Subject of educational psychology

Pedagogical psychology- ϶ᴛᴏ branch of psychology that examines psychological mechanisms, patterns, factors of mental development in the conditions of training and education.

Pedagogical psychology- ϶ᴛᴏ the science of the formation and development of the psyche in the educational space.

The beginning of the formation of this science dates back to the last thirds of the XIX centuries. The term “educational psychology” itself appeared in 1877, it was introduced by the Russian psychologist and teacher P.F. Kapetev. He wrote the book “Pedagogical Psychology for National Teachers, Educators and Educators.” After the publication of this book, educational psychology was recognized as an independent scientific field. The epigraph of this book was taken from Pestalozzi’s statement “I want to reduce all learning to psychological grounds.” Today, this problem is extremely relevant, very popular among researchers, but still controversial, having a number of contradictions that require solutions.

Subject of educational psychology is the psychological basis of personality formation in the process of training and education.

Tasks of educational psychology:

Ø identifying patterns of mental development in the process of training and education;

Ø establishing conditions for successful development of the psyche in the educational space;

Ø determination of the basic mechanisms of mental functioning in the process of learning and upbringing;

Ø establishing factors influencing the psychological sphere of the individual during training and education;

Ø creation and development of methods and techniques for studying the characteristics of the functioning of the psyche in the process of training and education;

Ø popularization of scientific knowledge in society.

Sections of educational psychology:

Ø psychology of learning; This direction deals with the study of psychological patterns of cognitive activity of students. One of the most important problems in this area is the issue of mental development of students. The issue of individualization and differentiation of the learning process is important. Today, a person-oriented approach in the process of teaching and educating schoolchildren is very popular and applied. This approach helps to solve, to a certain extent, the problem of development creativity person. For educators, the issue of diagnosing mental development and the development of methods aimed at improving the productivity of students’ cognitive activity are extremely relevant.

Ø psychology of education; This section studies the basic psychological mechanisms and patterns of formation of personal parameters of students within the educational process. This section is aimed at identifying factors influencing the system of relations:

Ø student-student;

Ø teacher-student;

Ø parents - student;

Ø teacher - administration;

Ø parents – school;

Ø student – ​​administration;

Ø adults – children. This section examines the psychological conditions for the formation and development of morality, worldview, and personality orientation. A very important aspect is the psychology of self-development and self-education of a person.

Ø teacher psychology. This direction studies the features of the functioning and development of the teacher’s psyche in the process of his professional activity. Of particular importance are studies of the pedagogical abilities of individual-typological personality traits that influence professional activity, the issue of developing pedagogical skills, as well as psychological aspects of professional interaction. All three areas of educational psychology are developing very actively, having a significant impact on the holistic educational process.

Basic patterns of formation of a child’s personality

It is a well-known and indisputable proposition that personality is formed throughout life, and personal formations can appear at any age. The basis for personality formation, according to Alexey Nikolaevich Leontyev, is socialization- human appropriation of social experience in ontogenesis. It is worth noting that socialization is an objective process (I invite everyone to answer for themselves why).

Any society prefers that its citizens acquire the desired social experience that does not contradict social norms and moral principles. Although gaining such experience is an individual process, it is subject to certain laws:

Ø recognition of education as the basis for personality formation; Upbringing- ϶ᴛᴏ purposeful influence on the individual in order to form the desired personal parameters. Those changes that occur in the individual will be the result of upbringing. Without the process of education, spiritual change, adherence to traditions, development of norms of behavior and communication are impossible, that is, a qualitative change in personality is impossible, which will ensure her a comfortable stay in society.

Ø recognition of the child as a subject of the educational and training process; A child’s independent activity is one of the characteristics of a subjective attitude towards the world. This means that only personal desire, personal desire for a particular action leads to a positive result. Without individual activity, the process of personality formation is extremely ineffective. For this reason, treating a person’s developing personality as an object of development does not bring the desired results. The teacher must remember that he is obliged to organize the child’s activities in such a way that he is convinced that he himself wants this. The role of the teacher, according to Vygodsky, is only to organize the conditions, environment and control the results of the child’s independent activity.

Ø inclusion of the child’s motivational and need sphere; Needs play a huge role in the life of any creature. In addition to natural needs, a person also has socially significant ones. Οʜᴎ arise against the background of specific socio-economic relations, formed interests and internal incentives. Taking into account the dependence of motives, personality qualities are formed. The basis for the practical implementation of motives is activity. However, the following scheme is implemented: Activity à Need à Motive à Activity à Need à home...home à For a teacher, parent, adult who influences a developing personality, the basis is the formation of needs and motives.

Ø taking into account the “tomorrow of the developing child”; These are the potential, objectively existing, well-founded capabilities of the child, which the parent, teacher, and educator should focus on. In this case, the process of personality development becomes purposeful, individual, manageable and productive. Moreover, knowledge of this pattern makes it possible to design the development of personality and painless, without great mental stress, its development.

Ø taking into account the principle of psychology: the development of the psyche occurs only in activity. A teacher, parent, educator must remember that not every activity develops a personality or contributes to the emergence of new mental formations, but only the leading activity of its age period of development.

Psychology of learning

Ø Subject of psychology of learning, characteristics of learning;

Ø Psychological theories of learning, development and organization of educational activities;

Ø Psychological components of knowledge acquisition;

Ø Psychological reasons for children's academic failure.

Literature:

Ø L.V. Fridman, K.I. Volkov “Psychological science for teachers”;

Ø K.N. Volkov "Psychologists about pedagogical problems";

Ø Z.I. Kalmykova "The problem of academic failure through the eyes of a psychologist."

Subject of educational psychology

The learning process itself is the prerogative of didactics. At the same time, pedagogical research concerns the content, methods, and organization of the learning process, which in relation to the child act as external attributes of the activity. The inner world of students (for example, abilities) = the subject of psychology research. For this reason, subject of educational psychology– issues of development of student’s cognitive processes.

To effectively build the educational process, a teacher must study the internal mechanisms of knowledge acquisition, the level of development of children’s thinking, memory, attention, and creative abilities. As a scientific branch of educational psychology, The psychology of learning operates with the following concepts:

Ø teaching;

Ø learning;

Ø training;

Ø teaching;

Ø assimilation;

Ø appropriation of knowledge;

The broadest of them is learning. Everything that a person acquires during his life, all the changes that occur in his activities and behavior are all connected with the concept of learning. Learning occurs in a person from the moment of his birth. Learning(according to Itelson) - a sustainable, purposeful change in physical and mental activity or behavior that arises due to previous activity, but is not caused by the innate physiological reactions of the body.

Types of learning:

Ø Sensory learning; During sensory learning, the following are formed:

Ø Mental processes: perception, observation, recognition, reminiscence, etc.

Ø The ability to reflect the subject as a whole;

Ø The ability to characterize individual qualities of phenomena, etc.

Ø Motor learning; The child learns to walk, coordinate his body, and speak.

Ø Sensory-motor learning; The child learns to read.

Ø Intellectual learning. This is the mastery of thinking, most often in the process of learning. The most difficult type of learning, but some children do it without much effort.

Learning paths:

Ø Spontaneous; The easiest way. It is in this way that a person receives a lot of information - he receives it easily, naturally, without specially doing it. Occurs through communication with adults, the media, the social environment, and being in nature.

Ø Incidental; Unintentional, non-basic learning, what Jean-Jacques Rousseau called “the path of free education.”

Ø Purposeful // specially organized. It differs from teaching in that an indisputable goal is not set for the child (and sometimes no goal is set), people just want to see this in a person, to teach it. Purposeful learning eventually turns into learning.

Education- ϶ᴛᴏ the process of active interaction between the teacher and the student, as a result of which the student develops completely defined specified skills, knowledge, and abilities. Training Components:

Ø Teaching– activities of the teacher;

Ø Teaching– student activity.

Teaching- ϶ᴛᴏ type of activity carried out by a person independently for the assimilation and appropriation of knowledge, skills and abilities.

The joint activity of a teacher and a student is usually called scientific activity. Educational activities- ϶ᴛᴏ a form of individual student activity aimed at assimilation and appropriation of knowledge, skills, abilities according to a specific developed algorithm. However, the next stage is assimilation.

Psychological theories of education and organization of educational activities

Ø One of the first theories to address the problem of the relationship and priority of development processes on the one hand and training and education on the other, was Thorndike's theory. Thorndike's theory consisted in recognizing the identity of the processes of development and learning. His followers still believe that every step in learning is a step in development, every step in development is the result of training and education. Moreover, representatives of this direction still believe that there is no difference in the training (and development) of humans and animals. Over time, this movement developed into behaviorism. Representatives (for example, Skinner, Maslow and their followers) believe that the basis of human development is the formation of behavioral skills. They are the basis of human socialization, adaptation and intellectualization. These scientists believe that it is possible to instill even intellectual skills that will gradually develop into skills. In this way, you can instill, for example, the skill of being attentive, the skill of thinking, etc.

Ø The theory of Jean-Jacques Piaget. Piaget theoretically substantiated and practically tried to prove that development is absolutely independent of training and education. These processes, in his opinion, are like rails - absolutely parallel, never intersecting anywhere. Moreover, Piaget believed that development goes ahead of learning and pulls it along with it.

Ø Two factor theory. Proposed and substantiated by Soviet scientists. The theory is based on the teachings of Vygotsky, as his cultural-historical concept. The essence of the theory is that development and learning are equivalent processes that are closely intertwined and constantly influence each other. In the formation of personality, the biological factor is important, that is, a certain natural predisposition to any activity. No less important is social factor, that is, the opportunity to master the necessary knowledge, skills and abilities required by society. “If a person is naturally hard of hearing, then no matter how much we want, he will never become a composer, however, if a person never sees a musical instrument, he will also not be able to be a composer” © Khrebkova.

Ø Theory of Lev Semenovich Vygotsky " Cultural-historical concept". At a certain stage of a person’s life, development is the predominant factor determining the formation of the psyche and personality. Starting from the complication of the personality’s self-concept (from 6 years), education and upbringing gradually begin to lead development. From this time, writes Lev Semenovich, learning simply must go ahead of development and lead it. This theory of Vygotsky turned the content of the organization of the educational process upside down, but for it to work effectively, it is extremely important to remember that ours. psyche constantly characterized by two levels:

Ø Area of ​​current development; This is the cash available on this moment level of development is characterized by a person’s ability to independently, without any help, perform certain external and internal actions.

Ø Zone of proximal development. The dominant one is, of course, the second level, but without support from the first, it makes no sense.

Ø Pedology. The theory appeared in Russia in the 19th century and was very popular among progressive teachers and psychologists

Psychological components of learning

As a result of properly organized activities, the student acquires knowledge, skills and abilities, due to which the mental development of the student occurs. The main thing in this process is the assimilation and, in the future, the appropriation of previous experience.

Assimilation is the organized cognitive activity of the student, activating a number of mental processes.

Nikolai Dmitrievich Levitov identified the main components of assimilation, which form the basis of personal mastery of knowledge, skills and abilities (appropriation). Assimilation is the main way an individual acquires socio-historical experience.

Components of assimilation:

Ø Positive attitude of the student towards the learning process; From the point of view of mental reflection, the effectiveness of any mental process will be quite high if the sthenic emotional background predominates. The speed and strength of assimilation will be based on non-denial of what a person is doing, that is, the psyche will not erect barriers, sometimes even beyond the desire of the individual. In recent years, there has been a sharp decline in children's positive attitudes toward learning. Why?

Ø Unfavorable socio-economic relations;

Ø Increase in the amount of extremely important information;

Ø Very frequent predominance of a negative emotional background. For example, school fear is a condition that depresses mental processes, which puts a barrier in terms of assimilation and appropriation of knowledge. Children driven by fear practically do not think, remember very poorly, and their attention is extremely scattered.

A positive attitude is formed:

Ø Interest in knowledge and information;

Ø Accepting information as extremely important;

Ø Development of abilities to overcome difficulties.

A huge role in cognition is played by the feeling of satisfaction from acquiring knowledge, skills and abilities, as well as the presence of positive motivation, that is, an internal absolute conviction in the extreme importance of acquiring knowledge, skills and abilities. In this process, no one’s role can be assumed: neither the student, nor close adults, nor the teacher.

Ø Activation of the processes of direct sensory familiarization with the material; Let us consider only sensations and perceptions as the most effective for assimilation of material. The teacher’s task is to ensure that the student in the lesson not only watches, but also sees, not only listens, but also hears everything that happens in the lesson. This helps the child to most fully and comprehensively create an image of the subject being studied in his brain. The object of perception in the learning process is everything that surrounds the child. It is in this regard that every teacher should begin to ensure that the educational space does not include unnecessary objects that do not matter at a given moment in time. If the teacher’s speech suffers from any errors (such as speech defects, fast tempo, high tone, unusual phonemic consonance), then the perception of meaning deteriorates significantly. The teacher's appearance (especially at the first meeting) plays a huge role. Very often, sympathy or antipathy arises in the first minutes of communication. With long-term communication with a teacher, his appearance completely loses importance. Everything that the teacher uses as visual material must meet the following requirements:

Ø Tables must be clear;

Ø Contrast must be maintained (for example, diagrams);

Ø The best board option is a dark brown background and white chalk;

Ø The main material should always be located in the center;

Ø Familiar material should always be in the same place;

Ø Educational films should last no more than 10 minutes;

Ø During the entire educational process, it is imperative to use almost all types of perception: hearing, vision, touch,... For most children, perception is best in a complex of sensations.

Ø A theoretical learning process is always less effective than a process with elements of practice.

Ø The process of thinking as a process of active processing of received information; Thinking plays an important role in the process of acquiring knowledge. A special place is occupied by:

Ø Forms of thinking and ability to master them;

Ø Thinking operations must be developed in accordance with age;

Ø Types of thinking must also be at a sufficient level of development for a given age;

Ø Development of mental qualities.

Ø The process of memorizing and retaining material; As a rule, students with memory deficiencies perform worse than those with well-developed memory. The following memory parameters are subject to development:

Ø types of memory (especially figurative = sensory memory);

Ø memory processes (especially memorization, assimilation, reproduction).

Types of memory, as a rule, do not change (there are four types: quickly remembered - quickly forgotten, quickly remembered - slowly forgotten, etc.). The teacher simply must take into account what type of memory the child has and treat this with understanding.

Ø Attention is an extremely important condition for the success of all previous components. Attention is a mental state that ensures the success of all mental forms of reflection. For this reason, it is extremely important to pay special attention to the formation and development of attention. In the educational process, it is important to develop types of attention, especially secondary voluntary attention. To do this, it is extremely important to involve the processes of awareness, motivation and the volitional sphere.

Reasons for low absorption:

Pedagogical reasons;

Ø Weak teacher;

Ø Overcrowding of classes (the norm for the elementary class is 15 people, for the senior class – 17-22);

Ø Imperfection of programs;

Ø Very low level of textbooks and teaching aids;

Ø Ineffective structure of the school day;

Ø Ineffective forms of conducting classes.

Psychological reasons.

Ø Failure to take into account the current level of personal development;

Ø Developmental delay in accordance with the age norm - developmental delay;

Ø Insufficient development of mental forms of reflection (especially thinking, perception, memory);

Ø Lack of reliance on individual typological characteristics of the personality;

Ø Poor genetic inheritance;

Ø Underdevelopment of the child’s ability to self-regulate.

Psychology of education

Psychology of educational influences

Upbringing and educational tasks in educational institutions are solved largely based on how the teacher knows how to influence students. Konstantin Dmitrievich Ushinsky once said: “Without the personal direct influence of the teacher on the student, true education is impossible.” All educational influences affect the inner world of a person. It is in connection with this that they must be built in accordance with the laws of functioning of the psyche.

Types of educational influences:

Ø Impact "request"; This is one of the softest effects. The request does not imply any pressure on the child. The main characteristic request is to take into account the child’s ability to fulfill it. When making a request, it is important to remember:

Ø The request should not exceed the child’s capabilities;

Ø The child should not be an intermediary between the teacher and the performer;

Ø Refusal to comply should not have a negative impact on the child;

Ø Any request should be based on future gratitude for fulfillment.

Ø Impact "demand"; This is a more severe impact, and implies mandatory implementation. The requirement must be subject to some administrative regulation. The requirement must be reasonable. An unreasonable requirement will cause resistance and non-compliance. When presenting demands, you cannot use a pleading tone; you cannot allow lack of control and lack of evaluation. Failure to comply should result in some form of reprimand or punishment.

Ø Impact "order"; This is the most severe of the imposed impacts. It is in this regard that the order is always based on legally accepted provisions. These provisions are adopted at the level of institutions or government bodies. Execution of the order is not discussed. It is mandatory for all participants in the process.

Ø Impact "score":

Ø Evaluation-praise; The only difference between evaluation and praise: praise is verbal encouragement, but true encouragement has a material basis. From the point of view of psychological perception, encouragement causes a positive emotional background.

Ø Evaluation-encouragement; When applying incentives, it is extremely important to remember:

§ Business is encouraged, not personality;

§ Encouragement must be adequate to what was done;

§ You should not reward for the same thing several times;

§ Encouragement must necessarily evoke the approval of others;

§ It is better to encourage and praise in public, rather than face-to-face;

§ Melancholic and phlegmatic people should be encouraged more often, not choleric people;

§ You need to encourage even the desire to do something;

§ Don't reward too often.

Ø Evaluation-punishment. Punishment is the opposite of reward. Requirements for punishment:

§ It is better to punish one than in front of everyone;

§ You cannot punish for what is not proven;

§ You cannot punish simply for bad behavior;

§ The punishment must correspond to the extent of the offense;

§ You cannot punish for the same thing several times;

§ You cannot punish rashly;

§ You cannot punish with labor;

§ Punishment must be fair.

It is easy for a teacher to make mistakes when using rewards or punishments. Undeserved constant rewards lead to arrogance and hostility on the part of others. Wrong punishment can cause personal humiliation, feelings of anger and hatred towards the teacher. All this leads to deformation of the child’s personal growth.

Ø Impact "shortcut"; The teacher has no right to label or invent nicknames for students. This has an extremely negative effect on children and others. Most often, such an action causes a similar reaction.

Ø The influence of "suggestion". Suggestion is a very complex type of influence, which is built on a significant reduction in a person’s critical attitude to incoming information. Among all people who are suggestible – 70%. For this reason, the teacher must be very careful in using suggestion as a measure of influence. Suggestion is always deliberate and is most often carried out verbally. Affects suggestibility:

Ø Age; The most suggestible are children and the elderly.

Ø Condition of the body; Tired, weakened, sick people are more suggestible.

Ø Large crowd of people acting synchronously;

Ø Level intellectual development The lower the level, the easier it is to suggest.

Ø Character traits; Trust, suspicion, kindness, simplicity...

Also the effectiveness of suggestion depends on:

Ø From the environment where the person suggests;

Ø On the nature of social relations; In a society where there is intimidation, suggestibility is stronger. Those in need are more suggestible.

The teacher must remember rules of suggestion:

Ø you need to look into the eyes of the suggestible person;

Ø you need to remain absolutely calm, uninhibited and relaxed;

Ø speech should be clear, intelligible, slightly slow;

Ø Under no circumstances should you show any nervousness.

The subject of educational psychology is the concept and types. Classification and features of the category "Subject of educational psychology" 2017, 2018.

Pedagogical psychology (English: educational psychology)- a branch of psychology that studies the patterns of the process of assimilation by an individual of social experience in the conditions of educational activities, the relationship between learning and personal development.

Educational psychology arose in the 2nd half. XIX century The founder grew up. Educational psychology is K.D. Ushinsky. The works of P.F. played a major role in its development. Kaptereva, A.P. Nechaeva, A.F. Lazursky and others.

Until recently, educational psychology 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 teaching is on the processes of assimilation of knowledge, the formation of various aspects of the student’s personality. To reveal the patterns of assimilation of different types of social experience (intellectual, moral, aesthetic, industrial, etc.) means to understand how it becomes the property of an individual’s experience. Development human personality in ontogenesis it acts primarily as a process of assimilation (appropriation) of the experience accumulated by humanity. This process is always carried out with one degree or another of help from other people, i.e. like 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 of general psychology. Pedagogical psychology 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 educational psychology are divided, in turn, into 2 parts: the psychology of learning (or teaching) and the psychology of education. One of the criteria for division is the type of social experience to be learned.

The psychology of learning, first of all, studies the process of assimilation of knowledge and skills and abilities adequate to them. 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 . Application of knowledge, Problem-based learning, Programmed learning, Developmental learning, Heuristic pedagogy. For the deductive method of learning, see Deduction .

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 the patterns of formation and functioning of educational activities in the conditions of the existing educational system. In particular, rich experimental material has been accumulated, revealing typical deficiencies in the assimilation of various scientific concepts student of high school. The role of the student’s life experience, speech, and the nature of the presented educational material and others in the acquisition of knowledge.

In the 1970s in teaching, they increasingly began to use another path: the study of the patterns of knowledge formation and educational activity in general in the conditions of specially organized training (see. Experiential learning). 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.

Psychology of education studies the laws of the process of assimilation of moral norms and principles, formation of worldview, beliefs, habits, etc. in the conditions of educational and educational activities at school. Pedagogical psychology also studies the dependence of the acquisition of knowledge, abilities, skills, and the formation of various personality traits on the individual characteristics of the student.

In the domestic teaching theory, such theories of learning as the associative-reflex theory, the theory of the gradual formation of mental actions, etc. have been created. Among Western theories of learning, the behaviorist theory has become most widespread (see. Behaviorism , Teaching).

Pedagogical psychology Along with general psychological research methods, he uses a number of specific ones. These include the so-called. genetic method (see. Experimental genetic method mental development studies). Its peculiarity is that the phenomenon of interest is studied in the process of its formation, in dynamics. The most characteristic feature of teaching is the use of this method in the natural conditions of teaching and educational practice. It is important to emphasize that when forming the phenomena being studied, the patterns that educational psychology has at its disposal must be taken into account. Because of this, educational psychology makes special demands on the genetic method (formative experiment), which is also used in other areas of psychology. Modeling, methods of system analysis, etc. have found application in mathematical modeling. Mathematical modeling has not yet gone beyond the study of the simplest acts of learning, but the scope of its application is expanding. Cm . Also Educational experiment , Modeling in teaching , Modeling in psychology .

Great encyclopedia of psychiatry. Zhmurov V.A.

Pedagogical psychology- the applied aspect of psychology, which develops and puts into practice the most differentiated and effective teaching methods in school and other educational institutions, including specialized ones (for example, teaching children with mental disabilities).

Dictionary of a practical psychologist. S.Yu. Golovin

Pedagogical psychology- cm . Educational psychology .

Neurology. Full Dictionary. Nikiforov A.S.

Oxford Dictionary of Psychology

no meaning or interpretation of the word

subject area of ​​the term

“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, the following areas can be distinguished: 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 the study of the essence of the formation and development of the 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.

Subject pedagogical science in its strictly scientific and precise understanding, education is 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 social 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 your 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 into a single education system, 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 mean 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 claim that it is in the human soul that the driving forces its development.

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.

Pedagogical psychology

(from the Greek pais (paidos) - child and ago - I lead, educate) - a branch of psychology that studies the psychological problems of teaching and upbringing. P.P. explores psychological issues purposeful formation cognitive activity and socially significant personality traits; conditions that ensure 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.

Category.

Section of psychology.

Specificity.

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. To reveal the patterns of assimilation of different types of social experience (intellectual, moral, aesthetic, industrial, etc.) means to understand how it becomes the property of an individual’s experience. Development of human personality in ontogeny 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 development, 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 acquisition of various scientific concepts by secondary school students. 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. identifies psychological factors... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)

PEDAGOGICAL PSYCHOLOGY- a branch of psychology that studies the development of the human psyche in the process of education and training and develops the psychological foundations of this process... Big Encyclopedic Dictionary

Pedagogical psychology- a branch of psychology that studies the patterns of the process of appropriation by an individual of social experience in the conditions of specially organized training... Psychological Dictionary

Pedagogical psychology- This page requires significant revision. It may need to be Wikified, expanded, or rewritten. Explanation of reasons and discussion on the Wikipedia page: For improvement / March 20, 2012. Date of setting for improvement March 20, 2012 ... Wikipedia

Pedagogical psychology- a branch of psychology that studies mental phenomena that arise in the conditions of a purposeful pedagogical process; develops the psychological foundations of training (See Training) and education (See Education). P. p. is closely related to both... ... Great Soviet Encyclopedia

pedagogical psychology- a branch of psychology that studies the development of the human psyche in the process of education and training and develops the psychological foundations of this process. * * * PEDAGOGICAL PSYCHOLOGY PEDAGOGICAL PSYCHOLOGY, a branch of psychology that studies the development... ... encyclopedic Dictionary

Pedagogical psychology- a branch of psychological science that studies the features of socialization and development of the human psyche under the conditions and under the influence of his participation in the educational activities of a school, college, club, etc. Educational psychology studies mental... ... Fundamentals of spiritual culture (teacher's encyclopedic dictionary)

Educational psychology is an independent branch of psychological science, most closely related to such branches as developmental psychology and occupational psychology. Both of these sciences are close due to the common object of study, which is man in the process of his development, but their subjects are different. The subject of educational psychology is not just the mental development of a person, as in developmental psychology, but the role in this process of training and education, that is, certain types of activities. This is what brings educational psychology closer to labor psychology, the subject of which is the development of the human psyche under the influence of work activity. One of the types of the latter is pedagogical activity, which directly affects the development of the psyche of both the student and the teacher himself.

The subject of educational psychology is also the facts, mechanisms and patterns of a person’s mastery of sociocultural experience and the changes in the level of intellectual and personal development caused by this mastery. In particular, educational psychology studies the patterns of mastering knowledge, skills and abilities, the peculiarities of the formation of active independent creative thinking in students, the influence of training and upbringing on mental development, the conditions for the formation of mental new formations, psychological characteristics personality and activities of the teacher. The main problems of educational psychology have always been the following.

1. The connection between conscious, organized pedagogical influence on a child and his psychological development. There is still no clear answer to the question of whether learning and upbringing lead to development, whether all learning contributes to development, how the biological maturation of the body is related to the learning and development of the child, whether learning affects maturation, and if so, to what extent.

2. A combination of age patterns and individual developmental characteristics and optimal for age categories and specific children's teaching and upbringing methods. Each age of a child opens up its own opportunities for his intellectual and personal growth, but the older children become, the more individual differences accumulate between them, and general age patterns have more and more exceptions. The developmental opportunities of children of the same age are not at all the same, and as the latter grow older, the problem of optimal use of these opportunities becomes increasingly acute.

3. Finding and making the most effective use of sensitive periods of child mental development. The sensitive period is the period of greatest sensitivity of the psyche to a certain kind of influence. For example, the sensitive period for mastering a child’s native speech is up to about three years of age, and if a child has not learned to understand human speech before the age of 4, he will no longer be able to fully master it. Sensitive period for development writing(reading and writing) begins at 4–4.5 years, and it is not possible to judge the timing of its completion with an accuracy of one year. Psychologists do not yet know all the sensitive periods in the development of a child’s intellect and personality, their beginning, duration and end; moreover, many of these periods are individually unique, occur at different times and proceed in different ways. The difficulties associated with a practical pedagogical solution to this problem also lie in accurately determining the signs of the onset of a sensitive period, as well as the complexes of psychological qualities of a child that can form and develop within a particular sensitive period. Psychologists need to learn to predict the onset of various sensitive periods of development.

4. Psychological readiness of children for conscious education and training. Not a single psychological property or quality of a person arises suddenly out of nowhere - their appearance in open form is preceded by a long period of hidden, latent transformation. In relation to most psychological properties and characteristics of the child, extremely little is known about these periods. Where they begin and how long they last, what is the ratio of hidden and open periods of development of each mental function is another of the complex problems of educational psychology. When solving it, it is necessary to determine in what sense the term “readiness for training and education” should be used and understood: does this mean that the child has certain inclinations or already developed abilities, does this mean the current level of mental development, or is it also necessary to take into account the zone of the nearest development. The search for valid and reliable methods of psychodiagnostics of readiness for training and education also poses considerable difficulty.

5. Pedagogical neglect. A child’s developmental lag behind his peers can be due to various reasons, and it is necessary to be able to distinguish genuine mental retardation from pedagogical neglect caused by the fact that at earlier stages of development the child was poorly taught and raised and he did not receive from the adults around him the conceptual apparatus that is characteristic for the appropriate age. A pedagogically neglected child needs to create favorable psychological conditions so that he can eliminate his developmental delay.

It is necessary to find true criteria for distinguishing between pedagogical neglect and various forms of genuine mental retardation (mental retardation, mental retardation, etc.) in order to eliminate mistakes and prevent pedagogically neglected, but correctable children from entering special educational institutions for the mentally retarded.

6. Providing an individual approach to training. An individual approach means the application to each child of such programs and methods of teaching and upbringing that are best suited to his or her individual characteristics, first of all, to existing abilities and inclinations.

Nowadays, the areas of the most active research are: psychological mechanisms of learning management (N.F. Talyzina, L.N. Landa, etc.) and the educational process as a whole (V.S. Lazarev); educational motivation (A.K. Markova, Yu.M. Orlov, etc.); personal characteristics of students and teachers (A. A. Leontyev, V. A. Kan-Kalik); educational and pedagogical cooperation (G. A. Tsukerman and others). Thus, the subject of educational psychology is complex, multifaceted and heterogeneous.

On modern stage development, the subject of educational psychology includes more and more different tasks that life poses to this science. The rejection of a single ideology for the entire education system, the variety of educational programs offered, new life requirements for the intellect and personality of a citizen are forcing educational psychology to turn to ever new areas of research. The most important and pressing tasks of educational psychology are:

› revealing the mechanisms and patterns of teaching and educational influence on the student’s psyche;

› determination of the mechanisms and patterns of students’ mastery of social experience, its structuring, preservation in the individual consciousness and use in various situations;

› determination of the connection between the level of mental development of a student and the forms and methods of teaching and educational influence that are optimal for him;

› determination of criteria for knowledge assimilation, psychological foundations for diagnosing the level and quality of assimilation;

› study of the psychological foundations of a teacher’s activity, his individual psychological and professional qualities;

› determination of the features of organization and management educational activities students for the purpose of optimal impact on their intellectual, personal development and educational and cognitive activity;

› development of psychological foundations for further improvement of the educational process at all levels of the educational system.

The subject of each branch of scientific knowledge also determines its thematic structure, i.e., the sections included in this science. Traditionally, the structure of educational psychology is divided into three sections: 1) psychology of learning; 2) psychology of education; 3) the psychology of pedagogical activity and the personality of the teacher. However, such a classification excludes from consideration the personality and activity of the student himself. In fact, the word “teaching” refers to the influence on the student by the teacher with the aim of the student acquiring knowledge and developing skills, i.e. the teacher is considered as an active party, a subject of activity, and the student as an object of influence. The concept of “education” also means influencing the person being educated with the aim of developing in him certain psychological properties and qualities desirable for the educator, i.e. the child again finds himself in the role of an object that needs to be influenced in a certain way, and only as a separate issue in this topic self-education is considered.

Within the framework of a more progressive approach (I. A. Zimnyaya and others), both the teacher and the student are considered as active participants in the educational process. Each of them is a subject actively carrying out their activities: the student – ​​educational, the teacher – pedagogical. Both of these types of activities have a significant impact on the psychological development of their subjects and cannot be carried out in isolation from each other. Important and integral parts of each of them are communication and cooperation of subjects: teachers with students, students with each other, teachers with each other, etc. It is the unity of educational and pedagogical activities that represents the educational process as a whole. In this case, upbringing is organically included in the educational process through its content, forms and methods of implementation. If we consider the structure of educational psychology from this position, then it can be divided into four sections:

1) psychology of the educational process as a unity of educational and pedagogical activities;

2) the psychology of educational activity and its subject – the student;

3) the psychology of pedagogical activity and its subject – the teacher;

4) psychology of educational and pedagogical cooperation and communication.

In this manual we will rely mainly on this classification, but we will also consider the section “Psychology of Education” that actually fell out of it in order to reflect all modern basic approaches to the thematic structure of educational psychology.

1.2. History of educational psychology as an independent field of knowledge

Educational psychology, like many other scientific disciplines, has gone through a difficult path of development. The development of any science is inevitably influenced by major socio-historical events (revolutions, wars, etc.), which largely determine the content and direction of scientific thought. The development of pedagogical theory began with the fundamental work of Ya. A. Komensky “The Great Didactics”, which was published in 1657. But only at the end of the 19th century. educational psychology began to take shape as an independent science. The entire path of its formation can be represented in three long stages.

First stage– from the middle of the 17th century. (the publication of the “Great Didactics” by Ya. A. Comenius) until the end of the 19th century. - can be called general didactic with a “felt need to psychologize pedagogy” in the words of I. Pestalozzi. The largest representatives of pedagogical science of this period are Jan Amos Comenius (1592–1670), Johann Pestalozzi (1746–1827), Jean-Jacques Rousseau (1712–1778), Johann Herbart (1776–1841), Adolf Diesterweg (1790–1866), Konstantin Dmitrievich Ushinsky (1824–1870) - have already considered those problems that are still included in the area of ​​interest of educational psychology: the connection between development and training and education, the creative activity of the student, the child’s abilities and their development, the role of the teacher’s personality, the psychological characteristics of the organization of education and many others. However, these were only the first attempts to scientifically understand this process, and the actual psychological aspects of the listed problems were not fully disclosed by these researchers. The lack of psychology of this period of development of pedagogical theory is criticized in detail and with reason by P. F. Kapterev (1849–1922) in the book “Didactic Essays. Theory of Education,” first published in 1885. As P. F. Kapterev notes, “... Comenius’ didactics are characterized by very significant shortcomings: it is the didactics of a method presented in the form of some kind of external mechanical tool; in this didactics there is still no talk of developing the abilities of students through training... Comenius’ didactics lacks psychology.”

Analyzing the role of I. Pestalozzi in the development of ideas about the student as an active side of the educational process, P. F. Kapterev states: “Pestalozzi understood all learning as a matter of creativity of the student himself, all knowledge as the development of activity from within, as acts of initiative, self-development.” And at the same time, “his exaggeration of the influence of the method in teaching and some inclination towards the mechanization of school techniques and methods of teaching are obvious. The living personality of the teacher as a prominent factor in the school is not yet understood. In general, the psychological side of the educational process, its foundations, particular paths and forms, has been very insufficiently developed by Pestalozzi.”

Assessing I. Herbart’s contribution to the development of educational psychology, P. F. Kapterev emphasizes that “... Herbart’s didactics has significant advantages: it provides a psychological analysis of the pedagogical method, it seriously raises the extremely important question of the interest of learning, it inextricably links learning and upbringing. The disadvantages of Herbart’s didactics include its one-sided intellectualism and insufficient development of certain issues, for example, about the interests of students.”

A. Disterweg owns the thesis about the dominant role of the teacher in the educational process. He was the first to consider the educational process as the unity of the student, the teacher, the subject being studied and the learning conditions. In his opinion, the key and basis of educational training are self-improvement, taking into account the characteristics of the student and the energy of the teacher’s actions. As P. F. Kapterev notes, “... many of Disterweg’s didactic provisions, due to their clarity, definiteness, conciseness and, at the same time, pedagogical practicality and interpretability, despite the lack of depth and novelty, were included in didactic textbooks and became provisions of everyday pedagogical practice.”

The culmination of this “prerequisite” general didactic period was the work of K. D. Ushinsky “Man as a subject of education. Experience of Pedagogical Anthropology” (1868–1869), placing the child at the center of upbringing and teaching, and K. D. Ushinsky attached decisive importance to education. Psychological and pedagogical problems of the development of memory, attention, thinking, speech in the learning process act as subjects of special analysis and development tasks. According to K. D. Ushinsky, the development of a child’s speech and hearing, associated with the development of his thinking, is a condition for the formation of his ideas, concepts, and personality as a whole.

P. F. Kapterev himself is rightfully considered the founder of educational psychology, since this concept itself entered scientific circulation with the appearance of his book “Educational Psychology” in 1877. This work introduces into scientific use the modern concept of education as a set of teaching and upbringing, the connection between the activities of the teacher and students, and examines the pedagogical problems of teaching work and teacher training. The educational process itself was considered by P. F. Kapterev from a psychological position: the second part of the book “Didactic Essays. Theory of Education" is called "The Educational Process - Its Psychology". According to P. F. Kapterev, the educational process is “an expression of the internal initiative of the human body,” the development, first of all, of abilities. P. F. Kapterev is credited with the most complete and fundamental analysis of the works of great didactics and representatives of the so-called experimental didactics - in fact, experimental psychology in education.

Second phase The development of educational psychology has chronological boundaries from the end of the 19th century. (the publication of P. F. Kapterev’s work “Pedagogical Psychology”) until the middle of the 20th century. During this period, it began to take shape as an independent branch, relying on the achievements of pedagogical thought of previous centuries and the results of psychological and psychophysical experimental research. Educational psychology developed and took shape simultaneously with the intensive development of experimental psychology and the development of specific pedagogical systems. Following the work of P. F. Kapterev, the works of the American psychologist E. Thorndike (in 1903) and the Soviet psychologist L. S. Vygotsky (in 1926), also entitled “Educational Psychology,” appear. L. S. Vygotsky emphasized that educational psychology is a product of the last few years, a new science that is part of applied psychology and at the same time an independent branch. At this time, many works appeared devoted to the actual psychological problems of teaching and learning: the features of memorization, the development of speech, intelligence, the features of developing skills (A. P. Nechaev, A. Binet and B. Henri, G. Ebbinghaus, J. Piaget, J. . Dewey, S. Frenet, etc.). Great importance in the development of educational psychology had experimental studies features of learning (J. Watson, E. Tolman, K. Hull, B. Skinner), development of children's speech (J. Piaget, L. S. Vygotsky, P. P. Blonsky, S. and K. Buhler, etc.) , as well as the development of special pedagogical systems (Waldorf school, M. Montessori school, etc.).

The development of test psychology and psychodiagnostics also played a special role here. Thanks to the research of A. Binet, B. Henri, T. Simon in France and J. Cattell in America, effective mechanisms were developed not only for monitoring the knowledge and skills of students, but also for managing the preparation of curricula and the educational process as a whole. In Europe during this period, psychological laboratories were formed at schools and in them the typological characteristics of schoolchildren, their physical and mental abilities, as well as methods of teaching academic disciplines were experimentally studied.

An important phenomenon at this stage was the formation of a special psychological and pedagogical direction - pedology. In this science, in a comprehensive manner, based on a set of psychophysiological, anatomical, psychological and sociological measurements, the characteristics of a child’s behavior were determined in order to diagnose his development. Thus, the second stage of the development of educational psychology is characterized by the increasing introduction of objective measurement methods, which brought it closer to the natural sciences.

Third stage The development of educational psychology (from the mid-twentieth century) is distinguished on the basis of the creation of a number of strictly psychological theories of learning. So, in 1954, B. Skinner, along with J. Watson, put forward the idea of ​​programmed learning, and in the 1960s. L. N. Landa formulated the theory of its algorithmization. Then a holistic system of problem-based learning began to be developed, based, on the one hand, on the point of view of J. Dewey that learning should proceed through problem solving, and on the other hand, on the provisions of S. L. Rubinstein and others about the problematic nature of thinking, its phases, about the nature of the emergence of thought in problematic situation. In the 1950s The first publications by P. Ya. Galperin appeared, and later by N. F. Talyzina, which outlined the theory of the gradual formation of mental actions. During the same period, in the works of D. B. Elkonin and V. V. Davydov, the theory of developmental learning was developed, embodied in practice in the experimental system of L. V. Zankov.

During the same period, S. L. Rubinstein in “Fundamentals of Psychology” gave a detailed description of learning as the assimilation of knowledge. Psychological problems of assimilation were further developed from different positions by L. B. Itelson, E. N. Kabanova-Meller, N. A. Menchinskaya, D. N. Bogoyavlensky. Broad theoretical generalizations in this area are reflected in the works of I. Lingart “The Process and Structure of Human Learning” (1970) and I. I. Ilyasov “The Structure of the Learning Process” (1986).

A fundamentally new direction in educational psychology in the 1960-1970s. Suggestopedia has become, based on the teacher’s control of the students’ unconscious mental processes of perception and memory. Within its framework, a method was developed for activating the reserve capabilities of the individual (G. A. Kitaigorodskaya), group cohesion and group dynamics in the process of such learning (A. V. Petrovsky, L. A. Karpenko).

All these different theories recent years actually pursued one goal - the search for psychological methods that best meet the requirements of society for the system of education and teaching. Therefore, within the framework of these areas, many common problems have emerged: activation of forms of education, pedagogical communication, educational and pedagogical cooperation, management of knowledge acquisition, etc.

Nowadays, the prerequisites for the transition of educational psychology to a new stage of development are being formed in connection with the widespread introduction of computer technology. Informatization of the education system turns the student into a free user and creator of new information technologies, providing him with freedom of action in the information space. At the same time, the role of the teacher changes significantly: among his functions, the organization of independent activities of students in the search for knowledge is becoming increasingly important. The presentation of ready-made material and training in actions according to a given model are less and less adequate to meet the requirements of today.

1.3. Methods of research in educational psychology

Among the many methods of psychological and pedagogical research in educational psychology, the most widely used are:

› studying the products of students’ activities;

› survey in the form of conversation and questionnaire;

› observation;

› experiment;

› testing;

› sociometric method for studying relationships in a team.

Study of activity products consists in interpreting the content and technique of performing material and spiritual objects, created by man. These items can be written works, essays, music, drawings, products. Based on their content and style of execution, the researcher can judge the level of sensorimotor, intellectual and personal development of the author, the mental states he experiences during the production of the product, and the problems of life that concern him. Teachers in their practice most often use this method in the form of analysis of student essays, presentations, notes, oral presentations, drawings, tests in academic subjects. The most valuable information for teachers obtained through such analysis are conclusions about the level of students’ assimilation of the material covered, their attitude to the subject, and the functioning of cognitive mental processes (primarily attention, memory and thinking) of students during the creation of the product being studied. Based on the results of the study of the products of students’ activities, certain conclusions can be drawn about the teacher: what methodological techniques he uses in teaching the subject, what requirements he imposes on students, what criteria for the success of their activities he applies.

Survey used in educational psychology in two of its varieties: conversation and questioning. Conversation is an oral free survey, the main questions for which the researcher prepares in advance, but in general the course of the conversation is determined, rather, by the answers of the respondent. They can give rise to new questions for the researcher, which are asked immediately during the conversation. The researcher must provide the subject with the opportunity to state everything that he considers necessary on this issue; he must not be interrupted, interrupted, or corrected. As a rule, the leader of the conversation does not inform the subject about its goals. It is necessary to record the subject’s answers in such a way as not to attract his attention and not create additional emotional stress in him (best by audio recording). A conversation can be either an independent or an auxiliary method of research, when the information obtained in it is then used in the further study of subjects by other methods.

Questioning is carried out in writing, all questions included in the text of the questionnaire are prepared in advance. A questionnaire is considered the most efficient type of survey, allowing you to collect large amounts of data in a short time. At the beginning of the questionnaire there should be an appeal to the respondents explaining the purposes of the survey (if the respondents’ knowledge of the purpose of the survey may affect the final results, true goals should not be disclosed). The main part of the questionnaire contains questions reflecting information of interest to the researcher.

The form of the survey questions can be closed or open. When answering a closed question, the test taker must choose an answer option from the proposed list. Closed There are three types of questions: 1) dichotomous, for which only two mutually exclusive answer options are given (“yes” and “no”, “agree” and “disagree”, “true” and “false”); 2) alternative, in which there are at least three such mutually exclusive options (“yes”, “don’t know” and “no” or “completely agree”, “rather agree”, “rather disagree” and “completely disagree” and etc.); 3) menu questions in which you can choose more than one answer option, since these options are not mutually exclusive; A menu question can be semi-closed, when the proposed list of answer options contains the option “other” with a request to indicate your answer option.

Open the questions require the respondent to formulate an answer independently, and the amount of free space left for the answer suggests how lengthy and detailed the answer should be. In any case, the survey questions and suggested answer options must be formulated in such a way that respondents understand them correctly and can adequately express their answer in words. Questions must be drawn up taking into account the vocabulary and way of thinking of the subjects; scientific terminology should not be abused: all words used in the text of the questionnaire must be understandable to the least educated of the respondents. In addition, the wording of the questions should not reveal the researcher's own opinions, values ​​and attitudes: the respondent should not be made to feel that any of his answers may cause condemnation.

Observation in educational psychology it is used, as a rule, to study the style of activity of students and teachers. When collecting information using the observation method, it is important to observe two main conditions: 1) the subject should not know that he is being observed; 2) the observer has no right to interfere with the activity of the subject, i.e. all the activity of the latter should proceed as naturally as possible. It is necessary to conduct observation according to a pre-compiled program and record those manifestations of activity of the subjects that correspond to its goals and objectives. The data obtained should be recorded in ways that would not attract the attention of the subjects. Video recording is best suited for this purpose, since with its help the observed facts can be analyzed repeatedly; In addition, this increases the reliability of the conclusions drawn. As a rule, in educational psychology it is used not included observation carried out “from the outside,” but under certain conditions the researcher can also conduct included observation - in this case, he enters the observed group as an equal member and, along with the others, performs group activities, continuing to conduct observation and, unnoticed by the other members of the group, record its results. The advantage of participant observation is that the researcher can learn from his own experience what mental experiences are characteristic of those observed, but at the same time he must maintain objectivity. The main disadvantage of this method is the following: the researcher has to distribute attention between performing activities common to the group and observation itself, as a result of which the risk of losing part of the information received, which may be important for the study, increases.

Experiment It differs favorably from observation in that within its framework the researcher himself creates the conditions under which the phenomenon being studied occurs. There are two main types of psychological experiments: laboratory and natural. Laboratory the experiment is carried out in an artificial situation - in a specially equipped room, with the help of instruments and other devices. With its help, human psychophysical functions and features of cognitive processes are usually studied. In educational psychology it is much more often used natural an experiment conducted in the everyday conditions of life and activity of the subjects. The subjects may know that the experiment is being conducted, but the researcher may not inform them about it if their knowledge can influence the result obtained. According to its objectives, an experiment in psychology can be ascertaining and formative. IN stating The experiment only establishes certain facts, formative an experiment involves a targeted impact on the object being studied with the aim of transforming it.

It is through a natural formative experiment that new curricula are introduced: first, they are applied in individual schools, then distributed to entire regions, and only after making sure that the level of knowledge of students who studied according to the new program is significantly higher than that of those who studied according to the old method , implement new program throughout the education system. At the same time, students who studied according to the old program, with whose indicators the results of those who studied according to the new one were compared, perform the function of a control group, based on the material of which the results of the experiment are compared with the results under normal conditions. The experimental and control groups should be as similar as possible in all significant indicators (gender, age, social, intellectual, etc.) so that we can confidently say that all the differences between them in the area of ​​interest to the researcher are due precisely to the conduct of the experiment.

Testing produces the activity of the subject in an artificial situation: the test is an organized system of stimuli to which the subject must respond in a certain way. In the strict sense of the word, testing is a psychodiagnostic procedure. The tests that are most fully and systematically used in the education system are described in A. Anastasi’s work “Psychological Testing.” The author notes that all existing types of tests are used in education, but among all standardized tests the most achievement tests, giving “a final assessment of an individual's achievements at the end of training, their main interest is in what the individual can do to date.” It is these tests that are now becoming increasingly common in Russian system education, making up, in particular, a significant proportion of tasks on the Unified State Exam (USE). The content of these tests can be correlated in certain parts with educational standards. They are considered as a means of objective assessment and a tool for optimizing educational programs. As a rule, achievement tests are holistic “batteries” that cover all curricula for holistic educational systems. These tests include tasks in which students must demonstrate their knowledge and skills in an academic subject. The most common types of tasks are:

› choice of two answers – “true” and “false”;

› choosing the only correct answer from the proposed list of options;

› selecting several correct answers from the proposed list of options;

› inserting a missing word;

› comparison of elements that make up two series (for example, the names of scientists and the concepts they introduced);

› restoration of the sequence of elements;

All tasks in achievement tests either have the same level of difficulty and are graded the same amount points, or arranged in order of increasing complexity, and then the score for completing each task in points depends on the level of its complexity.

In addition, the education system uses various psychodiagnostic methods aimed at studying the child’s psychological readiness for school, school motivation, school maturity, problems of student adaptation, his relationships with teachers and friends, and professional guidance.

Sociometry- an empirical method for studying intragroup connections, developed by the American social psychologist and psychotherapist J. Moreno. This method is widely used in pedagogical practice to form and regroup educational teams and determine intra-group interaction. The study is conducted as follows: group members are asked a question, the answer to which involves choosing partners among their group mates for some joint activity. Typically, schoolchildren are asked questions related to educational activities (“Which classmate would you like to prepare for an exam with?”), extracurricular activities (“Which classmate would you like to prepare an amateur performance with?”) and personal relationships (“Which classmate would you like to prepare an amateur performance with?”) Which classmate would you invite to your birthday?"). When processing the results for each question asked, the number of choices received by each group member is counted, and the reciprocity of the choices made and received is established. Based on this, conclusions are drawn about the status of each member in the team, the presence of stable friendships, the existence of separate persistent groups in the team, the presence of clear leaders and isolated members in the group. Such information expands the teacher’s ability to interact with the student body; with it, the teacher is able to significantly increase the effectiveness of the pedagogical, and especially educational, influence on students.