Modern pedagogical research. Current problems of modern psychological and pedagogical research and ways to solve them in the conditions of scientific research
Man is the most complex phenomenon of all existing on Earth; it is an interesting subject of knowledge and self-knowledge. Man is a remarkable result of a unique socio-cultural revolution, since only man is capable of self-awareness, self-knowledge and transformation of the world around him.
At the beginning of the new millennium, the continuous devaluation of the moral and spiritual values of humans, human communities, and societies is becoming increasingly obvious. The reason is a systemic crisis that has affected the most important spheres of society: culture, science, religion, education. Since education is one of the main factors in the formation of social consciousness, it is education, having changed the paradigm, that should become a social institution that will return to people the lost faith in the highest moral values of existence and the meaning of human life, thereby preventing the real danger of irreversible spiritual degradation of man and humanity. In our opinion, this is one of the most important problems in modern society.
Along with the problem of values in education, the problem of goals has always been relevant, since what the teacher focused on, what values were priority and especially significant for him, depended on the direction in which the process of teaching and upbringing was built and carried out. In the history of the development of educational systems, two approaches to the problem of goal setting can be distinguished: formative (projective) and free. The formative approach is based on the fact that the highest goal of education is the most complete satisfaction of the state's requirements for the individual, for the graduate, who must ensure the progressive development of the economy, science, and technology. Within this approach, the interests of the state come first. The second approach - free goal setting - involves creating conditions for the maximum development of the abilities of each individual, his ascent to the highest human aspirations, life ideals and priorities, in other words, the maximum development of those human properties that are determined by the needs of the individual. It seems to us that free goal setting for many is more progressive in relation to the first approach from the point of view of humanity and recognition of universal human values, at the same time, a big question arises about the practical implementation of this idea in a mass school in connection with four features of the current state of society:
1. The state standard, which is a normative document for the activities of every teacher in the Russian Federation (execution and implementation of the standard is included in the functional responsibilities of the teacher), although they declare a humanistic approach to teaching, in reality does not imply specific tools for implementing this approach. By the way, the new generation standards contain wonderful ideas about the need to form and develop meta-subject (general academic, supra-subject) skills of students, but at the same time do not contain a description of technological procedures for the implementation and implementation of new educational goals. How should a teacher act if he has no idea about meta-disciplinary skills, does not own them himself and does not know the methods of teaching these skills???
2. Personality characteristics of a teacher who grew up and received an education, professional skills in a society with other measurement systems and reference points that run counter to the new requirements of the time, with a different worldview. Back in 1971, Liimets noted that attitudes are much more difficult to change and update than knowledge and techniques.
3. The average age of a teacher in a modern Russian school is 40 years and older. This age period is not the best for revising life guidelines. It is difficult for teachers who have worked at school for 20 years or more, who have graduated children who have successfully made their way in life, to understand why it is necessary to change approaches to teaching, why it is necessary to change yourself, to retrain, when “everything is great” - tests are written mainly in “good” and great." We are talking about psychological barriers, including:
Personal ideas about the norm of one’s activities
Opinions of significant professional and non-professional people
Peculiarities of human thinking, orientation not towards productivity, but towards criticism of one’s own and others’ actions and ideas.
4. Political, economic, socio-cultural conditions at this stage of development of Russian society will not allow the idea of free goal-setting to be widely realized for well-known reasons (the desire for strict state control in all areas of activity, the conservatism of public consciousness, the established national mentality...)
Despite the fact that the implementation of the humanistic approach causes certain difficulties, the fact that scientists and the pedagogical community discuss the need to change and improve the Russian education system at the state level is of great importance. The main trend in the modernization of general education in Russia is to intensify its developmental function. Reorientation of modern pedagogy towards man and his development is the most important task. The changed political, economic, socio-cultural organizational and pedagogical conditions predetermined the need to develop new approaches to building a more effective and adequate didactic model of the educational process. This model is based on the premise that the activities of students and teachers in the learning process act in dialectical unity while simultaneously maintaining the leading role of the teacher and the active, independent participation of students in the educational process. The task of this didactic model is to help overcome a number of uncertainties that exist in Russian education. O.G. Grokholskaya identifies the following facts of reality related to:
- With the coexistence of authoritarian and humanistic approaches to teaching;
- With the definition of the role of projective and free goal setting;
- With the convergence of sociocentric (model of personality from the position of the state) and anthropocentric (self-worth of a person as an individual) approaches in education;
5. With the need to develop a design-technological type of organizational culture, which corresponds to activity theories of learning.
According to the theory of L.S. Vygotsky, A.N. Leontyev and their followers, the processes of training and education develop a person only when they are clothed in activity forms and, having the appropriate content, at certain ages contribute to the formation of one or another type of activity (for example, primary school age is a sensitive period for the formation of educational activity) . Thus, learning in modern conditions of the design-technological type of organizational culture must be considered as a specially organized process, during which the child carries out educational and research activities, performs educational actions based on the material of the educational subject. During the psychological process of Interiorization (“appropriation”), these external objective actions are transformed into internal, cognitive actions (thinking, memory, perception).
In connection with the above, educational and research activities act as an external condition for the development of cognitive processes in a child. This means that the educational task of the pedagogical process is to organize the conditions of the educational environment that stimulate the research activity of each student. With passive perception of educational material, the development of cognitive abilities and the formation of educational skills do not occur. (For example, no matter how much a child looks at examples of writing numbers and letters, until he himself starts writing - trying - he will not develop any writing skills). Consequently, the basis for the formation of the abilities of any individual in the future can only be his own action in the process of educational and research activities.
This problem is especially relevant for elementary school students, since it is at this stage of ontogenesis that educational activity is leading and determines the development of the main cognitive characteristics of the developing personality. Achieving this goal is associated with the organization of educational activities that have a research orientation. Research activity is the leading way of understanding the world around us, it is a link between learning and the mental development of a person, one of the universal types of mental activity that adequately corresponds to the sociocultural purpose of education. It is assumed that the educational process should be aimed at achieving a level of education of students that would be sufficient for independent creative solution of worldview problems of a theoretical or applied nature.
The implementation of these well-known truths is hampered by insufficient methodological elaboration of the problem of creating a learning situation in the classroom for research, ways of translating a learning task into a learning situation, for which it is necessary not only to think through the content of the learning task, but also to put this task in such conditions that they encourage students to actively action, created motivation to explore the surrounding reality. The problems listed above reflect the current state of Russian education.
Bibliographic link
Kadyrova E.P. MODERN PROBLEMS OF PEDAGOGICAL SCIENCE AND EDUCATION // Advances in modern natural science. – 2010. – No. 3. – P. 69-71;URL: http://natural-sciences.ru/ru/article/view?id=7884 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Due to the complexity and versatility of the pedagogical process in education, very different research is needed, both in its subject matter and in its subject focus. Psychological research is very important. In psychological research, a search is being conducted for the most effective mechanisms for mental development for a specific situation, psychological rehabilitation of students, increasing their creative potential, conditions for self-realization, and determining the starting positions for the individual.
Research in the field of pedagogy is understood as the process and result of scientific activity aimed at obtaining new knowledge about the laws of education, its structure and mechanisms, content, principles and technologies. Pedagogical research explains and predicts facts and phenomena (V.M. Polonsky).
Let us now outline the approximate problems of possible psychological and pedagogical research related to the educational process. Although we are still talking about the problem and the topic of research, let us draw attention to the fact that at the heart of any problem there is some kind of contradiction, a mismatch that requires finding a solution, most often a harmonious one, and the problem itself must be relevant and true (i.e., really not yet resolved).
Methodological and theoretical research problems may include the following:
- 1. The correlation of philosophical, social, psychological and pedagogical patterns and approaches in determining the theoretical foundations (concepts) and solving leading problems of pedagogical activity, choosing directions and principles for the development of educational institutions;
- 2. Methods of selection and integration in psychological and pedagogical research of approaches and methods of specific sciences (sociology, ethics, valeology, etc.);
- 3. Specifics of psychological and pedagogical systems: educational, educational, correctional, preventive, therapeutic, etc.;
- 4. The relationship between global, regional, local (local) interests and conditions in the design of psychological and pedagogical systems and the design of their development;
- 5. The doctrine of harmony and measure in the pedagogical process and practical ways to achieve them;
- 6. Correlation and interrelation of the processes of socialization and individualization, innovation and traditions in education;
- 7. Criteria for the success of educational work, the development of the personality of students in certain types of educational institutions;
- 8. Methodology and technology of pedagogical design (at the level of subject, educational institution, pedagogical system of the city, district, region, etc.);
- 9. Methods for correct design and effective implementation of all stages of research search.
Among the applied (practical) problems are the following:
- 1. Developmental capabilities of modern methodological systems;
- 2. Humanitarian education and the spiritual world of the teacher;
- 3. Ways and conditions for the integration of humanities and natural sciences education in secondary schools;
- 4. Health-saving technologies in the educational process;
- 5. Developmental capabilities of new information technologies;
- 6. Comparative effectiveness of modern education systems for various categories of students;
- 7. Traditions of training and education in Russia and other countries and their use in modern conditions;
- 8. Formation of the educational system of a school (or other educational institution):
- 9. School in the system of social education and training;
- 10. Pedagogical possibilities of an “open” school;
- 11. Family in the system of social education;
- 12. Teenage (youth) club as a basis for the development of extracurricular interests and abilities;
- 13. Traditions of folk pedagogy in education;
- 14. The role of informal structures in the socialization of youth, ways of interaction between teachers and informal structures.
Of course, the above list is far from complete; it presupposes the existence of other serious and pressing problems, and in particular those related to the management of education, the improvement of its infrastructure and its individual components, problems of vocational education, problems related to the implementation of the idea of lifelong education, etc. .d.
Determining the topic of the report, drawing up a plan, selecting literature, preparing annotations for the literature intended for use.
Preparation of a scientific report includes several stages of work:
- -Selecting a topic for a scientific report.
- -Selection of materials.
- -Drawing up a plan for the report, working on the text.
- -Preparing presentation materials.
- -Preparation for the performance.
Let us dwell in more detail on each of the listed stages.
I. Choosing a topic for a scientific report. Preparation for a scientific report begins with choosing the topic of the future speech. Practice shows that choosing the right topic means half of ensuring a successful presentation. Of course, the determining role in this matter is played by the interests, hobbies and personal inclinations of the student, the direct connection of the topic of the report with future or present practical work (if these are evening students). Some help in choosing a topic can be provided by the head of a scientific circle, a teacher leading a seminar class or giving a lecture course. When choosing a topic and its formulation, the following requirements must be taken into account:
- 1. The topic of the speech should correspond to your knowledge and interests. The internal psychological attitude is very important here. Interest generates inspiration that arises during the work on the future report. A topic that has become close and exciting to you can capture and captivate your audience.
- 2. You should not choose a topic for a scientific report that is too broad. This is due to the speaker's limited time. The student report should last 10-15 minutes. During such a period of time, the speaker is able to sufficiently fully and deeply consider no more than one or two issues.
- 3. A scientific report should arouse interest among listeners. It may contain some information that is new to them or a presentation of controversial points of view of various authors on the issue being covered.
A student starting to prepare a scientific report must clearly define the purpose of the future presentation. It is clear that before studying the literature on the chosen topic, it is quite difficult to formulate the specific purpose of your research. In this case, it is necessary to identify a general goal or target setting. A specific goal setting gives the direction in which the speaker will work and helps to consciously and purposefully select the necessary material. Let us illustrate this idea with a specific example. The student chose the following topic: “The role of large enterprises in a market economy.” As a general goal, you can set yourself the task of determining the true place of large companies in the modern economy.
It is known that the criterion for a successful presentation is the presence of contact between the speaker and the audience. Any contact presupposes the involvement of both parties - the speaker and the listeners - in mental activity. To arouse interest, it is necessary to formulate the purpose of the scientific report at the beginning of the speech. Having defined and outlined the purpose of the report, you should then begin to select materials. And this is the second stage of preparatory work.
II. Selection of materials
The work of selecting materials for the report involves studying the literature.
It is advisable to begin studying literature on a chosen topic by viewing several textbooks on the discipline being studied. This will provide an overview of the research questions. Further search for the necessary information involves familiarization with three groups of sources. The first group is official documents of the Republic of Belarus. The second group includes monographs, scientific collections, and reference books. The third group includes periodical press materials - magazine and newspaper articles. It is this group that mainly contains new information and facts and provides the latest digital data.
III. Planning a report
Working on the text. After the work of selecting sources is completed and there is a certain understanding of the chosen topic, a preliminary plan can be drawn up. It is necessary to take into account that the previously drawn up plan will be changed and adjusted in the process of further study of the topic. And although this plan does not have specifically defined boundaries, its preparation will form the basis of the report being created and, already at this stage, outline the contours of the future speech. In the future, as you master the material being studied, the initial plan can be supplemented, improved and specified. Working on the text of a future speech can be considered the most difficult and important stage of preparing a scientific report. It is at this stage that it is necessary to analyze and evaluate the collected material and formulate a final plan. When starting to work on the text of the report, you should take into account the structure of its construction.
A scientific report should include three main parts: introduction, main part, conclusion.
The introduction is a brief introduction to the audience about the problem discussed in the report. “The most difficult task during a business conversation is to win over at the beginning and achieve success at the end,” says the famous American psychologist Dale Carnegie.
Indeed, although the introduction is short in time (only 2-3 minutes), it is necessary to arouse interest in the audience and prepare the ground for the report. The introduction is like an overture, since it determines not only the theme of the upcoming report, but also provides the leitmotif of the entire speech. An introduction can interest listeners and create a favorable mood for future perception. You need to start with the main idea, which then takes center stage. A few phrases successfully formulated in the introduction can ensure the success of the entire report. You need to start your report by addressing the audience.
The main part is a logical continuation of the issues outlined by the author in the introduction. It is in this part of the report that the topic of the speech will be revealed and the necessary evidence and arguments will be presented. The choice of arguments and their arrangement depend on the characteristics of the audience.
Arguments are statements given to support a thesis and testify to its truth and fairness.
The thesis is the main statement of the speaker, which he tries to substantiate and prove.
Requirements for the main thesis of the speech:
The phrase should state the main idea and correspond to the purpose of the speech;
The judgment should be brief, clear, and easy to retain in short-term memory;
The idea must be understood unambiguously and not contain contradictions.
Some options for systematically constructing an argument:
Problem presentation (identification and analysis of contradictions, ways to resolve them);
Chronological presentation;
Presentation from causes to effects (from particular to general);
Inductive presentation (from general to specific).
Various aspects are considered to help students better understand the idea. At the same time, it is very important to think over the volume so that during the presentation of the main part of the speech you do not overspend time and leave it for the conclusion.
Arguments can be strong or weak. Strong arguments usually include scientific axioms, references to the law, expert opinions, references to authorities, eyewitness accounts, and statistical data.
The speech must contain at least three arguments. A distinction is made between top-down argumentation - the arrangement of arguments from strong to weak - and ascending argumentation - the arrangement of arguments from weak to strong. The use of upward argumentation is effective in a prepared, interested, benevolent audience, while downward argumentation is effective in an unprepared audience. Proving his main thesis, the speaker can only give arguments in defense of his point of view. Such an argument will be considered one-sided. It is advisable to use it to convince people who are not completely convinced of their point of view or who have little understanding of the problem. But for a prepared audience that well understands the essence of the issue, and also if the speaker wants to convince the audience, such argumentation is unsuitable. In such a situation, two-way argumentation is effective when listeners are presented with different (not necessarily opposing) points of view that they can compare.
Two-sided argumentation can be refuting, when the speaker builds his speech based on real or possible arguments of the opponent, or supporting, when the speaker’s goal is to support someone’s point of view. Rebuttal argumentation is usually intended for an audience that can be later pressured by opponents. Supportive - to speak to your supporters.
There are also different methods of argumentation based on the type of logical proof. Argumentation based on deductive presentation is built from conclusion to arguments, argumentation based on inductive presentation - on the contrary, from arguments to conclusion. Deductive argumentation is more effective in a male audience, educated in natural sciences, over 23 years old, and critically minded. Inductive argumentation is more effective for female, youth, friendly and unprepared audiences.
In order to correctly construct the main part of your report, you need to draw up a detailed plan. The importance of drawing up such a plan is related to the main task of the author. He must, within the 10 minutes allotted for the main part, be able to present and state the author’s point of view on the problem identified in the topic of the report.
Having a detailed plan allows you to complete this task, allows the author to convey his ideas to the audience in a concise form and meet the established regulations. How should the material be presented in the main part of the report?
The development plan for the main part should be clear. The subject of the speech should be revealed specifically and harmoniously. As many factual materials and necessary examples as possible should be selected.
The text of a scientific work differs from any other in its logic. Therefore, the selection of issues in the main part should correspond to the logic of the problem outlined in the report. It is necessary to rely on the above most general principles for presenting material:
1. From specific to general. This principle of presenting the material assumes the following presentation. At the beginning of the report, examples are given on the basis of which a generalization is made. The examples given in the report should be colorful, memorable, and carefully selected. The author should not use random facts in the report and draw far-reaching conclusions based on them.
When presenting the material, it is also necessary to take into account that to analyze the problem you need to use a larger amount of information and facts than is directly required to write the text of the speech. Backup material makes the report more vivid and convincing. “A good report is one that has a lot of reserve material behind it, much more than the speaker had the opportunity to use” (D. Carnegie). Backup material can also be used to answer potential questions from the audience.
- 2. From general to specific. This principle involves the presentation of general theoretical principles, which are then specified and explained. Here is one possible use of this principle. “Currently, a large company plays a central role in the economy of any state. It holds key positions in all areas of the economy. For example, in the US industry, the two hundred largest companies account for 40% of the country's GDP. In most American manufacturing industries, the largest companies account for 25 to 100% of industry production. Domestic large businesses provide more than 50% of industrial output. The situation is similar in most countries of the world."
- 3. The principle of historicism. Typically, this principle of presenting material is used when analyzing the history of the problem being presented. Often, individual points of the report are presented on the basis of the general to the specific principle, while others are presented using the principle of historicism, or ascending from specific examples to a general conclusion.
When working on the main part, the author should know that the general rule for any scientific report is the evidence of the statements made. Each thesis (let us remember once again that a thesis is a concentrated expression of a separate idea of the report) presented in the report must be justified, citing several figures, facts or quotes as evidence. At the same time, it is important to respect the “Golden Mean” and not overload the report with an abundance of numbers. They must be given with great limitation. The human consciousness cannot simultaneously perceive more than 7 (+ - 2) digits. Simply listing numbers should be avoided. It is better to group them, classify them and present them in the form of a graph or diagram. You should not overuse sayings, proverbs or funny stories. Any proverb should fit organically into the content of the report. The imagery of a speech is created by the logic of its construction and its persuasiveness.
The conclusion aims to summarize the main thoughts and ideas of the speech. It, like the entire report, must be prepared in advance in a calm and leisurely atmosphere. You shouldn't count on impromptu. “The conclusion of the speech is truly the most strategically important section of the speech. What the speaker says in conclusion, his last words continue to ring in the ears of the listeners after he has already finished his speech, and apparently they will be remembered the longest.” How to develop self-confidence and influence people when speaking in public).
In conclusion, we can briefly repeat the main conclusions and statements made in the main part of the report. The conclusion can also be assigned the function of summarizing all the material presented by the speaker.
IV. Preparation of presentation materials. The report you have prepared and your future speech in the audience is aimed at its auditory perception. Oral speech provides the speaker with additional means of influencing listeners: voice, intonation, facial expressions, gestures. However, at the same time, the listeners' ability to see must be successfully used. The author of a scientific report can perfectly complement his presentation using diagrams, illustrations, graphs, images on the board, drawings, posters. However, in order for the use of visual aids to have the intended effect, the following rules must be taken into account:
- 1. It is advisable to use visual material. If there is no need to demonstrate it, its use will only distract the attention of listeners.
- 2. Graphs, posters and diagrams are prepared in advance.
- 3. Images must be visible to everyone. Complex statistical tables should be presented in accessible form as charts or graphs.
- 4. Visual materials should be shown to an audience, not to yourself.
- 5. The abstracts of the report should be closely related to the image of visual materials.
- 6. In order not to distract the attention of the audience, you need to remove them in a timely manner and move on to showing other materials.
- 7. It is necessary to pause in your speech if the audience is busy looking at visual materials.
V. Preparation for the performance
When preparing for a speech, it is necessary to take into account the peculiarities of oral speech. Oral speech occurs directly and does not tolerate delay or procrastination. This forces the speaker (responder) to express his thoughts in relatively simple sentences and limit the length of phrases, otherwise the listener will forget the beginning of the phrase by the end of the phrase.
Oral speech is designed for auditory (and often visual) perception and is characterized by the presence of such elements as stress, intonation, pause, rhythm, tempo, facial expressions, and gestures. Written speech is intended only for visual perception (reading); there is no direct communication here.
Compared to oral, written speech is slower: in the same time a person will say much more (about 5-6 times) than he will write. When a person expresses thoughts in writing, he has more opportunities to concentrate and think; you can read what has already been written before, correct, improve, even rewrite the work. Written work is the result of reflection. In addition, the limitations of human memory require control of the length of phrases in oral speech. It has been established that short phrases are easier to perceive by ear than long ones.
Only half of adults are able to understand a sentence containing more than thirteen words. And the third part of all people, listening to the fourteenth and subsequent words of one sentence, completely forget its beginning. It is necessary to avoid complex sentences, participial and adverbial phrases. When presenting a complex issue, you need to try to convey information in parts.
Written speech allows you to build more complex grammatical structures and express yourself in more common sentences.
Having prepared the material for the report, you should decide on the issue of notes for the speech: prepare the full text of the report, draw up detailed abstracts of the speech, or prepare short working notes.
Purpose of a person, his potential
possibilities.
What can a person do? How to intensify it
activities to transform the natural world
(in her new understanding and agreement with her) and according
transformation of social relations, like
strengthen its humanistic orientation,
human responsibility? And how to identify and
expand opportunities for self-development
person? With all the multidimensionality and
multidimensionality of this set of issues
the core problem is the definition
place of a person, his position in the system
social connections, identifying, in words
Alexey Nikolaevich Leontiev, “for what reason and
how does a person use what is born to him and
acquired by him."
child, psychological, socio-psychological changes.
Differentiated consideration
certain periods of childhood. Comprehension,
comparison of the structure, content of different
stages of child development, building them
comparative characteristics. "Child"
described by Ushinsky and other great
teachers. Child of the 60s and 70s
twentieth century in the same detail
characterized. At the same time, the child became
worse or better than your peer
thirty years ago, he just became
to others! Patterns of Childhood Development,
direction, dynamics, intensity
changes leading to the emergence of new
characteristics. Adjustment of periodization
modern childhood as a scientific basis
development, modernization of the system
education. Intensive search for new criteria
"maturing" of growing people, definitions
the degree and nature of their action.
The need to study several
forming such maturation:
revealing the prerequisites for human development
as individuals;
determination of character and characteristics
influence of the social environment and system
educational influences as conditions
personal development;
analysis of content and patterns
the process of human development as an individual and
as a subject of action;
identification of conditions, specifics and mechanisms
implementation of individualization and
socialization in the modern world. 1.
Uncovering organic premises
the formation of a person as an individual;
2.
Determination of character and characteristics
influence of the social environment and
systems of educational influences
as a condition for personal development;
3.
Analysis of content and patterns
human development process as
personality and as a subject of action;
4. Identification of conditions, specifics and
implementation mechanisms
individualization and socialization in
modern world. Revealing
optimal timing
training.
New ways of assimilation, appropriation
knowledge. What should a young man be like?
a person entering adulthood. On
basis of what and what exactly is needed today
form, develop in a 6, 7, 12, 15 year old child, so that after a number of years he
became a subject of human community?
Identifying educational opportunities for
growing people's personal qualities,
cumulating (accumulating,
combining) in unity the best features
specific ethnic group, Russian people and
universal human values.
10.
11.
12.
13.
14. Fifth direction
Fifthdirection. Problem
rapid changes in
development of society,
conditioned by "information
explosion", growth of communications,
which led to drastic
changes in the space of life, in
which is formed
modern child, and
educational
process.
A radical rethink and
pedagogical and psychological
basics of education.
15. Fifth direction
A radical rethink andpedagogical and psychological foundations
education:
identifying and taking into account the impact on growing
people of powerful information flow,
including those not controlled by the system
education impact of mass media
information, video market, Internet;
searching for psychological and pedagogical foundations
learning process for children, adolescents,
youth in modern conditions,
requiring the disclosure of paths, opportunities
not only stimulate interest in
cognition, formation of cognitive
needs, but also production
selective attitude to information,
ability to rank it in the process
independent appropriation of knowledge.
16.
Sixthdirection.
Definition
actions,
impacts of new youth
subcultures, new social
child's connections during disclosure
conditions
And
mechanisms
channeling their influence and
actualization of the development of spiritual
began, including psychological and pedagogical
support
self-development,
self-realization
a growing person.
17.
18.
19.
20.
21. Seventh direction
Leaning onfor research
progress in development
personality, determine
enhancement options
emotional-volitional
stability of young people
people, restoration
moral criteria
within the children's community.
22.
Eighth direction. Developmentpsychological and pedagogical foundations and
principles for building multifaceted
and multi-level deployment forms
relationships between adults and
children.
The problem is exacerbated by alienation
between adults and children, recesses
social infantilism of children.
Research of this problem
necessary to establish paths
strengthening the continuity of generations.
The problem of fathers and children. Objective,
actually conditioned position
relations between the Adult World and Childhood as
subject of interaction.
23.
24.
Ninthdirection.
Modern
drastic situation
aggravation of the situation in everything
world. Versatility and
extreme complexity and
little knowledge of psychological and pedagogical characteristics
changing
relations between ethnic groups,
issues of prevention of ethnic and
xenophobia, education
tolerance.
25.
26. Tenth direction
.The need for broader
plan to determine theoretical
foundation and structure
provision of psychological and pedagogical
helping people – growing and
adults due to the growth of neuropsychiatric disorders, including
post-traumatic,
disorders, which is especially
updates development issues
psychotherapy and system creation
effective psychological and
socio-pedagogical
rehabilitation D. I. Feldshtein cites the following current areas of psychological and pedagogical research. He notes that in pedagogy and psychology many areas of modern human life, procedural characteristics, forms of change, mechanisms and driving forces of human development still remain insufficiently theoretically worked out and experimentally studied. Therefore, despite the scale of the research currently being carried out, there is an urgent need to organize scientific research in a number of new, priority areas. We can briefly outline some of them.
The first direction is due to the fact that the prevailing tendency to consider in the development of man and society the role of technology, technology, science as a productive force, that is, those means with which a person was able to open the potential possibilities of his activity and creativity, came as the leading problem of the man both as a biological being in the general universal evolution, and as a bearer of the social, and as a creator of a special world of culture, as the main character of historical progress.
Hence, the tasks of accumulating and mobilizing all knowledge about a person in a special study, understanding the features of his functioning today, and the conditions for maintaining his stability in a very unstable society became actualized.
It is the careful selection of what has been developed in a complex search for what is effective, positive in understanding a person, his changes and changes in the knowledge about him himself that opens up opportunities for further progress in revealing the essence of a person both as a bearer of development and as an organizing principle in this development.
What can a person do? How to intensify his activities to transform the natural world (in its new understanding and agreement with it) and to transform social relations, how to strengthen his humanistic orientation, human responsibility? And how to identify and expand a person’s self-development opportunities? With all the multidimensionality and multidimensionality of this set of issues, the core problem is determining a person’s place, his position in the system of social connections, identifying, in the words of Alexei Nikolaevich Leontyev, “for what and how does a person use what was born to him and acquired by him.”
The second direction is associated with the need to carry out an extensive interdisciplinary study of the characteristics of the modern child, whose psychological, socio-psychological changes can now be traced exclusively clearly.
For example, domestic psychologists and teachers have undeniable achievements in a differentiated examination of individual periods of childhood. However, in the process of understanding age-related characteristics, the complexity, unevenness, and diversity of stages and levels of development in ontogenesis emerge to an increasing degree. Hence, it becomes urgent not only to comprehend and compare the structure and content of different stages of child development, but also to construct their comparative characteristics, so to speak, “vertically.” And for this, we are obliged, first of all, to find out and prescribe the norm of mental, psychophysiological, personal development of a child - living now, today and qualitatively different not only from the “Child” that Ushinsky and other great teachers described, but even from the child 60 -s and 70s of the twentieth, it’s scary to even say - already the last century. At the same time, the child has become no worse or better than his peer thirty years ago, he has simply become different!
In this regard, special work remains to be done, in particular, on the scientific definition of Childhood both as a special state of social development and as a special layer of society. At the same time, it is important not only to identify the patterns of childhood development, but also to establish their direction, dynamics, and intensity of changes leading to the emergence of new characteristics. An in-depth adjustment to the periodization of modern childhood as a scientific basis for development and modernization of the education system is also urgently needed.
The important thing is that scientists: psychologists and didactic teachers, methodologists are obliged not to accompany, as is customary to write in some departmental papers, the process of modernization of education, but to reveal the scientific foundations that serve as the necessary basis for its implementation.
The third direction is to organize an intensive search for new criteria for the “maturation” of growing people, determining the degree and nature of their actions.
Here we highlight the need to study several components of such maturation:
disclosure of the organic prerequisites for the formation of a person as an individual;
determining the nature and characteristics of the influence of the social environment and the system of educational influences as a condition for personal development;
analysis of the content and patterns of the process of human development as an individual and as a subject of action;
identifying the conditions, specifics and mechanisms for the implementation of individualization and socialization in the modern world.
The fourth direction is that, by identifying the optimal terms of education, establishing what and how to teach children, we clearly define what should be the essence, the structure of the educational activity of younger schoolchildren, how is it different for adolescents and how is it for high school students? At the same time, we are obliged to reveal new ways of assimilation and appropriation of knowledge, and to establish what a young person should be like when entering adulthood - not only what knowledge and skills, but also what personal qualities he should have. That is, we are obliged to answer the questions - on the basis of what, and what exactly today needs to be formed and developed in a 6, 7, 12, 15-year-old child, so that in a number of years he becomes a subject of the human community?
And here, identifying the possibilities of developing personal qualities in growing people that accumulate in unity the best features of a particular ethnic group, the Russian people and universal values is of particular importance. The next, fifth direction is related to the problem of rapid shifts in the development of society, caused by the “information explosion”, the growth of communications, which led to fundamental changes in the space of life in which the modern child is formed and the educational process is organized. Therefore, we are required to radically rethink both the pedagogical and psychological foundations of education. Here the tasks come to the fore:
identifying and taking into account the influence of a powerful information flow on growing people, including the influence of the media, video market, and the Internet not controlled by the education system;
searching for the psychological and pedagogical foundations of the learning process for children, adolescents, and youth in modern conditions, which require the discovery of ways and opportunities not only to stimulate interest in knowledge, the formation of cognitive needs, but also to develop a selective attitude to information, the ability to rank it in the process of independent appropriation of knowledge.
The sixth direction is to determine the action, impact of new youth subcultures, new social connections of the child while revealing the conditions and mechanisms for channeling their influence and updating the development of spiritual principles, including psychological and pedagogical support for self-development and self-realization of a growing person.
The seventh direction is to, based on the study of progress in personality development, determine the possibilities of strengthening the emotional-volitional stability of young people, on the one hand, and, on the other hand, restoring the criteria of morality within the children's community, which, as you understand, is extremely important and a delicate task.
The eighth direction is associated with updating the development of psychological and pedagogical foundations and principles for constructing multifaceted and multi-level forms of developing relations between adults and children. This problem is aggravated due to many circumstances, including the growing alienation between adults and children, who have matured significantly, on the one hand, and on the other hand, their social infantilism has deepened in a number of ways. At the same time, individually they mature not personally, not subjectively, but only in terms of ostentatious behavior. Research into this problem is necessary to establish ways to strengthen the continuity of generations. Moreover, today there is and is growing a danger of destruction of the entire system of cultural and historical heritage.
We are talking not about the problem of “fathers and children” in its usual assessment, but about a broad sociocultural plan of interaction between generations - the adult community and growing people, about the objective, realistically conditioned position of the relationship of the World of Adults to Childhood, not as a collection of children of different ages, whom it is necessary to raise, educate, train, but as a subject of interaction, as a special state of its own, which society goes through in its constant reproduction. This is not a “social nursery”, but a social state unfolded in time, ranked by density, structures, forms of activity, in which children and adults interact
Unfortunately, the problem of interaction (not just relationships, but interaction) between adults and children has actually still not only not been adequately worked out, but has not even been clearly posed at the appropriate scientific level. In this regard, it seems extremely important to determine, firstly, the essence and content of the positions of the Adult world and the world of Childhood precisely as specific subjects of interaction; secondly, to highlight and reveal the space (structure, character) of their interaction.
This space between the Worlds of Adults and Children must be thoughtfully structured. It should be filled not only with information flows, models of improving education, but also with corresponding constructs that ensure the transformation of each child into a subject and organizer of dialogue with adults, and place Childhood, in all the complexity of its internal “organizations,” in the position of a real subject of such dialogue.
The ninth direction is due to the fact that in the current situation of a sharp aggravation of the situation throughout the world, not only the versatility and extreme complexity are revealed, but also little knowledge of the psychological and pedagogical characteristics of the changing relationships between ethnic groups, issues of preventing ethno- and xenophobia, and promoting tolerance.
The tenth direction is associated with the need, in a broader sense, to determine the theoretical foundations and structure the provision of psychological and pedagogical assistance to people - growing and adults in connection with the growth of neuropsychic, including post-traumatic, disorders, which especially actualizes the issues of developing psychotherapy and creating a system of effective psychological and social and pedagogical rehabilitation.
The eleventh direction is to develop scientific - psychological, psychophysiological, psychological and didactic foundations for the construction of textbooks and educational books of the new generation, their relationship with the latest information technologies, including the Internet.
Of course, the range of current psychological and pedagogical problems is much wider, because today we are faced with a multidimensional space of new tasks, new topics that require both in-depth theoretical understanding and a significant expansion of experimental work.
Used Books
1. Podlasy I. P. Pedagogy. New course: Textbook for students. ped. universities: In 2 books. - M.: Humanite. ed. VLADOS center, 1999. - Book. 2: The process of education. - 256 s.
2. Feldshtein D.I. / D.I.Feldstein// Questions of psychology. - 2003. - No. 6
3. Tsiulina, M.V. Methodology of psychological and pedagogical research:
study guide [Text] / M.V. Tsiulina. – Chelyabinsk: Chelyab Publishing House. state ped. Univ., 2015. – 239 p.
1In modern science, great attention is paid to research in the field of pedagogy and psychology on the problems of personality development in the conditions of education and society. The methodology of psychological and pedagogical research should be well understood by undergraduates in the relevant specialties of the university, as well as by students searching for effective solutions to the problems under study.
At KSU named after. Sh. Ualikhanov students and undergraduates are actively engaged in research work. Young researchers under the guidance of Doctor of Pedagogical Sciences, Prof. Stukalenko N.M. and other experienced teachers from the departments of pedagogy, psychology and social work cover a wide range of research, based on the criteria of relevance, theoretical and practical significance. This work is carried out with the support of master’s students of the specialty “Pedagogy and Psychology” (Koptelova S.S., Lavrika R.A., Burdyga I.V., Gruzdeva K.V., etc.), as well as the head of the department k.p. Sc., Associate Professor Murzina S.A. and practical psychologist of the department, master Zhantemirova M.B.
Thus, a 4th year student of the specialty “Pedagogy and Psychology” Tulegenova A., working on the topic “Correction of anxiety in younger schoolchildren using art therapy,” explores art therapy as a method of psychotherapy through visual creativity, aimed at influencing the psycho-emotional state of the individual. Visual activity is an internal human need, because... the most important thoughts and experiences of a person appear in the form of images, and a child’s drawing can serve as a kind of analogue of speech. Younger schoolchildren often experience anxiety, a state of increased anxiety, fear and anxiety in situations related to the crisis of 7 years and the adoption of new social roles when moving to school. In this case, a psychologist using art therapy can provide the necessary professional assistance.
Mamyrbaeva M., a 4th year student of the specialty “Psychology”, conducting a study “The influence of music on the emotional state of a person”, revealed that the influence of music does not always have a beneficial effect on our emotions. Aggressive music can negatively affect a person’s psyche, especially a child’s. Classical music has a particularly beneficial effect on a person’s emotional state. A block of works was studied, when listening to which the psyche comes to a calm state: Vivaldi, Mozart, Albinoni, Slavic chants, Vangelis, Khan Michel Jarre, Space recordings, the Paul Mauriat orchestra, pop adaptations of the Moonlight Sonata, Beethoven's Fur Elise and etc. These works are recommended for listening to pregnant women, which subsequently has a very beneficial effect on the child. Particularly noteworthy is the violin, which calms the psyche and helps to enter the path of self-knowledge.
Bigarina D. on the topic “Studying the emotional burnout syndrome among employees of legal organizations, taking into account gender roles” revealed that today, with great competition in the labor market, the requirements for professionalism, especially personal qualities and emotional state, are increasingly growing. Important qualities of a professional are emotional stability and the ability to get along with people. The study of gender views on “emotional burnout” is associated with the emergence in our environment of a new social group of “business women”. Gender research is a new direction not only in domestic psychology, but also abroad. Differences in social status between women and men are caused not by their biological sex, but by complex social ideas about female and male roles, rules of behavior and emotional state. The study showed that there are features of emotional burnout among men and women in legal organizations that are associated with individual personality characteristics.
Ushakova T. (4th year specialty “Pedagogy and Psychology” under the guidance of senior teacher of the department, master R.M. Voronova), conducting a study “Correction of aggressiveness in younger schoolchildren using the method of psychological training”, revealed that aggressiveness in most cases is the main source difficulties in relationships between people, and in a children's group this causes even more difficulties. This is due to the crisis of family education and the propaganda of the cult of violence in the media. An aggressive state undermines the mental health of children, leading them to difficult-to-control agitation. In addition, aggressiveness, becoming a stable personality trait, negatively affects the development of the child’s personality and his socialization in subsequent age periods. The study showed that timely diagnosis and correction through the method of psychological training help reduce the level of aggressiveness in children of primary school age, because psychological training is a method of developing a person’s ability to learn, master new skills, and increase resistance to stressful situations.
Bibliographic link
Stukalenko N.M., Koptelova S.S., Tulegenova A., Ushakova T., Bigarina D., Mamyrbaeva M. CURRENT PROBLEMS OF MODERN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH AND WAYS FOR THEIR SOLUTIONS IN CONDITIONS OF RESEARCH // International Journal of Experimental Education. – 2015. – No. 12-4. – P. 532-533;URL: http://expeducation.ru/ru/article/view?id=9214 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
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