Педагогические науки/ 5.Современные методы преподавания.

магистрант, Ақатаева Б.Қ.

ЕНУ им.Л.Н. Гумилева, Астана, Казахстан

The formation of reflection in the learning process

The article discusses the concepts: reflection, types of reflection, behavior disorders, their interaction in the educational process; the need for purposeful development of reflection, starting from the first class.

Keywords: reflection, behavior, self-control.

Modern pedagogical science today is increasingly turning to the concept of "reflection", most of the research today occurs at the intersection of pedagogy and psychology, while different authors put different meanings and imply different building classifications. Consider the types of reflection. Stepanov S. Yu. and Semenov I. N. [1] distinguished the following types of reflection and research: 1. Cooperative reflection is directly related to management psychology, pedagogy, design, sport. Reflection is considered as the "release" of the subject from the process of activities, as his "exit" to the outside, a new position both in relation to previous, already executed actions and in relation to the future projected activities. In this approach, the emphasis is on results reflexively, and not on the procedural aspects of this mechanism 2. Communicative reflection is considered in research of socio-psychological and engineering-psychological plan in connection with the problems of social perception and empathy in communication. It acts as an important component of a developed communication and interpersonal perception, which is characterized by Volumes of A. A. as a specific quality of knowledge of man by man. Communicative aspect of reflection has a number of functions: cognitive, regulatory, and development. These functions are expressed in changing perceptions about other subject more appropriate for a given situation, they imply if there is any conflict between the beliefs about the other subject of communication and its again a drop-down of individual psychological traits. 3. Personal reflection explores the behavior of the subject, images of self as individuals. A process of rethinking is expressed, first, in changing the attitude of the subject to himself, to his own "I" and is implemented in the form of corresponding acts, and, secondly, in changing the attitude of the subject to their knowledge and skills. The experience of conflict is not suppressed, and escalates and leads to the mobilization of resources "I" to achieve the solution of the problem. In the opinion of Yuri Orlov [2], personal type of reflection has the function of self-identity. The process of self-discovery, a realization of their self-concept, including the reproduction and the understanding of what we do, why we do, how we do and how to treat others, and how they treated us and why, by means of reflection leads to the justification of personality rights to change the specified model of the behavior, activities, taking into account the characteristics of the situation. 4. The subject of intellectual reflection is knowledge about the object and ways of action with it. Currently, work in this direction is clearly dominated by the total volume of publications reflecting the development of the mainstreaming of reflection in psychology and pedagogy in connection with the problems of the organization of cognitive processes of information processing and the development of learning tools the typical problems. Lately, in addition to the four aspects of reflection, researchers also identify the existential and cultural . The object of the study of existential reflection is deep, existential meanings of the individual. Reflection arising from the impact of emotiogenic situations that lead to the experience of fear of failure, feelings of guilt, shame, resentment, etc., leading to a decrease of suffering from negative emotions, is determined by Orlov Yu. M. as sanogenic. Its main function is in the regulation of emotional states. Gutkina N. I. [3] in the experimental study identifies the following types of reflection: logic (reflection in thinking, the subject of which is the content of the activity of the individual), personal (reflection in the field of affective-the requirement of the sphere, connected with the processes of development of self-awareness), interpersonal (reflection in relation to another person, aimed at the study of interpersonal communication). Russian scientists Kondratiev S. V., Kovalev B. P. [4] suggest the types of reflection in the processes of pedagogical communication: 1. Social-perceptual reflection, the subject of which is rethinking, re-checking teacher's own views and opinions which he has formed about students in the process of communicating with them. 2. Communicative reflection is the awareness of the subject of how it is perceived, evaluate, treat him others ("I am the eyes of others"). 3. Personal reflection — the reflection of your own consciousness and their actions, self-knowledge. Uspaeva E. V. [5] describes this type of reflection as "reflection on communication", which is a "complex system of reflexive relations arising and developing in the process of interpersonal interaction." The author identifies the following components in the structure of the "reflection in the communication" personal communication reflection (reflection); social-perceptual (reflection of another "I"); reflection of the situation or the reflection interaction.[6] The most common methods of reflection are expressions of confidence, assumptions, doubts, questions. All kinds of reflection implies when creating the installation to observe and analyze their own knowledge, behavior and understanding of the behavior of others. I agree with Stepanov S. Yu., Semenova I. N., and Yuri Orlov about the important role of reflection in the activities of the individual. Reflexive mechanisms underlie the self-regulation of the personality. Self-regulation is based on the self-esteem of the student and is provided by the formation during learning activities reflective of the attitude judging a child for their actions, their behavior. The role of assessment in the development of student reflection is extremely high, because all the child's actions are directed, monitored and evaluated by adults and peers, however child as you gain experience and develop skill of reflection, learns to evaluate their actions. The outcomes of reflection allow you to evaluate their behavior and make better decisions. Productive reflection is possible only in case if a person is confident, knows what he wants to achieve in life, feel comfortable in social situations and different social roles. For the development of the abilities of the individual need to constantly solve new tasks in extraordinary situations and conditions. As such conditions may be gaming activity, especially since the game is an integral part of life of any person. It can be expressed to a greater or lesser extent depending on the characteristics of the individual, age, environment.

References:

1. Vartanian, K. A. Methods of formation of reflection. Pedagogy and psychology, theory and methods of teaching.

2. Online resource: http://adalin.mospsy.ru/l_03_00/l0010.shtml — Preschooler. Articles on child psychology.

3. Online resource: http://vashpsixolog.ru Your psychologist. The work of the psychologist in school.

4. Online resource: http://translate.google.ru — Google translate

5. How to design universal learning activities in elementary school: from action to thought: a guide for teachers / edited. — M.: Education, 2008. — 151 p.

6. Electronic dictionary "ABBYY Lingvo"