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Introduction
1. General ideas about the learning process as a mechanism for personality formation
2. Development of the moral side of the individual and the formation of moral ideals
3. Development of self-esteem and its role in the formation of the student’s personality
4. Development of student independence
Conclusion
List of used literature
Introduction
In everyday speech, people, noting positive attitude to a person, they say that he is a person. Despite the fact that the definition of personality accepted in psychological science differs from the everyday idea, nevertheless, in both cases the personality is presented as highest form human development. However, to become full personality long-term efforts aimed at its comprehensive development are necessary. personality moral moral self-esteem
The most important role for the implementation of this task is given to pedagogical institutions, in which, during the learning process, a targeted change and enrichment of the student’s mental life should occur.
Study and development of the most effective ways impact on the student’s personality for its broadest development is one of most important tasks educational psychology.
It should be noted that, despite a large number of works devoted specifically to the issue of personality development in the process of development, this problem has not been fully studied. Thus, disputes regarding the development of theories and methodology of personality formation in the learning process do not subside and, therefore, this area of scientific development remains promising for its further research.
In this work, we set ourselves the goal of considering the theoretical foundations concerning the problem of forming a student’s personality in the learning process: consider general idea about the characteristics of training, its objectives, as well as the main components of personality, the development of which determines the effectiveness of the implementation of the basic functions of training.
1. General ideas about the learning processas a mechanism for personality formation
The learning process is a purposeful, consistently changing interaction between a teacher and a student, during which the tasks of education, upbringing and general development are solved
The global or general goal of the learning process is the comprehensive and harmonious development of the younger generation, creative self-development of the individual, the formation of a citizen of a legal democratic state, capable of mutual understanding and cooperation between people, peoples, various racial, national, ethnic, religious, social groups, a patriotic citizen . The global goal reflects society’s order to the level of education and upbringing of students.
Comprehensive, harmonious development of a personality presupposes the unity of its education, upbringing and general development. All these components of comprehensive development are understood in a narrow sense, that is, respectively, as the formation of knowledge, skills, and education personal qualities and development of the mental sphere of the individual.
The concept of “personal development” characterizes the sequence and progression of changes occurring in the consciousness and behavior of the individual.
The learning process is designed to perform three functions - educational, educational and developmental.
Modern didactics emphasizes that the tasks of the educational process cannot be reduced only to the formation of knowledge, skills and abilities. It is designed to have a comprehensive influence on the individual, despite the fact that the educational function is particularly specific to this process. At the same time, the boundaries between education, upbringing and development in their narrow sense are relative and some aspects of them intersect. For example, the concept of “education” often includes the acquisition of not only factual and theoretical knowledge and special skills, but also the formation of general educational skills. At the same time, intellectual skills included in general education are often referred to as personality development. The terms “education”, “upbringing” and “development” are also used in in a broad sense. Then upbringing (in the broad sense) includes training, education and upbringing (in the narrow sense). Education itself, in a broad sense, presupposes not only the formation of personal qualities, worldview, and morality of the individual.
The educational function (in its narrow sense) involves the acquisition of scientific knowledge and the formation of special knowledge and skills. Scientific knowledge include facts, concepts, laws, patterns, theories, a generalized picture of the world.
Simultaneously with the educational function, the learning process also implements an educational function. At the same time, students develop a worldview; moral, labor, aesthetic, ethical ideas and views; beliefs; ways of appropriate behavior and activity in society; a system of ideals and values, attitudes towards the individual.
The learning process is also educational in nature. Pedagogical science believes that the connection between education and training is an objective law, as well as the connection between training and development. However, upbringing during the learning process is complicated by the influence of external factors (family, microenvironment, etc.), which makes upbringing a more complex process.
The educational function of education consists in the fact that in the process of learning moral and aesthetic ideas, a system of views on the world, the ability to follow the norms of behavior in society, and to comply with the laws adopted in it are formed. During the learning process, the individual’s needs and motives are also formed. social behavior, activities, values and value orientation, worldview.
The educational factor of learning is, first of all, the content of education, although not all academic subjects have equal educational potential. It is necessary to take into account that the content of educational material can cause unexpected reactions from students that are contrary to the teacher’s intention. This depends on the existing level of education, the socio-psychological, pedagogical situation of learning, on the characteristics of the class, place and time of study, etc. The second factor of education in the learning process, if not counting the system of teaching methods, which also to a certain extent influences the formation of students, is the nature of communication between the teacher and schoolchildren, the psychological climate in the classroom, the interaction of participants in the learning process, the teacher’s style of guiding the cognitive activity of students. Modern pedagogy believes that optimal style teacher communication is a democratic style that combines humane, respectful attitude to students, provides them with a certain independence, and involves them in organizing the learning process. On the other hand, the democratic style obliges the teacher to exercise a leadership role and activity in the learning process.
Consequently, to implement the educational function of teaching, it is not enough for a teacher to know about the objective nature of the connection between teaching and upbringing. In order to have a formative influence on students in learning, the teacher must, firstly, analyze and select educational material from the point of view of its educational potential, and secondly, structure the learning process in such a way as to stimulate personal perception educational information students, to evoke their active evaluative attitude towards what is being studied, to form their interests, needs, and humanistic orientation. To implement the educational function, the learning process must be specially analyzed and developed by the teacher in all its components.
Since the formation of personality qualities is impossible without the assimilation of certain moral and other concepts, requirements, and norms, the essence of the educational function of education is that it gives this objectively possible process a certain purposefulness and social significance.
There is not a one-way connection between education and upbringing: from education to upbringing. The process of education, when properly organized, immediately has beneficial influence on the course of learning, since the cultivation of discipline and many other qualities creates conditions for more active and successful learning. As a matter of fact, without proper education of students, an effective learning process is simply impossible. That is why the learning process naturally presupposes the unity of educational and educational functions. In this case we are talking about unity, and not about their parallel, independent implementation. The unity of the educational and educational functions of teaching is manifested in the fact that teaching methods act as separate elements of educational methods, and the educational methods themselves act as methods of stimulating learning.
Training and education contribute to personal development. In this case, it would seem there is no need to talk about developmental education. But life shows that teaching carries out the developmental function of learning more effectively if it has a special developmental focus and includes students in activities that develop their sensory perceptions, motor, intellectual, volitional, emotional, and motivational spheres.
The developmental function of teaching means that in the process of learning, assimilation of knowledge, the student develops. This development occurs in all directions: the development of speech, thinking, sensory and motor spheres of the personality, emotional-volitional and need-motivational areas, as well as the formation of experience creative activity.
The modern organization of education is aimed not so much at the formation of knowledge, but at the diversified development of the student, first of all mental training methods of mental activity, analysis, comparison, classification, etc.; learning the ability to observe, draw conclusions, and identify essential features of objects; learning the ability to identify goals and methods of activity, and check its results.
In the 60s, one of the Russian didactics L.V. Zankov created a system of developmental education for younger schoolchildren. Its principles, selection of educational content and teaching methods are aimed at developing the perception, speech, and thinking of schoolchildren and contributed to the theoretical and applied development of the problem of development during training, along with the research of other domestic scientists: D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. Thanks to these studies, domestic didactics received valuable results: the theory of the gradual formation of mental actions (P.A. Galperin), methods of problem-based learning (M.N. Skatkin, I.Ya. Lerner, M.I. Makhmutov), methods revitalization cognitive activity students, etc.
It should be noted that the development of the sensory, motor, and emotional spheres of the personality in education lags behind intellectual development. Meanwhile, it is very important that in the learning process one develops the ability to subtly and accurately perceive the properties and phenomena of the surrounding world: space, light, color, sound, movement, i.e. so that the student masters the depth and range of perception of his senses.
The development of the child’s motor sphere consists of, on the one hand, the formation of voluntary complex movements in learning, work, and play. On the other hand, it is necessary to ensure the active and comprehensive physical development of schoolchildren, since it is important both for health and for the intellectual, emotional, and creative activity of the individual.
Development emotional sphere, the subtleties and richness of feelings, experiences from the perception of nature, art, surrounding people, and all the phenomena of life in general is also one of the tasks of learning.
Thus, we can draw the following conclusion: every learning leads to development, but learning is developmental in nature if it is specifically aimed at the goals of personal development, which should be realized both in the selection of educational content and in the didactic organization of the educational process.
All three functions of teaching cannot be imagined as three parallel, non-crossing lines in the flow of influences of the educational process. All of them are in complexly intertwined connections: one precedes the other, is its cause, the other is its consequence, but at the same time a condition for the activation of the root cause. Two of them - educational and upbringing - are in unity the basis of the third, developmental function. The latter, in turn, intensifies the previous ones. That is why the relationship between these functions must be approached taking into account the dialectical nature of their unity.
2. Development of the moral side of the individual and the formation of moral ideals
Interest in the moral qualities of people, the norms of their behavior, their relationships with each other, their moral actions leads in middle school age to the formation of moral ideals embodied in the spiritual appearance of a person. The moral and psychological ideal of a teenager is not only an objective ethical category known to him, it is an emotionally colored image internally accepted by the teenager, which becomes a regulator of his own behavior and a criterion for assessing the behavior of other people.
The ideal of a person perceived or created by a child, whom he wants to imitate and whose traits the child strives to cultivate in himself, means at the same time that he has a constantly operating moral motive.
Observations and psychological analysis educational process prove that the emergence of positive moral ideals in a teenager is a necessary, and maybe even a decisive condition for education in general. And, conversely, the emergence of alien ideals in children creates serious obstacles to education, since in these cases the demands of adults will not be accepted by the teenager, since they diverge from his own requirements for himself, based on his ideal.
3. The development of self-esteem and its role information of the student’s personality
Only the presence of a positive assessment creates in children the experience of emotional well-being, which is a necessary condition for normal personality formation.
These phenomena are especially intense in adolescents. These experiences are associated with a whole complex of features characteristic of this particular age: with the intensive development of self-esteem, the level of aspirations, the presence of a desire for self-affirmation; and these are the components that give rise to affective conflict and the affect of inadequacy that we described.
The importance and role of self-esteem in adolescence is further enhanced by the fact that acute affective experiences have a decisive influence on the formation of character.
The emergence of stable self-esteem, as well as stable ideals that embody the aspirations of schoolchildren, in relation to the moral sphere and qualities of their personality become the most important factors their development by the end of adolescence. This means that during this period, internal factors of development, which determine new type relationship between the child and the environment: the learner already becomes capable of independent development through self-education and self-improvement. The establishment of this type of development prepares the student’s transition to a new age level, to high school age, where internal development factors become dominant.
The teacher’s influences stimulate the learner’s activity, while achieving a certain, pre-set goal, and control this activity. Therefore, learning can be represented as a process of stimulating the student’s external and internal activity and managing it. The teacher creates necessary and sufficient conditions for the student’s activity, directs it, controls it, and provides the necessary tools and information for its successful implementation. But the very process of forming knowledge, skills and abilities in a student, the process of his personal development, occurs only as a result of his own activities.
4. Development of student independence
The ultimate goal of formation educational activities is the formation of the schoolchild as its subject, the achievement of such a level of development of students when they are able to independently set the goal of the activity, update the knowledge and methods of activity necessary to solve the problem; when they can plan their actions, adjust their implementation, correlate the results obtained with the set goal, that is, independently carry out educational activities.
Independence means that a person has his own judgment and assessments of the phenomena of the surrounding reality, as well as freedom in actions and deeds, independence from the will and influence of others.
Independence is an acquired quality of personality; it is formed as the individual grows up in the presence of a number of conditions, the most significant of which is the expansion of the range of those types of activities and those areas of communication where a person can do without outside help, relying solely on existing personal experience.
There are several factors that lead to an increase in the degree of independence of schoolchildren in educational activities:
INfirst of all, This is facilitated by expanding the scope of application of the generated knowledge, actions and relationships at the implementation level interdisciplinary connections, which provides for a transition from intra-subject connections to inter-cycle connections and from them to inter-subject connections.
Secondly, an increase in the degree of independence is achieved through such a structure of learning, during which a transition is made from the teacher’s instructions on the need to use certain knowledge and actions in solving a learning task to an independent search for such knowledge and actions.
Third, the formation of educational activities of schoolchildren should provide for such an organization of work in which students move from the formation of individual operations of the actions performed to the formation of the entire action.
Fourthly, The degree of independence of students will also increase if they move from mastering actions in a ready-made form to independently discovering individual actions and their systems.
Fifthly, increasing the degree of independence should take into account the transition of students from awareness of the need to master this specific skill to awareness of the importance of mastering the holistic structure of educational activity.
At sixth, transition from reproductive tasks to creative tasks that require the use of knowledge and actions of an interdisciplinary nature.
Directed, conscious and regular implementation by the teacher of these principles in the process of teaching activities contributes to the full development of students’ independence of action, which will undoubtedly have an impact important influence on the personality being formed.
Conclusion
In our work, we set ourselves the goal of considering the theoretical foundations concerning the problem of forming a student’s personality in the learning process: to consider the general idea of the characteristics of learning, its tasks, as well as the main components of personality, the development of which determines the effectiveness of the implementation of the main functions of learning.
In this work we considered the following questions:
· defined the concept of “learning”, accepted in modern educational psychology;
· identified its main functions: teaching, educational and developmental and gave a description of their influence on the formation of the student’s personality;
· examined the influence of the learning process on the formation of the student’s personality using the example of the development of students’ independence, the development of their moral ideals and positive self-esteem.
Thus, we can say that in our work we have achieved our goals.
In conclusion, we would like to once again note the importance of the learning process on the formation of personality. To clearly illustrate the important influence pedagogical process on the personality of the subject, we want to give as an example the features of the emperor’s training Russian Empire Alexandra II. The great Russian poet V.A. Zhukovsky was appointed as the mentor of the future emperor, who set himself the goal of forming from his pupil such a person who, in the words of the poet himself,
“Yes, on the high line he will not forget
The holiest title: man."
It was in this truly humane direction that Zhukovsky, despite the desire of Emperor Nicholas I, who wanted his son to be trained according to a military model, built the training of the heir. The influence that he had on him was beneficial: the result of such training was that Alexander, who ascended the throne, began to carry out reforms, the main of which was the abolition of serfdom in 1861. And we can say with confidence that it was largely thanks to the training strategy that Alexander II became one of the most significant rulers of Russia, going down in history under the name Liberator.
List of used literature
1. Averin V.A. “Psychology of Children and Adolescents”, 2nd edition, St. Petersburg, 1998.
2. Aseev V. G. “Motivation of behavior and personality formation”, M., 1996
3. Bozhovich L.I. “Personality and its formation in childhood,” M.,. 1998
4. Vulfov B.Z., Ivanov V.N. “Fundamentals of Pedagogy”, M., 1999
5. “Age and individual characteristics of younger adolescents” edited by Elkonin D.B., Dragunova T.V.-M. Enlightenment, 1997
6. Gilbukh Yu.Z. “Educational activity of a junior schoolchild: diagnosis and correction of troubles”, M, 1999.
7. Dubrovina I.V. "Workbook of a school psychologist." M., 2005
8. Kopylov Yu.A. “System of continuous spiritual and physical education of secondary school students,” M., 1997
9. Lisina M.I. “Problems of general, developmental and educational psychology”, M, 1978
10. Petrova V. G., Golovina T. N. “Psychological problems of correctional work in a auxiliary school”, M., 1998
11. “Pedagogy. Tutorial for students of pedagogical universities and pedagogical colleges”, ed. I.P. Faggot. - M., 1998.
12. Rubinstein S. L. “Ways and principles of development of psychology”, M., 2001
13. Slastenin V. A. “Pedagogy”, M., 2000
14. Stepanov V. G. “Psychology of difficult schoolchildren”, M., 1997
15. http://www.psycheya.ru/lib/psy_uod_13.html [electronic resource]
16. http://lib.sportedu.ru/press/fkvot/2000N2/p54-59.htm [electronic resource]
17. http://www.eusi.ru/lib/pidkasistyj_pedagogika/6.shtml
18. Tsetlin V.S. "Issues of methods and organization of the learning process." M., 1992
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The prospect of real scientific development and construction of developmental technologies and teaching methods appeared thanks to the brilliant fundamental principles put forward, first of all, by L.S. Vygotsky.
As noted, in the 30s. XX century L.S. Vygotsky formulated one of the conceptual principles of modern education: “Teaching does not trail behind development, but leads it behind.”
265
yourself." If the first part of this statement fixes the connection between mental development and learning, then the second also presupposes an answer to the questions of how it leads, what are psychological mechanisms, providing such a role of learning. At the same time, L.S. Vygotsky noted that the development of a child is internal in nature, that it is a single process in which the influences of maturation and learning merge together.
The research of L.S. Vygotsky himself, as well as D.B. Elkonin, V.V. Davydov laid the foundation psychological foundations holistic domestic concept of developmental education, reflecting all four aspects of a child’s active involvement in the world: entry into the natural world, the world universal human culture, the world of significant others, and the development of the child’s self-awareness.
The methodological prerequisites for the practice of developmental education were the following fundamental principles put forward by L. S. Vygotsky:
- concept of driving forces ah mental development;
- categories “zone of proximal development” and “age-related neoplasms”;
- provision on uneven travel and periods of crisis development;
- the concept of the internalization mechanism;
- regulations on the social situation of development;
- an idea of the activity-based nature of teaching;
- the concept of sign mediation of mental development;
- provisions on the systemic-semantic structure and development of consciousness.
The driving force behind human mental development is the contradiction between achieved level development of his knowledge, skills, abilities, system of motives and types of his connection with the environment. This understanding was formulated by L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin.
As noted above, the concept of the zone of proximal development reflects the way the individual advances in the learning process and the internal space of a child’s life that is susceptible to the formative influences of culture. At the same time mental development is interpreted as a progressive qualitative change in personality, during which age-related neoplasms are formed with different dynamics.
Development can proceed slowly, smoothly or violently, rapidly. According to L.S. Vygotsky’s definition, it can be revolutionary, sometimes catastrophic. Sharp shifts, aggravation of contradictions, and turns in development can take the form of an acute crisis.
The child’s method of appropriating cultural experience is expressed, according to L.S. Vygotsky, by the mechanism of internalization. This concept
266
denotes the process of a child’s transition from collectively jointly performing activities to individual ones. It is in this process that certain mental functions first arise and take shape in the child.
L.S. Vygotsky introduced the concept of the social situation of development, which is very important for the learning process. It denotes a certain system of relations between the child and social environment, which determines the content, direction of the development process and the formation of its central line associated with the main neoplasms. The change in this system reflects the basic law of age dynamics.
At the same time, L.S. Vygotsky constantly emphasizes that mental development is the holistic development of the entire personality. The fairly capacious concept of the social situation of development as a child’s relationship to social reality includes a means of realizing this relationship - activity in general, and specific types of leading activity in particular. According to A.N. Leontiev, “some types of activities are leading at this stage and are of greater importance for the further development of the individual, others are of lesser importance. Some play a major role in development, others play a subordinate role.”
In this regard, the process of learning is presented, according to L.S. Vygotsky, as a special type of activity, the subject of which is the student himself - an active participant in the process of self-development, comprehension of ways of personal development of cultural experience. This idea became the starting point for the development by D. B. Elkonin and V. V. Davydov of the concept of educational activity, the formation of which the learning process is intended to serve.
In the process of development, according to L. S. Vygotsky, a significant role belongs to sign systems (the language system, the system of mathematical symbols, etc.) as real carriers of human culture. By being included in mental life, a sign introduces it to culture, since, on the one hand, a sign is always supra-individual and objective, belonging to the world of culture, and on the other hand, it is individual, since it belongs to the psyche of an individual person.
One of the options for solving the problem of the influence of training on mental development is the hypothesis of L.S. Vygotsky about the systemic and semantic structure of consciousness and its development in ontogenesis.
Currently, two main directions of developmental education have been systematically developed - V.V. Davydov and L.V. Zankova. If the first is based on the provisions of L. S. Vygotsky, D. B. Elkonin, A. N. Leontiev, then the second represents a critically comprehended and creatively revised experience of all contemporary psychological and pedagogical achievements of L. V. Zankov.
INTRODUCTION 3
1. Formation of attitudes towards learning, development of cognitive interests and formation of moral qualities of the individual in primary school age.
1.1. Formation of attitudes towards learning in primary school age.
1.2. Formation of moral personality traits in a primary school student.
2. Formation of attitude to learning, development of personality traits in middle school age.
2.1. Formation of attitudes towards learning in middle school age
2.2. Development of personality traits in middle school age.
3. Formation of attitude to learning, development of personality traits in high school age.
3.1. Formation of attitude towards learning in high school age.
3.2. Personality development and self-determination in high school age.
CONCLUSION
LIST OF SOURCES AND REFERENCES
INTRODUCTION
The concept of “personality” expresses the totality of social qualities that an individual has acquired in the course of life and manifests them in various forms of activity and behavior. This concept is used as a social characteristic of a person.
Personality is a social characteristic of a person; he is someone who is capable of independent (culturally appropriate) socially useful activity. In the process of development, a person reveals his internal properties, inherent in him by nature and formed in him by life and upbringing, that is, a person is a dual being, he is characterized by dualism, like everything in nature: biological and social.
Personality is awareness of oneself, outside world and places in it. This definition of personality was given in his time by Hegel.
The concept of “personality” is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race, humanity, which differs from all other material systems only in its inherent way of life.
Personality (the central concept for human sciences) is a person as a bearer of consciousness, social roles, a participant in social processes, as a social being and formed in joint activities and communication with others.
The word “personality” is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We do not say “personality of the newborn,” understanding him as an individual. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from his social environment. Therefore, personality is not a product of the intersection of biological and social factors. Split personality is not a figurative expression, but a real fact. But the expression “split of the individual” is nonsense, a contradiction in terms. Both are integrity, but different. A personality, unlike an individual, is not an integrity determined by a genotype: one is not born a person, one becomes a person. Personality is a relatively late product of human socio-historical and ontogenetic development.
IN domestic psychology(K.K. Platonov) there are four personality substructures:
Biopsychic properties: temperament, gender, age characteristics;
Mental processes: attention, memory, will, thinking, etc.;
Experience: abilities, skills, knowledge, habits;
Orientation: worldview, aspirations, interests, etc.
From this it is clear that the nature of personality is biosocial: it has biological structures on the basis of which mental functions and the personal principle themselves develop. As you can see, different teachings highlight approximately the same structures in personality: natural, lower, layers and higher properties (spirit, orientation, super-ego), but explain their origin and nature in different ways.
The concept of personality shows how socially significant traits are individually reflected in each personality, and its essence is manifested as the totality of all social relations.
Personality is a complex system capable of perceiving external influences, select certain information from them and influence the world around us according to social programs.
The integral, characteristic features of personality are self-awareness, value social relations, a certain autonomy in relation to society, responsibility for one’s actions. From this it is clear that a person is not born, but rather becomes.
Most psychologists now agree with the idea that a person is not born, but rather becomes. However, their points of view differ significantly. These divergent understandings of the driving forces of development, in particular the importance of society and various social groups for personality development, patterns and stages of development, the presence of specifics and the role of personality development crises in this process, opportunities to accelerate the development process, etc.
Personal development is understood as a process of quantitative and qualitative changes under the influence of external and internal factors. Development leads to a change in personality qualities, to the emergence of new properties; psychologists call them neoplasms. Personality changes from age to age proceed in the following directions:
Physiological development (musculoskeletal and other body systems);
Mental development (processes of perception, thinking, etc.);
Social development (formation of moral feelings, assimilation of social roles, etc.).
The process of personality development is subject to psychological patterns that are reproduced relatively independently of the characteristics of the group in which it occurs: in primary school schools, and in a new company, and in a production team, and in a military unit, and on a sports team. They will be repeated again and again, but each time filled with new content. They can be called phases of personality development.
In different age periods personal development, the number of social institutions that take part in the formation of a child as an individual, their educational significance is different.
Using our example, we will look at how school influences the development of a child’s personality. In general, the influence of school on the development of a child as an individual is episodic, although chronologically it occupies a period of time of about 10 years, from 6-7 to 16-17 years. At a certain period in a child's life, school plays a significant role in his personal formation. This is the younger and the beginning of adolescence - years of accelerated development of abilities, and the older age - time, the most conducive to the development of ideological attitudes, a person’s system of views on the world.
Upon entering school, a new powerful channel of educational influence on the child’s personality opens through peers, teachers, school subjects and activities.
Leading role in psychological development Primary school children play teaching. In the process of learning, the formation of intellectual and cognitive abilities; During these years, through learning, the entire system of relationships between the child and surrounding adults is mediated.
In adolescence, work activity arises and develops, as well as a special form of communication - intimate and personal. The role of work activity, which at this time takes the form of children’s joint hobbies in some activity, is to prepare them for the future. professional activity. The task of communication is to clarify and assimilate the elementary norms of camaraderie and friendship. Here, a separation of business and personal relationships is outlined, which is consolidated by high school age.
At senior school age, the processes that began in adolescence continue, but the leading factor in development becomes intimate and personal communication. Within it, older schoolchildren develop views on life, their position in society, and realize professional and personal self-determination.
1. Formation of attitude towards learning, development of cognitive interests and formation of moral qualities of the individual in primary, secondary and senior school age.
1.1. Formation of an attitude towards learning, development of cognitive interests in primary school age, formation of moral personality traits in a primary school student.
Formation of attitudes towards learning and development of cognitive interests in primary school age. The transition to schooling and a new way of life associated with the position of the student, in the event that the child has internally accepted the corresponding position, opens up the further formation of his personality.
However, the formation of a child’s personality is practically goes different in ways depending, firstly, on the degree of readiness with which the child comes to school, and, secondly, on the system of those pedagogical influences that he receives.
Children come to school with a desire to learn, to learn new things, and with an interest in knowledge itself. At the same time, their interest in knowledge is closely intertwined with their attitude to learning as a serious, socially significant activity. This explains their exceptionally conscientious and diligent attitude to business.
Research shows that young schoolchildren, in the vast majority of cases, love to learn. At the same time, they are attracted precisely by serious activities and have a much colder attitude toward those types of work that remind them of preschool-type activities. Experimental conversations with students in grades I and II show that they prefer reading, writing, and arithmetic lessons more than physical education, handicraft, and singing lessons. They prefer class to recess, want to shorten their holidays, and are upset if they are not given homework. This attitude towards learning also expresses the cognitive interests of children and their experience of the social significance of their educational work.
The social meaning of learning is clearly visible from the attitude of young schoolchildren to grades. They for a long time perceive the mark as an assessment of their efforts, and not the quality of the work done.
Learning as a process is purposeful, organized with the help of special methods and various forms of active learning interaction between teachers and students.
The learning process has a clear structure. Its leading element is the goal. In addition to the general and main goal- transferring to children a body of knowledge, skills and abilities, developing the mental strength of students - the teacher constantly sets himself particular tasks to ensure that schoolchildren deeply assimilate a specific amount of knowledge, skills and abilities. The psychological and pedagogical significance of the goal lies in the fact that it organizes and mobilizes creative forces teachers, helps select and choose the most effective content, methods and forms of work. In the educational process, the goal “works” most intensively when it is well understood not only by the teacher, but also by the children. Explaining learning goals to children is a powerful stimulus for their cognitive activity.
The structural element of the educational process around which the pedagogical action unfolds and the interaction of its participants is the content social experience digestible by children. The content reveals the most important pedagogical contradiction: between the huge reserves of socio-historical information and the need to select from it only the basics for the purposes of educational knowledge. In order to become an element of the educational process, scientific information must be pedagogically processed, selected from the point of view of its relevance for life in given socio-historical conditions, the development of the child’s essential powers and taking into account the possibilities of its mastery by children of different ages. This contradiction is overcome by pedagogical science, which experimentally establishes the quantity, quality and degree of difficulty of the information necessary for schoolchildren, the possibility of its assimilation and use by each child. Kenkman P. O., Saar E. A., Titma M. X. Social self-determination of generations. -- In the book: Soviet sociology. T. II. M., 1982, p.82--110. The content of the educational process as a system may have a different structure of presentation. Elements of structure are individual knowledge or its elements that can “link” together in various ways. The most common currently are linear, concentric, spiral and mixed structures for presenting content.
With a linear structure, individual parts of educational material form a continuous sequence of closely interconnected links, which are studied, as a rule, only once during schooling.
The concentric structure involves returning to the knowledge being studied. The same question is repeated several times, and its content is gradually expanded and enriched with new information.
A characteristic feature of the spiral structure of presentation is that students, without losing sight of the original problem, gradually expand and deepen the range of knowledge related to it.
Mixed structure - a combination of linear, concentric and spiral structures.
The central figure, the system-forming beginning of the learning process, is the teacher - the bearer of the content of education and upbringing, the organizer of all cognitive activities of children. His personality combines objective and subjective pedagogical values. In the learning process, the entire moral and aesthetic attitude of the teacher to life plays a huge role. The teacher sets in motion all the internal and external mechanisms of the learning process: he transfers knowledge, organizes and stimulates the cognitive activity of children, awakens interest and forms their need for knowledge. Ed. L.I. Antsyferova. Psychology of personality formation and development. M, 1981, pp. 67-81.
The process of learning, the child’s mastery of a system of knowledge, skills and abilities is divided into inextricably dialectically interconnected stages of cognition. The first stage is perception and assimilation. Based on perception, comprehension is carried out, ensuring understanding and assimilation of the material. The second stage absorbs the results of initial assimilation in a generalized form and creates the basis for deepening knowledge. It is characterized as assimilation-reproduction. Perception, assimilation and primary reproduction of educational material create the opportunity to implement the third stage of cognition - the creative practical application of knowledge. The cognitive process reaches completeness and effectiveness when it not only enriches children with knowledge, skills and abilities, but also ensures their development, social activity, real participation in social practice.
In the learning process, the child is not only an object of influence, but also a subject of cognition. In cognitive activity, he is driven by a natural contradiction between his desire for active participation in life, towards adulthood and the lack of what is necessary for this life experience, knowledge, skills, abilities. The incentives for the cognitive activity of schoolchildren are associated primarily with the possibility of removing contradictions through the education they receive.
An important element of the educational process is the student body as an object of the teacher’s educational influence and a subject of cognition. The process of collective cognition occurs in stages. In essence, it is adequate to the process of individual cognition. But in terms of pedagogical organization, forms and methods of work, collective knowledge follows its own special logic. Of particular pedagogical importance is collective mutual learning, during which the teacher and student students deepen their knowledge. The teacher is inspired by the role of the leader, and the student strives to change the situation and receives satisfaction by establishing himself in the team.
An essential element of the structure cognitive process are teaching methods. They are ways of educational interaction between teacher and students. The nature of the learning process largely depends on the individuality of the teacher and students.
The group of teaching methods in their essence corresponds to the main stages of educational cognition. These are methods that provide primary perception of educational material, methods aimed at assimilation of knowledge, methods practical activities and creative application of knowledge, methods feedback, diagnostics, testing of knowledge acquisition by schoolchildren and correction of the learning process.
The learning process is unthinkable without such an element as organizational forms. The form of education is a time-limited and spatially organized cognitive joint activity of teachers and students. The leading form of teaching is a lesson. The accompanying forms are varied: laboratory and practical classes, seminar, lecture, individual and group training, circle. Each form acquires a specific structure, specific features and characteristics depending on the content academic work and the age of the students. The form of teaching in teaching practice often comes into conflict with the content. A variety of educational material, depending on its characteristics, requires flexible, mobile forms of organization of cognition.
An organic element of the structure of the learning process is the independent extracurricular (home, library, club) work of students to assimilate mandatory and freely received information, and self-education. This is one of the forms of learning that has acquired great independent importance today. Independent studies are necessary as a decisive means of consolidating skills and abilities, intensive development of mental strength, and moral self-affirmation. In modern conditions, it is necessary to switch children from mechanical repetition of textbook paragraphs to independent search additional information, its conscious processing and critical assessment. The following forms and methods of independent extracurricular activities are used: doing homework, independent work in the library, taking notes, keeping diaries, exchanging information (conversation) with friends.
An important place in the structure of the learning process is occupied by such an element of cognition as practical use knowledge, skills and abilities in productive, socially useful work, in public life. This element of the process synthesizes all the others and makes it possible to check the quality of life learning results. social practice. With the help of social practice, a resolution of the contradiction between school and life, between the content, forms, methods of teaching and the requirements of society, economics, culture, and scientific and technological progress is achieved. This element of the cognition process is the system-forming link that organically unites and connects learning and life. Thanks to him, the developing child's personality moves from the world of childhood to adulthood, from school to life. Kharlamov I.F. Pedagogy: Textbook. allowance. 2nd ed., revised. and additional - M.: Higher. school, 1990. - 576 p., p. 122-148.
The final element of the structure of the learning process is pedagogical diagnostics. It is provided by a set of special methods, methods and techniques aimed at identifying the quality of knowledge, skills and abilities of students, at obtaining feedback on the effectiveness of their educational interaction with schoolchildren. Diagnostics allows the teacher to make adjustments to educational process: change forms of education, introduce new methods, promptly catch up those lagging behind and provide opportunities for those who are achieving ahead to move forward. Diagnostic methods include individual and frontal oral survey, diverse independent written works, practical tasks reproductive and creative in nature. Timely and correct pedagogical diagnostics eliminate formalism in the teacher’s work, help him, together with children, more accurately determine their abilities and talents, and make choices in differentiated education.
The need to develop a theory of personal development, its sources and factors directed and turned pedagogical thought into psychology. It was the psychological concepts of personality development that became the starting point for the creation of pedagogical concepts of learning. A change in the concept of personality development in psychology immediately led to a change in the concepts of teaching adopted by pedagogical theory and practice.
Personal development is a multifaceted process. It is determined by a complex combination of internal and external conditions and inseparable from her life path, from the social context of her life, from the system of relationships in which the person is included.
Personal development is also an internally contradictory process. Like intellectual development, it is characterized by a complex dialectic of continuity and discontinuity, an increase in arbitrariness. This means that gradually a person learns to manage his behavior, set and solve complex problems, find ways out of crisis (stressful) situations, and improve methods of self-regulation.
Having begun to develop under the control of adults, the personality eventually frees itself from their dependence and builds its own programs of change and development of the basic structures of self-awareness. She becomes the subject of her own life.
During the course of life, a personality is also formed as a subject of activity. This is one of the most important areas of human development.
Activity development goes from performing objective actions jointly with adults to independent ones, from unconscious and untargeted actions to more conscious and goal-oriented ones, to the establishment of an arbitrary relationship between motives and goals, to the complication of the operational side of activity (the ability to plan, organize, subordinate one’s actions, vary the methods of their execution), highlighting the sequence of operations, practicing generalized methods of action, developing self-regulation skills based on mental reflection (the ability to reflect goals, actions, methods of their implementation).
The content of the main directions of human development (intellectual, personal and activity) shows that they are interconnected and interdependent. Without their joint implementation, evolutionary changes cannot occur either in the cognitive or personal development of a person. A special role in this unified development process is given to training. It should be developmental and educational in its essence, since “it is included in the very process of the child’s development, and is not built only on top of it.”
It should be noted that new personal formations do not appear simultaneously during the development process. This also applies to the formation of personality structure, change of types of activity, development of consciousness and self-awareness, the system of a person’s relationship to the world and to himself. Each of these components is involved in the process of holistic development of the individual, creating a certain gestalt (holistic formation) that allows a person to represent himself in a specific way, possible and characteristic of a particular stage of development.
Education makes the process of personal development more focused and less stressful, helps to “soften” the course of well-known developmental crises (newborn crisis, crisis of the first year of life, three, seven years and the crisis of adolescence). Each of these crises brings with it many problems, causes anxiety and creates difficulties for both development subjects and parents and teachers.
The current level of development of pedagogy, enriched with psychological knowledge, allows us to conclude that personal development is the process of becoming a person’s readiness (his internal potential) to carry out self-development and self-realization in accordance with emerging or assigned tasks different levels difficulties, including those that go beyond those previously achieved. This definition allows one to measure personal development by the complexity of tasks, which has its own specific criteria.
A developed personality is a person who has been successfully trained in knowledge, methods of activity (skills and abilities), experience in creative activity and an emotional and sensory attitude towards the world (I.Ya. Lerner).
These parameters act as criteria for personality development. Thus, in the mental sphere they manifest themselves in the form of generalized intellectual skills and the ability to transfer them to various situations, including those remotely and indirectly related to familiar situations, as well as create new ways of activity depending on the nature of the problems. The same criterion in the area physical development expressed in the form of versatile physical capabilities and the subject’s ability to successfully improve them.
Personality development, therefore, involves both the development of individual essential qualities of the individual and the formation functional systems, with the help of which the implementation of basic activities (games, learning, work, communication) and the implementation of social significant forms behavior.
The above leads to the problem of the relationship between training and education. In the history of pedagogy, there is a steady tendency to consider these ways of implementing the pedagogical process in interconnection. Many researchers emphasize that since learning means teaching some content, it thereby shapes personality traits. Knowledgeable person, a skillful person is a characteristic of personality traits. In addition, learning knowledge and methods of activity, provided they are significant for the individual, develops his moral, volitional and aesthetic feelings. Consequently, training is at the same time education. In turn, education in any sense means the formation of not only personality traits, but also knowledge and skills. The formation of a worldview and moral principles presupposes the assimilation of a system of knowledge about the world, about social norms, teaching the ability to use this knowledge, cultivating a value-based attitude towards it. The latter is associated with the development of students’ emotional perception of this knowledge and norms, the formation of their ideological and moral needs. The same applies to the education of aesthetic feelings, which are based on obtaining information about aesthetic phenomena, learning the ability to perceive beauty, create it, and forming an attitude towards it as a personal value.
So, training and upbringing as factors of personality development contain similar features and elements. This is due to the content that is offered to students for active assimilation. The basis for the difference between teaching and upbringing is that in the first case the emphasis is on the assimilation of knowledge and methods of activity, and in the second - on the internalization of social values, the formation of a personal attitude towards them.
The inevitability of the educational influence of training is due, first of all, to the fact that it is focused on a person as whole personality, either susceptible to influences or rejecting them. Educational influences are imposed on the emotional structure of the individual, whether it corresponds or does not correspond to them. Only in the first case does learning become personally significant and, therefore, educational and personal development.
The connection between teaching and upbringing is not one-way. Just as training under certain conditions affects good manners, the level of good manners affects the effectiveness of training and the quality of training. Training is based on motivational sphere students and at the same time develops and deepens it.
Education educates in the direction necessary for society, it becomes personal developmental when the organized learning activity and its substantive content correspond to the needs, interests, and motives of children, when this activity is carried out in conditions that influence the emergence and consolidation of a value attitude towards it. Such conditions have an indirect effect, since the substantive content of any topic is not directly emotionally charged. However, the presence of interest in the academic subject, the desire for self-affirmation, high level claims act as indirect conditions for the organization of teaching. Thus, creating an atmosphere of competition in the lesson (for example, who will solve a problem faster and in a more rational way) stimulates the corresponding motives of students, which have an indirect impact on their attitude towards learning activities.
AND I. Lerner notes that training and upbringing are a single process that involves children acquiring knowledge, skills, experience in creative activity and emotional education. If the first three elements determine the level of a person’s intellectual development and constitute its content, then these components as a whole determine and constitute the content of the spiritual development of the individual. The scale and nature of the objects included in the system of values that evoke one or another strength of emotional attitude determine the level and scale of the spiritual development of the individual.
So, analysis of the relationship between training, education and personal development shows the interconnection of these processes. Just as a personality is holistic and unified, so is the process of its formation, carried out through training and upbringing, integral. Developing a harmonious personality means teaching her knowledge, skills, creative activity and forming an emotional and value-based attitude towards the world through the organization of various types of activities (educational, labor, aesthetic, etc.).
