Methods of teaching psychology. mental activity and the brain. Principles and patterns of the learning process

SECTION VIII. METHODOLOGY OF TEACHING PSYCHOLOGY

Subject. Subject, goals and objectives of the course.

Plan.

1. Features of the assimilation of psychological knowledge.

2. The subject of psychology teaching methodology.

3. Goals and objectives of the MPP course.

Question.

Modern society is not yet ready to actively and adequately perceive psychological knowledge and even more to apply them. One of the main problems of modern practical psychology is ensuring the psychological literacy of the population. To achieve this goal, qualified psychologists with good methodical preparation. Today there is a gap between theory and practice, reliance only on memory, poor methodological preparation and outdated methods of teaching the foundation of psychology. This is the situation in universities and schools. New active methodological developments are needed, since the methodology of teaching psychology as an academic subject, as a scientific discipline, has hardly been studied. Prominent psychologists showed interest in this discipline: B.M. Teplov, Lyublyulinskaya A. A. Iz modern researchers in recent years, V. Ya. Lyaudis and B. Ts. Badmaev began to work on this topic.

In the teaching of psychology, there are features that distinguish it from other sciences, and difficulties. They are connected with the specifics of the presentation of all knowledge and the specifics of their assimilation. Students of psychology usually consider knowledge and assimilation of the science itself sufficient, they misunderstand specifics of methodical thinking and the complexity of its formation.

Psychological knowledge is recognized today as humanitarian, although over the past two centuries it was considered natural science.

Unlike other sciences, psychological knowledge has specific features: you need to know them for teaching psychology:

1. The subject of psychology is a personality, which is only relatively constant: it changes with age, a change in the nature of activity, and in connection with this, the accuracy of knowing the personality is impossible, it cannot be known to the end. V. Ya. Lyaudis believed that "personal knowledge requires more depth of penetration than accuracy."

2. The process of cognition of psychological science is always dialogic: both the object of cognition and the cognizing side of the personality. It turns out that the process of mental reality is necessarily refracted through the personal characteristics of the cognizer, there is a process of “trying on” cognitive properties to one’s own, and this is not the case in the cognition of physical, chemical, and any non-psychological phenomena. It should be borne in mind that the projection on oneself usually prevents the assimilation of certain general laws of the psyche, so it must be remembered that the laws of individual development differ from the general ones.

3. The process of cognition of psychological phenomena requires not only logical, but also figurative, visual-effective thinking, developed imagination. A student-psychologist should learn to think in images, freely move them, combine them with images of the imagination, since, for example, a psychologist-consultant needs the ability to freely operate with the mental image of a client, include him in different situations (relationships in the family, at work, with friends). Such preparation allows you to better understand the client's problems and solve them.

4. Psychological knowledge can be represented as a kind of generalized structure, convenient for methodological purposes. For a relatively complete characterization of any mental phenomenon, from the point of view of methodology, a competent approach to it, you can use the following algorithm:

· It is necessary to highlight the system of concepts, definitions, descriptions;

Designate the purpose, functions of a mental phenomenon;

· Identify the mechanisms of this phenomenon (show how it occurs and how it functions);

· Describe the classification of similar phenomena (types according to a certain criterion);

· Designate the laws, features and specific properties of this phenomenon, that is, the patterns of its formation;

· Identify individual characteristics of the phenomenon under study, age and gender differences;

Name the patterns of development and formation in ontogeny (if necessary, in phylogenesis);

Designate possible violations of this phenomenon (pathological features)

List the psychological theories about this phenomenon, their main provisions;

· Describe the methods of studying this phenomenon.

Understanding the structure of psychological knowledge will help the student to understand the integrity of psychic reality in all its diversity of connections and relationships. From the point of view of the MSP, such a scheme can serve as a basis both for planning a topic or a training course, and for analyzing the completeness of assimilation of knowledge.

Question.

The subject of MPP is the methods, forms and means of teaching psychology, their specificity. Teaching methods should be consistent with the objectives of the activity. Learning objectives are provided by a whole system of different methods.

The method (from Greek - the way, the way of cognition) of learning is a system of consistent, interconnected actions of the teacher and students that ensure the assimilation of the course content. The method is characterized by the following features: learning objectives (education, upbringing, development); ways of mastering the content of training; the nature of the interaction between the teacher and students. The effectiveness of the method also depends on the specifics of the subject.

In world practice, there is quite a significant experience in studying teaching methods. There are many classifications of them. In the 70s. 20th century Domestic teacher Yuri Konstantinovich Babansky developed a classification of the most popular methods now. He divided all teaching methods into 3 types, each type has a complex characteristic:

1. Methods of organization and implementation of educational and cognitive activities: = verbal, (lecture, explanation, story, conversation);

Visual (experiments, demonstrations, illustrations);

Practical (exercises, problem solving).

2. Methods for stimulating and motivating learning: = cognitive games;

Educational discussions;

Creation of educational situations (emotional and moral experience, novelty, entertainment);

3. Methods of control and self-control in training: = individual and frontal survey;

Tests and exams;

Programmed poll (testing)

Recently, this 3-component classification has been supplemented by new species. In particular, among the methods of teaching psychology, one can single out: traditional methods (Babansky's classification) and non-traditional (active teaching methods).

Traditional learning based on reproductive activity as an independent value, it is focused on achieving clear standards of assimilation. The involvement of the teacher and students in the learning process is personally neutral, although a positive emotional background in learning is assumed.

According to V.Ya. Laudis to unconventional include: the method of programmed learning, the method of problem-based learning, the method of interactive (communicative) learning, the method of educational discussions, the game as a method, the task method. All these methods work to develop the potential of students, lead to independent search activities, make the teacher a partner in research, imply the personal involvement of all participants in the training, high professional preparedness of the teacher for flexible interaction with students, and this contributes to the expansion of the personal experience of the participants.

In his textbook Methods of Teaching Psychology, B. Ts. Badmaev offers a historical background on each of the teaching methods and briefly characterizes the specifics of each.

Programmed learning originated in the US in the 1950s. founder - B. F. Skinner. Programmed learning involves restructuring traditional learning by clarifying the goals, objectives, methods of solving, forms of control and encouragement of students' learning activities and giving these actions the nature of clear operations that are accessible to management.

Thanks to programmed learning, control over each of the stages has become available, and not just its result, as in traditional learning.

The first versions of programmed learning were based on a behavioral approach, which was criticized, for example, for using the principles of programming materials proposed by Skinner. Not only were animal behavior data used in situations of learning and skill development, and they were transferred to human reactions, Skinner also suggested breaking all the information into portions, steps and "step by step" this information was introduced into the student's mind with mandatory and immediate reinforcement (encouragement). If these portions of the material were successfully completed by the student, the next portion was submitted for memorization. Such a norm of presenting the material excludes memorization, but at the same time did not develop thinking. A step-by-step system or a linear program assumes a clear sequence of actions, and if the student did not perceive a piece of information, this portion was broken into smaller parts, passing through which the student reached the next portions of the material.

In Russia, this version of the method of programmed learning was widespread in the late 60s and early 70s. Special textbooks were created with the division of the text into portions, parts, with questions for each part and several answers, but only 1 answer was correct (analogous to the test). Learning machines were used for self-learning and knowledge control. In the early 70s, even exams in technical universities taken with a computer.

The enthusiasm for programmed learning by the end of the 20th century was explained by the possibility of strict control over the assimilation of knowledge, but it turned out that it makes it possible to control only the formal side of learning - just the acquisition and memorization of knowledge, and students often simply guessed the answer or accidentally received the answer.

Negative consequences This method consisted in the impossibility of shaping the creativity of students, the independence of thinking. The rational grain of this method was used in teaching concepts in the theory of the phased formation of mental actions by P.Ya. Galperin and N.F. Talyzina.

By the 70s of the 20th century, their theory had established itself as competent programming for memorizing not individual portions of the material, but the entire educational activity of the student. The main means of programmed learning according to this theory are as follows: schemes orient the main actions that allow you to perform correctly, mastered actions, and vice versa, learning tasks simulating a variety of situations for performing these learning actions, that is, knowledge is acquired in the course of their application in practice.

Problem-Based Learning Methods. Students are confident that their goal should be knowledge of the theory of psychology, that the exam will be enough to retell the material of lectures and textbooks. It turns out that without testing this knowledge in practice, they are worth nothing, and the mark will be formal - for the presence of certain knowledge in the student's memory. But after all, the degree of memorization does not always lead to the ability to apply knowledge in the profession, so it is important to form students' psychological thinking skills: knowledge should cease to be an end in itself, they should become the material, means or result of thinking.

As a rule, solving problems for thinking indicates that students attach great importance to formal orientation in the task and almost do not attach importance to the ideal alternative mental orientation in a problem situation. Putting a student in a problematic situation means creating an interesting difficulty or problem for him. He can cope with it only with the help of thinking.

A. M. Matyushkin, who studies thinking, noted that there are always many opportunities for the development of thinking in problem-based learning. In traditional learning, only 15% of the subjects solve high-level learning tasks, and in problem-based learning, 70% of the trainees solve the same tasks. An analysis of the experimental data of foreign and domestic psychologists (L. Sekey, M.E. Makhmutov) led to the conclusion that with problem-based learning, intellectual activity grows and knowledge is assimilated in the form of general patterns, in the way of action when solving a whole range of problems.

Basic concepts in problem-based learning: problematic task; problematic issue; problematic task and problematicity as a principle of learning.

problem task is a learning problem with clear conditions and an infinite search field; its content is a contradiction between known and unknown knowledge. A problematic task requires not just an answer, but also a justification for its correctness. A problematic task can be solved only with the help of logic, logical thinking.

problem question- a question to a problematic task or a separate question on a problem. If the question is not problematic, it requires only the recall of already known knowledge, which means that it is not a problematic question that is addressed to memory, but a problematic one - to thinking.

To do this, in the formulation of problematic questions, the words Why? From what? How to explain it? What explains this? What does it mean? How to prove that...? What follows from this?

Questions addressed to memory will begin with the question words Who? What? When? Where? How much? Which? How? Only the word "how" can be used in common types questions.

problem task - this is a learning task in the form of a problematic task or in the form of a problematic question with the aim of putting students in a problematic situation. Problem task: list the opposite or contradictory statements of 2-3 authors on any issue on the topic.

Problematic as a principle of learning - this is a reorganization of learning, it consists in not presenting the material not in a finished form, but giving it as part of a problematic task as unknown, sought after. Thus, the principle of problematicity dictates the main ways of mastering the material - through the student's mental activity to search for material, that is, it uses the operational side of thinking to answer the question.

According to B. Ts. Badmaev, the conditions for creating a problem situation to call productive activity should be as follows:

1. The teacher gives such a practice-oriented task during which students both gain new knowledge and learn to act with the material, realize how to act with it. Completing the task should cause students to need to gain the missing knowledge and arouse interest as a motive.

2. The task must correspond to the intellectual capabilities of the students, be difficult, but can be solved with the help of the skills that the students already have. The teacher must know the real level of knowledge of students.

3. The problem situation should be created by such knowledge when it is required to theoretically explain the real psychological factors; when it is not possible to complete practical tasks in ways known to students (then students explain to the teacher that they lack knowledge and receive from the teacher.)

4. In this case, the teacher himself explains, indicates the reasons why the student does not complete the assignment and - explains the educational material that is needed for independent solution tasks. The teacher must manage the assimilation of knowledge, stages, manage learning when using problem-based learning.

Interactive learning method- These are methods based on the psychology of human relationships and relationships.

When using interactive methods, the most powerful thing for the intellectual development of students and the activity of students gives the spirit of competition, in the collective search for the truth. A strong mechanism in this method is infection. Someone else's point of view causes their own, similar or opposite. The teacher needs more activity, creativity than in traditional teaching, since the teacher's reasoned point of view, showing his worldview position (but in no case imposing) is combined with the management of the discussion.

Using these methods, the teacher directs, leads a meaningful and intellectual-cognitive form of discussion of issues, constructs joint activities and influences the educational position of the student, because the personal components of learning in the course of joint activities have a direct impact on the inner world of students.

Interactive learning methods include:

heuristic conversation;

Brainstorming;

round table method;

Business game method;

Competitions of practical works of students and their discussion, etc.

Heuristic conversation goes back to the method of Socratic conversations, when the student is encouraged to independently find the correct answer, the desire to open, find the answer (= eureka). Heuristic conversation performs the function of obtaining an answer from students through the activation of their thinking, asking questions - this is a search for answers.

Discussion - this is a specially programmed free discussion of issues as in a heuristic conversation, but turning into an argument. It is always an exchange of opinions in their clash; the birth of extraordinary alternative opinions. The discussion is generated by reflections, and in the educational discussion there is also the assimilation of educational material, as a result of his mental activity.

A. K. Markova noted this psychological feature of the discussion (discussion develops thinking), and the polemical situation "expands reasoning into a system of arguments and counterarguments." Unfortunately, this scientific conclusion is not taken into account in teaching. The discussion method is used in group forms of tasks; colloquia; seminars; lectures; laboratory work.

Brainstorming method has not yet taken root in university teaching in the Russian Federation (50s of the 20th century in the USA, A. Osborne introduced this teaching method).

It consists in finding an answer to the problem posed in the course of an active search for conjectures, random analogies, associations that spontaneously arise among those present. The main rule of brainstorming is not to criticize any of the ideas, complete freedom of expression. Such conditions make it possible for the most incredible answers to arise, which may become the most optimal.

round table method borrowed from politics and science, serves to exchange views, to get an answer to a clearly formulated question, or to achieve stability in opinion about something. The teacher is usually the facilitator, guiding the conversation in the right direction. He also exercises control for sidetracking, stops reasoning for his own summary. Possesses the ability to multi-aspect, multi-faceted analyze a certain problem.

Business game method performs well in management and vocational training. consists in modeling the situation of a specific professional activity, when students can try on the role of a professional (student, client, consultant, diagnostician, etc.). with the practical orientation of the course, this method is more effective than the traditional one.

In recent years, training has often been used as an interactive learning method. In the West, it is usually used for psycho-correctional work in small groups. All over the world socio-psychological training as a form of training: it is easier to understand and learn the laws of behavior within a group with the help of training. Training becomes an assistant in the study of psychotechnologies for people working in the commercial field, because it helps to develop specific skills and in real relationships to study models of situations similar to life.

Unconventional search methods are very productive when vocational training. They not only allow you to acquire basic knowledge, but also to master them in the context of your future profession.

In pedagogy, it is considered appropriate to: forms of education: frontal (lectures, watching films); group (seminars, practical classes, educational games, trainings, exercises in pairs, in microgroups); individual (term papers, control, WRC, individual assignments).

Teaching aids are everything that contributes to the growth of the quality of education. these include: visual aids (tables, graphs, charts, drawings, images); technical means training (audio and video equipment; multimedia complex); printed teaching aids. All of the listed methods, forms, teaching aids are selected in each case in accordance with each specific specificity or individual topic.

Question.

Education in psychology is aimed at mastering the ways of knowing the personality and behavior of other people; on the formation of a person's ability to transform himself; self improvement. The goals of teaching psychology are different: the growth of the quality of teaching psychology in different areas of the psychologist's activity.

Course objectives:

1. To give students knowledge about the specifics of teaching psychology.

2. To form the skills and ability to manage a pedagogical subject;

3. To promote the development of students' pedagogical and communicative abilities;

4. To develop the need for educational activities and the ability to effectively organize it;

5. To help students master the techniques of professional self-education and self-education;

6. Contribute to the knowledge and development of the personality of students in the context of their chosen profession.

INTRODUCTION

The words "psychologist" and "psychology" leave few people indifferent. People expect psychology to get rid of their many problems and, unfortunately, they are often deceived in their expectations.
The methodology of teaching psychology is a scientific and applied discipline aimed at studying and using methodological tools and methods of teacher interaction in the practice of teaching psychology.
Psychology teaching methodology is also a discipline that develops at the intersection of such subject areas as psychology and didactics. The content, forms, methods, techniques and means of teaching psychology are based on general didactic principles, but the specificity of psychology is inevitably reflected in the features of its teaching.
The subject of the methodology of teaching psychology are the methods, forms and means of teaching psychology, their specificity and features.
The methodology of teaching psychology studies the history, principles and specifics of teaching psychology: the structure and content, goals, objectives, topics of classes, the system of psychological education, legal and regulatory support for educational activities and the status of psychology.

Methods of teaching psychology in the system of psychological knowledge

At present, when psychological counseling, psychodiagnostics, coaching, and training are the most in demand among all psychological practices, many psychologists neglect the methodology of teaching psychology as a science, do not see serious theoretical generalizations in methodological publications, look at methodological studies (which, it should be noted, very little) from the vantage point of "real" science or more attractive practice.
But psychologists acting as teachers of psychology in secondary schools, professional lyceums, technical schools, and universities are increasingly realizing that in order to be successful in this type of activity, deep knowledge of scientific and applied psychology is not enough. Individual experience, acquired through trial and error, can only provide isolated facts (often interesting, worthy of attention), but not theoretical generalizations. Meanwhile, the pedagogical practice of psychologists needs precisely such generalizations.
The difficulties that any teacher of psychology in a university or school inevitably faces are as follows:
there is a lot of applied research, but not enough fundamental;
there is no system of methodological principles and regularities;
active methods in the teaching of psychology itself are implemented only in the scientific research of psychologists, but not in the teaching of psychology;
the principles for selecting the content are unclear, given the different specifics of teaching psychology at a university and school.
And here the question arises of the need to study the place of the methodology of teaching psychology among other academic disciplines.
As the "Pedagogical Encyclopedic Dictionary" notes, the methodology of the subject is a particular didactics, the theory of teaching a particular subject. Based on the study of various forms of interaction between teaching and learning in teaching a specific subject, the methodology of the subject develops and offers the teacher certain systems of teaching influences. These systems are embodied in the content of education, disclosed in programs and textbooks; are realized in methods, means and organizational forms of training. The methodology of the subject is closely related to didactics and is based on its general provisions. Based on the principles of education, the methodology reveals the goals of teaching the subject, its significance for the development of the student's personality.
To develop an effective system of pedagogical influence, the methodology of the subject is based on the data of pedagogical psychology, physiology of higher nervous activity, logic, cybernetics (especially when developing elements of programmed learning). When substantiating the system of the school course, knowledge of the logic and history of science, science of science is used.
Traditionally, the subject methodology is classified as applied, or practical, science. But in none of the well-known classifications of sciences (B.M. Kedrov, L.G. Dzhakaya, D. Diderot, J. d'Alembert, I. Kant, J. Grot, etc.) can we find a subject methodology. But in many of them, pedagogy is mentioned among the applied sciences, sometimes even with its subdivisions, which include didactics, the theory of education, psychometry and defectology. And although science scholars seem to “ignore” the subject methodology, there is every reason to believe that it has all the features of the applied sciences, and above all, those closest to it - pedagogy and psychology.
The common specificity of all applied sciences is their direct focus on solving practical, life problems, on meeting the physical and spiritual needs of a person. Applied research, including in pedagogy, psychology and methodology, directly enters life (in particular, educational) practice, sometimes even in the form of some kind of instructions and recommendations. This does not mean at all that applied sciences (in this case, methodology) do not have their own theory. But since this theory cannot be abstract, divorced from life practice, then, probably, between theoretical monographs on the methodology of teaching psychology and manuals for teachers and students, the difference lies only in the fact that in the first patterns and recommendations based on them receive scientific justification, which are optional in methodological manuals, and sometimes redundant. Perhaps, therefore, disputes are unfounded as to where to attribute the methodology - to a theoretical or practical field of knowledge.
The methodology of teaching psychology as a scientific branch of knowledge has its own object and subject of research, content and tasks. The object of the methodology of teaching psychology is psychological education. The methodology of teaching psychology is an independent field of knowledge that has its own subject of study - the methodological system of psychological education of teaching, which includes the purpose of education, content, methods, forms, means of implementation, subjects of psychological education - a teacher and a student.
Another question arises: since methodology is an applied science, applied towhat! It seems to us that the most correct answer would be this: to your subject of study - a training course in psychology. The one who writes about the methodology of teaching psychology, on the one hand, shows the teacher-psychologist the ways of the most effective educational work, and on the other hand, “serves” the process of subject education, teaching psychological knowledge.
All these judgments follow from the analysis of the specifics of applied science, for which educational practice is the direct addressee of research and the scientific generalizations contained in them. Another equally important feature of methodology as an applied science is the dependence of the effectiveness of evidence-based recommendations on a variety of learning conditions. Such conditionality is found in applied sciences, especially the humanities, much more often than in fundamental ones.
It is more difficult to deal with the regularities of the subject of the scientific branch - in our case, the methods of teaching psychology.
In general, this is a natural objective dependence of the content and structure of the subject, as well as methodological tools, techniques on the goals, principles, stages of training, the nature of the psychological material and other conditions of educational work.
A psychological and methodological regularity can work only if it corresponds to the goals and stage of education, the content of psychological material, the age characteristics of students and other conditions and factors. Therefore, for the humanities (including the subject methodology, which is the methodology of teaching psychology), not only objective, but also subjective factors can be decisive, for example, the personality of the teacher-psychologist, his value orientations, and the individual development of students.
Understanding the methodology of teaching psychology as a scientific branch of knowledge differs from understanding it as an academic discipline taught in universities of a psychological profile, traditionally related to pedagogical disciplines (to didactics), along with the history and philosophy of education, pedagogy.
What is the purpose of teaching psychology as an academic discipline? What place does it occupy among other sciences? There are many answers to these questions, they are ambiguous.
The subject of psychology teaching methodology is:
specific laws of the educational process, on the basis of which the goals, content of training and education are determined, a system of effective pedagogical tools necessary for the implementation of these goals is developed;
methods, forms and means of teaching psychology, their specificity and features;
studying the most effective forms of mastering scientific and psychological knowledge by students, acquiring psychological skills and abilities that ensure their success in activities and communication, as well as generalizing the experience of teaching psychology as a subject in secondary school;
self-centered psychology;
methods of teaching psychological knowledge and skills, methods of psychological education and teaching practical psychological teachings;

a discipline that studies the process of teaching psychology, its patterns, connection with other sciences in order to increase the effectiveness of training.
B.Ts. Badmaev refers the methodology of teaching psychology to the number of pedagogical disciplines, which, like any pedagogical discipline, must be based on the psychological laws of training and education. Therefore, the methodology of teaching psychology is “a science not about how to teach students, but about how to interest in studying, captivate them and teach them to learn independently and creatively.” According to such authoritative authors as V.N. Karandashev and I.V. Dubrovin, the methodology of teaching psychology lies at the intersection of didactics and psychology.
Remembering the history of teaching psychology in universities in our country, it becomes clear why the methodology of teaching psychology clearly gravitates towards pedagogy - after all, this branch of knowledge has been developed for a long time for those psychology students who later, working in pedagogical universities, would teach psychology to future teachers. Therefore, the central place of many programs, manuals on the methodology of teaching psychology is occupied by the forms and methods of teaching, the psychological patterns of learning. The content of teaching psychology, the selection of material is sparingly discussed, but, of course, the specifics of psychological knowledge are noticed. This is clearly shown by the goals of the course, declared by various authors:
to form students' understanding of the psychological culture of the individual, the methodology for designing classes in psychology;
improving the quality of teaching psychology in various fields of activity of a psychologist
to form a system of ideas about the forms and methods of using psychological knowledge in solving general educational problems
to study and practically master the methodology for high-quality and effective teaching of psychology students
mastering theoretical and practical knowledge and methods of building interaction and communication with people in various conditions of their life and transforming the conditions of their own life and consciousness
translation of the theoretical provisions of psychology into the plane of specific phenomena; providing future researchers and university teachers with knowledge about the patterns of occurrence, features of the functioning of the psyche, the development and formation of the properties and characteristics of the individual as an “elementary part” of society, without orientation in which it is impossible to understand individual human behavior and the behavior of people in social groups
to teach future psychologists the methodological foundations of teaching psychology and the formation of a psychological culture of a person in the system of general and vocational education
learn to understand a person, harmoniously, i.e., conflict-free, interact with him, which is connected with the goal of humanistic education - the formation of a worldview and the orientation of the individual to an active position in his life
This diversity, sometimes contradictions in goals, objectives, approaches to teaching psychology, speaks of the poor development of the methodology for teaching psychology as a branch of knowledge.
It seems to us that without the history of the formation and development of psychology not as a science, but as an academic subject, the study of the methodology of teaching psychology by psychology students will not be completely complete and holistic, not always understandable. We emphasize that in this course we are not talking about the history of psychology as a science, but specifically about the history of the academic discipline "psychology", about how psychological knowledge was formed in Russian schools and universities.
In the history of teaching psychology, of course, there are many names of Russian and Soviet scientists, whose personalities and ideas are already known to psychology students. It is in this progressive logic that the continuity of scientific and methodological knowledge is visible.
We propose to consider the teaching of psychology in Russian educational institutions for two centuries in accordance with general cultural patterns, in which the own patterns of psychology as an academic subject act as one of the aspects of the development of culture as an integrity.
Undoubtedly, all the main features of Russian psychological thought were reflected in the development of psychological knowledge in schools and higher educational institutions in Russia. This is an in-depth interest in the problem of man and questions of the philosophy of history, which was studied primarily in the moral-psychological and socio-political aspects; the blurring of the boundaries between materialism and idealism, which existed until the 1920s; influence of Christianity; fundamental ontologism, when the human psyche is understood as a special world, a kind of reality; the close interconnection of different forms of social consciousness, the organic interpenetration of religious, philosophical, artistic, aesthetic and scientific thought; the influence of other scientific disciplines and non-scientific forms of consciousness on the categorical structure and problems of psychology as a scientific and educational discipline. All of the above features are clearly seen in specific textbooks and teaching aids (there are several dozen of them), which have appeared over two hundred years of teaching psychology, in the methodological recommendations of individual psychologists-teachers who have made an incredible amount of effort for the psychological education of schoolchildren (for example, A.P. Nechaev , G.I. Chelpanov, B.M. Teplov), in the historical periods introduction of psychology as a subject in Russian educational institutions.
The objective laws of the development of psychology as an academic discipline are realized in the work of specific individuals, the study of whose creative biographies is of great cognitive and ideological interest. Behind the name of a scientist is a whole world of thoughts, unique experiences, endless disputes of a scientist with other people and with himself, intellectual joys and defeats, unfinished searches and unfulfilled hopes. The study of the biography of a scientist allows you to join this world, empathize with it and thereby realize the humanistic (personal, human) principle of science.
Back in 1926, P. Langevin, the greatest physicist-materialist of our time, sharply criticized the French programs for teaching exact sciences for dogmatism and subordination to utilitarian goals, these words also correlate with the problem we have stated. “Scientific facts,” he said, “are presented purely dogmatically; students memorize the laws, the formulas expressing these laws, and their applications ... Such a tendency to "dogmatic distortion" is always observed when teaching is subordinated to purely utilitarian goals ... Nothing contributes to the overall development and formation of ... consciousness, as acquaintance with the history of human efforts in the field science, reflected in the biographies of the great scientists of the past and in the gradual evolution of ideas ... Only in this way can we prepare worthy successors for them and instill in the younger generation an idea of ​​the continuous development and humanitarian value of science. If this is of great importance for those who are going to devote all their activities to scientific work, then these considerations are even more important for future teachers ... ".
All of the above indicates the need for a more attentive attitude to the methodology of teaching psychology, both on the part of educational psychologists who lead psychology at school, and on the part of students receiving professional psychological education, and on the part of those who draw up curricula at the university.

2. Specificity of the content, goals and methods of teaching psychology as a humanitarian discipline

The goals of teaching psychology as a subject and its content are always interrelated. The goals of teaching psychology are mediated by the peculiarities of its content as a humanitarian discipline, on the one hand, and as a socio-historical science, which does not exclude natural scientific research methods from its arsenal, on the other.
Humanitarian cognition is a special type of scientific cognition that implies a different attitude of the cognizing subject to the object of study than that characteristic of the natural sciences, because the center of humanitarian cognition is the personality, the subject-subject relationship. According to M.M. Bakhtin, the essence of the relationship between the cognizing subject and the cognizable is in a dialogue that involves the disclosure of not only specific meanings, but also infinitely diverse meanings, so the dialogue is inexhaustible, because complete understanding is historical and personified.
Another property of humanitarian knowledge, which is important in understanding the peculiarities of the study of psychology, is that psychological knowledge involves scientific-theoretical, conceptual-sign, logical thinking, figurative, artistic, visual-effective thinking, and finally, contemplation based on symbolic consciousness, symbolization, interpretation of symbols, with the help of which the psychologist penetrates into the area of ​​the unconscious. All this leads to the need to expand the subject of the study of psychology beyond the scope of the actual scientific discipline into the field of interdisciplinary relations as the main condition for the humanization of the teaching of psychology.
Education in psychology is aimed not only at mastering the ways of understanding and transforming the conditions that determine the way of thinking and acting of other people, but also at transforming the conditions of one's own life and consciousness.
The complexity of achieving the goal of mastering psychological knowledge lies precisely in the special combination of methods of cognition and transformation, cognitive attitude and personality-transforming attitude.
The content of the studied disciplines is mastered if it is structured in the system of educational tasks, assignments, determined by teaching methods typical for this discipline.
It should be noted right away: the methods of teaching psychology in secondary school and higher education are still different due to the difference in goals.
The goals of teaching psychology at the university. The study by students of any science is subject to one goal - to learn to approach life phenomena, to practical problems from scientific positions, that is, with knowledge of the matter, studied comprehensively. In relation to psychology, this means that a student needs to study it in order to obtain a scientific orientation in human psychology in order to understand and explain the features of its manifestations in the actions, deeds, behavior of real people and, on this basis, learn how to interact with them correctly in everyday practice.
Studying psychology, every student, regardless of his future profession, must learn to think psychologically when analyzing and evaluating human actions and deeds, identifying character traits and abilities, temperament and other personality traits, socio-psychological phenomena in society, a team, personal communication with other people. etc.
Thus, the goal of studying psychology by the student and the goal of teaching converge at the end of the student's education as a result: in the formation of the student's ability to practically be guided by scientific psychological knowledge in real interaction with other people, which, in turn, just involves the formation of the ability to think psychologically.
Setting the goal of teaching certain topics and sections, it is necessary to take into account the characteristics of various branches of science.
Thus, the general goal of studying psychology by pupils (students) is to develop their ability to think psychologically, applying their psychological knowledge to scientifically explain the facts and phenomena of the psyche, as well as to transform the human psyche in the interests of developing his personality (training and education, team building, psychological correction of deviant behavior or psychotherapeutic treatment of neuropsychiatric disorders, etc.).
This general goal should be subdivided into a number of specific goals. One of the principles for highlighting the specific goals of studying psychology is the principle of professional orientation of students as future specialists. From this point of view, all students can be divided into two large groups: 1) the majority are students of non-psychological specialties who receive a special psychological education, and 2) a smaller group are psychology students who receive a professional psychological education. For both groups, the general goal of studying psychology is the same, but as far as specific goals are concerned, they are different.
Let's begin by considering the purpose of studying psychology by the majority of students who are not preparing to become professional psychologists.
If the overall goal is to develop the ability to think psychologically by applying theoretical knowledge to solving practical problems, then the question arises: in what actions that are part of the professional activities of a non-psychologist specialist will this knowledge and the ability to apply it be required? Psychological knowledge is necessary for a specialist of any profession for psychological literacy, since he has to bring ideas, intentions, moods to the consciousness of others (seek mutual understanding, teach, lead). Equally important is the good regulation of one's own inner world and self-improvement on a scientific basis. Since the latter can be attributed not only to non-psychologists, but to the same extent to specialist psychologists, the goal of studying psychology by non-psychology students remains to recognize “psychological literacy for mutual understanding, learning, guidance”, that is, what any specialist needs . According to E.A. Klimov, psychological preparedness is, first of all, clear ideas about a specific reality, accompanied by a positive affective tone, associated with an unsaturated interest in it and with a willingness to directly contact it in interpersonal communication.
Now let's consider the specific goals of studying psychology by students of the psychological specialty. The general goal of learning to think psychologically naturally applies to them even more so than to non-psychology students. Without the ability to think psychologically, a psychologist will not succeed as a specialist, while for a programmer or geologist, such a shortcoming will not be so detrimental if they are excellent specialists in their field, although psychological knowledge and the ability to think psychologically would undoubtedly add to their merits.
However, along with the general goal of studying psychology, future psychologists-specialists of various directions (theoretical, applied, practical) also have their own specific goals.
A psychology student preparing for basic research should not only be armed with an academic knowledge of psychology, but be practically ready to conduct scientific research on theoretical problems psychology, thereby expanding the horizons of science itself. His task is to develop science further, to master the methodology and methods of scientific research, to confidently navigate the current state of domestic and foreign theoretical psychology, to know the problems, the study of which requires the interests of the further development of science. Its specific goal will coincide with the general goal of studying psychology as a science - to learn how to apply scientific knowledge in practice, to be able to think psychologically, to learn how to apply psychological theory not for transformation, but for explaining mental phenomena that have not been previously explained.
The specific goal of training a psychologist specializing in applied psychology - pedagogical, developmental, legal, engineering, medical, etc., looks different. An important and responsible role of applied psychology dictates the following goal - the formation of students' psychological mindset for analyzing, evaluating and explaining mental phenomena in the chosen branch of psychology, mastering psychotechnical techniques and methods of applying the scientific provisions of this branch of psychology to a positive change in the mental in a person.
So, the effectiveness of teaching methods depends primarily on the clear awareness of the purpose of teaching and the subordination of the entire set of methodological techniques to it.
Goals of teaching psychology at school. With the teaching of psychology in secondary school, the situation is even more ambiguous than in higher education. As examples, here are a few quotes from various psychology textbooks for schools, illustrating various targeted approaches to teaching psychology:
development of emotional intelligence of students;
acquisition of a psychological orientation of the mind. Namely: to notice what you did not notice before, to reflect on what you have so far thought little about or have not been able to think about due to a lack of special means(words, terms). Everything can be easily forgotten, but it is important to develop and preserve for the rest of your life psychological inquisitiveness, observation and humanity;
introducing the younger generation to culture, awakening in it a craving for goodness and the need for self-improvement, in mastering the means for shaping one's own personality; take students on the road of reflection about a person, his place in the world;
formation of a humanistic worldview and psychological culture of students; promote the disclosure and development of abilities, mastering the skills of introspection, understanding the feelings and motives of the behavior of other people, constructive everyday and business communication, learning self-regulation techniques in stressful situations; the ability to creatively overcome conflicts; to bring students to the awareness of the ambiguity of theories that explain many complex phenomena, the possibility of coexistence of contradictory, at first glance mutually exclusive, points of view on various aspects of multidimensional reality
help the child become more creative, more socially adapted, more secure and, as a result, purposefully form the base of his internal resources and stability within the framework of health-saving technologies; build in the mind of the child a more or less holistic vision of the world and the vision of a person who lives in this world;
to give students primary, general knowledge about psychology as a science, to reveal the content of a number of psychological concepts (primarily denoting the main mental processes); to help the child in the gradual discovery of his own inner world, to show the uniqueness and unconditional value of this world; arouse the child's interest in himself and in other people to ensure the formation of the psychological health of children, as well as the fulfillment of age-related developmental tasks

to teach students to set tasks of self-development and look for means of solving them
As can be seen from the original polylogue of the above quotations, the goals of teaching psychology at school are very different. Therefore, the question of the features of teaching the subject at school remains debatable.
There are several ways. For example, psychology can be taught as a natural science discipline, studying the properties of the nervous system, experimenting with sensation thresholds, types of memorization, reaction speed, attention span, etc. Then the teacher feels like an expert, leading a conversation between a knower and an ignorant one and the question “Why do students need it? incorrect. Psychology can be built as a humanitarian subject, filling teaching with heroes (introverts and extroverts, manipulators and actualizers, intuitionists and rationalists) acting according to the laws of genres of thinking, emotions, activity, communication. True, the question “Why do students need this?” will still remain unanswered. In such a situation, the teacher enters into communication with students not only as an expert in his subject, but also as a professional teacher who has a detailed program for transferring his knowledge to students. He has already outlined where to start, what is the sequence of the topics studied, on what material it is more convenient to introduce this or that concept, how to control the amount of assimilation of knowledge and the level of understanding. In all these pedagogical issues, the teacher decides everything himself, the opinion of the students is not taken into account here.
But with the teaching of psychology, the situation is somewhat different. G.A. Zuckerman suggests that the future subject of psychological knowledge is given to the student in its entirety, in all details, and this knowledge is emotionally rich, personally significant, although non-reflexive, non-systematic, not represented in the mind in terms of language. Does a 10–12 year old child need reflective, systematic knowledge? Yes, it is certainly necessary, but only when it is necessary for the speaker himself to solve his own problems. Consequently, psychology can only be studied with those who, by the beginning of the classes, have already formed their own request for such knowledge. These should be only electives, where the topics of the classes are set by the students themselves.
A similar point of view is shared by I.V. Vachkov: “... a course in psychology should provide an acquaintance with the system of concepts and only to the extent that it is really necessary for schoolchildren. And the content of the psychology course should meet the needs of the real life of the children, and the form should be acceptable for effective practical work… Psychological Information in the classroom should not be abstractly scientific, but everyday important, while remaining scientifically substantiated”

CONCLUSION

“Certainly, psychology should be taught in schools. Knowledge about a person that children receive should be scientific information. We need a scientific, systematic psychology. Without it, he will not be prepared for life.” The fact that this view of school psychology is widespread is evidenced by the fact that there are many textbooks and curricula with a fixed number of hours and a clear plan for studying the material.
What unites the most diverse approaches to teaching psychology at school? The starting position, which determines the pedagogical approach of school psychology, is a view on the development of the child in the aspect of studying the subject "psychology" not only as a result, but also as a process of self-awareness, self-knowledge and self-improvement. The essential point here is not only the reflection of the world, but also the reflection of oneself in the world, one's condition, one's attitude to the world, one's behavior now and in the future. It is impossible to study psychology at school without taking into account the interests of a teenager, his age characteristics. At the heart of this approach lies the attitude to learning as a jointly created and experienced experience.
The main principles of selection of content can and should be: the principle of integrity in the approach to the study of mental phenomena; the principle of compliance with the needs of age, taking into account the zones of the actual and immediate development of the adolescent. The topics proposed by the teacher are studied in theoretical and practical classes through a system of psychology teaching methods. When developing teaching methods, one should take into account the fact that a pupil or student who serves as an object of influence of a teacher is at the same time a subject, i.e. a person, on whose interests and will her activity depends in accordance with the influence of the teacher. If the latter does not form a goal in students that is adequate to its goal, then the act of learning will not be able to take place and the method of influence will not achieve the expected result. At the same time, the goal of the student should not coincide with the goal of the teacher, it should only correspond to it. The result serves as a criterion for the conformity of the method and purpose.

REFERENCES:

Badmaev B.Ts. Methods of teaching psychology: Proc. allowance. – M.: VLADOS, 2011. – 304 p.

Badmaev B.Ts. Psychology: how to study and master it. - M., 1997.

Boyarchuk. VK. Methods of teaching psychology at the university. - Rostov n / D., 1982.

Vachkov I. Fundamentals of group training technology. Psychotechnics. - M., 2015.

Gerasimova V.S. Methods of teaching psychology: a course of lectures. – M.: Os89, 2004.

Graf V., Ilyasov I.I., Lyaudis V.Ya. Fundamentals of the organization of educational activities and independent work of students. – M.: MSU, 1981.

Emelyanov Yu.N. Active social - psychological training. - L., 2012.

Karandashev V.N. Methods of teaching psychology: Proc. allowance. - St. Petersburg: Peter, 2015. - 250 p.

Lyaudis V.Ya. Methods of teaching psychology: Proc. allowance. - M., 2013. - 192 p.

Learning theory is a section of educational psychology that theoretically and experimentally studies the psychological conditions for the effectiveness of interaction between a teacher and a student (student). The theory of learning refers mainly to the activities of the teacher. However, it does not come down to the teacher's explanation of the subject as the optimal presentation of educational material.

The psychological theory of learning in domestic psychology began to be developed in the early 1930s and was first formulated by L.S. Vygotsky as the problem of the relationship between learning and development, where the leading role was recognized for learning. Education must go ahead of development, lead it. The concept of "zone of proximal development" reveals this theoretical position: a child, learning with the help of an adult, begins to do what he could not do on his own before, i.e. his mental development takes a step forward through training. Those opportunities and abilities that the child has at the time of learning, L.S. Vygotsky calls the "zone of actual development". The ability to adequately perceive the help of an adult, which determines the extent of this help, is an indicator of the child's potential for learning.

The theory of learning in our country developed in close connection with the doctrine of the laws and regularities of the development of the psyche and now stands as a unified theory of learning and development.

Learning and development are closely linked. “Development is possible only if there is learning and learning, and only as long as a person is learning at least something, he develops. There is no development outside of teaching, teaching (and, consequently, teaching) is a form of development. (Galperin P.Ya., Elkonin D.B.)

Of course, learning and development are not the same. Learning is the interaction of a teacher with a student, and development means a significant change only in those who are engaged in learning activities.

At the center of all research for a long period was the question of the conditions for the effectiveness of the assimilation of knowledge in the learning process. At the same time, the connection between learning and development was studied with unequal intensity, since it was, as it were, a particular moment in the study of the assimilation of knowledge. P.P. Blonsky suggested that the mastery of knowledge, on the one hand, is a condition for the development of thinking, and on the other hand, there can be no assimilation of knowledge outside the thought process. D.B. Elkonin and V.V. Davydov achieved the developmental effect of learning through changing the content of education and attached decisive importance to the assimilation of theoretical knowledge as a condition for the development of theoretical thinking. Others achieved the developmental effect of learning by improving teaching methods (L.V. Zankov, B.G. Ananiev, A.A. Lyublinskaya), changing the ways of mental activity of students (N.A. Menchinskaya, D.N. Bogoyavlensky, etc.) . The impact on the intellectual development of students of methods based on the theory of the gradual formation of mental actions was studied by P.Ya. Galperin, N.F. Talyzin. The theory of problem learning was developed by T.V. Kudryavtsev, A.M. Matyushkin.

Although there was no unified, holistic theory of learning in Russian psychology, a large amount of research material was accumulated. This allowed in the 60s D.B. Elkonin, V.V. Davydov, L.V. Zankov, Sh.A. Amonashvili and others to start a long-term and large-scale theoretical and experimental psychological and pedagogical study of the problems of developmental education in the field of primary and secondary education.

The studies made it possible to experimentally confirm the theoretical position of L.S. Vygotsky about the leading role of education in the mental development of children and to develop a holistic theory of developmental education, now known as the “Elkonin-Davydov developmental education system”.

According to this theory, in the primary grades of the school, the content of developmental education is theoretical knowledge, the method is the organization of joint educational activities of younger students (first of all, it means the organization of their solution of educational problems), and the product of such training is the development of the main psychological neoplasms inherent in the younger schoolchildren. age. Thousands of teachers are now working according to the Elkonin-Davydov system. A specially conducted psychological and pedagogical examination showed the high effectiveness of teaching classes trained according to the system of developmental education.

So far, educational psychology has at its disposal experimental data on the experience and results of developmental education, which relate mainly to primary education. It seems, however, that the main components of the theory of developmental education (the content of education is theoretical knowledge, the method is the organization of joint activities, the product is the main psychological neoplasms) are quite suitable for both secondary and higher education. Teachers of psychology should also make a significant contribution to the development of learning theory.

It should be recognized that the concept of "theory of learning" in Russian psychology has now taken shape as the concept of the theory of developmental learning, which is fundamentally different from concepts that consider development either in isolation from learning, or reduce it to it.

Known are the views of J. Piaget, who believed that the development of the psyche proceeds gradually, as the age-related biological development of the child's body, and intellectual capabilities correspond to the level of the actual age-related development of the psyche. Education (its success) depends on the natural level of child development. J. Piaget's point of view can be interpreted as "parallelistic", when the processes of development and learning are considered as independent of each other. He explains the inability of the child to solve this or that intellectual problem by the insufficiency of the level of development of thinking at a given age (although, perhaps, the child lacks some of the knowledge that education can give). So, J. Piaget considers development in isolation from learning.

Another point of view (E. Thorndike and his followers) identifies development with learning. They argue that learning and learning are what others call mental development, that is, development equals learning. According to the theory of developing education, development is not a simple addition of knowledge and skills, but a special process of changing the whole personality. True, it happens thanks to this “addition”.

The main provisions of the theory of developmental learning:

1. Personal development does not occur spontaneously, but under the influence of teaching.

2. Education goes ahead of development, leads it along.

3. Ineffective is the teaching that relies only on the current level of development of students.

4. Methods and techniques of teaching should focus on the overall mental (psychological) development of the individual

5. Only properly organized training gives a developing effect. Therefore, the scientific organization of education based on the psychological theory of developmental education is the main task of the methodology of teaching psychology.

"SOUTH. Kazulina METHODOLOGY OF TEACHING PSYCHOLOGY Textbook Edition 2, revised and supplemented Electronic edition KRASNOYARSK 2013 LBC 74.268.8 K 59 Reviewers: O.M. Miller, ... "

-- [ Page 1 ] --

MINISTRY OF EDUCATION AND SCIENCE

RUSSIAN FEDERATION

federal state budgetary educational institution

higher professional education

"KRASNOYARSK STATE

PEDAGOGICAL UNIVERSITY them. V.P. Astafiev"

SOUTH. Kazulin

METHOD OF TEACHING

PSYCHOLOGY

Study guide Edition 2, revised and supplemented Electronic edition

KRASNOYARSK

2013 LBC 74.268.8 K 59 Reviewers:

O.M. Miller, candidate of psychological sciences, associate professor I.V. Gudovsky, candidate of pedagogical sciences, associate professor Kazulina Yu.G.

K 59 Methods of teaching psychology: textbook [Electronic resource] - Electron. Dan. / Krasnoyar. state ped. un-t im. V.P. Astafiev. - Krasnoyarsk, 2013. - System. Requirements: PC not lower than Pentium I ADM, Intel 600 MHz or higher, MB HDD, 128 MB RAM; Windows, Linux; Adobe Acrobat Reader. - Zagl. from the screen.

ISBN 978-5-85981-670- Contains theoretical and practical materials for mastering the course "Methods of Teaching Psychology". Addressed to students studying in the direction of "Pedagogical education".

Published with the financial support of project No. 11/12 “Development, application and examination of psychological technologies for the development of innovative professional and personal qualities of students and teachers in pedagogical university» Programs of strategic development of KSPU named after. V.P. Astafiev for 2012–2016.

BBC 74.268. ISBN 978-5-85981-670-5 © Krasnoyarsk State Pedagogical University. V.P. Astafieva, © Yu. G. Kazulina,

Foreword

METHODOLOGICAL AND THEORETICAL

APPROACHES TO TEACHING PSYCHOLOGY ................. Lecture 1. Modern tendencies in teaching psychology

Lecture 2. Psychology as a subject

Questions for self-control

Practical tasks

ORGANIZATION OF THE EDUCATIONAL PROCESS

Lecture 3. Forms of teaching psychology

Lecture 4. Organization of independent work and self-education

Questions for self-control

Practical tasks

USING ACTIVE METHODS

IN TEACHING PSYCHOLOGY

Lecture 5. Active methods of teaching psychology

Lecture 6. Interactive learning methods

Lecture 7

Lecture 8

Questions for self-control

Practical tasks

Glossary

bibliographic list

FOREWORD

The course "Methods of teaching psychology" is intended for the preparation of bachelors in the direction of "Psychological education". The teacher of psychology has a special mission, he deals with the soul of the student, has a great influence on the development of all areas of his personality. This course substantiates the need to move from the traditional strategy of teaching psychology to innovative organization in connection with the specifics of the content of this discipline and the objectives of its study.

The methodology of teaching psychology is a discipline that studies the process of teaching psychology, its patterns, connection with other sciences in order to increase the effectiveness of teaching. The purpose of this discipline is the translation of the theoretical provisions of psychology into the plane of specific phenomena. The methodology of teaching psychology considers the goals, content and methods of teaching.

The course "Methods of teaching psychology" is closely connected with other branches of psychological knowledge - general, developmental and pedagogical psychology. It is assumed that by the time the course is completed, students already have a certain level of psychological knowledge.

Course objectives 1. To form students' understanding of the features of the pedagogical activity of a psychology teacher at school.

2. To ensure the mastery of the psychological-pedagogical, methodological and general cultural content necessary for teaching "Psychology" in a general education school.

3. To form ideas about the principles of structuring psychology as an academic subject and about the ways of organizing the development of its content.

The main objectives of the course 1. Designate changes in ideas about the subject of scientific psychological knowledge.

2. To study the experience of teaching psychology in domestic and foreign educational institutions.

3. Highlight the conceptual basis of the methods of teaching psychology.

4. To acquaint students with various forms of training sessions and methods of their implementation.

5. To develop skills in the development of methodological, didactic and other psychological and pedagogical materials necessary for teaching psychology.

6. To promote the formation of students' psychological culture of personality, the accumulation of experience of personality-oriented learning.

7. To form an orientation towards the elements of experimentation and creativity in professional activities when developing projects for the organization of various educational situations.

The tutorial consists of three sections.

1. Methodological and theoretical approaches to teaching psychology.

2. Organization of the educational process.

3. The use of active methods in teaching psychology.

Each section includes lecture notes, test questions, practical work, tests for self-examination, a list of recommended literature. There is a glossary containing the main concepts of the course.

METHODOLOGICAL AND THEORETICAL APPROACHES TO TEACHING PSYCHOLOGY Lecture 1. Modern trends in teaching psychology 1. Subject, goals and objectives of the methodology of teaching psychology.

2. Traditional and humanistic paradigms in teaching psychology.

3. Innovative processes in the modern educational space.

1. Subject, goals and objectives of the methodology of teaching psychology At present, along with the traditional one, an innovative strategy for managing the educational process is actively developing, which has become a consequence of the changed social demand for the individual in a modern post-industrial informatized society.

The basis of the organization of education is the idea of ​​the value of the personality of all participants in the educational process.

The key point in the transition from traditional to innovative learning is the teacher's rethinking of his personal position and role in the learning situation.

The course "Methods of teaching psychology" considers various forms of conducting classes both in secondary educational institutions (class-lesson system) and in higher education (lectures, seminars, practical and laboratory classes). Particular attention is paid to the use of active teaching methods, since they can ensure the assimilation of psychology not only as a subject of a school or university program, but also as a guide in difficult and uncertain life situations.

The methodology of teaching psychology is a discipline aimed at studying and using in the practice of teaching psychology methodological methods and techniques of interaction between the teacher and students in the course of the lesson. This is not a set of rigid rules and technologies, forms and methods are constantly updated and modified based on the needs and characteristics of a particular audience of students. The subject of the methodology of teaching psychology are the methods, forms, means of teaching psychology, their specificity and features of application in the process of the lesson.

the purpose of the methodology of teaching psychology is to improve the quality of teaching psychology in various fields of human activity. It is specified in the following tasks:

- mastering by students of both traditional and innovative forms, techniques and methods of presenting psychological material, taking into account the characteristics of the audience;

- the formation of the skills and abilities of future teachers and psychologists to independently draw up programs and develop lesson plans in psychology for students of different ages;

- fostering an active interest in psychology, the formation of a need for the transmission of this knowledge;

– development of the psychological type of thinking; ideas about oneself as a subject of activity; development of empathy, communicative qualities of students.

In general, the methodology of teaching psychology is the science of how to interest the study of psychology and teach how to learn independently and creatively.

2. traditional and humanistic paradigms in the teaching of psychology At present, the need to humanize the integral process of life, human development is generally recognized. A progress-oriented society needs people who can increase the creative potential of their culture. The general well-being of a nation, civilization and culture directly depends on how fully each of the members of this society will be able to realize themselves.

Humanistic orientation in the development of personality is possible only through a change in the relationship of a person to himself, to another person, to the world. To be humane means to treat oneself and another as a value in itself, to be creative, to maximize the realization of individual abilities, one's Self.

The assimilation of psychological culture as knowledge of the laws of human interaction, about the movements of social phenomena, knowledge about oneself as a subject is the main goal of psychological preparation. The humanization of society as a whole requires the humanization of education, which involves:

– changing the paradigm of education;

– change in the content of education;

- changing the methodology of education;

– revision of the role of the teacher;

– changing the system of pedagogical communication.

The teaching of psychology should be based on the basic principles of the humanistic paradigm, which were formulated by K. Rogers.

1. Based on the personal interests and aspirations of the student.

2. Encourage learning success, and not just point out shortcomings, mistakes.

3. Make learning an emotional process, not just a mental process.

4. To help everyone in the course of the teaching to discover himself and his abilities.

5. Make learning tasks creative.

6. To cultivate creative courage in students when setting and solving cognitive problems, to organize joint creativity between an adult and a child.

Many modern theorists and practitioners of education are developing the main provisions of the humanistic paradigm in the national school. At the same time, a unique holistic personality is placed in the center of attention, which strives for the maximum realization of its capabilities (self-actualization), is open to the perception of new experience, and is capable of making a conscious and responsible choice in various life situations.

O.S. Gazman formulated three humanistic principles of education:

1) the child cannot be a means to achieve pedagogical goals;

2) self-realization of the teacher - in the creative self-realization of the child; always accept the child as he is, in his constant change;

3) children are carriers of the coming culture. Measure your culture against that of the next generation. Education is a dialogue of cultures.

O.S. Gazman outlined the leading areas of pedagogical activity arising from the modern paradigm of humanism:

1) providing internal conditions (attitudes, needs, abilities) for the development of "self", for self-determination (through the mechanisms of self-knowledge, reflection, goal-setting, physical and mental protection, self-realization activities);

2) creation of favorable external conditions (environment) for the mental and biological (physical) existence and development of the child;

3) organization of a humanized microsocial environment (humanistic relations, communication, creative activity, psychological climate, etc.) as a product of the activity of children and adults.

In Russian pedagogy, humanistic principles were expressed in the concept of personality-oriented education, the epicenter of which is a person who cognizes and creates culture through dialogic communication, exchange of meanings, creation of “works” of individual and collective creativity. This is an education that ensures the personal and meaningful development of students, supports the individuality, uniqueness and uniqueness of each child's personality and, relying on its ability for self-change and cultural self-development, helps it independently solve its life problems.

In modern literature, there are three main human-forming functions of personality-oriented education: humanitarian, cultural-creative and socializing. The essence of the humanitarian function is to recognize the inherent value of a person and ensure his physical and moral health, awareness of the meaning of life and an active position in it, personal freedom and the possibility of maximizing one's own potential. The cultural-creative (culture-forming) function is aimed at preserving, transmitting, reproducing and developing culture by means of education. The function of socialization involves ensuring the assimilation and reproduction by the individual of social experience, necessary and sufficient for the painless entry of a person into the life of society.

Traditional education is subject-object (technocratic). The teacher acts as a transmitter of impersonal information according to a rigidly approved program. Textbooks contain typical tasks that do not involve development creativity students. School and life in learning have little to do with each other. One of the most dangerous consequences of this approach can be the “learned helplessness effect”, in which the child loses the need to control the situation, loses faith in his own strength, in the ability to solve difficult life tasks on his own.

Humanistic education is subject-subjective.

This is the process of interaction between the student and the teacher, during which there is not only the transfer of some content, but also joint personal growth. The teacher is the "social architect" of the child's lifestyle. In the process of cooperation, joint activities with children, it helps them find their own path, their own development trajectory.

The humanistic paradigm in teaching psychology presupposes a conscious systemic organization of the educational and cognitive process (Table 2). One of the components of this system is the personality of the teacher, her position in relation to the students, to herself.

The teacher acts not so much as a carrier of subject-disciplinary knowledge, but as an assistant in the development of the student's personality. The position of authoritarian control is replaced by the position of cooperation.

1. The teacher acts as an interlocutor, if necessary, provides emotional support (psychotherapeutic function). At the same time, it is necessary to have a sincere interest in the needs and feelings of students.

2. The teacher as a researcher is able to independently detect psychological problems and solve specific practical problems in the context of the lesson, use psychodiagnostic methods in teaching, as well as developing technologies for personal growth.

3. The teacher acts as a facilitator, that is, creates favorable conditions for learning. The main thing is not to give ready-made knowledge for memorization, but to create conditions for the student to independently discover and discover it.

4. The teacher as an expert must have deep knowledge, be enthusiastic and competent.

Interaction in the "student-teacher" system should be built within the framework of joint activities. The interactive organization of the educational process in psychology lessons is preferable compared to the directive one, since the former is more effective in terms of the optimal combination of the goal and the result of educational activity (Table 1).

The traditional (or directive model) of the organization of education is focused on achieving results by transferring a certain amount of knowledge, mainly due to the rational organization of the content of the educational process, carried out through the unidirectional influence of the teacher on students. Such a model assumes sufficient mechanical reproduction of some information by students.

The interactive model aims to achieve an understanding of the transmitted information, the educational process is built primarily on the interaction of participants, provides for their constant feedback and activity, and is aimed at creative processing of incoming information.

Interactive and directive models of organization Big number lectures, active, game forms, a small number of active ones and teaching methods prevail Encouragement of diligence Encouragement of initiative The ability to work The presence of group tasks that independently require collective efforts The student is not “forced” to learn, but creates conditions that cause him such a desire. Thus, according to the purpose and meaning of the activity, the teacher does not oppose the student, but forms a unity with him, which determines the nature of the educational activity as a joint one. Learning activity as a collaboration of these two subjects leaves its mark on the teaching methods. Firstly, their interaction takes place not only in the form of direct contact, when the teacher directly transfers scientific knowledge to the student, but through the student's independent, cognitive activity, which is organized by the teacher. Secondly, the condition for successful creative cooperation between teacher and student is the same understanding of the psychological conditions for the effective assimilation of scientific knowledge. Therefore, the methodology of teaching psychology cannot but concern the methods of teaching the ability to learn, the ability to study psychology as a scientific discipline.

Comparison of the traditional and humanistic paradigms in teaching (according to V.Ya. Lyaudis) of the system Educational and educational unit The unit of management of the juvenile process is considered a holistic learning process as the relationship of two educational situations of autonomous activities in the relationship of development: teaching activity with multiplicity teachers and educational-figurative forms of the cognitive student; interactions of all participants, the students act as nicknames, changing objects, as performers at different stages of the work of the students' activity; students act as subjects of learning, communication, organizations that cooperate with the teacher organizational and stimulating function of information-informing function (both style is ru-controlling (learned as a holistic personal management, expected as a cognitive ability interacting "cognitive" indie with all participants); style of authoritarian learning process); the style is dedirective, the initiative is mocratic, I encourage students more often to give, the initiative of students is what is encouraged is supported Motivation - Anonymity, closeness Openness of the personality of the intentional personality, universal indagoga, installation on solisemnyh individual accountability, joint de-attitude, indisputability, individual teaching requirements, ignoring help, the participation of each individual experience of the trainee-participant in the goals set by the innovation, the promotion of character educational- in the given ways, the re-meanings and motives for choosing the active operational- “Immersion” in integrity, the technical side of the given system of activity is ahead of the sti, preceded by orientation, meaning and goal-setting. training and development of separate training in the performed elements and the operation of individual elements of the tions. The formation of meaning precedes the understanding of the goals and purposes of the cognitive intent and meaning of the activity of the feathering, hiding it, the training sits in a system-wide organization. bah achieve results The system of tasks is built by comrade. Synthesis precedes analysis in logic from outside given, facilitating understanding, not stimulating salinity systems masterability of targeted actions. The tasks of education and search follow in the logic of the age of the solutions. The tasks of creative creativity, socially calculated on differential significance, the cultivation of the levels of indi- vidual usefulness of the individual giftedness of the result, the students, fixing the individual differences in the cognitive system within the boundaries of already achieved activity, to the new goals put forward by the students, the change of F forms The goals set by the teacher The goals and objectives of developing interactions and their directions are achieved and accepted by the state of affairs are determined by the teacher and the teaching style of individuals. The process of their pre-dual work of learning-achievement is organized as the leading form of learning. The position of the great experience of each student is assigned to the teacher. At each stage, mastered throughout the new experience of leading research institutes. becomes a form of mutual social action, which preserves interpersonal takes a high level of interaction. High activity of each student.

level of conflict Mastering various positions of aggression throughout the length and roles of the individual in the sitting of learning, the inevitable training and interpersonal strengthening of hostile interactions Mutual - and evaluation - operational control and self-control within the framework of rigidly defined rules shared by a group of rules predominate. Self-control of values ​​and meanings. Rigidity induces early control quickly and situationally. The rivalry of all behavior in the struggle for the best appraisal boundaries of acceptance is being formed in a relationship. Motivation of values ​​realized by the personality.

is due to the “expectation of a variety of sentences” - an assessment of the form of actualization for the teacher. The educational work of rewarding what has been achieved is carried out in order to avoid increasing the public pressure of punishment, and not in the knowledge of achievements, the creators of knowledge and the person's positive emotional contribution to it. The assessment of the re-educational situation of the result by the teacher, forms of encouragement Motive- Alienation from educational Enrichment of the motives of educational values ​​and tasks, narrowing, cognition, expansion of the semantic spectrum of the cognitive-motivational sphere of personal position motives, isolation , the emergence of students' motives for the development of vitally significant creative activity, my values ​​and meanings of intellectual cooperation from the actual teaching, productive cognitive. Internal interactions, self-actunion, psychological isolation, approval of income from the situation of teaching the dignity of the individual 3. Innovative processes in the modern educational space Education as an integral part of culture changes following changes in the way of life, thus, innovation in education is a natural process. In the post-industrial period of human civilization, knowledge and education become key concepts and values.

Innovative trends in education are based not only on the active dialogue between the student and the teacher, but also on the proactive position in relation to learning activities. The student and the teacher act as full subjects of the educational process, centered on their spiritual, intellectual and personal interests. Anthropocentrism as a property of innovative education implies a high level of student independence, his ability to self-manage, a high level of psychological and pedagogical competence is required from the teacher.

Innovative pedagogical technologies must meet the social order for the education system (Table 3).

The connection of pedagogical technologies with social order (according to M.T. Gromkova) Elements of innovation-Factors of modern social pedagogical technical order for the system of higher education Formation in educational processes Holistic perception of the surrounding processes of a holistic posi-world as a "bio-socio-spirit" and a sense of ion position and ecological culture conditions for change. Mastering the use of systemic subdivision of programs in social activity, mastering the content by the worldview principle of complementarity instead of the struggle of opposites, mastering the model of sustainable systems; mastering the position of "a free man" in the conditions of choice; overcoming linear dogmatic thinking, mastering the culture of planetary thinking Using technology Overcoming the consumer position of solving problems as me- in life; overcoming the rastodological basis of the interplay of words and deeds, their inconsistencies in the educational process with common sense; tolerance Use of methods of self-holistic perception of the process and remo-evaluation of the effectiveness of the result of activity, increase in pedagogical interaction - the level of development, dosed striving as mastery of a reflection on a better quality of life by lexical culture.

The use of work in small groups Mastering the technology of forming small groups as the most effective team in accordance with the socio-culturally effective model of the same norms, mastering the technology of calling democratic communication as a technology of “horizontal” communications Innovation (innovation) is the process of introducing new transformations into various fields of activity, and also in manufacturing and industry. The result of such transformations is innovation.

Educational innovation goes through five stages in its development.

1. Initiating innovation and making a decision on the need to introduce innovations of a certain type.

2. Theoretical - substantiation and development of innovations based on psychological and pedagogical analysis, information support of the planned innovation.

3. Organizational and practical - the creation of new structures that contribute to the development of innovation: laboratories, experimental groups, finding supporters of an innovative idea.

4. Analytical - generalization and analysis of the resulting model.

5. Implementation of innovation (trial, and then full).

The leading functions of innovative learning include:

- intensive development of the personality of the student and teacher;

– democratization of their joint activities and communication;

– humanization of the educational process;

– focus on creative teaching and active learning and student initiative;

- modernization of means, methods, technologies and material base of education, contributing to the formation of innovative thinking of students.

The activity of the positions of the teacher and the student in the process of innovative learning lies in the fact that each of them, to one degree or another, acts as a subject of management of both their own activities and behavior, and the activities and behavior of other participants in the educational process.

Lecture 2. Psychology as a subject 1. Psychology as a humanitarian discipline. The goals of teaching psychology.

2. The role of psychology as an academic discipline in the development of key competencies and the formation of psychological culture.

3. History of teaching psychology.

1. Psychology as a humanitarian discipline.

The goals of teaching psychology One of the aspects of the humanization of education is the revision of its content, namely:

- inclusion of elements of human knowledge in the structure of general secondary education;

– increasing the role of disciplines related to social cognition, with awareness of universal human values;

- recognition of the significance of the experience of emotional and valuable attitude to the world around, to another person, to oneself;

- the formation of a humanistic worldview.

Teaching psychology at school as a humanitarian discipline solves all these problems. The change in the content of education raises the question of the relationship between natural science and the humanities.

Natural science knowledge developed as knowledge about the world of things (objects), and in the center of humanitarian knowledge is not a thing, but a person. Humanitarian knowledge involves not only scientific, conceptual thinking, but also figurative, artistic, symbolic thinking, which allows penetrating into the unconscious. These two directions differ in the nature of knowledge itself, in the logic of cognition of one's subject, in the logic of transferring knowledge about one's subject.

Comparison of humanitarian and natural science knowledge The nature of knowledge The world of a person (subject) The world of objects Logic of knowledge abstract cognition Orientation to teaching the basic concepts of psychology in line with the natural science approach can form individual skills and abilities, but cannot develop the ability to be creative and self-knowledge. Teaching psychology as a humanistic science can realize these goals.

the goals of teaching psychology are determined by the peculiarities of its content as a humanitarian discipline.

1. Creation of a system of theoretical knowledge about the psyche.

2. Teaching the basics of self-knowledge, self-development, interaction with people.

The development of psychological knowledge is a condition for the development of the creative abilities of the individual, expands the boundaries of self-actualization, allows you not to hold on to stereotypes, but to choose your own path in mastering the world.

Psychology as a body of knowledge is not an end in itself.

The main thing is self-development, the development of self-esteem, the ability to transform one's consciousness and living conditions.

2. The role of psychology as an academic discipline in the development of key competencies and the formation of psychological culture The study of psychology should contribute to the development of key competencies in students and the formation of psychological culture.

The competence-based approach in education is based on the concept of competence (this is what a student should know and be able to do according to certain standards). Competence is a zone of actual personal development, what a student really owns at the moment. Separate the concepts of general and professional competence. General competence can and should be manifested in all spheres of human life. J. Delors in the report of the International Commission on Education for the 21st Century named four global competencies on which education should be based: learn to know, do, live, live together. If we take a closer look at these four core competencies, we can single out the following groups of competencies, each of which has skills and abilities that are formed in psychology lessons.

learning competencies:

- organize the learning process and choose your own educational trajectory;

– solve educational and self-educational problems;

– link together and use separate parts of knowledge;

- benefit (benefit) from the educational experience;

- Take responsibility for the education you receive.

Research competencies:

- receive and process information;

– access and use different data sources;

– organize consultations with experts;

– present and discuss different types of materials in a variety of audiences;

- use documents and organize them in independently organized activities.

Social and personal competencies:

- critically consider one or another aspect of the development of society;

- to see the connection between present and past events;

– be aware of the importance of the political and economic contexts of educational and professional situations;

– assess social patterns related to health, consumption and the environment;

- understand works of art and literature;

- enter into a discussion and develop their own opinion;

- Deal with uncertainty and complexity.

Communication competencies:

– listen and take into account the views of other people;

- discuss and defend your point of view;

- to speak in public;

- express yourself in a literary work;

Cooperation:

- make decisions;

- establish and maintain contact;

– deal with diversity of opinions and conflicts;

negotiate;

- Collaborate and work as a team.

Organizational activity:

- organize your work;

- accept responsibility;

– to master modeling tools;

– be included in a group or community and contribute to it;

- join the project.

Personally adaptive competencies:

- use new information and communication technologies;

- come up with new solutions;

– be flexible in the face of rapid change;

– be persistent and persistent in the face of difficulties;

- to be prepared for self-education and self-realization.

Many of these competencies are formed in psychology lessons. In addition, the study of psychology indirectly affects the formation of other competencies. Understanding this, it is impossible to overestimate the importance of teaching psychology at school. When planning lessons thematically, it is necessary to build on this list of competencies that are important for the successful life of any person.

3. The history of teaching psychology A brief historical overview will allow a deeper understanding of the features of teaching psychology as a natural science and as a humanitarian discipline, and will also allow us to consider the goals of teaching psychology as a school subject using specific examples.

The question of the right to existence of psychology as a school subject was discussed in Europe and in Russia during the 19th and 20th centuries. Psychology was either introduced into the curricula or excluded for various reasons (unsatisfactory quality of teaching, lack of special training for teachers, complexity of the material offered, etc.).

Psychology as a subject in secondary school was first introduced in Europe in 1811, and it was studied within the framework of philosophy (as philosophical propaedeutics, from the Greek "propedeo" - "I teach in advance").

From the first floor. In the 20th century, psychology occupies a full-fledged place in the curricula of schools in Europe and the USA. It was taught only for high school students (16-18 years old) for 1 hour a week as a subject of choice. All textbooks had a clear structure (in accordance with natural science logic):

1) sensations, sensorics;

2) perception, apperception (dependence of perception on past experience);

4) mental activity and the brain;

5) imagination;

6) attention.

Examples of typical textbooks of the time: "Psychology for Life" by Sorenson and Malm (1948). In Germany - Wulff's textbook.

The purpose of the psychology lessons of this period is to give a certain amount of information on special issues, to ensure the assimilation of the necessary concepts and categories of psychology.

The experience of pre-revolutionary Russia The teaching of psychology in Russian schools began at the beginning of the 20th century. The authors of the first textbooks were such major domestic psychologists as G.I. Chelpanov and K.N.

Kornilov.

In 1899, Boborykin's article "On the Necessity of Introducing Philosophy, Mainly Psychology into the Subjects of Secondary School" was published in the journal "Problems of Philosophy".

Since 1906, psychology has been included as an independent subject in the curricula of secondary schools (only for high school students) and was taught as a natural science discipline.

The most popular course of that period was developed by Professor A.P. Nechaev. Phenomena and facts of mental life were presented in the context of development (for example, the topic “Memory” was revealed in connection with the topics “Exercise and fatigue” and “Learning”, which made mastering more meaningful). All chapters of the textbook were accompanied by notes for repetition and tasks.

In 1911 A.P. Nechaev published guidelines for teachers of secondary schools “How to teach psychology? They outlined the concept of teaching psychology as a general educational and developmental course for the school. A.P. Nechaev clearly defined the main tasks, teaching methods, described the general nature of the lessons in psychology. The teaching of psychology, in his opinion, should be put on a strictly factual basis, be of a demonstrative nature and encourage students to work independently. The main requirement for a psychology teacher is the presence of a natural science education and participation in laboratory experiments. However, by the early 1930s psychology was deleted from school disciplines for the following reasons:

1) the lack of special training among teachers (historians, philosophers taught psychology);

2) insufficient methodological development of the training course (lack of textbooks, teaching aids);

3) the precarious position of psychology in the curricula (it was perceived as a secondary, experimental subject).

It was not until 1947 that psychology, together with logic, was reintroduced into the secondary school curriculum. A new textbook on psychology was written by B.M. Thermal. In 1956, another textbook for schoolchildren appeared, prepared by G.A. Fortunatov and A.V. Petrovsky. However, since 1959 the teaching of psychology at school has been discontinued. One of the reasons for this was the lack of qualified psychology teachers. Only in the 90s. extensive training of psychologists for the education system began.

In the 60s of the XX century, new trends in the teaching of psychology appeared:

– special courses (for example, “Social and Personal Skills”);

- developmental programs that aimed at the personal growth of students.

In the United States, by the end of the 1980s, there were already about two hundred different programs in psychology at school.

There are three directions in the West:

1) express courses (from 2 weeks to 6 months) with specific pragmatic tasks;

2) extensive training courses, including a wide range of self-preparation of the child for independent living.

(Example - "Pastoral program" in England);

3) traditionally constructed training courses using classical textbooks.

Let's take two of the most famous programs as examples.

Pastoral program (England) Developed since the late 70s of the XX century in the spirit of the ideas of humanistic psychology (English "pastoral" - "growing").

The program is designed for 5 years of study, covers the middle and senior levels of secondary school, includes work with teachers.

goal: the formation of "responsible autonomy", personal maturity and responsibility for decisions made, personal identification and conscious self-discipline.

1) help students get the most out of their schooling period;

2) draw attention to personal and interpersonal problems.

1. Individual skills (significant for the individual in the system of relations):

- self-respect and respect for others;

- knowing yourself (your strengths and weaknesses);

- the ability to express one's feelings;

- the ability to give and receive feedback, etc.

2. Group skills (associated with the need to live and work in a group):

– understanding how the group works;

- the ability to work collaboratively;

- be patient with others

the ability to receive and share information.

3. Management skills (related to the issues of self-organization of one's life):

- the ability to plan, control your time;

- ability to solve problems, etc.

Example topics: "Losing" face and how to successfully deal with humiliation and feelings of vulnerability, "How to deal with emotional blackmail", etc.

Principles of teaching 1. Appeal to the student as a whole person.

2. Creation of opportunities for the student to obtain certain experience (or update the existing one).

3. Use of group discussion of the most important points of this experience.

4. Teaching the ability to make generalizations based on this discussion for later use.

The objectives of the course do not include the assimilation of conceptual, abstract knowledge. The most important thing is the acquisition of life knowledge, the ability to behave in various situations.

The role of the teacher The teacher creates an atmosphere of safety and trust and acts as a facilitator. Pupils discuss situations in which they actually found themselves, or which are described in fiction express their feelings and thoughts on the matter. Thus, from the cumulative experience of students, a concept is formed that is close to scientific, but formulated in their own vocabulary, with the help of their own system of metaphors.

Methods and means of teaching Games and exercises, their discussion, during which alternative approaches to the problem are seen, dialogue, group discussion, training, a small number of lectures.

Result Acquisition:

- experience, ability to apply it;

– personal positive dynamics (self-knowledge, ability to make responsible decisions);

- the ability to self-knowledge;

– development of critical thinking;

- development of empathy;

– research of professional alternatives.

Program "Positive Action" (positive act).

The program was created and improved by the author and her colleagues for 20 years. By the end of the 80s. XX century in schools in the United States and Canada, it was recognized as the best among two hundred programs in psychology. At first, the course was designed for teenagers (13-14 years old), then they began to teach children from the age. To date, the program has been developed for all preschool and school ages.

program objectives – To provide a basis for psychological knowledge about oneself and others.

– Develop skills of psychological self-regulation.

– To form psychologically competent ideas about ways to overcome the difficulties of interpersonal communication in the family, with peers and adults.

- To teach the rational use of their intellectual and emotional characteristics.

- a sense of responsibility for one's behavior;

- the ability to communicate positively;

- be honest with yourself

- self improvement.

Forms, methods, means Exercises that promote personal growth.

Games, discussions, cognitive tasks.

Lessons are held for 15-20 minutes 4-5 times a week and can be included in classes in other subjects. It is important to create an appropriate atmosphere in the school, to involve teachers and school psychologists.

the educational and methodical complex includes: books for teachers and students, visual aids, books for the school principal, books with a set of audio cassettes for parents, recommendations for the medical and technical staff of the school.

In our country, psychology as a school subject was introduced in September 1988 after a long break.

An Order of the Ministry of Education was signed on the start of an experiment, as a result of which a new subject should be introduced in the school - psychology for students in grades 8-11 (supervisor doctor of psychological sciences Zabrodin Yu.M., responsible executor Popova M.V.). The pilot curriculum allocated 3 hours per week for psychology and 10 hours for individual counseling.

The developed program and teaching methods were tested on the basis of secondary schools by specialists with different educational qualifications.

Yu.M. Zabrodin and M.V. Popova In December 1997, the program received the stamp "Recommended by the Ministry of Education" and became the first program for schoolchildren. The program is built in the context of general philosophical concepts of humanism. The initial premise of the authors: psychology is a philosophical science. The philosophy of Russian cosmism (Florensky, Roerich, Solovyov, Dostoevsky, Berdyaev, Vernadsky) became the methodological basis.

Man does not exist outside of Nature, he is included in it and is connected with everything that happens in it with the thinnest threads.

program objectives 1. Learn to listen, understand, know yourself, use your abilities.

2. Be able to coordinate your goals with the goals of the people around you.

3. Mastering the rules of interaction in society.

4. The ability to appreciate beauty in nature and culture.

5. Draw the attention of a teenager to the mental life of a person.

6. Show the teenager that there is a whole class of objects (human phenomena) that are interesting in themselves and develop according to certain laws.

7. Form the student's attitude to psychological culture as a value in itself.

8. Give knowledge about yourself and how to obtain this knowledge.

9. To acquaint the student with the features of the organization and mechanisms for managing their own mental life.

10. Help the student to discover the creative possibilities of his personality.

These tasks determine the subject of the training course - the main categories: attitude, experience, behavior, development, creativity.

The category of "relationships" draws attention to the fact that when studying psychological phenomena, a person cannot be considered outside of his relations with others, without which he really does not exist. A person lives and develops in a system of interactions that is natural for him.

The category "behavior" describes the gradual process of structuring the human experience of relations with the world and with people. The individual first distinguishes himself from the surrounding world, from the surrounding people, accumulating experience in regulating relations, preferences, values.

Category "creativity". Man, as a subject of movement, not only masters culture, but necessarily changes it, preserves, multiplies, and creates. If the accumulation of culture occurs in a person, then inevitably new forms of relationships, experiences, and behavior are created in him.

In the process of teaching psychology, it is important to remember that psychological knowledge is not neutral. The acquisition of psychological knowledge during adolescence can influence both positively and negatively. Illiterate teaching of psychology can have terrible consequences, up to the destruction of the personality.

The current state of teaching psychology at school is characterized by the following. The number of schools that teach psychology as part of the “school component” is constantly growing, the number of textbooks and curricula for different grades is increasing, certain knowledge in psychology is included in the courses of traditional academic disciplines. This indicates that the school community has realized the need to include in secondary education knowledge about the inner world of a person, the patterns of development of his psyche. This situation reflects positive trends in education, the increasing role of psychological knowledge in the life of society.

Currently, there are a number of original programs and textbooks on psychology for children of different ages, adapted foreign textbooks and programs, as well as author's programs are used. Such a variety of approaches and points of view is fruitful and may eventually contribute to the definition of the content of psychological knowledge, which in the future can be included in the standard of secondary education.

Education begins and is conducted in different parallels.

There is a point of view according to which the introduction of psychology as a system of scientific knowledge is optimal at the turn of the middle and senior classes or only in the senior classes (grades 8–11). At the same time, the experience of teaching psychology lessons in elementary school (Grade 3) convincingly testifies to the possibility and usefulness of children mastering the basic psychological concepts and ideas: children show great interest in the subject.

Questions for self-control 1. What is the purpose and objectives of the methodology of teaching psychology?

2. What is the essence of the concepts of humanization and humanitarization of education? How should the teaching of psychology at school be built in order to correspond to these trends?

3. Give a comparative description of the humanistic and traditional paradigms in school education.

4. What is the difference between the concepts of competence and competence?

5. What competencies are formed in psychology lessons?

6. What are the goals underlying the teaching of psychology as a humanities discipline?

7. What are the goals underlying the teaching of psychology as a natural science discipline?

8. Give examples of school programs for teaching psychology as a natural science discipline and as a humanitarian discipline.

9. How do you understand the expression “The teacher is the “social architect” of the child’s lifestyle”?

10. What are the main principles of the humanistic paradigm formulated by K. Rogers?

11. What are the innovative trends in modern education based on?

Practical tasks task 1. Make a list of the goals of teaching psychology as a humanities discipline and a list of the goals of teaching psychology as a natural science discipline. Compare them.

Badmaev B.Ts. What is the disadvantage of traditional education and how to overcome it?

Goleman D. Teaching emotions.

Danilova E.E. Vitality and mental health.

Zatsepin V.V., Pakhalyan V.E. The origins of the attitude of children to their health.

Leontiev A.D. Personal autonomy as a response to the uncertainty of the world.

Panfilova A.P. Innovative educational paradigms.

Skutina TV Conflict competence and the development of communication with peers in adolescence: ethical stages.

task 2. Give examples of the implementation in the lessons of various functions of a psychology teacher (interlocutor, researcher, facilitator, expert). Present the result in the form of a table:

interlocutor researcher facilitator expert Example Example Example task 3. Lecture 2 lists the main groups of competencies (educational, research, social-personal, communicative, cooperation, organizational activity, personality-adaptive). Give examples of pedagogical situations and learning tasks that contribute to their formation in a psychology lesson.

Task 4. Compare the psychology teaching programs that exist in foreign schools (“Pastoral Program” and “Positive Action” by K. Allred) according to the following scheme:

– principles of education;

- the role of the teacher;

- teaching methods;

- result.

Present the result in the form of a table.

To complete this task, you need to refer to the following sources:

Karandashev V.N. Methods of teaching psychology:

Tutorial. - St. Petersburg: PETER, 2006.

Popova M.V. Psychology as a school subject: Proc. - method. allowance. – M.: Humanit. ed. center VLADOS, 2000.

task 5. K. Rogers formulated the basic principles of the humanistic paradigm. Describe how specifically they can be implemented in the process of teaching psychology at school.

task 6. Analyze the role of a psychology teacher and the requirements for his professional abilities and personal qualities. List these requirements by ranking them. In the first place, put those qualities that, in your opinion, are the most significant, in the last place - the qualities, in your opinion, less significant.

When completing the task, you can use the materials of the reader:

Krivtsova S.V. The key concept is the constructive interaction of the teacher with the student.

Lavrent'ev G.V., Lavrent'eva N.B. Pedagogical innovation processes.

Stolyarenko A.M. Fundamentals of psychological and pedagogical technology.

Orlova IV Stereotypes in pedagogical activity.

Semyonova E.M. Intense situations of pedagogical activity.

Zinchenko V.P. The work of understanding.

task 7. Analyze the following passage from D. Goleman's book "Emotional Intelligence" in terms of the principles of teaching psychology:

– didactic principles;

- the principle of taking into account age characteristics;

- the principle of motivational readiness of the audience;

- the principle of taking into account individual characteristics.

Which one did the teacher use?

“In the sixth grade today, the puzzle game Interaction Mosaic is being played, and the students are given the task of putting small pieces of cardboard together to make a picture. The game seems to be ordinary, but there is one trick in it:

their joint work should take place in complete silence and without gestures.

Teacher Jo-En Vargo divided the class into three groups and seated each at a separate table. Three observers familiar with this game were given a form on which they had to write down which of the group acted as the main organizer, who played the fool, and who broke the rules.

The students dump the puzzle pieces on the table and get to work. In just a minute, it becomes clear that one group as a team acts surprisingly effectively; they fit in with the task in just a few minutes. The members of the second group of four people work in parallel, working alone, each on their own puzzle, but reach a dead end. Then, little by little, they begin to work together to complete the first square, and continue to act as one until they have completed all the tasks of the puzzle.

And the third group continues to try their best, almost completing the assembly of just one picture, but even it looks more like a trapezoid than a square. Sheen, Fairley and Rahman have yet to achieve the calm cohesion that the other two groups have already achieved. They were visibly frustrated, frantically going through the pieces scattered on the table, using seemingly suitable options and placing them next to the almost finished squares, only to experience disappointment at seeing the lack of a match.

The tension subsides a little when Rahman takes two pieces of cardboard and holds them to his eyes like a mask; his comrades chuckle. This turns out to be the centerpiece of this day's lesson.

Joe En Vargo tries to support them: "Those of you who have already graduated, can give one specific advice to those who continue to work."

Dagan lazily approaches the group still struggling with the task, points to two pieces that are crawling out of the square, and says: "You should move these two pieces." Rahman, his broad face wrinkled in concentration, suddenly imagines what the picture should be, and the pieces of the picture quickly fit into place in the first puzzle, and then in the others.

And when the last piece takes its place in the last puzzle picture of the third group, sincere applause is heard.

But as the class continues to reflect on the object lessons they have learned to work together, another, more intense exchange of opinions ensues. Rahman, tall, with a mop of thick black hair cut in a long bob, and Tucker, the group's watchdog, got into an argument over a no-gesture rule. Tucker, with neatly combed blond hair, except for a swirl that sticks forward, is dressed in a loose blue T-shirt that emblazoned with the slogan "Be Responsible", emphasizing his official role.

“You can offer a bite too, this is not a gesture at all,” Tucker turns to Rahman in a categorical tone.

“But this is gesticulation,” Rahman insists furiously.

Vargo notices the increased volume and increasingly aggressive staccato exchanges and heads over to their table. Here it is, that very critical incident, a spontaneous exchange of heated feelings; it is at such times that lessons already learned bear fruit, and new lessons are most usefully taught. And, as every good teacher knows, the lessons given in such electrifying moments remain in the memory of the students for a long time.

“This, of course, is not criticism - you cooperated very well, but, Tucker, try to express your thoughts in such a tone that it does not sound so judgmental,” Vargo instructs him.

“You can just put a piece where you think it belongs, or you can give others what you think they need without gesturing. Just offer.

“You could have just done it like this,” he scratched his head, wanting to make some innocuous gesture, “and he still would have said, “No gestures.”

There was clearly more to Rahman's annoyance than the usual disagreement about what is and what is not a gesture. His eyes kept returning to the scorecard in Tucker's hands, which, although no one mentioned it, actually provoked a conflict between Tucker and Rahman. Tucker, you see, wrote Rahman in a column under the heading "Who broke the rules."

Vargo, noticing that Rahman is looking at the note that offended him, guesses what the matter is, and says to Tucker:

- He thinks that you used a bad word for him - a violator. What did you mean by this?

“I didn’t mean at all that it was a violation in a bad way,” Tucker answered in a more conciliatory tone.

“If you want to know, it's all a bit far-fetched. Vargo insists on a positive approach to this issue:

What Tucker is trying to say is that what might be considered a violation may be partly a defuse of the situation at a time when one is feeling frustrated.

“But,” protests Rahman, now more to the point, “a violation is something completely different, now if we all focused on something, and I would take and portray something like that,” he gives his face a funny, buffoonish expression, bulging eyes and puffing out cheeks - that would be a violation of the rules.

Vargo once again tries to continue the emotional lesson and tells Tucker:

“In trying to help, you certainly didn't mean that he was acting like a rule-breaker in a bad way. But the way you talk about it, you send different messages.

Rahman needs you to capture and acknowledge his feelings.

Rahman said that when he hears words that have a negative connotation, such as an intruder, he feels that he is being treated unfairly. He doesn't like being called that.

And then, turning to Rahman, she adds:

“I appreciate the way you showed confidence in your conversation with Tucker. You didn't attack. But of course, it is unpleasant when you are labeled as a rule breaker. When you raised these pieces of the picture to your eyes, you must have felt disappointed and wanted to defuse the situation. And Tucker called it a breach of order because he didn't understand your intent. So?

Both boys nodded in agreement as the rest of the students finished clearing the puzzle pictures from the tables.

This little melodrama in the classroom was nearing its end.

- Well, are you better now? Vargo asked. Or does it still upset you?

"Yes, I'm quite satisfied," Rahman responded briskly, softening at the fact that he felt heard and understood.

Tucker nodded too, smiling. Noticing that everyone else had already left for the next lesson, the boys turned around in unison and ran out of the classroom together.

As the new group began to take their seats, Vargo began to analyze what had just happened. A heated exchange of opinions and its subsequent subsidence took place against the background of the fact that the boys had already learned about conflict resolution. What usually leads to conflict starts, as Vargo explains it, with "failing to find common ground, making assumptions and jumping to conclusions, conveying a 'sharp' message in ways that prevent people from hearing what you are saying."

task 8. Write an essay on one of the proposed topics (optional):

1. Features of teaching psychology as a humanitarian discipline.

2. Ways to improve the effectiveness of teaching psychology.

4. Goals, objectives and features of the study and assimilation of educational material in psychology.

5. Functions of a psychology teacher in the educational process.

6. History of teaching psychology in Russia.

7. History of teaching psychology in Europe and the USA.

Section Quiz Choose the correct option.

1. The main goal of teaching psychology as a humanitarian discipline:

a) development of personality and diverse forms of thinking;

b) development of cognitive processes;

c) learning about the structure of the human psyche;

d) the assimilation of subject-disciplinary knowledge.

2. Subject of psychology:

a) state of mind;

b) the process of learning;

c) personal development;

d) the mechanisms of the psyche.

3. Formulated the basic principles of the humanistic paradigm:

a) Z. Freud;

b) A. Maslow;

c) C. Rogers;

d) K. Ushinsky.

4. The function of a psychology teacher, involving the provision of emotional support to the student:

a) psychotherapeutic;

b) research;

c) facilitator;

d) expert.

5. The function of a psychology teacher, which implies the ability to independently detect psychological problems and solve specific practical problems in the context of the lesson:

a) psychotherapeutic;

b) research;

c) facilitator;

d) expert.

6. The function of a psychology teacher, which involves the creation of favorable conditions for the learning and development of the student:

a) psychotherapeutic;

b) research;

c) facilitator;

d) expert.

7. Basic psychological approaches to the study of personality:

a) psychosocial;

b) evolutionary;

c) biogenetic;

d) sociogenetic;

e) psychogenetic.

8. The mechanism of self-knowledge, the basis of which is the ability to understand how a person is perceived by a communication partner:

a) empathy;

b) congruence;

c) perception;

d) reflection.

9. The process of empathy, the ability to understand the experience of another:

a) sympathy;

b) empathy;

c) communication;

d) empathy.

10. A state in which the child no longer needs to control the situation, loses faith in his own strength, in the ability to solve difficult life tasks on his own:

a) the effect of learned helplessness;

b) the effect of reducing self-esteem;

c) the effect of loss of control;

d) depersonalization effect.

11. Psychology as a subject in high school was first introduced:

a) in Europe in 1811;

c) in Russia in 1876;

a) Nechaev;

b) Ushinsky;

c) Makarenko;

d) Sukhomlinsky.

13. The name of the psychology teaching program, recognized by the end of the 80s. XX century in the schools of the USA and Canada the best among two hundred programs:

a) "Pastoral Program";

b) "Psychological program";

c) “Communicate and develop” program;

d) "Positive Action" (positive act).

14. A model of learning organization focused on achieving results by transferring a certain amount of knowledge, carried out through the unidirectional influence of the teacher on students:

a) interactive;

b) directive;

c) communicative;

d) informative.

15. A special type of scientific knowledge, in the center of which is knowledge not of a thing, but of a person:

a) humanitarian;

b) natural science;

c) pseudoscientific;

d) objective.

16. The type of scientific knowledge, in the center of which is the knowledge of objects of living and inanimate nature:

a) humanitarian;

b) natural science;

c) pseudoscientific;

d) objective.

17. A system of measures aimed at the priority development of general cultural components in the content of education in order to form the personal maturity of students:

a) occulturation;

b) humanization;

c) restructuring;

d) inventory.

18. A person's observation of the inner plan of his own mental life, which allows fixing its manifestations:

a) introspection;

b) empathy;

c) accentuation;

d) facilitation.

19. What was the main topic discussed in psychology classes in the USA in the 1950s?

a) self-understanding;

b) communication;

c) conflict;

Astafiev. 2012. No. 2 (20). pp. 13 - 18.

2. Badmaev B.Ts. Methods of teaching psychology. M.:

Humanite. ed. center VLADOS, 2001.

3. Karandashev V.N. Methods of teaching psychology:

tutorial. St. Petersburg: PETER, 2006.

4. Lyaudis V.Ya. Methods of teaching psychology: textbook. M.: Publishing house of URAO, 2000.

5. Popova M.V. Psychology as a subject at school: textbook.-method. allowance. M.: Humanit. ed. center VLADOS, 2000.

6. Yakubovskaya L.P. Methods of teaching psychology:

tutorial. M.: Education, 2006.

Additional 1. Bondarevskaya E.V. Theory and practice of personality-oriented education. Rostov-on-Don: Publishing house of the Rostov Pedagogical University, 2000.

2. Goleman D. Emotional intelligence. M.: AST:

Astrel, 2011.

3. Lavrent'ev G.V., Lavrent'eva N.B. Innovative teaching technologies in professional training of specialists. Barnaul: Altai State University Press, 2002.

4. Orlova I. V. Training of professional self-knowledge: theory, diagnostics and practice of pedagogical reflection. St. Petersburg: Speech, 2006.

5. Panfilova A.P. Innovative pedagogical technologies: active learning: textbook. allowance for students.

higher textbook establishments. M.: Publishing Center "Academy", 2009.

6. Polyakov S.D. Pedagogical innovation: from idea to practice. Moscow: Pedagogical Center Publishing House, 2007.

ORGANIZATION OF THE EDUCATIONAL PROCESS Lecture 3. Forms of teaching psychology 1. Development of a program for teaching psychology.

2. Development of a lesson plan in psychology.

2. Methodology for designing educational lectures and seminars in psychology.

1. Development of a program for teaching psychology The methodological system functions only with clearly defined goals and content of education. It should include planning, control, analysis and adjustment of the educational process.

Planning the educational process is a complex set of actions of educational authorities and teachers, involving the arrangement of classes by subject, time and place.

The curriculum of the discipline is an official working document, on the basis of which the teacher builds the learning process. It should reflect:

– goals of teaching psychology;

– conditions for conducting classes in psychology;

– principles of teaching psychology;

- the role of the teacher;

- teaching methods;

– learning outcome;

– control of progress and criteria for evaluating results.

The goals of teaching psychology The goals of teaching psychology depend on how it is taught: as a natural science or as a humanities discipline. The teacher, starting to develop a curriculum and thematic plan in psychology, must clearly understand the direction that he will follow.

V.N. Karandashev cites the following as the main goals of studying psychology by junior schoolchildren and students of the main school:

1) initial acquaintance with the world of mental phenomena to form the worldview of students;

1) acquaintance with psychology as a means of knowing other people;

2) acquaintance with cognitive processes in order to cognize and develop oneself as a subject of cognitive activity;

4) acquaintance with emotional, volitional phenomena and individual characteristics of a person's personality in order to understand other people, self-knowledge and self-development;

5) acquaintance with the psychology of communication, methods of verbal and non-verbal communication;

6) professional orientation.

Psychological knowledge acts as a means of psychological support for the mental, emotional, communicative and personal development of children and adolescents.

Among the goals of teaching psychology can be:

- the formation of knowledge (the program should clearly spell out what concepts, ideas are supposed to be formed);

- the formation of interest in psychology as a science;

- the formation of skills and abilities (the program indicates a list of specific skills and abilities);

- the formation and development of abilities, personality traits (it is indicated which ones).

Conditions for conducting classes in psychology The program provides for the forms and conditions for conducting classes in psychology. To do this, you need to answer the questions:

Will these classes be compulsory or optional?

How many hours are allocated for these classes?

- Who will lead the classes?

– What material resources are needed (room, creative materials, special equipment, audio-visual aids, etc.)?

Principles of teaching psychology The principles of teaching are the guiding ideas in the organization of training sessions, evidence-based recommendations, rules, and norms that regulate the learning process.

In the teaching of psychology, both general didactic and psychological principles are used.

The general didactic principles of teaching psychology include:

- the principle of scientific character, requiring that the studied educational material correspond to modern achievements of scientific and practical psychology, do not contradict objective scientific facts, theories, laws.

– Developing nature of training.

- The principle of activity in learning, which consists in the fact that the effective assimilation of knowledge by students occurs only when they show independent activity in learning.

- The principle of consistency implies that the educational material is studied in a certain sequence and logic, which give a systematic idea of ​​the academic discipline. This shows the relationship of different psychological theories, concepts and patterns with each other.

– The principle of unity of rational and emotional, according to which learning can be effective only if students are aware of the goals of learning, the need to study this subject, its personal or professional significance.

– The principle of unity of subject-oriented and personality-oriented teaching of psychology.

– The principle of connection between the study of psychology and life, with practice, which consists in the fact that psychological concepts and patterns should be explained and illustrated not only scientific research, but also with real life examples faced by students.

– The principle of visibility is to use the senses and images in teaching.

The psychological principles of learning include:

the principle of taking into account age characteristics, the principle of an individual approach and the principle of motivational readiness of the audience.

The principle of taking into account age characteristics is determined by the presence of problems and tasks that are most relevant for a particular age. The concept of age includes the characteristics of biological, psychological and social age.

Characteristics of biological age:

- a period of life limited by biological limits;

- the irreversibility of the phases of biological age (setting to live a life characteristic of the needs and opportunities of a particular age period);

- life expectancy: conditionality by heredity (average life expectancy in the family, hereditary diseases), average life expectancy during this period in a given community (in a given culture);

- the formation of a certain attitude to one's own age, to the time of life.

Characteristics of psychological age:

“Ministry of Health and Social Development of the Russian Federation State Budgetary Educational Institution of Higher Professional Education IRKUTSK STATE MEDICAL UNIVERSITY (GBOU VPO IGMU of the Ministry of Health and Social Development of Russia) Department of Psychiatry and Medical Psychology Sobennikov V.S., Yasnikova E.E. Psychosomatic ratios Textbook Irkutsk State Medical University 2013 1 UDC 616.895.8 (075.8) LBC 56.145.5 Ya73 Ya 82 The textbook is approved by the protocol of the Federal Migration Service of the medical ... "

"CM. Pashchina PSYCHOLOGY AND PEDAGOGY Textbook 3 Federal Agency for Education Siberian State Automobile and Road Academy (SibADI) S.M. Pashchina PSYCHOLOGY AND PEDAGOGY Textbook Omsk 4 SibADI Publishing House 2008 UDC 159.9 + 37.013 LBC 88 + 74 P 23 Reviewers: Dr. ped. Sciences, Professor S.A. Mavrin (Omsk State Pedagogical University); cand. ped. Sciences, Associate Professor V.L. Malashenkova (Omsk State Pedagogical University) The work is approved...»

“Federal Agency for Education State Educational Institution of Higher Professional Education Ryazan State University named after S.A. Yesenin Approved at a meeting of the Department of Personality Psychology, special psychology and correctional pedagogy Minutes No. 5 dated January 16, 2009 Head. Department, Dr. of Psychology. sciences, prof. ON THE. Fomina L O G O P E D I Y. DYSLALIA The program of discipline and educational and methodological recommendations For the specialty 031800 - Speech Therapy Institute ... "

« applicants entering the direction 030300.68 - Psychology for the master's program Child and Developmental Psychology Yekaterinburg 2010 master's ... "

“PROGRAM OF A COMPREHENSIVE INTERDISCIPLINARY ENTRANCE EXAMINATION FOR MASTER'S STUDENTS DIRECTION OF PREPARATION 030900 LAW 1. ORGANIZATIONAL AND METHODOLOGICAL INSTRUCTIONS FOR HOLDING THE EXAM The purpose of the exam is to select the most prepared applicants for master's studies. The duration of the exam is 90 minutes. Exam results are evaluated on a hundred-point scale (100 points). Questions for answers are presented on a special test form. In accordance with the attached to it ... "

“Adolescents at risk for HIV infection A book for PARTICIPANTS Adolescents at risk for HIV infection Book for PARTICIPANTS Kyiv Polygraphic Center Folio 2012 UDC 364.4 053.6:364.692:616.98:578.828HIV LBC 60.561.7 P 44 Recommended by the Academic Council of the Institute of Psychology and Social Pedagogy of Kiev University named after Boris Grinchenko (protocol No. 8 dated April 24, 2012) Team of authors: Anoprienko Elena Vasilievna, psychologist of the National Children's Clinical Specialized Hospital ... "

“Ministry of Education of the Republic of Belarus Educational Institution Vitebsk State University named after P.M. Masherova T.E. Kosarevskaya, R.R. Kutkina, S.I. Lashuk PSYCHOLOGICAL ASPECTS OF STUDENTS' PERSONAL DEVELOPMENT Guidelines for curators of student groups, psychologists and educators Vitebsk P.M. Masherova 2006 UDC 159.923 (075.8) LBC 88.37y73 K71 Published by decision of the scientific and methodological council of the educational institution Vitebsk State ... "

«Yanko Slava (Fort/Da Library) || [email protected] 1 of 147 Scanning and Formatting: Yanko Slava (Fort/Da Library) || [email protected] || [email protected]|| http://yanko.lib.ru || Icq# 75088656 || Library: http://yanko.lib.ru/gum.html || Page numbers - at the bottom update 17.01.06 A.L. Tertel PSYCHOLOGY. LECTURE COURSE Textbook Tertel AL = Psychology. Course of lectures: textbook. allowance. 2006. - 248 p. 1 Yanko Slava (Fort/Da Library) || [email protected] 2 of 147 Tertel A. L....»

"Non-state educational institution of higher professional education of the Central Union of the Russian Federation SIBERIAN UNIVERSITY OF CONSUMER COOPERATION SOCIAL ECONOMY Program, guidelines, tasks for control and independent work of students of correspondence courses in specialties 080109.65 Accounting, analysis and audit and 080502.65 Economics and management at the enterprise (by industry) Novosibirsk Department of Pedagogy and Psychology Social Economics:...»

“Guidelines for the preparation and support of foster families UDC 364.044.24 LBC 60.550.325.2.7 M54 The manual was developed by a team of authors consisting of: Abrosova L.M. - psychologist of the highest category, project Foster family of the organization Doctors for children Arzhevskaya A.M. - coordinator of the PR department of the organization Doctors for Children Devoyan N.B. - teacher of the highest category, specialist in social work of the project Foster family of the organization Doctors for Children Patrina M.A. – social work specialist of the project Reception...»

“Ministry of Education and Science of the Russian Federation Federal Agency for Education State Educational Institution of Higher Professional Education SOUTHERN FEDERAL UNIVERSITY FACULTY OF PSYCHOLOGY Shkuratova I.P. FOREIGN THEORIES OF PERSONALITY Methodological guide for full-time and part-time students at the course Psychology of Personality Rostov-on-Don 2007 Recommended for publication by the Department of Personality Psychology. Protocol No. dated ... "

“Department for Church Charity and Social Service of the Russian Orthodox Church Regional Public Organization for Support of Social Activities of the Russian Orthodox Church Mercy Priest Igor Bachinin How to Organize a Temperance Society in a Parish Practical Recommendations Lepta Book Moscow 2013 1 51.1(2)6y81 B32 The ABC of Mercy series: methodological and reference manuals Editorial board: Bishop Panteleimon of Orekhovo-Zuevsky, ... "

«FEDERAL AGENCY FOR EDUCATION Federal State Educational Institution of Higher Professional Education SOUTHERN FEDERAL UNIVERSITY Shkurko T.A. TEACHING AID THEORY AND PRACTICE OF DANCE-EXPRESSIVE TRAINING for the special course Fundamentals of dance-expressive training Part II Goals, objectives, technologies of dance-expressive training Rostov-on-Don 2007 The manual was developed by T.A., candidate of psychological sciences, associate professor of the department of social psychology of SFU. .."

«FEDERAL AGENCY OF RAILWAY TRANSPORT IRKUTSK STATE UNIVERSITY OF COMMUNICATIONS I.A. Sergeeva, G.I. Novolodskaya DIRECTORY OF A BUSINESS PERSON Business protocol and business etiquette Study guide in 2 parts Irkutsk 2009 UDC 174(075.8) LBC 87.75 С32 Sergeeva, IA, Novolodskaya, GI С32 Directory of a business person. Business protocol and business etiquette: textbook. manual in 2 parts / I.A. Sergeeva, G.I. Novolodskaya. - Irkutsk: IrGUPS, 2009. - 173 p. Reviewers: Professor A.E...."

"Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education Amursky State University Department of Psychology and Pedagogy EDUCATIONAL AND METHODOLOGICAL COMPLEX OF DISCIPLINE Methods of work of a social teacher with children at risk The main educational program in the direction of training 050711 - Social Pedagogy Blagoveshchensk 2012 EMCD was developed by a candidate of pedagogical sciences, associate professor ... "

"Department of General Education of the Tomsk Region Regional State Public Educational Institution for Children in Need of Psychological, Pedagogical and Medical and Social Assistance Center for Psychological, Medical and Social Support Tomsk Regional State Budgetary Educational Institution of Additional Professional Education (Advanced Training) of Specialists Tomsk Regional Institute for Advanced Studies and Retraining educators Methodological ... "

“MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION KURGAN STATE UNIVERSITY FIVE-FACTORY QUESTIONNAIRE OF PERSONALITY Educational and methodical manual KURGAN 2000 2 UDC 158 (07) X 94 Khromov A.B. Five-factor personality questionnaire: Educational and methodological guide Kurgan: Publishing House of the Kurgan State. University, 2000. - 23 p. The teaching aid introduces the five-factor model of personality. The proposed version of the diagnostic technique allows us to describe the structure of the personality within the framework of the modern factorial ... "

“T.P. Chernyavskaya T.P. Viskovatova COMMUNICATION IN BUSINESS: psychological theory and practice Teaching aid Odessa 2013 UDC 159.923.2:330.33.01 LBC 88.37 Ch-49 Mechnikov. Minutes No. 2 dated October 30, 2012 Tatyana Pavlovna Chernyavskaya, Doctor of Psychology, Authors: Professor of the Department of Differential and Special Psychology, Odessa I.I. Mechnikov; Tatyana Pavlovna ... "

"Ministry of Education and Science of the Russian Federation FSAEI HPE Russian State Vocational Pedagogical University I. A. Kurochkina, O. N. Shakhmatova PEDAGOGICAL CONFLICTOLOGY Textbook Yekaterinburg RGPPU 2013 UDC 37.015.4(075.8) BBK Yu984.01ya73-1 K93 Authors: I A. Kurochkina (topics 3–7, appendices 1–4), O. N. Shakhmatova (introduction, topics 1, 2, 8, conclusion) Kurochkina, I. A. K93 Pedagogical conflictology: textbook / I. A. Kurochkina, O. N. Shakhmatova. Yekaterinburg: Publishing house...»

The modern system of education in secondary general education and special educational institutions (schools, gymnasiums, lyceums, technical schools, colleges, colleges) has a class-lesson character. The main organizational form of learning is the lesson. A lesson is a form of organizing activities permanent staff teachers and students in a given period of time. This form organization of training involves:

• 1) groups of students of the same age;
• 2) permanent composition;
• 3) a lesson on a fixed schedule;
• 4) a single training program for all.

The essence of the lesson is reduced to the collective-individual interaction of the teacher and students, as a result of which the latter acquire knowledge, skills and abilities, develop their abilities, experience, activity, communication and relationships. The purpose of the lesson is to create psychological and pedagogical conditions that would ensure the assimilation of certain knowledge by students, the acquisition of skills and abilities to apply knowledge in practice, the development of students' abilities, and their accumulation of experience in creative activity.

From the point of view of the teacher, the lesson is the management of the cognitive activity of students. From the point of view of the student, this is the assimilation of scientific, practical and social experience and development. The function of the lesson is to achieve certain, relatively completed goals on the path of knowledge and development. Goals are intended, pre-planned results of activities. The lesson contributes to the achievement of certain didactic goals, the solution of specific tasks in each individual time period of the educational process. Features of the lesson as an organizational form of learning are determined by its goals and objectives.

The teaching of psychology at school is subject to the general laws of didactics, but has its own content and methodological specifics. The didactic structure of the lesson includes the following components.

• 1. Actualization of previously acquired knowledge.
• 2. Formation of new knowledge.
• 3. Consolidation and application of knowledge.

In accordance with this, a typical lesson involves the following forms of educational work and the solution of the corresponding didactic tasks:

• 1) checking homework and reviewing what has been learned;
• 2) explanation of new educational material;
• 3) consolidation and application of new material.

The structure of the lesson depends on its logic, on the nature of the content of the educational material, the methodological preferences of the teacher and other factors. For example, if there is no homework, the first form of work can be omitted. If there are creative tasks, they can be discussed at those moments of the lesson when it is more appropriate for the topic. The second and third forms of the lesson may be of a different nature depending on the pedagogical technologies and methods used.

Figure 5.5. Lesson

A flexible approach to the structure of the lesson eliminates the pattern in its conduct. The elements of the structure of the lesson can be various activities of the teacher and students. The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by great variability:

• - some lessons may include a teacher's story, posing questions for the students to update their knowledge, performing exercises according to the model, solving problems, etc.;
• - on others - demonstration of methods of activity, their reproduction by students, solving problems using the same method in new, non-standard situations, etc .;
• - on the third - the solution of search problems, with the help of which new knowledge is acquired, generalizations of the teacher, etc.

Lesson types.

• 1. Lessons of studying new educational material.
• 2. Lessons for improving knowledge, skills and abilities.
• 3. Lessons of generalization and systematization.
• 4. Combined lessons.
• 5. Lessons of control and correction of knowledge, skills and abilities.

Lessons in learning new material. The purpose of this type of lesson is to master new material by students by explaining last teacher, streamlining and consolidating previously learned. New material is often better assimilated on the basis of what has been covered, relying on it. Forms of studying new material can be:

• - lecture;
• - explanation of the teacher with the involvement of students in the discussion of individual issues;
• - heuristic conversation;
• - independent work with the textbook and other sources;
• - setting up and conducting experiments and experiments.

Within the framework of this type of lessons, teachers can also use a lesson-lecture, a lesson-seminar, a film lesson, a lesson in theoretical and practical independent work. Appropriate methodological recommendations for conducting lessons of lecture and seminar types can be found in the previous paragraphs, which describe lectures and seminars on psychology in universities.

Lessons to improve knowledge, skills and abilities. The main didactic tasks that are solved in these lessons are as follows:

• - systematization and generalization of new knowledge;
• - repetition and consolidation of previously acquired knowledge;
• - application of knowledge in practice to deepen and expand previously acquired knowledge;
• - formation of skills and abilities;
• - control over the study of educational material and improvement of knowledge, skills and abilities.

The main types of lessons of this type include:

• - lessons of independent work;
• - lesson - laboratory work;
• - a lesson of practical work;
• - lesson-excursion;
• - lesson-seminar.

Lessons of generalization and systematization. Such lessons encourage students to repeat large sections and blocks of educational material, allow them to realize its systemic nature. The lessons of generalization and systematization provide for all the main types of lessons.

Combined lessons are the most common type of lesson in existing school practice. At such lessons, various didactic tasks from among those discussed above are solved, therefore this type of lesson was called "combined".

The methodological structure of such a lesson includes the following main elements:

• - organization of students at the beginning of the lesson;
• - repetition and testing of students' knowledge, revealing the depth of understanding and the degree of strength of the material studied in previous classes, and updating the necessary knowledge and methods of activity for subsequent work;
• - the introduction by the teacher of new material and the organization of the work of students to comprehend and assimilate it;
• - primary consolidation of new material and organization of work to develop students' skills and abilities to apply knowledge in practice;
• - formulation of homework and instruction on its implementation;
• - Summing up the lesson.

The listed components of the methodological substructure of a combined lesson often go into each other and can change the sequence depending on the organization of the cognitive process. A flexible and variable approach to the structure of the lesson eliminates the pattern in its conduct. In particular, homework for reading a textbook and retelling in psychology classes may not be assigned, so checking homework and homework may be omitted. In the case of creative homework, they are naturally included.

Lessons of control and correction of knowledge, skills and abilities. Lessons of this type are designed to assess the results of learning, assimilation by students of educational material, diagnostics of students' learning, correction in the learning process. Such lessons can be of the following types:

• - oral survey (frontal, individual, group);
• - written survey;
• - dictation;
• - presentation;
• - problem solving;
• - credit work;
• - control independent work;
• - exam.

These types of lessons take place after studying the volume sections and topics of the training course. After the control lessons, a special lesson (or part of the lesson) is held to analyze and explain typical mistakes, advantages and disadvantages in the knowledge, skills and abilities of students.

Preparing a teacher for psychology lessons. When preparing a teacher for psychology lessons, many questions arise: "What is the purpose of these lessons?", "What will the child get in the framework of such classes?", "What should be the content?", "What should be included and what should not be included in psychology lessons?" , "How to conduct lessons

psychology?", "Should they be like regular lessons or trainings?", "Should children be graded?", "If they are, then for what: "for knowledge" or "for diligence"?

Preparing a teacher for psychology lessons is:

• 1) in the selection of information material for the lesson;
• 2) highlighting the main facts, phenomena, concepts, patterns that make up the knowledge that must be mastered by students;
• 3) choosing ways to explain this knowledge;
• 4) selection of examples and illustrations for concepts and patterns;
• 5) development of types of practical activity aimed at mastering and consolidating knowledge;
• 6) development of developing types of student activity;
• 7) distribution of tasks for classroom and independent work.

The most important task in preparing for a psychology lesson should be the structuring and formulation of knowledge that will be the subject of study. The main components of psychological knowledge are:

• 1) mental phenomena;
• 2) concepts;
• 3) regular connections of mental phenomena;
• 4) psychological facts.

The number of concepts, facts, patterns planned by the teacher for the lesson should be small and accessible for meaningful assimilation by students in a limited period of time of the lesson. It is important to ensure an understanding of the new material and its consolidation in practice, to show the possibilities practical application learned knowledge.

As sources in preparation for lessons, textbooks, scientific and popular science books, which are listed in the program, are used. In addition, articles from scientific and popular science magazines. Sometimes teachers find it difficult to choose one teaching aid, from their point of view, the most suitable for students. When preparing for lessons, you can combine materials from different books. Teachers' developments on teaching certain topics are also published, which beginners, as well as experienced teachers, can use in their work. The journal "Psychology and School", as well as the newspaper "School Psychologist" have taken on an important mission of disseminating the experience of teaching psychology at school. Popular science books on psychology are published. Books and articles on psychology for children and youth may be most useful, since they are already adapted for the appropriate age category.

As a result of such preparatory work, a summary of the lesson is developed, which is a concise, coherent presentation of the content of the educational material that the teacher teaches students and the types of activities that are used.

Lesson outline. The type of design of the outline of a lesson in psychology may be different, but in any case it should include (see examples in the boxes in the text):

• 1) the wording of the topic;
• 2) description of the goals and objectives of the lesson;
• 3) the main stages of the lesson, including:
  • - brief description the content and types of activity of the teacher and students at each stage of the lesson;
  • - description of visual aids and methods of their use in the lesson;
  • - an indication of the approximate time that the teacher expects the individual fragments of the lesson to require.

The most important feature of a good abstract is the possibility of its practical use for the lesson. To do this, it must be readable enough in any conditions of the lesson, at any position of the teacher in the classroom, be a clear and concise guide for the teacher through the lesson and help in its conduct.

The summary is conveniently arranged in the form of a table (Table 5.1).

Table 5.1

Lesson summary

Note. The names of the stages of the lesson, their sequence and time for each of them are given in the table conditionally and for example only. The size of the columns should be made in proportion to the amount of text that is written there. Activity columns

Teachers" and "Student Activity" will have respectively different size in the lessons of the presentation of new material by the teacher and in the lesson of a practical type.

Organization of educational activities of students in the classroom.

In the pedagogical literature, three forms of educational activity are mainly described and accepted in school practice:

• 1) frontal, which involves the joint actions of all students in the class under the guidance of a teacher; the teacher works with the whole class at the same pace and with common tasks;
• 2) individual, which involves the independent work of each student individually; the interaction of the teacher with the individual student;
• 3) group, which involves the work of students in subgroups of three to six people or in pairs; tasks for groups can be the same or different, groups are created on different grounds.

The differences between these forms are based on the features of communicative interaction between the teacher and students, as well as between the students themselves.

In the lesson, depending on its specific topic and tasks, frontal, individual and group forms of educational activity can be combined.

Let's see how students' activities are organized depending on the teacher's use of a subject-oriented, student-oriented or subject-personally oriented approach in organizing the program.

In subject-oriented programs, the lessons involve the study of psychology as a scientific and practical field of knowledge, therefore the content of the program is psychological knowledge, as well as the ability to use it in practice. This knowledge and skills involve lesson planning and the study of certain educational material (knowledge and skills) at each lesson. Basic teaching methods: storytelling, discussion, problem solving, practical exercises and many other methods used in other lessons. The assimilation of knowledge and skills listed in the program is assessed, marks are given. * 1 2 3 4 5

Practice issues

Outline of the lesson on the topic "Human memory. Types of memory" Lesson objectives:

• 1. To study the features of human memory.
• 2. Consider the mechanisms of formation of various types of memory.
• 3. Get acquainted with the main types of memory.
• 4. Learn to recognize different types of memory.
• 5. Learn how to memorize and study memory.

Lesson steps:

1. Update.

The impressions that a person receives about the world around them leave a certain trace, are preserved, consolidated, and, if necessary and possible, are reproduced. These processes are called memory. “Without memory,” wrote S. L. Rubinshtein, “we would be creatures of the moment. Our past would be dead for the future. The present, as it flows, would irrevocably disappear into the past.”

Memory underlies human abilities, is a condition for learning. acquisition of knowledge, formation of skills and abilities. Without memory, the normal functioning of either the individual or society is impossible. Thanks to his memory, its improvement, man has stood out from the animal kingdom and has reached the heights at which he is now. And the further progress of mankind without the constant improvement of this function is unthinkable.

2. Study.

Features of human memory. Memory can be defined as the ability to receive, store and reproduce life experience. Various instincts, innate and acquired mechanisms of behavior are nothing but imprinted, inherited or acquired in the process of individual life experience. Without the constant renewal of such experience, its reproduction under suitable conditions, living organisms would not be able to adapt to the current rapidly changing events of life. Without remembering what happened to it, the body simply could not improve further, since what it acquires would have nothing to compare with, and it would be irretrievably lost.

All living beings have memory, but it reaches the highest level of its development in humans. No other living being in the world has such mnemonic possibilities as he possesses. Pre-human organisms have only two types of memory: genetic and mechanical. The first is manifested in the transmission by genetic means from generation to generation of vital biological, psychological and behavioral properties. The second appears in the form of the ability to learn, to acquire life experience, which cannot be preserved anywhere else but in the organism itself and disappears along with its death. Memorization capabilities in animals are limited by their organic structure, they can remember and reproduce only what can be directly acquired by the method of conditioned reflex, operational or vicarious learning, without the use of any mnemonic means.

Types of memory and their features. There are several reasons for classifying the types of human memory. One of them is the division of memory according to the time of saving the material, the other - according to the analyzer that prevails in the processes of storing, saving and reproducing the material.

Consider and give short definition the main of these types of memory.

Instantaneous, or iconic, memory is associated with the retention of an accurate and complete picture of what has just been perceived by the senses without any processing of the information received. This memory is a direct reflection of information by the sense organs. Vigilance from 0.1 to 0.5 s. Instantaneous memory is the complete residual impression that arises from the direct perception of stimuli. This is a memory-image.

Short-term memory is a way of storing information for a short period of time. The duration of retention of mnemonic traces here does not exceed several tens of seconds, on average about 20 (without repetition). In short-term memory, not a complete, but only a generalized image of the perceived, its most essential elements, is stored. This memory works without a preliminary conscious mindset for memorization, but instead with a mindset for the subsequent reproduction of the material. Short-term memory is characterized by such an indicator as volume. It averages from 5 to 9 units of information and is determined by the number of units of information that a person is able to accurately reproduce several tens of seconds after a single presentation of this information to him.

Short-term memory plays an important role in human life. Thanks to it, the largest amount of information is processed, unnecessary is immediately eliminated and potentially useful remains. As a result, there is no information overload of long-term memory with unnecessary information, and a person's time is saved. Short-term memory is of great importance for the organization of thinking; the material of the latter, as a rule, is facts that are either in short-term memory or in short-term memory close to it in terms of its characteristics.

Operational memory is called memory, calculated on the storage of information for a certain, predetermined period, in the range from several seconds to several days. The period of storage of information in this memory is determined by the task facing the person, and is designed only for solving this problem. After that, the information may disappear from the RAM. This type of memory, in terms of the duration of information storage and its properties, occupies an intermediate position between short-term and long-term.

Long-term memory is a memory capable of storing information for an almost unlimited period of time. Information that has fallen into the storage of long-term memory can be reproduced by a person as many times as desired without loss. Moreover, repeated and systematic reproduction of this information only strengthens its traces in long-term memory. The latter presupposes the ability of a person at any necessary moment to recall what he once remembered. When using long-term memory, recall often requires thinking and willpower, so its functioning in practice is usually associated with these two processes.

Genetic memory can be defined as one in which information is stored in the genotype, transmitted and reproduced by inheritance. The main biological mechanism for storing information in such a memory is apparently mutations and associated changes in gene structures. Human genetic memory is the only one that we cannot influence through training and education.

Visual memory is associated with the preservation and reproduction of visual images. It is extremely important for people of all professions, especially for engineers and artists. Good visual memory is often possessed by people with eidetic perception, who are able to "see** the perceived picture in their imagination for a sufficiently long time after it has ceased to affect the senses. In this regard, this type of memory implies a developed human ability to imagine It is based, in particular, on the process of memorizing and reproducing material: what a person can visually imagine, he, as a rule, remembers and reproduces more easily.

Auditory memory is a good memorization and accurate reproduction of various sounds, for example, musical, speech. She is necessary

philologists, people studying foreign languages, acousticians, musicians. A special kind of speech memory is verbal-logical, which is closely related to the word, thought and logic. This type of memory is characterized by the fact that a person who possesses shu can quickly and accurately remember the meaning of events, the logic of reasoning or any evidence, the meaning readable text etc. He can convey this meaning in his own words, and quite accurately. This type of memory is possessed by scientists, experienced lecturers, university professors and school teachers.

Motor memory is the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of diverse complex movements. It is involved in the formation of motor, in particular labor and sports, skills and abilities. The improvement of human hand movements is directly related to this type of memory.

Emotional memory is the memory of experiences. It is involved in the work of all types of memory, but it is especially manifested in human relationships. The strength of material memorization is directly based on emotional memory: what causes emotional experiences in a person is remembered by him without much difficulty and for a longer period.

Tactile, olfactory, gustatory and other types of memory do not play a special role in human life, and their capabilities are limited compared to visual, auditory, motor and emotional memory. Their role is mainly reduced to the satisfaction of biological needs or needs related to the safety and self-preservation of the organism.

According to the nature of the participation of the will in the processes of memorization and reproduction of material, memory is divided into involuntary and arbitrary. In the first case, they mean such memorization and reproduction, which occurs automatically and without much effort on the part of a person, without setting a special mnemonic task for himself (for memorization, recognition, preservation or reproduction). In the second case, such a task is necessarily present, and the process of memorization or reproduction itself requires volitional efforts.

Let us now consider some features and the relationship between the two main types of memory that a person uses in everyday life: short-term and long-term. The amount of short-term memory is individual. It characterizes the natural memory of a person and reveals a tendency to be preserved throughout life. First of all, he determines mechanical memory, its capabilities. With the features of short-term memory, due to the limitation of its volume, such a property as substitution is associated.

Why, for example, do we so often experience serious difficulties in remembering and retaining in memory the names, surnames and patronymics of people new to us, with whom we have just been introduced?

3. Application.

Practical part: a technique for studying the amount of memory "Method of ten words".

In personality-oriented programs, psychology lessons act as a system of classes aimed at the development of students. In this regard, the task of teaching scientific and psychological knowledge is not directly posed. The program sets some general perspectives and guidelines for classes. Strict lesson planning is difficult because activities

in the classroom are largely focused on the interests of students, the stage of their development at which they are currently located, as well as the situation that is developing in the group at the moment. The teacher must be able to take advantage of favorable situations that develop at certain moments of the lessons and use them to achieve a developmental effect, therefore, although the content of the lesson is planned, it can be changed. The classes use practical teaching methods: discussion, practical exercises, games and other training activities. Psychological training is a common form of conducting such lessons. Evaluation and mark are not used, since the task of mastering certain knowledge and skills is not set. The developing aspect in such lessons is central, and an objective assessment of the level of development is extremely difficult.

Pa lessons of the third - the subject-personally oriented type - combine activities that are characteristic of both approaches discussed above. The share of those and others can be different.

Psychology lessons of a subject-oriented type in terms of content and methods of conducting are ordinary lessons, like all other things, that are taught in school. They can be compulsory or optional, but they are always placed in the grid of the school curriculum. It is obligatory for the teacher to check the knowledge and skills of these students, as well as attending classes.

Psychology lessons of a personality-oriented type are similar in content and methods to extra-curricular activities of a developmental nature. Such classes are usually set outside the curriculum, and participation in them is voluntary. Volunteering may take different forms. In some cases, complete voluntariness: you can freely come (or not come) to any class. In others, it is voluntary to be included in a group, but in this case, attending the classes of this group for some time is mandatory (as in many psychological trainings).

Lessons subject-oriented and personality-oriented ting can be conducted within the framework of both teaching and educational work.

The lesson of psychology at school is subject, on the one hand, to the general didactic laws of conducting a lesson, on the other hand, it has its own specific features in meaningful accents.

and methods of implementation. One of these specific features is that students in the lesson learn not only human psychology in general, but have the opportunity to know themselves, patterns, mechanisms, the essence and conditions of personality development. In this regard, it is important to draw the teacher's attention to the need to observe two important principles in organizing a lesson.

• 1. The principle of tolerance is the acceptance of any child, the manifestation of goodwill and patience in working with him.
• 2. The principle of ensuring the student's right to non-interference in his inner world.

The methodology of the lesson should focus on the cognitive activity of students, not so much on memorization, but on understanding the material being studied. A variety of methods and means of working on the studied material is necessary. Free improvisation in the classroom is not only possible, but also desirable.

The study of the material consists in presenting new theoretical information, as well as in discussing questions, conducting tests, assignments and exercises. When presenting the material, it is desirable to give examples from the life of schoolchildren, which facilitate the understanding of theoretical and abstract provisions. Questions perform the function of activating students. They can be yes or no oriented, or open-ended, allowing students to engage in discussion, encourage them to express their point of view, and think about unexpected aspects of familiar events and relationships. The teacher encourages the activity of students, listens to different opinions, notes original judgments. If students' ideas about the key concepts of psychology are discussed, the teacher, if necessary, reformulates and summarizes some of the answers and writes them out on the board.

The problematic nature of learning is achieved by involving students in the discussion of controversial problems and issues, both personal and general; giving them the opportunity to express their own opinion, gain experience in experiencing and resolving difficult life situations. Problem situations, their active discussion and solution, including "brainstorming" of questions and problems proposed by the teacher, are the most important means of activating students' thinking in the classroom. To do this, specific examples from life or experimental situations can be discussed. psychological research. The inclusion of situations of choosing alternatives in the lesson allows the student to show initiative and individuality, develops the ability to argue. An example of such a situation can be a discussion of the stages of moral development according to L. Kohlberg through a discussion of a moral dilemma.

I Names, dates, foreign words have to be memorized mechanically, but mnemonic memorization techniques can also be used. For example, the years of birth and death of M. Yu. Lermontov consist of the same numbers. Only the last two stand in reverse order(1814-1841) - so they are remembered more easily.

Or it is proposed to memorize the phone number 8 961 47 74 4 26.

Remember, comprehending the connections between the numbers. The more similar ratios are found in each row, the better is the memorization of numbers.

There are a lot of effective ways and techniques that improve the memorization process.

Each person is individual and must choose ways to improve their mental abilities, and the task of teachers is to correctly select them for each child, then the quality of knowledge will improve, good academic performance can be achieved, which will develop cognitive interests and help to significantly reduce the time for preparing homework, make it easier memorization process. Your child's learning will become easier and more interesting.

Reflection.

It is advisable to widely use active teaching methods, such as discussions, role-playing or business games, quizzes, discussion of essays and defense of student projects.

Mini-tests can be included between the presentation of separate parts of the theoretical material in order to provide students with the opportunity to switch to another activity, identify their individual psychological characteristics and more actively perceive the educational material (see text boxes "Questions of practice" above).

To complete tasks and exercises, students can be divided into small groups. In some cases, the exercises are performed by several volunteers, and the rest must carefully observe, analyze the course of the exercise, and then express their opinion, answer questions (for example, a demonstration of fluctuations in attention using a ticking alarm clock). Appropriate teaching methods are discussed in subsequent chapters of the book.

Sometimes the question arises, how should students sit in a psychology lesson: as usual (in rows), in a circle, in a semicircle? It all depends on the content and meaning of the lesson. The organization of children in the lesson should not be deliberate: the circle can become the same stamp as the traditional class rows.

Homework should not create additional learning overload for students. It is advisable to make the main support in the study of psychology in the classroom. It is not recommended to give homework such as direct retelling, repetition. They must be different:

• - Acquaintance with additional literature on the topic.
• - Preparation of messages that expand the educational material.
• - Observation of any mental phenomena.
• - Analysis of one's own thoughts, relationships, experiences.
• - Selection of examples from scientific and fiction literature.
• - Selection of examples from life observations on the topic.
• - Analysis of situations: students analyze the causes of the situation, the motives and needs of its participants, express their opinion.
• - Small research tasks.

Evaluation of a student's knowledge of psychology is a necessary component of the assimilation of this academic subject. Assessment allows you to determine the degree of assimilation by students of the knowledge provided for by the school curriculum. Without assessing the quality of the answers and the quality of the work of schoolchildren, their educational activity is ineffective, while the essential aspect of motivation, typical for other lessons, is reduced, which disorganizes their educational activity. However, knowledge testing does not always need to be singled out as a special stage of the lesson. Evaluation, expressed in the teacher's value judgments, is an assessment activity carried out by the teacher. The value judgments of a psychology teacher should relate to: 1) knowledge of the educational material; 2) understanding this material; 3) the level of performance of tasks. The personal development of the student cannot be the object of the teacher's assessment. Knowledge about the psychological qualities of a person is assessed, and not the qualities of the student himself.

A grade is a formally logical result of assessment, which is expressed in points assigned for the level of knowledge and skills. In publications on the topic, the question of whether to put marks in psychology lessons or not has been repeatedly discussed. As experience shows, attempts to teach psychology to schoolchildren without marks are unsuccessful, since students lose an essential aspect of learning motivation. At first, only positive marks can be put - "excellent" (5), "good" (4), but with a mandatory explanation of what the mark was for. You can not use the mark as a lever to control the behavior and teaching of schoolchildren. It is necessary to use the following principle: do not reduce the mark for grammatical errors when completing a task in writing; for the results and even for refusing to perform tasks related to psychological monitoring of oneself and loved ones; for lack of activity in the classroom.

Written tests are used to test the knowledge of the whole class in major sections of the program. In high school, the credit system is more effective.

The considered organization of educational activity refers primarily to lessons developed within the framework of a subject or subject-personally oriented approach to teaching psychology. In the literature on psychology, the concept of "lesson" sometimes denotes different types of classes: both subject-oriented and personality-oriented. For this reason, the concept of "psychology lesson" is somewhat blurred, sometimes turning into a form of group psychological work with children. The benefits of this are no less than those of a traditional lesson, but the genre of the "lesson" is expanding significantly.

The student-centered approach implies a different organization of the lesson. Consider an example of a personality-oriented program and psychology lessons. The lessons of a personality-oriented type, in terms of the content of the activity and the methodology of conducting, are rather extra-curricular activities. The methodological aspects of their planning and organization are similar to psychological trainings.

Psychology lessons at school are often taught by practical educational psychologists (educators-psychologists), who often use them as a means of expanding their psychoprophylactic work and do this in a predominantly practical way that is more familiar to them. A good example is the manual by L. V. Miklyaeva, which is written in the genre guidelines on the organization of "frontal" psychoprophylactic work with adolescent schoolchildren.

She defined the goal for herself as follows: "Creating conditions for successful socio-psychological adaptation of students and their comprehensive personal development, taking into account age and individual characteristics" Children are offered topics that may be important for them due to age-related developmental characteristics, for example, family, control of one's own irritability, shyness and self-doubt, ways of resolving conflicts, etc. Psychologists offer students "food for thought" on topics that may be relevant to them.

This work does not provide theoretical training for adolescents, but is focused on those problems that may be important for them due to their age characteristics. Methodical methods: 1) oral and questionnaire surveys; 2) appeal to the personal experience of students in the process of working on the topic; 3) testing, situational role-playing, business and educational games corresponding to the topics studied, reflection on the results of the lesson. Classes are held mainly in the form of a game. The author considers the following elements of the lesson: 1) individual work in a notebook at the lesson; 2) work at desks, not in a circle; 3) checking the work in the notebook and grading based on the results of the work. As you can see, this is a lesson in external form, but not in didactic essence. Evaluation for psychology lessons conducted in this form is, of course, a moot point, but, unfortunately, experience shows that this is a familiar form of encouragement for schoolchildren, without which learning for them in many ways loses its meaning. And this has to be taken into account, putting marks (first of all, "five") for the very fact of performing the work, and not for its content. And how to evaluate in points the "quality" of a teenager's reasoning about his own inner world?

Homework assignments are rarely given, they are based on observations from life and introspection.

The structure of the lesson includes the following elements.

• 1. Ritual of greeting.
• 2. Announcement of the topic of the session, followed by a motivational exercise and/or discussion.
• 3. Work on the topic of the lesson. The main content of the lesson is a set of psychotechnical exercises and techniques. The most important thing in their use is to help teenagers find the psychological undertones of the exercise. Otherwise, it will turn into mere fun.
• 4. Summing up the lesson. Formulating the main results achieved in the lesson.

• Teaching psychology at school. pp. 61-63.
• Teaching psychology at school. S. 575.
• There. pp. 578-579.
• The course is designed for adolescents 12-15 years old (grades 7-9): The world of emotions (grade 7), Meeting with myself (grade 8), I am among other people (grade 9).
• Miklyaeva A. V. I am a teenager. pp. 10-11.
• There. P. 10.