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 education and training
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.