Psychologists have long recognized the fact that a person, as an active being, is capable of making conscious changes in his own personality, which means that he can engage in self-education. However, self-education cannot be realized outside the environment, because occurs due to the active interaction of a person with the environment. In the same way, natural data are the most important factor in the mental development of a person. For example, anatomical and physical features are the natural conditions for the development of abilities in general. The formation of abilities is influenced by the conditions of life and activity, the conditions of education and training. However, this does not mean at all that the presence of the same conditions entails the same development of intellectual abilities. For example, one cannot ignore the fact that mental development is correlated with biological age, especially when it comes to brain development. And this fact must be taken into account in educational activities.
The domestic psychologist L. S. Vygotsky was the first to put forward the idea that education and upbringing play a controlling role in mental development. According to this idea, education is ahead of development and directs it. If a person does not learn, he cannot be fully developed. But education does not exclude from attention the internal laws of the development process. It must always be remembered that although education has enormous possibilities, these possibilities are far from endless.
With the development of the psyche, the stability, unity and integrity of the personality develops, as a result of which it begins to possess certain qualities. If the teacher in his teaching and educational activities takes into account the personal characteristics of the student, this gives him the opportunity to use pedagogical tools and methods in his work that correspond to the age criteria and abilities of the student. And here it is simply necessary to take into account individual characteristics, the degree of mental development of students, as well as the characteristics of psychological work.
The degree of mental development is indicated by what is happening in the mind of a person. Psychologists gave a characteristic of mental development and indicated its criteria:
- The rate at which the student learns the material
- The pace at which the student perceives the material
- The number of reflections as an indicator of the conciseness of thinking
- Degree of analytical-synthetic activity
- Techniques by which mental activity is transferred
- Ability to self-systematize and generalize the acquired knowledge
The learning process must be built in such a way that there is maximum benefit for the mental development of the student. Research in the psychological field allows us to conclude that, together with a system of knowledge, it is necessary to give a complex of methods of mental activity. The teacher, organizing the presentation of educational material, must also form mental operations in students, such as synthesis, generalization, abstraction, comparison, analysis, etc. Of greatest importance is the formation in students of the skill of systematization and generalization of knowledge, independent work with sources of information, comparison of facts on each specific topic.
If we talk about children of the primary school age group, then their development has its own characteristics. For example, it is during this period that priority should be placed on the development of scientific and creative abilities, because training should be not only a source of knowledge, but also a guarantor of mental growth. And if we talk about students, then the main focus of their scientific and creative abilities requires that the teacher has sufficient teaching experience and scientific and creative potential. This is due to the fact that in order to increase the mental activity of students, it is necessary to build classes with a focus on training highly qualified specialists with high intellectual potential, as well as being the backbone of society and its successors.
One of the factors that can improve the quality of the pedagogical process is the correspondence of educational methods and specific pedagogical conditions - this is the only way to achieve the proper assimilation of new knowledge and cooperation in the educational process of the teacher and student.
Developing the creative potential of students, it is important to pay special attention to the organization of classes. And here the talent and skill of the teacher consists in the use of innovative educational technologies and a creative approach to the material being studied during the lessons. This will help increase mental activity and expand the boundaries of thinking.
Educational institutions face the most important of the tasks - to implement the education of the younger generation, which will meet the requirements of modernity and scientific and technological progress, as well as equip students with independent basic knowledge and the foundations of relevant disciplines, awaken skills, abilities and knowledge and prepare them for a conscious choice of profession and active social and labor activity. In order for this goal to be achieved, it is necessary to achieve a conscious assimilation of the motives of education and to form in students a positive attitude and interest in the subject being studied.
From a psychological point of view, motives here are the reasons why students perform certain actions. Motives are formed by demands, instincts, interests, ideas, decisions, emotions, and dispositions. Motives for learning can be different, for example: to meet the requirements of parents and meet their expectations, the desire to develop with peers, get a certificate or a gold medal, go to university, etc. However, the highest motives are the desire to acquire knowledge in order to be useful to society, and the desire to know a lot.
The task of the teacher is to form in students precisely high, one might say, spiritual motives - educating faith in the need to acquire knowledge in order to bring social benefits, and cultivating an attitude towards knowledge as a value. If it is possible to form such a motive in students and instill in them an interest in acquiring knowledge, then all training will be much more effective. Such outstanding teachers as Y. Comenius, B. Diesterweg, K. Ushinsky, G. Schukina, A. Kovalev, V. Ivanov, S. Rubinshtein, L. Bazhovich, V. Ananiev and others spoke and wrote on the topic of interest in knowledge. . Interest in knowledge contributes to intellectual activity, increased perception, liveliness of thought, etc. In addition, he brings up the strong-willed and spiritual component of the personality.
If the teacher manages to arouse interest in his discipline, then the student receives additional motivation, wants to acquire knowledge and overcome obstacles in the process of obtaining it. He will be happy to work independently, devoting free time to the subject. If there is no interest in the subject, then the material does not leave any trace in the mind of the student, does not cause positive emotions and is quickly forgotten. The student himself in this case remains indifferent and indifferent to the process.
As it is easy to see, the main bias in pedagogical and educational activities is done precisely on the formation of a student's personality, which includes both interest and craving for knowledge, and the desire to develop and learn new things, master new skills, etc. Motivation should be encouraged and supported in every possible way by the teacher, and in many respects this is what determines the success and effectiveness of both pedagogical work (teaching) and the work of students (study).
And with the development of motivation, the conditions of the educational process are important, which should include not only a suitable form of presenting information, but also various forms of activity: hypotheses, mental modeling, observations, etc. Among other things, the personality of the teacher is also of great importance: a teacher who respects and loves the discipline he teaches always commands respect and attracts the attention of students, and his personal qualities and behavior during classes will directly affect how students will relate to classes .
In addition to this, you can use not only traditional teaching methods that are familiar to all of us, but also more modern ones that have not yet had time to “set the teeth on edge” and have either been introduced into educational activities not very long ago, or are just beginning to be introduced. But we will talk about teaching methods in our course, but for now we will conclude that any teacher who sets himself the goal of improving the quality of his work and making it more effective must certainly be guided by basic psychological knowledge.
In fact, you can talk about this topic for a very, very long time, but we only tried to make sure that you have a clear idea of \u200b\u200bhow pedagogy is related to psychology, and why you should know about it. You can find a huge amount of information on the topic of educational psychology on your own on the Internet, and on the topic of psychology in general, we suggest that you take our specialized training (it is located). Now it would be more logical to continue the conversation on the topic of achieving the effectiveness of education, namely: we will talk about what principles should be followed so that the training and development of a person - your child, student or student - gives maximum results. The information will be useful to those involved.
10 principles for effective learning and development
Any principles of teaching depend on the goals that the teacher sets for himself. He can, for example, develop his student, expand his stock of general knowledge, contribute to the knowledge of the phenomena of the surrounding world, create the most suitable conditions for his development, etc. But it is very important to remember that there is no universal “recipe”, according to which any person can become developed and smart, but there are several principles that will help the teacher become a really good teacher and maximize the effectiveness of his work.
The first principle is to make sure that learning and development are necessary
First of all, it is necessary to conduct an accurate analysis of the skills and abilities of students and determine that there really is a need for training (this applies mainly to university graduates, people who want to improve their qualifications, undergo retraining, etc.). You also need to make sure that this need or problem is a training issue. For example, if a student does not fulfill the requirements of the educational process, it is necessary to find out whether he is provided with the conditions for this, whether he himself realizes what is required of him. In addition to this, an analysis of abilities, skills, knowledge, and other personality traits should be carried out. This will help to better understand in which direction the educational process should be directed. In a school setting, this can help determine the student's inclinations and predisposition to certain subjects.
The second principle is to create conditions conducive to learning and development
It is required to provide students with information about what it is necessary to acquire new knowledge, acquire new skills and develop, and why it is necessary. After that, you need to make sure that students understand the relationship between receiving education and its subsequent practical application in life. The effectiveness of learning is greatly increased if students are aware of the relationship between their learning and the opportunity to be useful to society as a whole and for themselves personally. Successful completion of learning tasks can be stimulated through the recognition of progress, good grades and positive feedback. Thus, students will be even more motivated.
The third principle is to provide exactly the kind of training and development that will be useful in practice.
It is necessary to introduce into the pedagogical process such subjects and disciplines (knowledge, skills and abilities) that will not be of ephemeral usefulness in the minds of students, but will have specific practical significance. What students learn, they will definitely have to apply in their lives. Without the relationship between theory and practice, learning loses not only its effectiveness, but also ceases to motivate, which means that the functions necessary for students to perform will be performed only formally, and the results will be mediocre, which completely contradicts the goals of education.
Principle four - include measurable objectives and specific results in training and development
The results of learning and development should be reflected in the activities of students, which is why the pedagogical process is necessary. It is important to make sure that the content of the training will lead students to comprehend the knowledge and acquire those skills that correspond to the learning objectives. Students should be informed about this, which means they will know what to expect from learning in general. In addition, they will know how to apply what they learn. The educational process should be divided into stages, each stage should pursue its own independent goal. Checking the assimilation of knowledge and skills should be carried out at each stage - these can be tests, tests, exams, etc.
The fifth principle is to explain to students what the learning process will consist of.
Students should know before they start learning what will be included in the educational process, as well as what is expected of themselves, both during and after training. Thus, they can concentrate on learning, studying the material and completing assignments without experiencing any discomfort or.
Principle six - convey to students that they are responsible for their own learning
Any teacher should be able to convey to the consciousness of students the information that, first of all, it is they who are responsible for their education. If they understand and accept this, then their attitude to learning will be serious and responsible. Preliminary conversations and preparation of assignments, active participation of students in discussions and practical exercises, the use of new and non-standard solutions in the pedagogical process are welcome, and students here also have the right to vote - they themselves can propose and choose the most convenient way of learning, lesson plan, etc. .d.
The seventh principle is to use all pedagogical tools
Each teacher should be able to operate the basic pedagogical tools. Among them are those related to the actions of the teacher, and those related to the interaction between the teacher and students. We are talking about the use by the teacher of diversity - as a way to constantly maintain attention and interest, clarity - as a way to competently present confusing and incomprehensible information, involvement - as a way to attract students to active activities, support - as a way to give students faith in their own strengths and the ability to learn new things. , and respectful attitude - as a way to form in students.
Principle eight - use more visual material
It is known for certain that 80% of information enters the brain from visual objects, and the teacher must take this into account in his work. For this reason, it is necessary to use as much as possible of what students can see with their own eyes, and not only read. Posters, diagrams, maps, tables, photographs, videos can be sources of visual information. For the same reason, in all classes and audiences there are always boards for writing with chalk or a marker - even the simplest data is always recorded. And the most effective method of visual learning is experiments and practical laboratory work.
Principle nine - first convey the essence, and then the details
We have already mentioned this principle several times when we talked about the didactic work of Jan Comenius, but it will only be useful to mention it again. Learning is associated with the study of huge amounts of data, so you can’t convey everything to students at once. Large topics should be broken down into subtopics, and subtopics, if necessary, into smaller subtopics. First, you should explain the essence of any subject or problem, and only then move on to discussing the details and features. In addition, the human brain initially captures the meaning of what it perceives, and only then begins to distinguish details. The pedagogical process must correspond to this natural feature.
Tenth principle - do not overload with information and give time for rest
In part, this principle is related to the previous one, but to a greater extent it is based on the fact that the human body must always have time to “recharge”. Even the most hardworking people realize the value of rest and good sleep. Learning is a complex process, and is associated with high nervous and mental stress, increased attention and concentration, and maximum use of the potential of the brain. Overwork is unacceptable in training, otherwise the student may be overwhelmed by stress, he will become irritable, and his attention is distracted - there will be no sense in such apprenticeship. According to this principle, students should receive as much information as their age characteristics allow, and always have time for rest. As for sleep, it’s 8 hours a day, so it’s better not to allow night vigils for textbooks.
On this, we will sum up the third lesson, and we will only say that students should learn to learn, and teachers should learn to teach, and understanding the psychological characteristics of the educational process can significantly increase the chances of success for both teachers themselves and their students.
Surely you want to quickly find out what educational methods exist, because there is already plenty of theory, and incomparably less practice. But do not despair, the next lesson is devoted to traditional teaching methods - exactly those practical methods that have already been tested by many educators and hardened over the years, those methods that you can put into practice.
Test your knowledge
If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.
1. Subject, tasks and actual problems of pedagogical psychology.
Pedagogical psychology- This is a branch of psychology that studies the patterns of human development in terms of training and education. It is closely connected with pedagogy, child and differential psychology, and psychophysiology.
The subject of educational psychology is the study of the psychological patterns of education and upbringing, both from the side of the student, the educated person, and from the side of the one who organizes this training and upbringing, i.e. from the side of the teacher.
The purpose of educational psychology- to coordinate the pedagogical process and the process of individual development of the student and thereby ensure the inclusion of the student in the pedagogical process.
Based on this, main main task pedagogical psychology is the identification, study and description of the psychological characteristics and patterns of intellectual and personal development of a person in different conditions of educational activities and the educational process.
The most important and urgent tasks of pedagogical psychology are as follows:
Disclosure of the mechanisms and patterns of teaching and educating influence on the intellectual and personal development of the student;
Determining the mechanisms and patterns of learning by students of socio-cultural experience (socialization), its structuring, preservation in the individual mind of the student and use in various situations;
Determining the relationship between the level of intellectual and personal development of the student and the forms, methods of teaching and educating influence (cooperation, active forms of learning, etc.);
Determination of the features of the organization and management of educational activities of students and the impact of these processes on intellectual, personal development and educational and cognitive activity;
The study of the psychological foundations of the teacher's activity;
Determination of factors, mechanisms, patterns of developmental education, in particular the development of scientific, theoretical thinking;
Main practice-oriented tasks pedagogical psychology - the study of the main psychological patterns of the formation of a single pedagogical process and management, the identification of psychological reserves for its improvement, a reasonable combination of individual and collective forms of education and upbringing, the creation of such a psychological climate in an educational institution that would support the psychological health of all subjects of interaction (students, teachers, parents).
The general task of educational psychology is the identification, study and description of the psychological characteristics and patterns of intellectual and personal development of a person in the conditions of educational activities, the educational process.
2 . The structure of educational psychology. Communication of educational psychology with other sciences.
The structure of educational psychology consists of 3 sections: psychology of learning;
psychology of education; teacher psychology.
1. Subject learning psychology- development of cognitive activity in the conditions of systematic training. Thus, the psychological essence of the educational process is revealed.
The psychology of learning explores, first of all, the process of acquiring knowledge and skills adequate to them. Its task is to reveal the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for a successful course.
2. Subject educational psychology- personal development in the context of purposeful organization of the activities of the child, the children's team. The psychology of education studies the patterns of the process of assimilation of moral norms and principles, the formation of a worldview, beliefs, etc. in the conditions of educational and educational activities at school.
3. Subject teacher psychology- psychological aspects of the formation of professional pedagogical activity, as well as those personality traits that contribute to or hinder the success of this activity.
Upbringing and education, to one degree or another, is the subject of
research in various sciences: philosophy, sociology, history, pedagogy and
psychology. Philosophy considers the issues of education from the point of view
the formation of actually human traits in a person; sociological
aspects of education cover the structure and content of activities
various social groups and institutions that carry out educational and
teaching functions, being part of the education system; historical
problems of education cover the formation and transformation of educational
educational institutions; goals, content and methods of teaching and
education in different historical periods. But, of course, most of all
Pedagogy and psychology are connected with the problems of education and upbringing.
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In a constantly changing world, learning and development abilities require more and more attention. Not so long ago, at the intersection of pedagogy and psychology, educational psychology arose, studying the processes of cognition, trying to answer the question “Why do some students know more than others, what can be done to improve the assimilation of the material and motivate them?”
Educational psychology as a science arose as a result of the emergence of learning theories, it is closely related to psychology, medicine, biology, and neurobiology. Its achievements are used in the development of curricula, principles of organization of education, ways of motivating students. The main task is to find ways of optimal development in a learning situation.
History and sphere of application of forces
The history of the formation of educational psychology is rooted far into the past, even though it has recently formed as a separate direction. The stages of development of educational psychology can be represented by three periods: the laying of general didactic foundations, systematization, and the development of independent theories.
Even Plato and Aristotle fought over the issues of character formation, the possibilities and limits of education, especially highlighting music, poetry, geometry, the relationship between mentor and student. Later, Locke entered the scene, introducing the concept of a "blank slate" - the absence of any knowledge in a child before learning. So, from the position of Locke, the basis of knowledge is the transfer of experience.
In the middle of the 20th century, the first well-developed psychological theories of learning arise; they require a new branch for themselves, which cannot be attributed entirely to either psychology or pedagogy. Theories about programmed and problem-based learning are becoming widely known.
Although the final formation of pedagogical psychology took place during this period, Davydov expressed the idea that pedagogical psychology could become part of the developmental psychology, since developmental psychology considers the patterns of development of the child, and the features of the assimilation of a particular field of knowledge depend on its development.
On the other hand, Skinner defined educational psychology as dealing with human behavior in educational situations. Education, in turn, tries to shape the behavior of the student, the desired changes in him for the comprehensive development of his personality. So this science is not just about the features of assimilation, but also about the organization of the educational process and the study of its influence in general.
Educational psychology studies patterns that allow you to control the development of people. It seeks to understand the possible ways of development of students, the range of their capabilities, the processes that result in the assimilation of knowledge and skills. Now it is used as a basis for the development of methodological programs.
general information
During the years of its existence, the main problems of pedagogical psychology have been formulated. All of them are connected in one way or another with the study of the educational process or the student in it:
- Influence of training on development and education.
- Influence of genetic and social factors on development.
- sensitive periods.
- Child's readiness for school.
- Individual training.
- Diagnosis of children in the psychological and pedagogical aspect.
- The optimal level of teacher training.
All of them are considered together, each problem is based on the fact that we still do not fully understand how learning occurs, what effect this or that action has on the development of the student. In connection with the above problems, the following tasks of pedagogical psychology are distinguished:
- To reveal the influence of training on development.
- Identify mechanisms for optimal assimilation of social norms, cultural values, etc.
- To highlight the patterns of the process of teaching children at different levels of development (intellectual and personal).
- To analyze the nuances of the influence of the organization of the learning process on the development of students.
- To study pedagogical activity from a psychological point of view.
- Identify the key points of developmental learning (mechanisms, facts, patterns).
- Develop methods for assessing the quality of knowledge acquisition.
The structure of educational psychology consists of three main areas of its study - education, training, teacher psychology. Tasks, respectively, are divided into these areas.
The main methods of educational psychology coincide with the methods that psychology uses in its activities. Research methods in educational psychology: tests, psychometrics, paired comparisons, experiments. And if earlier the methodology used more theoretical ideas, now the basis of the theories put forward are achievements in cognitive psychology.
Experiments and conclusions
The tasks and problems assigned to educational psychology intersect with other areas, so it often uses the achievements of cognitive psychologists, neuroscientists and sociologists. Data are used in educational psychology both for designing possible practical research and for purely theoretical revision or modification of existing methods and views. Let's look into the brain and see how it learns.
In particular, quoting Alexandrov almost verbatim, one can say that learning leads to the formation of specialized neurons, so that learning is the creation “in the head” of specialists in various fields. Many already known patterns found in the psychology of learning:
1. Eternity of skill. The formation of specialization is associated with the activity of genes, which, in turn, serves as a trigger for the processes of restructuring of neurons. How long does specialization last? Perhaps forever. In the experiment of Thompson and Best, the reaction of a rat neuron to a certain segment of the maze did not change over six months.
In this case, the memory is not erased, except for special methods. New experience associated with a certain specialization is layered on the old, neurons are modified. In this regard, the question arises whether it is worth teaching people first simple schemes, and then complicating it, whether the past understanding will prevent the assimilation of the new.
3. Sum of action or goal? An experiment by researchers Koyama, Kato and Tanaka showed that different targets are controlled by different groups of neurons, even if the behavior is the same in both cases! From this it follows that for one result some neurons will be involved, and for another - others, although the behavior itself may be the same.
There are no neurons that specialize specifically in a particular skill. There are groups of neurons for some results, there are groups responsible for other results, but not skills. Therefore, it is impossible to form a skill that will not be aimed at some result, and learning for the future is useless, according to Aleksandrov.
If you can't learn something that doesn't achieve a specific result, then what do children learn? Get good grades, approval.
5. Rewards or punishments? What is the best way to motivate? Intimidate or reward? As a result of research, it was found that these two pathways have fundamental differences in their effect on memory, attention and learning. Apparently, both methods under different conditions can bear fruit. For example, as a result of working with children, it was found that before puberty, their behavior is more influenced by rewards, after - punishment.
6. Time. Animal experiments on learning a skill have shown that brain activity in animals doing the same thing is different depending on the time that has passed since learning.
In conclusion, here are the words of Bill Gates, which he said at the TED conference about the problems of education and the need to improve the general level of education in order to open equal opportunities for different people. Although his words refer to the US experience, the situation is unlikely to be much different in other countries. “The difference between the best and worst teachers is incredible. The best teachers give a 10% increase in test scores in one year. What are their characteristics? It's not an experience, it's not a master's degree. They are full of energy, they track those who are distracted and engage in the learning process.” Of course, the research that Gates relies on is not enough to say who are the best teachers and what is most important, but without attention, knowledge will not arise. Author: Ekaterina Volkova
English educational psychology) is a branch of psychology that studies the patterns of the process of assimilation of social experience by an individual in the conditions of educational activities, the relationship between learning and personality development.
P. p. arose in the 2nd floor. 19th century The founder of the P. p. is K. D. Ushinsky. The works of P. F. Kapterev, A. P. Nechaev, A. F. Lazursky and others played a major role in its development.
Until recently, P. p. psychological patterns of education and upbringing of children. At present, she goes beyond the limits of childhood and adolescence and begins to study the psychological problems of training and education at later age stages.
In the center of attention of P. p. - the processes of assimilation of knowledge, the formation of various aspects of the personality of the student. To reveal the patterns of assimilation of different types of social experience (intellectual, moral, aesthetic, industrial, etc.) means to understand how it becomes the property of an individual's experience. The development of the human personality in ontogenesis acts primarily as a process of assimilation (appropriation) of the experience accumulated by mankind. This process is always carried out with some measure of help from other people, that is, as training and education. Because of this, the study of the psychological patterns of the formation of various aspects of the human personality in the conditions of educational activity significantly contributes to the knowledge of the general laws of the formation of the personality, which is the task of general psychology. P. p. also has a close relationship with developmental and social psychology, together with them it forms the psychological basis of pedagogy and private methods.
Thus, P. p. develops as a branch of both fundamental and applied psychology. Both fundamental and applied pedagogy are divided, in turn, into two parts: the psychology of learning (learning) and the psychology of education. One of the criteria for division is the type of social experience to be assimilated.
The psychology of learning, first of all, explores the process of assimilation of knowledge and skills adequate to them. Its task is to reveal the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for a successful course. The development of methods that make it possible to diagnose the level and quality of assimilation constitutes a special task of P. p. Studies of the learning process, carried out from the standpoint of the principles of domestic schools of psychology, have shown that the process of assimilation is the performance by a person of certain actions or activities. Knowledge is always assimilated as elements of these actions, and skills take place when the assimilated actions are brought to certain indicators according to some of their characteristics. See Application of knowledge, Problem-based learning, Programmed learning, Developmental learning, Heuristic pedagogy. For the deductive method of teaching, see Deduction.
Teaching is a system of special actions necessary for students to go through the main stages of the assimilation process. The actions that make up the activity of learning are assimilated according to the same laws as any other.
Most studies on the psychology of learning are aimed at identifying the patterns of formation and functioning of educational activities in the context of the current system of education. In particular, rich experimental material has been accumulated that reveals typical shortcomings in the assimilation of various scientific concepts by secondary school students. The role of life experience of a student, speech, the nature of the educational material presented, etc., in the assimilation of knowledge has also been studied.
In the 1970s in teaching learning, more and more often, they began to use another path: the study of the laws governing the formation of knowledge and learning activity as a whole under conditions of specially organized learning (see Experimental Learning). First of all, these studies have shown that the management of the learning process significantly changes the course of mastering knowledge and skills; the results obtained are of great importance for finding the optimal ways of learning and identifying the conditions for effective mental development of students.
The psychology of upbringing studies the patterns of the process of assimilation of moral norms and principles, the formation of a worldview, beliefs, habits, etc. in the conditions of educational and educational activities at school. P. p. also studies the dependence of the assimilation of knowledge, skills, and the formation of various personality traits on the individual characteristics of the student.
Russian P. learning has created such theories of learning as the associative-reflex theory, the theory of the gradual formation of mental actions, and others.
P. p., along with general psychological methods of research, uses a number of specific ones. Among them is the so-called. genetic method (see Experimental genetic method for the study of mental development). Its peculiarity lies in the fact that the phenomenon of interest is studied in the process of its formation, in dynamics. The application of this method in natural conditions of educational practice is the most characteristic for P. of the item. It is important to emphasize that, in the formation of the phenomena under study, one must take into account the regularities available to P. P. Because of this, P. P. makes special demands on the genetic method (formative experiment), which is also used in other areas of psychology. Modeling, methods of system analysis, and others have found application in mathematical modeling. Mathematical modeling has not yet gone beyond the study of the simplest acts of learning, but its scope is expanding. See also Teaching experiment, Modeling in teaching, Modeling in psychology.
Pedagogical psychology
educational psychology) In order to understand the essence of P. p., you need to get acquainted with its origins. The basis of P. p. is the philosophy and practice of education. In the first half of the XIX century. Educational theorists have shown an increased interest in the quality of teaching and in teacher training programs. Over time, these issues have become the focus of the efforts of many ped. psychologists. The Swiss teacher I. Pestalozzi, who is called the father of modern pedagogy, was one of the first to point out the need for special training for teachers. His theorist. development, incl. the position on the importance of humane feelings and a benevolent atmosphere in teaching children led to the creation of ped. schools for teacher training. I. Herbart formulated the doctrine of apperception and pointed out that it is necessary to correlate old experience with new and pay attention to consistency in the presentation of educational material. The third theorist in the field of education was F. Fröbel, whose name is associated with the organization in 1837 of the movement to create kindergartens in Germany and with the popularization of such concepts as internal activity, continuity, self-expression, creativity, physical. and mental development. While these three pioneers have sometimes been criticized for their methods, they are credited for highlighting development as an essential part of the psychology of education and upbringing. Quality and theory. the fundamentals of learning continued to attract the attention of ped leaders. thought throughout the remainder of the 19th century. In 1899, W. James emphasized the pragmatic aspects of psychology, while at the same time warning teachers against expecting too much from this scientific discipline. James devoted a significant part of his career to mediating between psychology and pedagogy. At the beginning of the XX century. M. Montessori implemented her educational program, which combined work and play for young children. Around the same time, J. Dewey, who worked at the University of Chicago, founded his experimental school with a student-centered curriculum he developed. Attention to scientific and applied issues. Scientific, experimental. the aspect characteristic of pedagogical psychology, although traced back to Wilhelm Wundt, is still traditionally associated with the works of E. L. Thorndike, who deserved the title of "father of educational psychology." Thorndike, to a greater extent than any other of its representatives, determined the development of ped. psychology at the initial stage of its formation. He stated that his aim was to apply the "methods of the exact sciences" to problems of learning. C. H. Judd (1873-1946), a contemporary of Thorndike, is also recognized as a scientist who made an equally significant contribution to the initial development of P. p. Van Fleet (1976) notes that Judd, a student of Wundt, was a striking contrast to Thorndike. While Thorndike and his students were preoccupied with learning theories, animal experiments, and quantification of data, Judd and his students focused on transforming the very field of education: its content, organization, policy, and practice. This interest in school organization led Judd to develop recommendations for the creation of junior high schools as well as junior colleges, and to focus on creating conditions for a smooth transition for children from elementary school to middle school and from high school to college. . Judd also stressed the need to democratize education: during his career, the percentage of children attending secondary school increased from 7 to 75%. Judd focused his experiment. and theoret. work on the content of school subjects and the most effective methods of their teaching. He was very critical of any research that was not directly transferable to education in the form in which it took place at school. Thorndike and Judd created the polarity that was destined to become the main. characteristic of subsequent directions and leaders of ped. psychology. Thus, the direction focused on the theory of learning and measurement in the laboratory, on the one hand, and the direction focused on reforming the school and curricula, on the other hand, developed more and more independently from each other, without any noticeable tendencies towards integration. . Such a clear disunity was traced not only in publications and official events, but also in relations between different ped. institutes, faculties of psychology and departments of P. p. The irony is that the discipline, which openly declared its purpose to integrate psychology with pedagogy, was often spatially distant from the place of work of professional psychologists and was rejected on the theory. level of teaching staff ped. institutions. P. p. was in danger of becoming a narrow concept of learning, which was criticized, if not completely rejected, by both educators and psychologists. Consequences for ped. practices were reduced to the predominant occupation of certification, raising the professional level of teachers and the development of curricula and plans, and without showing any serious interest in theory. or psychol. basics. The study of the development of people. - widely recognized today as an important component of P. p. - can be directly traced to the work of G. S. Hall, who was mainly engaged in the study of adolescence and youth, and A. Gesell, who studied and explained development in the first years of childhood. Their work reflects a reliance on field observations, survey results, and interpretations of non-experimental data. Hall and Gesell were more acquiring-oriented. knowledge than to create scientific theories. Because of the non-scientific nature of their own work and that of most of their colleagues, the field of study of children has come under intense criticism. Discussion questions: content and status. The controversy over the proper content of courses and textbooks in the field of P. p., which began before the publication of Thorndike's book, became a favorite pastime of psychologists and educators. In an attempt to define the boundaries of this discipline, a huge number of analytical reviews and surveys have been conducted over the years. Numerous studies designed to evaluate the content of courses and textbooks on P. p. over the past 70 years have found a striking heterogeneity in this discipline. The question of content heterogeneity—and as old (but still poignant) as the question of boundaries—is whether PP can be considered a discipline in its own right? According to Ausubel, although it is unfortunately necessary to state that many textbooks on P. P. contain only a little more than the “content of general psychology diluted with water,” P. P. is still a full-fledged discipline. He looked at this science as "a special branch of psychology that studies the nature, conditions, results and assessments of schooling", as well as including, along with this, an analysis of special issues related to all cognitive, affective, motivational, personal, social. and age-related variables that can be controlled by educators and curriculum developers. He viewed psychology as an applied discipline and stated that it stood out from psychology in its specific focus on the problems of the school and class. Ausubel also argued that the problems of classroom learning could not be resolved by a simple extrapolation of "the laws of basic science [psychology] that have been derived from laboratory research ... learning." Others defended the opinion that P. p. is just a collection of psychol. theories placed in ped. context. The freshness of such critical statements, combined with the speed and vehemence of their rebuttals, etc. on the other hand, serves as evidence that the validity of this discipline cannot be considered a settled issue. Discussions related to the measurement of learning undeniably keep active life in the field of P. p. In 1982, almost 14% of the members of the American Psychological Association registered as a ped. psychologists and retained membership in department 15 (P. p.) within the national assoc. The history of this department reflects a picture of struggle, confrontation and resistance, which has always been characteristic of P. p. Although the members of department 15 are mainly associated with universities and research centers, a fairly large group of ped. psychologists can be found in institutions more closely associated with teaching and learning activities at the school level. See also Learning Theory, Thorndike's Laws of Learning, Learning Outcomes (I, II) M. M. Clifford
Pedagogical psychology
(from the Greek pais (paidos) - child and ago - I lead, educate) - a branch of psychology that studies the psychological problems of education and upbringing. P. p. explores the psychological issues of the purposeful formation of cognitive activity and socially significant qualities of the individual; conditions that ensure the optimal developmental effect of training; the possibility of taking into account the individual psychological characteristics of students; relationships between the teacher and students, as well as within the educational team; the psychological foundations of the pedagogical activity itself (the psychology of the teacher). The essence of a person's individual mental development is his assimilation of socio-historical experience, recorded in objects of material and spiritual culture; this assimilation is carried out through active human activity, the means and methods of which are updated in communication with other people. P. p. can be divided into the psychology of learning (exploring the patterns of assimilation of knowledge, skills) and the psychology of education (studying the patterns of active, purposeful formation of the personality). According to the areas of application of P. p., one can single out the psychology of preschool education, the psychology of training and education at school age, divided into junior, middle and senior school ages, which have their own significant specifics (see), the psychology of vocational education, the psychology of higher education.
Brief psychological dictionary. - Rostov-on-Don: PHOENIX. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .
Pedagogical psychology Etymology.
Comes from the Greek. pais - child + ago - educate and psyche - soul + logos - teaching.
Category.Section of psychology.
Specificity.It studies the patterns of the process of appropriation of social experience by an individual in the conditions of specially organized training.
Psychological Dictionary. THEM. Kondakov. 2000 .
PEDAGOGICAL PSYCHOLOGY
(English) educational psychology) is a branch of psychology that studies the patterns of the process assimilation individual social experience in terms of educational activities, the relationship learning and personal development.
P. p. arose in the 2nd floor. 19th century The founder of the P. p. is K. D. Ushinsky. The works of P. F. Kapterev, A. P. Nechaev, A. F. Lazursky and others played a major role in its development.
Until recently, P. p. psychological patterns of education and upbringing of children. At present, she goes beyond the limits of childhood and adolescence and begins to study the psychological problems of training and education at later age stages.
The focus of P. p. - the processes of assimilation knowledge, the formation of various aspects of the personality of the student. To reveal the patterns of assimilation of different types of social experience (intellectual, moral, aesthetic, industrial, etc.) means to understand how it becomes the property of an individual's experience. The development of the human personality in ontogeny acts primarily as a process assimilation(appropriation) of the experience accumulated by mankind. This process is always carried out with some measure of help from other people, that is, as training and education. Therefore, the study of the psychological patterns of the formation of various aspects of the human personality in the conditions of educational activities significantly contributes to the knowledge of the general patterns of the formation of the personality, which is the task general psychology. P. p. also has a close relationship with developmental and social psychology, together with them it constitutes the psychological basis of pedagogy and private methods.
Thus, P. p. develops as a branch of both fundamental and applied psychology. Both fundamental and applied P. p. are divided, in turn, into 2 parts: psychology of learning(or teachings) and the psychology of education. One of the criteria for division is the type of social experience to be assimilated.
Psychology of teaching, first of all, explores the process of assimilation of knowledge and adequate skills And skills. Its task is to reveal the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for a successful course. The development of methods that make it possible to diagnose the level and quality of assimilation constitutes a special task of P. p. Studies of the learning process, carried out from the standpoint of the principles of domestic schools of psychology, have shown that the process of assimilation is the performance by a person of certain actions or activities. Knowledge is always assimilated as elements of these actions, and skills take place when the assimilated actions are brought to certain indicators according to some of their characteristics. Cm. , , ,Developmental learning, . For the deductive method of teaching, see .
Teaching is a system of special actions necessary for students to go through the main stages of the assimilation process. The actions that make up the activity of learning are assimilated according to the same laws as any other.
Most research on the psychology of learning is aimed at identifying patterns of formation and functioning learning activities in the context of the current educational system. In particular, rich experimental material has been accumulated that reveals typical shortcomings in the assimilation of various scientific concepts by secondary school students. The role of life experience of students, speeches, the nature of the presented educational material, etc. in the assimilation of knowledge.
In the 1970s in teaching learning, more and more often, they began to use another path: the study of the laws governing the formation of knowledge and learning activity as a whole in conditions of specially organized training (see pp. ). First of all, these studies have shown that the management of the learning process significantly changes the course of mastering knowledge and skills; the results obtained are of great importance for finding the optimal ways of learning and identifying the conditions for effective mental development of students.
Big psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .
Pedagogical psychology
A wide field of research related to the application of psychological methods in the educational process. Researchers in educational psychology apply the principles of learning in the classroom, in school management, in psychometric tests, in teacher training, and in other aspects closely related to the educational process. In the UK, psychologists and teachers take an active part in the work of educational institutions. They usually have an honors degree in psychology, teaching qualifications and relevant experience. Upon completion of graduate school, a specialist can receive a master's degree in educational psychology.
Psychology. AND I. Dictionary-reference book / Per. from English. K. S. Tkachenko. - M.: FAIR-PRESS. Mike Cordwell. 2000 .
See what "pedagogical psychology" is in other dictionaries:
PEDAGOGICAL PSYCHOLOGY- PEDAGOGICAL PSYCHOLOGY. The branch of psychology that studies the psychological problems of teaching and educating students, the formation of thinking, as well as managing the assimilation of knowledge, the acquisition of skills and abilities. P. p. reveals psychological factors, ... ... A new dictionary of methodological terms and concepts (theory and practice of teaching languages)
PEDAGOGICAL PSYCHOLOGY- a branch of psychology that studies the development of the human psyche in the process of education and training and develops the psychological foundations of this process ... Big Encyclopedic Dictionary
Pedagogical psychology- a branch of psychology that studies the patterns of the process of appropriating social experience by an individual in conditions of specially organized training ... Psychological Dictionary
Pedagogical psychology- This page needs a major overhaul. It may need to be wikified, expanded, or rewritten. Explanation of the reasons and discussion on the Wikipedia page: For improvement / March 20, 2012. Date of setting for improvement March 20, 2012 ... Wikipedia
Pedagogical psychology- a branch of psychology that studies mental phenomena that arise in a purposeful pedagogical process; develops the psychological foundations of education (See Education) and education (See Education). P. p. is closely related to both ... ... Great Soviet Encyclopedia
pedagogical psychology- a branch of psychology that studies the development of the human psyche in the process of education and training and develops the psychological foundations of this process. * * * EDUCATIONAL PSYCHOLOGY EDUCATIONAL PSYCHOLOGY, a branch of psychology that studies development ... ... encyclopedic Dictionary
Pedagogical psychology- a branch of psychological science that studies the features of socialization and development of the human psyche under the conditions and under the influence of his participation in the educational activities of a school, college, club, etc. Educational psychology studies mental ... ... Fundamentals of spiritual culture (encyclopedic dictionary of a teacher)
