The term "educational psychology" denotes two different sciences. One of them is basic science, which is the first branch of psychology. It is designed to study the nature and patterns of the process of teaching and education.
Under the same term - "pedagogical psychology" applied science is also developing, the purpose of which is to use the achievements of all branches of psychology to improve pedagogical practice. Abroad, this applied part of psychology is often called school psychology.
The term "pedagogical psychology" was proposed by P.F. Kapterev in 1874 (Kapterev P.F., 1999; abstract). Initially, it existed along with other terms adopted to designate disciplines that occupy a border position between pedagogy and psychology: "pedology" (O. Khrisman, 1892), "experimental pedagogy" (E. Meiman, 1907). Experimental pedagogy and pedagogical psychology were first interpreted as different names for the same field of knowledge (L.S. Vygotsky,) (). During the first third of the XX century. their meanings have been differentiated. Experiential Pedagogy has come to be understood as a field of research aimed at the application of data experimental psychology to pedagogical reality; pedagogical psychology - as a field of knowledge and the psychological basis of theoretical and practical pedagogy. (see Cross. 1.1)
Pedagogical psychology is a branch of psychology that studies the patterns of human development in terms of training and education. It is closely related to pedagogy, child and differential psychology. Psychophysiology is an area of ​​interdisciplinary research at the intersection of psychology and neurophysiology. He studies the psyche in unity with its neurophysiological substrate - considers the relationship between the brain and the psyche. ");" onmouseout="nd();" href="javascript:void(0);"> psychophysiology .
When considering educational psychology, like any other branch of science, it is necessary, first of all, to distinguish between the concepts of its The object of science is that side of reality, to the study of which this science is directed. Often the object is fixed in the very name of the science.");" onmouseout="nd();" href="javascript:void(0);">object and subject.
In the general scientific interpretation object of science refers to the realm of reality to which the study is directed. The object of science is that side of reality, to the study of which this science is directed. Often the object is fixed in the very name of the science.");" onmouseout="nd();" href="javascript:void(0);">science. Often the object of study is fixed in the very name of the science.
The subject of science is the side or sides by which the object of science is represented in it. onmouseout="nd();" href="javascript:void(0);">Science Subject- this is the side or sides of the object of science, by which it is represented in it. If an object exists independently of science, then the subject is formed together with it and is fixed in its conceptual system. The subject does not capture all aspects of the object, although it may include what is missing in the object. In a certain sense, the development of science is the development of its subject matter.
Each object can be studied by many sciences. Thus, man is studied by physiology, sociology, biology, anthropology, and so on. But each science is based on its own subject, i.e. what exactly she studies in the object.
As the analysis of the points of view of various authors shows, many scientists define the status of educational psychology in different ways, which may indicate the ambiguity of resolving the issue of the subject of educational psychology (see animation) .
For example, V.A. Krutetsky believes that pedagogical psychology "studies the patterns of mastering knowledge, skills and abilities, explores individual differences in these processes… regularities in the formation of creative active thinking among schoolchildren… changes in the psyche, i.e. the formation of mental neoplasms "().
A completely different point of view is held by V.V. Davydov. He proposes to consider educational psychology as part of developmental psychology. The scientist argues this by the fact that the specificity of each age determines the nature of the manifestation of the laws of assimilation of knowledge by students, and therefore Teaching is the activity of the teacher, aimed at organizing the activities of the teaching of schoolchildren. ");" onmouseout="nd();" href="javascript:void(0);">teaching any discipline should be built differently. Moreover, some disciplines at certain ages are generally inaccessible to students. This position of V.V. Davydov is due to his emphasis on the role of development, its influence on the course of education. Education is considered by him as a form, and development - as the content that is realized in it.
There are a number of other points of view. In the future, we will adhere to the generally accepted interpretation, according to which subject of educational psychology are the facts, mechanisms and patterns of mastering socio-cultural experience - socially developed ways of implementing the main types of human activity - labor, knowledge (including teaching), communication, play, self-development, as well as standards of interpersonal relationships and moral values.") ;" onmouseout="nd();" href="javascript:void(0);"> human experience, patterns of intellectual and personal development of the child as The subject is an actively acting and cognizing individual or social group with consciousness and will.");" onmouseout="nd();" href="javascript:void(0);">subject educational activities organized and managed by the teacher in different conditions educational process (Zimnyaya I.A., 1997; abstract).

1.1.2. Structure of educational psychology

• The structure of pedagogical psychology is the science of the facts, mechanisms and patterns of the development of sociocultural experience by a person, the patterns of the intellectual and personal development of the child as a subject of educational activity organized and managed by the teacher in different conditions of the educational process. ");" onmouseout="nd();" href="javascript:void(0);"> educational psychology make up three sections (see Fig. 2):
  • Psychology Teaching - in a broad sense - Team work teachers and students, aimed at the child's assimilation of the meanings of objects of material and spiritual culture, ways of acting with them; in a narrow sense, - the joint activity of a teacher and a student, ensuring the assimilation of knowledge by schoolchildren and mastering the methods of acquiring knowledge. ");" onmouseout="nd();" href="javascript:void(0);">learning ;
  • psychology Education - 1) purposeful development of a person, including the development of culture, values ​​and norms of society; 2) the process of socialization of an individual, his formation and development as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment, incl. specially organized purposeful activity of parents and teachers; 3) the acquisition by an individual of social values, moral and legal norms, personality traits and patterns of behavior in the processes of education that are socially recognized and approved by this community.");" onmouseout="nd();" href="javascript:void(0);">nurturing ;
  • teacher psychology.

• 1. The subject of the psychology of learning- development of cognitive activity in the conditions of systematic training. Thus, it reveals psychological entity educational process. Research in this area is aimed at identifying:
  • interrelations of external and internal factors that determine the differences in cognitive activity in the conditions of various didactic systems;
  • correlation of motivational and intellectual plans of teaching;
  • process management capabilities Teaching is the student's activity in acquiring new knowledge and mastering the ways of acquiring knowledge.");" onmouseout="nd();" href="javascript:void(0);">teachings And Development - qualitative and quantitative, progressive and regressive, generally irreversible changes in the human psyche.");" onmouseout="nd();" href="javascript:void(0);">development child;
  • psychological and pedagogical criteria for the effectiveness of training, etc. (; see the laboratory of the psychology of teaching of the PI RAO).

The psychology of learning explores, first of all, the process of acquiring knowledge and skills adequate to them. Its task is to reveal the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for a successful course. A special task of pedagogical psychology is the development of methods that allow diagnosing the level and quality of assimilation.
Studies of the learning process itself, carried out from the standpoint of principles domestic psychology, showed that assimilation process- this is the performance by a person of certain actions or Activity - a dynamic system of interactions of the subject with the world, in the process of which the emergence and embodiment of a mental image in the object and the realization of the subject's relation mediated by it in objective reality take place. In activity, from the point of view of its structure, it is customary to single out movements and actions. onmouseout="nd();" href="javascript:void(0);">activities. Knowledge is always assimilated as elements of these actions, and skills take place when the assimilated actions are brought to certain indicators according to some of their characteristics.
Doctrine- this is a system of special actions necessary for students to go through the main stages of the process. Assimilation - the child's mastery of socially developed experience (i.e., the meanings of objects, ways of acting with them, norms of interpersonal relations). In assimilation, a person can move from the active processing of social experience to the improvement and transformation of social experience accumulated before him (creativity). Assimilation is carried out in learning, play, work, etc. Assimilation can take place spontaneously in a wide social experience through trial and error and in the course of organized learning through the search for generalized guidelines, the mastery of rational methods of action.");" onmouseout="nd();" href="javascript:void(0);">assimilation. The actions that make up the activity of learning are assimilated according to the same laws as any others (Ilyasov II, 1986; abstract).
Most research in the psychology of learning is aimed at identifying patterns Formation - a targeted impact on the child in order to create conditions for the emergence of new psychological formations, qualities in him. ");" onmouseout="nd();" href="javascript:void(0);">shaping and the functioning of cognitive activity in the conditions of the existing system of education. In particular, rich experimental material has been accumulated, revealing typical shortcomings in the assimilation of various scientific concepts students high school. Also explored the role life experience students, the nature of the educational material in assimilation Knowledge is a reflection in the child's head of the properties of objects, phenomena of the surrounding world (knowledge of facts, concepts, terms, definitions, laws, theories) and ways of acting with them (rules, techniques, methods, methods, prescriptions).");" onmouseout="nd();" href="javascript:void(0);">knowledge .
In the 70s. 20th century in pedagogical psychology, they increasingly began to use a different path: the study of the patterns of the formation of knowledge and cognitive activity in general in conditions of specially organized training. Research has shown that process control Teaching is the student's activity in acquiring new knowledge and mastering the ways of acquiring knowledge.");" onmouseout="nd();" href="javascript:void(0);">teachings significantly changes the course of assimilation of knowledge and skills. The studies carried out are of great importance for finding the most optimal ways. Learning - in a broad sense - is a joint activity of a teacher and students aimed at assimilation by the child of the meanings of objects of material and spiritual culture, ways of acting with them; in a narrow sense, - the joint activity of a teacher and a student, ensuring the assimilation of knowledge by schoolchildren and mastering the methods of acquiring knowledge. ");" onmouseout="nd();" href="javascript:void(0);">learning and identifying conditions for effective mental development students.
Pedagogical psychology also studies the dependence Assimilation - the child's mastery of socially developed experience (ie, the meanings of objects, ways of acting with them, norms of interpersonal relations). In assimilation, a person can move from the active processing of social experience to the improvement and transformation of social experience accumulated before him (creativity). Assimilation is carried out in learning, play, work, etc. Assimilation can take place spontaneously in a wide social experience through trial and error and in the course of organized learning through the search for generalized guidelines, the mastery of rational methods of action.");" onmouseout="nd();" href="javascript:void(0);">the assimilation of knowledge, abilities, skills, the formation of various personality traits from the individual characteristics of students (Nurminsky I.I. et al., 1991; abstract).
In domestic pedagogical psychology, such theories of learning have been created as the associative-reflex theory, the Theory of the phased formation of mental actions - the doctrine of complex multifaceted changes associated with the formation of new actions, images and concepts in a person, put forward by P.Ya. Galperin.");" onmouseout="nd();" href="javascript:void(0);"> theory of gradual formation of mental actions and others. Among Western theories of learning, the most widespread is the Behavioral theory - a trend in American psychology of the twentieth century that denies consciousness as an object scientific research and reducing the psyche to various forms of behavior, understood as a set of reactions of the body to environmental stimuli. ");" onmouseout="nd();" href="javascript:void(0);"> behavioral theory(1.; see the laboratory for the study of mental development in adolescence and youth; 2.; see the laboratory for the psychological foundations of new educational technologies).

• 2. The subject of the psychology of education- personal development in the context of purposeful organization of the activities of the child, the children's team. The psychology of education studies the patterns of the process of assimilation of moral norms and principles, the formation Worldview - a holistic view of nature, society, man, which is expressed in the system of values ​​and ideals of the individual, social group, society.");" onmouseout="nd();" href="javascript:void(0);">worldviews, beliefs, etc. in the conditions of educational and educational activities at school.
  Research in this area is aimed at studying:
  • content motivational sphere the student's personality, its orientation, value orientation, moral attitudes;
  • differences in the self-consciousness of students brought up in different conditions;
  • structures of children's and youth groups and their role in the formation of personality;
  • conditions and consequences Mental deprivation (from the Middle Ages. Lat. deprivatio - deprivation) - the mental state of a person resulting from a long-term limitation of his ability to meet basic mental needs; characterized by pronounced deviations in emotional and intellectual development, disruption of social contacts.");" onmouseout="nd();" href="javascript:void(0);"> mental deprivation and others (Lishin O.V., 1997; abstract, cover).

(; see laboratory professional development Personality PI RAO), (- Department of Acmeology and Psychology of Professional Activities of the RAGS under the President of the Russian Federation).

The results of psychological and pedagogical research are used in the design of the content and methods of teaching, the creation of teaching aids, the development of diagnostic tools and the correction of mental development.

1.2. Problems and main tasks of educational psychology

1.2.1. Tasks of educational psychology

4. The problem of gifted children. The problem of giftedness in domestic psychology began to be studied more closely only in the last decade. General giftedness refers to the development of general abilities that determine the range of activities in which a person can achieve great success. gifted children- "these are children who discover one or another special or general giftedness" (Russian ..., 1993-1999, vol. 2. p. 77; abstract).

• Each age period should not be studied in isolation, but from the point of view of general development trends, taking into account the previous and subsequent age.
• Each age has its own reserves of development, which can be mobilized in the course of the development of the child's activity organized in a special way in relation to the surrounding reality and to his own activity.
• Features of age are not static, but are determined by socio-historical factors, the so-called social order of society, etc. (Psychology ..., 1978).

• All these and other principles of developmental psychology are of great importance in creating a psychological Theory is a set of views, judgments, conclusions, which are the result of cognition and comprehension of the studied phenomena and processes of objective reality.");" onmouseout="nd();" href="javascript:void(0);">theory assimilation of sociocultural experience within the framework of pedagogical psychology. For example, on their basis, the following principles of educational psychology can be distinguished (using the example of its section - the psychology of learning):
  • Training is built on the basis of developmental psychology data on age reserves, focusing on the "tomorrow" of development.
  • Education is organized taking into account the individual characteristics of students, but not on the basis of adaptation to them, but as the design of new types of activities, new levels of development of students.
  • Education cannot be reduced only to the transfer of knowledge, to the development of certain actions and operations, but is mainly the formation of the student's personality, the development of the sphere of determination of his behavior (values, motives, goals), etc.

1.4. Historical aspects of educational psychology

1.4.1. The first stage - from the middle of the XVII century. and until the end of the XIX century.

• I.A. Zimnyaya identifies three stages in the formation and development of educational psychology (Zimnyaya I.A., 1997; abstract).
  • The first stage - from the middle of the XVII century. and until the end of the XIX century. can be called general didactic.
  • The third stage - from the middle of the XX century. and up to the present. The basis for distinguishing this stage is the creation of a number of psychological learning theories proper, i.e. development theoretical foundations educational psychology. Let us consider in more detail each of these stages in the development of pedagogical psychology.

I.A. Zimnyaya called the first stage general didactic with a clearly felt need to "psychologize pedagogy" (according to Pestalozzi).
The role of psychology in the practice of education and upbringing was recognized long before the formation of educational psychology as an independent scientific branch. Ya.A. Comenius, J. Locke, J.J. Rousseau et al. emphasized the need to build the pedagogical process on the basis of psychological knowledge about the child.
Analyzing the contribution of G. Pestalozzi, P.F. Kapterev notes that "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 amateur performance, self-development" (). Pointing to the differences in the development of the mental, physical and moral abilities of the child, Pestalozzi emphasized the importance of their connection and close interaction in learning, which moves from simple to more complex, in order to ultimately ensure the harmonious development of a person.
He called the idea of ​​developing education "the great discovery of Pestalozzi" (). The main goal of teaching Pestalozzi considered to excite the mind of children to active activity, the development of their cognitive abilities, the development of their ability to think logically and briefly express in words the essence of the concepts they have learned. He developed a system of exercises arranged in a certain sequence and aimed at setting in motion the desire for activity inherent in the natural forces of a person. However, Pestalozzi to some extent subordinated to the task of developing students another, no less important task of teaching - equipping students with knowledge. Criticizing the school of his day for verbalism and cramming, which dull the spiritual powers of children, the scientist sought to psychologize learning, to build it in accordance with the "natural way of knowing" in the child. The starting point of this path, Pestalozzi considered the sensory perception of objects and phenomena of the surrounding world.
A follower of I.G. Pestalozzi was, who considered the basic principles of education to be natural, cultural, amateur ().
Diesterweg emphasized that only knowing psychology and physiology, the teacher can ensure the harmonious development of children. In psychology, he saw "the basis of the science of education", and believed that a person has innate inclinations, which are characterized by a desire for development. Task Education - 1) purposeful development of a person, including the development of culture, values ​​and norms of society; 2) the process of socialization of an individual, his formation and development as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment, incl. specially organized purposeful activity of parents and teachers; 3) the acquisition by an individual of social values, moral and legal norms, personality traits and patterns of behavior in the processes of education that are socially recognized and approved by this community.");" onmouseout="nd();" href="javascript:void(0);">nurturing - to provide such self-development. The scientist understood self-activity as activity, initiative and considered it the most important personality trait. In the development of children's amateur performances, he saw both the ultimate goal and an indispensable condition for any education.
F. Diesterweg determined the value of individual subjects based on how much they stimulate the mental activity of the student; contrasted the developing method of teaching with the scientific (reporting) one. Basics Didactics (from the Greek didaktikos - teaching, relating to learning) - the theory of education and training, a branch of pedagogy. ");" onmouseout="nd();" href="javascript:void(0);">didactics developmental education he formulated in clear rules.
Of particular importance for the formation of pedagogical psychology was the work of KD Ushinsky. His works, first of all the book "Man as an Object of Education. Experience of Pedagogical Anthropology" (1868-1869), created the prerequisites for the emergence of pedagogical psychology in Russia. The scientist considered upbringing as "the creation of history." The subject of education is a person, and if Pedagogy is a branch of science that reveals the essence, patterns of education, the role of educational processes in the development of a person, developing practical ways and ways to increase their effectiveness. ");" onmouseout="nd();" href="javascript:void(0);">pedagogy wants to educate a person in all respects, then it must first get to know him in all respects. This meant studying the physical and mental characteristics of a person, the influences of "unintentional education" - the social environment, the "zeitgeist", his culture and social relations.

• K.D. Ushinsky gave his interpretation of the most complex and always topical issues:
  • O psychological nature education;
  • the limits and possibilities of education, the ratio of education and training;
  • the limits and possibilities of learning;
  • correlation of education and development;
  • a combination of external educational influences and the process of self-education.

1.4.2. The second stage - from the end of the XIX century. until the beginning of the 50s. 20th century

The second stage is associated with the period when pedagogical psychology is the science of the facts, mechanisms and patterns of assimilation of sociocultural experience by a person, the patterns of the intellectual and personal development of the child as a subject of educational activity organized and managed by the teacher in different conditions of the educational process. ");" onmouseout="nd();" href="javascript:void(0);"> pedagogical psychology began to take shape as an independent industry, accumulating the achievements of the pedagogical thought of the previous centuries.
As an independent field of knowledge, pedagogical psychology began to take shape in the middle of the 19th century, and developed intensively from the 80s. 19th century
The significance of the initial period of development of educational psychology is determined primarily by the fact that in the 60s. 19th century fundamental provisions were formulated that determine Becoming is the acquisition by the mental process of new signs and forms in the process of development.");" onmouseout="nd();" href="javascript:void(0);">becoming pedagogical psychology as an independent scientific discipline. At that time, tasks were set on which the efforts of scientists should be concentrated, problems were identified that needed to be investigated in order to put the pedagogical process on a scientific basis.
Guided by the needs of upbringing and education, the task of forming a comprehensive personality, scientists of that period raised the issue of a broad comprehensive study of the child and the scientific foundations for managing his development. The idea of ​​a holistic, versatile study of the child sounded very convincing. Consciously not wanting to limit the theoretical substantiation of pedagogy to one psychology, they stimulated the development of research at the intersection of different sciences. Consideration in unity and interconnection of the three main sources of pedagogy - psychology, physiology, Logic (Greek logike) - the science of methods of proof and refutation; totality scientific theories, each of which deals with certain methods of evidence and refutation. Aristotle is considered the founder of logic. Distinguish between inductive and deductive logic, and in the latter - classical, intuitionistic, constructive, modal, etc. All these theories are united by the desire to catalog such methods of reasoning that lead from true judgments-premisses to true judgments-consequences; cataloging is carried out, as a rule, within the framework of logical calculations. Applications of logic in computational mathematics, automata theory, linguistics, computer science, etc. play a special role in accelerating scientific and technological progress. See also Mathematical logic.");" onmouseout="nd();" href="javascript:void(0);">logic - served as the basis for contacts between psychology, physiology and medicine, between psychology and Didactics (from the Greek didaktikos - teaching, relating to learning) - the theory of education and training, a branch of pedagogy. ");" onmouseout="nd();" href="javascript:void(0);">didactic.
This period is characterized by the formation of a special psychological and pedagogical direction - pedology (J.M. Baldwin, E. Kirkpatrick, E. Meiman, L.S. Vygotsky, etc.), in which, based on a combination of psychophysiological, anatomical, psychological and sociological dimensions, the features of the child's behavior were determined in order to diagnose his development (see animation) .
Pedology(from the Greek pais - a child and logos - a word, science) - a trend in psychology and pedagogy that arose on turn of XIX-XX centuries, due to the penetration of evolutionary ideas into pedagogy and psychology and the development of applied branches of psychology and experimental pedagogy.
Recognized as the founder of pedology American psychologist, who created the first pedological laboratory in 1889; the term itself was coined by his student - O. Crisment. But back in 1867 K.D. Ushinsky in his work "Man as an Object of Education" anticipated the emergence of pedology: "If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects."
In the West, pedology was practiced by S. Hall, J. Baldwin, E. Meiman, V. Preyer, and others. The founder of Russian pedology is the brilliant scientist and organizer A.P. Nechaev. A remarkable scientist also made a great contribution to science.
The first 15 post-revolutionary years were favorable: there was a normal scientific life with heated discussions in which approaches were developed and difficulties in development, inevitable for a young science, were overcome.
Pedology (from the Greek pais - child and logos - word, science) is a trend in psychology and pedagogy that arose at the turn of the 19th-20th centuries, due to the penetration of evolutionary ideas into pedagogy and psychology and the development of applied branches of psychology and experimental pedagogy.") ;" onmouseout="nd();" href="javascript:void(0);">Pedology sought to study the child, while studying it comprehensively, in all its manifestations and taking into account all influencing factors. (1884-1941) defined pedology as the science of the age development of a child in a certain socio-historical environment (Blonsky P.P., 1999; abstract).
Pedologists worked in schools, kindergartens, various teenage associations. Psychological and pedological counseling was actively carried out; work was carried out with parents; the theory and practice of psychodiagnostics (from the Greek psyche - soul and diagnosis - recognition, definition) was developed - the science and practice of making a psychological diagnosis, i.e. elucidation of the presence and degree of expression in a person of certain psychological signs.");" onmouseout="nd();" href="javascript:void(0);"> psychodiagnostics . Institutes of pedology functioned in Leningrad and Moscow, where representatives of various sciences tried to trace the development of the child from birth to adolescence. Pedologists were trained very thoroughly: they received knowledge in pedagogy, psychology, physiology, child psychiatry, neuropathology, anthropometry, anthropology. , social groups ah and communities, the relationship of the individual and society, the patterns of mass behavior of people. ");" onmouseout="nd();" href="javascript:void(0);">sociology, with theoretical studies combined with everyday practical work.
In the 30s. 20th century criticism of many provisions of pedology began (problems of the subject of pedology, bio- and sociogenesis, tests, etc.), which resulted in two resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks. Pedology was destroyed, many scientists were repressed, the fate of others was crippled. All pedological institutes and laboratories were closed. Pedology blotted out curricula all universities. Labels were generously pasted: L.S. Vygotsky was declared an "eclecticist", M.Ya. Basov and P.P. Blonsky - "propagandists of fascist ideas." Fortunately, many were able to avoid a similar fate, having managed to retrain. For more than half a century, it was carefully concealed that Basov, Blonsky, Vygotsky, Kornilov, Kostyuk, Leontiev, Luria, Elkonin, Myasishchev and others, as well as the teachers Zankov and Sokolyansky, were pedologists. More recently, when Vygotsky's works were published, his lectures on pedology had to be renamed lectures on psychology (; see the article by E. M. Strukchinskaya "L. S. Vygotsky on pedology and related sciences") ().
A number of works by P.P. Blonsky, works by L.S. Vygotsky and his colleagues in child psychology laid the foundation for modern scientific knowledge about the mental development of the child. Proceedings of I.M. Shchelovanova, M.P. Denisova, N.L. Figurin, which were created in pedological institutions by name, contained valuable factual material that was included in the fund of modern knowledge about the child and his development. These works formed the basis of the current system of education in infancy and early childhood, and psychological research P.P. Blonsky, L.S. Vygotsky provided the opportunity to develop theoretical and applied problems of developmental and educational psychology in our country. (; see the site of the magazine "Pedology").
The connection between psychology and pedagogy gave a powerful impetus to the study of the age characteristics of children, to the identification of the conditions and factors that determine child development. The desire to make pedagogy psychological, to introduce psychology into the pedagogical process became the basis on which the system was built. different conditions of the educational process.");" onmouseout="nd();" href="javascript:void(0);"> educational psychology(although the term "pedagogical psychology" itself was not yet used at that time), led to the participation of scientists from various specialties in the development of its problems.
By the end of the XIX century. in Russian psychological and pedagogical science, not only the main areas of scientific activity, but significant data have also been accumulated that have made it possible to formulate practical problems.
The idea of ​​a psychophysiological study of the child and the use of its results in teaching practice received reinforcement in substantiating the possibility of studying mental phenomena experimentally. The use of the experiment in learning conditions, undertaken by I.A. Sikorsky in 1879, at first did not receive a wide response in science. But with the formation of psychological laboratories, starting from the mid-80s, the experiment began to enter into life, an active desire arose to connect the pedagogical process with it, i.e. to create a qualitatively new science of education and training.
The successes of psychological and pedagogical science aroused interest, on the one hand, among practicing teachers, and on the other hand, among philosophers and psychologists who had not previously dealt with issues school education. Teachers felt a clear need for solid psychological knowledge, and psychologists realized how much interesting and instructive information is contained in school life. The state of science and practice has clearly shown that school and science must meet each other halfway. But the whole question was how to do this, how to organize psychological research in such a way that it would be directed directly towards the solution of pedagogical problems. Equally inevitable was the question of who should conduct such research.
The solution of complex theoretical and methodological problems of educational psychology became impossible without their discussion and comprehensive analysis. This was also required by the further development of specific research, the determination of the main directions of the movement of research thought. In other words, a significant expansion of scientific and organizational activities was necessary.
The development of educational psychology in Russia since the beginning of the 20th century. firmly established on a scientific basis. The status of this science as an independent branch of knowledge, which has important theoretical and practical significance, has been established. Research in this area has taken a leading place in domestic psychological and pedagogical science. This was due to the successes in the study of age development, which ensured the authority of developmental and educational psychology not only in scientific field but also in solving practical problems of education and training.
Not only in science but also in public opinion the point of view was established, according to which knowledge of the laws of child development is the basis for correct construction education systems. Therefore, scientists of various specialties, the best Russian minds, outstanding theorists and organizers of science, who enjoyed great prestige, were involved in the development of these problems, in particular: P.F. Lesgaft, I.P. Pavlov. A whole galaxy of domestic psychologists has formed, actively engaged in theoretical and organizational matters studying child development and building the scientific foundations of education and training. This galaxy included, first of all, P.P. Blonsky, P.F. Kapterev, A.F. Lazursky, N.N. Lange, A.P. Nechaev, M.M. Rubinshtein, I.A. Sikorsky, G.I. Chelpanov and others. Thanks to the efforts of these scientists, intensive theoretical, methodological and scientific-organizational activity unfolded - a dynamic system of interactions between the subject and the world, in the process of which the emergence and embodiment of a mental image in the object and the realization of the subject's relation mediated by it in objective reality take place. In activity, from the point of view of its structure, it is customary to single out movements and actions. onmouseout="nd();" href="javascript:void(0);">deepening and expanding activities scientific work, to promote psychological and pedagogical knowledge among practitioners of the education system, to improve their skills. On their initiative, specialized scientific centers began to be created to provide research and educational activities and training of personnel. Small laboratories, circles, rooms for studying the development of children have become widespread under certain conditions. educational institutions, psychological and pedagogical societies were created, scientific and pedagogical circles wishing to direct their efforts to improve education and training. Pedagogical psychology has become an integral part of the content of education in pedagogical educational institutions. The question was raised about the study of the foundations of psychology in the upper grades of secondary school, training courses in psychology were developed.

• In domestic pedagogical psychology since the 30s. studies of the procedural aspects of learning and development were launched:
  • interconnections of perception and thinking in cognitive activity (S.L. Rubinshtein, S.N. Shabalin);
  • correlations between memory and thinking (A.N. Leontiev, L.V. Zankov, A.A. Smirnov, P.I. Zinchenko, etc.);
  • development of thinking and speech of preschoolers and schoolchildren (A.R. Luria, A.V. Zaporozhets, D.B. Elkonin, etc.);
  • mechanisms and stages of mastering concepts (Zh.I. Shif, N.A. Menchinskaya, G.S. Kostyuk, etc.);
  • the emergence and development of cognitive interests in children (N.G. Morozova and others).

In the 40s. many studies have appeared on the psychological issues of mastering the educational material of various subjects: a) arithmetic (N.A. Menchinskaya); b) mother tongue and literature (D.N. Bogoyavlensky, L.I. Bozhovich, O.I. Nikiforova) and others. Egorov, D.B. Elkonin and others).
The main results of the research were reflected in the works of A.P. Nechaev, A. Binet and B. Henri, M. Offner, E. Meiman, V.A. Laya and others, which explore the features of memorization, speech development, intelligence, the mechanism of developing skills, etc., as well as in the studies of G. Ebbinghaus, J. Piaget, A. Vallon, J. Dewey, S. Frane, Ed. Clapered; in the experimental study of the features of learning (J. Watson, Ed. Tolman, G. Gasri, T. Hull, B. Skinner); in the study of the development of children's speech (J. Piaget, L.S. Vygotsky, P.P. Blonsky, Sh. and K. Byullerov, V. Stern, etc.); in the development of special pedagogical systems - the Waldorf school (R. Steiner), the school of M. Montessori.

1.4.3. The third stage - from the middle of the XX century. until now

The basis for distinguishing the third stage is the creation of a number of psychological learning theories proper, i.e. development of the theoretical foundations of pedagogical psychology.
So, in 1954 he put forward the idea programmed learning, and in the 60s. L.N. Landa formulated the theory of its algorithmization; in the 70s-80s. V. Okon, M.I. Makhmutov built complete system problem learning, which, on the one hand, continued the development of the system of J. Dewey, who believed that learning should go through problem solving, and on the other hand, correlated with the provisions of O. Zelts, K. Dunker, S.L. Rubinstein, A.M. Matyushkin and others about the problematic nature of thinking, its phases, the beginning of the emergence of thought in problem situation(P.P. Blonsky, S.L. Rubinstein).
In 1957-1958. the first publications of P.Ya. Galperin and then in the early 70s - N.F. Talyzina, which outlined the main positions of the Theory of the phased formation of mental actions - the doctrine of complex multifaceted changes associated with the formation of new actions, images and concepts in a person, put forward by P.Ya. Galperin.");" onmouseout="nd();" href="javascript:void(0);"> theories of gradual formation of mental actions which absorbed the main achievements and prospects of educational psychology. At the same time, in the works of D.B. Elkonina, V.V. Davydov was developed developmental learning theory that emerged in the 70s. based on the general theory of learning activity (formulated by the same scientists and developed by A.K. Markova, I.I. Ilyasov, L.I. Aidarova, V.V. Rubtsov and others), as well as in the experimental system of L.V. Zankov.
In the period of 40-50s. S.L. Rubinshtein in "Fundamentals of Psychology" (Rubinshtein S.L., 1999; abstract) gave a detailed description of learning as the assimilation of knowledge, which was developed in detail by L.B. Itelson, E.N. Kabanova-Meller and others, as well as N.A. Menchinskaya and D.N. Bogoyavlensky in the concept of exteriorization of knowledge. Introduced in the mid 70s. the book by I. Lingart "The Process and Structure of Human Learning" () and the book by I.I. Ilyasov "The structure of the learning process" (Ilyasov II, 1986; abstract) made it possible to make broad generalizations in this area.
The emergence of a fundamentally new direction in educational psychology deserves attention - suggestopedia, suggestology G.K. Lozanov (60-70s of the last century), the basis of which is the teacher’s control of the unconscious student’s mental processes of perception, memory using the effect of hypermnesia and Suggestion (from the Latin suggestio - suggestion) - 1) the impact on the personality, leading either to the appearance in a person, in addition to his will and consciousness, of a certain state, feeling, attitude, or to the commission by a person of an act that does not directly follow from the norms and principles of activity accepted by him. The object of suggestion can be both an individual and groups, collectives, social strata (mass suggestion); 2) the process of influencing the mental sphere of a person, associated with a decrease in consciousness and criticality in the perception and implementation of the suggested content, with the absence of a purposeful active understanding of it, a detailed logical analysis and evaluation in relation to past experience and the current state of the subject. The content of consciousness, assimilated by the mechanism of suggestion, is further characterized by an obsessive character; it is difficult to comprehend and correct, representing a set of "onmouseout="nd();" href="javascript:void(0);">suggestions. On this basis, activation methods have been developed spare capacity personality (G.A. Kitaigorodskaya), group cohesion, group dynamics in the process of such learning (A.V. Petrovsky, L.A. Karpenko).
In the 50-70s. at the junction of social and pedagogical psychology, many studies were carried out on the structure of the children's team, the status of the child among peers (A.V. Petrovsky, Ya.L. Kolominsky, etc.). A special area of ​​research relates to the education and upbringing of difficult children, the formation of autonomous morality among adolescents in some informal associations (D.I. Feldshtein).

• In the same period, there were tendencies towards the formulation of complex problems - educative education and educational education. Actively studied:
  • psychological and pedagogical factors of children's readiness for schooling;
  • content and organization primary education(L.A. Wenger, V.V. Davydov and others);
  • psychological reasons for school failure (N.A. Menchinskaya);
  • psychological and pedagogical criteria for the effectiveness of training (I.S. Yakimanskaya).

• Since the end of the 70s. 20th century work intensified in the scientific and practical direction - the creation of a psychological service at school (I.V. Dubrovina, Yu.M. Zabrodin, etc.). In this aspect, new tasks of pedagogical psychology have emerged:
  • development of conceptual approaches to the activities of the psychological service,
  • equipping it with diagnostic tools,
  • training of practical psychologists.

(; see the laboratory of the scientific foundations of children's practical psychology of the PI RAE).

All the variety of these theories, however, had one thing in common - the theoretical substantiation of the most adequate, from the point of view of the authors, to the requirements of the society of the system of education - teaching (learning activity). Accordingly, certain areas of study were formed. Within the framework of these areas of education, its common problems were also revealed: the activation of forms of education, pedagogical cooperation, communication, management of the assimilation of knowledge, the development of students as the goal of education, etc.

etc.), etc.

Thus, at this stage of development, educational psychology becomes more and more voluminous.
So educational psychology- this is the science of the facts, mechanisms and patterns of the development of sociocultural experience by a person, the patterns of the intellectual and personal development of the child as a subject of educational activities organized and managed by the teacher in different conditions of the educational process. In general, we can say that pedagogical psychology studies the psychological issues of managing the pedagogical process, explores the processes of learning, formation cognitive processes and so on.
There are a number of problems in educational psychology. Among the most important, the following can be distinguished: the ratio of training and development, the ratio of training and education, accounting. Sensitive periods of mental development are periods of ontogenetic development in which a developing organism is especially sensitive to certain kinds of influences of the surrounding reality. ");" onmouseout="nd();" href="javascript:void(0);"> sensitive periods of development in training; work with Gifted children are children who show one or another special or general giftedness. ");" onmouseout="nd();" href="javascript:void(0);"> gifted children, the problem of children's readiness for schooling, etc.
Consequently, the general task of educational psychology- the science of the facts, mechanisms and patterns of assimilation of sociocultural experience by a person, the patterns of intellectual and personal development of a child as a subject of educational activity organized and managed by a teacher in different conditions of the educational process.");" onmouseout="nd();" href="javascript:void(0);"> educational psychology is to identify, study and describe psychological characteristics and patterns of intellectual and personal development of a person in the conditions of educational activities, the educational process. This also determines the structure of this branch of psychology: the psychology of learning, the psychology of education, the psychology of the teacher.

Summary

• The term "educational psychology" is used to refer to two sciences. One of them is basic science, which is the first branch of psychology. It is designed to study the nature and patterns of the process of teaching and education. Applied science is also developing under the same name "pedagogical psychology", the purpose of which is to use the achievements of all branches of psychology to improve pedagogical practice. Abroad, the applied part of psychology is often called school psychology.
  • Pedagogical psychology is the science of the facts, mechanisms and patterns of assimilation of sociocultural experience by a person, the patterns of intellectual and personal development of a child as a subject of educational activity organized and managed by a teacher in different conditions of the educational process.
  • Pedagogical psychology is a borderline, complex branch of knowledge, which has taken a certain place between psychology and pedagogy, has become a sphere of joint study of the relationship between education, training and development of the younger generations.
• There are a number of problems in educational psychology. Among the most important are the following: the ratio of training and development; the ratio of training and education; taking into account sensitive periods of development in training; work with gifted children; readiness of children for schooling, etc.
  • The general task of educational psychology is to identify, study and describe the psychological characteristics and patterns of intellectual and personal development of a person in the context of educational activities, the educational process.
  • The structure of educational psychology consists of three sections: the psychology of learning; psychology of education; teacher psychology.
• There are three stages in the formation and development of educational psychology (Zimnyaya I.A.):
  • The first stage - from the middle of the XVII century. and until the end of the XIX century. can be called general didactic with a clearly felt need to "psychologize pedagogy" (according to Pestalozzi).
  • The second stage - from the end of the XIX century. until the beginning of the 1950s, when pedagogical psychology began to take shape as an independent branch, accumulating the achievements of pedagogical thought of previous centuries.
  • The third stage - from the middle of the XX century. until now. The basis for distinguishing this stage is the creation of a number of psychological learning theories proper, i.e. development of the theoretical foundations of pedagogical psychology.
• Pedology (from the Greek pais - a child and logos - a word, science; lit. - the science of children) - a trend in psychology and pedagogy that arose at the turn of the 19th-20th centuries, due to the penetration of evolutionary ideas into pedagogy and psychology and the development of applied industries psychology and experimental pedagogy

Glossary of terms

1. upbringing
2. didactics
3. education
4. pedagogy
5. pedagogical psychology
6. pedology
7. psyche
8. mental development
9. psychology
10. development
11. sensitive periods of development
12. doctrine

Questions for self-examination

1. What is the subject of educational psychology?
2. Indicate the features of the historical change in the subject of educational psychology.
3. What is the essence of the biogenetic and sociogenetic directions in the development of educational psychology?
4. Name the main tasks of educational psychology.
5. How is the unity of developmental psychology and pedagogical psychology manifested in the system of psychological knowledge about the child?
6. What are the main areas of action of educational psychology and pedagogy?
7. Name the main branches of educational psychology.
8. Describe the main problems of pedagogical psychology.
9. What is the essence of the problem of correlation between development and training?
10. Expand the applied aspect for pedagogical practice of solving the problem of identifying sensitive periods in development.
11. What approaches to solving the problem of children's readiness for schooling exist in domestic science and practice?
12. What is the problem of optimal psychological preparation of the teacher and educator?
13. Name the main stages in the development of educational psychology.
14. What is characteristic for each of the stages of development of pedagogical psychology?
15. What are the features of pedology as a science?
16. What are the main studies that have been deployed since the 30s. 19th century in the field of procedural aspects of education and upbringing?
17. What fundamentally new trend emerged in educational psychology in the 1960s and 1970s. 20th century?

Bibliography

1. Ananiev B.G. Man as an object of knowledge. SPb., 2001.
2. Ananiev B.G. Pedagogical Applications modern psychology// Soviet Pedagogy. 1954. No. 8.
3. Biological and social in human development / Ed. ed. B.F. Lomov. M., 1977 ....
4. Branches of educational psychology.
5. The main problems of pedagogical psychology.
6. The main approaches in domestic science and practice to solving the problem of children's readiness for schooling.
7. The relationship of developmental psychology and educational psychology in the system of psychological knowledge about the child.
8. Pedology as complex science about the child.
9. Suggestopedia as a fundamentally new direction in educational psychology.

1. Subject, tasks and actual problems educational psychology.

Pedagogical psychology- This is a branch of psychology that studies the patterns of human development in terms of training and education. It is closely connected with pedagogy, child and differential psychology, and psychophysiology.

The subject of educational psychology is the study of the psychological patterns of education and upbringing, both from the side of the student, the educated person, and from the side of the one who organizes this training and upbringing, i.e. from the side of the teacher.

The purpose of educational psychology- to coordinate the pedagogical process and the process of individual development of the student and thereby ensure the inclusion of the student in the pedagogical process.

Based on this, main main task pedagogical psychology is the identification, study and description of the psychological characteristics and patterns of intellectual and personal development of a person in different conditions of educational activities and the educational process.

The most important and actual tasks educational psychology are:

Disclosure of the mechanisms and patterns of teaching and educating influence on the intellectual and personal development of the student;

Determining the mechanisms and patterns of learning by students of socio-cultural experience (socialization), its structuring, preservation in the individual mind of the student and use in various situations;

Determining the relationship between the level of intellectual and personal development of the student and the forms, methods of teaching and educating influence (cooperation, active forms of learning, etc.);

Determination of the features of the organization and management of educational activities of students and the impact of these processes on intellectual, personal development and educational and cognitive activity;

The study of the psychological foundations of the teacher's activity;

Determination of factors, mechanisms, patterns of developmental education, in particular the development of scientific, theoretical thinking;

Main practice-oriented tasks pedagogical psychology - the study of the main psychological patterns of the formation of a single pedagogical process and management, the identification of psychological reserves for its improvement, a reasonable combination of individual and collective forms of education and upbringing, the creation of such a psychological climate in an educational institution that would support the psychological health of all subjects of interaction (students, teachers, parents).

The general task of educational psychology is the identification, study and description of the psychological characteristics and patterns of intellectual and personal development of a person in the conditions of educational activities, the educational process.

2 . The structure of educational psychology. Communication of educational psychology with other sciences.

The structure of educational psychology consists of 3 sections: psychology of learning;

psychology of education; teacher psychology.

1. Subject learning psychology- development of cognitive activity in the conditions of systematic training. Thus, the psychological essence of the educational process is revealed.

The psychology of learning explores, first of all, the process of acquiring knowledge and skills adequate to them. Its task is to reveal the nature of this process, its characteristics and qualitatively unique stages, conditions and criteria for a successful course.

2. Subject educational psychology- personal development in the context of purposeful organization of the activities of the child, the children's team. The psychology of education studies the patterns of the process of assimilation of moral norms and principles, the formation of a worldview, beliefs, etc. in the conditions of educational and educational activities at school.

3. Subject teacher psychology- psychological aspects of the formation of professional pedagogical activity, as well as those personality traits that contribute to or hinder the success of this activity.

Upbringing and education, to one degree or another, is the subject of

research in various sciences: philosophy, sociology, history, pedagogy and

psychology. Philosophy considers the issues of education from the point of view

the formation of actually human traits in a person; sociological

aspects of education cover the structure and content of activities

various social groups and institutions that carry out educational and

teaching functions, being part of the education system; historical

problems of education cover the formation and transformation of educational

educational institutions; goals, content and methods of teaching and

education in different historical periods. But, of course, most of all

Pedagogy and psychology are connected with the problems of education and upbringing.

Lecture 1. Subject, tasks and methods of educational psychology 5

Plan................................................. ................................................. ............................... 5

1. Subject and tasks of pedagogical psychology. Psychology and Pedagogy.... 5

2. History of the development of educational psychology in Russia and abroad......... 6

3. The structure of educational psychology. The connection of educational psychology with other sciences .............................................. ................................................. ................................................. 17

4. The main problems of educational psychology and their a brief description of 19

5. General characteristics of the methods of educational psychology .................................. 21

Lecture 2. Psychology pedagogical activity and personality of the teacher 24

Plan................................................. ................................................. .............................. 24

1. The concept of pedagogical activity. Concepts of the pedagogical process and their psychological justification ......................................... 24

2. The structure of pedagogical activity ............................................... .............. 25

3. The functions of the teacher in the organization of the educational process ........... 27

4.Psychological requirements for the personality of the teacher .............................................. .28

5. Problems of pedagogical communication ............................................... ................... 31

6. The concept of an individual style of pedagogical activity 33

7. Psychological characteristics of the teaching staff .............................. 34

Lecture 3. Psychological service at school and its role in optimizing the educational process in school ...................... 36

Plan................................................. ................................................. .............................. 36

1. Fundamentals of the activities of the psychological service at school .............................. 36

2. Logic and organization psychological study personality of the student and the team of the school class .............................................. ................................................. ............................. 38

3. The program for studying the personality of a student .............................................. .............. 38

4. The program of studying the collective of the school class .............................................. 42

5. Psychocorrective and educational activities psychological service 45

6. Psychological foundations of lesson analysis .............................................. ................ 46

Lecture 4

Plan................................................. ................................................. ............................... 48

1. The concept of the purpose of education .............................................. ......................................... 48

2. Means and methods of education ............................................... ................................. 49

3. Basic social institutions upbringing ................................................ 52

4. Psychological theories of education. The problem of personality stability.. 54

Lecture 5 ................................................. ................................... 56

Plan................................................. ................................................. .............................. 56

1.Psychological conditions for the formation of personality traits .............................. 56

Activity, personality orientation and its formation........................... 57

Development of the moral sphere of personality60

2. Socio-psychological aspects of education .............................................. 61

Communication as a factor in education.............................................................................. 61

The role of the team in the education of students............................................................... 63

Family as a socio-psychological factor in education.............................. 64

Education and formation of social attitudes of the individual........................ 66

3. The problem of managing the upbringing of the individual .............................................. ...... 67

4. Indicators and criteria for the upbringing of schoolchildren .............................................. 71

Lecture 1. Subject, tasks and methods of educational psychology

1. Subject and tasks of pedagogical psychology. Psychology and pedagogy

2. History of the development of educational psychology in Russia and abroad

3. Structure of educational psychology. Relationship of educational psychology with other sciences

4. The main problems of educational psychology and their brief description

5. General characteristics of the methods of educational psychology

The subject of educational psychology is the study of the psychological patterns of education and upbringing, both from the side of the student, the educator, and from the side of the one who organizes this training and education (i.e., from the side of the teacher, educator).

Education and training represents different, but interrelated aspects of a single pedagogical activity. In reality, they are always implemented together, so it is almost impossible to define learning from education (as processes and results). Raising a child, we always teach him something, while teaching, we educate him at the same time. But these processes in pedagogical psychology are considered separately, because they are different in their goals, content, methods, leading types of activity that realizes them. Education is carried out mainly through interpersonal communication people and pursues the goal of developing the worldview, morality, motivation and character of the individual, the formation of personality traits and human actions. Education (realized through different kinds subject theoretical and practical activities) focuses on the intellectual and cognitive development of the child. Various methods of training and education. Teaching methods are based on a person's perception and understanding of the objective world, material culture, and upbringing methods are based on the perception and understanding of a person by a person, human morality and spiritual culture.

For a child, there is nothing more natural than to develop, form, become what he is in the process of education and training (S.L. Rubinshtein). Education and training are included in the content of pedagogical activity. Upbringing is a process of organized purposeful influence on the personality and behavior of the child.

In both cases, training and education act as specific activities of a particular subject (student, teacher). But they are considered as a joint activity of a teacher and a student, in the first case we are talking about educational activities or teaching (student). In the second, the pedagogical activity of the teacher and on the performance of the functions of organization, stimulation and management of the student's educational activities, in the third - on the process of education and training in general.

Educational psychology is an interdisciplinary independent branch of knowledge based on knowledge of general, age, social psychology, personality psychology, theoretical and practical pedagogy. It has its own history of formation and development, the analysis of which allows us to understand the essence and specifics of the subject of its study.

General psychological context of the formation of pedagogical psychology. Pedagogical psychology develops in the general context of scientific ideas about a person, which were fixed in the main psychological currents (theories) that have had and continue to have a great influence on pedagogical thought in each specific historical period. This is due to the fact that the learning process has always acted as a natural research "testing ground" for psychological theories. Let us consider in more detail the psychological currents and theories that could influence the understanding of the pedagogical process.

Associative psychology(starting from the middle of the 18th century - D. Hartley and until the end of the 19th century - W. Wundt), in the depths of which the types, mechanisms of associations were determined as connections of mental processes and associations as the basis of the psyche. On the material of the study of associations, the features of memory and learning were studied. Here we note that the foundations of the associative interpretation of the psyche were laid by Aristotle (384-322 BC), who is credited with introducing the concept of "association", its types, distinguishing two types of mind (nousa) into theoretical and practical, definitions feelings of satisfaction as a learning factor.

Empirical data from the experiments of G. Ebbinghaus (1885) on the study of the process of forgetting and the curve of forgetting obtained by him, the nature of which is taken into account by all subsequent researchers of memory, the development of skills, the organization of exercises.

Pragmatic functional psychology W. James ( late XIX- the beginning of the 20th century) and J. Dewey (almost the entire first half of our century) with an emphasis on adaptive reactions, adaptation to the environment, body activity, and the development of skills.

The theory of trial and error by E. Thorndike (late 19th - early 20th century), who formulated the basic laws of learning - the laws of exercise, effect and readiness; who described the learning curve and the achievement tests based on these data (1904).

Behaviorism J. Watson (1912-1920) and neo-behaviourism of E. Tolman, K. Hull, A. Gasri and B. Skinner (the first half of our century). B. Skinner already in the middle of our century developed the concept of operant behavior and the practice of programmed learning. The merit of the works of E. Thorndike preceding behaviorism, the orthodox behaviorism of J. Watson and the entire neo-behaviorist direction is the development holistic concept learning (learning), including its patterns, facts, mechanisms.

Pedagogy is the science of man.

Pedagogy is a body of knowledge on education and upbringing, effective ways transfer of accumulated experience and optimal preparation of the younger generations for life and work.

Tasks of pedagogical science

Main task science of education was the accumulation, systematization of scientific knowledge about the education of man.

The main function of pedagogy- to learn the laws of upbringing, education and training of people and, on this basis, indicate to pedagogical practice the best ways and means to achieve the goals set.

Subject of Pedagogy is an educational activity carried out in the educational educational institutions. Pedagogy is considered as an applied science, directing its efforts to the prompt solution of the problems of upbringing, education, and training that arise in society.

The main feature of pedagogical activity is that the object and subject of activity is always a person. Therefore, the profession of a teacher is referred to the "man-man" system.

Pedagogical function- the direction of application of professional knowledge and skills prescribed to the teacher. The main directions of the application of pedagogical efforts are the training, education, development and formation of students. In each of them, the teacher performs many specific actions, so that his functions are often hidden and not always implied explicitly.

The main function of the teacher– process management, development and formation.

System of Pedagogical Sciences

The system of pedagogical science, like any other complex system, can be analyzed according to various criteria, depending on the direction of study and the desire to get answers to certain questions.

• - the foundation of pedagogy, in particular that part of it that specifically deals with the problems of education, called the philosophy of education.
• General Pedagogy- basic scientific discipline studying the general patterns of human education, developing general fundamentals educational process in educational institutions of all types.
• Preschool and school pedagogy- a subsystem of age-related pedagogy.
• Pedagogy of higher education is engaged pedagogical problems adults.
• Deaf pedagogy deals with the education and upbringing of the deaf and dumb.
• Tiflopedagogy deals with the education and upbringing of the blind.
• Otgofrenopedagogzha- Mentally retarded.

The pedagogical process and its stages

Pedagogical process - this is the developing interaction of educators and educators, aimed at achieving a given goal and leading to a pre-planned change in state, the transformation of the properties and qualities of educators. Ensuring the unity of education, upbringing and development on the basis of integrity and community is the main essence of the pedagogical process.

Pedagogical processes are cyclical. The same stages can be found in the development of all pedagogical processes. The main stages can be called: preparatory, main, final.

Preparatory stage- appropriate conditions are created for the process to proceed in a given direction and at a given speed.

main stage- the implementation of the pedagogical process - can be considered as a relatively isolated system, which includes important interrelated elements:

• setting and explaining the goals and objectives of the upcoming activities; .
• interaction between teachers and students;
• use of the intended methods, means and forms of the pedagogical process;
• creation of favorable conditions;
• implementation of various measures to stimulate the activities of schoolchildren;

• ensuring the connection of the pedagogical process with other processes.

The final stage- the stage of analysis of the achieved results.

The pedagogical system and its elements

Pedagogical system is a combination of components (parts) that remains stable with changes. If changes (innovations) exceed a certain allowable limit (margin of safety), the system collapses, in its place new system with other properties.

Professor V.P. Bespalko presents the following interconnected set of variant elements:

• students;
• goals of education (general and partial);
• the content of education;
• upbringing processes (actually upbringing and training);
• teachers (or teaching aids);
• organizational forms of educational work.

Important components of the pedagogical system, not reducible to the selected ones, are also:

• results;
• management of the educational process;
• technology.

Brief description of didactics and educational psychology

What does didactics (theory) and educational psychology do? Available educational literature answers this question as follows:

Didactics how science studies the patterns that operate in the field of its subject, analyzes the dependencies that determine the course and results of the learning process, determines the methods, organizational forms and means that ensure the implementation of the planned goals and objectives. Didactics answers the questions: what to teach and how to teach. Modern approach adds: when, where, whom and why to teach;

Studying the patterns of knowledge assimilation and the formation of educational activities, the development of human spheres in the learning process; the subject of this science is also the activity of the teacher and the personality of the teacher in all the variety of characteristics, properties and connections.

As you can see, didactics and educational psychology are united by the main concept - the learning process, the modern definition of which includes both didactic and psychological characteristics(Fig. 1).

Basic concepts of didactics Keywords: learning, teaching, education, goals, methods, means, forms of learning, patterns, principles and rules of learning, control and evaluation. IN Lately the theory of learning also included such concepts: pedagogical system, pedagogical concept and technology, pedagogical diagnostics, management of the learning process.

Basic concepts of educational psychology: teaching, assimilation, patterns of development in the educational process, teacher activities and educational activities, pedagogical communication, pedagogical abilities, professional, psychological and personal qualities of a teacher, professional competence of a teacher.

Consideration of these concepts is the main task study guide. However, already a preliminary acquaintance with the basic concepts suggests how they are related to each other.

Psychologists have long recognized the fact that a person, as an active being, is capable of making conscious changes in his own personality, which means that he can engage in self-education. However, self-education cannot be realized outside environment, because occurs due to the active interaction of a person with the environment. In the same way, natural data are the most important factor mental development of a person. For example, anatomical and physical features are the natural conditions for the development of abilities in general. The formation of abilities is influenced by the conditions of life and activity, the conditions of education and training. However, this does not mean at all that the presence of the same conditions entails the same development of intellectual abilities. For example, one cannot ignore the fact that mental development is correlated with biological age, especially when it comes to brain development. And this fact must be taken into account in educational activities.

The domestic psychologist L. S. Vygotsky was the first to put forward the idea that education and upbringing play a controlling role in mental development. According to this idea, education is ahead of development and directs it. If a person does not learn, he cannot be fully developed. But education does not exclude from attention the internal laws of the development process. It must always be remembered that although education has enormous possibilities, these possibilities are far from endless.

With the development of the psyche, the stability, unity and integrity of the personality develops, as a result of which it begins to possess certain qualities. If the teacher in his educational activities takes into account the personal characteristics of the student, this gives him the opportunity to use pedagogical tools and methods in his work that correspond to the age criteria and abilities of the student. And here you just need to take into account individual characteristics, the degree of mental development of students, as well as the features of psychological work.

The degree of mental development is indicated by what is happening in the mind of a person. Psychologists gave a characteristic of mental development and indicated its criteria:

• The rate at which the student learns the material
• The pace at which the student perceives the material
• The number of reflections as an indicator of the conciseness of thinking
• Degree of analytical-synthetic activity
• Techniques by which mental activity is transferred
• Ability to self-systematize and generalize the acquired knowledge

The learning process must be built in such a way that there is maximum benefit for the mental development of the student. Research in the psychological field allows us to conclude that, together with a system of knowledge, it is necessary to give a complex of methods of mental activity. The teacher, organizing the presentation of educational material, must also form students and mental operations such as synthesis, generalization, abstraction, comparison, analysis, etc. highest value possesses the formation in students of the skill of systematization and generalization of knowledge, independent work with sources of information, comparing facts on each specific topic.

If we talk about children of the primary school age group, then their development has its own characteristics. For example, it is during this period that priority should be placed on the development of scientific and creative abilities, because training should be not only a source of knowledge, but also a guarantor of mental growth. And if we talk about students, then the main focus of their scientific and creative abilities requires that the teacher has sufficient teaching experience and scientific and creative potential. This is due to the fact that in order to increase the mental activity of students, it is necessary to build classes with a focus on training highly qualified specialists with high intellectual potential, as well as being the backbone of society and its successors.

One of the factors that can improve the quality of the pedagogical process is the correspondence of educational methods and specific pedagogical conditions- the only way to achieve the proper assimilation of new knowledge and cooperation in the educational process of the teacher and student.

Developing the creative potential of students, it is important to pay special attention to the organization of classes. And here the talent and skill of the teacher consists in the use of innovative educational technologies and a creative approach to the material being studied during the lessons. This will help increase mental activity and expand the boundaries of thinking.

Educational institutions face the most important of the tasks - to implement the education of the younger generation, which will meet the requirements of modernity and scientific and technological progress, as well as equip students with independent basic knowledge and the foundations of relevant disciplines, awaken skills, abilities and knowledge and prepare them for a conscious choice of profession and active social and labor activity. In order for this goal to be achieved, it is necessary to achieve a conscious assimilation of the motives of education and to form in students a positive attitude and interest in the subject being studied.

From a psychological point of view, motives here are the reasons why students perform certain actions. Motives are formed by demands, instincts, interests, ideas, decisions, emotions, and dispositions. The motives for learning can be different, for example: to meet the requirements of parents and meet their expectations, the desire to develop together with peers, get a certificate or gold medal, go to university, etc. However, the highest motives are the desire to acquire knowledge in order to be useful to society, and the desire to know a lot.

The task of the teacher is to form in students precisely high, one might say, spiritual motives - educating faith in the need to acquire knowledge in order to bring social benefits, and cultivating an attitude towards knowledge as a value. If it is possible to form such a motive in students and instill in them an interest in acquiring knowledge, then all training will be much more effective. Such outstanding teachers as Y. Comenius, B. Diesterweg, K. Ushinsky, G. Schukina, A. Kovalev, V. Ivanov, S. Rubinshtein, L. Bazhovich, V. Ananiev and others spoke and wrote on the topic of interest in knowledge. . Interest in knowledge contributes to intellectual activity, increased perception, liveliness of thought, etc. In addition, he brings up the strong-willed and spiritual component of the personality.

If the teacher manages to arouse interest in his discipline, then the student receives additional motivation, wants to acquire knowledge and overcome obstacles in the process of obtaining it. He will be happy to work independently, devoting free time to the subject. If there is no interest in the subject, then the material does not leave any trace in the mind of the student, does not cause positive emotions and is quickly forgotten. The student himself in this case remains indifferent and indifferent to the process.

As it is easy to see, the main bias in pedagogical and educational activities is done precisely on the formation of a student's personality, which includes both interest and craving for knowledge, and the desire to develop and learn new things, master new skills, etc. Motivation should be encouraged and supported in every possible way by the teacher, and in many respects this is what determines the success and effectiveness of both pedagogical work (teaching) and the work of students (study).

And with the development of motivation, the conditions of the educational process are important, which should include not only a suitable form of presenting information, but also various forms of activity: hypotheses, mental modeling, observations, etc. Among other things, the personality of the teacher is also of great importance: a teacher who respects and loves the discipline he teaches always commands respect and attracts the attention of students, and his personal qualities and behavior during classes will directly affect how students will relate to classes .

In addition to this, you can use not only traditional teaching methods that are familiar to all of us, but also more modern ones that have not yet had time to “set teeth on edge” and are either introduced into educational activities not very long ago, or just beginning to be introduced. But we will talk about teaching methods in our course, but for now we will conclude that any teacher who sets himself the goal of improving the quality of his work and making it more effective must certainly be guided by basic psychological knowledge.

In fact, you can talk about this topic for a very, very long time, but we only tried to make sure that you have a clear idea of ​​\u200b\u200bhow pedagogy is related to psychology, and why you should know about it. You can find a huge amount of information on the topic of educational psychology on your own on the Internet, and on the topic of psychology in general, we suggest that you take our specialized training (it is located). Now it would be more logical to continue the conversation on the topic of achieving the effectiveness of education, namely: we will talk about what principles should be followed so that the training and development of a person - your child, student or student - gives maximum results. The information will be useful to those involved.

10 principles for effective learning and development

Any principles of teaching depend on the goals that the teacher sets for himself. He can, for example, develop his student, expand his stock of general knowledge, contribute to the knowledge of the phenomena of the surrounding world, create the most suitable conditions for his development, etc. But it is very important to remember that there is no universal “recipe” according to which any person can become developed and smart, but there are several principles that will help a teacher become a real teacher. a good teacher and maximize the efficiency of their activities.

The first principle is to make sure that learning and development are necessary

First of all, it is necessary to conduct an accurate analysis of the skills and abilities of students and determine that there really is a need for training (this applies mainly to university graduates, people who want to improve their qualifications, undergo retraining, etc.). You also need to make sure that this need or problem is a training issue. For example, if a student does not fulfill the requirements of the educational process, it is necessary to find out whether he is provided with the conditions for this, whether he himself realizes what is required of him. In addition to this, an analysis of abilities, skills, knowledge, and other personality traits should be carried out. This will help to better understand in which direction the educational process should be directed. In a school setting, this can help determine the student's inclinations and predisposition to certain subjects.

The second principle is to create conditions conducive to learning and development

It is required to provide students with information about what it is necessary to acquire new knowledge, acquire new skills and develop, and why it is necessary. After that, you need to make sure that students understand the relationship between education and its subsequent practical application in life. The effectiveness of learning is greatly increased if students are aware of the relationship between their learning and the opportunity to be useful to society as a whole and for themselves personally. Successful completion of learning tasks can be stimulated through the recognition of progress, good grades and positive feedback. Thus, students will be even more motivated.

The third principle is to provide exactly the kind of training and development that will be useful in practice.

It is necessary to introduce into the pedagogical process such subjects and disciplines (knowledge, skills and abilities) that will not be of ephemeral usefulness in the minds of students, but will have specific practical significance. What students learn, they must apply in their lives. Without the relationship between theory and practice, learning loses not only its effectiveness, but also ceases to motivate, which means that the functions necessary for students to perform will be performed only formally, and the results will be mediocre, which completely contradicts the goals of education.

Principle four - include measurable objectives and specific results in training and development

The results of learning and development should be reflected in the activities of students, which is why the pedagogical process is necessary. It is important to make sure that the content of the training will lead students to comprehend the knowledge and acquire those skills that correspond to the learning objectives. Students should be informed about this, which means they will know what to expect from learning in general. In addition, they will know how to apply what they learn. The educational process should be divided into stages, each stage should pursue its own independent goal. Checking the assimilation of knowledge and skills should be carried out at each stage - these can be tests, tests, exams, etc.

The fifth principle is to explain to students what the learning process will consist of.

Students should know before they start learning what will be included in the educational process, as well as what is expected of themselves, both during and after training. Thus, they can concentrate on learning, studying the material and completing assignments without experiencing any discomfort or.

Principle six - convey to students that they are responsible for their own learning

Any teacher should be able to convey to the consciousness of students the information that, first of all, it is they who are responsible for their education. If they understand and accept this, then their attitude to learning will be serious and responsible. Preliminary conversations and preparation of assignments are welcome, Active participation students in discussions and practical exercises, the use of new and non-standard solutions in the pedagogical process, and students here also have the right to vote - they themselves can offer and choose the most convenient way of learning, lesson plan, etc.

The seventh principle is to use all pedagogical tools

Each teacher should be able to operate the basic pedagogical tools. Among them are those related to the actions of the teacher, and those related to the interaction between the teacher and students. We are talking about the use by the teacher of diversity - as a way to constantly maintain attention and interest, clarity - as a way to competently present confusing and incomprehensible information, involvement - as a way to attract students to active activities, support - as a way to give students faith in their own strengths and the ability to learn new things. , and respectful attitude - as a way to form in students.

Principle eight - use more visual material

It is known for certain that 80% of information enters the brain from visual objects, and the teacher must take this into account in his work. For this reason, it is necessary to use as much as possible of what students can see with their own eyes, and not only read. Posters, diagrams, maps, tables, photographs, videos can be sources of visual information. For the same reason, in all classes and audiences there are always boards for writing with chalk or a marker - even the simplest data is always recorded. And the most effective method of visual learning are experiences and practical laboratory works.

Principle nine - first convey the essence, and then the details

We have already mentioned this principle several times when we talked about the didactic work of Jan Comenius, but it will only be useful to mention it again. Learning is associated with the study of huge amounts of data, so you can’t convey everything to students at once. Large topics should be broken down into subtopics, and subtopics, if necessary, into smaller subtopics. First, you should explain the essence of any subject or problem, and only then move on to discussing the details and features. In addition, the human brain initially captures the meaning of what it perceives, and only then begins to distinguish details. The pedagogical process must correspond to this natural feature.

Tenth principle - do not overload with information and give time for rest

In part, this principle is related to the previous one, but to a greater extent it is based on the fact that the human body must always have time to “recharge”. Even the most hardworking people realize the value of rest and good sleep. Learning is a complex process, and is associated with high nervous and mental stress, increased attention and concentration, and maximum use of the potential of the brain. Overwork is unacceptable in training, otherwise the student may be overwhelmed by stress, he will become irritable, and his attention is distracted - there will be no sense in such apprenticeship. According to this principle, students should receive as much information as their age characteristics allow, and always have time for rest. As for sleep, it’s 8 hours a day, so it’s better not to allow night vigils for textbooks.

On this, we will sum up the third lesson, and we will only say that students should learn to learn, and teachers should learn to teach, and understanding the psychological characteristics of the educational process can significantly increase the chances of success for both the teachers themselves and their students.

Surely you want to quickly find out what educational methods exist, because there is already plenty of theory, and incomparably less practice. But don't despair, the next lesson is about traditional methods learning - precisely those practical methods that have already been tested by many teachers and hardened over the years, those methods that you can put into practice.

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. 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 passing. Please note that the questions are different each time, and the options are shuffled.