Aimaganbetov Dias
Erkinovich, Master of
Pedagogical Sciences,
Arkalyk Pedagogical Institute named after I.Altynsarin, Arkalyk, Kazakhstan.
Gazezova
Aigul Niazbekovna, Student - Master University "Turan-Astana" by
specialty "Translation Studies" and Specialist Science and
International Relations,
Arkalyk Pedagogical Institute named after I.Altynsarin, Arkalyk, Kazakhstan.
Psychological
aspects of preparation of students to pedagogical design
Abstract
This
article hypothesis of the existing approaches to teaching design. The revealed features of psychologically meaningful solutions constructive
problem cause by the fact that an important means of constructive abilities of
students of culture is an educational and professional task in the process of
decision that comes mastery of the students psychological concepts included in
the concept of teaching and learning, and methods of operating them in the
process of developing lessons.
Keywords: education, pedagogical design, educational and professional task,
experimental testing, analysis, process, educational psychology, research
character, student, teaching activities, pedagogical activity, the formation of personality, psychology,
problems, personality-oriented approach.
Modern educational paradigm places
new demands on the teacher: restructuring of the educational values and
standards, educational programs for teacher creates an objective need to revise
their own approach to the training and education of the younger generation.
The very
organization of the educational process appears not as sophisticated management
of student activities, not as outside predetermined formation of his
personality, and how to develop the interaction of the teacher and the child's
personality.
Apparently, most clearly inspirational teacher's activity is manifested at
the stage of ideas on how to build a future lesson, that he was the
"cell" of developing the system, which is necessary to create
conditions that students have become authentic subjects teaching. Solving these
problems is happening at school mainly due to the development of quality
teacher lessons. This means that the creative activity teacher most teaching
process is realized in the construction.
If we
assume that the highest goal of educational activities to create conditions for
development and self-development of the growing human personality, it is known
requirement psiholigizatsii pedagogical activity is perceived as quite natural.
In this regard, the present study, we are talking about the psychologically
meaningful pedagogical designing.
In our
understanding, psychologically meaningful pedagogical design is the design,
including the updating and application of psychological knowledge in the definition
phase of the lesson plans. Its main feature, therefore, is that the teacher
defines the elements of the constructed lesson in correlation with known
concepts of teaching and learning, with the data of the relationship between
education and development, the achievements of the psychology of motivation of
the doctrine, with predictable difficulties of students, etc.
Such an
understanding of the pedagogical designing allows to establish a close
relationship with its rapidly developing discipline today, which addresses the
problem of the link between psychological knowledge and didactic principles of
the organization of the educational process.
In
psychology, there are different concepts of teaching and learning. Among them,
the concept of problem-based learning, the theory of planned formation of
intellectual actions and concepts, the body of knowledge about the techniques
and strategies mental activity, the organization of
joint educational
activity of schoolboys, of student-centered learning. This list is easy to
continue. But the important thing is just that humanistic oriented
teacher-practitioner can not afford to be an expert in any one of these areas.
With a sufficiently high competence in each of them, as well as being well
aware of the said purpose of teaching activities, he must at each lesson, with
respect to the particular characteristics of Klas and students in relation to
their readiness and motivation of solving the question of reserves some of
these areas in any combination, in which teaching methods appropriate to use.
Testing the
hypothesis carried out in solving the following research objectives:
1. Analysis of existing approaches to
teaching design for the purpose of specifying its content and implications in
the structure of educational activities.
2.Analiz existing practice of training
of students of pedagogical design.
3.Teoritical development issue of psychological meaningful pedagogical designing.
4. Development of educational and
professional objectives as a means design skills in students.
5.
Experimental check the effectiveness of educational and professional
objectives in terms of pedagogical practice.
Central research method is a formative
experiment, built in the pedagogical practice of future teachers .Together used with this observation,
interviews with teachers and students, technology repertory grids J. Kelly, a
content analysis of student records, methods of mathematical statistics.
The provisions for the defense:
1. Psychologically meaningful
pedagogical design is the design, including the updating and application of
psychological knowledge in the definition phase of the lesson plans. Its main
sign-conceptualization in the framework of well-known concepts of teaching and
learning.
2. At the heart of psychologically meaningful
pedagogical design is psychodidactic lesson model, serving an important
function transformation ultimate goal of the teacher activities in particular
design solutions.
3. An effective means of training
future teachers to psychologically meaningful pedagogical design is a
constructive educational and Occupational task. Specific symptoms of this
problem are: a) the educational and professional task is included in the
structure of pedagogical practice of students; b) The main function of the
problem-the cultivation process of forming psychodidactic lesson model, which
means both the motivation of students to the operationalization of
psychological knowledge in lesson plan; c) the terms and conditions are
supplemented by task prescription containing basic orentiry search.
The decision of the students
educational and professional tasks causes a positive change in the
consciousness of the future teacher: a) the development of a number of
components psychodidactic lesson model; b) to achieve higher levels of
psychological knowledge in operating in the tactical decisions of constructive
tasks.
Theoretical significance and scientific
novelty of the research:
1. In contrast to the one-sided
didactic and methodological approach to pedagogical design raises the question
of psychologically meaningful pedagogical ,
introduces the concept of psychodidactic lesson model,
discusses issues related to its cultivation in the student’s minds.
2.First
constructive solution to the students of pedagogical
problem is investigated as a process of transformation of the ultimate goal of
educational activities - the creation of conditions for development and
self-development of the individual student, in particular the content of the
lesson.
3. Obtaining information about the signs
of formation in the course of development by students of pedagogical activity.
4.
Static study in the literature data on the strategic role
of pedagogical in the structure of the teacher's activity.
The practical significance of the
study:
1. Introduction The concept of psycho- didactic model to determine the purpose and the main
directions of work on the training of students for the design of pedagogical
problems.
2. Effectiveness
of educational and professional objectives as a means of psychological
preparation of future teachers for pedagogical design in the origin of their
teaching practice.
3. Creation of a similar problem offers the prospect of
transferring the principles of its development to the creation of similar
problems on other subject material, as well as more specialized training of
pedagogical problems.
Conclusion.
The notion of psychologically
meaningful design defined by us as the solution to teacher pedagogical design
tasks Probable identification developing potential in the context of
the ultimate goal of teaching activities, the creation of conditions for
development and self-development of the individual student.
The main
feature of the design-conceptualization of educational activities in line with
the major achievements of the psychology of learning and teaching, taking into
account the specificity of the subject, these methods of its teaching, the
objective content of the lesson and the actual conditions of its carrying out.
The revealed features of psychologically meaningful
solutions constructive problem cause by the fact that an important means of
constructive abilities of students of culture is an educational and
professional task in the process of decision that comes mastery of the students
psychological concepts included in the concept of teaching and learning, and
methods of operating them in the process of developing lessons. Constructing a sample of this task has become an
important task of our research. Experimental verification of educational and
pedagogical problems has confirmed the validity of its use as a tool for
development in the future teachers of ways of transformation of the ultimate
goal of teaching activities in developing elements of the lesson.
List literature:
1. Vigotsky L.S.
Pedagogical psychology: Tutorial. -Ì: Pedagogy, 1991.-480 p.
2. Gershunsky B.S.
Philosophy of Education for the XXI century: a manual for self-education. - Ì.:
Pedagogical Society of Russia, 2002.-512 p.
3.
Girfanova E.Y. Encouraging research activities high school students:
Dissertation of the candidate of pedagogical sciences. - Kazan, 2005.-201 p.
4. Zhaytapova A.A. Scientific and
methodological support teacher development in the transition to education
model, based on the result. — Almaty, 2004. — 189 p.