The psychology of pedagogical activity studies. The subject of educational psychology and the subject of pedagogy. Reasons for low absorption levels

“A person, if he is to become a person, must receive an education” (Jan Komensky).

Educational psychology studies the conditions and patterns of formation of mental new formations under the influence of education and training. Educational psychology has taken a certain place between psychology and pedagogy, and has become a field of joint study of the relationships between the upbringing, training and development of younger generations (B. G. Ananyev).

Educational psychology studies the mechanisms, patterns of mastering knowledge, skills, abilities, explores individual differences in these processes, patterns of formation of creative active thinking, determines the conditions under which effective mental development is achieved in the learning process, considers issues of relationships between the teacher and students, relationships between students (V. A. Krutetsky). In the structure of educational psychology, we can distinguish the following areas: psychology of educational activity (as the unity of educational and pedagogical activity); psychology of educational activity and its subject (pupil, student); psychology of pedagogical activity and its subject (teacher, lecturer); psychology of educational and pedagogical cooperation and communication.

Thus, the subject of educational psychology is the facts, mechanisms and patterns of mastering sociocultural experience by a person, the patterns of the intellectual and personal development of the child as a subject of educational activities, organized and controlled by the teacher in different conditions of the educational process (I. A. Zimnyaya).

Subject of pedagogy is a study of the essence of formation and development human personality and the development on this basis of the theory and methodology of education as a specially organized pedagogical process.

Pedagogy explores the following problems:

• studying the essence and patterns of development and formation of personality and their influence on education;
• determination of educational goals;
• development of educational content;
• research and development of educational methods.

Object of knowledge in pedagogy- a person who develops as a result of educational relationships. The subject of pedagogy is educational relationships that ensure human development.

The subject of pedagogical science in its strictly scientific and precise understanding is education as a special function of human society. Based on this understanding of the subject of pedagogy, let us consider the main pedagogical categories.

The categories include the most capacious and general concepts, reflecting the essence of science, its established and typical properties. In any science, categories play a leading role; they permeate all scientific knowledge and, as it were, connect it into an integral system.

Upbringing- social, purposeful creation of conditions (material, spiritual, organizational) for the new generation to assimilate socio-historical experience in order to prepare them for public life and productive work. The category “education” is one of the main ones in pedagogy. Characterizing the scope of the concept, they distinguish education in a broad social sense, including the impact on the personality of society as a whole, and education in a narrow sense - as a purposeful activity designed to form a system of personality qualities, views and beliefs. Education is often interpreted in an even more local meaning - as the solution to a specific educational task (for example, the education of certain character traits, cognitive activity, etc.). Thus, education is the purposeful formation of personality based on the formation
1) certain relationships to objects and phenomena of the surrounding world;
2) worldview;
3) behavior (as a manifestation of attitude and worldview).

We can distinguish types of education (mental, moral, physical, labor, aesthetic, etc.).

Pedagogy explores the essence of education, its patterns, trends and prospects for development, develops theories and technologies of education, determines its principles, content, forms and methods.

Upbringing- a specific historical phenomenon closely related to the socio-economic, political and cultural level of society and the state.

Development Humanity provides each person through education, passing on the experience of its own and previous generations.

Development is an objective process of internal consistent quantitative and qualitative changes in the physical and spiritual powers of a person.

You can select physical development(changes in height, weight, strength, proportions of the human body), physiological development (changes in body functions in the field of the cardiovascular, nervous systems, digestion, childbirth, etc.), mental development (complication of the processes of a person’s reflection of reality: sensation, perception, memory , thinking, feelings, imagination, as well as more complex mental formations: needs, motives of activities, abilities, interests, value orientations). The social development of a person consists of his gradual entry into society, into social, ideological, economic, industrial, legal and other relations. Having mastered these relationships and his functions in them, a person becomes a member of society. The crowning achievement is the spiritual development of man. It means his understanding of his high purpose in life, the emergence of responsibility to present and future generations, understanding of the complex nature of the universe and the desire for constant moral improvement. A measure of spiritual development can be the degree of responsibility of a person for his physical, mental, social development, for his life and the lives of other people. Spiritual development is increasingly recognized as the core of personality development in a person.

It may seem that education is secondary to development. In reality, their relationship is more complex. In the process of educating a person, his development occurs, the level of which then affects upbringing and changes it. Better education accelerates the pace of development. Throughout a person’s life, education and development mutually support each other.

Education is a specially organized system of external conditions created in society for human development. A specially organized educational system consists of educational institutions, institutions for advanced training and retraining of personnel. It carries out the transfer and reception of the experience of generations in accordance with goals, programs, structures with the help of specially trained teachers. All educational institutions in the state are united in unified system education, through which human development is managed.

Education in the literal sense means the creation of an image, a certain completion of education in accordance with a certain age level. Therefore, education is interpreted as the process and result of a person’s assimilation of the experience of generations in the form of a system of knowledge, abilities, skills, and relationships.

Distinguish between general and special education. General education provides each person with the knowledge, skills and abilities that he needs for comprehensive development and are the basis for further special, professional education. According to the level and volume of content, both general and special education can be primary, secondary and higher. Now, when the need for continuous education arises, the term “adult education”, post-university education, has appeared. From here follow three components of education: training, education, development.

Education- a specific type of pedagogical process, during which, under the guidance of a specially trained person (teacher, lecturer), socially determined tasks of an individual’s education are implemented in close connection with his upbringing and development.

Teaching is the process of direct transmission and reception of the experience of generations in the interaction of a teacher and students. As a process, learning includes two parts: teaching, during which the transfer (transformation) of a system of knowledge, skills, and experience is carried out, and learning (student activity) as the assimilation of experience through its perception, comprehension, transformation and use.

But training, upbringing, education refer to forces external to the person himself: someone educates him, someone educates him, someone teaches him. These factors are, as it were, transpersonal. But a person himself is active from birth, he is born with the ability to develop. He is not a vessel into which the experience of humanity is “merged”; he himself is capable of acquiring this experience and creating something new. Therefore, the main mental factors of human development are self-education, self-education, self-training, self-improvement.

Self-education- this is the process of a person’s assimilation of the experience of previous generations through internal mental factors that ensure development. Education, if it is not violence, is impossible without self-education. They should be considered as two sides of the same process. By self-education, a person can educate himself.

Self-education is a system of internal self-organization for assimilating the experience of generations, aimed at one’s own development. Self-learning is the process of a person directly gaining the experience of generations through his own aspirations and self-chosen means.

In the concepts of “self-education”, “self-education”, “self-study”, pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - upbringing, education, training - are only conditions, means of awakening them, putting them into action. That is why philosophers, teachers, and psychologists argue that it is in the human soul that the driving forces of his development lie.

Carrying out upbringing, education, training, people in society enter into certain relationships with each other - these are educational relationships. Educational relationships are a type of relationship between people, aimed at human development through upbringing, education, and training. Educational relationships are a microcell where external factors (upbringing, education, training) converge with internal human factors (self-education, self-education, self-training). As a result of such interaction, human development results and personality is formed.

The OBJECT of knowledge is a person who develops as a result of educational relationships. The subject of pedagogy is educational relationships that ensure human development.

Pedagogy is the science of educational relationships that arise in the process of interconnection between upbringing, education and training with self-education, self-education and self-training and aimed at human development (V. S. Bezrukova). Pedagogy can be defined as the science of translating the experience of one generation into the experience of another.

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Klyueva N.V., Batrakova S.N., Varenova Yu.A., Kabanova T.B., Kashapov M.M., Rozhkov M.I., Smirnov A.A., Subbotina L.Yu., Tretyakova G. F

Pedagogical psychology

Preface

Educational psychology is a science whose subject field is education. The main goal of education in modern conditions is to educate an individual capable of self-education and self-development, to freely and competently define oneself in society, culture, and profession. Developmental education puts in the foreground the creation of conditions that would contribute to the activation of the creative potential of all spheres of the student’s personality (emotional, personal, spiritual and moral). In education, practice-oriented learning is increasingly being used, the task of which is to develop students’ abilities to gain knowledge based on their own experience through reflection. For a psychologist working in education, it is important to answer the question: “Does education create conditions for a child’s full functioning, mental and physical health, and personal growth?” Any action of the pedagogical community is valuable only if it complies with the Convention on the Protection of the Rights of the Child, adopted in 1989 by the United Nations and ratified in 1990 in Russia (Appendix 1).

The possibilities of educational psychology as a constructive, practice-oriented science, acting as a factor in the development of education and each of its subjects - children, parents and teachers - are enormous. Modern educational psychology is built on the principle of the inseparability of subject and object. She turns the design of life into the starting point of her research, considering in turn the research itself as the design of phenomena, thus shaping the consciousness of both psychologists and teachers. Psychological pedagogical theories, given in the textbook, explain the accumulated information, make complex phenomena more understandable, predict the consequences of decisions made and discover new facts. But most importantly, they solve one of the most important problems, which is what a psychologist working in education should be, what principles should determine his professional and personal position. And this largely depends on the knowledge of the psychologist, which can be obtained from textbooks. However, to a greater extent, the effectiveness of a psychologist’s work is determined by his personal characteristics: deep interest in people, emotional stability, respect for the rights of another person, awareness of professional duty, the ability to inspire trust, and a high level of self-understanding. The code of ethics of a psychologist in Russia has not yet become a regulator of his professional activities. All the more important is the responsibility he takes upon himself, the awareness of his every action, and understanding of the consequences of his decisions.

Basic and universal principles The work of a psychologist in education is:

– humanity – respect for the personality and rights of subjects of the educational process, recognition of their personal growth as a priority and the main goal of the work of a psychologist;

– environmental friendliness – refusal of any forms of expansion, focus on non-manipulative, non-violent ways of working, ensuring a safe atmosphere of communication;

– democracy – reliance on democratic principles when carrying out work in education; the psychologist strives to take a position of equal cooperation, partnership and complicity with parents, children and teachers;

– constructiveness – the work of a psychologist is not aimed at identifying errors, violations, etc., but at finding resources for the development and improvement of the educational process;

– openness – the psychologist’s actions are carried out publicly and openly;

– understandability and acceptability for educators of the methods used by the psychologist;

– confidentiality – the results of a psychologist’s work cannot be disclosed without the consent of the person who interacted with him.

The textbook includes questions and assignments that students can think about on their own or discuss together with the teacher and group at a seminar; situations are suggested that can be used when mastering new things educational material, to systematize knowledge in the relevant section, while monitoring the quality of learning the material, when conducting seminars. Situations can be discussed in groups (3-4 people), each of which justifies its own solution and determines approaches to shaping the child’s personality. For teachers teaching the Educational Psychology course, the seminar topics proposed after each chapter will be useful.

Educational psychology as a subject of study

Subject, tasks and structure of educational psychology

Educational psychology is a branch of psychological science that studies the facts, patterns and mechanisms of personality formation in the educational process.

In modern psychological and pedagogical literature, there are different interpretations of the subject of educational psychology. On the one hand, educational psychology is represented as a borderline complex field of knowledge, which has taken a certain place between psychology and pedagogy and has become a field of joint study of the relationships between the upbringing, training and development of younger generations. On the other hand, focusing on the theory of the gradual formation of mental actions developed by P.Ya. Galperin, the subject of educational psychology is defined as the learning process, which includes its structures, characteristics, patterns of progression, age and individual characteristics of the student, and conditions that give the greatest development effect. The object of pedagogical activity is the processes of teaching and upbringing, and the subject is the indicative part of the students’ activities. This definition does not include such subject areas of educational psychology as the psychology of education and the psychology of teacher work.

A.V. Petrovsky, emphasizing the inextricable connection between developmental and educational psychology, believes that “the subject of educational psychology is the study of the psychological laws of teaching and upbringing.” From his point of view, educational psychology studies the issues of managing the learning process, the formation of cognitive processes, finds reliable criteria for mental development, determines the conditions under which it is achieved, and considers the relationships between students, as well as between the teacher and the student.

Due to the complexity of the educational process, there are tendencies to emphasize the versatility of the subject of educational psychology, which lies in the fact that with the help of facts, mechanisms and patterns of mastering the sociocultural experience of a person (child), there is a process of changing his intellectual and personal development as a subject of educational activities, organized and managed teacher

Educational psychology is a developing field of professional psychological activity designed to solve current problems of education. The educational psychological service began to take shape in Russia in 1970. Using modern achievements of educational psychology, it increases the efficiency of the teaching and educational process. In 1999, the “Regulations on the service of practical psychology in the system of the Ministry of Education in Russian Federation" As the main goal of the educational psychological service, the Regulations define the promotion of the formation of an evolving lifestyle of students, the development of their creative abilities, the creation of positive motivation for learning, as well as the identification of psychological causes of violations of personal and social development and the prevention of conditions for the occurrence of such violations.

Traditionally, educational psychology as a science is expected to study, explain and describe phenomena occurring in education. At the same time, teachers and psychologists who directly deal with educational practice sometimes do not find in educational psychology answers to questions that are essentially important to them: what are the goals, meaning and purpose of a teacher and psychologist in modern society, how to deal with a particular problem professional situation. Representatives of academic psychology and practitioners have different subjects of professional activity, different goals and means of its implementation, and different professional language. The recommendatory method of interaction between science and practice, especially such a complex one as education, turns out to be insufficiently effective. This is due to the fact that the recommendations lag behind the dynamically developing real situation according to its own laws. In addition, it is not always taken into account who will use them. Practical psychologists also operate in difficult situations. On the one hand, the results of scientific research enrich their understanding of the essence of the educational process, on the other hand, they often do not find answers in them, in particular, to questions such as: what is the meaning of the work of a practical psychologist in education? How do the activities of a psychologist and a teacher compare? How to build a technology for psychological work with subjects of the educational process? The scientific world has recognized the need to understand educational psychology as a sociocultural and practice-transforming science. “It is necessary to consider science from the point of view of its involvement in the processes of man’s creation of the human world and himself in this world.” Methodology, theory and methods of education today and, in particular, educational psychology “have gotten rid of the status of a lower genre, unworthy of scientific reflection, and the practice of education itself has become a testing ground for discovering ways and means of new anthropotechnics, tending not to influence people, but to systematically change situations his interactions with people and with himself."

Thus, educational psychology not only studies psychological mechanisms and patterns of processes occurring in education, but also strives to integrate them into modern educational practice. Due to this The subject of educational psychology is the mechanisms, patterns and conditions that ensure the process of personality formation in the educational process. Educational psychology as an applied discipline is focused on psychological support of the educational process, which involves identifying and designing effective methods for psychologists and teachers to work with educational practice.

Educational psychology is a branch of science closely related to developmental and differential psychology, psychogenetics, pedagogy, social psychology, philosophy, and cultural studies.

The main tasks of educational psychology are:

– research of mechanisms and provision of conditions necessary for the full mental development of students and the formation of their personality at each age stage;

– identification and design of social and pedagogical conditions that maximally promote personal development, self-determination and self-development of subjects of the educational process;

– creation of methodological tools that allow identifying and predicting the characteristics of a child’s intellectual and personal development;

– study of the psychological characteristics of participants in the educational process (parents, teachers, administration of an educational institution) and the mechanisms of their influence on the child.

Structure of educational psychology includes three sections: psychology of pedagogical activity, psychology of training and psychology of education.

Psychology of pedagogical activity explores the structure of a teacher’s activity, the characteristics of his personality and communication, the stages and patterns of his professionalization. Special attention focuses on relationships within the teaching staff, causes and ways to resolve conflict situations. Recently, the attention of scientists and practitioners has been drawn to the development of technologies that will ensure the professional and personal development of teachers and create optimal conditions for their interaction with managers of an educational institution.

Psychology of learning studies the patterns of the learning process, features of the formation of educational activities, issues of its motivation, features of the formation of cognitive processes in the classroom, the role of the teacher in the development of the creative potential and positive “I-concept” of the child. Within the framework of the psychology of education, a psychological analysis of the forms and methods of training is provided, aimed at the formation of knowledge, skills and abilities and ensuring the development of a psychologically healthy personality.

Psychology of education studies the patterns of personality formation at different age stages, considers the influence of the near and distant social environment on the development of the child, identifies and designs optimal ways of interaction between participants in the educational process.

Educational psychology faces new tasks: development of conceptual approaches to the activities of the educational psychological service, ensuring its effective methods work, creation of a scientifically based and practice-oriented system for training educational psychologists.

The most productive approaches to understanding place of psychologist in education are as follows:

– psychologist – diagnostician of the situation, helping the child choose a path of development, find a training program for him, taking into account individual characteristics;

– psychologist – conflict specialist and psychotherapist;

– psychologist – designer of the child’s development situation and the educational environment as a whole;

– a psychologist responsible for building communications in the educational environment of the institution;

– a psychologist responsible for preserving the psychological health of children;

– psychologist – management consultant and specialist in the development of schools as an educational institution.

The function of a psychologist in education is a function of the development of education itself and all its subjects (the child and the children's team, teachers, parents, heads of the educational institution).

Questions and tasks

1. What does educational psychology study?

2. Describe the connection between educational psychology and philosophy, cultural studies, developmental psychology, and general psychology.

3. Imagine that you are talking to a teacher. Formulate the goals and objectives of the school’s psychological service in a form that is understandable to him.

Seminar plan

“Goals, objectives and functions of a psychologist in education”

1. Subject and tasks of educational psychology.

2. Functions of a psychologist working in education.

3. Regulatory and legal support for the work of psychologists in education.

Main literature

1. Ananyev B.G. On the problems of modern human science. M., 1977.

2. Bityanova M.R. Organization of psychological work at school.

3. Zimnyaya I.A. Pedagogical psychology. M., 1999.

4. Slobodchikov V.I., Isaev E.I. Human psychology. Introduction to the psychology of subjectivity. M., 1995.

5. Yakunin VA. Pedagogical psychology. St. Petersburg, 1998.

additional literature

6. Verbitsky A.A. Some theoretical and methodological grounds for the need to develop educational psychology as a new branch of psychological science // Problems of educational psychology. M., 1992.

7. Zinchenko V.P., Morgunov E.B. A developing person. Essays on Russian psychology. M., 1994.

8. Zlobin N.S. Cultural meanings of science. M., 1997.

9. Lyaudis V.Ya. Psychological education in Russia: new guidelines and goals. // Questions of psychology. 1998. No. 5.

10. Talyzina N.F. Pedagogical psychology. M., 1998.

Principles and methods of educational psychology

Principles of educational psychology

The formation of modern pedagogical psychology is determined by the humanitarian ideals of science, aimed at the formation of an independent, viable person as a unique spiritual formation in the conditions of training and education.

The principle of social expediency. The development of educational psychology is determined by a system of social values ​​and expectations accepted within the educational system and in society as a whole, which determine the social expediency of certain actions in theory and practice. Thus, at the present stage, it becomes socially expedient to create educational systems that contribute to the education of an independent, autonomous individual, capable of defining and realizing the goals of their own development and the further development of society.

Any mental phenomenon or system that has become the subject of study of educational psychology is analyzed from the point of view of social expediency on two levels:

– level of adaptation(consistency of individual norms of the subject social demands when ensuring their livelihoods);

– conversion level oneself and society (creation of new socio-historical forms that contribute to the development of a given person (system) and the progress of society as a whole).

The principle of unity of theory and practice. Educational practice is the main source of problems for theoretical and experimental research in educational psychology, as well as a criterion for assessing their effectiveness. Psychological and pedagogical theory and practice mutually influence each other.

Three key issues are identified when organizing the interaction between theory and practice of educational psychology:

For what? Searching for semantic grounds for the application of new psychological knowledge by a person (involving a person in an event community with new knowledge and with a psychologist, acquiring personal meaning in new knowledge, acquiring the potential to make further transformations).

What? Determining the goals of psychological influence (depending on the understanding of human nature and its development);

How? Assessing the effectiveness of the psychotechniques used (expediency of application, the nature of the psychologist’s influence, short-term and long-term results of the psychologist’s influence, etc.).

Development principle. The purpose of any influence of the theory and practice of educational psychology is the formation and development of participants in the educational process and the education system as a whole. Any phenomenon and process is studied in development and formation, and not as a complete system. An effective education and training system harmoniously combines the development of three types:

– growth and maturation – the acquisition of mental neoplasms through their biological maturation in the process of ontogenesis without active intervention on the part of participants in the educational process. Examples of educational systems based on this type of development are systems of free education of the individual (Waldorf school, M. Montessori school, etc.);

– formation – the acquisition of mental new formations through the internalization of social experience and norms, actively transmitted by adult participants in the educational process. Educational approaches based on this type of development are behavioristic and activity-based;

– transformation – acquisition of mental new formations through an independent search for means of one’s own mental development. This type of development is carried out with the assistance of adult participants in the educational process, whose main task is to create opportunities for the child’s self-improvement. Humanistic pedagogy, existential-humanistic and subjective approaches to education implement this principle of development in practice.

Determination principle allows you to establish the relationship of the subject of research with previous or subsequent events and relationships in his life, to predict his further behavior depending on certain environmental influences. There are two types of determination:

Causal determination establishes such relationships between mental phenomena when an event/relationship of past experience inevitably leads to the formation of a certain mental quality of a person. For example, the deviant behavior of a teenager allows us to assume the presence of unfavorable factors in the family upbringing of this child and to develop a program for their optimization. The disadvantages of interpretation based on causal determination are the influence of stereotypes, as well as rigid attachment to the past experience of the subject, the inability to consider the unique capabilities of the subject in overcoming any difficulties.

Target determination establishes such relationships between mental phenomena when the goals and values ​​of the subject guide and determine his life activity. Psychological assistance to a deviant teenager in this case will be based on identifying his life goals and values, as well as developing independent skills to achieve these goals.

Systematic principle. The subject of research is considered as a component of a system that has an independent purpose of functioning. In educational psychology, the goal of any system is the development of its participants, carried out at various levels:

individual, which includes genotypic, cognitive, emotional-volitional, need-motivational, personal characteristics, etc.;

social, which contains the communication skills of participants, the fulfillment of social roles, the principles of the existence of a social community, etc.;

spiritual, having the value and semantic foundations of human existence, human subjectivity - a balance between individual and social determinants of behavior, reflected subjectivity - a contribution to the culture and life of other people.

After the composition of the levels of the system has been established, the relationships between them are analyzed, the patterns of their functioning are identified, the genesis of the system and the systemic qualities of the subject being studied are studied.

Subject, tasks and sections of educational psychology

Pedagogical psychology is an interdisciplinary and typically applied branch of psychological science that arose in connection with real needs pedagogical theory and expanding educational practice. The presence of systematic and mass education is one of the significant achievements of civilization and at the same time a condition for the very existence and development of humanity.

In the pedagogical and educational process there is no special psyche set aside for it, different from that described in the previous chapters of the textbook. It’s just that in the psyche and personality, only some of its aspects, the accents of functioning and development, determined by the specifics of the educational process itself, stand out in relief. But since this process occupies one of the leading, decisive places in the life of a modern person, the need for the existence and practical application of educational psychology does not require special argumentation. Education needs separate and systematic psychological support.

Educational psychology studies human psyche as a subjective reflection of objective reality, carried out in special educational activities in order to implement other activities, for the entire life of a person.

The subject of educational psychology phenomena, patterns and mechanisms of the psyche appear subjects educational process: student(pupil, student) and teachers(teacher, lecturer). This involves a targeted study of the structure and dynamics, formation, functioning of the mental image in the course and as a result of processes training And education.

Since the specifics of the content and numerous tasks facing educational psychology are objectively determined by the characteristics of the educational, or pedagogical, process, let us first consider the initial concept education both process and result.

Education in the narrow sense of the word, this is the assimilation by a person of knowledge, skills and abilities, carried out in the learning process, therefore educated in everyday life is a literate, knowledgeable, well-read person.

In a broader and strictly psychological interpretation process and result of education take on a special meaning creation man, his "education"as a whole as an individual, and not just an increment, an arithmetic increase in knowledge and skills.

This is a fundamental, qualitative change, a basic redesign, a re-equipment of the psyche and personality. Education is a socially organized assistance the current and subsequent development of personality, its self-realization and self-change, the entire existence of a person. That is why the level of education of an individual is not reduced to the sum of years allotted for his education. The legalized questionnaire gradations of education: primary, secondary, specialized secondary, higher are very arbitrary, changeable, and relative. Education as a holistic result, it presupposes something different and much more than graduation certificates, certificates and diplomas, than a listing of compulsory disciplines attended by a person and passed during the period of study.

The amount of knowledge in itself does not change a person’s consciousness, his attitude towards the world in which he exists. Real, truly human education is inseparable from the process of education. Form a person - this means not only teaching him, but also helping to build image own personality, samples and models of social and professional behavior, life in general. Therefore, a competent, humanely organized educational process is certainly educational, those. complex in essence, inseparable into separate and seemingly sequential components.

Despite the apparent obviousness of this situation, even in modern history Russian education More recently, for example, new ideological slogans and direct orders were proclaimed to remove the educational process from school and university practice. Fortunately, this is almost impossible to implement even for the most order-obedient official from the education system. Thinking and consciousness are inseparable, like the psyche and personality. In a specific person, training and education are impossible without the other, although they are realized by different psychological mechanisms. To ensure the effectiveness of each of these processes, special conditions, targeted social and pedagogical efforts are required, a state educational system and special professional training and skill of teachers are required.

Varied and numerous tasks of educational psychology, can be reduced to five main ones, which in reality are interdependent, intersecting, interdisciplinary, i.e. not only psychological.

The first task is comprehensive study of the student’s psyche(educated) involved in a single educational process. Such organized, targeted research is necessary to optimize and individualize education, to promote the formation of the necessary psychological and personal characteristics, to provide competent, systematic psychological support and support for the processes of training and education. There are many specific and general psychological and socio-psychological problems, the solution of which provides an answer to interdisciplinary and practical important question about the main subject of the process: "who is studying(educated, brought up)?"

People are not the same from birth, with the possible exception of monozygotic twins. But the number and scope of individual differences (behavioral and psychological) increases with age. The younger the child is, the more similar he is to his peers, although from a psychological point of view there are not even two identical personalities on the planet.

To identify and take into account the psychological characteristics of each student’s personality, it may be useful to use all seven parameters identified in psychological structure personality: needs, self-awareness, abilities, temperament, character, characteristics of mental processes and states, mental experience of the individual (see Chapter 4), each of which can be decisive in the educational process.

The second task is psychological justification and selection of educational material to be learned. The problems solved here are intended to answer the never-ending and always debatable question: "why exactly what should be taught (educated, brought up)?" These are complex issues of selecting the content and volume of educational material, choosing compulsory (and elective, selective) academic disciplines.

Suppose it is necessary to study logic and Latin in a modern school (as previously in gymnasiums)? How much class time should I devote to geography and what sections should be taught? How to conceptually and logically build a Russian (or other) language course from first to 11th grade? There are no clear, universal or convincing answers to such questions. It all depends on the level of civilization, cultural traditions, from state educational ideology and policy. A professional driver, for example, pragmatically does not need knowledge about the device nervous system lancelet But why does someone “at the top” have the right to decide what the same driver needs and does not need to know as a person, an individual, a citizen?

The school is designed to prepare people not only for work, but for life as a whole. In addition, every person has the right not only to choose, but also to a conscious, sometimes necessary change of profession. To do this, he must be sufficiently broad and comprehensively educated. Otherwise, mass education may become socially unjust, veiledly caste-based, and therefore inhumane. It is impossible (and not necessary) to “teach everyone and everything,” but it is absolutely necessary to facilitate the process of personal development as much as possible in teaching.

• The third psychological and pedagogical task is to answer probably the most popular question: “how to teach and educate?”, i.e. in the development and psychological testing, testing pedagogical methods, methods and holistic technologies of training and education. We can say that the majority of pedagogical and psychological-pedagogical research is aimed precisely at such methodological problems and issues of the processes of education, training and upbringing. The subsequent chapters of the textbook are devoted to their consideration (see chapters 39–41).
• The fourth task of educational psychology is study of the psyche, professional activity and personality of the teacher. This is the answer to a pressing, fundamentally important subjective question of the entire sphere of human education: "Who teaches (educates, educates)?". The problems raised here are equally social and psychological (see Chapter 42). Can anyone who wants to become a teacher? What are the individual psychological characteristics and professionally significant (necessary) qualities of a teacher, his social -psychological and material status? What are the objective and subjective opportunities for improving mastery and self-realization (professional and personal)?
• The fifth, but theoretically central, initial task of educational psychology is participation in the development of theoretical and practical issues related to the conscious formulation and formulation goals public education, training and education. It is here that the social and the individual clearly appear in their inseparable and possibly contradictory (dialectical) unity. Society determines For what educate people; the personality transforms this question into his own, subjective one: " For what should I have an education?"

Without detailed, clearly formulated goal setting, there cannot be a controlled educational process; prediction, verification, and evaluation of the result are impossible. Psychologically reasoned answers to the basic vital, semantic and even moral question are needed: "For what educate (educate, educate)?". Why and for whom does this education system exist? What can or should acquired knowledge and learned forms of behavior become for an individual? How have they changed the individual himself, his relationships and views on the world, on himself? What kind of personality (and not just a socially necessary professional, a narrowly oriented artisan) does society expect to create at the “output” of the educational process? For more information on this, see § 41.3.

It is clear that such educational issues go far beyond the scope of the subject of psychology, but even without its “shared” and often leading participation, they cannot be competently resolved. At the very least, maximum consideration of the so-called human factor is necessary; practical implementation in education of the well-known ideology of “human relations” is necessary.

The listed and many other problems are solved within the framework of three textbook sections of educational psychology:

• psychology of learning;
• psychology of education;
• psychology of work and personality of the teacher (teacher).

The first two sections relate primarily to the psyche of the subject being trained and educated. These sections of educational psychology are characterized by varying degrees of development and implementation in real educational practice. Currently more developed than others psychology of learning. It coexists many different scientific schools and concepts, which have their successors and critics (see Chapter 39). However, in any psychological and pedagogical design, methodological understanding and theoretical interpretation of fundamental categories and concepts such as “personality”, “psyche”, “education” are especially important. All other concepts, terminological constructs and specific pedagogical “techniques” are derivative, although this is not always recognized and clearly formulated by the authors of numerous modern psychological and pedagogical “innovations.” Unfortunately, behind the indicated pedagogical schemes, a living person, his real psyche, is most often “lost.”

Like any applied branch of science, educational psychology has a pronounced interdisciplinary nature. Any practical, vital task is multi-subject and complex. This fully applies to the educational process, which is studied in its own way not only by pedagogy and educational psychology, but also by philosophy, medicine, sociology, cultural studies, physiology, economics, law, and management. All of these aspects of education in one way or another come to subject necessarily focus on a person - the real creator, performer and user of the public education system.

True, not all specialists and educational leaders are by any means always interested in or satisfied with some positions of domestic scientific psychology (see § 39.4; 39.5). For example, some directions and methods of the current reform of Russian education (early specialization of school education, simplification and reduction of curricula, an indispensable two-stage higher education, the fetishization of ubiquitous tests, the obligatory nature of the “competency-based” approach, the unproven effectiveness of a number of pedagogical “innovations”, etc.) cannot be considered scientifically indisputable and psychologically justified. But this, one must assume, is a traditionally temporary, transitory stage in the existence of modern Russian education and its constantly ongoing modernization. Mass education, according to the ideas of Russian psychology, should not be pragmatically minimal, but reasonable, verified, redundant, and in some ways ahead of both the current society and the current student. Education should work for the future, and therefore be developmental and educational. However, this requires hard efforts not only from the teaching, educational and scientific community, but also from the entire society, the entire Russian state.

To illustrate the deeply interdisciplinary nature of educational psychology, let us outline its connections with some other sections of scientific psychology, since in reality it is associated with almost all modern psychological science. Educational psychology is either part of some other applied branch of psychology, for example, legal, sports, engineering, or organically includes large parts and blocks of many types of modern psychology.

General psychology acts here as a kind of base that sets the necessary methodological, categorical and conceptual structure of educational psychology. It is impossible to list all the general psychological concepts and terms without which educational psychology simply cannot exist. Psyche, personality, consciousness, activity, thinking, motivation, abilities - all these categories “work” here in their own way, in the special context of education.

The relationship between pedagogical and child (age) psychology, especially in relation to school education. A child is not just a small adult, but a qualitatively different personality (J. Piaget), therefore, it is necessary to teach and educate, for example, a junior schoolchild differently than a teenager, and a teenager – differently than a young man. Without taking into account the basic age characteristics of students, effective education is impossible.

The processes of learning and development are not adjacent and not synonymous. They are in complex interaction, the research, organization and optimization of which is one of the pressing problems of modern education. Learning and development now occur in qualitatively different social (and personal, subjective) conditions than those presented in classical psychology of previous years and generations. The current subjects of the educational process - children, schoolchildren, teachers, parents, students - have become in some ways significantly different than just a decade ago (see Chapter 20). All this urgently requires systematic psychological and interdisciplinary research and direct access to mass educational practice at school and university.

A significant place in educational psychology should be occupied by socio-psychological problems(see chapter 25). Education exists in society, solves certain social, state, and not only personal tasks of the subjects of this process. Such tasks may not only not coincide, but also be in serious contradiction. Let's assume that society does not need as many lawyers, economists, bank employees as there are people who want it. But objectively, there are not enough specialists in engineering and blue-collar professions. Coordination of such “demand” and “supply” is a state, economic, political task, and not just an educational one, and even more so a narrowly psychological one. However, its optimal, humane solution cannot do without psychology: social, general, political, differential, pedagogical.

In addition, every teacher really works not only with the individuality of the student, but with social group, class, with parents, a team of professional colleagues, therefore, the educational process necessarily involves the extensive socio-psychological phenomenology of small and large groups, their interactions, group dynamics. All these inevitable and significant influences of society on the process and result of education must be properly planned, taken into account, measured, and, if possible, coordinated.

Almost the most important, relevant and directly significant for educational psychology are its connections and interactions, relationships with pedagogy. It would seem that there are and should not be any problems in the cooperation and commonwealth of these two sciences. They have largely common goals and methods, identical scientific objects, a uniting scientific community represented by the Russian Academy of Education, and the presence of common historical roots, creators and great predecessors. In Russia, these are such extraordinary personalities and scientists of an organic psychological and pedagogical profile, such as K. D. Ushinsky, P. P. Blonsky, L. S. Vygotsky, P. F. Kapterev, A. S. Makarenko and many others, including including modern ones. There are many examples of a real, systematic, and not eclectic combination of educational psychology and “psychological pedagogy”; there are models for constructing modern psychodidactics. There are well-developed scientific and practically implemented psychological and pedagogical directions, concepts, and educational technologies. But, on the other hand, interdisciplinary relations between psychology and pedagogy cannot be called idyllic, established, or problem-free.

For a future teacher, an introduction to general and educational psychology begins with the learning process at a pedagogical university. There is a psychological and pedagogical triad that has been established here for decades: psychology – pedagogy is a private teaching methodology. Such a bunch educational subjects is an absolutely necessary part, achievement and main feature of vocational pedagogical education in our country. This triad greatly contributes to ensuring mandatory psychological and pedagogical literacy and culture, the same name as the student’s readiness for future teaching activities.

The subject of professional work of a chemistry teacher, in contrast to, say, a chemist, is not only chemical substances and properties, but also the students themselves. Scientist and teacher are close, definitely related, but still not the same professions. Many people (including teachers, professors) may not understand this and may not subjectively accept this, but this is an essential, empirically established fact. The true professionalism of a teacher lies not only in knowledge of the subject taught, not only in the assimilation of pedagogical theories and techniques, but in an adequate understanding of the structure and functioning of the human psyche in the process of teaching or upbringing. True psychological-pedagogical A teacher’s education can only be comprehensive, holistic, and not narrowly subject-specific - musical, mathematical, historical, etc. Real educational practice does not need either “pure” teachers as “transmitters” of knowledge, nor “emasculated” psychologists as “all-knowing” and critical theorists. Everyday, labor-intensive and always creative “pedagogization” of psychology and “psychologization” of pedagogy are required.

However, it should be recognized that both in the content and in the execution of the educational psychological-pedagogical triad itself, there are unresolved issues, theoretical and methodological inconsistencies, shortcomings, and inconsistencies. In the mass teaching of these three disciplines there is often no proper methodological, conceptual and operational continuity. There may be substantial repetitions and obvious inconsistencies in the interpretations of the same educational, especially psychological, phenomena. The psychological-pedagogical triad is not always realized as a necessary integral, unified cycle of related, but subject-wise and operationally different disciplines. There are ambiguous, complex, and sometimes adversarial relationships between modern psychology and pedagogy, which is quite acceptable for academic theory as a means of promoting its development. In relation to real educational practice, this situation cannot be considered normal.

A school teacher or university teacher, of course, cannot and should not be professional psychologists. But the requirements for their psychological preparedness, education and culture should not be simplified, downplayed and reduced, for example, to pedagogical communication skills. This is only an integral part, albeit an important one, of the general professional and psychological culture of the teacher (see Chapter 42). In turn, a school psychologist is not obliged and cannot be a teacher without having the appropriate education. However, to ensure efficiency, i.e. practical usefulness of his specific and actually psychological work, he must professionally know and adequately perceive existing pedagogical theories, problems and everyday realities.

After studying Chapter 5, the bachelor should:

know

• theories and technologies of training, education and spiritual development of the individual, support of subjects of the pedagogical process;
• methods of psychological and pedagogical study of students;
• ways of interaction between a teacher and various subjects of the pedagogical process;
• ways of professional self-knowledge and self-development;

be able to

• design the educational process using modern technologies that correspond to general and specific patterns and characteristics of age-related personal development;
• create a pedagogically appropriate and psychologically safe educational environment;
• use modern educational resources in the educational process;

own

• ways to prevent deviant behavior and offenses;
• ways of interaction with other subjects of the educational process;
• methods of design and innovation activities in education;
• ways to improve professional knowledge and skills.

Fundamentals of Educational Psychology

From educational psychology to educational psychology. Psychological foundations of subjectivity in education. Psychology of research activity as the basis for the development of subjectivity in education. Development of giftedness in education.

From educational psychology to educational psychology

Active development of educational psychology at the beginning of the 21st century. as a special direction of psychological science and practice can be considered as a new stage in the development of basic problems of psychological and pedagogical knowledge, the foundations of which were laid on turn of the 19th century and 20th centuries in line with educational psychology.

The beginning of the formation of educational psychology as a separate direction of psychological knowledge and practice in our country is largely associated with the name Peter Fedorovich Kapterev(1849–1922) (“Educational Psychology”, 1883; 1914). The term itself has actually been introduced into scientific circulation in our country since 1874, when the magazine “People's School” began publishing chapters from the upcoming book Π. F. Kapterev “Pedagogical psychology for folk teachers, educators and educators” (published as a separate supplement to the journal in 1876). This work, already by its title, shows the general direction of the emerging branch of knowledge: promoting educational practitioners in their pedagogical activities, arming them with psychological knowledge.

The main accents in his works Π. F. Kapterev focused on the psychological foundations of the educational process. At the same time, he considered the educational process as “an expression of the internal initiative of the human body,” as “the development of abilities.” At the same time, the natural, social and personal components of the process of human education were touched upon. Although the main works of this period were based on the descriptive method, they provided a deep analysis of the psychological potential of the existing cultural means of development (games, fairy tales, etc.).

In 1922, S. L. Rubinstein published the article “Principles of creative amateur activity. Towards the philosophical foundations of modern pedagogy,” which in many ways can be considered as the beginning of the formation of a theoretical direction in educational psychology, based on the activity basis of understanding the nature of personality development as a process of formation of subjectivity.

This article contains a basic idea, the potential of which, perhaps, began to actively develop only in last years within the framework of educational psychology - “in creativity, the creator himself is created.” “By creating both him and himself by the same act of creative initiative, a personality is created and defined only by being included in its encompassing whole.” It is noted that “complete individuality does not mean isolated individuality.”

In the 1920s. Pedology was actively developing - as a special direction of psychological and pedagogical science and practice associated with the names Π. P. Blonsky, M. Ya. Basov, L. S. Vygotsky.

Pedology(from the Greek παιδός - child and λόγος - knowledge) - a direction in science that aimed to combine the approaches of various sciences (medicine, biology, psychology, pedagogy) to the development of a child. The term currently retains only historical meaning. Most of the productive scientific results of pedological research have been included in developmental psychology, childhood psychology and educational psychology.

In 1926, L. S. Vygotsky’s book “Educational Psychology” was published, which largely determined the further line of development of educational psychology. This fundamental work began with a discussion of the problem of the psychology of reaction and behavior, the most important laws of human higher nervous activity, i.e. the role of biological (natural) development factors. The work discusses the psychological nature and pedagogical possibilities for the development of emotions and feelings, attention, memory, imagination, and thinking. The significance of the social situation of development in the formation of a person is determined. A large number of issues are raised that have now become separate areas of psychology: the psychology of giftedness and creativity, differential psychology (the problem of temperament and character), the problem of the development of higher mental functions (a tool and a sign in mental development), personality psychology (the problem of its study). The key issue of the book was the problem of the relationship between training and development, the proposed solution of which, given by L. S. Vygotsky, largely determines the psychological basis for building effective pedagogical interaction in the educational process. Not only domestic psychologists and teachers now rely on this approach, but it is fully accepted by almost the entire world of psychological science and pedagogical practice.

Second half of the 20th century full of in-depth research in the field of educational psychology. These studies revealed the developmental potential of communication (M. I. Lisina), play activity(D. B. Elkonin), motivation and will (L. I. Bozhovich), educational activity (V. V. Davydov), etc. If we analyze the works of leading Russian psychologists of this period, which have become classic for educational psychology, then we can safely say , that the semantic dominant in most of them is the problem of becoming an active, active personality. The prerequisites, conditions and internal position were discussed as determinants of the formation of not only a social unit, but rather a unique personality (V.S. Mukhina).

In fact, in domestic psychology the main vector of development psychological research for almost 150 years, one way or another, was largely in line with educational psychology. However, with the development of psychological science in general, as well as in connection with the active development of psychological practice in recent decades, the directions, problems and methods of research assigned to the specialty "Educational Psychology" were greatly reduced when compared with the original range of scientific problems developed in the works of Π. F. Kapterev, L. S. Vygotsky, S. L. Rubinstein.

In recent decades, works on educational psychology have actually touched mainly on the topic of the psychological foundations of learning (N. F. Talyzina), as well as the formation of the subject of learning as a result of specially organized pedagogical influences (I. A. Zimnyaya). In some cases (but no longer in all) the problems of the psychology of education and the psychology of pedagogical influence are also touched upon. Most modern works on educational psychology address issues of social psychology of education, as well as questions about the internal resources of personality development, although to a certain extent they are key in the actual psychological component of psychological and pedagogical issues.

In this regard, it is no coincidence that such a direction of psychological science and practice has been identified as "educational psychology ", which has its own specifics, but is inextricably linked with educational psychology.

Educational Psychology can be considered as direction basic research patterns of development and functioning of society and the individual, the relationship of the natural, social, cultural and individual in the formation of humanity in a person, mechanisms, means and ways of transforming development into self-development. Educational psychology reveals significant issues of human cultural formation in ontogenesis, psychological mechanisms and processes of development of higher mental functions, cognitive abilities, personal potentials and abilities.

Educational Psychology can be understood as an actively developing branch of applied psychology. Educational psychology allows, based on an understanding of the patterns of mental development and personal development of a person, to build adequate social conditions of educational systems with the goal of effective socialization of a person through introducing him to the spiritual wealth of culture and bringing him to an active position as a subject of creative activity.

Educational psychology in the applied aspect:

• – accompanies the socio-psychological positions of the teacher and student in the situation of their interaction in the process of teaching and upbringing;
• – sets the psychological basis for creating effective conditions development of cognitive processes of students, allows you to build the educational process most effectively and efficiently;
• – provides psychological support for the individual educational trajectory of each student, taking into account his age potential, personal characteristics and social development situation;
• – promotes the mental, physical, spiritual development of a person and the educational community;
• – sets guidelines and criteria for assessing the effectiveness of educational conditions for the development of cognitive processes, personal potentials, and abilities of students.

In the socio-organizational aspect, educational psychology has become an applied industry, institutionalized in the form psychological service in education. In the scientific aspect, psychological service in education sets the methodological and theoretical foundations for the development of programs, methods, means and methods of applying psychological knowledge in specific educational conditions. In the applied aspect, the psychological service in education provides psychological support for the entire process of teaching and upbringing, including the analysis and psychological foundations of didactic and methodological materials. In practical terms, the psychological service in education carries out the direct work of psychologists in educational institutions different types and special centers for the purpose of psychological support for students, teachers, and the social community of educational institutions.

The semantic dominant of the development of educational psychology, laid down at the beginning of the 20th century, it is possible to determine the assistance the formation of a person’s subject position based on an understanding of the patterns of mental development of the individual.

At the same time, we can consider education itself in several aspects:

• 1. Education as one of the fundamentally significant functions of society, ensuring the reproduction and development of society itself and systems of activity, addressed to each specific individual for the purpose of its development and socialization. The educational process is realized through the transmission of culture and social norms in changing historical situations, on new material social relations, continuously replacing each other by generations of people. In its functional sense, education is distributed throughout the entire system of human relations.
• 2. Education as an organized process is carried out by special social institutions, formed into a system of institutions and social associations. For some social institutions, education is the main content of activity, defining the goals, values, subculture and self-determination of people (schools of all levels, the teaching profession). For other social institutions, the meaning of their existence is not limited to the implementation of the function of education, but without it they are unthinkable (family, state, church). In viable and dynamic societies, all structures, institutions and social actors are involved in implementing the function of education in one form or another.
• 3. Education as a process of development of a person’s mental and personal potentials, his socialization, the formation of his subjectivity in relation to the world, others, activities, and himself. Education can be understood as the process and result of the assimilation of systematized knowledge, skills and abilities, the formation of universal and special abilities, the formation of a worldview and the assignment of certain forms of life activity.

In the process of education, there is a transfer from generation to generation of the spiritual wealth that humanity has developed, the assimilation of the results of socio-historical knowledge reflected in the sciences of nature, society, technology and art, as well as the mastery of skills, abilities, and abilities in activities. The primary basis of education at the personal level is the appropriation of experience of action through imitation and emulation (K. Lorenz, R. Chauvin, etc.), independent research activity (I. P. Pavlov, A. N. Poddyakov, etc.), as well as appropriation of a mode of action through internalization sign systems(according to L. S. Vygotsky). The main way to obtain education in modern social conditions is training and education in various educational institutions. Self-education, cultural and educational work, and participation in socially significant activities also play a significant role in the acquisition of knowledge, mental and moral development of a person.

Thus, we can consider education at three different levels:

• 1) sociocultural – as a function of self-reproduction and development of society and culture;
• 2) institutional - as a specially organized process of targeted influence on the process of human development and socialization, carried out by special social institutions that have formed into a system of institutions and social associations;
• 3) personal – as a process of development of a person’s mental and personal potentials, the formation of his subjectivity in relation to the world, others, activities, and himself.

At the same time, education at both the institutional and personal levels always takes place in specific historical sociocultural realities. Since these realities are becoming more and more dynamic, changes are naturally required in the process and conditions of education.

• Kapterev P. F. Pedagogical psychology for folk teachers, educators and educators. St. Petersburg: Printing house of A. M. Kotomina, 1976.
• Rubinstein S. L. Principles of amateur creativity. On the philosophical foundations of modern pedagogy // S. L. Rubinstein. Selected philosophical and psychological works. Fundamentals of ontology, logic and psychology. M.: Nauka, 1997. pp. 433–438.
• Right there.
• Vygotsky L. S. Pedagogical psychology. M.: ACT; Astrel; Guardian, 2008.

Pedagogical psychology

(from the Greek pais (paidos) - child and ago - I lead, educate) - a branch of psychology that studies psychological problems training and education. P. p. explores psychological issues of the purposeful formation of cognitive activity and socially significant personality traits; conditions ensuring the optimal developmental effect of training; the possibility of taking into account the individual psychological characteristics of students; relationships between the teacher and students, as well as within the educational team; psychological foundations of pedagogical activity itself (teacher psychology). The essence of a person’s individual mental development is his assimilation of socio-historical experience, recorded in objects of material and spiritual culture; this assimilation is carried out through active human activity, the means and methods of which are updated in communication with other people. P.P. can be divided into the psychology of education (studying the patterns of assimilation of knowledge, skills and abilities) and the psychology of education (studying the patterns of active, purposeful personality formation). According to the areas of application of P. p., one can distinguish the psychology of preschool education, the psychology of education and upbringing at school age, divided into junior, middle and senior school age, which have their own essential specificity (see), psychology of vocational education, psychology of higher education.

Brief psychological dictionary. - Rostov-on-Don: “PHOENIX”. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .

Pedagogical psychology Etymology.

Comes from the Greek. pais - child + ago - I educate and psyche - soul + logos - teaching.

Section of psychology.

Studies the patterns of the process of appropriation by an individual of social experience in the conditions of specially organized training.

Psychological Dictionary. THEM. Kondakov. 2000.

PEDAGOGICAL PSYCHOLOGY

(English) educational psychology) - a branch of psychology that studies the laws of the process assimilation individual social experience in the context of educational activities, relationships training and personal development.

P. p. arose in the 2nd half. XIX century The founder grew up. P. p. is K. D. Ushinsky. The works of P. F. Kapterev, A. P. Nechaev, A. F. Lazursky and others played a major role in its formation.

Until recently, P. p. studied g.o. psychological patterns of teaching and raising children. Currently, she goes beyond childhood and adolescence and begins to study the psychological problems of education and upbringing at later age stages.

The focus of P. p. is the processes of assimilation knowledge, formation of various aspects of the student’s personality. Reveal the patterns of assimilation different types social experience (intellectual, moral, aesthetic, industrial, etc.) means understanding how it becomes the property of the individual’s experience. Development of human personality in ontogenesis acts primarily as a process assimilation(appropriation) of the experience accumulated by humanity. This process is always carried out with one or another measure of help from other people, that is, as training and education. Because of this, the study of the psychological patterns of the formation of various aspects of the human personality in the conditions of educational activities significantly contributes to the knowledge of the general patterns of personality formation, which is the task general psychology. P. p. also has a close connection with developmental and social psychology, together with them it forms the psychological basis of pedagogy and private methods.

Thus, psychological psychology is developing as a branch of both fundamental and applied psychology. Both fundamental and applied scientific research are divided, in turn, into two parts: psychology of learning(or teachings) and educational psychology. One of the division criteria is the type of social experience to be learned.

Psychology of learning, first of all, explores the process of assimilation of knowledge and adequate skills And skills. Its task is to identify the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for successful occurrence. A special task of teaching is the development of methods that make it possible to diagnose the level and quality of assimilation. Studies of the learning process, carried out from the standpoint of the principles of domestic schools of psychology, have shown that the process of assimilation is the performance by a person of certain actions or activities. Knowledge is always acquired as elements of these actions, and skills and abilities take place when the acquired actions are brought to certain indicators for some of their characteristics. Cm. , , ,Developmental education, . For the deductive method of learning, see .

Learning is a system of special actions necessary for students to go through the main stages of the learning process. The actions that make up the activity of the teaching are assimilated according to the same laws as any other.

Most studies on the psychology of learning are aimed at identifying patterns of formation and functioning educational activities in the context of the existing education system. In particular, rich experimental material has been accumulated, revealing typical shortcomings in the assimilation of various scientific concepts in learning. high school. The role of life experience in learning has also been studied, speeches, the nature of the educational material presented, etc. in the acquisition of knowledge.

In the 1970s In teaching, another path has increasingly begun to be used: the study of the patterns of knowledge formation and educational activity in general in the conditions of specially organized training (see. ). First of all, these studies have shown that managing the learning process significantly changes the course of assimilation of knowledge and skills; The results obtained are important for finding optimal ways of learning and identifying the conditions for effective mental development of students.

Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

Pedagogical psychology

A wide area of ​​research related to the use of psychological methods in the educational process. Researchers in the field of educational psychology apply the principles of learning in classrooms, school administration, psychometric tests, teacher training, and other aspects closely related to the educational process. In Great Britain, educational psychologists take an active part in the work of educational institutions. They usually have an honors degree in psychology, a teaching qualification and relevant experience. Upon completion of graduate school, a specialist can receive a master's degree in educational psychology.

Psychology. AND I. Dictionary reference / Transl. from English K. S. Tkachenko. - M.: FAIR PRESS. Mike Cordwell. 2000.

See what “educational psychology” is in other dictionaries:

PEDAGOGICAL PSYCHOLOGY- PEDAGOGICAL PSYCHOLOGY. A branch of psychology that studies the psychological problems of teaching and upbringing students, the formation of thinking, as well as the management of knowledge acquisition, the acquisition of skills and abilities. P. p. reveals psychological factors,… … New dictionary of methodological terms and concepts (theory and practice of language teaching)

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