Karmanova Zh.A., Nefedova О.А.

Karaganda state university the name of Е.А. Buketova, Kazakhsta

Features of educational activity are in teens

Teenagers 11-14 often name difficult, and this period is considered in general age of 2 crisis. Principal reason is physiological discomfort from active alteration of growing organism, that entails psychological derangements. The guys peculiar to: traction to romanticism and self-affirmation, finding out of the possibilities and capabilities sometimes on verge of risk; frequent changing of mood, causeless offense, sadness, tears; enhanceable emotional reaction even on insignificant events; aspiring to establishing friendly connections with guys it or senior age, included in informal groupments; defending sometimes senseless, to the position, including incorrect; falling of authority of adults opinion of that is ignored in behalf on coevals; scornful or lenient attitude is demonstrative toward junior, and also to the representatives of opposite sex, that is the sign of awakening of interest.

Properly to apply with a teenager: remember that a teenager still needs Your participation, but already as a partner, therefore speak with him on equal, including together plan family finances, method of realization of leisure, etc.; distinguish money on pocket charges; in conflict situations speak out after a child, thus hearken to him, but not simply listen, what as he talks; explain that acts, as a rule, entail consequences, it is therefore necessary to correlate one with other; teach a child deserve to carry distressing, troubles and losses, explaining the necessity of one or another limitations, including in family; be careful to the being conceived feelings, underline the necessity of the self-weighted choice of friends and friends, designating scopes possible and unacceptable in mutual relations between people.

Never: shut out both disrespect to itself from the side of teenager and rudeness in relation to him; do not require immediate and blind obedience, do not apply threats and do not humiliate children; do not start subjects from prosecutions do not interrupt, when a child explains the acts; do not suborn a teenager and do not squeeze out a promise not to do that dislikes you by force; do not retreat from the rules and traditions entered in family, unless in unusual cases; not jealous a son or daughter of friends, welcome them in the house and try to become acquainted closer; not let negative estimation to the object of attention of teenager, even if a choice was to you not liked.

Changing of activity, development of communication reconstruct the cognitive, intellectual sphere of teenager. First of all researchers mark reduction of taken in, peculiar to the junior schoolboy, studies. To the moment of passing to high school children notedly differentiate on many parameters, in particular:

1) in relation to studies - from responsible to indifferent, indifferent;

2) on general development - from a high level to a very limit range of interests and bad development of speech;

3) on volume and to durability of knowledge(even within the limits of the school program);

4) on the methods of mastering of material - from ability independently to work, obtain knowledge to their complete absence and overlearning of material word for word on memory;

5) on ability to surmount obstacles in educational work - from a persistence to parasitic attitude in form chronic writing;

6) on a breadth and depth of cognitive interests [1].

The expressed of defects to educational activity can be different, but after V of class they can result in the consequences of irreversible character - inability independently to master new material especially becoming complicated, form individual style of intellection. It is discovered that changing of teaching(5-6 appears instead of one teacher) type is difficult given to all class, but especially to the children slipshod educational activity.

The differentiated attitude appears toward teachers, and facilities of cognition of other man develop simultaneously, the new criteria of estimation of activity and of personality adult are formed. One group of criteria touches teaching quality, other - features of relations of teacher to the teenagers. Junior teenagers are anymore oriented on the second group, elders value teachers knowing and strict, but just, benevolent and tactful, that is able interestingly and clear to explain material, in a rate organize work on a lesson, to engage in her students and to do her maximally productive for all and each. In VII - VIII classes children very value erudition of teacher, free possession an object, aspiration to give additional to the on-line tutorial knowledge, value teachers at that on a lesson not trifled away time, and does not love those, who negatively behaves to independent judgements of students [2].

Junior teenagers estimate educational objects in relation to a teacher and success with his mastering(on estimations). With age of them all anymore attracts maintenance, that requires independence, erudition. Dividing of objects appears by «interesting» and «uninteresting», «necessary» and «unnecessary», that determined by teaching quality and forming of professional intentions. Forming and maintenance of interest in an object is a matter of teacher, his mastery, professionalism, personal interest in the transmission of knowledge.

In teens maintenance of concept broadens «studies». The element of the independent intellectual labour, sent to satisfaction of individual intellectual necessities being beyond an on-line tutorial, is brought in him. Acquisition of knowledge for part of teenagers becomes subjectively necessary and important for a present and preparation to the future [3].

Exactly in teens new reasons appear the manoeuvres, related to forming of vital prospect and professional intentions, ideals and consciousness. Studies for many acquire personality sense and grows into a self-education.

Literature:

1. Obuhova L.F. Bozrastnaya psihologiya. Manual. - М.: Pedagogicheskoe obshestvo Rossii, 1999 - 442 p.

2. Karmanova Zh.А. Kurs lekcii po discipline «Psihologiya razvitiya»: Karaganda state univ. - Karaganda, 2006. - 9 lekcii.

3. Karmanova Zh.А. Kurs lekcii po discipline «Psihologiya razvitiya»: Karaganda state univ. - Karaganda, 2006. - 13 lekcii.