Pedagogy for psychologists: a short course of lectures. Psychology and pedagogy

The manual presents lecture material in accordance with curriculum disciplines "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the acquired knowledge, as well as focus on basic concepts, features, properties, phenomena.

The course of lectures is intended for independent work full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Introduction

The course of lectures on the discipline "Psychology and Pedagogy" is intended for students studying in non-psychological and pedagogical specialties, such as, for example, "Finance and Credit", "Accounting, Analysis and Audit", "Taxes and Taxation", "Applied Informatics in Economics” on full-time, part-time and part-time forms of education. The academic discipline "Psychology and Pedagogy" is included in the federal component of the main educational program training of these specialists in the universities of the Russian Federation.

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on the basic concepts, features, properties, phenomena.

The aim of the course

is the formation of students' holistic ideas about the conditions for the formation of personality, about the goals, objectives, patterns of the pedagogical process, about the communication of people, as well as introducing students to the elements of psychological and pedagogical culture as components of a common culture modern man and future specialist.

The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activities, but also for organizing the training and education of subordinates, as well as their children.

Course objectives:

Lecture 1. Psychology as a science and practice

Psychology

studies the laws of the emergence, development and functioning of mental processes, states, properties of a person engaged in a particular activity, the laws of development and functioning of the psyche as a special form of life.

Features of psychology:

♦ psychology is the science of the most complex concept known to mankind. It deals with a property of highly organized matter called the psyche;

♦ psychology is a relatively young science. Conventionally, its scientific design is associated with 1879, when the German psychologist W. Wundt at the University of Leipzig created the world's first laboratory of experimental psychology, organized the publication of a psychological journal, initiated international psychological congresses, and also formed an international school of professional psychologists. All this made it possible to form a world organizational structure psychological science;

♦ psychology has a unique practical significance for any person, as it allows you to better know yourself, your capabilities, strengths and weaknesses, and therefore change yourself, manage your mental functions, actions and your behavior, better understand other people and interact with them; it is necessary for parents and teachers, as well as for every business person, in order to make responsible decisions, taking into account the psychological state of colleagues and partners.

1. Subject, object, tasks and methods of psychology

Subject

psychology are: the psyche, its mechanisms and patterns as a specific form of reflection of reality, the formation psychological features human personality as a conscious subject of activity.

In the history of science, there have been different ideas about the subject of psychology:

as a subject of psychology was recognized by all researchers until the beginning of the 17th century, before the main ideas were formed, and then the first system of psychology modern type. Ideas about the soul were both idealistic and materialistic. Most interesting work this direction is represented by the treatise of R. Descartes "The Passions of the Soul";

♦ in the 18th century. took the place of the soul

phenomena of consciousness

i.e., the phenomena that a person actually observes in relation to himself are thoughts, desires, feelings, memories known to everyone personal experience. The founder of this understanding can be considered J. Locke;

♦ at the beginning of the 20th century. Behaviorism, or behavioral psychology, appeared and became widespread, the subject of which was

behavior;

2. The place of psychology in the system of sciences

A person as a subject of research can be considered from various points vision: as a biological object, as a social being, as a carrier of consciousness. At the same time, each person is unique and has its own individuality. The variety of manifestations of man as a natural and social phenomenon has led to the emergence of a significant number of sciences that study man. Psychology as a field of humanitarian, anthropological knowledge is closely connected with many sciences. It occupies an intermediate position between the philosophical, natural, social and technical sciences.

First of all, it is necessary to dwell on the consideration of the relationship between psychology and

philosophy.

Having become an independent science, psychology has retained a close connection with philosophy. Today, there are scientific problems and concepts that are considered both from the standpoint of psychology and philosophy, for example, the meaning and purpose of life, worldview, Political Views, moral values, the essence and origin of human consciousness, the nature of human thinking, the influence of the individual on society and society on the individual, etc.

Long time there was a fundamental division of philosophy into materialistic and idealistic. Most often, this opposition was of an antagonistic nature, i.e., there was a constant opposition of views and positions. For psychology, both of these main currents of philosophy are of equal importance: materialistic philosophy was the basis for developing problems of the activity and origin of higher mental functions, the idealistic direction made it possible to study such concepts as, for example, responsibility, the meaning of life, conscience, spirituality. Consequently, the use in psychology of both areas of philosophy most fully reflects the dual nature of man, his biosocial nature.

Another science, which, like psychology, studies problems related to the individual and society, is

sociology,

which borrows from social psychology methods of studying personality and human relationships. At the same time, psychology makes extensive use of traditional sociological methods of collecting information in its research, such as surveys and questionnaires. There are problems that are jointly studied by psychologists and sociologists, such as the relationship between people, the psychology of the economy and state policy, the socialization of the individual, the formation and transformation of social attitudes, etc. Sociology and psychology are closely related both at the level theoretical research and at the level of using certain methods. Developing in parallel, they complement each other's studies in the study of the relationship between man and human society.

Another science closely related to psychology is

3. Main branches of psychology

Modern psychological science is a diversified field of knowledge and includes more than 40 relatively independent branches. Their emergence is due, firstly, to the widespread introduction of psychology into all spheres of scientific and practical activity, and secondly, to the emergence of new psychological knowledge. Some branches of psychology differ from others, first of all, by the complex of problems and tasks that this or that scientific direction solves. At the same time, all branches of psychology can conditionally be divided into fundamental (general, or basic!) and applied (special!.

Fundamental

branches of psychological science have general meaning to understand and explain various mental phenomena. This is the basis that not only unites all branches of psychological science, but also serves as the basis for their development. Fundamental branches, as a rule, are united by the term "general psychology".

General psychology

- a branch of psychological science, which includes theoretical and experimental studies, revealing the most general psychological patterns, theoretical principles and methods of psychology, its basic concepts and categories. The main concepts of general psychology are:

mental processes;

Mental properties;

4. The main stages in the development of psychological science

Historically, the doctrine of the soul appeared first. Psychology owes its name to Greek mythology- the myth told by Apuleius about Cupid and Psyche, which refers to the king and his three daughters. The youngest was the most beautiful of all, her name was Psyche. The fame of her beauty flew all over the earth, but Psyche suffered from the fact that she was only admired: she wanted love. Psyche's father turned to the oracle for advice, and the oracle replied that Psyche, dressed in grave clothes, should be taken to a secluded place to marry the monster. The unfortunate father fulfilled the will of the oracle. A gust of wind carried Psyche to a wonderful palace, where she became the wife of an invisible husband. The mysterious husband of Psyche took from her a promise that she would not seek to see his face. But out of envy, the evil sisters persuaded the gullible Psyche to see her husband when he fell asleep. At night, Psyche lit a lamp and, seeing her husband, recognized him as the god of love, Cupid. Struck by the beauty of his face, Psyche admired Cupid, but a drop of hot oil from the lamp fell on his shoulder, and Cupid woke up. Insulted, he flew away, and Psyche went across the earth to look for her lover. After long wanderings, she ended up under the same roof with Cupid, but could not see him. Cupid's mother - Venus - forced her to do unimaginable work; only thanks to the miraculous help of the gods did Psyche cope with the trials. When Cupid recovered from the burn, he began to beg Zeus to allow him to marry Psyche. Seeing their love and the exploits of Psyche in the name of love, Zeus agreed to their marriage, and Psyche received immortality. Thus, thanks to their love, the lovers were united forever. For the Greeks, this myth is an example of true love, the highest realization of the human soul, which, only filled with love, became immortal. Therefore, it was Psyche who became the symbol of immortality, the symbol of the soul seeking its ideal.

Written sources of knowledge that have come down to us from the depths of centuries indicate that people have been interested in psychological phenomena for a very long time. The first ideas about the psyche were associated with

Democritus (460-370 BC) developed an atomistic model of the world. The soul is a material substance, which consists of spherical, light, mobile atoms of fire. All mental phenomena are explained by physical and mechanical causes. For example, human sensations arise because the atoms of the soul are set in motion by atoms of the air or atoms directly emanating from objects.

According to the teaching ancient Greek philosopher Plato (427-347 BC), the soul exists along with the body and independently of it. The soul is an invisible, sublime, divine, eternal principle. The body is the beginning of the visible, base, transient, perishable. Soul and body are in a complex relationship. According to its divine origin, the soul is called to control the body. However, sometimes the body, embraced by various desires and passions, takes precedence over the soul. Mental phenomena are divided into reason, courage (in the modern interpretation - will) and lust (motivation). According to Plato, a person's mind is located in the head, courage - in the chest, lust - in abdominal cavity. Their harmonious unity gives integrity to the spiritual life of a person.

The pinnacle of ancient psychology was the teaching of Aristotle (384–322 BC) about the soul. His treatise "On the Soul" is the first special psychological work. He denied the view of the soul as a substance. At the same time, Aristotle considered it impossible to consider the soul in isolation from matter (living body1. The soul, according to Aristotle, although incorporeal, is the form of a living body, the cause and purpose of all its vital functions. The driving force behind human behavior is aspiration, or internal activity of the organism.Sensory perceptions constitute the beginning of cognition.Memory preserves and reproduces sensations.

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"Psychology and pedagogy. Course of lectures: Proc. allowance for university students / A. K. Lukovtseva. ”: KDU; Moscow; 2008

ISBN 978-5-98227-369-7

annotation

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the acquired knowledge, as well as focus on basic concepts, features, properties, phenomena.

The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Anna Konstantinovna Lukovtseva Psychology and Pedagogy. Course of lectures Introduction

The course of lectures on the discipline "Psychology and Pedagogy" is intended for students studying in non-psychological and pedagogical specialties, such as, for example, "Finance and Credit", "Accounting, Analysis and Audit", "Taxes and Taxation", "Applied Informatics in Economics” on full-time, part-time and part-time forms of education. The academic discipline "Psychology and Pedagogy" is included in the federal component of the main educational program for the training of these specialists in the universities of the Russian Federation.

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and questions for self-examination, which will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on the basic concepts, features, properties, phenomena.

The aim of the course is the formation of students' holistic ideas about the conditions for the formation of a personality, about the goals, objectives, patterns of the pedagogical process, about the communication of people, as well as introducing students to the elements of psychological and pedagogical culture as components of the general culture of a modern person and a future specialist.

The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activities, but also for organizing the training and education of subordinates, as well as their children.

Course objectives:

– to form in students the conceptual apparatus of psychological and pedagogical science;

- to ensure that students master the methodology and methods of analyzing interpersonal relationships that arise in the process of communication and professional joint activities;

- to teach students to evaluate the influence of subjective and objective factors acting on a person's relationship with other people;

- to give the basics of psychological knowledge about the personality - its activities, basic properties and methods of education;

- to reveal the nature of the properties and phenomena of the human psyche, mechanisms and patterns of memory, thinking, features of human behavior;

- teach students how to manage their own emotional states, as well as develop your memory, attention, will;

– to satisfy students' interest in education, regularities and peculiarities of the pedagogical process.

One of the most important tasks of the discipline "Psychology and Pedagogy" is to develop students' ability to carry out scientific approach to determine the content, as well as the most appropriate techniques, forms, methods, means, psychological and pedagogical technologies for self-improvement and influence on potential subordinates in order to increase their and their professional competence. At the same time, this course of lectures, no matter how deep and versatile its content, is not able to give comprehensive recommendations for each specific case that a graduate of a higher educational institution may encounter in his practical activities. In this regard, the main emphasis in the study of the discipline is on the formation of students' ability to methodically correctly build official and interpersonal relationships, correctly organize joint practical activities of team members, creatively apply the best practices in training, education, self-improvement, and the provision of psychological assistance.

As a result of studying this academic discipline, the student should be able to:

– apply theoretical knowledge in their professional practice;

- to select scientific and methodological literature on a specific topic;

– discuss topical issues of psychology and pedagogy;

- justify your point of view;

– to analyze the educational situation;

- set tasks to solve problems educational process.

Goals ahead Russian society, require graduates of higher educational institutions to master constructive approaches and productive psychological and pedagogical technologies in the performance of practical tasks. The manager cannot solve multifaceted issues of professional activity without taking into account the individual characteristics of employees, the psychology of the team, the real system of socio-psychological characteristics of all aspects of professional activity. Not only success in solving practical problems, but also the authority of the leader largely depends on the level of mastery of the theoretical, methodological and applied components of psychology and pedagogy.

Modern leaders of all levels need to master the methods of team formation, be able to analyze interpersonal relationships that arise in the process of communication and joint activities, know the psychological characteristics of the staff, effectively influence the improvement of the employee as a person, and also understand the essence of the pedagogical process, use the most promising methods and learning technologies and upbringing.

The study of the discipline "Psychology and Pedagogy" is a necessary condition not only for the highly professional training of a specialist, but also for the harmonious development of the individual, the effective performance of its functions in society, a team, and a family.

Academic discipline occupies an important place in common system student training. Education is based on a deep assimilation of various sciences that study a person, primarily social disciplines, which are taught in Russian universities in accordance with the State Educational Standards.

Under standard 1 education refers to the system of basic parameters accepted as the state norm of education, reflecting the social ideal and taking into account the possibilities of a real person and the education system in achieving this ideal.

State educational standard 2 higher professional education of the Russian Federation in the discipline "Psychology and Pedagogy"

REFERENCES

Main literature

1.Asmolov A.G. Psychology of Personality. - M., 1990. - 367 p.

2. Bandurka A.M. Psychology of management / A.M. Bandurka, E.P. Bocharova, E.V. Zemlyanskaya. - Kharkov, 1988. - 464 p.

3. Bodalev A.A. Psychology of Personality. - M., 1988. - 267 p.

4. Bordovskaya N.V. Pedagogy / N.V. Bordovskaya, A.A. Rean . - St. Petersburg, 2001. - 304 p.

5.Bordovskaya N.V. Psychology and Pedagogy / N.V. Bordovskaya, A.A. Rean, S.N. Rosum. - St. Petersburg, 2000. - 432 p.

6. Bozhovich L.I. Personality and its formation. - M., 1988. - 250 p.

7. Druzhinin V.N. Psychology of general abilities. - St. Petersburg, 2000. - 367 p.

8. Ershov A.A. Personality and team. - L., 1986. - 127 p.

9. Ivannikov V.A. Psychological mechanisms volitional regulation. - M., 1991. - 142 p.

10. Krylov A.A. Psychology. - M., 1998. - 584 p.

11. Mironenko V.V. Popular psychology. - M., 1990. - 280 p.

12. Nebylitsyn V.D. Favorites psychological writings. - M., 1990. - 405 p.

13. Nemov R.S. Psychology - M., 1995. - 3 vols.

14. Petrovsky A.V. Introduction to psychology. - M., 1996. - 496 p.

15. Pedagogy/ Ed. P.I. piddly. - M., 2001. - 640 p.

16. Sneaky I.P. Pedagogy. - M., 2001. - 365 p.

17. Rubinshtein S.L. Fundamentals of General Psychology. - M., 1998. - 712 p.

18. Sventsitsky A.L. Social psychology of management. - L., 1986. - 186 p.

19. Slastenin V.A. Pedagogy. - M., 1997. - 305 p.

20. Stolyarenko L.D. Fundamentals of psychology. - Rostov n / D, 1997. - 736 p.

21. Tikhomirov O.K. Psychology of thinking. - M., 1989. - 312 p.

22. Kharlamov N.F. Pedagogy. - M., 1997. - 408 p.

23. Shiptsnov V.G. Basics management activities/ V.G. Shiptsnov, E.N. Kishkel - M., 2000. - 304 p.

24. Yakunin V.A. Pedagogical psychology. - St. Petersburg, 1998.

25. Slastenin V.A., Kashirin V.A. psychology and pedagogy. - M., 2001. - 408 p.

additional literature

1. Abulkhanova K.A. Psychology and pedagogy. - M., 1998. - 320 p.

2. Anokhin I.K. Selected works. - M., 1989. - 410 p.

3. Gippenreiter Yu.B. Introduction to general psychology. - M., 1996. - 320 p.

4. Zimnyaya I.A. Pedagogical psychology. - M., 2000. - 384 p.

5. Krysko V.G.. Psychology and Pedagogy in Diagrams and Tables. - MN.: Harvest, 1999. - 384 p.

6. Kulnevich S.V. Pedagogy of personality from concepts to technologies. - Rostov n / D: Teacher, 2001. - 560 p.

7. Leontiev A.N. Activity. Consciousness. Personality. - M., 1977. – 473 p.

8. Leontiev A.N. Problems of the development of the psyche. - M., 1981. - 584 p.

9. Mzgun V.S. Needs and psychology social activities personality. - L., 1983. - 176 p.

10. Naenko N.I. Psychological tension. - M., 1986. - 212 p.

11. Litvintseva N.A. Psychological tests for business people. - M., 1996. - 317 p.

12. Psychological tests for men. - Kyiv, 1996. - 215 p.

13. Selivko G.K. Modern educational technologies. - N M .: People's education, 1998. - 255 p.

14. Serikov V.V. Education and personality. - M., 1999. - 272 p.

15. Strelya A. The role of temperament in mental development. - M., 1982. - 305 p.

16. Yakimanskaya I.S. Student-centered learning in modern school. - M., 1996. - 260 p.

annotation

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the acquired knowledge, as well as focus on basic concepts, features, properties, phenomena.

The course of lectures is intended for independent work of full-time and part-time students and will be useful in preparing for seminars, control and term papers, tests and exams.

Introduction 3

Lecture 1. Psychology as a science and practice 8

1. Subject, object, tasks and methods of psychology 9

2. The place of psychology in the system of sciences 16

3. Main branches of psychology 19

4. The main stages in the development of psychological science 21

5. Main directions of psychology 26

Lecture 2. Psychology of personality 29

1. Theories of personality 29

2. Personality 31

Lecture 3. Mind 43

1. The evolution of the psyche 44

2. Psyche and structural features of the brain. The structure of the psyche 48

3. Mind, behavior, activity 50

Lecture 4. Consciousness 55

1. Consciousness and its properties. Types of consciousness 55

2. Self-awareness. The structure of consciousness. "I-concept" 57

3. Correlation between consciousness and the unconscious 58

Lecture 5. Mental phenomena 61

1. Cognitive mental processes 63

2. Emotions and feelings 79

Lecture 6

1. Communication 81

2. Perception 84

3. Attraction 85

4. Communication and speech 86

Lecture 7. Intergroup relations and interactions 89

1. Group and its characteristics. Small group 89

2. Collective 94

3. Interpersonal relations in groups and collectives 96

Lecture 8. Pedagogy as a science 98

1. Subject, object, tasks, methods, main categories of pedagogy 98

2. The place of pedagogy in the system of sciences 104

3. The system of pedagogical sciences 106

Lecture 9. Education as a universal value. Modern educational space 107

1. Education as a social phenomenon 107

2. Education as a sociocultural phenomenon 108

3. Education as a system 109

4. Modern world educational space 110

5. Properties of modern education 112

6. Education system Russia 115

Lecture 10 Pedagogical process 117

1. Essence, patterns and principles of the pedagogical process 117

2. The main systems of organization of the pedagogical process 121

3. Management cycle 124

Lecture 11 component pedagogical process. 127

1. Essence and structure of education 127

2. Educational, upbringing and developmental functions of learning 129

3. Teaching methods 130

4. Forms of education 133

Lecture 12 learning activities at university 134

1. Forms of organization of educational activities at the university 136

2. Independent work of students 140

3. Pedagogical control in higher education 142

Lecture 13. Theoretical foundations of education 144

1. Essence, goals, content, organization, education 144

2. Patterns and principles of education 147

3. Methods of education 150

Lecture 14

1. Family as a small group 153

2. Family education 155

3. Style of relationships in the family. Relationships between parents and children 157

4. Problems of family education. Family conflicts 162

5. Psychological contact between parents and children 166

Self-test questions 168

2. Dictionary of basic psychological terms 181

3. Dictionary of basic pedagogical terms 183

The course of lectures on the discipline "Psychology and Pedagogy" is intended for students studying in non-psychological and pedagogical specialties, such as, for example, "Finance and Credit", "Accounting, Analysis and Audit", "Taxes and Taxation", "Applied Informatics in Economics” on full-time, part-time and part-time forms of education. The academic discipline "Psychology and Pedagogy" is included in the federal component of the main educational program for the training of these specialists in the universities of the Russian Federation.

The manual presents lecture material in accordance with the curriculum of the discipline "Psychology and Pedagogy" and self-test questions that will help students systematize and concretize the knowledge acquired in the process of studying this discipline, as well as focus on the basic concepts, features, properties, phenomena.

The aim of the course is the formation of students' holistic ideas about the conditions for the formation of a personality, about the goals, objectives, patterns of the pedagogical process, about the communication of people, as well as introducing students to the elements of psychological and pedagogical culture as components of the general culture of a modern person and a future specialist.

The course of lectures "Psychology and Pedagogy" is designed to help prepare students not only for their future professional activities, but also for organizing the training and education of subordinates, as well as their children.

Course objectives:

– to form in students the conceptual apparatus of psychological and pedagogical science;

- to ensure that students master the methodology and methods of analyzing interpersonal relationships that arise in the process of communication and professional joint activities;

- to teach students to evaluate the influence of subjective and objective factors acting on a person's relationship with other people;

- to give the basics of psychological knowledge about the personality - its activities, basic properties and methods of education;

- to reveal the nature of the properties and phenomena of the human psyche, mechanisms and patterns of memory, thinking, features of human behavior;

- to teach students to manage their emotional states, as well as to develop their memory, attention, will;

– to satisfy students' interest in education, regularities and peculiarities of the pedagogical process.

One of the most important tasks of the discipline "Psychology and Pedagogy" is to develop students' ability to implement a scientific approach to determining the content, as well as the most appropriate techniques, forms, methods, means, psychological and pedagogical technologies of self-improvement and influence on potential subordinates in order to increase their own and them professional competence. At the same time, this course of lectures, no matter how deep and versatile its content, is not able to give comprehensive recommendations for each specific case that a graduate of a higher educational institution may encounter in his practical activities. In this regard, the main emphasis in the study of the discipline is on the formation of students' ability to methodically correctly build official and interpersonal relationships, correctly organize joint practical activities of team members, creatively apply the best practices in training, education, self-improvement, and the provision of psychological assistance.

As a result of studying this academic discipline, the student should be able to:

– apply theoretical knowledge in their professional practice;

- to select scientific and methodological literature on a specific topic;

- to discuss topical issues psychology and pedagogy;

- justify your point of view;

– to analyze the educational situation;

- set tasks to solve the problems of the educational process.

The goals facing Russian society require graduates of higher educational institutions to master constructive approaches and productive psychological and pedagogical technologies in the performance of practical tasks. The manager cannot solve multifaceted issues of professional activity without taking into account the individual characteristics of employees, the psychology of the team, the real system of socio-psychological characteristics of all aspects of professional activity. Not only success in solving practical problems, but also the authority of the leader largely depends on the level of mastery of the theoretical, methodological and applied components of psychology and pedagogy.

Modern leaders of all levels need to master the methods of team formation, be able to analyze interpersonal relationships that arise in the process of communication and joint activities, know the psychological characteristics of the staff, effectively influence the improvement of the employee as a person, and also understand the essence of the pedagogical process, use the most promising methods and learning technologies and upbringing.

The study of the discipline "Psychology and Pedagogy" is necessary condition not only the highly professional training of a specialist, but also the harmonious development of the personality, the effective performance of its functions in society, a team, and a family.

Academic discipline occupies an important place in the overall system of student training. Education is based on a deep assimilation of various sciences that study a person, primarily social disciplines, which are taught in Russian universities in accordance with the State Educational Standards.

Psychologists have long recognized the fact that a person, as an active being, is capable of making conscious changes in his own personality, which means that he can engage in self-education. However, self-education cannot be realized outside environment, because is due to active engagement person with the environment. In the same way, natural data are the most important factor mental development of a person. For example, anatomical and physical features are natural conditions ability development in general. The formation of abilities is influenced by the conditions of life and activity, the conditions of education and training. However, this does not mean at all that the presence of the same conditions entails the same development of intellectual abilities. For example, one cannot ignore the fact that mental development is correlated with biological age, especially when it comes to brain development. And given fact must be taken into account in educational activities.

Domestic psychologist L. S. Vygotsky was the first to put forward the idea that education and upbringing play a controlling role in mental development. According to this idea, education is ahead of development and directs it. If a person does not learn, he cannot be fully developed. But education does not exclude from attention the internal laws of the development process. It must always be remembered that although education has enormous possibilities, these possibilities are far from endless.

With the development of the psyche, the stability, unity and integrity of the personality develops, as a result of which it begins to possess certain qualities. If the teacher in his educational activities takes into account the personal characteristics of the student, this gives him the opportunity to use pedagogical tools and methods in his work that correspond to the age criteria and abilities of the student. And here you just need to take into account individual characteristics, degree mental development students, as well as features of psychological work.

The degree of mental development is indicated by what is happening in the mind of a person. Psychologists gave a characteristic of mental development and indicated its criteria:

• The rate at which the student learns the material
• The pace at which the student perceives the material
• The number of reflections as an indicator of the conciseness of thinking
• Degree of analytical-synthetic activity
• Techniques by which mental activity is transferred
• Ability to self-systematize and generalize the acquired knowledge

The learning process must be built in such a way that for the mental development of the student there is maximum benefit. Research in the psychological field allows us to conclude that, together with a system of knowledge, it is necessary to give a complex of methods of mental activity. Educator arranging the filing educational material, should also form mental operations in students, such as synthesis, generalization, abstraction, comparison, analysis, etc. highest value has the formation in students of the skill of systematization and generalization of knowledge, independent work with sources of information, comparison of facts on each specific topic.

If we talk about children of the primary school age group, then their development has its own characteristics. For example, it is during this period that priority should be placed on the development scientific and creative abilities, because learning should be not only a source of knowledge, but also a guarantor of mental growth. And if we talk about students, then the main focus of their scientific and creative abilities requires that the teacher has sufficient teaching experience and scientific and creative potential. This is due to the fact that in order to increase the mental activity of students, it is necessary to build classes with a focus on training highly qualified specialists with high intellectual potential, as well as being the backbone of society and its successors.

One of the factors that can improve the quality of the pedagogical process is the correspondence of educational methods and specific pedagogical conditions- the only way to achieve the proper assimilation of new knowledge and cooperation in the educational process of the teacher and student.

Developing the creative potential of students, it is important Special attention pay attention to the organization of classes. And here the talent and skill of the teacher consists in the use of innovative educational technologies and creative approach to the material being studied during the lessons. This will help increase mental activity and expand the boundaries of thinking.

Educational institutions are faced with the most important task - to implement the education of the younger generation, which will meet the requirements of modernity and scientific and technological progress, as well as to equip students with independent basic knowledge and the basics of relevant disciplines, to awaken the skills, abilities and knowledge and prepare for a conscious choice of profession and an active social and labor activity. In order for this goal to be achieved, it is necessary to achieve a conscious assimilation of the motives of education and to form in students a positive attitude and interest in the subject being studied.

From a psychological point of view, motives here are the reasons why students perform certain actions. Motives are formed by demands, instincts, interests, ideas, decisions, emotions, and dispositions. Motives for learning can be different, for example: to meet the requirements of parents and meet their expectations, the desire to develop with peers, get a certificate or a gold medal, go to university, etc. However, the highest motives are the desire to acquire knowledge in order to be useful to society, and the desire to know a lot.

The task of the teacher is to form in students precisely high, one might say, spiritual motives - educating faith in the need to acquire knowledge in order to bring social benefits, and cultivating an attitude towards knowledge as a value. If it is possible to form such a motive in students and instill in them an interest in acquiring knowledge, then all training will be much more effective. Such outstanding teachers as Y. Comenius, B. Diesterweg, K. Ushinsky, G. Schukina, A. Kovalev, V. Ivanov, S. Rubinshtein, L. Bazhovich, V. Ananiev and others spoke and wrote on the topic of interest in knowledge. . Interest in knowledge contributes to intellectual activity, increased perception, liveliness of thought, etc. In addition, he brings up the strong-willed and spiritual component of the personality.

If the teacher manages to arouse interest in his discipline, then the student receives additional motivation, wants to acquire knowledge and overcome obstacles in the process of obtaining it. He will be happy to work independently, devoting free time to the subject. If there is no interest in the subject, then the material does not leave any trace in the mind of the student, does not cause positive emotions and is quickly forgotten. The student himself in this case remains indifferent and indifferent to the process.

As it is easy to see, the main bias in pedagogical and educational activities is done precisely on the formation of a student's personality, which includes both interest, and a craving for knowledge, and a desire to develop and learn new things, master new skills, etc. Motivation should be encouraged and supported by the teacher in every possible way, and in many respects this is what determines the success and effectiveness of both pedagogical work(learning) and student work (learning).

And with the development of motivation, the conditions of the educational process are important, which should include not only a suitable form of presenting information, but also various forms activities: hypotheses, mental modeling, observations, etc. Among other things, the personality of the teacher is also of great importance: a teacher who respects and loves the discipline he teaches always commands respect and attracts the attention of students, and his personal qualities and behavior during classes will directly affect how students will relate to classes.

In addition to this, you can use not only traditional teaching methods that are familiar to all of us, but also more modern ones that have not yet had time to “set teeth on edge” and are either introduced into educational activities not very long ago, or just beginning to be introduced. But we will talk about teaching methods in our course, but for now we will conclude that any teacher who sets himself the goal of improving the quality of his work and making it more effective must certainly be guided by basic psychological knowledge.

In fact, you can talk about this topic for a very, very long time, but we only tried to make sure that you have a clear idea of ​​\u200b\u200bhow pedagogy is related to psychology, and why you should know about it. You can find a huge amount of information on the topic of educational psychology on your own on the Internet, and on the topic of psychology in general, we suggest that you take our specialized training (it is located). Now it would be more logical to continue the conversation on the topic of achieving the effectiveness of education, namely: we will talk about what principles should be followed so that the training and development of a person - your child, student or student - gives maximum results. The information will be useful to those involved.

10 principles for effective learning and development

Any principles of teaching depend on the goals that the teacher sets for himself. He can, for example, develop his student, expand his stock general knowledge, contribute to the knowledge of the phenomena of the surrounding world, create the most suitable conditions for its development, etc. But it is very important to remember that there is no universal “recipe” according to which any person can become developed and smart, but there are several principles that will help a teacher become a real teacher. a good teacher and maximize the efficiency of their activities.

The first principle is to make sure that learning and development are necessary

First of all, it is necessary to conduct an accurate analysis of the skills and abilities of students and determine that there really is a need for training (this applies mainly to university graduates, people who want to improve their qualifications, undergo retraining, etc.). You also need to make sure that this need or problem is a training issue. For example, if a student does not fulfill the requirements of the educational process, it is necessary to find out whether he is provided with the conditions for this, whether he himself realizes what is required of him. In addition to this, an analysis of abilities, skills, knowledge, and other personality traits should be carried out. This will help to better understand in which direction the educational process should be directed. In a school setting, this can help determine the student's inclinations and predisposition to certain subjects.

The second principle is to create conditions conducive to learning and development

It is required to provide students with information about what it is necessary to acquire new knowledge, acquire new skills and develop, and why it is necessary. After that, you need to make sure that students understand the relationship between education and its subsequent practical application in life. The effectiveness of learning is greatly increased if students are aware of the relationship between their learning and the ability to be useful to society as a whole and for themselves personally. Successful completion of learning tasks can be stimulated through the recognition of progress, good grades and positive feedback. Thus, students will be even more motivated.

The third principle is to provide exactly the kind of training and development that will be useful in practice.

It is necessary to introduce into the pedagogical process such subjects and disciplines (knowledge, skills) that will not be of ephemeral usefulness in the minds of students, but will have a specific practical value. What students learn, they must apply in their lives. Without the relationship between theory and practice, learning loses not only its effectiveness, but also ceases to motivate, which means that the functions necessary for students to perform will be performed only formally, and the results will be mediocre, which completely contradicts the goals of education.

Principle four - include measurable objectives and specific results in training and development

The results of learning and development should be reflected in the activities of students, which is why the pedagogical process is necessary. It is important to make sure that the content of the training will lead students to comprehend the knowledge and acquire those skills that correspond to the learning objectives. Students should be informed about this, which means they will know what to expect from learning in general. In addition, they will know how to apply what they learn. The educational process should be divided into stages, each stage should pursue its own independent goal. Checking the assimilation of knowledge and skills should be carried out at each stage - these can be tests, test papers, exams, etc.

The fifth principle is to explain to students what the learning process will consist of.

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

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

Any teacher should be able to convey to the consciousness of students the information that, first of all, it is they who are responsible for their education. If they understand and accept this, then their attitude to learning will be serious and responsible. Preliminary conversations and preparation of assignments, active participation of students in discussions and practical exercises, use of new and non-standard solutions, and students here also have the right to vote - they themselves can offer and choose the most convenient way of learning, lesson plan, etc. for them.

The seventh principle is to use all pedagogical tools

Each teacher should be able to operate the basic pedagogical tools. Among them are those related to the actions of the teacher, and those related to the interaction between the teacher and students. We are talking about the use by the teacher of diversity - as a way to constantly maintain attention and interest, clarity - as a way to competently present confusing and incomprehensible information, involvement - as a way to attract students to active work, support - as a way to give students faith in their strengths and the ability to learn new things. , and respectful attitude - as a way to form in students.

Principle eight - use more visual material

It is known for certain that 80% of information enters the brain from visual objects, and the teacher must take this into account in his work. For this reason, it is necessary to use as much as possible of what students can see with their own eyes, and not only read. Posters, diagrams, maps, tables, photographs, videos can be sources of visual information. For the same reason, in all classes and audiences there are always boards for writing with chalk or a marker - even the simplest data is always recorded. And the most effective method visual learning are experiences and practical laboratory works.

Principle nine - first convey the essence, and then the details

We have already mentioned this principle several times when we talked about didactic work Jan Comenius, but mentioning him again will only benefit. Learning is associated with the study of huge amounts of data, so you can’t convey everything to students at once. Large topics should be broken down into subtopics, and subtopics, if necessary, into smaller subtopics. First, you should explain the essence of any subject or problem, and only then move on to discussing the details and features. In addition, the human brain initially captures the meaning of what it perceives, and only then begins to distinguish details. The pedagogical process must correspond to this natural feature.

Tenth principle - do not overload with information and give time for rest

In part, this principle is related to the previous one, but to a greater extent it is based on the fact that the human body must always have time to “recharge”. Even the most hardworking people realize the value of rest and good sleep. Learning is a complex process, and is associated with high nervous and mental stress, increased attention and concentration, and maximum use of the potential of the brain. Overwork is unacceptable in training, otherwise the student may be overwhelmed by stress, he will become irritable, and his attention is distracted - there will be no sense in such apprenticeship. According to this principle, students should receive as much information as they allow age features and always have time to rest. As for sleep, it’s 8 hours a day, so it’s better not to allow night vigils for textbooks.

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

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

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.