Methods, techniques and means of pedagogical influence on the individual. Methods of pedagogical influence

Introduction

Temperament and personality

Psychological states person

Techniques of pedagogical influence

Humanization of education

Studying the student’s personality in student groups

Conclusion

References

Introduction

This work consists of five sections.

The second section reveals the psychological states of a person. An attempt has been made to identify criteria for the division of psychological states, and the main types of these same states are given.

The third section lists the main methods of pedagogical influence and reveals the very content of the concept of “pedagogical influence”.

The fourth section is devoted to such a current trend in modern philosophy and pedagogy as humanization. The actual meaning is revealed this concept, as well as how one can consider the sphere of education, its essence from the point of view of humanization.

The last section contains information about the student team, its influence on personal development, and ways to study the student’s personality in such a group.

The relevance of these topics is determined by their practicality, the possibility of use in real life by a specialist, researcher, teacher and psychologist, as well as the increased interest in the listed topics. This also confirms large number theoretical and practical research, some of which were used in this work.

Most of the work was used modern research, sources are not older than five years. A large number of concepts required frequent references to dictionaries on pedagogy and psychology.

1. Temperament and personality

It is well known that people differ from each other not only in the level of achievements, personality traits or intellect, but also in the ways of expressing their emotions and feelings, in different ways of communication and behavior, and finally, in different methods of mental activity. Of course, these differences are influenced by the constitutional and neurodynamic properties of a person. The quintessence of these differences lies in human temperament.

Temperament is a “natural ratio of stable individual characteristics personality, characterizing various aspects of the dynamics of mental activity and behavior."

Temperament is one of the most significant personality traits. Interest in this problem arose more than two and a half thousand years ago. It was caused by the obvious existence of individual differences, which are determined by the peculiarities of the biological and physiological structure and development of the organism, as well as the characteristics social development, the uniqueness of social connections and contacts. Biologically determined personality structures include, first of all, temperament. Temperament determines the presence of many mental differences between people, including the intensity and stability of emotions, emotional sensitivity, pace and energy of actions, as well as a number of other dynamic characteristics.

Despite the fact that repeated and constant attempts have been made to study the problem of temperament, this problem still belongs to the category of controversial and not fully resolved problems of modern psychological science. Today there are many approaches to the study of temperament. However, with all the existing diversity of approaches, most researchers recognize that temperament is the biological foundation on which personality is formed as social creature, and personality traits determined by temperament are the most stable and long-lasting.

Since ancient times, it has been customary to distinguish between four main types of temperament: choleric, sanguine, melancholic and phlegmatic. These main types of temperament, first of all, differ from each other in the dynamics of occurrence and intensity emotional states. Thus, the choleric type is characterized by rapidly arising and strong feelings, for sanguine - quickly arising, but weak feelings, for melancholic - slowly arising, but strong feelings, for phlegmatic - slowly arising and weak feelings. In addition, choleric and sanguine temperaments are characterized by speed of movements, general mobility and a tendency to strong external expression of feelings (in movements, speech, facial expressions, etc.).

Types of temperament from the point of view of everyday psychology can be characterized as follows.

Choleric is a fast, sometimes even impetuous person, with strong, quickly igniting feelings, clearly expressed in speech, facial expressions, and gestures; often hot-tempered, prone to violent emotional reactions.

A sanguine person is a fast, agile person who gives an emotional response to all impressions; his feelings are directly expressed in external behavior, but they are not strong and easily replace one another.

A melancholic person is a person characterized by a relatively small variety of emotional experiences, but great strength and their duration. He doesn’t respond to everything, but when he does, he worries greatly, although he expresses his feelings little.

A phlegmatic person is a slow, balanced and calm person who is not easily touched emotionally and cannot be enraged. His feelings are almost not manifested outwardly.

However, it would be a mistake to think that all people can be classified into four main temperaments. Only a few are pure representatives of these types; in the majority we observe a combination of individual traits of one temperament with some traits of another. The same person in different situations and in relation to different spheres of life and activity can display traits of different temperaments.

Currently, the following are considered to be the main properties of temperament:

The general mental activity of an individual, the essence of which lies in a person’s tendency to self-expression, effective development and transformation of the external environment. The degrees of activity are distributed from lethargy, inertia and passive contemplation to the highest degrees of energy, powerful swiftness of action and constant ascent.

Motor or movement component. Closely related to the previous one. The leading role in it is played by qualities associated with the motor and speech-motor apparatus. This component is very visual; it manifests itself in the individual’s movements, speech, in particular, the amplitude of his movements, rate of speech, strength, agility of movements and other motor indicators. Based on them, we most often make our first impression of a person’s temperament.

Emotionality, the next main property of temperament, is a unique symptom complex of properties and qualities that characterizes the peculiarities of the emergence, course and cessation of various affects, feelings and moods. The main characteristics of emotionality include impressionability, impulsiveness and emotional lability.

Impressiveness expresses the emotional sensitivity of an individual, his sensitivity to emotional influences, the ability to find grounds for an emotional reaction where such ground does not exist for other people. It is largely associated with sensitivity, both sensory and emotional. Therefore, some people “rip all the skin off their hearts”, while others - “thick-skinned” - react very weakly to their surroundings.

Impulsivity characterizes the speed with which emotion becomes the motivating force of an action or action without first thinking about it and consciously deciding to carry it out.

Emotional lability usually refers to the speed with which a given emotional state ceases or one experience changes to another. Emotional lability determines how quickly and strongly a person lights up and how quickly he fades away.

Often the properties of temperament include extraversion - introversion, which are associated with strength - weakness of nervous processes.

Reactivity. It refers to the level of intensity of an individual’s reactions in response to various stimuli. The more intense the response, the higher the reactivity. Individuals with low reactivity react to stimuli according to the law of strength: an increase in the strength of the stimulus leads to a corresponding increase in the intensity of the reaction. The behavior of highly reactive individuals does not obey the law of force: even with a weak stimulus, their reaction can be significantly higher than required. The higher the individual's excitability, the stronger the reactivity. A negative relationship has been established between the reactivity and activity of an individual. Highly reactive individuals are usually characterized by reduced activity, their activity is of low intensity. Low-reactive individuals are characterized by high activity.

Sensitivity as a special property of a person’s sensory organization characterizes the general “way of sensitivity.” This means that sensitivity is a general, relatively stable feature of an individual. At the same time, an experimental study of sensitivity allows us to draw a conclusion about the relative independence of the absolute sensitivity of the visual, auditory and tactile analyzers. That is why individual differences between human analyzers are pronounced. These differences themselves are due to congenital or hereditary characteristics of the morphological organization of a person. Connections between physique and sensitivity have been experimentally established. It can be assumed that the general constitution acts as common factor, which combines all natural properties into a single whole.

. Psychological states of a person

Psychological states are “a broad psychological category that covers different types integrated reflection of the situation (impacts on the subject of both internal and external stimuli) without a clear awareness of their substantive content."

Mental states represent holistic characteristics of mental activity over a certain period of time. Taking turns, they accompany a person’s life in his relationships with people, society, etc.

Human mental states are characterized by integrity, mobility and relative stability, relationship with mental processes and personality traits, individual originality and typicality, extreme diversity, polarity.

The integrity of mental states is manifested in the fact that they characterize all mental activity as a whole in a certain period of time and express the specific relationship of all components of the psyche.

The mobility of mental states lies in their variability, in the presence of stages of progression (beginning, certain dynamics and end).

Mental states are relatively stable, their dynamics are less pronounced than those of mental processes (cognitive, volitional, emotional). At the same time, mental processes, states and properties, personalities are closely interconnected.

Mental states are characterized by extreme diversity and polarity. The latter concept means that each mental state of a person corresponds to an opposite state (confidence - uncertainty, activity - passivity, frustration - tolerance, etc.).

Human mental states can be classified on the following basis:

We can distinguish typical positive and negative mental states characteristic of most people, both in everyday life(love, happiness, grief, etc.), and in professional activities associated with extreme (extreme, unusual) conditions. This should include mental states of professional fitness, awareness of the significance of one’s profession, a state of joy from success in work, a state of volitional activity, etc.

Emotions are “a special class of subjective psychological states that reflect, in the form of direct experiences of pleasure, the process and results of practical activities aimed at satisfying its current needs.”

The oldest in origin, the simplest and most widespread form of emotional experiences among living beings is the pleasure obtained from satisfying organic needs, and the displeasure associated with the inability to do this when the corresponding need intensifies.

Affects are “particularly pronounced emotional states accompanied by visible changes in the behavior of the person who experiences them.”

One of the most common types of affect these days is stress. It is a "state of excessively strong and prolonged psychological stress which occurs in a person when he nervous system gets emotional overload."

The concept of “frustration” is also close to the concept and state of stress. The term itself, translated from Latin, means deception, futile expectation. Frustration is experienced as tension, anxiety, despair, and anger that grip a person when, on the way to achieving a goal, he encounters unexpected obstacles that interfere with the satisfaction of a need.

Anomia is a psychological condition:

characterized by a feeling of loss of direction in life;

arising when an individual is faced with the need to fulfill contradictory norms.

Personality disorganization is a condition in which an individual is unable to function effectively due to internal confusion resulting from accepting conflicting standards of behavior and loyalties to different groups.

Autism is a painful mental condition; the individual’s withdrawal from contacts with the surrounding reality and orientation towards the world of his own experiences. Autism leads to a loss of the ability to understand the surrounding reality and to inappropriate behavior of the individual in society. There are Kanner's early childhood autism, Asperger's autistic psychopathy, organic autism, etc.

Depression is a painful state of depression and inhibition of mental activity; a state of frustration leading to anemia.

Inertia of inclusion is a psychological state of a person, characterized by the absence of liberation of consciousness from feelings and thoughts associated with certain past events or life facts.

Cognitive dissonance - according to L. Festinger - is a state characterized by a collision in the mind of an individual of contradictory knowledge, beliefs, and behavioral attitudes regarding some object or phenomenon. A person seeks to overcome cognitive dissonance by changing one of the conflicting knowledge and establishing correspondence between knowledge and behavioral attitudes.

Mental conflict - in social psychology- mental conflict:

characterized by a state of frustration and indecision;

resulting from an individual's inability to act due to fear of increasing adverse consequences (when all possible alternatives are equally undesirable).

The basis of mental conflict is the inconsistency of role expectations and values, which increases significantly during periods of dramatic social change.

Tension is an emotional state of an individual or group, characterized by disturbed internal balance, anxiety, restlessness, and agitation. The voltage is:

or as a result of mobilizing all the forces of the individual before committing significant actions;

or the result of frustration, conflicting motives, inability or impossibility to act in a manner appropriate to the given situation.

Insanity is a mental state of a person, characterized by his inability to account for his actions and control them due to chronic illness or temporary mental disorder, dementia, etc.

Passivity - inactivity, indifference to the environment. Passivity results from:

social and individual mental factors;

the simultaneous presence of stimuli inducing oppositely directed actions.

Need is an internal state of psychological or functional feeling of insufficiency of something. Needs manifest themselves differently depending on situational factors. The needs are distinguished:

by areas of activity: the needs of labor, knowledge, communication, recreation;

by object of needs: material, spiritual, ethical, aesthetic and other needs;

by functional role: dominant/minor, central/peripheral, stable/situational needs;

by subject of needs: group, individual, collective, public.

Prostration is a state of complete physical and neuropsychic relaxation of the body, which occurs after serious illnesses, severe overwork, nervous shock, and starvation.

Relaxation - relieving mental stress. Relaxation occurs as an involuntary or voluntary reaction as a result of a person’s special work on his own mental state and is associated with the ability to distract himself from unpleasant thoughts and emotions through a combination of physical and mental relaxation.

Happiness is a human state that corresponds to:

the greatest internal satisfaction with the conditions of one’s existence;

completeness and meaningfulness of life;

fulfillment of one's human purpose.

Fatigue is a complex of subjective experiences that accompany the development of a state of fatigue. Fatigue is characterized by:

weakness, lethargy, impotence;

feeling of physiological discomfort;

awareness of disturbances in the course of mental processes;

loss of interest in work;

the predominance of motivation to terminate activities;

negative emotional reactions.

Fatigue - in psychology - a state of temporary decrease in the functional capabilities of the human body due to intense or prolonged activity.

3. Techniques of pedagogical influence

Methods of influencing a person for pedagogical and educational purposes are varied. For proper functioning pedagogical process You need at least 6 groups of methods of influencing the personality:

Belief;

Exercise and Taming;

Education;

Control and evaluation.

The method of influence is a set of means and an algorithm for their use. Methods of influence - a set of techniques that implement influence on:

) needs, interests, inclinations - i.e. sources of motivation for activity, human behavior;

) on attitudes, group norms, people’s self-esteem - that is, on those factors that regulate activity;

) to the states in which a person is (anxiety, excitement or depression, etc.) and which change his behavior.

For example, a heart-to-heart conversation, a debate, an explanation, a lecture - these are examples of persuasion techniques.

Approval, praise, gratitude - methods of encouragement. Conviction is an influence on a person’s mind and logic, and involves a system of evidence based on life examples, logical conclusions and generalizations.

But most often, the teacher appeals simultaneously to the mind and feelings of the student, combining persuasion and suggestion, infecting the student with his conviction and faith in success. But you can convince most powerfully when the word, feeling, deed and personal example of the teacher influence. The effectiveness of persuasion methods depends on compliance with the following pedagogical requirements:

High authority of the teacher among students (logically literate, persuasive speeches of a disrespected person only cause irritation of listeners and a desire to do the opposite, but, on the other hand, authority will not help if the speech contains logical inaccuracies, contradictions in reasoning, rigged examples).

Reliance on the life experience of students.

Sincerity, logical clarity, specificity and accessibility of persuasion.

A combination of persuasion and practical training.

Taking into account the age and individual characteristics of pupils.

) Methods of influencing sources of activity are aimed at creating new needs or changing the driving force of existing motives of behavior. To form new needs in a person, the following techniques and means are used: they involve him in new activities, using the person’s desires to influence some certain person. At the same time, when involving a person in a new activity that is still indifferent to him, it is useful to ensure that the person’s efforts to carry it out are minimized - if new activity is too burdensome for a person, then the person loses desire and interest in this activity.

In order to change a person’s behavior, it is necessary to change his desires, motives (he wants what he previously wanted, or has stopped wanting, striving for what previously attracted him), i.e., to make changes in the system of hierarchy of motives. One of the techniques that allows this to be done is regression, i.e. the unification of the motivational sphere, the actualization of motives of a lower sphere (safety, survival, food motive, etc.) is carried out in the event of unsatisfaction of the basic vital needs of a person (this technique is also carried out in politics in order to “knock down” the activity of many layers of society, creating for them rather difficult conditions for food and survival).

) In order for a person’s behavior to change, it is necessary to change his views, opinions, attitudes: create new attitudes or change the relevance of existing attitudes, or destroy them. If the attitudes are destroyed, the activity disintegrates. Conditions that contribute to this: the uncertainty factor - the higher the level of subjective uncertainty, the higher the anxiety, and then the focus of activity disappears. The method of creating uncertain situations allows you to put a person into a state of “destroyed attitudes”, “losing oneself”, and if you then show the person a way out of this uncertainty, he will be ready to perceive this attitude and react in the required way, especially if suggestive maneuvers are performed: an appeal to majority opinion, publication of results public opinion combined with involvement in organized activities. Thus, the method of creating uncertainty allows for a change in target, semantic attitudes and a subsequent radical change in his behavior and goals. The method of orienting situations, when almost every person has been in the same role for some time, in the same situation, has experienced the same demands on himself and on his activities, like all other people from his environment or group, is allows everyone to develop the same required attitude towards this situation, to change their behavior in this situation in the required direction.

The required social attitude is formed in a person:

) if he is periodically included in the relevant activities;

) repeatedly receives relevant information;

) if he is included in a prestigious group that is significant for him, in which this position is supported (for example, the leaders of the children's movement are promoted to active positions, to a prestigious post, after which they quite quickly assimilate the attitudes and positions required by the administration - this technique is known from antiquity and was called “co-optation”).

In order to form an attitude toward the required attitude or evaluate a particular event, the method of associative or emotional transfer is used: include this object in the same context with something that already has an evaluation, or evoke a moral evaluation, or a certain emotion regarding this context,

In order to strengthen and actualize the required attitude, but capable of causing a person’s emotional or moral protest, the technique of “combining stereotypical phrases with what they want to introduce” is often used, since stereotypical phrases reduce a person’s attention and emotional attitude for a certain moment, sufficient to activation of the required setting. To change a person’s emotional state and attitude to current events, the technique of “remembering the bitter past” is effective (by acutely remembering past hardships, one perceives the present and future more positively, and perhaps seems more optimistic).

. Humanization of education

Russian society is at a turning point in its development. It is characterized by reassessment of values, criticism and overcoming what prevents further movement forward. The highest humanistic meaning of social development is the affirmation of the attitude towards man as the highest value of existence, the creation of conditions for the free development of each person.

Man as an end in itself for development, as a criterion for assessing social progress, represents the humanistic ideal of the transformations taking place in the country. The progressive movement towards this ideal is associated with the humanization of the life of society, in the center of whose plans and concerns should be a person with his needs, interests, requirements. Therefore, the humanization of education is considered as the most important social and pedagogical principle, reflecting modern social trends in building the functioning of the education system.

Humanization is a key element of new pedagogical thinking, which affirms the multi-subjective essence of the educational process. The main meaning of education in this case becomes personal development. And this means changing the tasks facing the teacher. If earlier he had to transfer knowledge to the student, then humanization puts forward a different task - to contribute to all possible ways child development. Humanization requires a change in relationships in the “teacher-student” system - the establishment of cooperative ties. Such a reorientation entails a change in the methods and techniques of the teacher’s work. But that's not all.

Patterns of humanization of education. Based on the findings of numerous psychological and pedagogical studies, we will formulate the principles of humanization of education.

Education as a process of development of mental properties and functions is determined by the interaction of a growing person with adults and the social environment. Mental phenomena, noted S.L. Rubinstein, arise in the process of human interaction with the world. A.N. Leontyev believed that a child does not face the world around him alone. His relationship to the world is always conveyed through the relationships of other people, he is always involved in communication (joint activity, verbal or mental communication).

In order to master the achievements of material and spiritual culture, in order to make them his needs, “organs of his individuality,” a person enters into certain relationships with the phenomena of the surrounding world through other people. This process is, in its functions, the process of education.

Among the humanistic tendencies in the functioning and development of the education system, the main one can be identified - the orientation towards personal development. The more harmonious the general cultural, social, moral and professional development of the individual is, the more free and creative a person will become.

Education will satisfy personal needs if, according to L.S. Vygotsky, it is focused on the “zone of proximal development,” i.e. on mental functions that have already matured in the child and are ready for further development. This orientation requires the promotion of educational goals that provide basic qualities, not necessarily universal, but necessarily necessary for the development of the individual in one way or another. age period.

Today there is a real opportunity to give a person to master not only basic professional knowledge, but also a universal human culture, on the basis of which it is possible to develop all aspects of the personality, taking into account its subjective needs and objective conditions associated with the material base and personnel potential of education. Personal development in harmony with universal human culture depends on the level of mastery of basic humanitarian culture. This pattern determines the cultural approach to the selection of educational content. In this regard, self-determination of the individual in world culture is the core line of humanitarization of the content of education.

The cultural principle requires an increase in status humanities, their renewal, liberation from primitive edification and schematism, revealing their spirituality and universal human values. Taking into account the cultural and historical traditions of the people, their unity with universal human culture is the most important condition for the design of new curricula and programs.

Culture realizes its function of personality development only if it activates and encourages a person to act. The more diverse and productive the activities that are significant for the individual, the more effective the mastery of universal and professional culture. The activity of the individual is precisely the mechanism that allows one to transform the totality of external influences into new formations of the individual as products of development. This makes it particularly important to implement the activity approach as a strategy for the humanization of teaching and education technologies. It allows you to “convert” pedagogical tasks into the “personal meaning” of an individual’s activity.

The process of general, social, moral and professional development of the individual takes on an optimal character when the student acts as a subject of learning. This pattern determines the unity of the implementation of activity and personal approaches.

The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals. This is due to their willingness to perceive each person as obviously interesting, to recognize his right to be different from others. The personal approach requires the inclusion of personal experience (feelings, experiences, emotions, corresponding actions and deeds) in the pedagogical process.

The principle of the dialogic approach involves transforming the position of the teacher and the position of the student into personally equal, into the position of collaborating people. This transformation is associated with a change in the roles and functions of participants in the pedagogical process. The teacher does not educate or teach, but activates, stimulates aspirations, forms the student’s motives for self-development, studies his activity, and creates conditions for self-movement. In this case, a certain sequence and dynamics must be observed: from maximum assistance from the teacher to students in solving educational problems at the initial stage of education through the gradual activation of students to complete self-regulation in learning and the emergence of partnership relations between them.

At the same time, the self-development of an individual depends on the degree of creative orientation of the educational process. This pattern forms the basis of the principle of an individual creative approach. It involves direct motivation of educational and other activities, organization of self-movement towards the final result. This allows the student to experience the joy of realizing his own growth and development, of achieving his own goals. The main purpose of the individual creative approach is to create conditions for the self-realization of the individual, to identify (diagnose) and develop his creative capabilities. It is this approach that ensures the personal level of mastery of basic humanitarian culture.

The humanization of education is largely associated with the implementation of the principle of professional and ethical mutual responsibility. The readiness of participants in the pedagogical process to take on the concerns of other people is inevitably determined by the degree of formation of a humanistic way of life. This principle requires such a level of internal composure of the individual, at which a person does not follow the circumstances that arise in the pedagogical process. The individual himself can create these circumstances, develop his own strategy, and consciously and systematically improve himself.

So, the integration of knowledge about the essence of the humanization of education has made it possible to identify its main patterns and a system of principles interconnected with them.

5. Study of the student’s personality in student groups

The team is any organized group people or only a highly organized group. IN pedagogical literature A collective is an association of pupils (pupils) distinguished by a number of important characteristics.

A student body is “a group of students united by a common socially significant goal, activity, organization of this activity, having common elected bodies and characterized by cohesion, common responsibility, mutual dependence with equality of all members in rights and responsibilities.”

The student body as a system is:

an organic part of a more complex association - an educational team, which includes, in addition to the children's team, a team of teachers and educators;

a relatively autonomous system, which is characterized by processes of self-regulation, self-organization, and self-government;

coordinated unity of two structures: official, developing under the influence of adults, and unofficial, developing to a large extent in the process of interpersonal communication; temperament psychological humanization education personality

Subject of activity for the implementation of common socially significant goals;

the subject of education in relation to the personality of each of its members.

The development of the creative individuality of children and adolescents is interconnected with the level of their independence and creative activity within the team. The more independent a student is in collective socially useful activities, the higher his status in the team and the higher his influence on the team. And vice versa, the higher his status, the more fruitful the influence of the team on the development of his independence.

The children's team is the main basis for children to accumulate positive social experience. Experience is acquired by the pupil in the family, through communication with peers in unorganized out-of-school conditions, through the media, reading books and other sources. However, only in a team is its development specifically planned and directed by professional teachers. Upon entering school, a child becomes a member of many groups, some of which he chooses independently (clubs, sections, etc.), and he becomes a member of others and, above all, the class team due to certain conditions. As a member of society and a team, the student is forced to accept those rules and norms of relationships that are characteristic of a particular group. He cannot ignore or neglect them simply because he wants to be accepted by the team, take a position in it that satisfies him, and effectively carry out his activities. This does not mean at all that the student should passively adapt to existing or emerging relationships. If he is convinced that he is right, he must take an active position and not only express his point of view, contrary to the opinion of the majority, but also defend it in front of the team. Thus, the collective opens up the possibility of accumulating experience of collective behavior in positions of subordination, active opposition and leadership. Ultimately, this should lead to the formation of such socially valuable qualities as citizenship, humanism, initiative, responsibility, social justice, etc.

Manifesting social activity, each student perceives the team as an arena for self-expression and self-affirmation as an individual. Thanks to pedagogical leadership Through collective life activity, the desire to establish oneself in one’s own eyes and in the eyes of one’s peers finds favorable soil in the team. Only in a team are such essential personal characteristics formed as self-esteem, level of aspirations and self-respect, i.e. acceptance or rejection of oneself as a person.

How can you monitor changes in personal development in a team? First of all, through external assessment the position of this student in the team, through peer surveys about his role, position, authority. In this matter great value has a sociometry method, where you can get a fairly large amount of information about relationships in groups, for example, such as the student body.

In addition, the team allows the teacher to independently vary the positional composition of the group, assigning one or another student to a particular position. This allows you to see how a particular individual copes with certain demands of positional behavior.

Conclusion

This paper presented the result of an analytical review of the literature in five sections.

The first section examined temperament as one of the categories of psychology. Temperament is “a natural relationship between stable individual personality characteristics that characterize various aspects of the dynamics of mental activity and behavior.”

Since ancient times, it has been customary to distinguish between four main types of temperament: choleric, sanguine, melancholic and phlegmatic. These main types of temperament primarily differ from each other in the dynamics of the emergence and intensity of emotional states. Thus, the choleric type is characterized by quickly arising and strong feelings, the sanguine type is characterized by quickly arising but weak feelings, the melancholic type is characterized by slowly arising but strong feelings, and the phlegmatic type is characterized by slowly arising and weak feelings. In addition, choleric and sanguine temperaments are characterized by speed of movements, general mobility and a tendency to strong external expression of feelings (in movements, speech, facial expressions, etc.).

Melancholic and phlegmatic temperaments, on the contrary, are characterized by slow movements and weak expression of feelings.

The second section reveals the known psychological states of a person. Psychological states are a broad psychological category that covers different types of integrated reflection of the situation (impacts on the subject of both internal and external stimuli) without a clear awareness of their substantive content.

Human mental states can be classified on the following basis:

depending on the role of the individual and the situation in the occurrence of mental states - personal and situational;

depending on the dominant (leading) components (if they clearly appear) - intellectual, volitional, emotional, etc.;

depending on the degree of depth - states are (more or less) deep or superficial;

depending on the time of occurrence - short-term, protracted, long-term, etc.;

depending on the impact on the personality - positive and negative, sthenic, increasing vital activity, and asthenic;

depending on the degree of awareness - states are more or less conscious;

depending on the reasons causing them;

depending on the degree of adequacy of the objective situation that caused them.

The third section examined the main methods of pedagogical influence on the individual.

Methods of influencing a person for pedagogical and educational purposes are varied. For the proper functioning of the pedagogical process, at least 6 groups of methods of influencing the individual are needed:

Belief;

Suggestion and infection, “personal example” and imitation;

Exercise and Taming;

Education;

Stimulation (methods of reward and punishment, competition);

Control and evaluation.

The method of influence is a set of means and an algorithm for their use. Methods of influence are a set of techniques that implement influence on: 1) needs, interests, inclinations - that is, sources of motivation for activity and human behavior; 2) on attitudes, group norms, people’s self-esteem - that is, on those factors that regulate activity; 3) on the states in which a person is (anxiety, excitement or depression, etc.) and which change his behavior.

The fourth section examined humanization as one of the main directions in the development of modern education.

The humanization of education presupposes the unity of general cultural, social, moral and professional development of the individual. This socio-pedagogical principle requires a revision of the goals, content and technology of education.

The fifth section examined the features of the functioning of student groups and their impact on personal development.

In pedagogical literature, a collective is an association of pupils (pupils), distinguished by a number of important characteristics.

General socially significant goal. The goal of the team necessarily coincides with public goals and is supported by society and the state.

General joint activity to achieve a set goal, general organization of this activity.

Relationships of responsible dependence. Relationships are established between team members that reflect the unity of experiences and value judgments associated with them.

General elected governing body. Democratic relations are established in the team.

A student body is a group of students united by a common socially significant goal, activity, organization of this activity, having common elected bodies and characterized by cohesion, common responsibility, mutual dependence with equality of all members in rights and responsibilities.

The processes of development of the individual and the team are inextricably linked with each other. Personal development depends on the development of the team, its level of development, the structure of the business and interpersonal relationships. On the other hand, the activity of pupils, the level of their physical and mental development, their capabilities and abilities determine the educational power and influence of the team. Ultimately, the collective attitude is expressed the more clearly, the more active the members of the team, the more fully they use their individual possibilities in the life of the team.

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.Slastenin V.A. and others. Pedagogy Proc. aid for students higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2005. - 576 p.

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The starting point for education is a person’s attitude to the surrounding reality and its real manifestations. Since attitude has three forms of its existence - reason, emotions and action, it is natural and logical to use three educational channels of pedagogical influence. The rational side of the relationship is realized through the word, the practical side through action, the emotional side through evaluative influence.

Persuasion method includes methodological techniques: judgment, message, opinion, dialogue, discussion, advice, recommendation, exchange of impressions, disclosure of inner meaning, etc.

Exercise method is implemented by the following methodological techniques: the teacher’s personal example, a request to do or redo something, demonstration instructions, special training (for example, etiquette skills), an order to act in special cases(stop a fight, return someone else’s thing), etc.

Method of pedagogical assessment has two varieties: open pedagogical assessment and hidden pedagogical assessment. The latter is the most effective, as it develops independence.

Types of open evaluation expressing encouragement:

Approval is an extremely laconic form of a verbal, facial, plastic nature (a smile, a nod or the word “well done”, “good”);

praise is a detailed form of approval;

gratitude - recognition of the significance of what has been done.

For children with developmental disabilities, positive reinforcement is a key operation in expressing love for the child. It contains either encouragement, a compliment, a surprise, a gift, a souvenir, or a cheerful joy, a delicacy or a toy, thereby raising the spiritual strength of the child. In addition, it is necessary to remove the child’s fear of failure (“no big deal”), provide advances to the child (“it will definitely work out”), strengthen the motive for activity (“this is so important for you), and note exceptional personality traits that allow one to hope for success.

Punishment is organized in a similar way, but the evaluation vector changes. the following techniques are used: disapproval, remark, deprivation of allowances, etc.

In modern educational practice, the share of pedagogical assessment is increasing:

- “I-message”, announcing aloud one’s own experiences (“I am always ashamed when I hear rude words”);

- “You-message” (“You were probably very upset and lost control of yourself, and now, of course, you are ashamed?”);

a natural consequence as the logical inevitability of the circumstances in which the child has placed himself (“Dropped? - Pick it up!”, Broke? - Bring a hammer and nails!”);

assignment of evaluative powers to the child (“How do you evaluate your actions?”);

Time-drawn assessment (“I’m shocked, we’ll talk about it tomorrow”).

The implementation of these methods of education carries out the subtlest psychological touch on the individual and therefore requires special pedagogical art.

Methodsorganizing interaction between teacher andengaged

We are talking about effective ways to organize interaction between a teacher and students (children and adults) when solving specific problems of adaptive physical culture. For disabled people and persons with disabilities The most appropriate are individual, individual-group and small-group classes.

Individualclasses

For a large group of disabled people with complex movement disorders - injuries and diseases of the spinal cord, congenital underdevelopment of the limbs, with consequences of cerebral palsy, disabled people with severe mental retardation, disabled children of various nosological groups in the first years of life, children homeschooling- the individual method is often the only acceptable one, since it requires the teacher to focus his attention on only one person.

Interaction with one person allows you to individualize the content, methods, methodological techniques, the pace of mastering educational activities in accordance with the real capabilities of a disabled person, monitor the dynamics of results when solving specific treatment and rehabilitation, correctional and developmental and other tasks, quickly monitor physical and mental state, etc. p.

The disadvantage of individual classes is the limited cooperation with other students, which negatively affects the process of socialization and the formation of the ability to work in a team.

Individual-groupclasses

The size of the group for joint activities ranges from 2-3 to 6-8 people. They include either disabled people of different ages (for example, rehabilitation groups for adults with visual impairments from 20 to 50 years and older), or disabled people of the same nosological group (for example, with disorders of the musculoskeletal system with different levels of amputation of the upper or lower extremities), or disabled people of different nosological groups (for example, children with delayed mental development, mild mental retardation and hearing impairment, etc.). The peculiarity of individual-group classes is that part of it is carried out jointly, and exercises are selected that are accessible to everyone. The other part consists of personal assignments for everyone and their implementation under the guidance and control of the teacher. The need for this method of organizing classes is due to the variety of defects, the state of intact functions, the variety of motor disorders and medical contraindications, which requires an individual approach. The disadvantage is the low motor density of classes.

Small group classes

This is a common type organized classes lesson form on adaptive physical education in special kindergartens, schools, boarding schools. The number of students does not exceed 10-12 people. As a rule, these are children of the same nosological group, approximately the same age and equal physical and mental capabilities. The differentiation and recruitment of groups (classes) is carried out by a medical-psychological-pedagogical commission. The relative homogeneity of the group makes it possible to streamline the pedagogical process, solving common problems for everyone, using common means and methods, creating conditions for interaction and collective actions of students, verbal and non-verbal communication, emotional impact on the mental sphere, increasing the pedagogical and motor density of the lesson. At the same time, despite the external similarity of diagnostic indicators, there are no identical children. The same leading defect may have a different structure, other secondary disorders, which require different corrective actions. In small group classes, individualization is limited and is carried out not through the variability of physical exercises, but mainly by increasing or decreasing physical, mental, and emotional stress.

Test questions and assignments

What two large groups does the system of personality education methods consist of?

Tell us about the main strategic methods of personal development.

What methods of pedagogical influence are you familiar with?

What are non-traditional methods of pedagogical assessment?

Tell us about the methods of organizing interaction between teacher and student.

The implementation of the goals of upbringing and education is called pedagogical process . The system of educational and educational means that characterize the joint activities of teachers and students is called method of education or method of teaching . The division of means and methods into educational and educational is very arbitrary, and sometimes even artificial, so in the future we will use the universal concepts of “means of influencing the individual” and “methods of influencing the individual.”

For the proper functioning of the pedagogical process it is necessary, at a minimum, five groupsmethods of influencing personality:

1. belief;

2. exercises and training;

3. training;

4. stimulation;

5. control and evaluation.

Method of influencing personality - this is a system of pedagogical techniques that allow solving certain pedagogical problems.

Another important concept in this series is the form of organization of pedagogical influence. The following are the most important forms of organizing pedagogical influence:

1. educational process;

2. extracurricular work;

3. family education;

4. educational activities of youth organizations;

5. educational activities of cultural, art and media institutions (to the extent that they are available).

Let's consider the above methods of influencing personality.

Belief- this is a versatile influence on the mind, feelings and will of a person in order to form the desired qualities in him. Depending on the direction of the pedagogical influence, persuasion can act as evidence, as suggestion, or as a combination of both. The most important role in persuasion with the help of words is played by such techniques as conversation, lecture, debate. The effectiveness of persuasion methods depends on compliance with a number of pedagogical requirements, the most important of which are:

2. Reliance on the life experience of students.

3. Sincerity, specificity and accessibility of persuasion.

4. A combination of persuasion and practical training.

5. Taking into account the age and individual characteristics of pupils.

Exercise and training

Exercise- this is the systematically organized implementation by pupils of various actions and practical affairs with the aim of forming and developing their personality. Training- this is the organization of systematic and regular performance by pupils of certain actions in order to form good habits.

Exercise (training) as a method of pedagogical influence is used to solve a wide variety of problems of civil, moral, physical and aesthetic perception and development. Without the systematic use of intelligently designed exercises, it is impossible to achieve the effectiveness of educational work. In the practice of educational work, mainly three types of exercises are used:

1. exercises in useful activities;

2. routine exercises;

3. special exercises.

Education

Teaching methods are divided into by dominant means to:

Verbal,

Visual;

Practical.

They are also classified depending on the main didactic objectives to:

1. methods of acquiring new knowledge;

2. methods of developing skills and knowledge in practice;

3. methods of testing and assessing knowledge, skills and abilities.

This classification is supplemented by methods of consolidating the material being studied and methods of independent work by students.

Besides, all the variety of teaching methods is divided into three main groups:

1. methods of organizing and implementing educational and cognitive activities;

2. methods of stimulation and motivation of educational and cognitive activity;

3. methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

The most optimal classification of teaching methods seems to be based on the nature of educational and cognitive activity (or method of assimilation) of students in their assimilation of the material being studied. This classification includes five methods:

1. explanatory and illustrative method (lecture, story, work with literature, etc.);

2. reproductive method;

3. method of problem presentation;

4. partial search (or heuristic) method;

5. research method.

Problem situation is a mental state of intellectual difficulty caused, on the one hand, by an acute desire to solve a problem, and on the other, by the inability to do this with the help of an existing stock of knowledge or with the help of familiar methods of action, and creating a need to acquire new knowledge or search for new methods of action.

Means and methods of pedagogical influence on the individual The technological scheme of the pedagogical process looks something like this. First of all, the teacher convinces the student (student) of the importance and expediency of solving a specific problem, then he must teach the student, that is, ensure that he acquires a certain amount of knowledge necessary to solve the problem. At the next stage, it is necessary to formulate the student’s skills and abilities. At all these stages, it is useful to constantly stimulate the diligence of students, monitor and evaluate the stages and results of the work. For the proper functioning of the pedagogical process, at least five groups of methods of influencing the individual are needed: 1. persuasion; 2. exercises and training; 3. training; 4. stimulation; 5. control and evaluation. It should also be noted that in Russian and world pedagogy there is a problem of methods of influencing the individual, since there is no unity of views on their selection, quantity, nomenclature and the grounds on which they should be classified. The following are the most important forms of organizing pedagogical influence: 1) educational process; 2) extracurricular, extracurricular activities; 3) family education; 4) educational activities of children's and youth organizations; 5) educational activities of cultural, art and media institutions (to the extent that they are available to students). 1. Conviction. Conviction is a multifaceted influence on the mind, feelings and will of a person in order to form the desired qualities in him. Depending on the direction of the pedagogical influence, persuasion can act as evidence, as suggestion, or as a combination of both. If we want to convince a student of the truth of some scientific status, then we turn to his mind, but if we want to cultivate love for the Motherland, for the mother, then it is necessary to turn to the feelings of the pupil. In this case, persuasion acts as suggestion. The most important role in persuasion with the help of words is played by such techniques as conversation, lecture, debate. Conversation. The main function of the conversation is to involve the students themselves in evaluating events, actions, and phenomena of life and, on this basis, to form in them the desired attitude towards the surrounding reality, towards their civic and moral responsibilities. Lecture. A lecture is a detailed, lengthy and systematic presentation of the essence of a particular educational, scientific, educational or other problem. The basis of the lecture is a theoretical generalization, and the specific facts that form the basis of the conversation serve only as an illustration or starting point in the lecture. Students respond especially sensitively to the lecturer’s bright, independent style of thinking, to his ability to separate fact from thinking about fact, and to express his personal attitude to the material of the topic. The lecture should be a school of thinking for the student. Only then does knowledge acquire personal meaning and become not a passive component of mental baggage, but a guide to action. Convincing evidence and arguments, validity of conclusions, a clear personal position, and most importantly, psychological contact with the audience from beginning to end - these are the main components of the success of the lecture. Dispute. The clash of opinions with the aim of forming judgments and assessments, which distinguishes a debate from a conversation and a lecture, perfectly meets the acute need of adolescents and young people for self-affirmation, the desire to seek meaning in life, not to take anything for granted, to judge everything by the most maximalist standards. Dispute teaches the ability to defend one’s views, convince other people of them, and at the same time requires the courage to abandon a false point of view. The debate is also valuable because the knowledge obtained in the course of a clash of opinions is distinguished by a high degree of generality, depth, strength and consciousness of assimilation. The dispute requires the teacher careful preparation. It is extremely important that the questions that are brought up for discussion contain an issue that is meaningful to the students and truly concerns them. At the same time, the dispute is a review of all the pedagogical qualities of the teacher and his teaching qualifications. According to A. S. Makarenko, a teacher at a debate must be able to speak in such a way that students feel his will, culture, and personality in his words. A real teacher is in no hurry to reject erroneous judgments, will not allow himself to rudely interfere in a dispute, or categorically impose his point of view. He must be delicate and patient, calm and ironic. A position of silence and prohibition is completely unacceptable. Young teachers often ask how far one can let go of the pedagogical “reins,” and what, exactly, is the pedagogical leadership of a debate? You can let go of the “reins” completely, but you can’t let go of the “compass” from your hands. The main task of the teacher at the debate is to monitor the correctness of the evaluation criteria and judgments. If the criteria are correct, then no matter what storms the ship of dispute carries, it will set out on the right course. The role of the teacher at the debate - continuing the comparison - is to be a navigator, and young captains should alternately steer the ship. Example. An example as a method of pedagogical influence is based on the desire of students to imitate, but its psychological and pedagogical effect is not limited to stimulating their adaptive activity. It has long been known that words teach, but examples lead. For all its merits and possibilities, the word does not have the influence that living concrete examples of living concrete people have in all the richness of their relationships. Examples worthy of emulation there may be older brothers and sisters, mother and father, grandfather and grandmother, fellow students, scientists and cultural figures, outstanding actors and athletes, statesmen and literary heroes. Pedagogical requirements for the use of persuasion methods. The effectiveness of persuasion methods depends on compliance with a number of pedagogical requirements. Let's look at the most important of them. 1. High authority of the teacher among students. 2. Reliance on the life experience of students. The teacher’s word takes on a specific meaning if it touches on the personal experience of the students. 3. Sincerity, specificity and accessibility of persuasion. 4. A combination of persuasion and practical training. The greatest successes in education are achieved when verbal influence is combined with the organization of various practical activities. 5. Taking into account the age and individual characteristics of pupils 2. Exercise and training. Exercise is a systematically organized performance by pupils of various actions and practical affairs with the aim of forming and developing their personality. Accustoming is the organization of systematic and regular performance by pupils of certain actions in order to form good habits. Or to put it another way: habituation is the exercise of developing good habits. In the practice of educational work, mainly three types of beliefs are used: 1) exercise in useful activities; 2) routine exercises; 3) special exercises. Exercises in various useful activities are aimed at developing habits in work, in the communication of students with elders and with each other. The main thing in this type of exercise is that its benefits are recognized by the student, so that he, experiencing joy and satisfaction from the result, gets used to asserting himself in and through work. Regular exercises are those exercises, the main pedagogical effect of which comes not from the result, but from a well-organized process - the regimen. Compliance with the optimal regime in the family and educational institution leads to the synchronization of the psycho-physiological reactions of the body with external requirements, which has a beneficial effect on the health, physical and intellectual capabilities of the student and, as a consequence, on the results of his activities. Special exercises are training exercises aimed at developing and consolidating skills. In the educational process, all exercises are special, and in educational work they are training to perform elementary rules behavior related to external culture. 3. Training Methods are divided according to dominant means into verbal, visual and practical. The whole variety of teaching methods is divided into three main groups: 1) methods of organizing and implementing educational and cognitive activities; 2) methods of stimulation and motivation of educational and cognitive activity; 3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities. The most optimal classification of teaching methods seems to be proposed by I. Ya. Lerner and M. N. Skatkin, which takes as a basis the nature of educational and cognitive activity (or the method of assimilation) of students in their assimilation of the material being studied. This classification includes five methods: 1) explanatory and illustrative method (lecture, story, work with literature, etc.); 2) reproductive method; 3) method of problem presentation; 4) partial search (or heuristic) method; 5) research method. These methods are divided into two groups: 1) reproductive (methods 1 and 2), in which the student assimilates ready-made knowledge and reproduces (reproduces) methods of activity already known to him; 2) productive (4 and 5 methods) characterized by the fact that the student obtains (subjectively) new knowledge as a result creative activity. Problem presentation occupies an intermediate position, since it equally involves both the assimilation of ready-made information and elements of creative activity. Reproductive teaching methods Explanatory and illustrative method. It consists in the fact that the teacher communicates ready-made information through various means, and the students perceive, realize and record this information in memory. Reproductive method. To acquire skills and abilities through a system of tasks, students’ activities are organized to repeatedly reproduce the knowledge communicated to them and the methods of activity shown. The teacher gives tasks, and the student carries them out - solving similar problems, making plans, reproducing chemical and physical experiments etc. Both described methods enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of creative abilities, do not allow them to be formed systematically and purposefully. This goal is achieved through productive methods. Productive teaching methods. The condition for the functioning of productive methods is the presence of a problem. An educational problem is a search task for which the learner needs new knowledge, and in the process of solving which this knowledge must be acquired. In resolving an educational problem, four main stages can be distinguished: 1) creation of a problem situation; 2) analysis of the problem situation, formulation of the problem and presentation of it in the form of one or more problematic tasks; 3) solving problematic problems (problems) by putting forward hypotheses and consistently testing them; 4) checking the solution to the problem. The role of the teacher and students at the four stages of solving an educational problem can be different: if all four stages are performed by the teacher, then this is a problematic presentation. If all four stages are performed by the student, then this is a research method. If some stages are carried out by the teacher, and some by the students, then a partial search method takes place. 4. Stimulation methods. To stimulate means to encourage, to give impulse, impetus to thought, feeling and action. Competition. The desire for primacy, priority, and self-affirmation is characteristic of all people, but especially young people. Competition in educational institutions is akin to the best examples sports rivalry. The main task of the teacher is to prevent competition from degenerating into fierce competition and the desire for superiority at any cost. Encouragement. The feeling of satisfaction that a rewarded student experiences gives him a surge of strength, an increase in energy, confidence in his abilities and, as a result, is accompanied by high diligence and effectiveness. But the most important effect of encouragement is the emergence of a strong desire to behave in such a way and act in such a way as to experience this state of mental comfort as often as possible. At the same time, encouragement should not be too frequent, so as not to lead to devaluation and expectation of reward for the slightest success. The teacher's special concern should be to prevent students from being divided into those who are praised and those who are ignored. Punishment. Punishment is one of the oldest methods of education. Punishment corrects the student’s behavior, makes him think about where and what he did wrong, and causes a feeling of dissatisfaction, shame, and discomfort. Punishment is self-affirmation in reverse, which generates the need to change one’s behavior, and when planning future activities, a feeling of fear of experiencing a complex of unpleasant feelings again. However, punishment should not cause the pupil either moral humiliation or physical suffering. The pedagogical requirements for the application of penalties are as follows: 1) one cannot punish for unintentional actions; 2) one cannot punish hastily, without sufficient grounds, on suspicion: it is better to forgive ten guilty people than to punish one innocent person; 3) combine punishment with persuasion and other methods of education; 4) strictly observe pedagogical tact; 5) reliance on understanding and support of public opinion; 6) taking into account the age and individual characteristics of pupils.

The final lesson of our course is devoted to a topic that is one of the most important in pedagogical practice- the issue of the teacher’s influence on the student’s personality, because in most cases the effectiveness of the entire pedagogical process depends on how and what influence the teacher has on the student. In addition to the main topic, we will talk about the methods by which academic performance and knowledge are assessed today.

Pedagogical methods of influencing the personality of students

Let's remember: the pedagogical process is the implementation of educational goals and objectives, and the system of pedagogical means that characterize the interaction of teachers and students is called the teaching method/methods. It is possible to divide these means into educational or educational ones only conditionally, based on which, further we will use the universal concept of “methods of influencing the individual.”

The technology of the pedagogical process can be described approximately as follows: initially, the teacher conveys to students information about the need and importance of solving a certain problem, after that he trains them so that they acquire specific knowledge that contributes to learning, and then develops in them the appropriate skills and abilities. Any of the stages involves stimulation of cognitive activity, its control and evaluation.

In order for the pedagogical process to be as effective as possible, experts recommend including such methods of influencing the individual as persuasion, exercise and habituation, training, stimulation and evaluation.

Research by leading Russian teachers M.I. Makhmutova and Yu.K. Babansky made it possible to establish that the choice of methods and their combination should be based on the following:

• Do the methods correspond to the goals and objectives of the pedagogical process?
• Do the methods correspond to the content of the lessons?
• Do the methods correspond to the real learning potential of students: age, level of development,
• Do the methods correspond to the current conditions and time allocated for training?
• Do the methods correspond to the capabilities of the teachers themselves, which are determined by their experience, the degree of psychological, pedagogical and methodological training?

Now let's look at the methods themselves.

Belief

Conviction is a diverse influence on a person’s consciousness and feelings, aimed at the formation of certain qualities. Based on the direction of the pedagogical influence, persuasion can take the form of suggestion, evidence, or a combination of both.

The effectiveness of this method depends on whether special requirements are met, the most significant of which are:

• Taking into account the life experiences of students
• Taking into account the age and individual characteristics of students
• Teacher's authority
• Accessibility, specificity and sincerity
• A combination of persuasion and training in practice

Of particular importance in persuasion are such techniques as debate, lecture and conversation.

Exercise and training

An exercise is a structured and organized performance by students of certain actions aimed at developing and shaping their personality.

Training is the organization of the systematic implementation of certain actions aimed at the formation.

As a method of pedagogical influence, exercise and training are applicable to the implementation of all kinds of tasks of aesthetic, physical and moral development and education. The results of pedagogical work directly depend on the regular and systematic use of specific exercises.

The following exercises are typically used within this topic:

• Regular exercises
• Exercises in useful activities
• Special exercises

Regime exercises are called exercises, the main pedagogical effect of which lies not in the result, but in a mode that promotes the adaptation of the body's psychophysiological reactions to external conditions. Such exercises have a positive effect on students, their intellectual and physical capabilities.

Exercises in useful activities are called exercises, the purpose of which is to develop students’ habits in practical work, work and interaction with each other. The main component of such exercises is students’ awareness of the benefits of exercise, a feeling of satisfaction, joy and self-affirmation through work.

Special exercises are called training plan exercises, the purpose of which is to develop and consolidate skills and abilities. IN educational activities All exercises are special, and in educational exercises - the formation of the simplest behavioral patterns determined by the cultural environment. This type of exercise can also be used when you need to correct some shortcomings.

The exercise can only be a simple repetition in the early stages. In subsequent ones, it should become an improvement with constantly increasing results.

Education

We have already become familiar with teaching methods in previous lessons. Here we will simply say that they can be divided into practical, visual, verbal and others, based on the dominant means of presenting information.

Among the teaching methods are:

• Methods for acquiring new knowledge
• Methods for developing skills and abilities using theory to practice
• Methods for assessing and testing acquired knowledge, skills and abilities

The classification of teaching methods depends on the tasks and goals of the pedagogical process.

Stimulation

Stimulation means to induce, to give impetus to a thought process or a practical action. Despite the fact that each method has a stimulating effect, there are methods designed to provide additional stimulating effects and enhance other methods that are not primary in relation to stimulating ones.

Basic stimulating methods are:

• Competition
• Promotion
• Punishment

Competition lies in the desire for leadership and self-affirmation inherent in every person. In an educational environment, competition can be called an analogue sports competitions, however, it should not be allowed to take the form of fierce rivalry and the desire to win by any means.

Promotion serves as a signal of completed self-affirmation, because includes recognition by others or the student himself of the effectiveness of those actions, strategies and attitudes towards them that he has chosen to implement. Encouragement causes a feeling of satisfaction, a surge of energy, gives, increases diligence and productivity. But the most significant effect of encouragement is the desire to continue to behave in such a way that the above-mentioned sensations appear as often as possible. But the reward should not be too frequent, otherwise it may depreciate, and the reward will always be expected.

Punishment is, as it were, self-affirmation in reverse, because it creates a desire to adjust one’s behavior and causes a range of unpleasant emotions and feelings associated with past experiences in the process of planning upcoming activities; causes reluctance to repeat negative events. Punishment creates a feeling of detachment and alienation, and helps motivate the student to make serious changes in himself and his actions.

Thus, we have examined in general terms the main methods of pedagogical influence on the personality of students. But, as you remember, another method was also indicated - this is a method for assessing knowledge, skills and abilities, which we did not talk about. Considering that it is not only one of the elements of the complex pedagogical methods impact, but also an independent method for diagnosing the cognitive activity of students, and also consists of several components, we will consider it separately from the rest.

Methods for assessing students' knowledge, skills and abilities

The various stages of learning also involve the application various types assessment of knowledge, skills and abilities.

So, they distinguish:

• Ongoing testing and assessment of knowledge, which is carried out during daily classes
• Quarterly test and assessment of knowledge, which is carried out at the end of each quarter
• Annual testing and assessment of knowledge, which is carried out at the end of each year
• Final and transfer exams

In addition, there is a division of knowledge assessment methods into traditional and modern. Let's talk briefly about each of them.

Traditional methods of assessing knowledge, skills and abilities

Traditional methods of assessing knowledge, skills and abilities include:

• Daily observation of student activities
• Oral survey
• Written test
• Lesson point
• Test
• Checking homework

Casual observation for work students helps the teacher in forming an idea of ​​how students behave in class, what they do, how they perceive and analyze educational material, how good their intelligence is, how independent they are and how capable they are of applying the acquired knowledge in practice.

Oral polls consist of the teacher asking questions about the content of educational information and subsequent responses from students. In fact, this method is considered the most common. Through oral surveys, the quality and completeness of knowledge assimilation is revealed.

Considering that an oral survey is a question-and-answer method of diagnosing knowledge, it is also called a conversation. During such a conversation, the teacher will divide the educational material into semantic blocks, and ask questions about each of them. Often the oral survey is supplemented with oral or written exercises. However, the disadvantage of this method is that only 3-4 people can be tested in one lesson, for which reason the method can be modified into a frontal survey, a compact survey or a lesson point.

A frontal survey involves dividing educational material into even smaller blocks in order to test a maximum of students by asking them 1-2 questions. But it is impossible to determine the depth of assimilation of the material. A condensed survey consists of the fact that the teacher tests one of the students himself, and the rest are given the task of answering prepared questions in writing. Due to the subsequent written test and grading, the survey is called compacted - the teacher’s activities compress the time required for the test.

As the condensed survey method was practiced, a independent method - written examination. Its meaning boils down to the teacher distributing educational tasks prepared in advance on paper, which students must answer, as a rule, within 10-15 minutes. The method helps assess students' knowledge during just one lesson.

Lesson point is a popular modification oral questioning. This score is given for the knowledge demonstrated by students during one lesson. The presented method helps maintain cognitive activity and voluntary attention of students, as well as systematically test their knowledge.

Method control work extremely effective for testing knowledge, skills, abilities and students. The meaning of the method is that upon completion of studying any topic or section of educational material, the teacher carries out a written or practical test of what students know and/or can do.

Examination home works plays a huge role in the process of analyzing student performance, because provides the teacher with the opportunity to find out the general attitude of students to classes and independent work, the degree of mastery of educational material, the level of independence, and also helps to determine the presence of gaps in knowledge.

In addition to the methods discussed above, which are considered traditional, more modern methods are used in pedagogical practice.

Modern methods of assessing knowledge, skills and abilities

Modern methods of assessing knowledge, skills and abilities include:

• Programmed control
• Rating score
• Testing

Programmed control often called an alternative method, as well as a method of choice. In the process of using it, students are asked questions with answer options (usually three or four options), but only one is correct. Students must choose the correct option. A series of questions with answers can be given to all students during one lesson in written or digital (computer) form, so that their knowledge can be assessed in just a few minutes. But here it is necessary to take into account that the method allows you to evaluate only certain aspects of the assimilation of educational information, and a complete test of knowledge cannot be carried out.

Rating score refers to the most progressive methods of assessing knowledge, skills and abilities, i.e. its application is a system through which the educational process is organized and its effectiveness is increased.

The rating assessment takes into account the active activity of students, which is associated with the acquisition of knowledge and skills, as well as other indicators that have a formative impact on the personal characteristics of students.

Rating assessment is very effective because allows you to give a differentiated assessment of knowledge, while traditional methods only provide grades of “unsatisfactory”, “satisfactory”, “good” and “excellent”. Here the results can be displayed in the form of scales, where there are disproportionately more evaluation gradations. In addition, high reliability of the obtained measurements is guaranteed.

Testing is an assessment method in which students complete test tasks, allowing you to determine how well they have mastered the educational material or skills, as well as to establish their personal characteristics. During the test process, students are presented with a set of questions (in some cases up to 50 questions or more), to which they must give the correct answer from several options offered.

Testing, as a method, is very fast, and the test results are calculated extremely simply, because tests are always developed with appropriate keys. Most often, tests are offered on paper, but today special high-tech devices, such as computers, laptops, remote controls, etc., are increasingly used. Another positive feature of testing is that it can be applied to large groups students.

To summarize the topic of methods for assessing knowledge, skills and abilities, it should be noted that their use allows not only to assess and analyze the degree to which students have assimilated the information studied and acquired skills, but also has a motivating effect on them. The assessment results can serve as a stimulus for cognitive activity, as encouragement, as punishment, and as an impetus for competitive activity.

And in conclusion, I would only like to add that correctly selected methods of both pedagogical influence and testing the knowledge, skills and abilities of students will always encourage them to learn new things, develop, improve, and succeed in learning. Pedagogical activities will be carried out by teachers with maximum efficiency and effectiveness, and will allow them to achieve any educational goals.

This concludes our course on pedagogy. We sincerely believe that studying it gave you pleasant emotions and increased your vocational training and will be able to take your teaching work to a whole new level!

Test your knowledge

If you want to test your knowledge on a topic this lesson, you can take a short test consisting of several questions. For each question, only 1 option can be correct. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on completion. Please note that the questions are different each time and the options are mixed.