methods of teaching psychology

Introduction

Chapter 1. History of teaching psychology in higher education

1.1 Teaching psychology in the 18th-19th centuries

1.2 Teaching psychology in the first half of the 20th century

1.3 Teaching psychology in the second half of the 20th century

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Chapter 2

2.1 The teaching of psychology in the 19th century

2.2 The teaching of psychology at the beginning of the 20th century

2.3 Teaching psychology in the second half of the 20th century

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Chapter 3. Modern Psychological Education

3.1 The main trends of modern psychological

education in the world

3.2 Basic psychological education

3.3 Teaching psychology to students in other specialties

3.4 Postgraduate education in psychology

3.5 Teaching psychology in secondary schools

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Chapter 4. Regulatory support of education, goals and principles

teaching psychology in different types of educational institutions

4.1 General educational programs and teaching psychology

4.2 Professional educational programs and teaching of psychology

4.3 Curriculum and programs for teaching psychology

4.4 Aims of teaching psychology

4.5 Principles of teaching psychology

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5.1 Psychology as a scientific and academic discipline

5.2 Branches of psychology as a scientific discipline

5.3 Educational disciplines in psychology

5.4 The main trends in the development of psychology in the world

and psychological education

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Chapter 6. Organization of training and types of training sessions in psychology

6.1 Organization of training sessions in psychology in higher and secondary educational institutions

6.2 Lectures on psychology

6.3 Seminars in psychology

6.4 Practical and laboratory classes in psychology

6.5 Lesson in psychology

6.6 Independent study of literature, preparation of students

for psychology classes

6.7 Preparation of essays, term papers and theses in psychology

6.8 Practice of students in psychology

6.9 Extracurricular work in psychology at school and extracurricular

work at the university

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Chapter 7

7.1 Taxonomy of learning tasks in the study of psychology

7.2 Verbal methods of teaching psychology

7.3 Visual methods of teaching psychology

7.4 Practical methods of teaching psychology

7.5 Characteristics of the cognitive activity of students

and students in psychology classes

7.6 Distance learning

7.7 Methods for consolidating the studied material

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Chapter 8

8.1 Organization of testing and assessment in teaching psychology

8.2 Types of knowledge testing in teaching psychology

8.3 Forms of knowledge testing in teaching psychology

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Chapter 9

9.1 Knowledge of scientific and practical psychology as a basis

training course

9.2 Place and role of worldly psychological knowledge, psychology of art, irrational psychology in the curriculum

9.3 Printed and electronic sources of knowledge for teaching psychology

9.4 Course development technology

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Chapter 10

psychology

10.1 Psychology teacher training

10.2 Functions of the psychology teacher and his role

10.3 Knowledge, skills, abilities and personal qualities of a psychology teacher

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Literature

Introduction

As you know, there are three main goals of psychology as a discipline and activity of psychologists:

Search for new psychological knowledge.

Application of psychological knowledge to solve practical problems.

Transfer of psychological knowledge.

The aim is to achieve the first goal scientific psychology, second - applied and practical psychology, third - methodology of teaching psychology.

Scientific psychology as an independent science was formed in the second half of the 19th century. and during the 20th century. has come a long way in development. It has become one of the recognized branches of scientific knowledge; psychological departments and laboratories have taken a worthy place in university science in many countries.

Practical psychology as a field professional activity began to take shape in the 1960s. 20th century in the US in the 70s. in Europe in the 80s. - in Soviet Union. Despite the difficulties of the initial development and assertion of its own status, it gradually became a recognized area of ​​professional activity. The strong position of psychological services in many areas of health and education is proof of this.

The methodology of teaching psychology in many countries is only in the initial period of its formation, despite the fact that the teaching of psychology itself has as long a history as psychology itself. Works on the methodology of teaching psychology were published throughout the 20th century, but they appeared quite rarely and concerned only certain aspects of this field of activity.

The periods when psychology was introduced as a subject in secondary schools (at the beginning and in the middle of the 20th century) were marked by the intensification of methodological work in the field of teaching psychology (Samarin, 1950: Panibrattseva, 1971).

Interest in psychology as a science and field of practice clearly prevailed throughout the 20th century, although most psychologists, willingly or not, had to work as teachers of psychology. At the same time, it was assumed that for the successful teaching of psychological disciplines, deep knowledge of scientific and applied psychology is quite enough. However, in recent years, an increasing number of specialists are aware of the fact that psychology as a subject and psychology as a science are not identical concepts. The course of psychology has its own didactic tasks, therefore, for successful teaching, only psychological knowledge is not enough, the ability to teach is also necessary.

Works devoted to the methodology of teaching psychology in higher educational institutions began to appear in our country and abroad only recently (Boyarchuk, 1982, Ginetsinsky, 1983; Lyaudis, 1989, Badmaev, 1998; Karandashev, 2001, 2002; Benjamin, Daniel , Brewer, 1985; Hartley and McKeachie, 1990; Sternberg, 1997; Peterson, 1997; Perlman, McCann, McFadden, 1999; Karandashev, 2000). In addition, special conferences or sections are organized within the framework of other conferences devoted to the methods of teaching psychology in different types of educational institutions (Actual problems of teaching psychology, 1990; Developing psychology ..., 1998; International Conference on Psychology Education, 2002). The interest of psychologists in teaching is growing.

The methodology of teaching psychology is studied as a compulsory subject by students enrolled in the specialty "020400 - psychology". Upon graduation, they are awarded the qualification “Psychologist. Psychology teacher. Thus, this training course performs an important function of preparing students for teaching.

It is assumed that in accordance with the acquired knowledge, skills and abilities, a specialist should be ready to participate "in solving complex problems in the system of the national economy, education, health care, management, social assistance to the population." At the same time, he must be able to carry out the following types of professional activities:

diagnostic and corrective activities;

expert and advisory;

teaching and educational;

research;

cultural and educational.

Please note that two of the activities listed above - educational and cultural and educational- are directly related to certain forms of teaching activity. It is this that determines the importance of the course in the methodology of teaching psychology in the preparation of psychologists.

Consider the requirements for professional preparedness of a specialist in psychology (State Educational Standard..., 2000). The specialist must be able to solve tasks corresponding to his qualifications:

based on the accumulated theoretical knowledge, skills of research work and information retrieval, be able to navigate modern scientific concepts, competently set and solve research and practical problems;

participate in practical applied activities, master the basic methods of psychodiagnostics, psychocorrection and psychological counseling;

possess a complex of knowledge and methods of teaching psychology in higher educational institutions.

Thus, the qualification "psychologist, teacher of psychology" implies readiness for three types of psychological activity: scientific, practical and pedagogical.

By virtue of vocation or out of necessity, modern psychologists quite often engage in teaching activities, regardless of whether they work in a higher or secondary educational institution, in a scientific institution, or in a practical psychological assistance service.

At present, there has been a significant expansion teaching opportunities psychology. This is due to the fact that in the last ten years there has been a significant expansion of the scale of psychological education both in Russia and abroad.

Psychology is taught in various types of educational institutions and is part of various educational programs:

At the psychological faculties of universities and other higher educational institutions that train psychologists.

At the philosophical, pedagogical, law faculties of universities, at the faculties of social work, as well as in specialized universities, in particular pedagogical, medical, technical, military, which train specialists who professionally work with people.

In secondary vocational schools, in particular, such as pedagogical, medical schools and colleges.

In secondary educational institutions (schools, gymnasiums, lyceums).

The method of teaching psychology in this manual is considered in the broadest sense of this concept as a method of teaching psychological knowledge and skills, a method of psychological education and teaching practical psychological teachings. Psychologists working in scientific institutions often combine scientific research with teaching activities. Therefore, it is no coincidence that for many decades there has been a fairly stable expression - scientific and pedagogical activity. Psychologists working in the service of practical psychology of education very often receive requests for talks or lectures for parents, teachers, and students on various psychological topics. To psychologists working in industrial or commercial organizations, apply for training seminars on the psychology of work and the personality of the employee, business relations in the team, as well as on various psychological aspects of commercial relations.

One of the most important forms of teaching psychology are psychological trainings of various types and topics. Practical psychologists are very often involved in such educational activities.

The methodology of teaching psychology as a branch of scientific knowledge is now at the initial stage of its development. Related to this is the lack of empirical data on many issues. The authors of publications on the methodology of teaching psychology rely heavily on their own personal teaching experience and the experience of their colleagues. There are very few generalizing works. Related to this are the features of the structure and content of this textbook. For the first time in a systematized form, the subject of the methodology of teaching psychology is presented and the main content of this training course is described. Due to the fact that the textbook is the first attempt to systematize knowledge in the course of psychology, and also because of its limited volume, some issues are considered rather briefly. They can be studied in more detail during the seminars.

The book is written like a textbook. It is intended primarily for students studying the methodology of teaching psychology, and novice teachers. However, we believe that experienced teachers of higher and secondary educational institutions will also find information in it that may be useful from the point of view of their pedagogical activity. The methodological aspects of teaching psychology in secondary and higher schools are most often considered in the same sections; differences are emphasized as necessary.

Psychology teaching methodology is a discipline that develops at the intersection of such subject areas as psychology and didactics. The content, forms, methods and techniques of teaching psychology, checking and evaluating knowledge are based on general didactic principles. However, the specificity of psychology as a scientific and practical discipline is inevitably reflected in the features of its teaching (Fig. 1.1).

The main purpose of this textbook is to familiarize readers with the principles and specifics of teaching psychology in secondary and higher educational institutions. The manual provides information about the history of teaching psychology in secondary and higher educational institutions, about the system of modern psychological education in Russia and abroad, about the legal and regulatory support of educational activities and the status of psychology as an academic subject. The book also examines the structure and content of psychological education, reveals the goals, objectives, topics of classes that can be conducted with pupils and students. Particular attention is paid to the characteristics of such types of training sessions as lectures, seminars, laboratory and practical classes, a lesson in psychology, as well as methodological guidance for independent work of students. Methods and techniques for teaching psychology in different types of educational institutions, as well as methods for testing and evaluating knowledge are characterized.

One of the main difficulties that the author faced while writing this textbook was the desire to cover the methodological aspects of teaching psychology in various educational institutions. The principles of organizing training sessions and testing knowledge in secondary and higher educational institutions are largely similar, but there are also significant differences. Therefore, writing first about the teaching of psychology at school, and then at the university, means inevitably repeating itself. In this regard, we preferred to describe in each chapter all the methodological aspects of both the school and university systems of teaching psychology, pointing out specific differences as necessary. We hope that the reader will be able to select material that is useful to him, regardless of whether he teaches at a secondary or higher educational institution. Mutual enrichment of methods of teaching school and university psychology is also possible.

In this regard, it is necessary to note one terminological aspect that is important for a better understanding of the text of this book. In English literature, the term student used to refer to persons studying in both high school and universities. You can only guess who it is from the context. { high school students, university students). In the Russian education system, the traditional designation for persons studying in secondary educational institutions is the word student, and students in higher educational institutions are called students. Translated from English student -this is a student and student. In this book, we often deal with the problems of teaching psychology, which are characteristic of both secondary and higher education. For simplicity, we will use both the word "students" and the word "students" meaning both.

The author of this manual has recently paid much attention to the problems of teaching psychology, as evidenced by his many publications, which summarized both domestic and foreign experience in teaching psychology, accumulated in recent years. This book represents the first experience of writing a textbook on the discipline "Methods of Teaching Psychology", which covers all the main topics of the course. The need to bring together a few and scattered works, to systematize knowledge on this topic is the main motive in the work of the author. The author will be grateful to readers for critical comments and suggestions for further improvement of the textbook, which can be sent to the publisher.

psychology theoretical methodical practical

Chapter 1. HISTORY OF TEACHING PSYCHOLOGY AT HIGHER SCHOOLLE

1.1 Teaching psychology inXVIII-XIXcenturies

In the history of teaching psychology in Russian universities several periods can be distinguished. The statutes of universities have been repeatedly changed, which was reflected in the composition of the disciplines taught. Psychology, like philosophy, was repeatedly excluded from the program for many years and was again restored after a while. Naturally, over the years, personnel and accumulated teaching experience have been lost.

The teaching of psychology in secular educational institutions has long been strongly influenced by the traditions that have developed within the framework of theological education. In the theological school, psychology as a subject was introduced almost a century earlier than in the secular school, and the teaching process was more stable. Theological academies provided for the training of teachers of psychology.

The first Moscow University was established on January 12, 1755. It had three departments or faculties: legal, medical and philosophical. Four teachers worked at the Faculty of Philosophy: a professor of philosophy, who was also supposed to teach students logic, metaphysics and moralizing; professor of physics who taught experimental and theoretical physics; professor of eloquence, who taught oratory and poetry; professor of Russian and general history. Psychology as a separate subjectewas included in the cycle of the philosophical faculty of the first Russian university(Rybnikov, 1943).

Psychological knowledge was taught within other disciplines. The courses on eloquence and rhetoric also paid some attention to questions of psychology. The tradition in this regard was already laid by Lomonosov in his book Rhetoric, published in 1748. Of particular interest was the exposition of the doctrine of the passions, close to the concept of Spinoza. In later manuals, psychological aspects were considered in more detail. So, for example, in the work of A. Glagolev "The Speculative and Experimental Foundations of Literature" (1834) there was a section entitled as follows: "Theory of Literature Deduced from the Beginnings of Psychology." This section dealt with the following questions: “About the abilities of the soul”, “About the talents of an artist, a poet and a writer in general”, “About the trinity of goals and objects of eloquence, derived from the three forces of the mind” (quoted from: Rybnikov 1940, p. 93; Rybnikov, 1943, p. 43).

Psychology was also considered as an integral part of the philosophy course. Froman was the first to start lecturing on philosophy, in 1761-1765. he taught courses in logic, moral philosophy, and metaphysics. Schaden read "The Elementary Foundations of Philosophy" a little later, and Rost - "Natural Philosophy".

At first, lectures on philosophy and psychology were actually reading aloud from "approved for use" textbooks. Froman read according to Winkler, others - according to Baumeister, according to Krieger, etc. (Rybnikov, 1943). Later in the 19th century the books of Jacob, Snell, Lodia, and others were used as philosophy textbooks.

The matter was complicated by the fact that the teachers read their courses in German or Latin. The Charter of January 12, 1755 left the question of lecturing in Russian or Latin open. Paragraph 9 of this charter stated: “All public lectures should be offered either in Latin or in Russian, depending both on the predominance of matters, and on whether the professor will be foreign or natural Russian ”(quoted from: Rybnikov, 1943, p. 44). But Russian professors also preferred to lecture in Latin, since manuals were written in Latin. In addition, it was considered a sign of learning and good manners. The students knew these languages ​​poorly. Therefore, the effectiveness of such teaching was low.

The content of the courses in philosophy and psychology was far from life. In this regard, there were few who wanted to study these disciplines, and even more so to prepare for their teaching. So, at Kazan University, the lectures of one of the first teachers of philosophy, Voigt, were listened to, or rather attended, by only 5 people. His successor Lubkin had 41 listeners, but only 14 were regular attendees.

Professorship in both the 18th and early XIX in. was considered humiliating for the Russian nobility. Karamzin in his article "On the right way to have enough teachers in Russia” (1804) wrote that “a learned nobleman is a rarity” and that “Russia can only expect scientists from the lower classes of citizenship” (Rybnikov, 1943, p. 43).

In 1796, Mikhailov's "Science of the Soul" was published in Russia - the first original attempt to systematize psychological knowledge. According to B. G. Ananiev, “Mikhailov’s psychological treatise was written in the spirit of seriously understood English empiricism” (cited in: Ginetsinsky, 1983, p. 8).

The university charter of 1804 provided for the existence of four departments: 1) moral and political sciences; 2) physical and mathematical sciences; 3) medical or medical sciences; 4) verbal sciences. Philosophy was included in the cycle of sciences called "speculative and practical philosophy". The statutes of 1804 also did not include psychology as a separate discipline. Questions of psychology were covered in philosophical courses. The curricula of the courses taught at that time have not been preserved. Lectures continued to consist of reading aloud from available manuals.

On behalf of the Ministry of Public Education, Professor Jakob compiled a textbook "Course of Philosophy". In 1812 this book was translated into Russian and printed in Riga.

In 1815, a book by the master of the local university, P. Lyubovsky, “A Brief Guide to Experienced Soul Talking,” was published in Kharkov. This book became the next systematic work on psychology after Mikhailov's book and was essentially an empirical psychology. Lyubovsky's work consisted of three parts: 1) sensitivity; 2) knowledge; 3) aspiration, attraction, will (quoted from: Ginetsinsky, 1983, p. 9).

Somewhat later, a manual by Professor P. Lodia was published. It was a course in logic, which bore the long and somewhat pompous title "Logical instructions leading to the knowledge and discrimination of the true from the false." In the preface to the book, a short course in psychology was given. These psychological chapters dealt with the soul and the body, the faculties of the soul, the imagination, the mind, the intelligence, desire, memory, the difference of minds, and the gymnastics of minds; about 30 pages were devoted to these issues, on which the basic concepts of psychology were very briefly defined on the basis of Wolffian psychology (cited in Rybnikov, 1943, p. 44).

This allowance, not bad for its time, turned out to be short-lived. Already two years after the publication, the book was banned, since the Main Board of Schools recognized it as "the most dangerous in terms of wickedness and destructive principles." Jakob's philosophy, commissioned and approved by the ministry, was also persecuted.

The teaching of psychology was affected by the persecution against philosophy as a science, "extremely dangerous in political and religious terms." According to the regulation of October 14, 1827, only the teaching of logic, psychology and the history of philosophy was allowed.

According to the following university charter (1835), philosophy as a separate subject was not studied. The teaching of philosophy by secular professors was ordered to be abolished, and the teaching of courses in logic and psychology was entrusted to professors of theology. Programs in these sciences were drawn up according to an agreement between the ministry and the spiritual department (Ginetsinsky, 1983).

In 1834, the capital work of A. I. Galich "The Picture of a Man" was published. According to B. G. Ananiev, Galich's book differed from the theological standard of psychological writings of that time. In the first part of his work, Galich sets out "corporal didactics" (body functions, body systems, parts of the body), then proceeds to bodily phenomenology (characteristics of health and illness, wakefulness and sleep, deformities and abnormalities of the body) and ends with an exposition of the doctrine of temperaments. In the second part ("Spirit") he develops his psychological system. Following Locke, Galich begins the analysis of the psyche with "feelings": contemplation, representation, imagination. The next step is "free knowledge", which is considered by stages. As a result of the combination of “bound” and “free” cognition, memory is formed as a “way of mediating and mixed cognition”. Based on the development of sensory experience, thinking and memory, through which a person cognizes external reality, cognition of oneself is also possible. Self-knowledge, according to Galich, develops only on the basis of the development of consciousness. The transition from consciousness to self-consciousness is associated with the "practical side of the spirit", i.e. will (cited in: Ginetsinsky, 1983, pp. 10-11).

At Moscow University, in connection with the reorganization of the Faculty of Philosophy in 1850, the Department of Philosophy was abolished, and its teaching ceased, only logic and psychology “survived”. The teaching of these courses was entrusted to professors of theology.

In the second half of the XIX century. in the Main Board of Schools, they considered it possible to restore the teaching of philosophy "if not in its entirety, then at least in one part of it - the history of philosophy, as a science, mainly clarifying the truth and destroying prejudices and striving for materialism" (quoted from: Rybnikov, 1943, p. 44).

As a result, on February 22, 1860, a regulation was approved on the restoration of the departments of the history of philosophy, logic and psychology at universities. In 1861, the Department of Philosophy was restored at the Faculty of History and Philology of Moscow University. Professor P. D. Yurkevich was appointed its head. Since psychology, along with logic, ethics and the history of philosophy, was considered one of the philosophical disciplines, Yurkevich also taught a course in psychology (cited in: Zhdan, 1995, p. 137).

But only charter 1863 completely restored the teaching of philosophy and psychology at universities (cited in: Rybnikov, 1943, p. 45).

However, in accordance with the new charter of 1884, the number of teaching hours allocated for the teaching of philosophy was limited. During the first five years, her teaching was given only two hours a week for one year, and teaching was limited to historical and philological commentaries when translating passages from the writings of Plato and Aristotle. There were no compulsory courses in logic and psychology in the program of the Faculty of History and Philology. True, the professor was given the right to teach a number of elective courses if the students had the time and desire to listen to them. But students of philology, overloaded with ancient languages, did not have time to attend these optional courses (cited in Rybnikov, 1943, p. 45).

The consequence of the expulsion of philosophy from the universities was primarily the loss of teaching staff. The first problem that universities faced when restoring the departments of philosophy, logic and psychology was the search and training of personnel. The open pulpits were again occupied by people who had a theological education. P. D. Yurkevich was invited to Moscow University, M. I. Vladislavlev to St. Petersburg University, and S. S. Gogotsky to Kyiv University.

A group of teachers was sent abroad to prepare for professorship. From this group of teachers who had an internship abroad, M. M. Troitsky headed the department of philosophy at Moscow University, and M. I. Vladislavlev read philosophy and psychology at St. Petersburg University.

The activities of Troitsky, who headed the Department of Philosophy at Moscow University from 1874 to 1896, coincided with an important period in the development of psychology, when world and domestic psychology was in the process of becoming an independent science. The university played an important role in this process. During the work of Troitsky, teachers appeared at the university who had nothing to do with the theological academy. The first of them were professors N. Ya. Grot (since 1886) and Lopatin (since 1888). There were no specific requirements for the construction of psychology teaching programs at universities, so each teacher put into the course the content that he considered necessary, depending on his interests and his level of training.

The content of the psychology course taught by Troitsky at Moscow University was determined by the ideas of English empirical psychology. This was a big step forward compared to the courses taught before him (Yurkevich) and after him (Lopatin). Troitsky's teaching activity was of great importance for the development of psychological science in Russia. In his writings, which appeared in the 80s, Troitsky defended the position of psychology as an independent science. He believed that psychology, as a science of the spirit, should study the facts of consciousness with the help of scientific (positive) methods, and above all subjective analysis, i.e. self-observation (Zhdan, 1995, p. 137).

The course of psychology as presented by Lopatin was a kind of step back: it was of a "philosophical" nature and to a lesser extent took into account the achievements of the psychology of that time.

Close in content to what Lopatin gave at Moscow University was the psychology course of Professor E. Bobrov, which was taught at Kazan and Warsaw universities. Bobrov substantiated the content of the compulsory psychology course at the university in the following way. Since psychologists themselves still cannot agree on what the science of psychology is, it is recommended to saturate the course of psychology with historical content (cited in: Rybnikov, 1943, p. 45). The program that Bobrov adhered to in his psychology course differed markedly from what most contemporary psychologists gave in their lectures. What was new was the emphasis on the historical interpretation of psychology.

Professor N. Ya. Grot began to teach a course in psychology in 1876, first in Nizhyn (at the Historical and Philological Institute), then from 1883 in Odessa (at Novorossiysk University), and in 1886 he was invited from Odessa to the department philosophy of Moscow University. Here he taught until 1899. His course was a significant step forward, but compared to what teachers of higher education gave before him. The peculiarity of Grot's lectures was that he chose their subjects to be such questions that he himself was interested in. For Groth, the audience represented a kind of laboratory where he revealed his ideas to the audience. The listeners, together with the lecturer, went through the same creative path of creating a psychological system that Grotto himself had gone through before.

Groth's course was not rich in empirical data, although he admitted that "psychology can achieve the ideal of accuracy and strict regularity in its research and conclusions only as an experimental science" (cited in: Rybnikov, 1943, p. 46).

The merit of the course lay in the teacher's masterful guidance of students' self-observation and psychological analysis of literary works, and in the extensive use of seminars.

Groth was the first to use the seminar as a form of psychology training. For university teaching, this was a great innovation. There were three types of seminaries.

At the seminary of the first type, he invited listeners to criticize the lecture he had given. He willingly listened to the comments of his young listeners, entered into an argument with the audience. Seminaries of this type were directly connected with the course of psychology.

Grotto also had another type of seminary, where he offered topics for essays to listeners. There was no definite system in the choice of topics. Grotto did not always take into account the level of difficulty of the topics that were given to students. He proceeded from the opinion that there are no topics that are too difficult for students.

At the third type of seminary, students presented abstracts that were read and discussed in the audience.

Here are some of the topics that were discussed at Groth's seminaries: "On the tasks of psychology", "On the position of psychology among other scientific disciplines", "On the advantages and disadvantages of self-observation", "On the role of experiment in psychology", "On the classification of mental phenomena", " On Consciousness”, “On Unrest”, “On Characters”, “On the Criteria of Moral Life and Activity”, “On Utilitarianism”, “On the Theories of Progress”. Sometimes a literary work became the subject of discussion (cited in Rybnikov, 1943, p. 46).

M. I. Vladislavlev was the rector of St. Petersburg University and taught a course in psychology there. An idea of ​​the content of the course he taught can be given by the two volumes of his textbook Psychology (1881). This book provides a systematization of psychological, including experimental psychological knowledge, which had been accumulated by that time. He emphasized that, from his point of view, the will dominates in mental organization. Among the methodological techniques widely used by Vladislavlev, one should note the thought experiment as a kind of introspection, the semantic analysis of psychological terms and the psychological analysis of works of art (cited in: Ginetsinsky, 1983, p. 12). At the beginning of the XX century. such famous philosophers as A. I. Vvedensky, N. O. Lossky, S. L. Frank taught psychology at the Department of Philosophy. The development of psychological science and education at St. Petersburg University at that time was greatly influenced by professors N. E. Vvedensky, V. A. Vagner, A. A. Ukhtomsky, V. M. Shimkevich (Loginova, 1995, p. 164).

Psychology was also taught within medical education. In 1888, A. Ya. Kozhevnikov created a psychological laboratory at the Psychiatric Clinic of Moscow University, which at various times was headed by S. S. Korsakov, A. A. Tokarsky, N. A. Bernshtein, F. E. Rybakov. The laboratory became the base for conducting practical classes that were part of the psychology course taught by Associate Professor of Psychiatry A. A. Tokarsky.

In general, it can be said that the teaching of psychology during this period played an educational role and did not prepare for independent research or practical work.

1.2 Teaching psychology in the first halfXXcentury

At the beginning of the XX century. the intensive development of experimental and applied psychology begins, accompanied by an increase in interest in this science. Psychological education is also developing. After 1905, the teaching of psychology in higher educational institutions underwent fundamental changes. The number of courses in psychology and the number of hours devoted to these courses are increasing. The number of teachers is increasing, as well as the number of students. In addition to lectures, seminars and pro-seminars, practical classes in experimental psychology are organized. Lectures on psychology are beginning to be accompanied by a demonstration of instruments, setting up illustrative experiments. This was a significant innovation in the practice of teaching psychology. Psychology began to be taught as an empirical science.

At Moscow University, these changes are associated with the name of G. I. Chelpanov (he began teaching at the university in 1907). His work became a whole era in the history of the development of psychology and psychological education. Experienced psychology was widely represented in his numerous courses, seminaries and workshops. From 1907 to 1922 the content of the main courses taught by him at Moscow University changed all the time, although their titles remained the same. These courses, especially in experimental psychology, were taught in Russia for the first time. There was no experience of teaching these courses; it was necessary to master the methodology for conducting a demonstration experiment. From year to year these courses became more and more informative and methodically perfect. For example, practical classes in experimental psychology were initially limited to mastering this or that apparatus and learning how to use it. Then, having mastered a certain area, the students made a presentation at the general meeting of the course participants.

On the basis of these collective works of the laboratory, a course in experimental psychology was formed (1909-1910). In subsequent years, the content of the course was refined. Practical acquaintance with the technique and methodology of experimental research at Moscow University was especially successful thanks to the Institute of Psychology founded by Chelpanov in 1912. The system of education perfect in many respects was organized here. She was distinguished high level theoretical training combined with experimental research. Teaching was inextricably linked with research activities. The Chelpanov school prepared a whole generation of psychologists who later became prominent scientists - S. V. Kravkov, N. I. Zhinkin, A. A. Smirnov, N. A. Dobrynin, V. M. Ekzemplyarsky, P. A. Rudik, B M. Teplova, N. A. Rybnikova, and others (quoted in Zhdan, 1995, p. 139).

Later, Chelpanov's book Introduction to Experimental Psychology (1915; 2nd ed. in 1918, 3rd ed. in 1925) was published. This book was used as the main manual by students - participants of the seminar on experimental psychology (Chelpanov, 1915).

The seminar was organized as follows. Only students who planned to specialize in the field of psychology and therefore showed an active interest in scientific studies in this subject could participate in it. In the first year of study at the university, students attended a propaedeutic course in psychology, and from other philosophical disciplines, an introduction to philosophy and logic. At the end of the year, they passed tests in these subjects and only after that they were accepted as members of the pro-seminar on experimental psychology. In the second year of study, students practically mastered experimental psychology within the framework of Chelpanov's course "Introduction to Experimental Psychology". At the same time, students continued to study the main course of psychology and other philosophical disciplines. In the third year, students became members of a psychological seminar, participated in seminaries in general and experimental psychology. In addition, they necessarily acted as subjects in independent studies conducted by senior students. Such participation provided an opportunity to get practically acquainted with how such research is being conducted. Only in the fourth year of study were students offered topics for independent development. At the end of the workshop, they were recommended to choose a study and repeat it in all its details (cited in Rybnikov, 1943, p. 46).

As a rule, 18 people participated in the pro-seminar. Students were divided into 6 groups; in each group, the participants changed roles, they were experimenters, subjects and recorders in turn. The task of the recorder was to carefully record the results of the observation and present it to the head of the pro-seminar within a week. For each lesson, the student had to prepare in advance, having familiarized himself with the content of the corresponding chapter. At the lesson, the student received a task, apparatus and instructions regarding the implementation of this task. When performing the task, a protocol was kept, where the measurement results and self-observation data were recorded, as well as a description of how the experiment was carried out, which device was used, and other methodological and factual data related to the work performed.

Thus, the teaching of psychology at Moscow University at the beginningXXin. it was conducted very consistently, each course was connected with others that supplemented and expanded it. First, a propaedeutic course on psychology was given, then a pro-seminar on experimental psychology, a special course on psychology, a seminar on general and experimental psychology, etc. . This teaching method, proposed by Chelpanov, was subsequently adopted by many other universities.

The undoubted merit of Chelpanov was organizational and creative work in the field of using a psychological experiment in teaching psychology. At the same time, the processes of education and scientific research were inextricably linked. The system of experimental psychology developed by Chelpanov and the creation of special manuals had a significant impact on the entire subsequent development of psychology and the methods of its teaching. Subsequent editions of manuals on experimental psychology were built along the lines of Chelpanov's Introduction to Experimental Psychology. As an example, we can name the "Workshop on Experimental Psychology" edited by Kornilov, "Workshop on Experimental Psychology" by Lyubimov, a similar work by Artemov (cited in: Rybnikov, 1943, p. 47).

At other universities, courses in psychology were also enriched with data from experimental psychology. At St. Petersburg University, a course in psychology was taught by A. Vvedensky, at Novorossiysk University (Odessa) - by N. N. Lange, in Kharkov - by Leikfeld.

Professor Lange was a student of Wundt and one of the first Russian experimental psychologists. Lange's course was considered one of the best courses in psychology of the pre-Soviet period (cited in Rybnikov, 1943, p. 47). In his course, Lange criticized traditional psychology and made an attempt to transfer this science to an experimental basis. The content of his lectures can be judged from his book “Psychology. Basic Problems and Principles (1922).

At the Psychoneurological Institute in St. Petersburg, a course in psychology was given by Professor A.F. Lazursky. In his course, he used the results of experimental research, made an attempt to connect psychology with everyday life. The content of his course can be judged from his book General and Experimental Psychology (1912).

University courses at that time were most often taught by scientists who had experience in the best European laboratories. So, Lange and Chelpanov worked for Wundt, Belkin and Nechaev - for Muller. Foreign textbooks on psychology were translated and published (Titchener, 1914).

A large number of psychology courses were taught not at all faculties, but only at the philosophical department of the Faculty of History and Philology. Although the separation of specialists in psychology into an independent group did not occur, nevertheless, the students who were part of the philosophical group were actually divided according to the direction of their interests into philosophers and psychologists. Students of the philosophical group, in addition to psychological and philosophical subjects, studied a number of humanitarian (history, literature, languages) and natural sciences (physiology, physics, chemistry and mathematics). But such a load turned out to be unbearable for the students, and therefore the abundant number of natural science subjects had to be abandoned. Only general physiology, physiology of the nervous system, and a course in psychopathology remained.

In St. Petersburg, psychology courses were created at the Laboratory of Experimental Pedagogical Psychology, at the Psychoneurological Institute, at the Pedagogical Academy, etc.

At the Laboratory of Experimental Pedagogical Psychology, since the autumn of 1904, courses were taught according to the following program: "Introduction to Psychology" (A.F. Lazursky); "Teaching about characters" (A. F. Lazursky); "Introduction to Psychology" (A.P. Nechaev); "History of psychological problems" (A.P. Nechaev); "Education as a subject of scientific study" (D. A. Dril); “Children who are difficult in educational terms” (D. A. Dril); "Psychology of external feelings" (A. A. Krogius); "Pathological Pedagogy" (A. S. Griboedov); "History of Pedagogy" (I. I. Lapshin); “Hygiene of children and school age” (N. P. Gundobin); "Course of Physiology" (V. I. Bortanov); "Anatomy and physiology of the brain" (L. V. Blumenau); "General course of physiology" (I. R. Tarkhanov); "Anatomy" I. E. (Shavlovsky); "Fundamentals of Statistics" (V. G. Yarotsky) (quoted from: Rybnikov, 1943, p. 48).

In addition to lectures, the courses were organized practical classes, which were in the nature of demonstrations, and partly- scientific research.

These courses were later transformed into the Pedagogical Academy, where the teaching of psychology developed even more widely. Opened in October 1908, the Pedagogical Academy had a department of pedagogy and psychology. Only those who graduated from higher educational institutions could become students of the academy. Practical classes were conducted not only in laboratories, but also in special experiments.

noah school. In the 10-20s. 20th century psychology was also studied in teacher's and then pedagogical institutes.

Almost simultaneously with the Pedagogical Academy in St. Petersburg, the Psychoneurological Institute arose (in 1907), where a large number of courses in psychology were also taught. In the very first years of the institute's existence, a psychological section (faculty) worked there, where it was supposed to train psychologists. Soon this section was transformed into the Faculty of Education, but even after that, psychological disciplines occupied a central place in the curriculum of the institute (Loginova, 1995, pp. 164-165).

At the beginningXXin. in many higher educational institutions, the cold branches of psychology were also taught. Along with courses in general and experimental psychology, courses were taught in pedagogical and differential psychology. The content of other psychological courses of that time can be judged from the works published on their basis. Such, for example, are "Essays on Pedagogical Psychology" by Privatdozent of Moscow University M. M. Rubinshtein. Three editions of this book were published (the last in 1920). In the 1915/16 academic year, Privatdozent P. P. Blonsky taught a course in pedagogy at Moscow University; in the same year, the book "Course of Pedagogy" ("Introduction to the upbringing of a child") (1915) was published. It was the most detailed course among the pre-revolutionary courses in pedagogy. In 1907, Privatdozent N. D. Vinogradov began teaching an optional course in educational psychology at Moscow University. The content of this course was set out in a two-volume edition - "Pedagogical Psychology in Connection with General Pedagogy" (1916). The course provided quite extensive material (quoted from: Rybnikov, 1943, p. 48)

Lawyers were taught special courses on legal psychology in general or on its individual branches. For example, E. Claparede in Geneva since 1906 led the “Lecture Course on Legal Psychology”, R. Sommer in Hesse read “ International course of Forensic Psychology and Psychiatry, D. A. Dril at the Psychoneurological Institute - a special course on Forensic Psychology (Applied Legal Psychology, 2001, p. 42).

In the 20-30s. psychology developed in rather difficult socio-political conditions. Its development as an academic discipline after the revolution of 1917 was closely connected with the general radical restructuring of the entire education system. The system of university education in the 20-30s. rebuilt many times, which affected the scope and content of psychology courses. At the end of 1919, as a result of the merger of the legal and historical-philological faculties of universities, the faculties of social sciences (FONs) were formed. In 1925, the university faculties of social sciences were reorganized into ethnological faculties and faculties of Soviet law. In 1930, medical faculties, faculties of Soviet law, chemistry faculties and geological departments were separated from universities as independent institutions. Institutes of History, Philosophy and Literature (IFLI) were created in Moscow and Leningrad on the basis of humanities faculties separated from universities.

Consider the changes in the teaching of psychology on the example of Moscow University. After the abolition of the philological faculty (1921), the teaching of psychology was carried out at the faculty of social sciences, physical, medical and ethnological faculties. In 1921, the department of medical psychology was established at the university, headed by Professor A.N. Bernshtein.

In 1925, the Psychological Institute was withdrawn from the university. After the removal of the humanities faculties from the university (1931), the teaching of psychology ceased. In the period 1931-1941's. psychology was not taught at Moscow University; no scientific research has been done. The established system of training psychological personnel has ceased to function (Zhdan, 1995, pp. 139-140).

The ideological changes of the post-revolutionary period were reflected in the teaching of psychology. The restructuring of psychology on new methodological foundations was covered in the book by K. N. Kornilov "A Textbook of Psychology Set forth from the Point of View of Dialectical Materialism." In 1927, under the editorship of Kornilov, a reader on psychology was published as a textbook for higher education (cited in: Ginetsinsky, 1983, p. 15).

For the teaching of psychology in pedagogical institutes in the 20-30s. a significant influence was exerted by the spread of the ideas of pedology as a complex science that combines knowledge about the development of the child, accumulated in pedagogy, psychology, and physiology. In the early 20s. Pedology was persistently popularized in the press, at congresses and conferences. In the 1924/25 academic year, she appeared in the curricula pedagogical institutes and pedagogical faculties of universities. At first, its place was very modest - it was taught only as part of a workshop, but gradually this science strengthened its position, displacing psychology. Since the 1927/28 academic year, pedology has taken the place of a universal integral discipline, which includes information from general, developmental, educational psychology, school hygiene, human anatomy and physiology. This situation continued until 1936, when pedology was banned.

Since 1934, humanities faculties began to be restored at universities. The historical faculties were restored first, then the philological ones.

1.3 Teaching psychology in the second halfXXcentury

However, the resumption of the teaching of psychology in universities came later. From the beginning of the 40s. in a number of universities, departments of psychology are opened at the faculties of philosophy, and thus the training of professional psychologists begins for the first time.

In 1941, the Faculty of Philosophy was restored as part of Moscow University, where in 1942 the Department of Psychology was established. Professor S. L. Rubinshtein was appointed its head.

...

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Toolkit
Methods of teaching psychology in the system of sciences, connection with pedagogy. Subject, goals and objectives

At present, psychology is taught in almost all universities, colleges and secondary schools, as well as in various short-term professional retraining courses, advanced training faculties, and in the system of postgraduate education. Despite significant differences in the volume and depth of the courses studied, in the specific focus of their content for the training of various specialists, all psychology teachers equally need one thing - possession of teaching methods.

The methodology of teaching psychology is the science of psychology as an academic subject and the patterns of the learning process for various age groups.

Considering methodology as a pedagogical science, we must answer the questions: “How do didactics and methodology relate to each other?” "What is the relationship between methodology and pedagogy?"

Pedagogy and methodology correlate as generic and specific concepts. The first defines the general laws of education and upbringing, and the second interprets them in relation to their subject.

There are also diverse ideas about the subject of the methodology of teaching psychology:

1) its subject is the teaching of psychology, understood as a management process carried out by a teacher who uses a number of auxiliary means:

textbooks, visual aids, TSO, etc. Teaching psychology is the teaching of psychological activity;

2) the methodology has as its object psychological education, teaching the basics of psychological science and the upbringing of the younger generation, which is inextricably linked with it;

3) the methodology of teaching psychology is the science of psychology as an academic subject and the patterns of the learning process of various age groups;

4) the subject of didactics of psychology is psychological education, including training and related upbringing, as well as its problems and development prospects, while noting that the subject of didactics of psychology is the process and result of mastering subject-specific program knowledge, skills and abilities;

5) methodology - a section of pedagogy, i.e. scientists consider the subject of methodology, including training, education and upbringing, and sometimes limiting it to a set of means and methods for mastering the content of education. At the same time, they understand learning differently, considering it either the interaction of a teacher and students, or a process of mastering actions, or cognitive activity.

The teaching methodology solves the following tasks:

1. Teaching methodology as a science considers the question of the goals and objectives of teaching psychology. Without an answer to this question, she cannot decide other questions. For a certain time, the goal of training was to equip students with psychological knowledge, skills and abilities. At present, the role of science is increasing, the amount of knowledge is growing. Therefore, it is important to instill in students the desire to independently acquire knowledge.

2. The methodology of teaching psychology as a science solves the issue of general patterns and didactic principles on the basis of which the process of teaching psychology is built

The methodology of teaching psychology considers the question "What to teach?". What amount of knowledge to give to trainees at different levels of their training.

Psychology teaching methods.

Problem-Based Learning Methods

Verbal methods of teaching psychology- the source of knowledge and skills is the oral or printed word).

Visual methods of teaching psychology- Observable objects, phenomena, visual aids are the source of knowledge and skills.

Practical methods of teaching psychology - the source of knowledge and skills are practical actions performed by students.

Distance learning - educational technologies implemented mainly with the use of information and telecommunication technologies with indirect or incompletely mediated interaction between the student and the teacher.

Methods for consolidating the studied material - consolidation of the studied material.

Modern trends in the development of education.

The goals, duration, structure and content of psychology education are largely determined by national education systems, historical traditions, the level of development and status of psychology as a science in a particular country, economic and political factors.

One of the leading researchers in the psychology of higher education, A.A. Verbitsky singled out the following trends in education, which manifest themselves and will manifest themselves to varying degrees until the end of the 20th century.

The first trend is the awareness of each level of education as an organic component of the system of continuous public education.

The second system is the industrialization of education, i.e. its computerization and the accompanying technologization, which makes it possible to effectively strengthen the intellectual activity of modern society.

The third trend is the transition from predominantly informational forms to active methods and forms of learning with the inclusion of elements of problematic, scientific research, and the widespread use of reserves for independent work of students.

The fourth trend corresponds, according to A.A. Verbitsky, “with the search for psychological and didactic conditions for the transition from strictly regulated, controlling, algorithmic ways of organizing the educational process and managing this process to developing, activating, intensifying, playing ...”.

The fifth and sixth trends relate to the organization of interaction between the student and the teacher and fix the need to organize learning as a collective, joint activity of students, where the emphasis is shifted "from the teaching activity of the teacher to the learning activity of the student."

Characteristics of the learning process and its connection with learning.

Education -

The bilateral nature of learning - always contains interconnected and interdependent processes - teaching and learning .

Doctrine

The purpose of the exercise

Education and development. Levels of mental development

The connection between learning and human development is one of the central problems of educational psychology. When considering it, it is important to note that: a) development itself is a complex involutionary-evolutionary progressive movement, during which progressive and regressive intellectual, personal, behavioral, and activity changes occur in the person himself (L.S. Vygotsky, B.G. Ananiev ); b) development, especially personal development, does not stop until the end of life itself, changing only in direction, intensity, character and quality. The general characteristics of development are: irreversibility, progress/regression, unevenness, preservation of the previous in the new, unity of change and preservation. As factors determining mental development, V.S. Mukhina considers its prerequisites, conditions and connection between development and the internal position of the child.

Speaking about the main goal of any education system - the development of the student's personality, one should first of all emphasize one of the main provisions of modern pedagogical psychology, according to which education is not only a condition, but also the basis and means of mental and, in general, personal development of a person. The question of the nature of the correlation between training and development is essential. The answer to this question is fundamentally important for educational psychology.

The ratio of learning and development

There are different points of view on the solution of this issue. So, according to one of them, learning is development (W. James, E. Thorndike, J. Watson, K. Koffka), although the nature of learning (teaching, learning) is understood by everyone in different ways. According to another, learning is only external conditions maturation, development. “Development creates opportunities - learning implements them,” or, in other words, “learning comes at the tail of development.” According to J. Piaget, “the child’s thinking necessarily passes through certain phases and stages, regardless of whether the child is learning or not.”

In domestic psychology, the point of view formulated by L.S. Vygotsky and shared by an increasing number of researchers. According to this point of view, education and upbringing play a leading role in the mental development of the child. “Learning can have long-term, and not just immediate, consequences in development, learning can go not only after development, not only in step with it, but can go ahead of development, moving it further and causing new formations in it”

Modern models of the learning process: external and internal features.

Education - this is a purposeful, pre-designed communication, during which the education, upbringing and development of the student is carried out, certain aspects of the experience of mankind, the experience of activity and knowledge are assimilated.

In the modern sense learning is characterized by the following features:

1) the joint activity of the teacher and students, during which the teacher aims, informs, organizes, stimulates the activities of students, corrects and evaluates it, and the student masters the content, types of activities reflected in the training programs;

2) the bilateral nature of learning - always contains interconnected and interdependent processes - teaching and learning .

teaching is the activity of the teacher to:

the transfer of information;

organization of educational and cognitive activity of students;

Assistance in case of difficulty in the learning process;

Stimulation of interest, independence and creativity of students;

Evaluation of students' educational achievements.

The purpose of teaching- organization of effective teaching of each student in the process of transferring information, monitoring and evaluating its assimilation.

Doctrine is the activity of the student in:

development, consolidation and application of knowledge, skills and abilities;

stimulation to search, solve educational problems, self-assessment of educational achievements;

· awareness of the personal meaning and social significance of cultural values ​​and human experience, processes and phenomena of the surrounding reality.

The purpose of the exercise is the knowledge, collection and processing of information about the world. Learning outcomes are expressed in knowledge, skills, attitudes, and general development of the student.

3) guidance from the teacher;

4) special planned organization and management;

5) integrity and unity;

6) compliance with the laws of age development of students;

7) management of the development and education of students;

8) dynamism - expresses the change in learning over time, its constant movement, development, duration;

9) purposefulness emphasizes focus on results;

10) expediency is understood as a solution by teaching the task of applying the acquired knowledge, skills, methods of activity, beliefs, etc. in life, practical activity;

11) the research nature and problematic nature of the process are manifested in the widespread use of educational tasks, in the solution of which and overcoming the difficulties they cause, knowledge, skills, ways of thinking are formed;

12) permanence expresses that the learning process in modern conditions is a continuous process; also indicates the unity of all levels of education, the continuity of the skills of educational work;

13) controllability is aimed at determining the results achieved, their evaluation, diagnosis and forecasting;

14) productivity reveals the intensity of the process, its quantity and quality;

15) the feasibility of the process characterizes the presence of conditions for its occurrence and development: a) motives, b) information, c) time, d) opportunities;

16) complexity emphasizes the focus on the simultaneous solution of many problems and the achievement of a number of interrelated tasks; implementation of simultaneous interrelated influences on all spheres of the personality; consideration of learning products as complex formations.

The selected features of the educational process represent its external side. The main task remains behind the external, visible elements to open internal movement, i.e. the essence of learning.

Principles and patterns of the learning process.

The principles of teaching serve as a bridge connecting theoretical ideas with pedagogical practice.

The principles of learning always reflect the relationship between the objective laws of the educational process and the goals that are in learning.

In modern didactics, the principles of education are considered as recommendations that guide pedagogical activity and the educational process as a whole, as ways to achieve pedagogical goals, taking into account the laws of the educational process.

However, when identifying a system of principles of education in higher education, it is necessary to take into account the peculiarities of the educational process of this group of educational institutions (for example, such as: in higher education, not the basics of sciences are studied, but science itself in development; convergence of independent work of students and research work of teachers; there is a unity of scientific and educational principles in the activities of a teacher of higher education unlike a high school teacher; ideas professionalization in the teaching of almost all sciences are reflected much brighter, stronger than in high school).

Allocate external and internal patterns of learning.

The external laws of the learning process include:

social conditionality of the goals, content and methods of education (dependence of education on social processes and conditions (socio-economic, political situation, level of culture, the needs of society and the state in a certain type and level of education);

educating and developing character of the latter;

learning is always carried out in communication and is based on a verbal-activity approach;

The dependence of learning outcomes on the characteristics of the student's interaction with the outside world.

The internal laws of the learning process include:

the dependence of its development on the method of resolving the main contradiction between cognitive and practical tasks and the current level of knowledge, skills and abilities of students necessary for their solution, mental development;

the relationship between teacher-student interaction and learning outcomes;

Subordination of the effectiveness of training by methods of managing the process of the latter and the activity of the student himself;

task structure, i.e. with the successful solution of one educational task and the formulation of the next, the student moves from ignorance to knowledge, from knowledge to skill, from skill to skill.

Psychological education in Russia

Russian higher education in psychological specialties and areas provides broad humanitarian and socio-economic training. In this regard, the list of academic disciplines includes such subjects as philosophy, logic, ethics, aesthetics, economics, a foreign language, history, law, sociology, political science, and pedagogy.

A full course of basic higher psychological education provides sufficient qualifications to start an independent psychological activity. The Ministry of Higher Education and psychological organizations are developing certain criteria and requirements in order to ensure a high level of education and vocational training psychologists. Basic psychological education in Russia is carried out in higher educational institutions licensed for this educational activity.

Currently, there are three types of psychological specialties and qualifications in Russian higher education:

1. Psychology.

2. Pedagogy and psychology.

3. Clinical psychology.

State educational standard

The state educational standard serves as a reference point in determining the content of general education. An educational standard is a mandatory level of requirements for the general education of graduates and the content, methods, forms, means of training and control corresponding to these requirements.

There are three main components in the state standard of general education: federal, national-regional and local, school. AT federal The component reflects the standards that ensure the unity of the pedagogical space in Russia and the integration of the individual into the system of world culture. National-regional component constitute norms in the field of studying the native language, history, geography, art and other academic subjects that reflect the specifics of the functioning and development of the region, the people inhabiting it, and school component- the specifics of a particular educational institution.

Curriculum as a carrier of educational content

Training program – this is a normative document that outlines the basic range of basic knowledge, skills, abilities and the system of leading scientific worldview ideas, as well as the most general recommendations of a methodical nature with a list of the necessary and sufficient means and methods of teaching specific to a particular academic subject. It includes a list of topics of the material being studied, recommendations on the amount of time for each topic, their distribution by year of study and the time allotted for studying the entire course. They are approved by the Ministry of General and Vocational Education of the Russian Federation and are advisory in nature - these are typical programs. .

They are based on work programs which, as a rule, reflect the national-regional component, local or school, take into account the possibilities of the methodological potential of teaching, as well as information, technical support and, of course, the level of preparedness of students. As for the author's programs, they differ both in the logic of building the course, and in the depth of the questions and theories raised in them, and in the nature of their coverage by the author of the program. They are most commonly used in teaching. special courses electives, compulsory electives and other academic subjects. Such programs, subject to reviews, are approved by the school council.

The curriculum is structurally composed of three main components:

1) Explanatory note or introduction, which determines the target areas for studying a particular academic subject in the system of academic disciplines of a general education school; basic requirements for knowledge and skills of students, recommended forms and methods of teaching;

2) The actual content of education :

Thematic content of the studied material, which includes basic information, concepts, laws, theories, a list of mandatory subject skills and abilities;

Estimated amount of time that the teacher can spend on studying individual issues of the course;

List of main worldview issues;

Instructions for the implementation of interdisciplinary and intercourse links;

List of educational equipment and visual aids;

3) Guidelines on the ways of implementing the program, concerning methods, organizational forms, teaching aids, as well as assessing the knowledge, skills and abilities acquired by students in the process of studying this academic subject.

General concept of learning, its levels and types

There are several concepts related to the acquisition of life experience by a person in the form knowledge, skills, abilities, abilities. This is - teaching, teaching, teaching .
The most general concept is learning. Intuitively, each of us imagines what learning is. Learning is said to be in the case when a person began to know and (or) be able to do something that he did not know and (or) did not know how to do before. These new knowledge, skills and abilities can be the result of activities aimed at acquiring them, or act as by-effect behavior that realizes goals that are not related to given knowledge and skills.
Learning denotes the process and result of the acquisition of individual experience by a biological system (from the simplest to man as the highest form of its organization in the conditions of the Earth). Such familiar and widespread concepts as evolution, development, survival, adaptation, selection, improvement, have some commonality, which is most fully expressed in the concept learning, which resides in them either explicitly or by default. The concept of development, or evolution, is impossible without the assumption that all these processes occur as a result of a change in the behavior of living beings. And at present, the only scientific concept that fully embraces these changes is the concept of learning. Living beings learn new behaviors that enable them to survive more efficiently. Everything that exists, adapts, survives, acquires new properties, and this happens according to the laws of learning. So, survival basically depends on the ability to learn.

All types of learning can be divided into two types: associative and intellectual.
Characteristic for associative learning is the formation of links between certain elements of reality, behavior, physiological processes or mental activity based on the contiguity of these elements (physical, mental or functional).

At intellectual learning the subject of reflection and assimilation are essential connections, structures and relations of objective reality.

Each type of learning can be divided into two subtypes:

o reflex;

o cognitive.

On the reflex level the learning process is unconscious, auto character. In this way, the child learns, for example, to distinguish colors, the sound of speech, to walk, to get and move objects. The reflex level of learning is also preserved in an adult, when he inadvertently memorizes the distinctive features of objects, learns new types of movements.
But for a man much more characteristic is the higher, cognitive level learning, which is based on the assimilation of new knowledge and new ways actions through conscious observation, experimentation, reflection and reasoning, exercise and self-control. It is the presence of a cognitive level that distinguishes human learning from animal learning. However, not only the reflex, but also the cognitive level of learning does not turn into learning if it is controlled by any other goal than goals acquire certain knowledge and actions.

Pedagogical technologies and their role in teaching psychology

Pedagogical technology is a pedagogically and economically justified process of achieving guaranteed, potentially reproducible, planned pedagogical results, including the formation of knowledge and skills through the disclosure of specially processed content, strictly implemented on the basis of NOT and phased testing.

The concept of pedagogical technology can be represented by three aspects:

1) scientific and technological : here PT is a part of pedagogical science that studies and develops goals, content, methods of teaching and education, designs pedagogical processes;

2) procedural and technological : description (algorithm) of the process, set of goals, content of methods and means to achieve the planned results of education, training and development;

3) procedurally efficient : the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological means.

Pedagogical technology is a multifaceted concept that receives a lot of attention.

Pedagogical technology - determines the most rational ways, methods, principles, methods and techniques for the implementation of the educational process.

The structure of pedagogical technology is determined by: the conceptual framework; content of training; the procedural part - the technological process.

The criteria for manufacturability of pedagogical technology are: conceptuality, consistency, controllability, correctability, efficiency, optimality, reproducibility, visualization.

There are no monotechnologies that would use only any single factor, method, principle. Pedagogical technology is always complex. By its acceptance of one side or another of the learning process, technology becomes characteristic and derives its name from this.

Active Methods in Teaching

Speaking about AMO, first of all, they mean new forms, methods and means of teaching, called active ones: problem lectures, discussion seminars, analysis of specific pedagogical situations, business games, methods of mathematical modeling. This also includes research work, integrated course and diploma design, work experience, etc.

Types of lectures: informational, problematic, visualization lecture, lecture for two, lecture with pre-planned mistakes, lecture-press conference.

Information lecture. Its signs are well known. Having historically developed as a way of transferring ready-made knowledge to students through a monologue, a lecture under the influence of a changing, developing content of training and education cannot remain the same, informational.

Problem lecture. In it, the process of cognition of students approaches search, research activities.

Lecture-visualization. This is the result of a search for new opportunities for implementing the principle of visibility known in didactics, the content of which changes under the influence of data from psychological and pedagogical science, forms and methods of active learning.

Lecture together. The dynamism of the problematic content of the educational material is carried out in a lively dialogic communication between two teachers.

Lecture with pre-planned mistakes. It largely satisfies the need to develop students' skills to quickly analyze professional situations, act as experts, opponents, reviewers, and isolate incorrect or inaccurate information.

Lecture-press conference. It is close to the corresponding form of professional activity with the following changes. Having named the topic of the lecture, the teacher asks the students to ask him questions in writing on this topic.

Forms of active learning used in the methodology of teaching psychology

Among active learning methods, three groups of methods are the most interesting for use in order to control the situation of the formation of all types of thinking.

This is a method of 1) programmed learning, 2) problem learning, 3) interactive (communicative) learning.

All of these methods have been proposed as an attempt to overcome the limitations of traditional teaching methods.

Programmed learning methods assumed the restructuring of traditional education by clarifying and operationalizing the goals, objectives, methods of solution, forms of encouragement and control in relation to the subject content of knowledge.

Problem-Based Learning Methods– they emphasized not the aspects of structuring objective knowledge, but the situations in which the personality of the student finds himself.

Interactive learning methods turned to a way to manage the process of assimilation of knowledge through the organization of human interactions and relationships.

The use of the techniques of these three groups of active teaching methods in teaching psychology involves the creation of a system of learning tasks in the course of psychology.

Using a variety of teaching aids in teaching psychology

Basic learning tools

Textbook and study guide

Textbook

1) information and

2) controlling.

Textbook and study guide

Textbook- a book that systematically outlines the foundations of knowledge in a particular area at the current level of achievements in science and culture; the main and leading type of educational literature. For each level of education and type of educational institutions (general education school, vocational, secondary special and higher educational institutions, etc.), as well as for self-education, a textbook is created that meets the goals and objectives of teaching and educating certain age and social groups.

A textbook for higher education, unlike school textbooks, as a rule, does not set out the basics, but science itself. Textbooks for universities are prepared both in general scientific disciplines and in numerous specialties. The differentiation of sciences, the emergence of new directions lead to a relatively rapid aging of university textbooks in specialties, in addition to them, various kinds of educational publications are issued (lectures, seminars, selected chapters on one or another scientific topic and etc.).

In a broad sense, a textbook is understood as all material teaching aids, including natural objects, devices, tables, maps, dia- and films, sound recording, etc., used in the educational process.

Technical training aids

Technical training aids- these are objects created by man and mediating his activities, including educational ones.

According to didactic functions, technical teaching aids can be divided into two groups:

1) information and

2) controlling.

Informational serve to introduce educational information, its adequate and accessible presentation. Such means provide the necessary connection between verbal and figurative thinking and a deeper assimilation of educational material, especially when a real demonstration of the objects being studied is impossible.

Such means include:

a) video equipment(TV, movie camera, VCR, etc.).

b) audio equipment (tape recorders). in) projection equipment, which is commonly used for projecting various printed materials onto a screen. It can be epiprojectors(for demonstrating or redrawing diagrams, graphs, tables, portraits of scientists, various images, etc.).

Lesson is the main form of organization of learning at school

Lesson - the main structural unit of the educational process at school. The typology and structure, the qualitative originality of the lesson are determined by its goals and content, methods, characteristics of the teacher and students.

There are different approaches to the classification of lessons:

1. According to the classification according to the leading method, there are: a lesson-dispute and a lesson-lecture, a lesson-conversation.

2. The second classification is distinguished by the content of the educational material: mathematics lessons, Russian language lesson, general psychology lesson, etc.

3. Based on the structure of the learning process (S.V. Ivanov), there are: an introductory lesson; lesson of primary acquaintance with the material; assimilation of new knowledge.

4. The typology of lessons according to the main didactic goal was close to the previous classification. This is the most commonly used classification of lessons at present (M.I. Makhmutov). It highlights combined or mixed lessons; lessons on familiarization with new material; knowledge consolidation lessons: generalization lessons; control lessons.

Lessons have the most diverse construction, they cannot be built in a pattern, according to a single established scheme. But, despite the flexibility of each lesson, it is possible to single out the following main elements in the lesson (Yu.B. Zotov, G.D. Kirillova):

1. Formulation of the topic of the lesson;

2. Goals and their motivation;

3.Checking homework;

4. Statement of the new;

5. Consolidation of new knowledge through training exercises;

6. Repetition of what has been learned in the form of a conversation;

7. Verification and assessment of knowledge;

8. Summing up;

9. Homework;

10. Two organizational moments: at the beginning and at the end.

The combination of these elements is called structure. The structure depends on the skill of the teacher.

Didactic requirements (V.A. Onischuk);

Educational requirements for the lesson;

Organizational requirements for the lesson.

Psychological analysis of the lesson in the activities of the teacher.

Pedagogical activity, as is known, can be carried out in different forms, among which a special place is occupied by a lesson (occupation) - the main organizational unit of the learning process, where the joint activity of the teacher and students takes place. Lesson analysis is one of the important ways of understanding, objectifying this activity by its participants, and above all by the teacher. Quite a lot of actual psychological, pedagogical and methodical works(T.Yu. Andryushchenko, N.F. Dobrynin, SV. Ivanov, E.S. Ilyinskaya, I.V. Karpov, Yu.L. Lvova, L.T. Okhitina, E.I. Passov, etc.) . Researchers emphasize the multi-object nature of the lesson analysis, the importance of taking into account by the teacher (teacher) all aspects of pedagogical interaction, the characteristics of its subjects and their activities.

Let us consider a lesson from the position of a teacher (teacher), from the position of what the psychological analysis of the lesson gives him, how such an analysis affects the effectiveness of teaching, how the projective and reflective skills of the teacher and teacher are manifested. The starting point is the position that the analysis of any lesson is a comprehensive consideration in which the psychological, pedagogical, methodological and subject aspects are closely related to each other. The selection of one of these aspects, for example, psychological, is conditional and is necessary only in the analytical (theoretical) plan.

Analysis of the lesson, contributing to the improvement of teaching in general, is of great importance, first of all, for self-knowledge, self-development of the teacher who conducted the lesson, the lesson. In the process and as a result of such an analysis, the teacher gets the opportunity to look at his lesson as if from the outside and rethink, evaluate it as a whole and each of its components separately. The psychological analysis of the lesson allows the teacher to apply his theoretical knowledge to comprehend the methods and methods of work used by him in teaching, in interaction with the class. Understanding oneself as a subject of pedagogical activity, one’s behavior, one’s strengths and weaknesses is a manifestation and result of subject-personal reflection and projective-reflexive abilities of the teacher.

The subject of the psychological analysis of the lesson is multifaceted: these are the psychological characteristics of the teacher (his personality, his activities in this particular lesson), the patterns of the learning process; psychological features and patterns of the personality of the student, the whole class (activities for the assimilation of certain knowledge, the formation of skills and abilities). These are psychological features, patterns of communication between the teacher and students, due to the specifics of the subject, i.e. the material that is transmitted by the teacher and assimilated by the students, and much more (N.F. Dobrynin). The psychological analysis of the lesson forms the teacher's analytical abilities, projective skills, develops cognitive interest, determines the need for independent study of the psychological problems of training and education. The ability to conduct psychological observation of complex pedagogical phenomena, to analyze them, to draw correct, psychologically sound conclusions serves for the teacher as a reliable means of improving his professional and pedagogical skills.

Form of psychological analysis of the lesson

The characteristic of the main form of psychological analysis of the lesson is based on the initial theoretical definition of analysis as one of the two main mental processes in human thinking. Analysis, according to S.L. Rubinshtein, “this is a mental dismemberment of an object, phenomenon, situation and the identification of its constituent elements, parts, moments, sides; analysis, we single out a phenomenon from those random, unimportant connections in which they are often given to us in perception”1, p. 377-378]. The forms of analysis are varied.

Scheme of psychological analysis of the lesson

In the theory and practice of educational psychology, numerous schemes for the psychological analysis of the lesson have been developed (N.F. Dobrynin, V.A. Slastenin, N.V. Kuzmina, L.T. Okhitina, S.V. Ivanov, I.A. Zimnyaya, E.S. Ilyinskaya and others), which are built by the authors on different grounds. Consider the proposed L.T. Okhitina, on the basis of the initial principles and provisions of developmental education, approach to the psychological analysis of the lesson, in accordance with which she determines the branched structure of the objects of the psychological analysis of the lesson (teacher, student, organization of the lesson, etc.). As an example, we give two objects of analysis: the organization of the lesson and the organization of students.

In the organization of the lesson L.T. Okhitin includes 1) self-organization of the teacher: a) creative working well-being, b) psychological contact with the class;

2) organization by the teacher of the cognitive activity of students: a) organization of perception and observation, b) organization of attention, c) memory training, d) formation of concepts, e) development of thinking, f) education of imagination, g) formation of skills and abilities.

The level of psychological analysis of the lesson	The tasks of the teacher in relation to himself	Tasks of the teacher in relation to students
preliminary	Setting the psychological goals of the lesson (development of students' cognitive interests in the subject being studied; stimulation of their mental activity; development of memory capacity; formation of high moral qualities and beliefs, etc.) Psychological substantiation of goals, objectives, stages, forms of work, methodological techniques Correlation of their individual psychological characteristics (tempo of speech, impulsiveness and self-control, emotionality, etc.) with the conditions for the implementation of the goals	Accounting for the main motives of educational activity (cognitive, communicative, social) of students Accounting for the age and individual psychological characteristics of students (thinking, memory, and other cognitive processes). Accounting for the level of subject preparation for the lesson Accounting for interpersonal relationships in a group
Current	Constant monitoring, fixation, correction of the fulfillment of the set goals, learning objectives and the process of pedagogical communication In cases of difficulty, failure or unforeseen ease of completing tasks, it is necessary to set new goals, use new means and methods of learning, i.e. restructuring the course of the lesson	Accounting for the progress of students' educational work (their interest in the lesson, mental activity, the nature of mastering the material, etc.)
retrospective	Assessment of own pedagogical activity (success, shortcomings, their causes, ways of correction and improvement)	Determining the real progress of students in the general educational, educational and practical plans, i.e. the answer to the question, what is the real result of the lesson

Lesson preparation technology

A good lesson is not an easy task even for an experienced teacher. There are four main characteristics of the lesson: a group of students of the same age; the composition of the group is permanent; classes are held according to a strict schedule; The curriculum is the same for everyone.

General requirements for the lesson can be divided into three groups.

Didactic requirements (V.A. Onischuk):

· A clear definition of the objectives of the lesson, as well as the place of a particular lesson in the overall system of lessons. The goal is not only determined by the teacher, but also communicated to the students.

· Determining the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparedness of students.

· Choice of the most rational methods.

Implementation of the principles and conditions for successful learning in the classroom.

Educational requirements for the lesson:

· Setting the educational tasks of the lesson, which are determined by the characteristics of the class and the possibilities of the educational material.

· Formation of a worldview through the selection of reliable scientific ideas in the educational material; linking learning to life.

Formation and development of students' cognitive interests.

· Comprehensive study and consideration of the level of development and psychological characteristics of students.

· Compliance with the teacher's pedagogical tact.

Organizational requirements for the lesson:

Have a well thought out lesson plan.

Organizational clarity of the lesson.

· Creation of hygienic conditions.

Use of various teaching aids.

Yu.K. Babansky, V.A. Onischuk identified the main directions for increasing the effectiveness of the lesson:

1. The focus of the lesson on the final result.

2. Increasing the role of the lesson in the education of students.

3. Improvement of teaching methods.

4. Highlighting the main thing in the lesson and ensuring its assimilation.

5. Optimization of homework.

6. Improving the control and assessment of students' knowledge.

7. Repetition of the material in the lesson.

Lecture as a form of teaching psychology at the university

The leading form of organizing the learning process at a university is a lecture.

Lecture requirements:

The high scientific level of the information presented, which, as a rule, has an ideological significance;

A large volume of clearly and tightly systematized and methodically processed modern scientific information;

Evidence and argumentation of the judgments expressed;

A sufficient number of convincing facts, examples, texts and documents;

clarity of presentation of thoughts and activation of the thinking of listeners, setting questions for independent work on the issues under discussion;

Analysis of different points of view on solving the problems;

Derivation of the main thoughts and provisions, formulation of conclusions;

Explanation of introduced terms and names; providing students with the opportunity to listen, comprehend and briefly write down information;

Ability to establish pedagogical contact with the audience; use of didactic materials and technical means;

The use of the basic materials of the text, abstract, flowcharts, drawings,

tables, graphs.

Types of lectures:

1. introductory

2. Lecture-information

3. overview lecture

4. Problem lecture

5. Visualization lecture

6. Binary lecture

7. Lecture with pre-planned mistakes

8. Lecture-conference

9. Lecture-consultation

Lecture functions

1. Information.

2. Orienting.

3. Explaining, explaining .

4. Persuasive .

5. Fascinating or inspiring.

Practical classes as a form of teaching psychology at the university

Practical, seminar and laboratory classes in training groups - these forms of training sessions are practical and can be combined under the general name "group sessions", because they model and discuss practical situations encountered in the activities of any professional.

All forms of practical classes serve to ensure that students work out practical actions for psychological analysis and evaluation of the actions and actions (behavior) of people in various situations that develop in reality.

Functions of group lessons may be different depending on the form of the lesson. The main forms are:

Workshops where students discuss various options for solving practical situational problems, putting forward psychological positions as arguments. The assessment of the correctness of the solution is developed collectively under the guidance of the teacher.

Seminars-discussions usually devoted to a discussion of various methods of psychological research in relation to the needs of practice, in the process of which students understand for themselves the techniques and methods for studying the psychological characteristics of specific people (children and adults) with whom they will have to work.

Actually workshops are held within the walls of the educational institution itself or in the places of practice of students and their goal is to teach how to solve specific problems in the profile of their specialty.

Laboratory studies help students to identify certain mental phenomena, features of the socio-psychological mechanisms of relationships between people in a group, etc.

As a methodological guide for a novice teacher, two general principles of approach to the development of learning tasks for practical classes can be pointed out.

The first one is the principle "from theory to practice" ,

The second principle: “from life to theory”.

Requirements for conducting practical classes

First requirement: classes should not be cumbersome.

Second important requirement to the methodology of the laboratory lesson is the theoretical interpretation of the test and other facts obtained by students, as well as the qualitative and quantitative data of the questionnaire, experiment, which is obligatory for the teacher.

Third requirement The teacher should draw conclusions from the analysis not only about the possibilities of the research procedures themselves, but also about the content of the psychological phenomena themselves, which have become the object of research.

Independent work as part of students' educational work

Independent work of students (SIW) is an active form of individual and collective activity aimed at consolidating the material covered, the formation of skills and abilities to quickly solve the tasks. SRS does not involve passive "absorption" of ready-made information, but its search and creative assimilation. Independent work is designed to prepare the student for independent work in the future.

- literature study on the problems of the course;

- preparation for seminars and practical classes ;

- preparing a report to speak at the Round Table meeting - skills are being developed public speaking, the ability to correctly present the material, reason;

- essay writing ;

- slice writing control work - checking knowledge of the topics studied,

- work with sample tests - contributes to the assimilation of the basic concepts of the course, the consolidation of lecture material;

- offsetting (exam) in the discipline - questions serve to systematize the material covered and prepare for the final certification.

The results of independent work of students are summed up at consultations according to the schedule of control over IWS. Each type of independent work (abstract, report, speech, abstract, test, test) is evaluated separately.

Methodological features of control over the level of assimilation of knowledge in psychology

In educational psychology, the concept of "control" is used in a slightly different sense - as a learning action that enters into the fabric of the very process of the student's learning activity as its constituent element. Control as an educational action is carried out not as a check of the quality of assimilation according to the final result of educational activity, but as an action that goes along its course and is performed by the student himself, the action of actively tracking the accuracy of his mental operations, their compliance with the essence and content of the theory being studied, which serves as an indicative basis for the correct solution of the educational task. .

Current pedagogical control can be called all the everyday actions of the teacher, when he, on the basis of the information received through the feedback channels, makes certain adjustments to the educational process.

These can be corrective actions of the teacher during the lecture based on any signals from the audience, starting with one or another, even the slightest, degree of decline in her attention to the lecture being presented and ending with students defiantly ignoring the lecturer's speech.

The teacher, of course, exercises control over the degree of assimilation of educational material by students in various group classes.

Group classes allow you to control general level and the course of assimilation of program material by students, to identify the most difficult problems for assimilation, so that in subsequent classes, including in lectures and when organizing independent work of students, to make certain adjustments of a fundamental nature, to take such measures that may require the teacher efforts beyond the scope of this particular occupation.

The lecturer can use appeals of a positive, mobilizing, stimulating nature that can immediately switch the attention of the audience.

The forms of current pedagogical control also include some types of students' written work. These can be small texts of completed practical exercises, representing a psychological analysis of individual facts, a psychological characteristic of individual properties of a particular person.

It is desirable that written work be carried out more often on vital material from the future professional activities of students.

Types and forms of knowledge control in the educational process of teaching psychology

The concept of control and its functions

Control is a check of the quality of assimilation of educational material, the establishment of feedback between the teacher and students.

Control functions:

a) for students - control ensures the quality of assimilation
knowledge, makes it possible to understand errors, inaccuracies, in time
correct them and better understand the subsequent instructional mother
al, as well as to form the ability to self-control;

b) for the teacher - control gives information about the progress and
assimilation of the material, common mistakes, attention and
interest of students, which allows you to see your didactic
mistakes and make timely adjustments to the teaching process

Types and forms of control

Depending on the volume and nature of control, there are 2 types:

1) control of intermediate results of assimilation;

2) final control.

Intermediate control does not have any formal restrictions. It is carried out according to the teacher's plan and is his creativity. As forms of such control it is possible to offer:

a) operational control (at a lecture).

5 minutes before the end of the lecture, the teacher asks students 2-3 questions on the material read. Answer offered

give in writing. The teacher makes comments in the next lesson;

b) blitz control.

At the end of the topic, 5 minutes before the end of the lesson, students are asked to write the words that they remember from this topic. The teacher checks (the number of words, their relevance to the topic, errors) and analyzes at the next lesson;

c) a control task with a written report.

It can be any task (list .., compare .., make or fill out a table .., solve psychological problems ... etc.).

All proposed forms of control are group.

Final control is a check of the final result.

This type of control includes semester or course credits and exams. They have different didactic functions.

The test is held after the end of the topic or section. Its main functions are teaching and control.

Indicators of the formation of knowledge, skills and abilities of students in the process of teaching psychology

INDICATORS OF FORMATION OF KNOWLEDGE.

Mastery of concepts:

recognition and definition of concepts (comparison of terms and definitions, construction of definitions, concepts);

disclosure of the scope of concepts (characteristics of the nomenclature of objects or phenomena generalized by the concept and their classification);

establishing the logic of relationships between concepts in a conceptual system (identifying hierarchical and associative relationships between concepts, building logically ordered terminological schemes);

characterization of actions arising from the content of the concept (description of possible practical and intellectual solutions performed on the basis of the content of the concept).

INDICATORS OF FORMATION OF SKILLS.

Diagnostic indicators of skill possession are usually specific actions and their complexes performed in relation to specific tasks in the context of training. At the same time, in the structure of any action, one can single out common elements, the implementation of which is necessary when reproducing each specific skill.

INDICATORS OF FORMATION OF SKILLS.

The generalized indicators of the formation of skills coincide with the indicators of the formation of skills. But since the skill involves the automation of actions, the time of its execution is also usually estimated, for example, measuring the speed of reading, mental counting, etc.

The above system of indicators of schoolchildren's learning can be directly used in the work of a teacher of any subject. It should also be noted that it is necessary to acquaint schoolchildren with learning indicators in a form that is accessible to their understanding.

Communication as a means of learning in the process of teaching psychology

In the conditions of modern society, non-traditional teaching methods are actively used in the learning process, which must be understood as innovative pedagogy.
The study of the literature showed that the problem of non-traditional learning by non-verbal means is the subject of research not only for teachers, psychologists, but also for physiologists, natural scientists, both domestic and foreign. So, in the 20th century, studies by G.M. Andreeva, G.V. Kolshansky, B.F. Lomov, R. Birdwistella, M. Critch-lee, C. Morris and others.
However, the study shows that the fundamental works of scientists are not always used in teaching students, because they are not methodically adapted to modern learning, which affects the results of education and encourages the government to intensify the activities of school and university employees to improve the educational process using the latest technologies and computerization of education. .

In our opinion, it is necessary to build the process of communication in teaching a training course in such a way that it contains as many search situations as possible, in which there are necessarily unusual, original examples, questions, tasks.

E.I. Passov notes that the teacher must be "a good screenwriter, director and actor." Methodological support of teaching on the formation of interest in the subject being studied, it seems, is impossible without knowledge of some features of the psychology of communication in the classroom.

Psychological characteristics of a modern teacher of psychology

The teacher's personality occupies the first place in the learning environment; certain properties of him will increase or decrease the educational impact of teaching. First of all, “special teaching qualities” are noted, to which P.F. Kapterev attributed the "scientific training of the teacher" and "personal teaching talent".

Along with the "special" teaching properties, which were classified as "mental", PF. Kapterev noted the necessary personal "moral-volitional properties" of the teacher, which included impartiality (objectivity), attentiveness, sensitivity, conscientiousness, steadfastness, endurance, justice, and true love for children.

The following indicators are taken into account:

kindness and respect of the teacher in relation to students - theoretically, all teachers understand the need to show kindness and respect for students. However, the manifestations of kindness and respect can be different. They can turn into an imitation of kindness, into "flirting" with students, into attempts by a psychology teacher to simplify his mission.

The attitude of the teacher to criticism from students - in the learning process, situations are possible in which the student believes that the teacher is wrong in his statements in the classroom. The correct behavior of the teacher may lie in the fact that he should give the student who disagrees with him the opportunity to at least briefly indicate his point of view.

Personal relations of the teacher with students - it is quite natural that the teacher has personal sympathies or hostility towards any students. However, the explicit manifestation of this attitude in a student is inappropriate.

Abilities in the structure of the subject of pedagogical activity.

Communication of individual characteristics and abilities

The individual psychological characteristics of the subject of pedagogical activity are internally related to the abilities of a person - one of his characteristic features. According to the authoritative statement of B.M. Teplova and V.D. Nebylitsyna, although “A person’s abilities are formed according to a specific skim psychological laws, and not laid down in their own nervous system, but, of course, learning processes will proceed differently in individuals with high and low dynamism nervous processes, and musical ear will be differently formed hang out with people with nervous system high and low sensitivity news» .

Ability Definition

As noted by S.L. rubinstein, "The process of development is capable human development is the process of human development. Development of the forehead age of certain knowledge and methods of action has its own premise, its inner condition is a certain level of the mind mental development - the development of mental abilities " .

The general composition of pedagogical abilities

Domestic researchers based on the considered provisions of S.L. Rubinstein, B.M. Teplov identified a whole set of pedagogical abilities. Let us compare the main ones identified by N.D. Levitov and F.N. Gonobolin. So, N.D. Levitov identifies the following as the main pedagogical abilities: the ability to transfer knowledge to children in a concise and interesting form; the ability to understand students based on observation; independent and creative way of thinking; resourcefulness or quick and accurate orientation; organizational skills necessary both to ensure the work of the teacher himself, and to create a good student team.

1. Didactic abilities

2. Academic ability.

2. Perceptual abilities

3. Speech abilities

4. Organizational skills

6. Communication skills

7. Pedagogical imagination

The ability to distribute attention simultaneously between several activities is of particular importance for the teacher's work.

The structure of pedagogical abilities

At present, the concept of pedagogical abilities, developed by N.V. Kuzmina and her school, is the most complete systemic interpretation. First, in this concept, all pedagogical abilities are correlated with the main aspects (sides) of the pedagogical system. Secondly, they are defined, unlike all previous definitions, as manifestations of "a special sensitivity to the object, process and results of pedagogical activity." Thirdly, they are represented by some structural organization of this sensitivity, and not just by their set, totality. Fourthly, the level of pedagogical abilities is highlighted. Fifth, this interpretation defines the relationship between general and special pedagogical abilities, on the one hand, and special pedagogical and other special abilities, on the other.

Personal qualities in the structure of the subject of pedagogical activity

As noted in the domestic pedagogical psychology at the end of the 19th century. P.F. Kapterev, one of the important factors in the success of pedagogical activity is the "personal qualities" of the teacher. The obligatory nature of such qualities as purposefulness, perseverance, diligence, modesty, observation is noted. The need for wit, as well as oratorical abilities, artistry of nature is specially emphasized. Especially important is the readiness for empathy, i. understanding the mental state of students, empathy, and the need for social interaction. Researchers also attach great importance to pedagogical tact, in the manifestation of which the general culture of the teacher and the high professionalism of his pedagogical activity are expressed.

To important professional qualities, according to A.K. Markova, include: pedagogical erudition, pedagogical goal-setting, pedagogical (practical and diagnostic) thinking, pedagogical intuition, pedagogical improvisation, pedagogical observation, pedagogical optimism, pedagogical resourcefulness, pedagogical foresight and pedagogical reflection. The fact that these qualities are close to the concept of “ability” is confirmed by A.K. Markova, who defines many of them in this way.

According to N.V. Kuzmina, personal orientation is one of the most important subjective factors for reaching the top in professional and pedagogical activity. In the general psychological sense, the orientation of the personality is defined as “a set of stable motives orienting activity of the individual and relatively independent of the actual situations. Personal orientation is characterized by interests, inclinations, beliefs, ideals, in which the worldview of a person is expressed.

A significant role in the personal characteristics of the teacher is played by professional pedagogical self-awareness, in the structure of which, according to A.K. Markova, include: the teacher's awareness of the norms, rules, models of the teaching profession, the formation of a professional creed, the concept of teaching work; correlation of oneself with some professional standard, identification; assessment of oneself by other, professionally reference people; self-esteem, in which a) the cognitive aspect, awareness of oneself, one's activity, and b) the emotional aspect stand out.

According to K.K. Platonov, personality is considered as a complex structure consisting of four hierarchically arranged substructures: “4th, lower, mostly biologically conditioned personality substructure includes tempera ment, age, gender ... properties that are formed by repetition (training); 3rd substructure, which includes individual features of mental processes socially formed through exercise on the basis of biological inclinations as forms of reflection; 2nd substructure op one that includes knowledge, skills, abilities and habits acquired through training; 1st, highest, mostly social about conditioned substructure of directionality formed through education" .

Organization of the activity of a psychology teacher

Activities of a psychology teacher:

1) educational (didactic) the activity is aimed at ensuring the assimilation by students of the system of scientific concepts and methods of science.

2) Scientific and methodological activity of the teacher - the goal is to master the teaching methods and improve them.

3) The research activity of the teacher lies in the fact that in addition to teaching, he conducts scientific research on his chosen topic. This may be the topic of a candidate's or doctoral dissertation, or simply the topic of his scientific interests. For a university teacher, this is a mandatory activity.

A teacher of psychology at the present stage of school development in general, and a university one in particular, is forced to have the ability to easily and quickly master new courses and disciplines.

Preparation for classes begins with the preparation of an educational and thematic plan. All educational material is divided into portions according to the allotted hours and types of classes (lectures and practical). It is advisable to do a breakdown for two hours (a couple). This allows you to rationally plan your time.

The educational and thematic plan is first drawn up based on the full-time department.

Drawing up the entire educational and thematic plan allows the teacher to prepare not only classroom material, but also to think of assignments for independent work, present to students in advance their requirements for their implementation, indicate the reporting deadlines and give the necessary consultations.

Game as a means of professional psychology training

It is generally accepted that the game as a form of vocational training appeared in the 80s of the twentieth century in the United States in business schools. However, the first game on the topic “Restructuring of production due to a sharp change production program"was developed by the Leningrad Industrial Academy. CM. Kirov for training university students and factory personnel. This game was held in 1936 at the Krasny Tkach Leningrad factory on weekends, as well as at a number of other enterprises and universities.

Currently, in our country, game methods have received wide use as an effective means of training, especially professional.

A special place is occupied by the game in the concept of sign-context learning, which was developed by Professor A.A. Verbitsky.

It is known that the formation of the professional activity of a specialist in the system of higher and secondary vocational education causes certain difficulties. First of all, these difficulties are connected with the need to combine two different types of activity - educational and professional. The transition from the first to the second requires a long process of adaptation of the graduate to the chosen profession, which implies not only the ability to apply knowledge, but also the skills of social interaction and communication in the system of this profession. Traditional teaching methods are unable to solve these problems.

The goal is the assimilation of professional knowledge, which involves the solution of the following tasks:

1) illustration of a professional situation;

2) understanding of its essence (causes of the problem, motivation of the behavior of participants, etc.);

3) formation of decision-making skills.

It is useful to separate theoretical provisions from illustrative examples spatially.

Learning objectives in teaching psychology

The concept of "task" is widely used in psychological science.

Task is a symbolic model of some past problematic situation. If in this situation we single out the conditions and the desired ones, then it turns into a problem.

learning task we will call a task specially selected or designed for learning purposes.

Exercise is understood by us as a requirement to perform some action. The task has a less strict logical formulation than the task, but the requirements are similar: answer a question, perform some action, etc.

Researchers of thinking, intellect (R. Cattell, A. Binet, J. Gilford, etc.) considered in the best possible way to encourage a person to think about setting tasks for them.

Classification of learning tasks

One of the classifications of learning tasks known in science belongs to D.G. Tollingerova (18). She identifies 5 groups of learning tasks according to cognitive characteristics:

1) tasks for the reproduction of knowledge;

2) tasks for simple mental operations;

3) tasks for complex mental operations;

4) tasks involving the generalization of knowledge and composition;

5) tasks for productive thinking.

Of particular interest is the classification of educational tasks by G.A. Balla (5). Depending on the cognitive operations that are used in solving the problem, 5 types are distinguished:

1) perceptual (look at the picture, find parts of the object, etc.);

2) mental (for comparison of objects, for analysis, classification, etc.);

3) imaginative (figurative), if necessary, based on existing knowledge, to present and describe an event that happened or could happen;

4) mnemonic tasks (remember, remember...);

5) communicative tasks (tasks for establishing contact, maintaining and stopping communication, etc.).

Classification table of educational tasks when teaching psychology

Theory of learning and teaching at the university

1. The concept of learning theory in psychology. Developmental learning

learning theory- This is a section of educational psychology, theoretically and experimentally studying the psychological conditions for the effectiveness of interaction between a teacher (teacher) and a student (student).

The theory of learning is not identical to the theory of learning activity discussed above, which applies only to the student. Learning is a two-way process, including both the activity of the student and the activity of the teacher. Thus, the theory of learning can be considered as a system of scientific principles that generalize and explain practical experience and patterns of successful interaction between a teacher and a student, a teacher and a student in the learning process.

Educational activity is aimed at ensuring that its subject eventually becomes a highly qualified specialist, and the teaching activity of a teacher is designed to provide the most rational ways to transform a student into a qualified specialist.

The theory of learning refers mainly to the activities of the teacher. However, it does not come down to explaining the teaching of a subject as the optimal presentation of educational material.

2. Teaching at the university - developmental education

University education is fundamentally different from education in primary and secondary schools, and even more so from the teaching of preschoolers, not only externally, organizationally, but also internally, psychologically.

The student rises in his learning activity to a new, even higher level - from learning under the guidance and daily supervision of the teacher, he moves to the independent development of the scientific picture of the world, masters the method of learning and self-learning. Here the teacher only helps him develop his creative potential by setting educational tasks for him that require a research approach for their solution.

The educational activity of a university student is structured in such a way that not the teacher, but he himself makes himself a specialist of the highest qualification.

What is the role of the teacher? Teach your subject, academic discipline. However, what is teaching, if we consider it in a psychological aspect? If a student creates himself as a future highly qualified specialist in educational activity, then, it would seem, nothing remains for the teacher. But this, of course, is not the case. Of course, a teacher is not a guide for a student, and not even school teacher who taught the current student from first to eleventh grade. The teacher does not literally teach the student science, but explains how to learn on his own. The fact is that the lecturer does not retell “the whole science”, cannot and should not do this, but gives the material, guided by which, the student will unmistakably find in the literature the scientific provisions necessary for assimilation. In addition, after listening to the lecture, he will learn to mentally project scientific positions on real life, analyze the latter and evaluate it from these positions. The student receives the same guiding threads from the teacher in other classes.

Methodological features of teaching theoretical psychology: history of psychology, general psychology

The teaching of theoretical (general) psychology and its applied branches has its own characteristics not only in terms of content, but also in terms of methodology. Since the teaching methodology is constantly looking for the most intelligible techniques and methods, today it is possible to single out some of them. methodical peculiarities.

History of psychology

History of psychology- a branch of psychological science studied at the psychological faculties of universities and academies. But this is not an applied science, but a theoretical one, explaining the current state of psychology on the basis of its retrospective analysis. The history of psychology reconstructs the process of development of science in its dynamics, starting from the views of the ancients on the psyche (soul) and ending with today's scientific ideas about it.

When studying the history of psychology, it is important for students to learn the logic of the development of science in time, that is, what social needs gave rise to it and how it helped to satisfy them. The history of psychological science traces and explains its course from ancient times to the present day, allows a deeper understanding of modern theories and hypotheses, and teaches us to approach them historically.

Features of the history of psychology as a theoretical science, which is both historical and psychological, require the teacher to have a special methodological approach to teaching it. The sequence of teaching two theoretical disciplines - general psychology and the history of psychology - is essential. Sometimes history is taught earlier, sometimes vice versa, and often they go in parallel.

General psychology

The main goal of teaching this subject is the assimilation by students of the general patterns of the functioning of the psyche.

These general remarks refer to the methodology of teaching not only general psychology, but also other psychological disciplines, and they are based on the experience of teaching general psychology.

Methodological features of teaching applied psychology: developmental and educational psychology

Developmental and educational psychology

These two applied branches of psychology, if considered together as a single academic discipline, represent the application of general psychological theory to explain age-related development in childhood (this is the most studied period of a person’s life) and the psychological conditions for the effectiveness of training and education of a person.

The study of these sciences is of practical importance for students, teachers and parents, any adult.

A student of any professional orientation needs to learn how to use knowledge in this area in future practical activities in order to understand the psychological characteristics of people of different ages and influence them when organizing play and learning activities, as well as developing the best personality traits in activity.

The assimilation of the laws of age-related mental development of a person in ontogenesis allows the teacher to purposefully build pedagogical work on the formation (education and education) of schoolchildren, transfer it to the rails of science, and turn a largely spontaneous process into a controlled one. This knowledge is necessary for any parent.

Let's briefly dwell on methodological features of the teacher teaching developmental and educational psychology.

These two branches of psychology may represent one or two independent academic subjects. Teaching methodology depends on whether they are taught as one academic subject or as two different ones. For the psychological faculties of pedagogical universities, they constitute two independent disciplines, while for others (for non-psychological faculties of pedagogical universities and for students of non-pedagogical universities), developmental and pedagogical psychology is usually taught as a single discipline. And what should be the methodology of teaching, it becomes clear when the content of these branches of psychological science is disclosed.

Age psychology as an independent branch of psychological science studies the age dynamics of the human psyche. As stated in the Concise Psychological Dictionary (1985), “actually coincides with the content of educational psychology; in their historical development they are practically inseparable from each other.

Let's use the definitions given there. "Age psychology is a branch of psychological science that studies the regularities of the stages of mental development and personality formation throughout a person's ontogeny from birth to old age." In this definition, there is no limitation to the psychology of only childhood ages.

"Pedagogical psychology is a branch of psychology that studies the psychological problems of education and upbringing."

If it is taught as a single academic discipline with developmental psychology, then the methodology is based on showing the relationship between the process of education and upbringing and the process of development of the psyche. Then the development of the psyche in childhood will be presented as the psychological basis for organizing the educational activities of students, setting up developmental education, which has an educational effect on the personality, developing it in intellectual and moral terms.

Methodological features of teaching applied psychology: social psychology, medical psychology, legal psychology

Social Psychology

The method of teaching social psychology cannot fail to take into account the relative youth of this science. The first mention of it dates back to the beginning of our century, when the first attempts to create a socio-psychological theory were made by representatives of the psychological school in sociology (G. Tarde, G. Le Bon, W. MacDougall, S. Siegele, E. Durkheim). And the 1908 book by McDougall (an English psychologist who later worked in the United States) "Introduction to Social Psychology" was the first publication on social psychology. Therefore, sometimes this date (1908) is considered the beginning of the history of social psychology. In an attempt to find some universal laws to explain social phenomena (for example, the origins of solidarity and cohesion of people), scientists studied the behavior of the crowd, the facts of infection, imitation and imitation, "collective representations", the laws of spiritual unity, etc. But at the same time social laws were replaced or obeyed the laws of psychology, the personality was dissolved in the human community, losing the ability to independently act and make decisions.

medical psychology

Medical psychology embodies the relationship of psychology with medicine, especially with such areas as psychiatry, neurology, and neurosurgery.

The subject of medical psychology has not yet received a clear and unambiguous definition. Some believe that the concepts of "medical psychology" and "clinical psychology" are identical. Others see the difference in them and breed them (see: Karvasarsky B.D. Medical psychology. - L., 1982; Psychological dictionary. - M., 1996). The list of scientific disciplines included in the "State Educational Standard for Higher Professional Education" includes an academic discipline called "Clinical Psychology" (150 hours), but there is no subject called "Medical Psychology" in this list. However, there is such a branch of knowledge, and students of the psychological specialty are already practically studying it. As for clinical psychology, then, judging by its content, disclosed in the state standard of education, it should be studied by medical students, and not by psychologists, because the latter, according to the profile of their work, do not deal with patients who are on inpatient treatment (in a clinic, hospital).

We will proceed from the understanding that medical psychology is an independent academic discipline, and its content is not identical to the content of clinical psychology.

However, various authors, who recognize it as an independent scientific branch, define the subject of medical psychology in different ways.

The subject of medical psychology as an applied branch of psychological science, psychological influences that have a traumatic or healing effect on a person can be considered, i.e., psychotraumatic and psychotherapeutic factors.

The theoretical content of medical psychology consists of those branches of psychological science that study abnormal states of the psyche (pathopsychology, neuropsychology, special psychology), as well as some branches of medicine (psychiatry, neurology and neurosurgery) that study the psychosomatic manifestations of various diseases, the psychological consequences of injuries and painful lesions of the structure brain, the healing effect of psychological influences on the patient.

The applied aspect of medical psychology is the use of scientific psychological and medical knowledge for the diagnosis, treatment and prevention (prophylaxis) of diseases of a neuropsychic nature.

Main sections of medical psychology are: psychotherapy, psychopharmacology, psychoprophylaxis, psychocorrection, psychohygiene, and psychotoxicology.

Legal (legal) psychology

legal psychology- a science that studies the phenomena and patterns of people's mental life associated with the application of legal norms and participation in legal activities. In other words, it is the science of the psychology of law enforcement and its subjects, i.e. law enforcement officers 1 . Legal psychology in the system of public education is studied in law schools and law faculties of universities. It is also taught in higher educational institutions of the law enforcement system, economic and management educational institutions. Legal scientists see the purpose of teaching this subject to law students in the formation of a psychological culture of a lawyer, which increases the efficiency of legal activity, contributes to its humanization.

The course of legal psychology is also taught in some humanitarian universities that are not part of the public education system: students specializing in practical psychology for work in the field of social protection, industrial pedagogy, business (management and marketing). Moreover, here its study is based on general psychology and other branches of psychological science, which are also taught in these universities, and a particularly large set of psychological disciplines, of course, in future professional psychologists. Therefore, the curriculum of a legal psychology course for psychology students does not include general psychological questions, while for students of other, non-psychological specialties, they make up about half of the content of the subject.

Methodological techniques for ensuring the effectiveness of current pedagogical control

Current pedagogical control can be called all the everyday actions of the teacher, when he, on the basis of the information received through the feedback channels, makes certain adjustments to the educational process.

These can be corrective actions of the teacher during the lecture based on any signals from the audience, starting with one or another, even the slightest, degree of decline in her attention to the lecture being presented and ending with students defiantly ignoring the lecturer's speech. It is clear that in such a situation the lecturer will have to immediately introduce something new into the content of the lecture or change the manner of its presentation, although it may not be possible to immediately establish the true reason for the audience's inattention.

The teacher, of course, exercises control over the degree of assimilation of educational material by students in various group classes. In laboratory and practical classes (including workshops), he seeks to identify the causes of ignorance or inability, and in the same lesson eliminates the existing shortcomings in the assimilation of the material. This can be done both by additional clarifications of the incomprehensible, and by the practical development of the necessary actions for the real application of theoretical knowledge by solving some additional learning tasks under the direct supervision of the teacher. At seminars, discussions and other group sessions conducted by interactive methods, where various forms of dialogue and discussion (business game, round table, brainstorming, etc.) are an obligatory element of educational activities, the teacher makes adjustments in the course of the collective discussion.

Group lessons allow you to control the overall level and progress of mastering the program material by students, identify the most difficult problems for mastering, so that in subsequent classes, including lectures and when organizing independent work of students, make certain adjustments of a fundamental nature, take such measures that may require the teacher to make efforts that go beyond the limits of this particular lesson.

The forms of current pedagogical control also include some types of students' written work.

Deficiencies in the assimilation of the material, erroneous judgments or a general lack of assimilation of some questions of theory, etc., discovered with the help of written works and their group discussion at the seminar, are taken into account by the teacher for corrective work. And in subsequent classes, he has to conduct additional explanations or repeat practical written work on other factual material.

Psychological education in the work of a psychology teacher

Forms and methods of psychological education

One of the most important functions of a psychologist is the psychological education of the population.

The main goals of psychological education are: acquaintance of the population with the basics of personality psychology, communication, activity, self-education and self-education; popularization, explanation of the results of new psychological research, especially in the field of training and education;

the formation of the need for psychological knowledge and the intention to use them in one's life and work. Forms of education can be: popular science lectures, talks, seminars, exhibitions, meetings with professional psychologists, etc.

When conducting educational work, one should take into account some features of both the information provided and the methods of its presentation:

2) compliance of the content, forms and methods of work with the level
development, age and professional features audiences;

3) scientific, which means the impossibility of using
occult sciences, various kinds of quackery, witchcraft, etc.;

4) the practical necessity and expediency of the information provided.

The most promising is to work with schoolchildren, their parents, teachers, as well as business leaders, salespeople, managers and other categories.

Let's stop at work with parents, schoolchildren, teachers. This category of the population is most in need of psychological education.

Working with parents

Purpose of education:

To give knowledge about the psychological laws of development and formation of the child's personality and the consideration of these laws in the process of education;

teach to understand the child and get along with him; Encourage parents to be attentive to children and engage in them.

It is advisable to plan the topics of the lecture hall in accordance with the age of the children. General lectures are less effective. It is useful to conduct a preliminary survey of parents. A list of topics is being compiled. This list is presented to parents at a parent-teacher meeting with a request to mark the topics that are most interesting to them. The selected topics will become the basis of the lecture hall. Working with teachers

Psychological lecture. This form of psychological education is very productive for the teacher audience, because, due to the heavy workload, teachers cannot allocate sufficient time for reading and in-depth analysis of new psychological literature.

Educational work with students

Work with students includes various kinds of electives, lectures, evenings with psychological themes, KVN, scientific and practical conferences, wall printing, etc. These forms will be discussed in more detail in the next lecture.

Scientific and methodological support for the study of psychological disciplines in the conditions of university education based on the use of information technologies

One of the most important problems of introducing information technologies into the learning process and scientific research in the humanities is the lack of equipment with computer curricula of various technologies, electronic textbooks, instrumental software, and pedagogical knowledge bases.

The problems of informatization of education attract close attention, since they largely determine not only the future of education and information technology, but also the global prospects for the development of human civilization.

The transition to a multi-level system of training specialists at the university required a significant revision of the methodological system of teaching the humanities. It became necessary to develop educational, methodological and didactic materials on the content of academic disciplines of educational and professional programs of basic higher education of the state general educational standard, elective courses. increased specific gravity time for independent work, which led to the need to develop a methodological system for conducting independent and individual work based on the use of appropriate information technology tools that allow individualization and differentiation of training.

The success of the informatization of society and education is impossible without the necessary level of information culture both on the scale of society and a single individual. Approaches to the formation of information culture of specialists different profile should be of a differentiated nature with the allocation of a mandatory core associated with the socio-cultural aspects of informatization of society. The main trend that can be seen in the dynamics of the formation of information culture is associated with its fundamental nature and multidimensionality, not only as a phenomenon due to the conditions of the scientific and technological revolution, electronic means of processing, storing and transmitting social informatization, but primarily as an activity infrastructure that permeates all historical eras and civilizations, all spheres of human activity and all stages of development of the individual as a social being and personality.

Multimedia technologies in teaching psychology

The literal translation of the word multimedia is not too euphonious - multi-environment or many environments. The medium here refers to sound, video, text and any other data. Multimedia is understood as a complex and software tools that allow you to use Personal Computer to work not only with text, but also with sound, graphics, animation, and video.

Multimedia allows you to use the computer in a new way, turning it, for example, into a convenient tool for working with huge databases containing not only text data, but also sound, high-quality images and videos.

It should be noted that the level and quality of work with the corresponding software products depend on the fulfillment of very high requirements for speed and memory size of the computer, sound characteristics and the availability of additional equipment, in particular CD-ROM. Multimedia programs are a science-intensive and very expensive product, since for their development it is necessary to combine the efforts of not only subject matter experts, teachers, psychologists and programmers, but also artists, sound engineers, screenwriters, editors and other professionals.

1. Subject, goals and objectives of the course "Methods of teaching psychology"

Psychology is taught in almost all universities, colleges, gymnasiums, teacher training schools , as well as in the system of training and retraining of personnel, at the faculties of advanced training, in the system of postgraduate education.

Despite significant differences in the volume and depth of the courses studied, in the specific focus of their content for the training of various specialists, all teachers of psychology need one thing - possession of the methodology of its teaching.

The methodology of teaching psychology is a branch of pedagogical science that studies the patterns of teaching psychology. This is the science of how to interest learning, captivate with it and teach to learn independently and creatively.

The goals of teaching psychology are determined by the peculiarities of its content as a humanitarian discipline (Lyaudis V.Ya.). Humanitarian knowledge is a special type of scientific knowledge. In the center of humanitarian knowledge is not a thing, but a person, the subject-subject relationship. The thing is exhausted to the end by the act of knowing the subject. Personality as a knowable does not require the "accuracy" of knowledge, but the depth of "penetration". Cognition-penetration is always a two-way act. The essence of the cognizing subject and the cognized subject is in dialogue (to a certain extent of penetration, mutual conjugation of the cognizer and the cognized).

The general goal of studying psychology is to develop the ability of students to think psychologically, to apply their psychological knowledge for the scientific explanation of the facts and phenomena of the psyche, as well as for the transformation of the human psyche in the interests of developing his personality: - training and education, team building, psychological correction of deviant behavior, psychotherapeutic treatment of neuropsychological disorders, etc.

Due to different professional orientations (namely, if we take a large group of non-psychological specialties), the goal of studying psychology can be defined as follows: any specialist needs psychological knowledge for psychological literacy (for mutual understanding, training, guidance), as well as for regulating their own inner world . In other words, the training of psychology is aimed: firstly, at mastering the ways of understanding and transforming the conditions that determine the way of thinking and acting of other people and, secondly, at transforming the conditions of one’s own life and consciousness.

For psychologists, teachers, the goal of studying psychology is:

1) learn to think psychologically: analyze, evaluate and explain mental phenomena,

2) master psychotechnical techniques and methods of applying scientific provisions to a positive change in the human psyche. It should be emphasized that the effectiveness of teaching methods depends on a clear awareness of the purpose of teaching and the subordination of the entire set of methodological techniques to it.

Course objectives:

1. Introduce trainees to two various types organization of management of the educational process:

- traditional,

- innovative.

2. Help to realize that the methodology of teaching psychology is not the sum (set) of rigid and invariably mandatory rules and technologies.

For a long period of time, the technique that reduced the training of a specialist to memorizing the knowledge that constitutes the content of the academic discipline was prevailing. Such a technique was poorly oriented towards the development of a personality capable of not only assimilating ready-made knowledge, but also creatively processing it. In recent years, the emphasis has changed from what is assimilated in teaching (a system of knowledge) to the primacy of the individual, its value orientations, meanings, motives in the organization of all stages and forms of education. The teacher under these conditions acts as an organizer of the learning activities of students, and not a simple transmitter of the amount of knowledge. Teaching methods that provide such learning activities are called active learning methods.

So, the main objective of this course is to reveal both traditional and innovative (active) teaching methods and analyze the possibilities of their use in teaching psychology.

A psychology teacher needs to have a good command of teaching methods in order to fulfill the tasks facing him. Methods of teaching psychology: firstly, it analyzes individual methods and methods of teaching, secondly, it helps the teacher to highlight the most significant, psychologically and pedagogically significant in the content of the subject, thirdly, it helps to choose the most convincing moments from the whole variety of psychological facts.

We have to consider methodological techniques that increase the effectiveness of teaching psychology, namely: the use of visibility, problem solving, organization of independent work, etc.

Learning theory is a section of educational psychology that theoretically and experimentally studies the psychological conditions for the effectiveness of interaction between a teacher and a student (student). The theory of learning refers mainly to the activities of the teacher. However, it does not come down to the teacher's explanation of the subject as the optimal presentation of educational material.

The psychological theory of learning in domestic psychology began to be developed in the early 1930s and was first formulated by L.S. Vygotsky as the problem of the relationship between learning and development, where the leading role was recognized for learning. Education must go ahead of development, lead it. The concept of "zone of proximal development" reveals this theoretical position: a child, learning with the help of an adult, begins to do what he could not do on his own before, i.e. his mental development takes a step forward through training. Those opportunities and abilities that the child has at the time of learning, L.S. Vygotsky calls the "zone of actual development". The ability to adequately perceive the help of an adult, which determines the measure of this help, is an indicator of the child's potential for learning.

The theory of learning in our country developed in close connection with the doctrine of the laws and regularities of the development of the psyche and now stands as a unified theory of learning and development.

Learning and development are closely linked. “Development is possible only if there is learning and learning, and only as long as a person is learning at least something, he develops. There is no development outside of teaching, teaching (and, consequently, teaching) is a form of development. (Galperin P.Ya., Elkonin D.B.)

Of course, learning and development are not the same. Learning is the interaction of a teacher with a student, and development means a significant change only in those who are engaged in learning activities.

At the center of all research for a long period was the question of the conditions for the effectiveness of the assimilation of knowledge in the learning process. At the same time, the connection between learning and development was studied with unequal intensity, since it was, as it were, a particular moment in the study of the assimilation of knowledge. P.P. Blonsky suggested that the mastery of knowledge, on the one hand, is a condition for the development of thinking, and on the other hand, there can be no assimilation of knowledge outside the thought process. D.B. Elkonin and V.V. Davydov achieved the developmental effect of learning through changing the content of education and attached decisive importance to the assimilation of theoretical knowledge as a condition for the development of theoretical thinking. Others achieved the developmental effect of learning by improving teaching methods (L.V. Zankov, B.G. Ananiev, A.A. Lyublinskaya), changing the ways of mental activity of students (N.A. Menchinskaya, D.N. Bogoyavlensky, etc.) . The impact on the intellectual development of students of methods based on the theory of the gradual formation of mental actions was studied by P.Ya. Galperin, N.F. Talyzin. The theory of problem learning was developed by T.V. Kudryavtsev, A.M. Matyushkin.

Although there was no unified, holistic theory of learning in Russian psychology, a large amount of research material was accumulated. This allowed in the 60s D.B. Elkonin, V.V. Davydov, L.V. Zankov, Sh.A. Amonashvili and others to start a long-term and large-scale theoretical and experimental psychological and pedagogical study of the problems of developmental education in the field of primary and secondary education.

The studies made it possible to experimentally confirm the theoretical position of L.S. Vygotsky about the leading role of education in the mental development of children and to develop a holistic theory of developmental education, now known as the “Elkonin-Davydov developmental education system”.

According to this theory, in the primary grades of the school, the content of developmental education is theoretical knowledge, the method is the organization of joint educational activities. junior schoolchildren(first of all, this refers to the organization of their solution of educational problems), and the product of such training is the development of the main psychological neoplasms inherent in primary school age. Thousands of teachers are now working according to the Elkonin-Davydov system. A specially conducted psychological and pedagogical examination showed the high effectiveness of teaching classes trained according to the system of developmental education.

So far, educational psychology has at its disposal experimental data on the experience and results of developmental education, which relate mainly to primary education. It seems, however, that the main components of the theory of developmental education (the content of education is theoretical knowledge, the method is the organization of joint activities, the product is the main psychological neoplasms) are quite suitable for both secondary and higher education. Teachers of psychology should also make a significant contribution to the development of learning theory.

It should be recognized that the concept of "theory of learning" in Russian psychology has now taken shape as the concept of the theory of developmental learning, which is fundamentally different from concepts that consider development either in isolation from learning, or reduce it to it.

Known are the views of J. Piaget, who believed that the development of the psyche proceeds gradually, as the age-related biological development of the child's body, and intellectual capabilities correspond to the level of the actual age-related development of the psyche. Education (its success) depends on the natural level of child development. J. Piaget's point of view can be interpreted as "parallelistic", when the processes of development and learning are considered as independent of each other. He explains the inability of the child to solve this or that intellectual problem by the insufficiency of the level of development of thinking at a given age (although, perhaps, the child lacks some of the knowledge that education can give). So, J. Piaget considers development in isolation from learning.

Another point of view (E. Thorndike and his followers) identifies development with learning. They argue that learning and learning are what others call mental development, that is, development equals learning. According to the theory of developing education, development is not a simple addition of knowledge and skills, but a special process of changing the whole personality. True, it happens thanks to this "addition".

The main provisions of the theory of developmental learning:

1. Personal development does not occur spontaneously, but under the influence of teaching.

2. Training goes ahead of development, leads it along.

3. Ineffective is the teaching that relies only on the current level of development of students.

4. Methods and techniques of teaching should focus on the overall mental (psychological) development of the individual

5. Only properly organized training gives a developing effect. Therefore, the scientific organization of education based on the psychological theory of developmental education is the main task of the methodology of teaching psychology.

A list of questions

1. Subject, objectives of the course "Teaching psychology in higher education". Modern requirements and modern guidelines for the formation of a specialist in higher education.
2. The concept of "learning activity" and its components. Teaching methods at the university.
3. Specific teaching methods in teaching "Psychology" (Expression Method, Introspective Analysis Method, Reflective Training).
4. Lecture as a traditional form of teaching. Problem lecture, popular lecture.
5. Methodology for conducting and preparing seminars and practical classes.
6. Types and forms of knowledge control in the process of training psychologists. Control as a learning action of a student.
7. The structure of self-study in the process of studying psychology. Working with a textbook and studying scientific literature on psychology.
8. General characteristics of the activity of a university teacher. Characteristics of the personality of the teacher.

1. Subject, goals of the course "Teaching psychology in higher education." Modern requirements and modern guidelines for the formation of a specialist in higher education.
The general goal of studying psychology is to develop the ability of students to think psychologically, to apply their psychological knowledge for the scientific explanation of the facts and phenomena of the psyche, as well as for the transformation of the human psyche in the interests of developing his personality: - training and education, team building, psychological correction of deviant behavior, psychotherapeutic treatment of neuropsychological disorders, etc.
Due to different professional orientations (namely, if we take a large group of non-psychological specialties), the goal of studying psychology can be defined as follows: any specialist needs psychological knowledge for psychological literacy (for mutual understanding, training, guidance), as well as for regulating their own inner world . In other words, the training of psychology is aimed: firstly, at mastering the ways of understanding and transforming the conditions that determine the way of thinking and acting of other people and, secondly, at transforming the conditions of one’s own life and consciousness.
For psychologists, teachers, the goal of studying psychology is:

1. Learn to think psychologically: analyze, evaluate and explain mental phenomena,
2. Master psychotechnical techniques and methods of applying scientific provisions to a positive change in the human psyche. It should be emphasized that the effectiveness of teaching methods depends on a clear awareness of the purpose of teaching and the subordination of the entire set of methodological techniques to it.

Course objectives:

1. To acquaint trainees with two different types of organization of management of the educational process:
   • traditional,
   • Innovative.
2. Help to realize that the methodology of teaching psychology is not the sum (set) of rigid and invariably binding rules and technologies.

For a long period of time, the technique that reduced the training of a specialist to memorizing the knowledge that constitutes the content of the academic discipline was prevailing. Such a technique was poorly oriented towards the development of a personality capable of not only assimilating ready-made knowledge, but also creatively processing it. In recent years, the emphasis has changed from what is assimilated in teaching (a system of knowledge) to the primacy of the individual, its value orientations, meanings, motives in the organization of all stages and forms of education. The teacher under these conditions acts as an organizer of the learning activities of students, and not a simple transmitter of the amount of knowledge. Teaching methods that provide such learning activities are called active learning methods.
So, the main objective of this course is to reveal both traditional and innovative (active) teaching methods and analyze the possibilities of their use in teaching psychology.
A psychology teacher needs to have a good command of teaching methods in order to fulfill the tasks facing him. Methods of teaching psychology: firstly, it analyzes individual methods and methods of teaching, secondly, it helps the teacher to highlight the most significant, psychologically and pedagogically significant in the content of the subject, thirdly, it helps to choose the most convincing moments from the whole variety of psychological facts.
Basic requirements for teaching psychology
The scientific provisions presented in psychology lessons should not be declared and taken on faith, without reasoning (passively).
A psychology teacher, having sufficient factual material, should select such facts of experimental psychological research that would convincingly prove the correctness of the theoretical provisions presented, and contribute to a deeper understanding of the laws of the human psyche by students.
A psychology teacher should strive to ensure that the psychological knowledge acquired by students does not remain abstract and formal, but turns into convictions. One of the conditions for such a transformation is the refraction of the acquired knowledge through one's own experience, independent thinking, experiencing the cognizable and determining one's attitude to it. That is why the independent work of students is so important, aimed at accumulating facts about human mental activity, explaining and analyzing it.
Very important in the process of teaching psychology is the pronounced emotional attitude of the teacher himself to psychological knowledge, his conviction in the truth of the stated theoretical positions. This attitude of the teacher arouses students' interest in the subject, the desire to acquire theoretical knowledge, deepen and expand it independently.
It is very important that the teacher has a good knowledge of the current state of science and is aware of ongoing psychological research. So that he can answer questions that students have.
An important requirement is the focus of the psychology course on the study of personality. All mental phenomena are considered as manifestations of a holistic personality in the process of its formation. Psychology reveals the complexity of the inner world of a person, reveals the conditions for the formation of character, abilities, emotional-volitional sphere. From the psychology course, students learn about the diversity of human characters, how important it is for a teacher to know the personality traits of each student, his interests, inclinations, in order to properly influence him.
The next requirement is the development of students' self-awareness in the process of studying psychology. Based on the interest of students in the inner world of a person, a psychology teacher helps them to realize the responsibility to society for the formation of qualities and abilities that are of social value, sets them the task of self-education.
Questions of self-education are closely related to the formation of the professional orientation of students (which means interest in their future profession - teacher, educator, coach, manager, etc.). A psychology teacher teaches to observe people, teaches to analyze observations, helps to answer their questions. By analyzing the results of observations, the teacher helps students to better understand the causes of certain phenomena. For example, to understand the reasons for the inattention of children in some lessons, changes in behavior, etc.
In order to teach students to observe and comprehend their observations, the teacher himself must be able to observe, analyze, generalize psychological facts.

2. The concept of "learning activity" and its components. Teaching methods at the university.
Learning activities - this is one of the activities of schoolchildren and students, aimed at mastering by them through dialogues (polylogues) and discussions of theoretical knowledge and related skills in such areas of public consciousness as science, art, morality, law and religion ( D.B. Elkonin, V.V. Davydov)
D. B. Elkonin considered educational activity as an activity consciously directed by him to achieve the goals of education and upbringing, accepted by the student as his personal goals. D. B. Elkonin pointed out that “learning activity is, first of all, such an activity, as a result of which changes occur in the student himself. This activity is self-changing, its product is the changes that have occurred in the course of its implementation. Learning activity is a directed activity that has as its content the mastery of generalized methods of action in the field of scientific concepts.
Components.
Educational activity has an external structure, consisting of the following elements (according to B.A. Sosnovsky):

1. Learning situations and tasks - as the presence of a motive, a problem, its acceptance by students;
2. Learning activities aimed at solving relevant problems;
3. Control - as the ratio of the action and its result with given samples;
4. Evaluation - as a fixation of the quality (but not quantity) of the learning outcome, as a motivation for subsequent learning activities, work.

Each of the components of the structure of this activity has its own characteristics. At the same time, being an intellectual activity by nature, educational activity is characterized by the same structure as any other intellectual act, namely: the presence of a motive, a plan (design, program), execution (implementation) and control
The learning task acts as a specific learning task that has a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions under which the action must be carried out. According to A.N. Leontiev, a task is a goal given under certain conditions. As the learning tasks are completed, the student himself changes. Learning activity can be represented as a system of learning tasks that are given in certain learning situations and involve certain learning activities.
The learning task acts as a complex system of information about some object, a process in which only part of the information is clearly defined, and the rest is unknown, which needs to be found using existing knowledge and solution algorithms, combined with independent guesses and the search for optimal solutions.
In the general structure of educational activity, a significant place is given to the actions of control (self-control) and evaluation (self-assessment). This is due to the fact that any other educational action becomes arbitrary, regulated only in the presence of monitoring and evaluation in the structure of activity.
Control involves three links: 1) a model, an image of the required, desired result of an action; 2) the process of comparing this image and the real action; and 3) making a decision to continue or correct the action. These three links represent the structure of the subject's internal control over its implementation.
P.P. Blonsky outlined four stages of the manifestation of self-control in relation to the assimilation of material. The first stage is characterized by the absence of any self-control. The student at this stage has not mastered the material and, accordingly, cannot control anything. The second stage is complete self-control. At this stage, the student checks the completeness and correctness of the reproduction of the learned material. The third stage is characterized as the stage of selective self-control, in which the student controls, checks only the main points on the questions. At the fourth stage, there is no visible self-control, it is carried out, as it were, on the basis of past experience, on the basis of some minor details, signs.
In learning activities there are many psychological components:

• Motive (external or internal), corresponding desire, interest, positive attitude towards learning;
• Meaningfulness of activity, attention, consciousness, emotionality, manifestation of volitional qualities;
• Orientation and activity of activity, a variety of types and forms of activity: perception and observation as work with sensually presented material; thinking as an active processing of the material, its understanding and assimilation (various elements of the imagination are also present here); the work of memory as a systemic process, consisting of memorization, preservation and reproduction of material, as a process inseparable from thinking;
• Practical use of the acquired knowledge and skills in subsequent activities, their clarification and adjustment.

Teaching methods at the university
Teaching method- the process of interaction between teachers and students, as a result of which there is a transfer and assimilation of knowledge, skills and abilities provided for by the content of training.
Reception of training (training reception)- short-term interaction between the teacher and students, aimed at the transfer and assimilation of specific knowledge, skills, skills. According to the established tradition in domestic pedagogy, teaching methods are divided into three groups:

1. Organization Methods and implementation of educational and cognitive activities:

• • Verbal, visual, practical (According to the source of the presentation of educational material).
  • Reproductive explanatory-illustrative, search, research, problematic, etc. (according to the nature of educational and cognitive activity).
  • Inductive and deductive (according to the logic of presentation and perception of educational material);

1. Control methods for the effectiveness of educational and cognitive activities: Oral, written checks and self-checks of the effectiveness of mastering knowledge, skills and abilities;
2. Incentive methods educational and cognitive activity: Certain encouragement in the formation of motivation, a sense of responsibility, obligations, interests in mastering knowledge, skills and abilities.

In the practice of teaching, there are other approaches to the definition of teaching methods, which are based on the degree of awareness of the perception of educational material: passive, active, interactive, heuristic and others.

Passive Method(Scheme 1) is a form of interaction between students and a teacher, in which the teacher is the main character and manager of the lesson, and students act as passive listeners, subject to the teacher's directives. Communication between the teacher and students is carried out through surveys, independent, tests, tests, etc. Lecture is the most common type of passive lesson.
active method- this is a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson and the students here are not passive listeners, but active participants in the lesson. If in a passive lesson the teacher was the main actor and manager of the lesson, then here the teacher and students are on an equal footing. If passive methods implied an authoritarian style of interaction, then active methods more suggest a democratic style. Many between active and interactive methods put an equal sign, however, despite the generality, they have differences. Interactive methods can be seen as the most modern form of active methods.
There are classifications based on the following features:

• Sources of knowledge (verbal, visual, practical methods training);
• Methods of logic (analytical-synthetic, inductive, deductive teaching methods);
• Type of training (explanatory-illustrative, problem-developing teaching methods);
• The level of cognitive independence of students (reproductive, productive, heuristic teaching methods);
• The level of problematicity (demonstrative, monologue, dialogic, heuristic, research, algorithmic, programmed teaching methods);
• Didactic goals and functions (methods of stimulation, organization and control);
• Type of activity of the teacher (methods of presentation and methods of organizing independent learning activities), etc.

Despite the variety of approaches to the classification of teaching methods, each of them is most effective under certain conditions for organizing the learning process, while performing certain didactic functions.
Consider the classification of active learning methods for the university proposed by Smolkin A.M. He distinguishes between simulation methods of active learning, i.e. forms of conducting classes in which educational and cognitive activity is built on the imitation of professional activity. All the rest are non-imitation, these are all ways of enhancing cognitive activity in lectures.
Simulation methods are divided into gaming and non-gaming. Gaming includes conducting business games, game design, etc., and non-gaming - analysis of specific situations, solving situational problems, and others.
interactive method- a method of interaction, being in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on a wider interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The place of the teacher in interactive classes is reduced to the direction of students' activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually, these are interactive exercises and assignments during which students study the material). Therefore, the main components of interactive lessons are interactive exercises and tasks that are performed by students. An important difference between interactive exercises and tasks from the usual ones is that by doing them, students not only and not so much reinforce the already studied material, but learn new ones.
Interactive methods include:

• Creative tasks;
• Work in small groups;
• Educational games (role-playing games, simulations, business games and educational games);
• Use of public resources (invitation of a specialist, excursions);
• Social projects and other extracurricular teaching methods (social projects, competitions, radio and newspapers, films, performances, exhibitions, performances, songs and fairy tales);
• Warm-ups;
• Study and consolidation of new material (interactive lecture, work with visual aids, video and audio materials, “student as a teacher”, “everyone teaches everyone”, mosaic (openwork saw), use of questions, Socratic dialogue);
• Discussion of complex and controversial issues and problems (“Take a position (scale of opinions)”, POPS formula (position - justification - example - consequence), projective techniques, “One - together - all together”, “Change position”, “Carousel ”, “Discussion in the style of a television talk show”, debates, symposium);
• Problem solving (Decision Tree, Brainstorming, Case Analysis, Negotiation and Mediation, Ladders and Snakes).

3. Specific teaching methods in teaching "Psychology" (Expression Method, Introspective Analysis Method, Reflective Training).
"Method" in translation from ancient Greek means a way, a way of cognitive and practical activity, if the goal is not achieved, then the method was inadequate to the goal. training as the most complex view activity has a system of methods that are determined by the goals and objectives of education and are determined by the content of education, the specifics of the subject, the nature of the educational material and are associated with the methods of science itself.
M.V. Popova (like Doctor of Psychology) in her work “Psychology as a subject at school” identifies the following methods of teaching psychology:
Methods of verbal teaching - the most common, oral presentation is a powerful tool that guides the cognitive and practical activities of the student, highlights: story, conversation, explanation.
Problem-Based Learning Method - setting and solving educational problems through the creation of problem situations, the sign of which is experience, and the content is a contradiction.
Immersion method is used due to the fact that some psychological concepts are difficult to express theoretically (“motivation”, “reflection”), they must be built up as you progress in the educational material, they are called, but not defined, when the student has a need to formulate it, it can be reveal and define.
Project method used for research skills, the essence is building a student's personal development program based on a personally significant interest. The task “Write an essay on the topic “The Most-Most”, after that the teacher discovers a personally significant interest and enters into a personal conversation with them, continuing the composition.
Observation method allows you to purposefully perceive mental phenomena and collect information.
Methods of experimental and differential psychology - the key to self-knowledge, as they contribute to the development of systematic scientific thinking and have a personally significant color (study of individual characteristics of memory, personal properties, etc.)
Active group methods of social training:

• Debating Methods (discussion of conflicts, analysis of the situation of moral choice)
• Game Methods - didactic (behavioral learning, intonation-speech and video training), creative games (game psychotherapy, psychodramatic correction, transactional method of understanding communicative behavior). Two types of games: operational (business game) and role-playing (with elements of dramatization, imitation of reality). Operational games have a scenario, a solution algorithm and a result.
• Sensitive Training (training of self-understanding, interpersonal sensitivity and empathy).

through literary, scientific, artistic and other types of creativity.
Methods of mental self-regulation and training of mental functions - autogenic training, psychophysical gymnastics, methods of emotional unloading.
expression method includes movement, drawing, music - this is the development of subjective creativity in a way. Techniques of the method - drawing, sculpture, modeling with paper, paints, wood, stone, painting pictures and works, expressive movements of the body.
Reading aloud method - joint reading aloud of philosophical or psychological works, fairy tales that allow you to make big figurative generalizations, parables in which there is a problem of moral choice, myths, science fiction with intellectual problems, puzzles and riddles.
Method of introspective analysis helps the student to comprehend his manifestations in life as a state of his own "I": his own activities, actions, behavior, the nature of relationships with people, etc. The exercises are games such as Walt Disney Room, which can be played individually or in a group. Its essence.

• Mentally divide the space into 4 circles. Enter the circle of the Dreamer and imagine the most fantastic solution to the problem, consider how you will feel when the problem is solved in this way. When the image is created, go to the "Observer" space.
• This is a space where you imagine what you are doing, how you look in the place of the "Dreamer", establish your attitude towards the "Dreamer" - do you like him, what is he like?
• Now enter the circle of the "Realist", along with the dream that the "Dreamer" had. How will the "Realist" look at her? Does it need to be changed in something? Is there a connection between dream and reality? When your idea is fully formed, go to the "Observer" circle and tell the dreamer about it on behalf of the "Observer".
• Now enter the circle of "Criticism", criticize the shortcomings of the dream you created, offer constructive methods to eliminate them. Is the scope too wide? Is the approach too narrow? Move to the position of the "Observer" and convey the thoughts of the "Critic" to the "Dreamer".
• Enter the circle of the Dreamer again. Change your way of solving the problem in connection with the messages from the "Critic" and "Realist" and repeat steps 2,3,4 again until your dream is acceptable from all positions.
• Connect all the roles together by going through the spaces of the "Dreamer", "Critic", "Realist", bypassing the position of the "Observer".
• Imagine yourself in the future in a situation that will require the solution of this problem. Are you satisfied with your abilities? Do you now have an acceptable project?

Working with the method begins with the appeal: “Listen to yourself!” (“Feel your space!”). At the preparatory stage (from the first lesson) it is useful to write creative works on the topics: What am I?, Me and my friends, My beloved... The first stage is an introspective analysis of the current moral and psychological state. It is recommended to ask yourself questions several times a day: “Was I honest with myself (friend, parents)?” etc. For homework questions-exercises are offered, allowing you to find your something (attitude, assessment, experience) and analyze its quality. Questions can be general and specific, regarding a specific situation (conflict, attitude towards pets, politics, etc.). Useful assignments for the development of self-esteem and self-esteem, essay topics: “My successes”, “My achievements”. Work on reconciliation of the current and ideal "I": "How would I like to see myself?
Reflective training includes the performance of students with a message of their interest and an emotional analysis of it, followed by a discussion of all these performances.
Method for the development of creative well-being includes psychotechnical games, exercises for the development of voluntary regulation and skills of voluntary behavior, the development of imagination, observation.
Method of creative expression - bring each student into contact with own creativity through literary creativity (write a story on a given topic); work with creative photography (author's differences, individuality, selection of music); graphics, painting (paintings on a given topic); creative self-expression through keeping a diary (remove experiences, understand yourself).

4. Lecture as a traditional form of teaching. Problem lecture, popular lecture.
Lecture as organizational form learning is a special design of the educational process. The teacher throughout the lesson reports new educational material, and the students actively perceive. Due to the fact that the material is presented in a concentrated, logically consistent form, the lecture is the most economical way to convey educational information.
The didactic goals of the lectures are the communication of new knowledge, the systematization and generalization of the accumulated knowledge, the formation on their basis of ideological views, beliefs, worldview, the development of cognitive and professional interests. A teacher who masterfully delivers a lecture captivates the audience, actively influences their emotions, arouses interest in the subject, the desire to constantly replenish knowledge.
If the presentation of new educational material is carried out only at lectures, they are usually supplemented by seminars, taken into account - generalizing and control-accounting lessons, in which, on the basis of independent work that supplements the assimilation of educational material directly during lectures, the main issues of the topic are discussed, the correctness of students' understanding is checked educational information.
The specificity of the lectures limits the ability of the teacher to manage the cognitive activity of students: the listener is less active at a lecture than at a seminar or practical lesson; the individualization of education is difficult; limited opportunities for feedback between the teacher and students; the possibility of checking the assimilation of students' knowledge is excluded.
Depending on the didactic goals and place in the educational process, the following types of lectures are distinguished: introductory, installation, current, final, review.
The introductory lecture opens the lecture course on the subject. This lecture clearly and vividly shows the theoretical and applied significance of the subject, its connection with other subjects, its role in understanding (vision) of the world, in the training of a specialist. A lecture of this type is designed to contribute to the convincing motivation of students' independent work. During the lecture, much attention is paid to the issues of preparation for working on lecture material (its comprehension, taking notes, viewing lecture notes before other classes, working with textbook material).
The installation lecture (used, as a rule, in evening and distance learning) retains all the features of the introductory lecture, but it also has its own specifics. It introduces students to the structure of the educational material, the main provisions of the course, and also contains program material, independent study
Represents a difficulty for students (the most difficult, key issues). The introductory lecture should familiarize students in detail with the organization of independent work, with the features of performing control tasks.
The current lecture serves to systematically present the educational material of the subject. Each such lecture is devoted to a certain topic and is complete in this respect, but forms a certain integral system with others (with the previous and subsequent ones).
The final lecture completes the study of educational material. It summarizes what was learned earlier at a higher level. theoretical basis, prospects for the development of a particular branch of science are considered. Particular attention is paid to the specifics of independent work of students in the pre-examination period.
The review lecture contains brief and largely generalized information about certain homogeneous (similar in content) program issues. These lectures are used more often at the final stages of education (for example, before state exams), as well as in correspondence and evening forms of education.
Problem lecture. The activity of the problem lecture lies in the fact that the teacher at the beginning and in the course of presenting the educational material creates problem situations and involves students in their analysis. By resolving the contradictions inherent in problem situations, they can independently come to the conclusions that the teacher had to report as new knowledge. At the same time, the teacher, using certain methodological methods of including students in communication, forces them, as it were. "Nudges" them to find the right solution to the problem. At a problematic lecture, the listener is in a socially active position, especially when it comes in the form of a lively dialogue. He expresses his position, asks questions, finds answers and presents them to the judgment of the entire audience. When the audience gets used to working in dialogic positions, the efforts of the teacher pay off a hundredfold - it begins
Joint creativity. If a traditional lecture does not allow you to immediately establish the presence of feedback between the audience and the teacher, then the dialogic forms of interaction with students allow you to control such a connection.
Lecture with planned mistakes (provocation). It contains the problem, so to speak, in its purest form. A special place is occupied by the ability to quickly analyze information, navigate it and evaluate it.

5. Methodology for conducting and preparing seminars and practical classes.
Methodology for preparing and conducting seminars
The following pedagogical tasks are solved at the seminars:

• Development of creative professional thinking;
• Cognitive motivation;
• Professional use of knowledge in educational settings:
• Mastering the language of the relevant science;
• Skills of operating with formulations, concepts, definitions;
• Mastering the skills and abilities of setting and solving intellectual problems and tasks, refuting, defending one's point of view.

In addition, during the seminar, the teacher solves such private tasks as:

• Repetition and consolidation of knowledge
• The control
• Pedagogical communication

A feature of the seminar is the possibility of equal and active participation of each student in the discussion of the issues under consideration.
According to its purpose, a seminar session, during which one or another scientific problem is discussed, contributes to:

• In-depth study of a certain section of the discipline, consolidation of knowledge;
• Development of methodology and methodological methods of cognition;
• Development of analytical abilities, the ability to generalize and formulate conclusions;
• Acquisition of skills to use scientific knowledge in practical activities;
• Developing the ability to concisely, reasoned and clear arguments;
• The teacher's control over the course of training.

There are three types of seminars:

• Proseminar- This is a lesson that prepares for the seminar, carried out in the first courses.
• Seminar

2.1. a seminar that has as its main purpose an in-depth study of a certain systematic course and is thematically strongly connected with it;
2.2. a seminar intended for a thorough study of some of the most important and methodologically typical topics of the course or even one topic a research-type seminar with a theme;
2.3. a research-type seminar with themes on individual particular problems of science for their in-depth development.
Special Seminar- a research-type seminar on certain particular problems of science to deepen their development.
In seminars, it is preferable to discuss:

• Key topics of the course, the assimilation of which determines the quality of professional training
• Questions that are most difficult to understand and assimilate. Their discussion should be carried out in a collaborative environment that ensures the active participation of everyone.

In the practice of seminars in universities, a number of forms can be distinguished:

• A detailed conversation - involves preparing students for each issue of the lesson plan with a single list of recommended mandatory and additional literature for all.
• Students' speeches (at their request or at the teacher's call) with further discussion of their reports and abstracts Reports are prepared by students on a pre-proposed topic, in addition to the general goals of the educational process, they pursue the task of instilling in students the skills of scientific, creative work, instilling in them independent thinking, a taste for search for new ideas and facts, examples.
• Seminar-discussion. A discussion seminar in a group or on a stream has a number of advantages. A dispute as an element of a regular seminar can be called by the teacher during the lesson or planned in advance by him. Controversy arises occasionally and spontaneously. In the course of the controversy, students develop resourcefulness, speed of mental reaction.
• A seminar - a press conference - is one of the varieties of the reporting system. On all points of the seminar plan, the teacher instructs the students (one or more) to prepare short reports.
• Commented reading. Commented reading of primary sources at the seminar aims to promote more meaningful and thorough work of students on the recommended literature. Most often it is only an element of a regular seminar in the form of a detailed conversation and lasts only 15-20 minutes. Commented reading allows students to learn to better understand the sources. Commenting can be singled out as an independent item of the seminar plan.
• Exercises for independence of thinking, written (control) work. Exercises for independent thinking are usually included as one of the elements in a detailed conversation or discussion of reports. The leader of the seminar chooses several statements by prominent thinkers that are directly related to the topic of the lesson, and, depending on the situation, without naming the authors of these statements, invites students to analyze the latter.
• Seminar-colloquium. Colloquia-interviews of the teacher with students are usually held to clarify knowledge on a particular topic of the course, to deepen them. Often they are organized during additional hours for students who have not shown activity at the seminars. More often, colloquia are held during seminar hours.

One of the tasks of the seminars is the assimilation by students of the basic concepts. In mastering them, it is very effective to conduct written and oral conceptual dictations, for example:

• Express survey- a proposal to reveal the named concepts;
• Poll-inversion(unlike the task to explain the meaning of the term, the teacher asks to suggest options for its use. This technique contributes not only to “recognition” of the term, but also introduces it into the student’s active dictionary);
• Personalia Dictation- consolidates knowledge of the names of scientists in connection with their teachings;
• Dictation comparison- allows you to conduct a comparative and comparative analysis of educational material;
• Dictation test;
• Combined dictation;
• Conceptual dictation.

The student's erudition is most fully revealed when using a combined conceptual dictation.
Possession of the conceptual apparatus is a necessary condition for mastering the subject.
The seminar allows you to use all the variety of available methodological means to enhance the study of the discipline.
The plan of the seminar:
Introductory part.

• Designation of the topic and plan of the seminar.
• Preliminary determination of the level of readiness for classes.
• Formation of the main problems of the seminar, its general tasks.
• Creating an emotional and intellectual mood at the seminar.

Main part.

• Organization of dialogue between teachers and students and between students in the process of solving the problems of the seminar
• Constructive analysis of all answers and students' performances.
• The reasoned formation of intermediate conclusions, and the observance of logic in the consistent observance of events.

Final part.

• Summarizing
• Designation of the direction of further study of problems
• Recommendations for the organization of independent work of students.

Seminar preparation plan:

• Studying the requirements of the curriculum for the topic of the seminar;
• Determination of the goals and objectives of the seminar, selection of systematized material for the seminar;
• Development of the seminar plan;
• Working out various options solving the main problems of the seminar;
• Selection of literature recommended to students on this topic;
• Development of recommendations for students on the organization of independent work in the course of preparation for the seminar (literature study, preparation of individual and group reports, presentation on individual issues);
• Writing a detailed summary of the seminar, the distribution of the points of the plan over time;
• Modeling the introductory and final parts of the seminar.

6. Types and forms of knowledge control in the process of teaching psychologists. Control as a learning action of a student.
The concept of control and its functions
Control is a check of the quality of assimilation of educational material, the establishment of feedback between the teacher and students.
Control functions:

• For students - control ensures the quality of assimilation
  knowledge, makes it possible to understand errors, inaccuracies, in time
  correct them and better understand the subsequent training material
  al, as well as to form the ability to self-control;
• For the teacher - control gives information about the progress and
  the quality of mastering the material, typical mistakes, attention and
  interest of students, which allows you to see your didactic
  mistakes and make timely adjustments to the teaching process.

Types and forms of control
Depending on the volume and nature of control, there are 2 types:
Control of intermediate results of assimilation;
Final control.
Intermediate control does not have any formal restrictions. It is carried out according to the teacher's plan and is his creativity. As forms of such control it is possible to offer:

• Operational control (at the lecture). 5 minutes before the end of the lecture, the teacher asks students 2-3 questions on the material read.
  The answer is to be given in writing. The teacher makes comments in the next lesson;
• Blitz control.
  At the end of the topic, 5 minutes before the end of the lesson, students are asked to write the words that they remember from this topic. The teacher checks (the number of words, their relevance to the topic, errors) and analyzes at the next lesson;
• Control task with a written report.
  It can be any task (list .., compare .., draw up or fill out a table .., solve psychological problems ... etc.).

All proposed forms of control are group.
Final control is a check of the final result.
This type of control includes semester or course credits and exams. They have different didactic functions.
The test is held after the end of the topic or section. Its main functions are teaching and control.
In pedagogy, using the term "self-control", the authors mean that students, testing themselves on certain issues or tasks, are convinced to what extent they have mastered the material. In other words, they check themselves and evaluate themselves, and this is done, as is known from practice, according to questions compiled by the teacher or the author of the textbook for self-testing. This, in essence, is also “outside control”.
In educational psychology, the concept of "control" is used in a slightly different sense - as a learning action that enters into the fabric of the very process of the student's learning activity as its constituent element. Control as an educational action is carried out not as a check of the quality of assimilation according to the final result of educational activity, but as an action that goes along its course and is performed by the student himself, actively tracking the accuracy of his mental operations, their compliance with the essence and content (principles, laws, rules) of the theory being studied, serving indicative basis for the correct solution of the educational problem.

7. The structure of independent study in the process of studying psychology. Working with a textbook and studying scientific literature on psychology.
Teaching students to learn independently is one of the important tasks of the methodology of teaching psychology.
Independent work acts as an integral part of the learning process. Its main goal is to expand and deepen the knowledge and skills acquired in the classroom, prevent their forgetting, develop individual inclinations and abilities of students, activity and independence.
The didactic functions of independent work are as follows:

• Consolidation of knowledge, skills acquired in the classroom;
• Expansion and deepening of educational material;
• Formation of independence of thinking by performing individual tasks, solving psychological problems;
• Performing individual observations, experiments, preparing teaching aids for learning new topics.

As the analysis shows, there are a number of shortcomings in managing the independent work of students:

• The orientation to independent work is not always clearly and clearly given;
• Due attention is not paid to verification;

• Due to time constraints, homework is given hastily;
• Possible difficulties in the process of independent work and ways to overcome them are not explained;
• In some cases, the norms of the maximum load of students are not observed.

The purpose of studying psychology is to learn to understand a person, to understand the psychology of real people and to interact with them correctly. In order for such a skill to be formed, it is necessary to build independent educational activities in an appropriate way, excluding the mechanical memorization (cramming) of educational material from books.
Independent work involves: reading lecture notes; reading, commenting and note-taking of educational and scientific literature; performance of control work; preparation for exams (tests).
Reading lecture notes has several goals: 1) remember what was said at the lecture; 2) to supplement the abstract with some thoughts and examples from life, reinforcing and deepening the understanding of what was previously heard in lectures; 3) read from the textbook what could not be disclosed in detail in a short lecture.
Working with a textbook is an important part of independent work in psychology. The main function of the textbook is to orient the student (student) in the system of knowledge, skills and abilities that must be mastered in accordance with the curriculum of the subject. The textbook orients in the basic concepts and categories of science, gives partial information about the history of their emergence and inclusion in scientific circulation, as well as their significance for understanding the world around.
The second function of the textbook is that it designates the circle of obligatory knowledge on a given subject, without pretending to deep disclosure and detailed proof of the logic of their origin. It is the student's job to take them into account in order to understand the recommended scientific literature and what is not in the textbook.
Reading the recommended scientific literature is the main component of the student's self-study system, which ensures the true assimilation of psychology as a science, provides a solid scientific foundation for all future professional activities. It should be noted that reading non-fiction is always more difficult than reading fiction. She without everyday "pictures" - images, often and without detailed argumentation in a concise form sets out scientific conclusions. Here the teacher should help, who forms the basic scientific concepts in the mind of the student and does this at lectures, practical classes and consultations.
Let us highlight a few points regarding the methodology for studying scientific literature:

1. Students should be warned in advance: one should not read scientific literature book by book, but according to the principle: “an idea, a theory in one, another, third, etc. books." It is desirable that the student knows from the teacher about the development of the theory, because at one time and in one place the same data were obtained, and at another time and in another place the same data could be subjected to additional verification and clarified or refuted, the study of the problem from different sources - the key to a deep, truly professional assimilation of science.
2. The study of literature should be organically linked with other elements of the self-study system - with the study of lecture material, reading a textbook and subsequent work of the student (writing a test or term paper, preparing for exams).

The study of literature, including a textbook, should also solve the problem of preparing for writing a control, course or diploma work on the subject.
Specific guidelines are usually contained in assignments for each topic of course (test) work, given to students at lectures and consultations. When preparing these tasks, the teacher needs to be very careful about the formulation of the requirements, so that it is easier for the student to be guided by them when studying literature on their own.

8. General characteristics of the activities of a university teacher. Characteristics of the personality of the teacher.
Pedagogical activity- a special type of social activity aimed at transferring the experience and culture accumulated by mankind from older generations to younger ones, creating conditions for their personal development.
Pedagogical activity is a type of professional activity, the content of which is the training, upbringing, education and development of students (children of different ages, students of schools, technical schools, colleges, higher educational institutions, advanced training institutes, institutions of additional education).
The content of teaching activity is: the process of organizing the educational activities of students, aimed at mastering the subject socio-cultural experience as the basis and condition for development; the process of organizing one's own activities.
The means of the teacher's activity are: scientific (theoretical and empirical) knowledge; the texts of textbooks or the results of independent observations of students act as "carriers" of knowledge; auxiliary means: technical, graphic, computers.
The result of teaching activity is the development of the student, his personal, intellectual improvement, his formation as a person, as a subject of educational activity.
Characteristics of the teacher's activity.
The most characteristic are the following four styles.

• Emotionally improvisational. Focusing mostly on the learning process, the teacher does not adequately plan his work in relation to the final results; selects the most interesting material for teaching, and leaves important, but uninteresting material for independent study. Focusing mainly on strong students, he tries to make his work creative. The activity of the teacher is highly operational, often changes the types of work, practices collective discussions. However, a rich arsenal of methods used in teaching is combined with low methodicalness, insufficient understanding of the role of reinforcement and repetition of educational material.
• Emotionally-methodical. Focusing both on the result and on the learning process, the teacher adequately plans the educational and methodological material, not missing the consolidation and memorization, including repetition and control of knowledge that is planned.
• Mentally improvised. The teacher is characterized by orientation to the process and learning outcomes, adequate planning, efficiency, integration of intuition and reflection. The teacher himself speaks less, especially during the interview, giving the benefit of influence to those who study, in a secondary way, making it possible to formulate the answer in detail.
• Mentally-methodical. Focusing mostly on learning outcomes, and adequately planning the educational process, the teacher reveals conservatism in the use of pedagogical activities. High methodicalness is combined with a small, standard set of teaching methods.

According to the results, each teacher can be assigned to one of the levels, while including all the previous ones:
Reproductive level - the teacher can and knows how to tell what he knows.
Adaptive level - the teacher is able to adapt his message to the characteristics of the students and their individual abilities.
Local modeling level - the teacher owns strategies for teaching knowledge, skills and abilities from individual sections of the course, is able to formulate a pedagogical goal, provide for this result and create a system and sequence for including students in instructive and cognitive activities.
System-modeling level - the teacher owns the strategies for the formation of the necessary system of knowledge, skills and abilities of students, from his subject as a whole.
System-modeling creative level - the teacher has a strategy for transforming his subject into a means of personality formation, improving the needs of students in self-education, self-education and self-development.
Thus, the activity of a teacher is a continuous process of solving a huge number of tasks of different types, classes, levels.
The personality of the teacher in the educational process
The social significance of pedagogical activity makes special demands on the personality of the teacher (teacher, lecturer), his intellectual potential and moral character. Historically, each theory of education and upbringing puts forward its own requirements for the personality and activity of the teacher. So, for the modern stage of education, it is important not only and not so much to teach a certain (certain) amount of knowledge, but to cultivate the desire and ability to acquire this knowledge and use it. This actual requirement radically changes the role of the teacher. Today, a university teacher is required to do more than be a carrier and “transmitter” of scientific information (“subject teacher”). It is advisable to become the organizer of the cognitive activity of students, their independent work, scientific creativity.
If the pedagogical process is primarily the interaction of individuals, then the teacher himself becomes the main means of influence as a person, and not only as a specialist who has the necessary knowledge and skills. The human qualities of a teacher, exactingness to himself and others play a decisive role in his activities and professional qualities.
The psychological portrait of a teacher of any academic discipline includes the following structural components:

1. Individual qualities of a person, i.e., his features as an individual (temperament, inclinations, etc.);
2. Personal qualities, i.e., his features as a person (the social essence of a person);
3. Communicative (interactive) qualities;
4. Status-positional, i.e., features of the position, role, relationships in the team;
5. Activity (professional-subject);
6. external behavior indicators.

In the structure of general pedagogical abilities, three groups are distinguished:

1. Personal abilities associated with the implementation of the educational function of the teacher (perceptual abilities, pedagogical imagination, the ability to self-regulate mental processes, emotional sphere and behavior);
2. Organizational and communicative abilities related to the implementation of the organizational function and communication (communicative abilities, pedagogical tact, organizational, suggestive abilities);
3. Didactic abilities associated with the transfer of information to students, the formation of active, independent, creative thinking in them (the ability to transfer information to children, expressive speech abilities, academic (cognitive) abilities, distribution of attention).

At the basis of certain pedagogical actions, the teacher activates not one, but a group of abilities.
Pedagogical culture. Pedagogical culture is understood as a part of the general culture of a person, which can be considered as a dynamic system of pedagogical values, methods of activity and professional behavior of a teacher. This is the level of education through which professional knowledge is transmitted. There are four groups of components of pedagogical culture.

1. The pedagogical position and professional and personal qualities of a teacher are a personal attitude to certain aspects of reality, manifested in appropriate behavior. A pedagogical position is a certain moral choice that a teacher makes. It is characterized by two sides: ideological (the teacher's awareness of the social significance of the profession, conviction in the correctness of the choice, orientation to humanistic principles) and behavioral (the teacher's ability to be responsible for the decisions made, create conditions for self-realization of the student's personality). The pedagogical position is realized through the personal and professional qualities of the teacher, his interests and spiritual needs. It includes the orientation of the individual, moral qualities, attitude to pedagogical work.
2. Pedagogical knowledge and attitude to it, as well as thinking. Knowledge can be methodological, theoretical, general pedagogical, applied (that is, knowledge in certain areas of the pedagogical process), private applied (knowledge in individual disciplines). Attitude to knowledge is determined by the level of thinking. Pedagogical thinking includes critical thinking(the need to analyze your interaction with the student); creative creative orientation of thinking; problem-variant thinking.
3. Professional skills and creative nature of pedagogical activity. Allocate such groups of skills as information skills (the ability to select and structure information); ability to set goals and plan educational activities; organizational skills; communication skills; ability to conduct analysis and introspection; possession of pedagogical equipment, etc.
   The indicators of the experience of creative activity are, firstly, a pronounced ability to analyze the situation from the position of a student and, secondly, the ability to create new elements of pedagogical knowledge and ideas, to develop a method and means that are different from traditional ones.
4. Personal self-regulation and culture of professional behavior (primarily pedagogical tact). Self-regulation is behavior in accordance with pedagogical requirements, activity in the direction of meeting the needs and interests of students. It is implemented through normative (a set of knowledge, concepts and requirements for the teacher's personality), regulatory (feelings, attitudes, beliefs implemented by the teacher in his behavior) and activity-behavioral components (implementation of volitional processes in the direction of controlling and correcting his behavior).