The manual presents lecture material in accordance with curriculum discipline “Psychology and Pedagogy” and self-test questions that will help students systematize and concretize acquired knowledge, as well as focus on basic concepts, features, properties, and phenomena.
The course of lectures is intended for independent work of full-time and correspondence forms training and will be useful in preparing for seminar classes, control and term papers, tests and exams.
Introduction
A 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 correspondence courses. The academic discipline “Psychology and Pedagogy” is included in federal component basic educational program training of these specialists in 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 basic concepts, features, properties, and phenomena.
The purpose of the course
is the formation in students of holistic ideas about the conditions of personality formation, about goals, objectives, patterns pedagogical process, about human communication, as well as introducing students to the elements of psychological and pedagogical culture as components general 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 activity, but also to the organization of training and education of subordinates, as well as their children.
Course objectives:
Lecture 1. Psychology as science and practice
Psychology
studies the patterns of emergence, development and functioning of mental processes, states, properties of a person engaged in a particular activity, patterns of development and functioning of the psyche as a special form of life activity.
Features of psychology:
♦ psychology is the science of complex concept, which is still known to mankind. It deals with the property of highly organized matter called psyche;
♦ psychology is a relatively young science. Conditionally her scientific design 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, launched international psychological congresses, and also formed international school professional psychologists. All this made it possible to form a world organizational structure psychological science;
♦ psychology has a unique practical significance for any person, since it allows you to better understand yourself, your capabilities, strengths and weaknesses, and therefore change yourself, manage your mental functions, actions and behavior, better understand other people and interact with them; it is necessary for parents and teachers, as well as every business person, to make responsible decisions taking into account psychological state 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 characteristics personality of a person as a conscious subject of activity.
In the history of science, different ideas about the subject of psychology have developed:
as a subject of psychology was recognized by all researchers before early XVII century, before the basic ideas and then the first system of psychology were formed modern type. Ideas about the soul were both idealistic and materialistic. Most interesting work This direction is represented by R. Descartes' treatise “The Passions of the Soul”;
♦ in the 18th century. took the place of the soul
phenomena of consciousness,
that is, the phenomena that a person actually observes in relation to himself are thoughts, desires, feelings, memories, known to everyone from personal experience. J. Locke can be considered the founder of this understanding;
♦ at the beginning of the 20th century. behaviorism appeared and spread, or behavioral psychology, 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 with various points vision: how biological object, How social creature, as a carrier of consciousness. At the same time, each person is unique and has his own individuality. The diversity of human manifestations as natural and social phenomenon led to the emergence of a significant number of sciences studying man. Psychology as a field of humanitarian and anthropological knowledge is closely related to many sciences. It occupies an intermediate position between philosophical, natural, social and technical sciences.
First of all, it is necessary to dwell on the relationship between psychology and
philosophy.
Becoming independent science, psychology has retained a close connection with philosophy. Today there are scientific problems and concepts that are considered both from the perspective of psychology and philosophy, for example, the meaning and purpose of life, worldview, Political Views, moral values, essence and origin human consciousness, the nature of human thinking, the influence of the individual on society and society on the individual, etc.
For a long time There was a fundamental division of philosophy into materialistic and idealistic. Most often, this opposition was antagonistic in nature, that is, there was a constant opposition of views and positions. For psychology, both of these main trends in philosophy have equal significance: materialist philosophy was the basis for developing problems of activity and the 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 of both directions of philosophy in psychology most fully reflects the dual essence of man, his biosocial nature.
Another science that, like psychology, studies problems related to the individual and society is
sociology,
which borrows from social psychology methods for studying personality and human relationships. At the same time, psychology widely uses traditional sociological methods of collecting information in its research, such as surveys and questionnaires. There are problems that psychologists and sociologists study together, such as relationships between people, the psychology of economics and state politics, the socialization of personality, the formation and transformation of social attitudes etc. Sociology and psychology are in close relationship both at the level theoretical research, and at the level of using certain methods. Developing in parallel, they complement each other's research 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 multidisciplinary field of knowledge and includes more than 40 relatively independent branches. Their emergence is due, firstly, to the widespread introduction of psychology into all areas of scientific and practical activity, and secondly, to the emergence of new psychological knowledge. Some branches of psychology differ from others, first of all, in the complex of problems and tasks that this or that solves. scientific direction. At the same time, all branches of psychology can be conditionally 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 that includes theoretical and experimental studies, revealing the most common psychological patterns, theoretical principles and methods of psychology, its basic concepts and categories. The basic concepts of general psychology are:
Mental processes;
4. Main stages in the development of psychological science
Historically, the doctrine of the soul was the first to appear. Psychology owes its name to Greek mythology- the myth of Cupid and Psyche told by Apuleius, which talks about the king and his three daughters. The youngest was the most beautiful of all, her name was Psyche. The fame of her beauty spread throughout the entire 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 burial 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. Psyche's mysterious husband made her promise that she would not strive to see his face. But the evil sisters, out of envy, persuaded the trusting Psyche to look at 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 found herself 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 Psyche's exploits 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 a model true love, highest realization human soul, which, only when filled with love, became immortal. Therefore, it was Psyche that became the symbol of immortality, the symbol of the soul seeking its ideal.
Reached down to us from time immemorial written sources knowledge indicate that interest in psychological phenomena originated among people a very long time ago. The first ideas about the psyche were associated with
Democritus (460–370 BC) developed an atomic model of the world. The soul is a material substance that 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 air or atoms directly emanating from objects.
According to the teachings of the 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 a visible, base, transitory, perishable principle. The soul and body are in a complex relationship. In my own way divine origin the soul is called upon to govern the body. However, sometimes the body, overwhelmed 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 reason is located in the head, courage in the chest, lust in abdominal cavity. Their harmonious unity gives integrity mental life person.
The pinnacle of ancient psychology was the doctrine of Aristotle (384–322 BC) about the soul. His treatise “On the Soul” is the first special psychological essay. He rejected the view of the soul as a substance. At the same time, Aristotle considered it impossible to consider the soul in isolation from matter (the living body1). The soul, according to Aristotle, although incorporeal, is the form of the living body, the cause and purpose of all its vital functions. Driving force human behavior is aspiration, or internal activity of the organism. Sensory perceptions constitute the beginning of knowledge. Memory stores and reproduces sensations.
BIBLIOGRAPHICAL LIST
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. Rozum. – St. Petersburg, 2000. – 432 p.
6. Bozhovich L.I. Personality and its formation. – M., 1988. – 250 p.
7. Druzhinin V.N. Psychology 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. Selected psychological works. – M., 1990. – 405 p.
13. Nemov R.S. Psychology - M., 1995. - 3 volumes.
14. Petrovsky A.V. Introduction to Psychology. – M., 1996. – 496 p.
15. Pedagogy/ Ed. P.I. Faggot. – M., 2001. – 640 p.
16. Podlasyi 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 management. – L., 1986. – 186 p.
19. Slastenin V.A. Pedagogy. – M., 1997. – 305 p.
20. Stolyarenko L.D. Basics 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. Fundamentals of 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.
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. Leontyev A.N. Activity. Consciousness. Personality. – M., 1977. – 473 p.
8. Leontyev A.N. Problems of mental development. – 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.: Public education, 1998. – 255 p.
14. Serikov V.V. Education and personality. – M., 1999. – 272 p.
15. Strelyau 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, and 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, tests and coursework, tests and exams.
Introduction 3
Lecture 1. Psychology as 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. Main stages in the development of psychological science 21
5. Basic directions of psychology 26
Lecture 2. Personality psychology 29
1. Personality theories 29
2. Individuality 31
Lecture 3. Psyche 43
1. Evolution of the psyche 44
2. Psyche and structural features of the brain. Structure of the psyche 48
3. Mentality, behavior, activity 50
Lecture 4. Consciousness 55
1. Consciousness and its properties. Types of consciousness 55
2. Self-awareness. Structure of consciousness. "I-concept" 57
3. The relationship between consciousness and the unconscious 58
Lecture 5. Psychic phenomena 61
1. Educational mental processes 63
2. Emotions and feelings 79
Lecture 6. Interpersonal relationships 81
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. Team 94
3. Interpersonal relationships in groups and teams 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. System pedagogical sciences 106
Lecture 9. Education as universal value. Modern educational space 107
1. Education as social phenomenon 107
2. Education as a sociocultural phenomenon 108
3. Education as a system 109
4. Modern global educational space 110
5. Properties modern education 112
6. Education system Russia 115
Lecture 10. Pedagogical process 117
1. Essence, patterns and principles of the pedagogical process 117
2. Basic systems for organizing the pedagogical process 121
3. Management cycle 124
Lecture 11. Learning how component pedagogical process. 127
1. The essence and structure of training 127
2. Educational, educational and developmental functions of training 129
3. Teaching methods 130
4. Forms of training 133
Lecture 12. Organization educational activities at university 134
1. Forms of organizing educational activities at a university 136
2. Independent work students 140
3. Pedagogical control V higher school 142
Lecture 13. Theoretical basis education 144
1. Essence, goals, content, organization, education 144
2. Regularities and principles of education 147
3. Educational methods 150
Lecture 14. Family as a subject pedagogical interaction and sociocultural environment of education and personal development 152
1. Family like small group 153
2. Family education 155
3. Style of relationships in the family. Relationships between parents and children 157
4. Problems 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
Psychologists have long recognized the fact that man, as an active being, is capable of making conscious changes in self, which means he can engage in self-education. However, self-education cannot be realized outside environment, because happens thanks to active interaction person with the surrounding world. In the same way, natural data are the most important factor human mental development. For example, anatomical and physical features represent natural conditions for the development of abilities 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 intellectual abilities. For example, one cannot ignore the fact that mental development is interconnected with biological age, especially when it comes to brain development. AND this fact must be taken into account in educational activities.
Domestic psychologist L. S. Vygotsky first 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 guides it. If a person does not study, he cannot be fully developed. But education does not exclude from attention the internal laws of the development process. It is always necessary to remember that although learning has enormous opportunities, these opportunities are far from endless.
With the development of the psyche, stability, unity and integrity of the personality develop, as a result of which it begins to possess certain qualities. If a teacher takes into account in his teaching and educational activities personal characteristics student, this gives him the opportunity to apply in his work pedagogical means and methods appropriate to the age criteria and capabilities of the student. And here it is simply necessary to take into account individual characteristics, the degree of mental development of students, as well as the characteristics of psychological work.
The degree of mental development is indicated by what is happening in a person’s consciousness. Psychologists have characterized mental development and indicated its criteria:
- The speed at which the student learns the material
- The pace at which the student perceives the material
- The number of thoughts as an indicator of the conciseness of thinking
- Degree of analytical and synthetic activity
- Techniques by which mental activity is transferred
- Ability to independently systematize and generalize acquired knowledge
The learning process must be structured in such a way that for the student’s mental development there is maximum benefit. Research in the psychological field allows us to conclude that along with a system of knowledge it is necessary to give a set of techniques mental activity. Teacher organizing the presentation educational material, should also form in students and mental operations, such as synthesis, generalization, abstraction, comparison, analysis, etc. Highest value has the ability to develop students' skills in systematizing and summarizing knowledge, working independently with sources of information, and comparing facts on each specific topic.
If we talk about children of 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 of 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, the main focus of their scientific and creative abilities requires that the teacher have 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 organize classes with a focus on training highly qualified specialists with high intellectual potential, as well as being the support 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- this is the only way to achieve proper assimilation of new knowledge and cooperation in the educational process between teacher and student.
Developing creative potential students, important Special attention pay attention to organizing classes. And here the teacher’s talent and skill lies 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 face the most important task - to implement education younger generation, which will meet the requirements of modern times and scientific and technological progress, as well as equip students with independent basic knowledge and the fundamentals of current disciplines, awaken skills and knowledge and prepare for an informed choice of profession and active social and labor activity. In order for this goal to be achieved, it is necessary to achieve conscious assimilation of the motives of education and to form in students positive attitude and interest in the subject being studied.
WITH psychological point In terms of view, motives here are the reasons why students perform certain actions. Motives are shaped by demands, instincts, interests, ideas, decisions, emotions and predispositions. Motives for learning can be different, for example: to meet the requirements of parents and meet their expectations, the desire to develop with peers, to obtain a certificate or gold medal, go to university, etc. However, the highest motives are the desire to gain knowledge in order to be useful to society, and the desire to know a lot.
The task of the teacher is to develop precisely high, one might say, spiritual motives in students - to cultivate faith in the need to acquire knowledge in order to bring social benefit, and to cultivate 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 learning will be much more effective. Such outstanding teachers as J. Komensky, B. Disterweg, K. Ushinsky, G. Shchukina, A. Kovalev, V. Ivanov, S. Rubinshtein, L. Bazhovich, V. Ananyev and others spoke and wrote on the topic of interest in knowledge. . Interest in knowledge contributes to intellectual activity, increased perception, vividness of thought, etc. In addition, it cultivates the strong-willed and spiritual component of the personality.
If the teacher manages to awaken interest in his discipline, then the student receives additional motivation, desires to gain knowledge and overcome obstacles in the process of obtaining it. He will be happy to work independently, devoting his time to the subject. free time. If there is no interest in the subject, then the material does not leave any trace in the student’s mind, does not evoke positive emotions and is quickly forgotten. In this case, the student himself remains indifferent and indifferent to the process.
As it is easy to see, the main focus in pedagogical and educational activities is precisely to create in the student, which includes interest, a thirst for knowledge, and a desire to develop and learn new things, master new skills, etc. Motivation should be encouraged and supported in every possible way by the teacher, and in many ways this is what determines the success and effectiveness of both pedagogical work (teaching) and the work of students (study).
And when developing motivation, conditions matter educational process, which should include not only a suitable form of presenting information, but also various shapes activities: hypothesizing, mental modeling, observations, etc. Among other things, great importance also has the personality of the teacher: 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 class will directly influence how students feel about class.
In addition to this, you can use not only traditional teaching methods that are familiar to all of us, but also more modern ones, which have not yet had time to set their teeth on edge and have either been introduced into educational activities not very long ago, or are just beginning to be introduced. But we will talk about teaching methods later in our course, but for now we will conclude that any teacher who sets himself the goal of improving the quality of his activities and making it more effective must certainly be guided by the basic psychological knowledge.
In fact, we 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 how pedagogy is related to psychology, and why you should know about it. A huge amount of information on the topic educational psychology you can find it yourself on the Internet, and on the topic of psychology in general, we suggest you take our specialized training (it is located). Now it would be more logical to continue the conversation on the topic of achieving learning effectiveness, namely: we will talk about what principles should be followed so that the learning and development of a person - your child, pupil or student - gives maximum results. The information will also be useful to those involved.
10 principles of effective training and development
Any teaching principles depend on the goals that the teacher sets for himself. He can, for example, develop his student, expand his stock of general knowledge, promote 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 intelligent, but there are several principles that will help a teacher become truly good teacher and maximize the efficiency of its activities.
Principle One - Make sure that training and development is necessary
First of all, you need to conduct an accurate analysis of the skills and abilities of students and determine that there really is a need for training (applies mainly to university graduates, people who want to improve their skills, undergo retraining, etc.). You also need to make sure that this need or the problem is just a matter of learning. 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 understands what is required of him. In addition to this, an analysis of abilities, skills, knowledge, and other personality characteristics should be carried out. This will help to better understand in what direction the educational process should be directed. In a school setting, this can help determine a student’s aptitudes and predispositions for certain subjects.
The second principle is to create conditions conducive to learning and development
It is necessary to provide students with information that it is necessary to acquire new knowledge, acquire new skills and develop, and why this is necessary. Then you need to make sure that students understand the connection between receiving education and its subsequent practical application in life. The effectiveness of learning increases many times over if students understand the relationship between their learning and the opportunity to be useful to society as a whole and to themselves personally. Successful completion educational assignments can be encouraged through recognition of progress, good grades and positive feedback. This way, 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, abilities and skills) that will not be of ephemeral utility in the minds of students, but will have specific practical significance. What students learn, they will have to 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 must be reflected in the activities of students, which is why the pedagogical process is necessary. It is important to ensure that the content of the training will lead students to comprehend the knowledge and acquire the skills that correspond to the learning objectives. Students should be notified about this, which means they will know what to expect from their training. Additionally, they will know how what they learn is applied. The educational process must be divided into stages, each stage must pursue its own independent goal. Testing the acquisition of knowledge and skills should be carried out at each stage - these can be tests, test papers, exams, etc.
Principle five - explain to students what the learning process will consist of
Students should know before starting their studies what will be included in the educational process, as well as what is expected of them, both during and after their studies. This way, they will be able to concentrate on studying, studying the material and completing assignments without experiencing any discomfort or discomfort.
Principle six - convey to students that they are responsible for their learning
Any teacher must be able to convey to students the information that, first of all, they 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, and the use of new and non-standard solutions, and students here also have the right to vote - they can propose and choose the most convenient learning method for them, lesson plan, etc.
Principle seven - use all pedagogical tools
Every teacher should be able to operate the basic pedagogical tools. Among them are those that are associated with the actions of the teacher, and those that are associated with the interaction between the teacher and students. We are talking about the teacher’s use of variety - 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 confidence in their strengths and the ability to learn new things, and respectful attitude - as a way to shape 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 Furthermore, what students can see with their own eyes, and not just read. Sources of visual information can be posters, diagrams, maps, tables, photographs, video materials. For the same reason, in all classes and auditoriums there are always boards for writing with chalk or marker - even the simplest data is always written down. And most effective method visual learning are experiences and practical laboratory works.
Principle nine - convey the essence first, and then the details
We have already mentioned this principle several times when we talked about didactic work Jan Komensky, but mentioning him again will only be beneficial. Teaching involves studying huge amounts of data, so you can’t convey everything to students at once. Big topics should be divided 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 details and features. In addition, the human brain initially grasps the meaning of what it perceives, and only then begins to discern details. The pedagogical process must correspond to this natural feature.
Principle ten - do not overload with information and give time to rest
This principle is partly related to the previous one, but to a greater extent it is based on the fact that the human body should 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 brain's potential. Overwork is unacceptable in training, in otherwise the student may be overcome by stress, he will become irritable, and his attention will be scattered - there will be no sense in such an apprenticeship. According to this principle, students should receive as much information as they accept age characteristics, and always have time to rest. As for sleep, it’s 8 hours at a time, so it’s better not to allow night vigils over textbooks.
With this, we will summarize the third lesson, and we will only say that students must learn to learn, and teachers must 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 types of educational methods, because there is already plenty of theory, but incomparably less practice. But don't despair, the next lesson is dedicated to traditional methods teaching - precisely those practical methods that have already been tested by many teachers and seasoned over the years, 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. For each question, only 1 option can be correct. After you select one of the options, the system automatically proceeds to next question. The points you receive are affected by the correctness of your answers and the time spent on completion. Please note that the questions are different each time and the options are mixed.
Text provided by the copyright holder http://www.litres.ru
"Psychology and pedagogy. Course of lectures: Proc. manual 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, and 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, tests and coursework, tests and exams.
Anna Konstantinovna Lukovtseva Psychology and pedagogy. Course of lectures Introduction
A 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 correspondence courses. The academic discipline “Psychology and Pedagogy” is included in the federal component of the main educational program for training these specialists in 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 basic concepts, features, properties, and phenomena.
The purpose of the course is the formation in students of holistic ideas about the conditions of personality formation, 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 students’ conceptual apparatus of psychological and pedagogical science;
– ensure that students master the methodology and techniques for analyzing interpersonal relationships that arise in the process of communication and professional joint activities;
– teach students to assess the influence of subjective and objective factors acting on a person’s relationships with other people;
– to provide the basics of psychological knowledge about personality – its activities, basic properties and methods of education;
– reveal the nature of the properties and phenomena of the human psyche, mechanisms and patterns of memory, thinking, and characteristics of human behavior;
– teach students to manage their emotional states, as well as develop their memory, attention, and will;
– satisfy students’ interest in education, patterns and features of the pedagogical process.
One of most important tasks The academic discipline “Psychology and Pedagogy” is to develop in students the ability to carry out a scientific approach to determining 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 own and their professional competence. At the same time, this course of lectures, no matter how deep and varied 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 studying the discipline is on developing in students the ability to methodically correctly build professional and interpersonal relationships, correctly organize joint practical activities of team members, and creatively apply innovate experience training, education, self-improvement, providing psychological assistance.
As a result of studying this academic discipline, the student should be able to:
- apply theoretical knowledge in their professional practical activities;
– select scientific and methodological literature on a specific topic;
– discuss current problems of psychology and pedagogy;
– argue your point of view;
– analyze the educational situation;
– set tasks to solve problems in 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 carrying out practical problems. A manager cannot resolve multifaceted issues of professional activity without taking into account the individual characteristics of employees, the psychology of the team, and 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 a leader largely depends on the level of mastery of the theoretical, methodological and applied components of psychology and pedagogy.
Modern managers at all levels need to master the methods of team building, be able to analyze interpersonal relationships that arise in the process of communication and joint activities, know the psychological characteristics of staff, effectively influence the improvement of the employee as an individual, and also understand the essence of the pedagogical process, use the most promising methods and technologies of training and education.
Studying academic discipline“Psychology and pedagogy” is a necessary condition not only for highly professional training of a specialist, but also for the harmonious development of the individual, the effective performance of his functions in society, the team, and the family.
Academic discipline occupies an important place in common system student training. Training is based on a deep understanding of various sciences that study man, primarily social disciplines, which are taught in Russian universities in accordance with State educational standards.
Under standard 1 education is understood as a system of basic parameters accepted as the state standard of education, reflecting the social ideal and taking into account the capabilities of the real individual 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”
Psychology and pedagogy. Lecture course. Lukovtseva A.K.
M.: KDU, 2008. - 192 p.
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, and 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, tests and coursework, tests and exams.
Format: doc+pdf / zip
Size: 3.7 MB
Download
Content
Introduction 3
Lecture 1. Psychology as 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. Main stages in the development of psychological science 21
5. Basic directions of psychology 26
Lecture 2. Personality psychology 29
1. Personality theories 29
2. Individuality 31
Lecture 3. Psyche 43
1. Evolution of the psyche 44
2. Psyche and structural features of the brain. Structure of the psyche 48
3. Mentality, behavior, activity 50
Lecture 4. Consciousness 55
1. Consciousness and its properties. Types of consciousness 55
2. Self-awareness. Structure of consciousness. "I-concept" 57
3. The relationship between consciousness and the unconscious 58
Lecture 5. Mental phenomena 61
1. Cognitive mental processes 63
2. Emotions and feelings 79
Lecture 6. Interpersonal relationships 81
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. Team 94
3. Interpersonal relationships in groups and teams 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. System of pedagogical sciences 106
Lecture 9. Education as a universal human 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 global educational space 110
5. Properties of modern education 112
6. Educational system of Russia 115
Lecture 10. Pedagogical process 117
1. Essence, patterns and principles of the pedagogical process 117
2. Basic systems for organizing the pedagogical process 121
3. Management cycle 124
Lecture 11. Training as an integral part of the pedagogical process. 127
1. The essence and structure of training 127
2. Educational, educational and developmental functions of training 129
3. Teaching methods 130
4. Forms of training 133
Lecture 12. Organization of educational activities at a university 134
1. Forms of organizing educational activities at a 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. Regularities and principles of education 147
3. Educational methods 150
Lecture 14. Family as a subject of pedagogical interaction and the sociocultural environment of education and personal development 152
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
Applications 171
1. Guidelines on writing essays 171
2. Dictionary of basic psychological terms 181
3. Dictionary of basic pedagogical terms 183
Literature 187