Methodology for compiling a child’s pedagogical characteristics. Psychological and pedagogical characteristics of a schoolchild

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF A STUDENT'S PERSONALITY

KALININGRAD STATE UNIVERSITY

DEPARTMENT OF PEDAGOGY OF PRIMARY TEACHING

Guidelines

Kaliningrad, 1997

Psychological and pedagogical characteristics of a student’s personality: Methodological instructions / Kaliningrad. University; Comp. N.V. Kovaleva. - Kaliningrad, 1997. - 24 p.

Guidelines for students of the specialty "pedagogy and methods of primary education" contain general provisions, basic requirements, an approximate characteristics diagram, assessment criteria, as well as psychological techniques.

Compiled by N.V. Kovaleva.

Published by decision of the Editorial and Publishing Council of Kaliningrad State University.

Psychological and pedagogical characteristics of a student’s personality

Guidelines

Compiled by Natalia Vasilievna Kovaleva

License No. 020345 dated December 27, 1991
Editor L.G. Vantseva.
Signed for publication on December 3, 1996. Format 60x90 1/16.
Boom. for multiply devices. Risograph.
Conditional oven l. 1.5. Academic ed. l. 1.6. Circulation 120 copies. Order.

Kaliningrad State University,

236041, Kaliningrad region, st. A. Nevsky, 14.

INTRODUCTION

Psychological practice is an integral part of students' teaching practice at school.

The main task of psychological practice is the formation of psychological and pedagogical skills, professional personality traits of the future teacher, which will help him successfully cope with the responsibilities of a teacher at school. These include, first of all, the following:

the ability to identify, analyze and take into account general psychological patterns when organizing the educational process;
the ability to diagnose the level of development of cognitive abilities of schoolchildren using special techniques and based on behavioral indicators;
the ability to apply in practice an individual approach to training and education by developing specific recommendations for individual students based on the research;
the ability to notice and analyze situations that arise in the classroom that require pedagogical intervention;
skills in using observation methods, conversation, studying school documentation, and some psychodiagnostic tools;
skills of working with a classroom team, taking into account its psychological structure and level of development;
the ability to plan the educational process taking into account the age, gender and individual psychological differences of schoolchildren;
the ability to draw up psychologically sound notes on lessons and educational activities;
the ability to competently analyze (from psychological, pedagogical and methodological points of view) lessons and educational activities conducted by teachers and student trainees, etc.

In order for students to master these skills, the Department of Pedagogy of Primary Education has developed a system of increasingly complex tasks for teaching practice. One of these tasks involves conducting research work to study the psychological characteristics of the personality of a junior schoolchild with the subsequent writing of his psychological and pedagogical characteristics.

WORK ON DRAFTING CHARACTERISTICS

The objectives of this assignment are as follows.

1. Mastering the skills of orientation in the student’s personal qualities, their psychological interpretation with subsequent pedagogical conclusions.

2. Formation of skills in applying the basic methods of psychological and pedagogical study of a student (organization, implementation, recording and processing of results) and compiling a written psychological description of him.

3. The reporting documents are an observation diary with protocols of the student’s psychological research and the student’s psychological and pedagogical characteristics.

1. Restore scientific and theoretical knowledge in the courses “General Psychology”, “Developmental and Educational Psychology”.

The following textbooks and teaching aids can help with this: Developmental and educational psychology / Ed. M.V.Gamezo. - M.: Education, 1984. Developmental and educational psychology / Ed. A.V.Petrovsky. - M.: Education, 1979. Gamezo M.V., Domashenko I.A. Atlas of psychology. - M.: Education, 1986. Nemov R.S. Psychology: In 2 books. - M.: Enlightenment; Vlados, 1995. General psychology / Ed. A.V.Petrovsky; 9th ed., revised. and additional - M.: Education, 1986.

2. Select an object of study (a specific primary school student) and organize the collection of factual data using methods of psychological and pedagogical research (see the corresponding section of these guidelines).

3. Comprehend, summarize and present the collected material. These stages are interconnected and can intertwine with each other in the course of work, although they themselves are specific and require compliance with relevant requirements. A teacher never engages in merely studying students. He works with them: he teaches, educates, and in the course of this work he finds out what their psychological characteristics are.

It is important to remember that a child is a specific object of study, his psyche is in its formation and development, therefore, when studying it, one should be guided by certain principles.

The principle of humanism and pedagogical optimism results in the demand “Do no harm!” Any research should help the student’s development, and not slow it down. You need to believe in the child's future. The diagnosis involves not only establishing the current level of development, but also identifying its reserves.

Principle of objectivity and scientific nature presupposes that mental development should be revealed in its own laws, explained in terms of developmental psychology.

The principle of complexity, consistency and systematicity presupposes that the student's learning is carried out sequentially. At the same time, not individual parameters are studied, but all aspects of development are traced in order not only to control, but also to predict its progress and set pedagogical tasks.

The principle of determinism means that every mental phenomenon is interconnected with others, that it is caused by a whole complex of reasons. It is important to understand the cause-and-effect relationships in the development of certain mental characteristics.

The principle of development of the psyche of consciousness and activity assumes that all the mental characteristics of a child are in their infancy and the main condition for their development is one or another activity. Moreover, activity is not only one of the conditions for the development of the psyche, but also one of the ways to study it.

The principle of the unity of consciousness and activity means the relationship and mutual influence of consciousness and activity. Consciousness guides activity, but it is in activity that it is formed. Consciousness can be studied indirectly through the child’s activities. The principle of an individual and personal approach means that the general laws of mental development manifest themselves in each child in a unique and unique way.

PERFORMANCE REQUIREMENTS

1. When revealing one or another feature of a student’s personality, one should give the most complete description of it, using for this the most characteristic facts of behavior and experimental data. The presence of factual material and the argumentation of psychological conclusions is a prerequisite for characterization.

2. The depth of the characterization will be determined by the degree to which the true psychological reasons for the manifestation of the student’s corresponding personal qualities are revealed and the recommended measures of pedagogical influence taking into account these reasons.

3. The characterization is written in a separate notebook, on the title page of which it is indicated for whom and by whom it was compiled. It is also noted how long the student was studied and by what methods. The finished reference must be certified (but not evaluated) by the class teacher.

4. The psychological and pedagogical characteristics are submitted along with the rest of the documentation on teaching practice, checked and assessed by the teacher of the department.

Approximate scheme for studying and compiling a student’s psychological characteristics

I. General information about the student: age, class, school, health, appearance (brief verbal portrait). Methods: conversation (with a student, teacher, school doctor), study of school documentation, observation.

II. Conditions for family education: family composition; profession, age, brief description of parents and other family members (brothers, sisters, grandparents, etc.), relationships in the family, coordination of actions of adults in raising a child.

Methods and techniques: study of school documentation, conversation with students (“collisions”), teacher, parents; questionnaire by E. Eidemiller and V. Yustitsky to study the style of parenting; projective test drawing “My Family” and its variants (“Family of Animals”, “Who Does What”); children's version of TAT, “Color painting” (“What color is each family member”); unfinished sentences (oral version).

III. Activities of a primary school student.

1. Educational activities: readiness for school learning (for first graders); motives for learning and educational interests; attitude towards school, learning and grades; educational achievements (performance, knowledge, abilities, skills); activity, curiosity, diligence; presence of “school anxiety”.

2. Game activity: place in a student’s life; predominant and favorite games; preferred roles in them; relationships in play with peers and adults.

3. Labor activity: socially useful and everyday work (permanent and situational assignments); motives, attitude to work; activity, ability to cooperate with adults and peers; roles and functions in joint work activities.

4. Communication: need for communication, sociability, range of desired and actual communication, satisfaction with communication, nature of communication (dominance, submission, leadership, conformity, empathy, conflict); communication with adults, peers and juniors; communication with children of the same and opposite sex.

Methods and techniques: observation of students in various types of activities and analysis of activity products; conversation; essays “My class”, “My family” and similar drawings; survey to study educational interests and motives for activity.

IV. The student as a member of the class team: a brief description of the class (number of students, ratio of boys and girls, formal and informal group structures, psychological climate, interpersonal relationships, degree of team formation in the class); the student’s place in the formal and informal structures of the group; awareness of one’s position in the class and satisfaction with it; the need to be a member of a team; need for recognition; authority (what is it based on); attitude towards mass phenomena in the classroom.

Methods and techniques: observation, conversation, sociometry and its variants for younger schoolchildren (method of choice in action, “Rocket”, etc.); essay and drawing “My class”, color painting (according to A. Lutoshkin); projective test “To and from school”.

V. Student personality structure.

1. Orientation: dominant motives and goals of activity, type of orientation (social, personal, business); interests (predominant interests, their depth, breadth, stability, degree of activity; professional and personal interests); dreams and ideals (the degree of their generalization and effectiveness). Elements of an emerging worldview.

Methods and techniques: questioning, conversation, diagnostics of the type of orientation using the method of pairwise comparison, “Eye meter”, “Tsvetik-semitsvetik”, unfinished sentences.

2. Character: description of character traits by type of relationship (to oneself, other people, activities, things), character traits, type of accentuation. Methods and techniques: observation, conversation, analysis of activity products, drawing of a person, drawing of a fantastic creature, Luscher color test, generalization of independent characteristics.

3. Self-awareness and control system: Self-concept, self-esteem (level, adequacy, stability, orientation, differentiation). Methods and techniques: observation, conversation, analysis of documentation and products of activity; “Who am I?”, drawing of a person, modified methods of S. Budassi, T. Dembo - S. Rubinstein, V. Shur, children's version of TAT.

4. Level of claims: height, adequacy, stability, leading tendency. Methods: F. Hoppe, Schwarzlander motor test, children's version of TAT, “Cubes”.

5. Abilities: general, special, giftedness; how and in what forms they develop. Methods and techniques: analysis of documentation and products of activity, observation, conversation, children's version of the Raven progressive matrices scale, drawing of a person (up to 10 years).

6. Temperament: type of nervous system, psychological characteristics (sensitivity, reactivity and activity and their relationships, extraversion, rigidity, emotional excitability, types of reactions), manifestations in behavior and communication.

Methods and techniques: observation, Leites technique (balance of the nervous system), drawing of a person.

VI. Attention: types, properties, influence on academic performance and discipline, compliance with age characteristics.

Methods and techniques: observation, analysis of activity products; Bourdon's proof test, F. Gorbov's red-black numerical table, tachistoscopic technique and its modification.

VII. Perception: integrity, speed and accuracy, meaningfulness; perception of time and space, human perception; observation.

Methods and techniques: observation, task to describe an object or person, studying the accuracy of the eye using the method of average errors; studying the speed and accuracy of perception (P. Kees method).

VIII. Memory: level of development of various types of memory, individual and age characteristics, tendency to cram, impact on academic performance.

Methods: diagnostics of the leading type of memory, identification of the volume of operational, short- and long-term memory; study of logical and mechanical memory, study of indirect memorization using the pictogram method, study of the influence of emotional coloring of information on involuntary memorization.

IX. Thinking: level of development of types and operations; independence, flexibility, activity, speed of thought processes, logic; impact on academic performance.

Methods and techniques: observation, analysis of activity products, children's version of the Raven's progressive matrices scale, definition of concepts; Lachins technique (rigidity of thinking); A. Zack’s methods (level of development of theoretical thinking); comparison of concepts; “4th extra”, classification (thinking operations); studying the speed of thought processes by filling in the missing letters in words; studying students’ understanding of the principle of conservation (phenomena of J. Piaget).

X. Speech: phonemic, lexical, grammatical, stylistic features; content and clarity; consistency, richness of vocabulary, presence of speech “clichés”; expressiveness, emotionality; sexual characteristics; level of development of oral and written speech.

Methods: observation, conversation, analysis of activity products. XI. Imagination: reconstructive and creative, tendency to fantasize, manifestation in creative activity, originality, convergence, flexibility, fluency, independence, generalization, emotionality; level of development of personality creativity.

Techniques: “Circles” (A. Luk, V. Kozlenko), “Completing the drawing of figures” (E. Torrence-O. Dyachenko), “Essay on the topic...” (“The Tale of...”), fantastic creature; essays and drawings on a free topic.

XII. Feelings and emotions: predominant; emotional excitability and instability; tendency to affect in situations of success and failure; attitude towards pedagogical influences; dominant emotions in interpersonal contacts; tendency to mental states of anxiety, aggressiveness; frustration tolerance. Methods and techniques: observation, children's version of the Rosenzweig drawing test.

XIII. Will: level of development, determination, initiative, determination, self-control, presence of strong-willed habits. Methods and techniques: observation, study of the level of development of the child’s volitional habits (V. Yurkevich), study of the process of mental satiety (A. Karsten).

XIV. General conclusions and recommendations: the general level of mental development of the student, compliance with age characteristics, the need for psychological and pedagogical correction and its ways, to whom the recommendations are addressed; the student’s contribution to the formation of the personality of a junior student.

Criteria for ratings for characteristics

Grade " Great” is given if the psychological and pedagogical characteristics of the student, written by the student, meet the following requirements.

1. The characteristics reflect the student’s knowledge of the theoretical foundations of psychology, its psychological orientation is visible, and the motivation for choosing to study this student is given.

2. The student is studied in all areas of activity (educational, play, work) and in all areas of communication (at school, family, club, play group, etc.).

3. It is mandatory to conduct at least 10 special psychological research methods (test, questionnaire, experiment). The study materials must be related to the entire content of the characteristic, the data must be processed and interpreted.

4. The characteristics contain a conclusion with specific pedagogical conclusions and recommendations on ways and means of strengthening the positive and eliminating the negative qualities of the student’s personality.

5. The description is accompanied by an observation diary, which records facts and examples demonstrating the psychological characteristics of the student’s personality.

6. The work is prepared neatly and delivered on time.

Grade " Fine” is placed subject to all of the above requirements, but: 1

) there is no observation diary;

2) there are no experimental data, which act only as an appendix to the characteristics.

Grade " satisfactorily” is put if the content of the characteristic is descriptive in nature, there is no factual material and pedagogical conclusions. In this case, the following occur: 1) weak reasoning of judgments about the psychological characteristics of the student’s personality; 2) insufficient experimental data; 3) the work was completed carelessly and was not submitted on time.

Grade " unsatisfactory” is given if the work does not fully meet the requirements for the psychological characteristics of the student’s personality. Work in which diligence is noticeable, but which is performed not at the level of scientific, but at the level of everyday psychology, is also considered unsatisfactory. Unsatisfactory characteristics are returned to the student for revision.

Personality

1. Method “If you were a wizard. If you had a magic wand"

Purpose: to study the desires of younger schoolchildren. Research procedure. The guys are asked to name three wishes that they would like to fulfill. It is better not to offer a choice of one desire, since it is still very difficult for younger schoolchildren to choose the most important desire. Analysis of answers can be carried out according to the following scheme: for yourself, for others. The answers of the second group can be clarified: for loved ones, for people in general.

2. Method “Flower-seven-flowered”

Goal: diagnosis of children's desires. Equipment: seven-flowered paper flower. Research procedure. Children read (remember) V. Kataev’s fairy tale “The Seven-Flower Flower.” You can watch a cartoon or a filmstrip. Each person is given a seven-flowered flower made from paper, on the petals of which they write down their wishes. Children can give petals with wishes to those to whom they are addressed. Processing of the results can take place according to the following scheme: write down desires, summing up those that are repeated or close in meaning; group: material (things, toys, etc.), moral (having animals and caring for them), cognitive (learning something, becoming someone), destructive (breaking, throwing away, etc.) .

3. “Joy and Sorrow” technique (method of unfinished sentences)

Goal: identifying the nature and content of experiences of younger schoolchildren. Research procedure. The following method options are possible:

1. The guys are asked to complete two sentences: “I am most happy when...”, “I am most upset when...”.

2. A sheet of paper is divided in half. Each part has a symbol: sun and cloud. Children draw their joys and sorrows in the appropriate part of the sheet.

3. Children receive a chamomile petal made from paper. On one side they write about their joys, on the other - about their sorrows. At the end of the work, the petals are collected into a chamomile.

4. It is proposed to answer the question: “What do you think makes your parents and teachers happy and what makes you sad?” When analyzing the answers, you can highlight the joys and sorrows associated with your own life, with the life of the team (group, class, circle, etc.). The results obtained will give an idea of the core integral properties of the child’s personality, which are expressed in the unity of knowledge, relationships, dominant motives of behavior and actions.

4. Method “Who to be?”

Goal: to identify children’s interest in professions, different jobs, and the motives for their choice. Research procedure. The guys are invited to: a) draw what they would like to become in the future, write a signature under the drawing; b) write a mini-story “Who do I want to become and why?”; c) write a story on the topic: “My mom (dad) is at work.”

Processing of received materials may include classification of professions, classification of motives for their choice, comparison of drawings, answers, written works, identifying the influence of parents on the choice of profession.

5. Method “My Hero”

Goal: identifying the models that the child has that he wants to imitate. Research procedure. This technique can be carried out in several versions.

1. Children are asked questions (orally, in writing): - who would you like to be like now and when you grow up? - Are there any guys in the class you would like to be like? Why? - Which of your friends, book or cartoon characters would you like to be like? Why?

2. Invite the children to choose who they would like to be like: dad, mom, brother, sister, teacher, friend, acquaintance, neighbor.

3. Essay-story (fairy tale) “I want to be like...” Processing of results. When analyzing the results, pay attention not only to who becomes a role model, but also why this particular choice was made by the student.

6. Methodology “Choice”

Goal: identifying the direction of needs. Instructions to the subject. “Imagine that you earned (they gave you) ... rubles. Think about what you would spend this money on?” Processing the results. The analysis determines the dominance of spiritual or material, individual or social needs.

7. Methodology “Creating a weekly schedule” by S.Ya. Rubinshtein, modified by V.F. Morgun

Goal: diagnostics of the student’s attitude to specific academic subjects and to learning in general. Equipment: a sheet of paper divided into seven parts, where the days of the week are labeled. Instructions to the subject. Let's imagine that we are in the school of the future. This is a school where children can make their own lesson schedule. Before you lies a page from the diary of this school. Fill out this page as you see fit. You can write any number of lessons for each day. You can write whatever lessons you want. This will be the weekly schedule for our school of the future.

Processing and analysis of results. The experimenter has a real schedule of lessons in the classroom. This schedule is compared with the “school of the future” schedule compiled by each student. At the same time, those subjects are identified, the number of which the subject has more or less than in the real schedule, and the percentage of discrepancy is calculated, which makes it possible to diagnose the student’s attitude to learning in general, and especially to individual subjects.

8. Method “Unfinished sentences” by M. Newtten, modified by A. B. Orlov

Goal: diagnostics of learning motivation. Research procedure. The experimenter reads the beginning of the sentence and writes down the end of the sentence that the student says. The technique is used in grades 2-3 with each student individually. Instructions to the subject. Now I will read the beginning of the sentence to you, and you can come up with a continuation for it as quickly as possible.

1. I think that a good student is one who...

2. I think a bad student is one who...

3. What I love most is when a teacher...

4. What I don’t like most is when a teacher...

5. Most of all I like school because...

6. I don’t like school because...

7. I am happy when at school...

8. I'm afraid when at school...

9. I would like school...

10. I wouldn’t like it at school...

11. When I was little, I thought that at school...

12. If I am not attentive in class, I...

13. When I don't understand something in class, I...

14. When I don’t understand something while doing homework, I...

15. I can always check if I am correct...

16. I can never check if I'm right...

17. If I need to remember something, I...

18. When I find something interesting in class, I...

19. I always wonder when in class...

20. I’m always uninterested when in class...

21. If we don't get homework, I...

22. If I don’t know how to solve a problem, I...

23. If I don’t know how to write a word, I...

24. I understand better when in class...

25. I would like school to always...

Processing and analysis of results. Initially, each sentence ending is assessed from the point of view of the student’s expression of a positive or negative attitude towards one of four indicators of learning motivation (1 - type of personally significant activities of the student (study, play, work, etc.); 2 - personally significant for the student subjects (teacher, classmates, parents influencing the student’s attitude to learning); 3 - sign of the student’s attitude to learning (positive, negative, neutral), the ratio of social and cognitive motives for learning in the hierarchy; 4 - student’s attitude to specific educational objects and their content).

If the end of a sentence does not contain a pronounced emotional attitude towards indicators of learning motivation, then it is not taken into account in the analysis. Next, the sum of positive and sum of negative assessments of this indicator of learning motivation is calculated. They are compared with each other, and a final conclusion is drawn on this indicator.

Temperament

Studying a schoolchild's temperament by observation

Purpose: to determine the characteristics of the temperament of a primary school student. Observation plan

1. How to behave in a situation where you need to act quickly:

a) is easy to put into operation;
b) acts with passion;
c) acts calmly, without unnecessary words;
d) acts timidly, uncertainly.

2. How does he react to the teacher’s comments:

a) says that he will not do this again, but after a while he does the same thing again;
b) is indignant at being reprimanded;
c) listens and reacts calmly;
d) is silent, but offended.

3. As he speaks with comrades when discussing issues that concern him very much:

a) quickly, eagerly, but listens to the statements of others;
b) quickly, with passion, but does not listen to others;
c) slowly, calmly, but confidently;
d) with great anxiety and doubt.

4. How to behave in a situation when you have to take a test, but it is not finished; or the test is passed, but it turns out that a mistake was made:

a) reacts easily to the situation;
b) is in a hurry to finish the work, is indignant about mistakes;
c) decides calmly until the teacher takes his work, says little about mistakes;
d) submits the work without talking, but expresses uncertainty and doubt about the correctness of the decision.

5. How does one behave when solving a difficult problem if it doesn’t work out right away:

a) quits, then continues working again;
b) decides stubbornly and persistently, but from time to time sharply expresses indignation;
c) shows uncertainty and confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class leader invites him to stay at school to complete some task:

a) quickly agrees;
b) is indignant;
c) stays and doesn’t say a word;
d) shows uncertainty.

7. How to behave in an unfamiliar environment:

a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;
b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;
c) calmly observes what is happening around him and is in no hurry to make decisions;
d) timidly gets acquainted with the situation, makes decisions uncertainly.

To observe according to this plan, it is advisable to use the diagram (Table 1), marking with a “+” sign the corresponding reactions for each point of the plan.

Table 1
Scheme for monitoring the temperament of a schoolchild
Option Observation plan items
reactions 1 2 3 4 5 6 7
A
b
V
G
The reactions of each point of the plan correspond to temperaments:

a) sanguine;
b) choleric;
c) phlegmatic;
d) melancholic.

Data processing. The number of “+” signs in the lines corresponding to the items is counted. The largest number of “+” signs in one of the items will indicate the approximate temperament of the subject. Since there are no “pure” temperaments, using this scheme it is possible to establish those features of other temperaments that are inherent to a certain extent in the subjects.

Self-esteem

Modification of the Dembo-Rubinstein technique

Purpose: study of student self-esteem. Equipment: a form made of checkered paper, on which seven parallel vertical lines 10 cm long are drawn, each with a dot in the middle. The lines are signed in accordance with the scalable qualities: “growth”, “kindness”, “intelligence”, “justice”, “courage”, “honesty”, “good friend” (the list of qualities can be changed).

Operating procedure. The child is presented with a form. Instructions to the subject: “Imagine that along this line all the students in our class are located according to... (name of quality). At the top point there is the most... (maximum quality), at the bottom - the most... (minimum quality). Where would you place yourself? Mark with a dash.”

After self-assessment for all qualities, a conversation is held with the child in order to find out the meaning that he puts into each of the names of the quality (except for height), to clarify what he lacks to place himself at the very top of the line for a certain quality. The child’s answers are recorded. In the conversation, the cognitive component of self-esteem is thus clarified.

Data processing. The scale is divided into twenty parts (cells) so that the middle is between the tenth and eleventh. The mark placed on the scale is assigned the numerical value of the corresponding cell.

The level of self-esteem is presented from +1 to -1. The emotional component of self-esteem is determined by its height, reflecting the degree of satisfaction with oneself. In the area of positive values, three levels of satisfaction are distinguished (0.3 - low; 0.3-0.6 - average; 0.6-1.0 - high). The level of dissatisfaction with oneself is in the negative range. The growth scale is not taken into account; it is needed only to explain to the child what the experimenter wants from him.

Scores on all other scales are summed and divided by six. This is the average level of self-esteem for this student.

Cognitive processes

Attention

1. Methodology “Study of attention switching”

Purpose: study and assessment of the ability to switch attention. Equipment: table with black and red numbers from 1 to 12, written out of order; stopwatch.

Research procedure. At the researcher’s signal, the subject must name and show the numbers: a) black from 1 to 12; b) red from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 - black, 12 - red, 2 - black, 11 - red, etc.). The time of the experiment is recorded using a stopwatch.

Processing and analysis of results. The difference between the time required to complete the last task and the sum of the time spent working on the first and second will be the time that the subject spends on switching attention when moving from one activity to another.

2. Assessing the stability of attention using the correction test method

Purpose: to study the stability of students' attention. Equipment: standard “Corrective Test” test form, stopwatch. Research procedure. The study must be carried out individually. You need to start by making sure that the subject has a desire to complete the task. At the same time, he should not have the impression that he is being examined. The subject must sit at the table in a position convenient for performing this task.

The examiner gives him a “Proofreading Test” form and explains the essence according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters “k” and “r” and cross them out. The task must be completed quickly and accurately.” The subject begins to work at the experimenter's command. After ten minutes, the last letter examined is marked.

Processing and analysis of results. The results in the test subject's proofreading form are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during work, and the number of letters that needed to be crossed out are calculated.

The productivity of attention is calculated, equal to the number of letters viewed in ten minutes, and accuracy, calculated by the formula m K = ⋅100%, where K is accuracy, n is the number of letters that needed to be crossed out, m is the number of letters crossed out correctly during work.

3. Study of the peculiarities of attention distribution (methodology of T.E. Rybakov)

Equipment: a form consisting of alternating circles and crosses (on each line there are seven circles and five crosses, a total of 42 circles and 30 crosses), a stopwatch.

Research procedure. The subject is presented with a form and asked to count out loud, without stopping (without using a finger), horizontally the number of circles and crosses separately.

Processing and analysis of results. The experimenter notes the time it takes the subject to complete the counting of elements, records all the stops the subject makes and those moments when he begins to lose count.

Comparison of the number of stops, the number of errors and the serial number of the element from which the subject begins to lose count will allow us to draw a conclusion about the level of attention distribution of the subject.

Memory

1. Methodology “Determination of memory type”

Goal: determination of the predominant type of memory.

Equipment: four rows of words written on separate cards; stopwatch.

For memorization by ear: car, apple, pencil, spring, lamp, forest, rain, flower, pan, parrot.

For memorization during visual perception: airplane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck.

For memorization during motor-auditory perception: steamboat, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.

For memorization with combined perception: train, cherry, notebook, autumn, floor lamp, clearing, thunderstorm, mushroom, cup, chicken.

Research procedure. The student is informed that a series of words will be read to him, which he must try to remember and, at the experimenter’s command, write down. The first row of words is read. The interval between words when reading is 3 seconds; The student must write them down after a 10-second break after finishing reading the entire series; then rest for 10 minutes.

The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

The experimenter shows the student the words of the fourth row and reads them to him. The subject repeats each word in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

Processing and analysis of results. A conclusion can be drawn about the predominant type of memory of the subject by calculating the memory type coefficient (C). C = , where a is 10 the number of correctly reproduced words.

The type of memory is determined by which of the rows had greater word recall. The closer the memory type coefficient is to one, the better developed this type of memory is in the subject.

2. Methodology “Study of logical and mechanical memory”

Goal: study of logical and mechanical memory by memorizing two rows of words.

Equipment: two rows of words (in the first row there is a semantic connection between the words, in the second row there is none), stopwatch.

First row: Second row:
doll - play beetle - chair
chicken - egg compass - glue
scissors - cut bell - arrow
horse - sleigh tit - sister
book - teacher watering can - tram
butterfly - fly boots - samovar
brush - teeth match - decanter
snow - winter hat - bee
cow - milk fish - fire
lamp - evening drank - scrambled eggs

Research procedure. The student is informed that pairs of words will be read that he must remember. The experimenter reads to the subject ten pairs of words in the first row (the interval between pairs is five seconds).

After a ten-second break, the left words of the row are read (with an interval of ten seconds), and the subject writes down the remembered words of the right half of the row.

Similar work is carried out with words of the second row.

Processing and analysis of results. The results of the study are recorded in the following table.

table 2
The volume of semantic and mechanical memory
Volume of semantic memory Volume of mechanical memory
Quantity Quantity Coefficient Quantity Quantity Coefficient
words of the first memorized - semantic words of the second memorized - mechanical
a number of memory words a number of memory words
(A) (B) C= B/A (A) (B) C= B/ A

Thinking

1. Methodology “Simple analogies”

Goal: study of logic and flexibility of thinking.

Equipment: a form in which two rows of words are printed according to the sample.

1. Run Scream
stand a) be silent, b) crawl, c) make noise, d) call, e) stable

2. Steam Locomotive Horse
carriages a) groom, b) horse, c) oats, d) cart, e) stable

3. Leg Eyes
boot a) head, b) glasses, c) tears, d) vision, e) nose

4. Cow Trees
herd a) forest, b) sheep, c) hunter, d) flock, e) predator

5. Raspberry Mathematics
berry a) book, b) table, c) desk, d) notebooks, e) chalk
6. Rye Apple Tree
field a) gardener, b) fence, c) apples, d) garden, e) leaves

7. Library Theater
viewer a) shelves, b) books, c) reader, d) librarian, e) watchman

8. Steamboat Train
pier a) rails, b) station, c) land, d) passenger, e) sleepers

9. Currant Casserole
berry a) stove, b) soup, c) spoon, d) dishes, e) cook

10. Illness TV
treat a) turn on, b) install, c) repair, d) apartment, e) master

11. House Staircase
floors a) residents, b) steps, c) stone,

Research procedure. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from those proposed. If the student cannot understand how this is done, one pair of words can be analyzed with him.

Processing and analysis of results. A high level of logic of thinking is indicated by eight to ten correct answers, a good level by 6-7 answers, a sufficient level by 4-5, and a low level by less than 5.

2. Method “Elimination of the unnecessary”

Purpose: studying the ability to generalize. Equipment: a piece of paper with twelve rows of words like:

1. Lamp, lantern, sun, candle.

2. Boots, shoes, laces, felt boots.

3. Dog, horse, cow, elk.

4. Table, chair, floor, bed.

5. Sweet, bitter, sour, hot.

6. Glasses, eyes, nose, ears.

7. Tractor, combine, car, sled.

8. Moscow, Kyiv, Volga, Minsk.

9. Noise, whistle, thunder, hail.

10. Soup, jelly, saucepan, potatoes.

11. Birch, pine, oak, rose.

12. Apricot, peach, tomato, orange.

Research procedure. The student needs to find one in each row of words that does not fit, that is superfluous, and explain why.

Processing and analysis of results.

1. Determine the number of correct answers (highlighting the extra word).

2. Establish how many rows are generalized using two generic concepts (the extra “pan” is dishes, and the rest is food).

3. Identify how many series are generalized using one generic concept.

4. Determine what mistakes were made, especially in terms of using non-essential properties (color, size, etc.) to generalize.

The key to evaluating results. High level - 7-12 rows are generalized with generic concepts; good - 5-6 rows with two, and the rest with one; medium - 7-12 rows with one generic concept; low - 1-6 rows with one generic concept.

3. Methodology “Studying the speed of thinking”

Goal: determining the speed of thinking.

Equipment: set of words with missing letters, stopwatch.

d-r-d-in p-i-a p-s-o
Mr. z-m-k r-ba o-n-
p-le k-m-n f-n-sh z-o-ok
k-sa p-s-k x-kk-y k-sh-a
t-lo s-ni u-i-el sh-sh-a
r-ba s-ol k-r-tsa p-r-g
r-ka sh-o-a b-r-for sh-p-a
p-la k-i-a p-e-d b-r-b-n
s-lo s-l-tse s-eg k-n-i
m-re d-s-a v-s-a d-r-v-

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many singular nouns as possible.

Processing and analysis of results: 25-30 words - high speed of thinking; 20-24 words - good speed of thinking; 15-19 words - average speed of thinking; 10-14 words - below average; up to 10 words - inert thinking.

These criteria should be used when assessing students in grades 2-4; first graders can be examined from the second half of the year and counting starts from the third level: 19-16 words - high level of thinking; 10-15 words - good; 5-9 words - average; up to 5 words - low.

4. Methodology “Study of self-regulation”

Goal: determining the level of formation of self-regulation in intellectual activity. Equipment: sample with the image of sticks and dashes (/-//-///-/) on a lined notebook sheet, a simple pencil.

Research procedure. The subject is asked to write sticks and dashes on a lined notebook sheet for 15 minutes as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer signs from one line to another , write not on every line, but every other line.

In the protocol, the experimenter records how the task is accepted and performed - completely, partially, or not accepted, not performed at all. The quality of self-control during the performance of the task is also recorded (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control when assessing the results of activities (tries to thoroughly check and checks, is limited to a cursory review, does not look at the work at all, but gives it to the experimenter immediately upon completion). The study is carried out individually.

Processing and analysis of results. Determine the level of formation of self-regulation in intellectual activity. This is one component of overall learning ability.

Level 1. The child accepts the task in full, in all components, and maintains the goal until the end of the lesson; works concentratedly, without distractions, at approximately the same pace; works mostly accurately; if it makes some mistakes, it notices them during testing and corrects them independently; does not rush to hand over the work right away, but checks what has been written again, makes corrections if necessary, and does everything possible to ensure that the work is not only completed correctly, but also looks neat and beautiful.

Level 2. The child accepts the task in full and maintains the goal until the end of the lesson; makes a few mistakes along the way, but does not notice and does not eliminate them on his own; does not eliminate errors and in the time specially allocated for checking at the end of the lesson, he is limited to a quick glance at what has been written; he is not concerned about the quality of the work’s design, although he has a general desire to get a good result.

Level 3. The child accepts the goal of the task partially and cannot retain it in its entirety until the end of the lesson; therefore he writes signs randomly; in the process of work makes mistakes not only due to inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either during the work or at the end of the lesson; upon completion of work, does not show any desire to improve its quality; I am generally indifferent to the result obtained.

Level 4. The child accepts a very small part of the goal, but almost immediately loses it; writes characters in random order; does not notice mistakes and does not correct them, and does not use the time allotted for checking the completion of the task at the end of the lesson; upon completion, immediately leaves the work without attention; I am indifferent to the quality of the work performed.

Level 5. The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set before him; at best, he only catches from the instructions that he needs to act with a pencil and paper, he tries to do this, writing or painting the sheet as best he can, without recognizing either the margins or the lines; there is no need to even talk about self-regulation at the final stage of the lesson.

Imagination

Methodology “Completing Figures”

Purpose: to study the originality of solving imagination problems.

Equipment: a set of twenty cards with figures drawn on them: outline images of parts of objects, for example, a trunk with one branch, a circle-head with two ears, etc., simple geometric figures (circle, square, triangle, etc. ), colored pencils, paper. Research procedure. The student needs to complete each of their figures so that they get a beautiful picture.

Processing and analysis of results. A quantitative assessment of the degree of originality is made by counting the number of images that were not repeated in the child and were not repeated in any of the children in the group. Those drawings in which different reference figures were transformed into the same element of the drawing are considered identical.

The calculated coefficient of originality is correlated with one of six types of solution to the imagination task. Null type. It is characterized by the fact that the child does not yet accept the task of constructing an imaginary image using a given element. He does not finish drawing it, but draws something of his own next to it (free imagination).

Type 1 - the child completes the drawing of the figure on the card so that an image of a separate object (tree) is obtained, but the image is contoured, schematic, and devoid of details.

Type 2 - a separate object is also depicted, but with various details.

Type 3 - when depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).

Type 4 - the child depicts several objects according to an imaginary plot (a girl walks with a dog). Type 5 - a given figure is used in a qualitatively new way.

If in types 1-4 it acts as the main part of the picture that the child drew (the circle-head), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer a roof, but a pencil lead, with which the boy draws a picture).

Burlachuk A.F., Morozov S.M. Dictionary-reference book on psychological diagnostics. - Kyiv, 1989.
Bogdanova T.G., Kornilova T.V. Diagnosis of the child’s cognitive sphere. - M., 1994.
Borozdina L.V. Study of the level of aspirations. - M., 1986. - P. 62-68. 23
Gavrilycheva G.F. Diagnostics of studying the personality of a junior schoolchild // Elementary school. - 1994. - N 1. - P. 16-18; N 8. - P. 4-8.
Diagnostics of mental development of preschool children / Ed. L.A. Venger, V.V. Kholmovskaya. - M., 1978.
Diagnostics of educational activity and intellectual development of children / Ed. D.B. Elkonina, L.A. Wenger. - M., 1981.
Diagnostic and correctional work of a school psychologist / Ed. I.V. Dubrovina. - M., 1987.
Elfimova N.E. Diagnosis and correction of learning motivation in preschoolers and primary schoolchildren. - M., 1991.
Order. Diagnostics of the thinking of children 6-10 years old. - M., 1993.
Studying the personality of a schoolchild by a teacher / Ed. Z.I. Vasilyeva, T.V. Akhayan, M.G. Kazakina, N.F. Radionova and others - M., 1991.
Kees P.Ya. Towards the development of diagnostic tests for the intellectual development of six-year-old children // Issues of psychology. - 1988. - N 6. - P. 43-49.
Kozlenko V.N. On the issue of diagnosing the creativity of students // Issues of cognitive activity of secondary school students and students. - M., 1981. - P. 116-125.
Methods for studying nonverbal thinking: Collection of text methods / Ed. I.S.Yakimanskaya.-M., 1993.
Mikhalchik T.S., Guryanova E.Ya. Seminars and practical classes, tests and coursework in psychology: Textbook. allowance. - M., 1987.
General psychodiagnostics /Ed. A.A.Bodaleva, V.V. Stolin. - M., 1967.
Platonov K.K. Psychological workshop. - M., 1980.
Workshop on Psychology / Ed. A.N. Leontyeva, Yu.B. Gippenreiter. - M., 1972.
Workshop on general and experimental psychology / Ed. A.A. Krylova. - L., 1987.
Practical lessons in psychology / Ed. A.V. Petrovsky. - M., 1972.
Practical lessons in psychology / Ed. D.Ya. Bogdanova, I.P. Volkova. - M., 1989.
Practical lessons in psychology / Ed. A.Ts. Puni. - M., 1977.
Workbook of a school psychologist / Ed. I.V. Dubrovina. - M., 1991.
Rogov E.I. Handbook for a practical psychologist in education. - M., 1995.
Romanova E.S., Potemkina O.F. Graphic methods in psychological diagnostics. - M., 1992.
Rubinshtein S.Ya. Psychology of mentally retarded schoolchildren. - M., 1979.
Fridman L.M., Pushkina T.A., Kaplunovich I.Ya. Studying the personality of the student and student groups. - M., 1987.
Homentauskas G.T. Using children's drawings to study intra-family relationships // Issues of psychology. - 1986. - N 4.
Homentauskas G.T. Family through the eyes of a child. - M., 1989.
Shvantsara J. et al. Diagnosis of mental development. - Prague, 1978.
Uruntaeva G.A., Afonkina Yu.A. Workshop on child psychology. - M., 1995.

Popular materials

For the effective implementation of educational and educational functions, it is very important to be able to find an individual approach to students based on knowledge of the age and psychological characteristics of their personality, activities, various aspects of the relationship that arise between children and teachers, as well as their parents and peers.

The main goal of drawing up a profile is to study and get to know the child more fully, on this basis to provide assistance in the development and formation of his individuality, and to determine the optimal ways to interact with him.

To compile a detailed psychological and pedagogical profile, you must adhere to the following algorithm:

Select a student to write a description.

Observe this student in various life situations, recording and analyzing the observed facts.

Using psychological techniques, conduct a study of some of the characteristics of his personality.

Write a psychological and pedagogical profile, reflecting different areas of personality, behavioral characteristics, communication at school and at home according to the proposed scheme.

Assess and compare the student’s attitude towards general education subjects and physical education and sports, justifying their reasons with the collected material. Characterize, within the framework of the collected material, the student’s personality in terms of comprehensive development.

Outline tasks for further improvement or correction of the student’s attitude towards educational and sports activities on the part of the physical education teacher and the student himself.

It should be noted that the characteristics are not compiled in the form of answers to the points of the indicative scheme. Characteristics are a coherent, holistic description of various aspects of the student’s personality. It is significantly “enlivened” by examples and incidents from the life of a schoolchild, emphasizing one or another of his features and allowing him to create a clear image of a person’s unique individuality.

Scheme of psychological and pedagogical characteristics of personality

A schoolchild in connection with his attitude to academic work

I. General information about the student.

Last name, first name, age.

Family composition, profession and specialty of parents, their attitude towards sports.

II. The student’s attitude towards general education subjects, his interests, abilities, character traits and other personality traits that manifest themselves in academic work.

Academic performance over the past two years in various general education subjects.

Views on the importance of educational activities (considers it a mandatory and important matter; studies conscientiously, completes lessons carefully; studies with enthusiasm, with interest, studies because they are forced to, reluctantly, etc.).

General intellectual development and interests (describe the general outlook and other signs of mental development, list all interests, hobbies, erudition; does he like to read, what does he read, etc.).

Abilities for educational work (speed and accuracy of perception of material, quick wit, independence of judgments and conclusions, speed and strength of memorization, stability of attention, imagery, expressiveness, literacy in oral and written speech, etc.). Are there any special abilities (for music, drawing, singing, poetry, for a certain type of work, for sports - indicate the type of sport).

Diligence in academic work (are there habits of long-term study work, punctuality in completing homework, accuracy in keeping notebooks, etc.).

Organization in educational activities (is there a habit of preparing lessons every day, planning time, completing everything on time, etc.).

Discipline in the classroom.

Strong-willed qualities (the ability to show commitment, perseverance, endurance, self-control, initiative, etc. in educational matters).

Interest in knowledge (strives to know more than what is provided in textbooks, studies with interest, without interest, reluctantly, etc.; note - in which subjects especially).

Study skills (the ability to work with a textbook, draw up a plan, take notes, rationally organize memorization, find additional literature, etc.).

Satisfaction with academic achievements.

Feedback from teachers about their attitude towards academic work:

a) in mathematics (or physics)

b) literature (or history)

III. Attitude to physical education lessons and sectional classes; interests, abilities, character traits and other personality traits that manifest themselves in these classes.

Academic performance in physical education (over the last two years), sports specialization, category, participation in competitions, sports experience, best sports achievements, etc.

Views on the importance of physical education lessons and sports.

Features of physical development (according to the school first-aid post and according to the physical education teacher):

a) height, weight, chest volume; dynamometry, spirometry;

b) health status and physical fitness;

c) results in running, jumping, throwing, swimming, walking, skiing, etc.;

Psychomotor abilities (level of proficiency in sports skills, speed of mastering movement techniques, time spent preparing to perform a sports category, level of development of physical qualities, reaction speed, spatial orientation, memorization of movements, tactical thinking, emotional stability, etc.).

Hard work, organization, diligence and discipline in the process of physical education and sports (regularity of attending lessons and training sessions, doing morning exercises, behavior in lessons, attitude towards sports uniform, equipment, etc.).

Outlook in the field of sports (reading sports newspapers and magazines - which ones, attending competitions, favorite teams and athletes; does the ideal athlete exist - what is it; knowledge of the goals and objectives of physical culture and sports; awareness of the theory and methodology of sports training).

Volitional qualities manifested in physical education lessons and competitions (when performing “dangerous” exercises, when working “for endurance”, if necessary, to restrain emotions and manifestations of feelings, etc.).

Interest in physical education and sports (does it enthusiastically, with interest, without interest, reluctantly, etc.).

Skills (hygienic habits associated with playing sports, the ability to overcome fear, focus on one’s condition, manage emotions, etc.; the ability to successfully combine academic activities and responsibilities with sports).

10. Satisfaction with the results achieved in physical education and sports classes.

11. Feedback from teachers and coaches about their attitude towards physical education and sports:

a) attitude towards physical education lessons (teacher’s review

in physical culture);

b) attitude towards sectional classes (feedback from the trainer).

Target: study the psychological characteristics of the student’s consciousness and personality and draw up a psychological and pedagogical profile.

The teacher needs to be able to focus the educational process on the individual psychological characteristics of each specific student. This presupposes not only the ability to identify individual traits and properties of a student’s personality, but also to see him as a holistic personality, acting as an active subject of his own life activity and all those social contacts in which he is included. Therefore, psychological and pedagogical characteristics are a means for the teacher to holistically perceive the student’s personality.

Stages of completing the task

1. Select two students with different levels of academic performance to study and subsequently write a psychological and pedagogical profile, establish personal contact with them.

2. Study the scheme of psychological and pedagogical characteristics and draw up a plan for collecting the necessary information, indicating the method of obtaining it (observation, conversation, experimental research). To collect information, it is recommended to use the observation patterns, conversation plans and experimental techniques given in this methodological manual.

3. During the internship, it is necessary to collect the necessary materials to compile the psychological and pedagogical characteristics of two students. At the next stage, it is necessary to analyze the data obtained during the study of students, summarize them and compile psychological and pedagogical characteristics.

SCHEME

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF THE STUDENT

1. General information about the student. Last name, first name and patronymic of the student. Age. Physical development. State of health (including neuropsychic). Family composition and its socio-cultural level.

2. Educational activity and individual psychological characteristics of the student’s cognitive sphere. The prevailing level of academic performance (excellent, good, satisfactory, not doing well), aptitude for some subjects and difficulties in others. Psychological characteristics of educational activities.

Motives educational activities. The state of discipline and responsibility, the characteristics of experiencing success and failure, the attitude towards the teacher’s praise and blame related to educational activities.

Ability to learn: the ability to accept a learning task, the ability to identify and carry out learning activities and control actions, the ability to independently work with a textbook, draw up outline plans, the ability to adequately evaluate the results of educational activities. Attitude towards marks. Ability to organize independent learning activities: systematically prepare homework, find additional information, prepare abstracts and reports, etc.

Activity in class. Features of cognitive activity. Peculiarities attention. The predominant type of attention in the lesson. Formation of voluntary attention, distribution, switching and stability of attention.

Peculiarities memory. The predominant type of memory of the student (visual, auditory, motor). Dominant methods of learning material (mechanical or meaningful), mastery of rational memorization techniques.

Peculiarities thinking. Formation of mental actions. The ability to analyze educational material, summarize what you read, and draw your own conclusions. Flexibility of mind.

Peculiarities speech. The ability to express thoughts orally and in writing (comprehensibility, logic, imagery, originality of speech, the student’s vocabulary).

Characteristic abilities. Availability of special abilities (for literature, music, drawing, mathematics, etc.). Level of development of general abilities: abilities to master knowledge, abilities, skills (ability to learn).

3. Psychological characteristics of communication and the student’s personality. Composition of the class, level of performance and discipline in it. The student’s place in the system of interpersonal relationships (presence or absence of friends, conflicts in communication with classmates). Development of communication skills. Manifestations of organizational abilities (initiative or passive, organizer or performer).

Character traits manifested in relation to the team and peers: positive (humanity, kindness, tolerance, sincerity, responsibility, justice, manifestations of friendship and camaraderie, etc.); negative traits (cruelty, envy, deceit, intolerance, indifference, callousness, rudeness, etc.).

Attitude to public assignments and joint activities with classmates, the quality of their implementation.

Relationships with parents: respect and love, recognition, their influence or indifference, alienation. Attitude towards teachers, their authority for the student.

Need-motivational student's sphere. The main motives of behavior and goals that the student strives for. The place of moral motives in the general hierarchical structure. Student's value orientations. The student’s interests, their focus (literature, music, sports, technology, politics, etc.), breadth, stability, connection with the interests of the class. Professional interests and intentions. Preferred types of work. Attitude to the process and result of work. Availability of labor skills.

Features of self-awareness. The content of the self-image, the differences between the real self and the ideal self. Features of self-esteem.

Emotional-volitional sphere. Predominant emotions. Features of emotional states (tendency to affective reactions). The ability to control your emotions. Development of higher feelings (moral, intellectual, aesthetic). Strong-willed traits: determination and independence. Activity and initiative. Stability of behavior or suggestibility, the tendency to succumb to the influence of others. Discipline and the degree of its consciousness. Endurance and self-control. Strength of will. Lack of will (stubbornness, indecisiveness, negativism, deceit, inability to complete a task, etc.).

4. General psychological and pedagogical conclusions. The main achievements and problems of the student’s personality and their possible causes (external and internal). Immediate and future educational tasks. Proposed ways to solve them.

Sample psychological and pedagogical characteristics of a student:

The material for writing the psychological and pedagogical characteristics was collected in the period from 04/11/2011 to 05/07/2011. In the process of collecting material, the following methods were used: observation during classes, during breaks; conversation with the student, class teacher and other students in the class, subject teacher; testing; studying the class magazine, personal files.

1. General information about the student

Ivanov Andrey Aleksandrovich is a student of class 6 “B” of secondary school No. 10, city N. Born on May 31, 1999. According to the results of a medical examination, he is listed in the 1st health group. The medical group for physical education is the main one. Medical professionals have given recommendations for hardening.

2. Conditions of family education

The family in which Andrey Ivanov lives is complete. Father - Ivanov Alexander Alexandrovich - works at... Mother - Ivanova Elena Mikhailovna - a teacher at... In a conversation with the class teacher, it turned out that the psychological situation in the family contributes to the development of the child. Friendly relationships between family members play a fundamental role in the full development of a boy. Parents pay sufficient attention to their son’s education and, if necessary, help in preparing homework.

All conditions for normal development have been created for Andrey. The boy has a place for privacy - his own room, where he can calmly do his homework.

From the answers to the questions in the questionnaire provided to Andrei, it turned out that the boy also has responsibilities around the house: going to the store, washing dishes, taking out the garbage, and the boy especially likes to water the flowers.

This indicates that parents instill in their son hard work, neatness, and a love of order.

According to the class teacher, Andrey Ivanov’s parents regularly attend parent-teacher meetings and participate in the public life of the school. They are also interested in their son’s successes and consult with the class teacher on issues of upbringing and the development of certain inclinations of Andrei. It is also important that the boy’s parents regularly review the diary, sign on time, and respond to entries in the diary, which indicates responsibility and an active parental position.

3. Student's educational activity

The first thing that needs to be noted after observing Andrey Ivanov is his conscientious attitude to his studies. He has a high level of attention: he notices mistakes made by students when completing assignments on the board, and quickly responds to questions during oral work. The boy has a well-developed thinking, he easily summarizes material, systematizes and analyzes it.

Andrey has good academic performance in all subjects. Favorite subjects are the following: mathematics, computer science, Belarusian and Russian languages, Belarusian and Russian literature. The overall average score in all subjects is 8.3 points.

Andrey Ivanov is highly active in class. He is one of the first to answer the teacher’s questions and always raises his hand. Despite the fact that the boy’s answers are not always correct, his activity indicates diligence in his studies. It is also important to note the fact that Andrey shows interest in various subjects: those related to both the exact sciences and the humanities. The boy carefully completes his homework and always tries to answer the teacher’s questions. This may indicate determination and leadership qualities.

According to the student himself, he likes to study, and it is not particularly difficult, but at the same time he would like to study better.

4. Student’s work activity

Andrey Ivanov shows interest not only in educational activities, but in various types of extracurricular activities. He attends electives in computer science and mathematics, a sports section (basketball), and a music school. In his free time, Andrey also likes to play computer games or spend time outside with friends.

If a boy is entrusted with a public task, he performs it conscientiously.

Despite the fact that Andrei is still only in 6th grade, he has already decided on his choice of profession: in his own words, in the future the boy dreams of becoming a “great mathematician” and would like to “study in Italy.”

5. Psychological characteristics of the student’s personality

As a result of observations of Andrey, it was established that he is characterized by such qualities of the emotional-volitional sphere as determination, perseverance, independence, and activity. The predominant types of temperament are sanguine (55%) and choleric. These types correspond to such student characteristics as high ability to work, but at the same time instability in interests and inclinations; optimism, sociability, responsiveness; determination, energy, perseverance; average level of strength of nervous processes, high balance of nervous processes, very high mobility of the nervous system.

The methodology for studying self-esteem showed that Andrey has somewhat inflated self-esteem. Often he lacks endurance. For example, he answers teachers' questions very quickly, although his answers are not always accurate, although the boy has well-developed speech. But Andrey is characterized by self-criticism: the student quite adequately assesses his capabilities and is confident in himself.

Despite the student’s active position in both academic and social activities, he is characterized by modesty, kindness, accuracy, sincerity, and responsiveness. Andrey worries if he makes mistakes and tries to correct them.

The boy has good academic performance in all subjects. But in the questionnaire he answered that his favorite subjects are the following: mathematics, computer science, Belarusian and Russian languages, Belarusian and Russian literature.

The student quickly remembers the material, correctly establishes connections between new and covered material, and quickly finds the right rule to complete the task.

Andrey is highly active in class. He is one of the first to answer the teacher’s questions and always raises his hand.

The boy is very sociable, does not conflict with anyone in class, and has many friends. I would also like to note Andrey’s high level of communication: he is always polite, tactful, and respectful of his parents, teachers, and elders.

6. Features of cognitive activity

As already mentioned, Andrey has a high level of attention (he always notices mistakes on the board). He is distinguished by his ability to timely switch and distribute attention, which I have repeatedly noticed in mathematics and computer science lessons.

Andrey has the most developed types of memory: motor-auditory and combined (memory coefficient in both types was 70). The auditory type of memory is less developed (the coefficient was 60).

The boy also has well-developed thinking; he easily summarizes material, systematizes and analyzes it. Andrey has very well developed speech, in most cases he correctly formulates his thoughts. In general, the level of general mental development is quite high; in some situations the boy is ahead of his peers.

7. General psychological and pedagogical conclusions

Based on the presented data and their analysis, we can draw a conclusion about the diversified development of Andrey Ivanov’s personality. He is a very capable, purposeful, inquisitive, broad-minded student.

Andrey is very sociable, non-conflict, and knows how to accept criticism. The boy skillfully combines academic and extracurricular activities. Andrey has great potential for studying the exact sciences, where the use of logical thinking is necessary, but he also has an interest in creativity. It should continue to develop in these directions.

Did you like the material?
Please give your rating.