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ÔÎÐÌÈÐÎÂÀÍÈß Ó×ÅÁÍÎÉ ÄÅßÒÅËÜÍÎÑÒÈ ØÊÎËÜÍÈÊΠÏÎÄÐÎÑÒÊÎÂÎÃÎ ÂÎÇÐÀÑÒÀ
PSYCHO-PEDAGOGICAL FEATURES OF FORMATION
OF EDUCATIONAL ACTIVITY OF ADOLESCENT SCHOOL CHILDREN
The general part of pupils refers to the age
group, called adolescent psychologists. Adolescence is the most difficult and
complex of all childhood periods associated with the formation of personality.
At the same time, this is the most important stage of development, since here
the foundations of morality are laid, social attitudes, attitudes toward
oneself, towards people, towards society are formed, values and
beliefs are formed.
The
main motivational lines of this age period associated with an active desire for
personal self-improvement are self-knowledge, self-expression and
self-assertion.
The
development of conceptual thinking contributes to the emergence, by the end of
the younger school age, of reflection, which, as a neo-formation of
adolescence, transforms not only cognitive activities of students, but also the
nature of their relations to surrounding people and to themselves.
The
development of reflection as a psychological neoplasm of younger school age
changes the children's view of the world around and on themselves, the
awareness of their personal relationship is just beginning. The realization of
the child of himself occurs according to the same general laws as the knowledge
of the external world - from sensation to representation and from him to
thought. Through a whole series of complex transformations the child comes to
the form of the adolescent's self-awareness, which consists in the emergence of
ideas and thoughts about the properties of his personality and their evaluation.
In the adolescence as any psychological age is associated with the emergence of
a new in development. However, these neoplasms, in his opinion, arise from the
leading activities of the previous period. Educational activity produces a
"turn" of the child from the orientation toward the world toward an
orientation toward himself. By the end of junior school age, the child has new
opportunities, but he does not yet know what he is. At the beginning of
adolescence, learning activity moves to a new, higher level. Adolescence is the
period when the need for self-education is already distinctly expressed and
active work is carried out on oneself. This is the age of independence, the
formation of self-esteem, expressed in the need for self-determination and
self-assertion of a teenager among adults. The tendency of adolescents to
introspection, the development of personal reflection are favorable
prerequisites and necessary conditions for the development of self-regulation
of activities. As already mentioned, it is during adolescence that for the
first time self-education of the individual becomes possible, which is an
important component of the process of self-regulation.
In
the adolescent period, the formation of mechanisms for awareness of activity is
completed. Studies show that at the beginning of adolescence, there is a great
diversity in the levels of development of educational activity - from the
lowest level, at which elementary skills cannot be organized to organize
independent work, through a series of intermediate forms where, for example,
independent work is observed only when doing homework, up to the highest level,
in which the pupil independently learns new teaching material, and even new
areas of knowledge. Despite the fact that for most teenagers the teaching can
become formal activity, when strong non-healing
interests prevail, and cognitive ones are weak
or absent, educational activity in adolescence remains the most universal.
In
adolescence, further development of educational activities takes place, the
complexity of its components. Formed educational activity is considered such
activity of students, when they are prompted by direct motives of the teaching
itself, can independently determine educational tasks, choose rational methods
and ways to solve them, monitor and evaluate their work. It is during
adolescence, with the advent of a new child in the mental development, that
there is an opportunity for the transition of educational activity to a new
level of its development. Educational activity, like any other has its own psychological structure, i.e. a
certain composition of functional units of arbitrary conscious regulation.
Analysis of the literature has shown that
some components of educational activity coincide with links in the functional
structure of the system of self-regulation of voluntary human activity. As the
main links in the system of conscious regulation of activities, he singles out:
objectives of the activity, models of significant conditions, programs of
performing actions, success criteria, evaluation and correction of
results. In order for a student to become a subject of educational
activity, he must have a system of clear ideas about his abilities in solving
various tasks of self-regulation, and also a system of skills and abilities
associated with these ideas must be developed. To acquire these skills the
schoolboy will be able only in real activity, first together with an adult who
will show how it is done, help in organizing your own efforts to achieve the
goal, will direct the activity in the right direction. In the future, the
student tries to organize his activities aimed at achieving the goals, first
formulated by the teacher, and then independently.
Analysis
of psychological and educational literature allows us to come to the creation
of conditions for the development of the student, contributes to the
development of all components of educational activity, and this in turn fosters
the development of self-regulation of activities and helps schoolchildren not
only become the objects of pedagogical and educational influences of teachers
and parents, but mainly subjects of the process of education and upbringing.
Adolescence is one of the main periods
in the development of self-regulation activities. It is this time in the
development of the psyche combined all that is necessary for mastering the skills of self-regulation of
activity. The teenager is ready for new types of educational interaction, he is attracted by independent forms of
organizing his own activities and fulfilling the tasks of the teacher. All this
must be taken into account when organizing the education of adolescents.
REFERENCES:
1. Bozhovich L.I.
Personality and its Formation in Childhood: Psychological
Research. Ì.: Education, 1968.
2. Konopkin Î.À.
Psychic Self-regulation of any Human Activity (Structural-
Functional aspect) // Questions of psychology.
1995.
3. Kruglova
N.F. Individually-typological Features of the Regulatory
Framework forConstructing Learning Activities
of Teenagers // Practical
psychology. 2002. ¹ 6.
4. Feldshtein
D.I. Psychological Features of Personality Development in
Tenagers
// Questions of psychology. 1988. ¹ 6.