Each person has his psychological features. There are no two identical people on earth. Everyone has inherent features that are determined in mental processes: a separate individual has a perception peculiar only to him, subjective memory and features of its processes. The level of intellectual development, such qualities as attention and imagination, also differ in individual characteristics.

Each person is a unique individual. People differ from each other in abilities, character traits, characteristics, temperament, manifestations of will, emotionality, needs and interests.

Each person has their own personal attitudes, rules and norms of life.

However, at the same time, all people have common features of the body structure. All, having individual characteristics, are united by the presence of mental processes (sensations, perception, memory, thinking, etc.), common building blocks personality characteristics. Everyone's brain and other physiological systems function according to the same laws.

Thus, in each person one can observe manifestations that are common to all and individual (single), characteristic only of him.

Human features are divided into two classes: typical (inherent in a group of subjects) and individual (inherent in only one subject).

Typical features are differences, in other words, features that distinguish a certain group of people on some basis. In psychology, intergroup differences are divided into three main levels: neurodynamic, temperamental and characterological.

Typical features at the neurodynamic level are manifested in varying degrees of severity of properties nervous system(strength, mobility, lability, balance between the processes of excitation and inhibition). Based on the existing neurodynamic features, people are distinguished with a strong or weak, mobile or inert, balanced or unbalanced nervous system.

Typical features at the temperamental level are characterized, in contrast to the properties of the nervous system, by differences in mental activity, and not physiological processes. The properties of temperament include:

reactivity, which is characterized by the intensity of mental reactions (the degree of fear, the depth of experiencing feelings, etc.);

sensitivity, which is determined by the least intensity of external influences that cause a mental reaction (the higher the sensitivity, the faster the mental reaction appears). Sensitivity is associated with the properties of the nervous system (weak nervous system - high sensitivity);

activity - the energy of a person in deeds, actions (the predominance of excitation processes);

plasticity is expressed in the ease of adaptation to new conditions (the opposite property is rigidity, which means the inertia of attitudes, the slowness of switching from one condition (situation) to another);

extraversion is associated with the orientation of the personality to the environment (ease of contact with strangers, etc.);

introversion is determined by the orientation of the individual towards himself (a special attitude to his own thoughts, experiences, the difficulty of establishing contacts with other people, etc.);

emotional excitability is essentially identical to sensitivity.

Each property of temperament under certain conditions acts either as a positive or as a negative quality of the personality. For example, the high sensitivity of a student helps to better understand the psychology of another person. At the same time, such a student is the most mentally vulnerable. He is acutely experiencing failure.

Term character introduced by the ancient Greek scientist Theophrastus (VI-III centuries BC). Translated from Greek, this word means "feature", "sign", "sign". It is believed that character is a combination of permanent and essential personality traits that form a certain mental warehouse. Character properties are usually separated from temperament properties. This division is based on the condition that the properties of temperament are determined to a greater extent by the genotype (the innate type of the nervous system), and the properties of the character are determined by the phenotype (the warehouse of higher nervous activity, which is formed as a result of a combination of innate characteristics and living conditions). Character properties include volitional qualities and personality orientation, including feelings, interests, etc. In other words, with a narrower understanding, they should include only those features of a person’s personality that characterize his attitude to something.

It is customary to distinguish five main groups of character traits: the first group is determined by traits that reflect a person's behavior in relation to society, to other people. These are collectivism, tact, politeness, sensitivity, benevolence, truthfulness, humanity, etc. Opposite to them: individualism, tactlessness, rudeness, deceit, flattery, cruelty, envy, impudence, etc .;

the second group is characterized by features characteristic of a person in activity (labor, educational, etc.). This is diligence, perseverance, initiative, etc. Opposite to them: laziness, irresponsibility, dishonesty, lack of initiative, etc .;

the third group is traits that reflect a person's attitude to things. These are accuracy, frugality, generosity, etc. Opposite to them: slovenliness, extravagance, stinginess, etc .;

the fourth group is determined by the features expressing a person's attitude towards himself. These are criticality, exactingness, modesty, pride, etc. Opposite: arrogance, boastfulness, arrogance, arrogance, etc .;

the fifth group is characterized by features that reflect a person's attitude to the world around him, to social phenomena and events. These are adherence to principles, optimism, etc. Opposite: unscrupulousness, pessimism, etc.;

An essential feature of character traits is the stability of their manifestation in various situations. This property is mentioned when speaking about the strong or weak character of a person (the manifestation of activity in counteracting external circumstances). In this case, there is also a judgment about the inconsistency of character (the presence in a person of properties that lead to contradictions in actions and deeds).

The concept of individuality

As mentioned earlier, each person has a unique peculiar combination of individual characteristics. Teachers tend to forget that each student has individual traits.

Such a teacher organizes his pedagogical activity according to the template, striving to ensure that all students do everything the same.

The template approach in the pedagogical process indicates a violation of one of the most important didactic principles of our time - the individualization of education and training.

If a teacher, forced to work according to a single curriculum for all, from the first lessons with students seeks to highlight the individual that manifests itself in each student, in order to subsequently find a worthy application individual characteristics of his pupils, then he reveals the opportunities for their talents to manifest themselves brighter.

Talent is a combination of human abilities, which not only leads the activity to a successful result, but also determines the originality of this activity.

As psychologists note, when organizing an individual approach, there are no conflicts between the teacher and students, since the teacher creates conditions that allow preserving the individuality of students who intuitively strive for this.

Methods of psychological and pedagogical study

teacher physical education

Student personality

An objective idea of ​​the student's personality can be made only if a number of methods of studying (research) his qualities, properties and abilities are used. The most accessible of them include the following: observation, conversation, questioning, modeling of certain situations and testing.

Observation method is the purposeful collection of facts about the behavior and activities of a particular student.

conversation method, as a rule, it is auxiliary and can be used in cases where the teacher clearly imagines what he should learn about the student from the conversation. According to this goal, he must draw up a plan for the conversation, having previously determined its style, content, focus, means used and emotional coloring.

Questionnaire method should be used to determine the relationship of students among themselves, to one particular student, to the subject, learning activities etc.

Modeling method certain situations is carried out in the usual conditions for schoolchildren (real). But when studying personality properties, special situations are modeled in which these properties are clearly manifested. For example, a physical education teacher conducts a study of the volitional qualities of students by modeling difficult conditions during a camping trip.

Test method associated with the performance of standard tasks by schoolchildren (test task) or with the intellectual solution of standard tasks (answers to questions - a test questionnaire).

When studying the personality of a schoolchild, a teacher of physical culture is obliged to observe the following rules *:

1. It is necessary to observe the student in the natural conditions of training and education.

2. First of all, the main personality traits of the student should be determined.

3. Separate features of the student's personality must be considered in conjunction with others that characterize his personality.

4. It is important to identify the positive personality traits of the student, which must be relied upon in his education and upbringing.

5. The student's negative traits should not be overlooked either.

6. Don't rush into student grades. It should be remembered that only an objective approach is needed (it is important to take into account not only one's own opinion, but also the assessments of others, data from a number of studies of the student's personality, the dynamics of the formation of personality traits).

7. It is important to reveal the reasons for the manifestation of negative traits in the student's personality.

8. It is necessary to find out the trend in the development of a particular personality trait (progress - regression).

9. For a full-fledged study of the student's personality, it is necessary to study him in various situations, systematically and systematically.

10. It is advisable to study a student in a team (group), identify students who can influence this student, compare the behavior of the student being studied in a group and when he is alone.

11. It is necessary to take into account the motives (incentives) of certain actions and deeds of schoolchildren.

* Cm.: Ilyin E.P. Psychology physical education. - Decree. ed.

Questions for self-control

1. Describe elementary school student as a subject of educational activity.

2. What features distinguish a teenager from a high school student in relation to educational activities?

3. What general and specific motives for doing physical culture can you name?

4. What determines the student's motives related to the result of educational activity?

5. What features of self-assessment do you know?

6. Name the stages of self-esteem formation.

7. What is typical for emotional sphere teenager?

8. Explaining what the concept of “orientation of volitional efforts” means.

9. Give a description of the concept of "willpower".

10. What features of the manifestation of will among high school students do you know?

11. Define the concept of "typical personality traits."

12. What properties of temperament do you know?

13. Name five main groups listing character traits.

14. What does the term "talent" mean?

15. Describe the methods of studying the student's personality.

16. What rules should a physical education teacher follow when studying a student's personality?

Developmental and pedagogical psychology / Ed. A.V. Petrovsky. -M., 1981.

Gorbunov G.D. Psychopedagogy of sports. - M., 1986.

Zimnyaya I.A. Educational psychology: Proc. allowance. - Rostov n / D., 1997.

Ilyin E.P. Psychology of physical education. - M., 1987.

Ilyin E.P. Psychophysiology of physical education. - M., 1980.

Kashchenko V.P. Pedagogical correction. - M., 1994.

Krutetsky V.A. Psychology of training and education of schoolchildren. - M., 1976.

Kulagina I.Yu.Age-related psychology: (Child development from birth to 17 years). - M., 1997.

Mainberg E. The main problems of sports pedagogy / Translated from German - M., 1995.

Melnikov V.M., Yampolsky L.T. Introduction to experimental personality psychology. - M., 1985.

Merlin V.S. Psychology of individuality / Ed. E. A. Klimova - M., 1996.

Methods of psychodiagnostics in sports / V.L.Marishchuk, Yu.M.Bludov, V.A.Plakhtienko, L.K.Serova. - 2nd ed., add. and correct. - M., 1990.

Nebylitsin V.D. Selected psychological works. - M., 1990.

Neuropsychology of individual differences / E.D. Khomskaya, I.V. Efimova, E.V. Budyka, E.V. Enikolopov. - M., 1997.

Psychology of sport in terms, concepts, interdisciplinary connections: Dictionary-reference book / Comp. E.N. Surkov; Ed. V.U Ageevts. -SPb., 1996.

Rubinshtein S.L. Fundamentals of General Psychology: In 2 volumes - M., 1989.

Junior school age is a period of accumulation of knowledge. The successful performance of this important function is favored by the characteristic features of children of this age: firstly, trusting obedience to authority.

2nd feature - susceptibility and impressionability. Anything new causes an immediate reaction.

The third feature is attentiveness and imitation.

4th feature - a naive, playful attitude to knowledge allows them to easily master new experience, to join the life of adults.

Development of needs. The first grader is primarily attracted by the external side of the phenomena: to the sanitary bag, etc. Fulfilling instructions, he shows maximum activity until the feeling of novelty disappears. At first, strong needs characteristic of a preschooler: 1) in movements, 2) in external impressions, later, during schooling, are transformed into cognitive needs - leading for a younger student. Gradually, some cognitive needs turn into stable personality traits and motives for her behavior, while others disappear.

But from the first days of education, the child also has other new needs: to accurately fulfill the requirements of the teacher, to successfully master new knowledge, skills, and habits; the need for a good mark, for approval from the teacher, for constant communication with the teacher, with a friend, to perform a certain social role, and much more.

2. Emotional sphere of primary school students.

In the process of learning, there is a further development of the feelings of the younger student in terms of increasing awareness, restraint, and stability. Now his feelings and emotions begin to determine the process and result of educational activity, as well as the teacher's assessment of his successes and failures, the mark he has set and the attitude of others associated with it. The highest feelings of a schoolchild become deeper and more conscious: moral, intellectual, aesthetic.

Moral feelings. In junior school age in the process of learning, there is a development of such moral feelings as collectivism, a sense of camaraderie, friendship, duty, and honor. Awareness of moral feelings for grades 3-4 is manifested in the fact that children choose a friend not for random external circumstances, but motivate their choice by characterizing the moral traits of a classmate.

The development of moral feelings, their awareness is facilitated by life in a team that combines educational activities, participation in common affairs, the personality of the teacher himself. Under the influence of the teacher in the joint educational, labor and gaming activity students develop the ability to empathize. But the teacher must remember that it is not enough to arouse pity, sympathy, sympathy in the child; it is necessary that these feelings influence the actions and behavior of the child and become one of the links in his moral experience. When educating moral feelings, it is necessary for the teacher to work systematically to enrich their personal moral experience, given the limited moral experience of younger students.

TO intellectual feelings include curiosity, surprise, doubt, pleasure from the successful solution of a problem, disappointment at the inability to solve it. A first-grader experiences great joy from the fact that he has learned to read, write, and solve problems. The process of cognition, causing pleasure, contributes to the formation of cognitive interests. It is known that concrete-empirical thinking is characteristic of primary school age, when facts are more interesting than reasons. But gradually, children should begin to operate with such concepts as: consequence, difference, similarity, compatibility, incompatibility, etc., which play a large role in the formation of abstract thinking.

aesthetic feelings. These are special feelings of pleasure, experiences experienced when perceiving beauty, which manifest themselves in a wide variety of forms. The sources of aesthetic feelings are works of art, literature, etc. Communication with art should bring great joy to the child. But his own activity in the field of any kind of art is low, therefore, in the development of aesthetic feelings, his role as an educator is great. One of the main tasks of a teacher elementary school is the upbringing of the need for beauty, which largely determines the whole structure of the spiritual life of the child, his relationship in the team.

Practical lesson No. 9 Topic:Formation of interpersonal relations in the class team. Personal development in early childhood.

Plan:

1. Features of the personality of a younger student and her needs.

2. Development of needs

2. Emotional sphere of primary school students.

4. Formation of interpersonal relations in the class collective

Literature

Davydov V.V., Markova A.K. The concept of educational activity of schoolchildren // Age and pedagogical psychology. Texts. M.. 1992. -S. 243-259.

Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: the complete life cycle of human development. - M., 2001. - S. 227-280.

Mukhina V.S. -M., 1999. - S. 249-321.

Nemov R.S. Psychology. - M., 1994. - Book. 2. - S. 104-114, 171-181.

Obukhova L.F. Age-related psychology. - M., 2000.

Topic number 10. characteristics of adolescence. The development of cognitive processes and interests in a teenager.

The main aspects of the topic: Anatomical, physiological and psychological prerequisites for the transition to adolescence. Individual and gender differences in the pace and nature of the physical, psychological and social development teenagers.

L.S. Vygotsky on two phases of adolescence. The problem of the duration of adolescence, the criteria for its beginning and end. Views of psychologists on the causes of the "crisis of adolescence". The main reasons for the crisis nature of the transition period are the system of relations between adults and adolescents. "The feeling of adulthood" as the main neoplasm of adolescence and as a form of self-awareness. Forms of manifestation of a sense of adulthood.

The emergence of intimate-personal communication with peers as a special type of activity. Action as a unit of behavior. Moral and ethical code of adolescence.

Friendship of adolescents and features of its development.

Age and gender characteristics of adolescents. Peer community in and out of school. Communication and separation. A teenager in informal youth associations. Age-psychological causes of suicidal attempts in adolescents. The role of a new type of communication in the formation of self-consciousness as the main neoplasm of this period. The emergence of inner life as a special sphere of life.

Educational activities of adolescents: the reasons for the decline and increase in academic performance. Interests and their changes. Stabilization of interests and the problem of professional orientation. Development of cognitive processes: conceptual thinking, creative imagination, voluntary attention and memory.

Development of the features of the affective-need sphere. Exacerbation of the need for communication, self-affirmation and recognition. The development of the will and the desire for self-education and self-improvement.

Development of feelings, features of their experience and expression. The problem of evaluation and self-esteem. Formation of self-determination and orientation of the personality.

The specifics of the social situation of adolescent development. The main prerequisites for the transition to adolescence.

Practice #10

Topic: Characteristics of adolescence. The development of cognitive processes and interests in a teenager.

Adolescence as a socio-historical phenomenon. Basic theories of adolescence in foreign psychology.

social situation mental development in adolescence.

Anatomical and physiological restructuring of the body and its influence on the development process.

Intimate-personal communication with peers as a leading activity in adolescence.

Literature

Topic number 11: Educational activities of a teenager. Personal development in adolescence.

The main aspects of the topic: As noted above, communication in adolescence undergoes a significant qualitative change compared to the communication of younger schoolchildren. Communication with peers is of paramount importance. Communicating with friends, younger adolescents actively master the norms, goals, means of social behavior, develop criteria for evaluating themselves and others, actively, independently engage in self-education.

Of the specific features of adolescent communication, domestic psychologists distinguish that the external manifestations of communicative behavior are very contradictory. On the one hand, in communicating with comrades, adolescents show a desire to be the same as everyone else at all costs, on the other hand, a desire to stand out, to excel at any cost; on the one hand - the desire to earn the respect and authority of comrades, on the other - flaunting their own shortcomings. The passionate desire to have a true friend coexists in adolescents with a feverish change of friends, the ability to be instantly fascinated and just as quickly disappointed in former friends.

In relationships with peers, a teenager seeks to realize his personality, to determine his opportunities in communication. To fulfill these aspirations, he needs personal freedom and personal responsibility. And he defends this personal freedom as a right to adulthood.

In friendships, teenagers are extremely selective. But their social circle is not limited to close friends, on the contrary, it becomes much wider than in previous ages. Children at this time have many acquaintances and, more importantly, informal groups or companies are formed. Adolescents can be united into a group not only by mutual sympathy, but also by common interests, activities, ways of entertainment, and a place to spend free time. What a teenager receives from a group and what he can give to it depends on the level of development of the group in which he enters.

L.I. Umansky singled out the following criteria for the development of a small group: 1) the unity of goals, motives, value orientations of group members, which determines its moral orientation; 2) organizational unity; 3) group readiness in a certain field of activity; 4) psychological unity. Diffuse group with the most low level development, exists only formally and does not have any of these characteristics. An example would be a class in a new school, recruited from children who do not yet know each other properly. A more developed group is an association, it has a common goal and structure. A cooperative group is inherent in the unity of goals and activities, there is group experience and preparedness.

The most developed groups are the corporation and the collective. They meet all the criteria above; the difference between them lies in the moral orientation. The corporation is characterized by group egoism and individualism, opposing itself to other groups. Such a closed group, united by common interests, even being highly intelligent, is always aloof, somewhat hostile towards other children. On the contrary, the team is more open and friendly to those who are not part of it. He is not characterized by manifestations of isolation, caste, group egoism. Relations of mutual assistance and mutual understanding prevail in the team, thanks to which common tasks are solved more effectively than in other groups, and difficulties do not cause disorganization. Emotional compatibility of team members allows you to create a favorable psychological atmosphere in the group.

If a teenager falls into a group with a sufficiently high level of social development, this has a beneficial effect on the development of his personality. If he is dissatisfied with intra-group relations, he is looking for another group that is more appropriate for his needs. The psychological state of a teenager in different groups may be different. It is important for him to have a reference group, whose values ​​he accepts, whose norms of behavior and assessments he is guided by. Joining any group that is ready to accept it is not enough. In addition, not all teenagers are accepted into groups, some of them are isolated. These are usually insecure, withdrawn, nervous children and children who are overly aggressive, arrogant, requiring special attention, indifferent to common affairs and group success.

Practice #11

Topic: Educational activity of a teenager. Personal development in adolescence.

Features of the personality of a teenager.

Features of personality development in adolescence: the formation of self-consciousness, self-esteem, the level of claims, new motives for activity, the assimilation of moral and ethical standards.

Features of cognitive processes and learning activities in adolescence.

Communication problems in adolescence: relationships with adults and peers.

Psychological causes of deviant behavior of difficult adolescents and ways of their correction.

Literature

Kon I.S. psychology of early youth. - M., 1989.

Kulagina I.Yu. Developmental psychology: child development from birth to 17 years. - M., 1997. - S. 140-160.

Markova A.K. Formation of learning motivation at school age. M., 1990. - Ch. I, II.

Mukhina V.S. Age-related psychology. M., 1997. - S. 347-422.

Nemov R.S. Psychology. Book 2. - M., 1994. - S. 114-120, 181-193

Topic No. 12: General socio-psychological characteristics of senior school age (early youth).

The main aspects of the theme: Youth is the period of life from adolescence to adulthood. The age limits here are rather arbitrary, although in various periodizations they are defined from 15-16 to 21-25 years (in some periodizations, the age of 21-25 years is defined as youth).

In my professional activity school psychologist deals with young people who are on the threshold of adolescence, preparing to cross the threshold of adulthood - high school students. Compared with previous ages, early adolescence has its own situation of development, high school students face new life tasks, in the solution of which their psychosocial development takes place. First of all, this is a serious task of choosing a future life path. In this regard, the situation of interaction between a high school student and the social environment is also changing. There is a change of significant persons and a restructuring of relationships with adults. There is a special interest in communicating with adults. At this time, life prospects, mainly professional ones, are discussed with parents. However, a high school student resorts to confidential communication with adults mainly in problem situations, and communication with friends remains intimate, personal, confessional. He, just as in adolescence, introduces another to his inner world - to his feelings, thoughts, interests, hobbies. The content of such communication is real life, not life prospects; the information passed on to a friend is quite confidential. Communication requires mutual understanding, inner closeness, frankness. It supports self-acceptance and self-respect.

In the cognitive sphere, high school students also undergo their own changes. The development of thinking is characterized by a more perfect level of formal operations that began to take shape in adolescence. High school students have the ability to draw general conclusions on the basis of particular premises and, on the contrary, to proceed to particular conclusions on the basis of general premises, i.e. capacity for induction and deduction. It is important to note that at this age young people already know how to operate with hypotheses.

The development of attention is characterized by high switchability, distribution, stability, which allows you to maintain a fairly high pace of work.

In the development of memory, there is a slowdown in the increase in the productivity of direct memorization, while at the same time increasing the productivity of indirect memorization.

Thus, the development of cognitive processes in high school students reaches such a level that they are practically ready to perform all types of mental work of an adult, including the most complex ones.

Senior school age is characterized by the continuing development of general and special abilities of children on the basis of the main leading activities: teaching, communication and labor. In teaching, general intellectual abilities are formed, especially conceptual theoretical thinking. This happens due to the assimilation of concepts, improving the ability to use them, to reason logically and abstractly. In communication, the communicative abilities of students are formed and developed, including the ability to make contact with strangers, seek their disposition and mutual understanding, and achieve their goals. In labor, there is an active process of formation of those practical skills that may be needed in the future to improve professional abilities.

In personal development, high school students are increasingly acquiring qualities associated with adulthood. Early youth is characterized by aspiration to the future. In this relatively short period, it is necessary to create a life plan - to decide who to be (professional self-determination) and what to be (personal and moral self-determination). A high school student should not only imagine his future in general terms, but be aware of ways to achieve his life goals.

In the senior class, children focus on professional self-determination. It involves self-restraint, the rejection of teenage fantasies in which a child could become a representative of any, the most attractive profession. A high school student has to navigate various professions, which is not at all easy, since the attitude to the profession is based not on one's own, but on someone else's experience - information received from parents, friends, etc. This experience is usually abstract. In addition, you need to correctly assess your objective capabilities - the level of training, health, material conditions of the family and, most importantly, your abilities and inclinations.

Professional self-determination stimulates the development of new interests in academic disciplines. Often, parents instill an interest in certain disciplines and activities. For example, parents instill in their children that in order to succeed in any professional activity, it is necessary to master a foreign language.

In the development of the emotional sphere, a high school student differs markedly from a teenager. By the age of 15, the nervous system becomes more balanced. As a rule, young men are less irritable and more optimistic than teenagers. A distinctive feature of youthful emotions is their rather high selectivity.

Young men, in comparison with adolescents, manage their emotional state better, their mood is more stable, it depends less on the nervous system and is more determined by environmental factors. However, even in adolescence, there is increased emotionality. Let's talk about self-esteem in early adolescence. An interesting dynamics of its development was revealed in Russian schools. Typically youthful features are characteristic of tenth-graders' self-assessment - it is relatively stable, high, relatively conflict-free, adequate. At this time, an optimistic view of themselves and their capabilities prevails, the young men are not too anxious.

In XI, the graduating class, the situation becomes more tense. Some high school students maintain an "optimistic" self-esteem. Some, on the contrary, are dominated by self-doubt. Their self-esteem is low and conflicted (mostly girls fall into this group).

Due to changes in self-esteem, anxiety increases in grade XI. But, despite the variety of options for personal development, we can talk about the general stabilization of the personality during this period. Self-esteem of high school students as a whole is higher than adolescence, self-regulation is intensively developing, control over their behavior, the manifestation of emotions is increasing. The mood in early youth becomes more stable and conscious.

Thus, a high school student really says goodbye to childhood, to an old and familiar life. He finds himself on the threshold of true adulthood, he is all directed towards the future, which attracts and at the same time disturbs him. During this period, the young man decides what he will be in his adult life.

Practice #12

Characteristics of the student's personality

§1. Introduction.

§3. The program for studying the personality of the subject-pupil

§ 5. Psychodiagnostic methods for studying the personality of a student (pupil).

§6. Psychodiagnostic methods of studying the collective of the class (study group).

The study of the pupil and the compilation of personality characteristics is the most important part of pedagogical practice, which makes it possible to solve the problem of successfully conducting the educational process in the classroom (study group).

The trainee must, during the first week of his stay at the school, in agreement with the class teacher (master), select a pupil for an in-depth study of his personality.

The trainee must acquire practical skills in the application of various psychodiagnostic methods for studying personality, learn to justify an individual approach to the personality of the pupil.

In the course of studying the personality of the pupil, it is necessary to use the following research methods:

a) Observations

c) Studying documentation (personal file, class journal, etc.)

d) Experiment (laboratory, natural and formative)

e) Questionnaire

f) Sociometry (referentometry)

g) Analysis of products of activity (drawings, crafts, etc.)

i) Method of generalization of independent characteristics, etc.

The most typical features of the pupil's behavior (intentions, deeds, deeds), noticed during the pedagogical practice, must be recorded in the “observation diary”.

The psychological and pedagogical characteristics of the pupil's personality are compiled on the basis of a generalization of the collected data and is a document indicating the level of knowledge, skills and abilities acquired by the student-trainee in the process of studying at 1-3 courses at the Pedagogical Institute of General and Social, age and educational psychology, psychodiagnostics (the study of the personality of the student and the classroom team), as well as the skills of the trainee to analyze and summarize the psychological facts collected during the pedagogical practice and justify an individual approach to the personality of the student under test in the process of correcting his behavior, in the course of educational work during the pedagogical practice.

The characteristics of the personality of the pupil must be compiled in strict accordance with the program plan, each item, the conclusion must be substantiated by objective facts, psychodiagnostic data, life examples from the activity, behavior of the subject. How more quantity observed facts (words, intentions, actions, deeds of the pupil) recorded in the “observation diary” (links to testing materials, experiments, questionnaires, protocols), the greater the number of test, psychodiagnostic methods used, the higher the quality of personality characteristics and the higher the score work on the preparation of characteristics by the student.

It is also necessary to show the features of corrective, educational work with this pupil in the course of pedagogical practice, to give specific recommendations on self-education and education of the subject.

Pedagogical practice is one of the decisive links in the professional and pedagogical training of a student Pedagogical Institute, which makes it possible to connect the theoretical training of the future teacher with his practical activities in fulfilling the duties of a teacher at school, vocational schools and other types of educational educational institutions.

The main tasks of a trainee student in psychological practice are the following:

a) Deepen and secure theoretical knowledge in general, developmental, social and educational psychology, to learn how to apply the acquired knowledge in practice in educational work;

b) Acquire the necessary professional skills and abilities (the ability to observe and analyze educational work, study the personality of the pupil and the class team, study group, etc.);

c) Based on the knowledge of general, age and pedagogical, social psychology of psychodiagnostics, modern didactics and special methods, conduct educational work with pupils, taking into account their age and individual characteristics.

The implementation of the above tasks is carried out in the course in the form of the following tasks:

· Assignment for 4th year students: study of the pupil's personality and drawing up a psychological and pedagogical description of him;

· Assignment for students of the 5th year: study of the psychological characteristics of the class team (study group) and the preparation of the psychological and pedagogical characteristics of the class (group).

Tasks are completed in writing and are submitted for verification by the head of the pedagogical practice (preferably a week before the end of the pedagogical practice). The characteristic of the personality of the pupil, the class team (group) is certified by the signature of the class teacher (master).

To fulfill the tasks of pedagogical practice in psychology, the trainee is required to skillfully, creatively use and apply psychological and psychodiagnostic knowledge, skills and abilities acquired in the course of general, developmental, social and pedagogical psychology, psychodiagnostics. At the same time, serious systematic work is required to form and consolidate the professional skills and abilities necessary in the work of a teacher.

In this methodological guide indicative schemes and methodological advice are given on the plans for studying the personality of the pupil and the class team (study group), on the use of various psychodiagnostic methods.

It is necessary to systematically introduce observation of the behavior of the subject in various lessons, extracurricular activities, during breaks, at home, etc. The results of observations are recorded in the "diary of observations" (facts, actions, deeds, words of the student, their analysis). The results of conversations, experiments, testing, questioning and other methods of studying the individual and the team are immediately noted.

Before using the psychological methods below, it is necessary to recall the relevant, previously studied theoretical material on general, developmental and educational psychology, then familiarize yourself with the goals and objectives, the progress of tasks and the processing of results. Having completed the research program, the trainee summarizes the results of observations, experiments, testing, and others, and, on the basis of the generalized data, draws up a psychological and pedagogical description of the personality of the student, the class team, confirming his conclusions concrete facts. It is necessary to strive to answer each question of the plan-program, indicate indicators of the level of development of mental function (high level - from 90% and above; average level - from 75% to 89%; low level - below 75%). The volume of the characteristic should not exceed 2 - 3 pages, not counting the "appendices" (protocols, forms, etc.). It is necessary to indicate the full name of the method used, its serial number, the indicator of the development of the studied mental function (in%) and the level of its development. The draft is carefully checked by the trainee and rewritten cleanly. The clean copy is checked by the class teacher (master) and certified by him; it is necessary to indicate the date of compilation of the characteristics and certify with the signature of the student-trainee who compiled this characteristic personality (team). After that, the psychological characteristics are submitted for verification to the head of the pedagogical practice (preferably 2-3 days before the end of the pedagogical practice). For an interview on the characteristic, a student-trainee must bring a "diary of observations" and materials of testing, questioning, etc. It is desirable that the student-trainee try to collect at least 50% of the experimental material necessary for compiling the psychological and pedagogical characteristics of the individual (class team) in the first week of the pedagogical practice (introductory stage). The rest of the material will need to be systematically and systematically collected and simultaneously subjected to static processing, interpretation during active pedagogical practice (by all means visit the subject at home, have a conversation with parents, other family members), completing the work no later than a week before the end of pedagogical practice.

§2. Basic requirements for the design of the "observation diary" and characteristics of the individual and class team

Observation materials on the study of the personality of the subject (class team) must be constantly and systematically recorded in the "observation diary", which has the following main sections:

In column No. 1 indicate the serial number of the entry, and in column No. 2 - the date of entry. In column No. 3, it is necessary to indicate the main conditions of observation (lesson - in what subject?; change; extra-curricular (extracurricular) lesson - what is the topic?; conversation - group or individual, its questionnaire, etc.). In column No. 4, indicate the characteristics of the student's behavior (class, group), summary conversations, answers of the pupil, parents, etc. Column No. 5 indicates the conclusions based on the results of observations in accordance with the characteristics plan, revealing the behavior of the pupil (class, group). The diary should be accompanied by protocols of conversations, observations, experiments, questionnaires, questionnaires, test forms filled out by the student. Based on the conclusions, advice, recommendations and the address of the pupil (class, group), as well as parents, family members and the class teacher are made. The so-called general advice of the type: "Improve educational and educational work" is absolutely unacceptable. Advice must be concrete and actionable. For example, “The level of development of logical memory is extremely low (30%); to acquaint the pupil with the methodology for developing logical memory, rely on the dominant visual memory (80%), constantly training the pupil's auditory (60%) and motor (50%) memory.

When studying the psychological characteristics of a class (study group) and compiling its psychological and pedagogical characteristics, it is necessary to take into account the above requirements for characterizing the personality of the pupil. In addition, additional requirements must be taken into account.

The study of the team (class, group) is an integral part of the educational work of the student-trainee, carried out by him in this team. This work should begin from the first day of being at school (vocational schools, etc.), and the materials of the study of the team and the description of educational activities should be systematically recorded in the “observation diary”. Evaluation of the educational work of the trainee is required as component characteristics of the team of the class (group). It is drawn up according to the plan, indicating all its sections, but should not be an unfounded, schematic, formal reply. All conclusions, recommendations should be reasoned facts, specific examples from the life of a group of students. The work on compiling the psychological and pedagogical characteristics of the class team (group) and its design (in draft and final versions) is being completed one week before the end of the pedagogical practice. The educational work of the trainee with the class (group) and the compiled characteristics of the class (group) are evaluated by the class teacher (master), signed by him, at the end of the pedagogical practice, the characteristics of the class (group) are submitted to the head of the pedagogical practice for verification. The volume of this characteristic is no more than 2 - 3 pages, not counting the application (sociomatrices with elections according to likes and dislikes, referentometry, sociograms); in addition, you must specify the full name. trainee student, faculty and group, as well as school number (vocational school, etc.), location educational institution, class and number of the group where the pedagogical practice took place (last name, first name of the student being tested).

In the final part of the description, it is necessary to give clear, specific recommendations on the education (self-education) of the class team (group), the personality of the pupil to the class teacher (master) and parents (family), as well as the pupil himself. It is necessary to observe the sequence, logical presentation, which should be concise, concise, but meaningful, sufficiently reasoned. The text of the characteristic is carefully checked by the student, certified by the signatures of the class teacher (master), and then submitted for verification to the head of the pedagogical practice (no later than 2-3 days after returning from pedagogical practice to the university). If there are violations of the requirements described above, a delay in submitting documentation, characteristics to the head of the pedagogical practice, the mark for the pedagogical practice is reduced.

§3. The program for studying the personality of the subject-pupil.

Psychological and pedagogical characteristics of the student's personality …………… class (group) …………… school (vocational school, etc.) …………… for ………… academic year

1. General information about the pupil

Age; nationality; class (group); health status; a group of physical education classes; sleepwalking, sleepwalking, enuresis, encopresis, brain injury; Availability chronic diseases; developmental features in infancy, early childhood, preschool age; visits to children's educational institutions and relationships with caregivers, with children; degree of preparedness for school; relationships with classmates and teachers in the primary grades; attitude to school, class, to individual academic disciplines (most loved and least loved, why?); academic performance, behavior and diligence (based on the study of a personal file, conversations with teachers, etc.).

2. Features of family education

Family composition, occupation of parents and other family members; relationships in the family (who is more (less) loved and why); general and pedagogical culture of the family; attitude towards the pupil in the family and concern for his upbringing and success in learning; living conditions of the pupil; compliance with the daily routine; attitude towards homework; availability of a workplace; hobbies (favorite books, magazines, newspapers, radio shows, TV shows, collecting); sports; attitude towards older, younger, animals, plants, music, fine arts, technology, etc.; what he is especially fond of (least of all) and why; how free time is organized in the family; what is the psychological climate in the family. It is necessary to conduct a visit to the pupil's family and a conversation with its members.

3. The status of a student (pupil) in the team of the class (group)

Progress (in individual subjects); diligence, discipline. Relationships in the class (confirm with fragments from the sociogram of elections based on likes and dislikes, reciprocity of elections).

4. Orientation and motivation of personality behavior

Features of the motives of educational activity of schoolchildren /method No. 1/; interests /method No. 2/; orientation of moral judgments /method No. 3/; self-assessment of the personality of the pupil /method No. 4/; expected score /method No. 5/; the level of claims of the individual /method No. 6/; choose 2 - 3 methods.

5. Peculiarities cognitive activity personalities

Features of sensations and perceptions. Draw lines 3, 7 and 12 cm long (without a ruler), determine the time intervals: at 3 minutes, 7 minutes, 10 minutes (without using a clock); features of memory /method No. 7/; types of personality memory /method No. 8/; features of the imagination /method No. 9/; features of personality thinking /method No. 10/; characterization of the qualities of the mind /method No. 11/; features of metaphorical thinking /method No. 12/; features of attention /method No. 17 - switching attention/. Choose 1 - 2 methods for studying each cognitive process.

6. Features of the emotional-volitional sphere of personality

Self-assessment of mental, emotional states /method No. 13/; features of the volitional properties of the personality /method No. 14/; use both methods.

7. Individual psychological characteristics of personality

Type of personality temperament /method No. 15/; personality traits /method No. 16/; attitude to people, to teaching, to work, to things, to oneself; intellectual traits (seriousness, thoughtfulness, resourcefulness, ingenuity, frivolity, superficiality, etc.) and emotional traits (joviality, sensitivity, responsiveness, touchiness, etc.); abilities /method No. 18/. Choose from one method.

8. Individual approach to the pupil in educational work

Positive and negative aspects of personality (analysis). Measures of pedagogical influence used by the trainee to correct the progress and behavior of the pupil during pedagogical practice, their results. Specific psychological and pedagogical advice to teachers; class teacher, as well as to the parents and the pupil.

Trainee's signature. The date the feature was written.

Conclusion and signature of the class teacher (master).

§4. Classroom study program

1. General information

Name of the educational institution, its location, sanitary and hygienic condition of the school, class (vocational school, etc.). The level of achievement and discipline.

2. Class (group) structure

Number of pupils, gender and age composition; the presence of repeaters, excellent students, beginners. The asset of the class (group), its role in the life of the class (group).

3. Class (group) as a team

The results of sociometry (leaders, outsiders; the presence of groups, their composition and orientation); the relationship between boys and girls (boys and girls); sociomatrices and sociograms; reciprocity coefficient and integrativity index; friendship, partnership / method No. 19 /.

4. Features of the psychological climate of the class (group)

The study of the psychological climate of the class (group) /method No. 20/.

5. Evaluation of group cohesion and level of development of a class (group)

The coefficient of mediation of group cohesion by the goals and objectives of joint activities /method No. 21/. Definition of C.O.E. (value-oriented unity of the class (group)) activities /method No. 22/. Determination of the attractiveness for the pupil of the class (group) activities /method No. 23/. Features of relationships in the class (group) - according to Krutova E.M. activities /method No. 24/. Referentometrirovanie activity /method No. 26/. The study of the degree of awareness by the student of the structure of interpersonal relations in the class (group) of activity /method No. 27/.

6. Features of the educational activities of the class (group)

Progress in individual subjects (in comparison with the progress of parallel classes (groups) with previous years). The number of excellent students who have time for "4" and "5", their influence on the class (group). Underachieving and underachieving, causes of underachievement. Teaching motives (the desire to bring the class among the best, the struggle for the honor of the class, interest in knowledge, the desire for self-affirmation to become the best, preparation for future profession activities) /method No. 1, 2 and No. 3, as well as No. 18/. Relationships with activity teachers /method #28/. Health status. Classes in sports sections (what?), The number of dischargers (type of sport?). Participation in camping trips, competitions, sports days and more. Sports achievements of individual pupils. Participation in amateur performances, circles (musical, choreographic, etc.). Interests in art, literature, music, visual arts and others.

7. The state of discipline of the class (group)

General level of discipline. The behavior of the class and individual pupils in the lessons, breaks, in public places, at home, in extracurricular activities and others. Violators of discipline and the causes of their violations. Which classmates were influenced by them and why? Relation of a class (group) to deorganizers. Criticism and self-criticism in the group. Demanding to each other in the team.

8. Pedagogical leadership of the class team (groups)

Features of the relationship of the class teacher (master) with pupils / method No. 28 /. Participation of other teachers in the management of the team of the class (group) by public organizations.

9. Educational work of a trainee in a class (group)

The main goals and objectives of educational work with the team for the period of pedagogical practice. What was successful and why? Specific recommendations to teachers, class teacher, family, parents, pupils.

Trainee's signature.

Signature of the class teacher (master).

The date the feature was written.

§ 5. Psychodiagnostic methods for studying the personality of a student (pupil)

When describing the psychodiagnostic (test) methodology, the following are indicated: the purpose of the study, standardized instructions and methods for processing the data obtained. As mentioned above, the trainee can optionally choose 1 - 2 methods for psychodiagnostics of mental processes and properties of the individual, the team, indicating in the description only the numbers of the test method, the level of development of the studied mental function, process or property (in% or in other units of measurement) and, having indicated verbally this level (high, medium, low), as well as the forms and ways of correcting a poorly developed function (you can also indicate the name of the chosen technique).

1.1. The study of the motives of educational activity

Teaching motives can be studied through observation, conversations, and questionnaires. Before the start of the survey, instructions are given: “You must read all the points of the questionnaire plan, and then underline the 3 points that best suit your desires.”

a) I study because the lesson is interesting.

b) I study because forced by parents.

c) I study because want to know more.

d) I study because I want to help people.

e) I study because I want to make my parents happy.

f) I study because I don't want to fall behind my classmates.

g) I study because I don't want to fail the class.

h) I study because Nowadays it is impossible to be an illiterate person.

i) I study because like the teacher.

j) I study because without education it is difficult to find a well-paid job.

With the help of this questionnaire, it is possible to identify the dominant motives for learning and compare the data obtained with materials from other studies, as well as draw conclusions about possible methods pedagogical impact on the individual, the team for the development of positive motives for learning.

1.2. When processing data, you can calculate the percentage of individual responses-motives by accepting them total number for 100% and highlight the dominant motives of the educational activity of the individual, class (group).

2.1. The interests of the individual (class).

Purpose: to identify the interest of the individual (class) in the disciplines being studied, what it is aimed at, under the influence of what factors and when it arose, what effect it has on academic performance.

Use your observations, have a conversation. To clarify and deepen the information, conduct a survey using the following questions:

2.2. a) You are studying this academic year (list all subjects studied in this class (group)). Underline the subject that interests you the most.

b) When did you become interested in this subject, and what contributed to this (lessons, classes in circles, cinema, television, radio programs, reading books, newspapers, magazines; I don’t know - underline what is necessary)

c) What exactly attracts you in this subject (the opportunity to get acquainted with the literature on the issue of interest; direct participation in practical activities (repair of mechanisms, caring for plants, animals, collecting, etc.); performing creative tasks, etc. - underline the necessary).

Present the obtained data in the following tables:

No. 1. Distribution of interests in academic subjects.

No. 2. What contributed to the interest?

No. 3. What interests you most about your subject?

2.3. Based on observations, conversations and questionnaires, establish what effect interest in the subject has on academic performance, how it is related to independent work; which of the subjects appear earlier and which later and why; How do you suppose to organize work with pupils who have shown an increased interest in the subjects taught: how can a pupil be interested in a particular academic subject?

Purpose: to identify the features of the moral judgments of the individual, the dominant orientation of the personality of the pupil.

3.2. Pupils are invited to answer the following questions, reflecting certain psychological and pedagogical situations and allowing the subject to choose one of the alternative options (“only for others” - a positive, social orientation; “only for themselves” - a negative, individualistic orientation of the individual).

a) Control work is in progress. Your friend does not know the material and asks for a copy. You did the right job. What will you do?

b) You can't solve the test. Your friend offered to write off from him. How will you do it?

c) During the break, one of your acquaintances, friends broke the window. You accidentally saw it. The friend does not want to confess. Will you tell the teacher his name?

d) You got a deuce and you know if your parents find out about it, they will punish you. Will you tell them about the received deuce?

e) You are walking up the school stairs. Suddenly you see a sheet, bend down, take it in your hands, get acquainted with its contents. These are the answers to the questions control work which will take place in your class today. It can be seen that this list was accidentally dropped by a mathematics teacher, hurrying to class. How will you proceed in this case? (Take a sheet and hide it to use during the test; honestly confess and say that you accidentally found a sheet with ready-made solutions, teacher; share your answers with your classmates

3.3. Create a table based on the answers of the subjects.

3.4. Count the number of answers that correspond or do not correspond to moral standards, analyze the answers. What motives for choosing are clearly dominant among the subjects in this class (group): only for themselves or only for others, for everyone.

4.1. Self-assessment of the personality of the subject (modification of the Dembo method).

Purpose: to determine the level of development of self-esteem of the individual.

4.2. “There are 5 vertical lines in front of you, each of which has 5 dashes-points. First you need to evaluate your "mind" in comparison with the "mind" of classmates. If you always give smart, correct answers, circle the number 5. If you give either “smart” or not very “smart” answers, circle the number “3”. If most of the time you don’t give “smart” answers, people around you most often consider you “stupid”, then circle the number “1”. If you give “smart” advice, answers more often than not “smart”, then circle the number “4”, and if you give more “stupid” advice, answers than “smart”, then circle the number “2”.

In the same way, evaluate yourself on the scale-lines: “health” (“5” - you get sick very rarely; “1” - you get sick very often); “beauty” (“5” - everyone thinks you are beautiful; “1” - everyone thinks you are ugly); “character” (“5” - you always keep your word, always conceived to the end; “1” - you very rarely bring your plan to the end, you always do not keep a promise); "happiness" ("5" - always, constantly happy; "1" - always unhappy).

4.3. On the form, draw 5 lines-scales in advance, dividing each into 5 divisions-lines, marking each with numbers from 5 to 1 (top to bottom). After the instruction, the subject evaluates 5 personality traits by circling the required answer-assessment. Make a graph of the self-assessments of the personality of the subjects obtained in the class (group), calculate the average

. You can increase the number of scales (for example: "communication", "will", etc.)

5.1. Expected score.

Purpose: to determine the level of claims of the individual, the expected assessment.

5.2. “How do people around you treat you, how do they evaluate you?” Look at these 5 squares, numbered from 5 to 1 (top to bottom). If those around you always, everywhere and everywhere evaluate “very good, excellent”, then in the box with the number “5” put the first letter of the word that denotes the one whose assessment of your words and deeds you are trying to guess (for example: “m” - “ mother "; "p" - "dad"; "br." - "brother"; "s" - "sister"; "b" - "grandmother"; "d" - "grandfather"; "other" - " friends"; "y" - "teacher").

5.3. The test subjects perform the task, then the trainee calculates M (statistical average) for the entire class (group). You can invite the subjects to evaluate themselves ("I"). The rating scale remains the same as in the previous task (“5” - always, everywhere, everywhere, the people around the subject are evaluated as “excellent” - for his words, deeds, deeds; “1” - always, most often the subject is rated as “bad "person; "3" - sometimes assessed as a "good", sometimes as a "bad" person; "4" - more often assessed as "good", sometimes as "bad"; "2" - more often as "bad" than as "good").

It is possible to compare M of the expected assessment with the self-assessment obtained in this experiment, as well as in the previous one (task 4).

6.1. The level of claims of the personality of the subject.

6.2. Purpose: to identify the nature of self-esteem and the degree of confidence of the subject in their abilities and capabilities.

6.3. The subject is offered 9 cards with tasks of varying degrees of difficulty:

1) There are 5 sons in the family. Everyone has one sister. How many children are in this family?

2) A crew drawn by three horses traveled 15 km in 1 hour. How fast was each horse running?

3) In 3 minutes, the log was sawn into half meters, while each sawing took 1 minute. Find the length of the log.

4) How many times is the staircase up to the 6th floor longer than the stairs up to the 1st floor of the same house?

5) Out of 3 identical rings, one is somewhat lighter than the other two. How to detect this ring with only one weighing on a two-pan balance?

6) A large pond is overgrown with greenery. Every day the area of ​​greenery doubles. On what day will it cover the entire pond completely?

7) Seven identical bottles must be divided equally among 12 persons. How to do this without cutting a single bottle into 12 pieces?

8) Out of 8 identical rings, one is slightly lighter than the others. How to find it by no more than two weighings on a two-pan balance?

9) The father is 41 years old, the eldest son is 13 years old, the daughter is 10 years old, and the youngest son is 6 years old. How long will it take for the father's age to equal the sum of the children's years?

The subject is told that the tasks are arranged in increasing degree of difficulty: easy (Nos. 1 - 3), medium (Nos. 4 - 6) and difficult (Nos. 7 - 9). You need to take any card of any difficulty. The correctness of the solution is taken into account regardless of the degree of difficulty of the problem.

6.4. The task is performed in writing by several subjects. A certain time (in minutes) is allotted for the solution, after which, regardless of whether the problem is solved or not, the subjects are offered to take another card. In this case, everyone can choose 4 - 5 tasks. It is taken into account which tasks the subject preferred (easy or difficult, medium difficulty), how he made the transition from one card to another, what is his reaction to success (failure), what is his attitude to the matter, and so on. All received data must be entered in the table:

Try to establish how the subject's attitude towards himself develops and is realized, taking into account his attitude to the choice of a task (chooses difficult or easy ones), response to success (failure), desire to maintain success, desire to avoid difficulties or overcome them.

6.5. As a result of the experiment, to identify subjects with an adequate level of claims, overly self-confident or insecure. How to organize individual work with pupils who clearly overestimate (with an overestimated level of claims, self-esteem) or underestimate themselves (with an underestimated level of claims, self-esteem)?

7.1. Perception of time.

The accuracy of time perception is assessed using a stopwatch. The trainee gives a countdown of 12 seconds, marking the beginning and end of the time period with a pencil stroke. The test subject must turn on and stop the stopwatch, reproducing the specified time interval. It is necessary to give 10 samples so that they are relatively evenly distributed in the indicated range of 6 - 12 seconds.

7.2. The percentage accuracy T of the assessment of time intervals is determined by the formula:

, where c 2 - the sum of the difference from the time presented (the sum of the test subject's errors in seconds), c 1 - the sum of the time intervals presented by the trainee. The assessment of time perception by this method is determined according to the table:

7.3. For example, the trainee presented 8, 11, 6, 10, 7, 12, 6, 9, 9, 11 seconds; with 1 =89. The subject reproduced these time intervals with errors: +1, 0, +1, -2, -1, +2, +1, 0, +1, +1; with 2 =10.

8.1. Features of the subject's memory.

8.2. Purpose: to study the features of the logical memory of the individual.

Then offer the subject a card on which the first of the words read is written, and he must remember and add the other two that are related to him in meaning.

8.4. Groups of words of logical memorization:

river - angler - ear

spring - sun - stream

hunter - bear - lair

holiday - songs - fun

report - discussion - resolution

class - ticket - wagon

lunch - bread - table

student - notebook - pen

8.5. Determine the level of development of logical memory by the formula:

, where n is the number of correct named words,

N is the total number of words (24 words);

Up to 85% - high level of development;

Up to 70% - the average level of development;

From 69% and below - a low level of development of logical memory.

9.1. Types of memory of the subject.

9.2. Purpose: to determine the predominant type of memory of the subject.

9.3. Both individual pupils and the collective of the class (group) take part in the experiment; for the experiment, 4 rows of words are selected (10 words each).

The experiment begins with reading all the words from the first column (an interval of 3 seconds), then the subject writes down the memorized words.

After 10 minutes, a card with words from the second column is shown (display time is 30 seconds), after which the subject writes down the words that he remembered. A 10 minute break is given.

The trainee reads the words from the third column aloud (an interval of 3 seconds), the subject repeats them in a whisper, and then writes down the memorized words.

After 10 minutes, the trainee shows the cards with the words from the fourth column written on them, reading them aloud. The subject repeats all these words in a whisper, and "writes" in the air (or on the desk with his finger), then writes down the words that he remembered.

9.4. The coefficient of auditory (visual, motor, combined) memory is calculated according to the formula:

,

where n is the number of correctly named words,

N - the number of all words (10 words);

coefficient equal to 85% - high level;

from 84% to 70% - the average level;

and at K equal to 69% and below - a low level of memory development.

9.5. Draw conclusions: what type of memory prevails among the subjects, the class (group)? Give the test subjects practical advice O proper organization memorization educational material taking into account the dominant type of memory.

10.1. The study of the development of imagination (Ebbinghaus test).

10.2. Purpose: to study the features, to determine the level of development of creative imagination, practical thinking of the subject.

10.3. “Carefully read (listen to) the text of each sentence, insert the word that is missing in meaning, do not forget that we are talking about a holistic, coherent story about one girl.”

10.4. The text of the story: “Snow storms hung low over the city………….. In the evening, …………. Big snow fell down………….. The cold wind was like a wild one…………….. At the end of the deserted and deaf………….. some girl suddenly appeared. She slowly and with …………. made her way along …………… She was thin and poor ……………. The girl moved slowly forward, felt boots sloshed and she had to …………….. to go. She was wearing bad …………, with narrow sleeves, and on her shoulders ……………… Suddenly she ……………. and, bending down, started something …………….. at her feet. Finally, the girl stood on …………………. and their own, blue from ……………. little hands, became ……………….. in a snowdrift.”

Missing words: “clouds”, “clouds”, “storm”, “blizzard”, “flakes”, “beast”, “streets”, “with difficulty”, “through snowdrifts”, “along the street”, “dressed”, “interfered”, “coat”, “scarf, shawl”, “stopped”, “examine”, “kneel”, “from the cold”, “row”.

10.5. The Creative Image Ratio is calculated using the formula:

, where n is the number of correctly named words,

and N is the number of missing words (16 words).

At K B = 100% - 80%, the level of development of creative imagination is high, at 79% - 60% - medium, at 59% and below - low.

11.1. The study of the characteristics of the subject's thinking.

11.2. Purpose: to study the features of the process of generalization of the subject.

11.3. “Read the words of each row of words, cross out the excess and say what unites the remaining words”:

a) Dog, cow, sheep, elk, cat (answer: “moose”)

b) Dog, cow, sheep, elk, horse (answer: "dog")

c) Football, hockey, handball, basketball, water polo (answer: "basketball")

d) Football, hockey, handball, basketball, badminton (answer: badminton)

e) Yenisei, Ob, Pechora, Lena, Indigirka (answer: "Pechora")

f) Yenisei, Ob, Pechora, Lena, Don (answer: "Don")

The subject must explain why he considers the word he has named “superfluous”. At K 100% - 85% - the level of development of generalization is high, at K 84% - 70% - the level of development is average, and at K from 69% and below - low. The coefficient is calculated according to the formula given in paragraph 9.5., where n is the number of correctly named and reasoned answers, and N is the total number of words (6 words).

12.1. Characteristics of the mind of the individual.

12.2. Purpose: to study the features of overcoming stereotypes, stereotyped thinking of a person when solving problems.

12.3. Texts of mental tasks:

a) Two people met, childhood friends. The following dialogue took place between them:

How many years have I not seen you and heard nothing about you?

And I have a daughter!

What is her name?

Yes, like her mother!

And how old is Lenochka?

How did the interlocutor know the daughter's name?

(A man and a woman named Lena met; they are childhood friends).

b) Two people went to the river. A boat was parked on the deserted shore, in which only one person could fit. Both of them crossed the river and continued on their way. How did they do it?

(The travelers approached different sides of the river, first one crossed, and then the other. The cliched name of the phrase: “Two approached the river” suggests that the travelers walked side by side and in the same direction).

c) There are two volumes of collected works in the bookcase. The first volume has 300 pages, the second volume has 200 pages. A bookworm started up in the closet and began to gnaw through the books. He gnawed through from the first page of the first volume to the last page of the second volume. How many pages did the bookworm gnaw through?

(The bookworm could not gnaw through a single page, since the first page of the first volume, in the usual arrangement of books, shares only the binding with the last page of the second volume).

13.1. Features of metaphorical thinking of a person.

13.2. Purpose: to study the features of figurative meaning, the ability to highlight the main idea in a phrase of specific content, to determine the level of differentiation and purposefulness of the judgments of the subject's personality (according to B.V. Zeigarnik).

13.3. Texts of metaphorical expressions and proverbs:

Golden head.

iron character.

Poison person.

Stone heart.

Toothy guy.

Silent night.

Pure agony.

On the tongue is honey, and under the tongue is ice.

Strike while the iron is hot.

Do not count your chickens before they are hatched.

Better less is better.

Do not sit in your sleigh.

Seven times measure cut once.

13.4. When calculating the results of studying the metaphorical thinking, the following formula is used:

, where n is the number of correctly interpreted expressions,

and N=14 - the number of expressions proposed in this task (7 metaphors and 7 proverbs).

14.1. Self-assessment of mental emotional states (according to G. Eysenck)

14.2. Purpose: to study the level of development of emotional states: anxiety, frustration, aggressiveness and rigidity.

14.3. Questionnaire text:

1. I don't feel confident in myself.

2. I often blush because of trifles.

3. My sleep is very restless.

4. I easily become discouraged, often discouraged.

5. I only worry about imaginary troubles.

6. I am afraid of the difficulties of life.

7. I like to delve into my shortcomings.

8. It's easy to convince me of anything.

9. I am a very suspicious person (it often seems to me that it seems strange).

10. I can hardly stand the time of any waiting.

11. Quite often it seems to me that situations from which a way out can be found are hopeless.

12. Troubles upset me a lot, I easily lose heart.

13. When I am in big trouble, I tend to blame myself first of all without sufficient reason.

14. Misfortunes and failures will not teach me anything.

15. I often refuse to fight, considering it unnecessary and fruitless (you can’t break a butt with a whip).

16. I often feel defenseless.

17. Sometimes I have a state of despair.

18. I feel confused before the difficulties of life.

19. In difficult moments of my life, I sometimes feel like a child, I want someone to take pity on me.

20. I consider my character flaws irreparable.

21. I reserve the last word in disputes.

22. In a conversation, I often interrupt the interlocutor.

23. I am very easily angered.

24. I really like to make comments to others.

26. I am not satisfied with the little, I want the most.

27. When I get angry, I restrain myself very badly.

28. I prefer to lead than to obey.

29. I have a sharp, rude gesture (especially in a dispute).

30. I am a vindictive person.

31. I find it difficult to change my habits.

32. I hardly switch my attention.

33. I am wary of the new, I am afraid of the new.

34. It's hard to convince me of anything.

35. Often I have thoughts in my head that I should get rid of as soon as possible.

36. I don't get close to people easily.

37. Even minor violations of my plans upset me.

38. I often show stubbornness.

39. I am reluctant to take risks, I do not like to take risks.

40. I sharply experience any deviations from my daily routine.

14.4. After completing the work, the subject submits the completed questionnaire (if the class is being tested, then the questionnaire must be signed).

14.5. When processing the received data, the following school is used: 2 points - “I completely agree”, “yes”; 1 point - “partially agree” and 0 points - “no, I do not agree”.

When calculating the answers, it is necessary to use the first ten questions (1 - 10) to determine the level of T (anxiety), the next ten questions (11 - 20) - to determine the level of development of Ф (frustration), questions 21 - 30 - to determine the level of development A ( aggressiveness), and the last ten questions (31 - 40) - to identify the level of development of P (rigidity). At the same time, the “low level of development” is equal to 1–5 points, the “average level of development” is 6–10 points, and the “high level of development” is equal to 11 points and higher, which indicates that the state is turning into a stable character trait, emotional personality trait of the subject (respectively: into stable anxiety, frustration, aggressiveness and rigidity). Special attention should be given to pupils with an overestimated (11 and above points) level of development of T (anxiety), F (frustration) and A (aggressiveness), it is necessary to outline ways and forms of correction of the emotional-volitional behavior of such students.

15.1. The study of volitional personality traits.

15.2. Purpose: to determine the level of development of ideas and concepts about the will and volitional properties of the personality of the subject, about the ways of education and self-education of the will (according to Selivanov V.I.)

15.3. Questionnaire:

a) What is will and will power?

b) What are the main stages of an act of will?

c) Who can be called a person with a strong (weak) will?

d) What is initiative?

e) What is determination and courage?

f) What is purposefulness?

g) What is exposure?

h) What is organization?

i) What is persistence?

j) What is stubbornness?

k) How developed is your willpower?

l) Do you develop willpower and how exactly?

15.4. When processing data from a questionnaire survey, it is necessary to calculate separately correct and incorrect answers, answers of the “I don’t know” type. It is advisable to conduct this questionnaire twice: at the beginning of the pedagogical practice and at the end of it in order to subsequently compare, compare the answers of the students in the first and second sections, drawing conclusions based on the data of conversations and observations: are there any changes in the volitional behavior of the subjects, in what that is what is expressed; how did the students' ideas about the properties of the will, the ways of its education and self-education change?

16.1. Type of temperament of the pupil.

16.2. Purpose: to determine the type of personality temperament, taking into account strength, balance and mobility nervous processes.

16.3. Questionnaire:

1. Do you do anything at your own peril and risk?

2. Can you, if necessary, perform interesting work without compromising its quality?

3. Does noise affect your performance? bright light and other irritants?

4. Do you know how to control yourself in a difficult situation?

5. Do you usually strive to force others to follow the same rules of behavior that you always follow yourself?

6. Are you used to sudden mood swings?

7. Do you often quit what you started?

8. Is it hard to piss you off?

9. Do you lose patience easily when explaining something to someone?

10. If you are convinced that you are right, but they do not agree with you, do you manage to remain calm for a long time?

11. Do you often express feelings of pleasure, approval or disapproval about the actions and deeds of others?

12. Do you always make decisions quickly under the necessary conditions?

13. Do you easily switch your attention from one job to another, from one thing to another?

14. Do old habits often interfere with you when doing a completely new task, a new job?

15. Do you always quickly get involved in a new business, a new task?

16.4. When calculating answers, you need to use the key: all answers are evaluated on a five-point scale (5 points - “strongly agree, yes”; 4 points - “rather agree than disagree”; 3 points - “somewhat agree, sometimes”; 2 points - “ Disagree rather than agree; 1 point - Disagree).

16.5. Strength of nervous processes: answers to questions: Nos. 1, 2, 3, 4, 5; the reverse count is applicable to question number 2: if the subject gave himself 5 points, then he will receive only 1 point; for 4 points - only 2 points; for 3 points - 3 points; for 2 points - 4 points; 1 point gets 5 points. If the algebraic sum for all 5 questions is 20 - 25 points, then the level of severity of nervous processes is "very high"; if it is 15 - 19 points, then the level is "high"; if it is 10 - 14 points, then the level is "average"; if it is 5 - 9 points, then the level is "low", and if the sum is 0 - 4 points, the level is considered "very low".

16.6. Balance of nervous processes: answers (points) for questions No. 6, 7, 8, 9, 10; when answering questions No. 6, 7, 8, 9, points are awarded in the reverse order, as indicated above; the level of balance of nervous processes is determined in exactly the same way as in paragraph 15.5.

16.7. Mobility of nervous processes: answers (points) to questions No. 11, 12, 13, 14, 15; at the same time, when calculating the answers to question No. 14, the points are calculated in the reverse order (reverse count), and the levels of formation, balance are calculated in the same way as in paragraph 15.5. and 15.6.

16.8. The algebraic sum for questions: No. 1 - 5, No. 6 - 10, No. 11 - 15 will determine the dominant type of temperament. If the sum of points for each of these 3 groups exceeds 13 points, then a “+” sign is put; if it is equal to or less than 13 points, then the sign "-" is put. All sum results are entered in the following table:

17.1. The study of personality traits (Eysenck G.Kh.)

17.2. Purpose: to study the features of the manifestation of extraversion-introversion of the personality of the subject.

17.3. Questionnaire text:

1. Do you often feel cravings for new experiences in order to be distracted, to experience new, strong sensations?

2. Do you often need friends who can understand you, encourage you, express sympathy, support?

3. Do you consider yourself a carefree person?

4. Is it very difficult for you to give up your intentions?

5. Do you always think things over slowly and do you prefer to wait before acting?

6. Do you always keep your promises, are you true to your word?

7. Do you often have ups and downs in your mood?

8. Do you always act quickly and speak without thinking?

9. Do you get the feeling that you are an unhappy person, although there was no serious reason for this?

10. Is it true that you are able to decide on everything on a dare?

11. Do you feel embarrassed when you want to meet a person of the opposite sex who you like?

12. Do you often lose your temper when you get angry?

13. Do you often act thoughtlessly, under the influence of mood?

14. Do you often think that you should not do or say something?

15. Do you prefer reading books to meeting people with great pleasure?

16. Are you easily offended?

17. Can you be in the company for a long time?

18. Do you have thoughts that you would like to hide from others?

19. Is it true that sometimes you are full of strength, energy, so that everything burns in your hands, and sometimes you become lethargic, everything falls out of your hands?

20. Do you prefer to have smaller friends, but especially dear and close to you?

21. Do you often dream about your future?

22. When they shout at you, humiliate you, do you respond in kind?

23. Do you often feel guilty about people?

24. Are all your habits good and desirable?

25. Are you able to give free rein to your feelings and have fun in the company with might and main?

26. Do you consider yourself an easily excitable and sensitive person?

27. Do they consider you a lively and cheerful person?

28. After doing something important, do you often feel that you could have done it much better?

29. Are you more silent when you are in the company of other people?

30. Do you sometimes like to gossip?

31. Does it ever happen that you can't sleep because different thoughts come into your head?

32. If you want to know about something, do you most often prefer to read about it yourself in a book than to ask someone?

33. Do you have sudden strong palpitations?

34. Do you like work that requires constant, close attention from you?

35. Do you have sudden bouts of trembling in your body?

36. Would you always pay for baggage in transport if you were not afraid of checks and fines?

37. Do you enjoy being in a society where they constantly make fun of each other, tease each other?

38. Are you an irritable person?

39. Do you like work that requires very fast, quick actions and deeds?

40. Do you worry about any unpleasant events that might happen?

41. Do you usually walk slowly rather than in a hurry?

42. Have you ever been late for classes, for work?

43. Do you often have nightmares at night?

44. Is it true that you love to talk so much that you never miss an opportunity to talk with a stranger?

45. Do you have any pains in your body?

46. ​​You would feel very unhappy if long time would be deprived of communication with people?

47. Can you call yourself a nervous person?

48. Are there people among your acquaintances that you clearly do not like?

49. Can you say that you are a very confident person?

50. Are you easily offended if you are pointed out your mistakes in work or your personal mistakes?

51. Do you think that it is very difficult to get real pleasure from events in which there are a lot of participants?

52. Do you worry about the feeling that you are worse than others in some way?

53. Is it easy for you to bring animation to a rather boring company, would you be able to cheer her up?

54. Does it happen that you have to talk about things that you really do not understand?

55. Are you worried about your health?

56. Do you like to play pranks on other people?

57. Do you suffer from insomnia?

17.4. After filling out the questionnaire, you need to process the test results using the following key:

a) extraversion-introversion - answers "yes" (+) to questions: No. 1, 3, 8, 10, 13, 17, 22, 25, 27, 39, 44, 46, 49, 53 and 56;

Answers "no" (-) to questions: Nos. 5, 15, 20, 29, 32, 34, 37, 41 and 51.

If the subject scored 0 - 2 points, he is a "super-introvert"; if he scored 3 - 6 points, then he is an "introvert"; if he scored 7 - 10 points, he is a "potential introvert"; with 11 - 14 points - "ambovert"; with 15 -18 points - "potential extrovert"; with 19 - 22 points - "extrovert" and with 23 - 24 points - "superextrovert".

b) emotional stability (instability): answers "yes" (+): Nos. 2, 4, 7, 9, 11, 14, 16, 19, 21, 23, 26, 28, 31, 33, 35, 38, 40, 43, 45, 47, 50, 52, 55, 57 - indicate a fairly high degree of emotional stability (stability). Negative answers are not taken into account. If the subject scored below 10 points, he is considered emotionally stable (stable), he clearly shows willpower; if he scored 11 - 14 points (normostenic), then he is emotionally unstable (unstable) and his will is poorly developed (discorn).

c) scale of lies: answers "yes" (+): Nos. 6, 24 and 36; answers “no” (-): Nos. 12, 18, 30, 42, 48, 54.

If the subject scored more than 4 points, then he is inherently deceitful.

18.1. Switching attention (Schulte table).

18.2. Purpose: to study the features of the mental tempo of the speed of tentative-search movements of the gaze; features of the volume and switchability of the attention of the individual.

18.4. Instruction: “At my command, start counting aloud from 1 to 25 and at the same time show the called number. The sooner and more correctly you name and show the numbers, the better!

18.5. When processing the results, it should be taken into account that: if the subject spent less than 40 seconds on showing and simultaneously naming aloud (from 1 to 25), then the level of switchability is considered “high”; if it takes from 40 to 50 seconds, then the switching level is considered “medium” (normal); if the time exceeds 50 seconds, then the level is considered extremely “low”.

19.1. Differentiated diagnostic questionnaire D.D.O. (Klimov E.A.).

19.2. Purpose: to study the features of the abilities of the subject, the features of the choice of professions by the subjects.

19.3. Instruction: “Try, without thinking for a long time, to answer 20 pairs of questions. If you like the profession named in the question more than you don’t like it, then put a “+” sign in the box of the “DDO answer sheet”. If you “definitely like” the profession, then put two “++” signs at once in the box; if you really like her, then put three “+++” signs at once in the box. But if you “rather dislike than like” the profession, then put only one “-” sign in the box; if you “definitely don’t like it”, then put two minuses “- -”; if you “don't like it very much”, then put three minuses “- - -” at once.

19.4. Questionnaire:

19.5 Handling results.

The results obtained (the number of pluses and minuses) are calculated for each column of the "DDO answer sheet" separately; the totals are displayed as an algebraic sum. This amount will characterize the area of ​​the most appropriate application of the forces and capabilities of the subject at the time of the study. To determine the inclinations Klimov E.A. proposed to divide the entire set of professions into 5 main types depending on the objects they are aimed at: P - nature (plants, animals, ecology, microorganisms); T - technology (machines, materials, different types energy, etc.); H - a person, a group of people; Z - sign information (books, languages, models, codes); X - artistic images, art (music, singing, art etc.).

19.6 Key (DDO sheets):

P	T	H	Z	X
1a	1b	2a	2b	3a
3b	4a	4b	5a	5 B
6a	6b	7a
7b	8a	8b
9a	9b
10a	10b

P	T	H	Z	X
11a	11b	12a	12b	13a
13b	14a	14b	15a	15b
16a	16b	17a
17b	18a	18b
19a	19b
20a	20b

§6. Psychodiagnostic methods for studying the collective of the class (study group)

20.1. Sociometrics.

20.1. sociometric survey.

Unlike conventional questionnaires, a sociometric questionnaire cannot be anonymous. The subject is obliged to indicate the last name, first name, school, class (group) and the date of filling out the socio-questionnaire. The secrecy of answers is guaranteed (principle of confidentiality).

The socio-questionnaire includes the following tasks-questions:

a) With which of your classmates do you most want to sit together at the same desk (to remain in the same class in case of disbandment of classes; to prepare for sports competitions together; agree to go to intelligence together, etc.)?

b) With which of your classmates do you least want to sit at the same desk (stay in the same class if classes are disbanded; prepare for exams together; go on a multi-day trip with overnight stays; prepare for sports competitions; agree to go to intelligence together, etc.) P.)?

1. Choice ………….. /name, surname/

2. Choice ………….. /name, surname/

3. Choice ………….../name, surname/

Usually, the subjects choose partners according to their liking without much difficulty (sometimes more than three partners are named; in this case, only the first three choices are taken into account); it is much more difficult to choose according to antipathies, which is associated with “psychological protection”, therefore, when choosing according to antipathies, in case of difficulties on the part of the subject, one can limit oneself to choosing two (sometimes even one) partners.

20.3. Sociomatrix:

No. p / p	F.I. study	Ordinal numbers (alphabetically)
1	2	3	4	5	6	7	…….	30
	Antonov A. Volkov P. Galkin P. Dontsova E. Zhukova T.	+ + + + + + …….
Elections by sympathy Election by antipathy Elections by mutual sympathy Elections based on mutual dislikes

20.4. Sociogram (by likes and dislikes)

1 social circle - 6 elections and more

2 circle of communication - 3 - 5 elections each

3 social circle - 1 - 2 choices

4 social circle - 0 elections each

20.5. Processing of results.

It is necessary to calculate the coefficients:

Reciprocity coefficient according to the formula

,

where R is the total number of choices in the experiment; R 1 - the number of choices for mutual sympathy.

Integration coefficient - according to the formula

,

where n is the number of unselected students in the class,

is the number of closed groupings in the given class.

In addition, the following questions must be answered:

a) How many choices did each student get and how many of them are mutual (according to the above formulas)?

b) What is the reciprocity factor?

c) To what extent are boys and girls (boys and girls) separated in the classroom?

d) What is the number of groups that differ in the number of elections received - in sympathies and antipathies?

e) What is the status in social circles - in terms of likes and dislikes among activists, excellent students, underachieving, "difficult" students?

f) How many "stars" or leaders are there in the class (6 or more likes and 0 dislikes)? Features of their behavior.

g) How many outsiders are in the group (0 choices for sympathies and 6 or more choices for antipathies)? Features of their behavior.

h) How many closed groupings are there in the group (composition, orientation, role in the life of the class (group))?

i) Into what groups are the activists distributed and what is their sociometric status (according to social circles), as well as excellent students, high achievers, disorganizers, and others?

21.1. The study of the psychological climate of the class (group).

21.2. Purpose: to study the features of relationships in the group (relationship to the successes (failures) of group mates, mutual assistance, responsible attitude to learning).

21.3. Instructions: carefully read (listen to) each question and try to evaluate your class (group) using the following rating scale: "5" - quality always manifests itself, constantly; "4" - quality is more often manifested than not manifested; "3" - quality is sometimes manifested, sometimes not; "2" - the quality is more often not manifested than it is manifested; "1" - the quality almost never (extremely rarely) appears.

a) Do your classmates (group) always worry about each other's successes (failures) in their studies?

b) Do classmates (group) always help each other in their studies?

c) Are all your classmates (group) responsible for their studies?

21.4. Processing of results.

Computed GPA class (group) according to the following formula:

,

where a, b, c are the scores for the questions.

If X=4.5 points, then the indicator of the psychological climate in the class (group) is high; if 3.5<Х<4.5, то показатель считается средним; если же показатель окажется ниже 3.5 баллов, то показатель считается низким. При этом высокий показатель оценивают в 3 балла, средний - в 2 балла, а низкий показатель - всего в 1 балл.

22.1. Determination of the coefficient of mediation of group cohesion by the goals and objectives of joint activities.

22.2. Instruction: "Carefully read the list of personality traits and choose from them the 5 most important and necessary for the student."

List of personality traits.

1. Exposure.

2. Purposefulness.

3. Initiative.

4. Curiosity.

5. Love for beauty.

6. Mercy.

7. Persistence.

8. Well-read.

9. Organization.

10. Wit.

11. Responsiveness.

12. Truthfulness.

13. Decisiveness.

14. Partnership, friendship.

15. Self-criticism.

16. Independence.

17. Wits.

18. Consciousness.

19. Justice.

20. The desire to help people.

21. Ability to work with a book (newspaper, magazine).

22.3. Processing of results.

Calculate the total number, the sum of the personality traits chosen by the test subject by multiplying the number of test subjects by 5; count the number of choices per each of the groups of personality traits; calculate %% of the choices attributable to: intellectual (I), emotional (E) and volitional (V) personality traits.

The following formulas can be used for this:

, And ,

where I, E, V is the number of choices for each group of personality traits, and n is the number of students in the class (group).

Group I (intellectual qualities) includes: curiosity, erudition, ability to work with a book, self-criticism, consciousness; in group E (emotional qualities): camaraderie, friendship, love of beauty, mercy, justice; desire to help, responsiveness; in the group of volitional qualities (B): endurance, initiative, perseverance, organization, determination, self-activity, purposefulness.

If CV>50% or CI>60%, EC>60%, then the coefficient of group cohesion is high, it is estimated at 3 points; if K is from 55% to 50%, then the coefficient of group cohesion is average, estimated at 2 points; in all other cases, the coefficient of group cohesion is low, estimated at 1 point.

23.1. Determination of the value-oriented unity of the group (C.O.E.).

23.2. Instruction: “Now, from the proposed list of personality traits, select only 5 qualities that, according to appearance are the most valuable for successful joint activities” (see above).

23.3. Processing of results.

a) Calculate the total number of choices (N) made by the subjects;

b) Calculate the number of choices per quality;

c) Calculate the number of choices per 7 most preferred personality traits (n);

d) Calculate the number of choices per 7 most unpopular, unelected personality traits (n 1);

e) Calculate the coefficient of value-oriented unity (C.O.E.) according to the formula:

,

where N is the total number of choices per 7 most preferred qualities, and n 1 is the number of choices per 7 most unselected personality traits.

If C> 50%, then C.O.E. - high level, is estimated at 3 points; if 30%

24.1. Determination of attractiveness for the test group (class).

24.2. Purpose: to determine the indicator of group cohesion, the attractiveness of the group (according to Seashore).

24.3. Instructions: "Read each question carefully and underline the one that best suits you."

a) How do you feel about your class?

1. I consider myself an active full member of the group.

2. I participate in most class activities, although some classmates do it more actively and better than me.

3. I participate in about half of the affairs of the class (group).

4. I do not feel attached to my class (group) and rarely participate in the affairs of the group.

5. I am not interested in the affairs of the group (class) and do not want to participate in them.

6. Didn't think about it.

b) Would you like to move to another class (group) if such an opportunity presented itself to you?

1. I would very much like to.

2. Would rather move than stay.

3. I don't see any difference.

4. Most likely would have remained in his class (group).

5. I would very much like to stay in my class (group).

c) What are the relationships in your class (group)?

1. Better than in other classes (groups).

2. The same as in many other classes (groups).

d) What is the relationship of students in your class (group) with teachers (masters) working in your class (group)?

1. Better than in most other classes (groups).

2. The same as in other classes (groups).

3. Much worse than in other classes (groups).

e) How do classmates feel about their studies?

1. Much better than in other classes (groups).

2. The same attitude to learning as in other classes (groups).

3. Much worse than in other classes (groups).

24.4. Processing of results.

Rating scale: a) 1=5b, 2=4b, 3=3b, 4=2b, 5=1b.

b) 1=1b, 2=2b, 3=3b, 4=4b, 5=5b.

c) 1=3b, 2=2b, 3=1b.

d) 1=3b, 2=2b, 3=1b.

e) 1=3b, 2=2b, 3=1b.

An analysis of the behavior of pupils with maximum and minimum marks can be given.

Consider the distribution of responses to individual questions. Minimum grades on any issue allow you to identify problems that are a source of emotional tension in a group (class).

25.1. The study of relationships in a group (class) (according to Krutova E.M.).

25.2. Purpose: a four-factor scaled questionnaire is used to identify and quantify in the form of numerical indicators of four types of relationships in groups (classes) on the following scales: social distance (SD); friendship (D); altruism (A) and responsibility (O).

The questionnaire allows you to solve 2 interrelated tasks: to study the subjects-pupils in the group (class) and the group (class) through the formation of the socio-psychological characteristics of the subjects-pupils.

25.3. Scale D.S. (social distance).

Instructions: “Read the questionnaire carefully and distribute the classmates according to the listed items, indicating in the “number of persons” column the number of classmates with whom you have already developed a relationship.”

25.4. Scale D (friendship).

Instructions: "On the scale below, circle the number of the statement that best reflects your opinion."

25.5. Scale A (altruism).

25.6. Scale O (responsibility).

Instructions: "In the scale below, circle the serial number of the statement that is most similar to your opinion."

25.7. Processing of results.

It is necessary to find the algebraic sum of all indicators of all four questionnaires for each statement.

Then calculate the S.D. as a percentage of the total number of value judgments according to the following formula:

,

where c i is the total number of ratings that match the scale statement;

n is the number of students in a given group (class);

i - the serial number of the question in this questionnaire.

In the same way, you can calculate the indicators of all other scales (D., A. and O.).

Interpretation of the results obtained:

a) The ratio of the coefficients K i shows the ratio of the types of relationships in the group (class): positive (positive), neutral and negative (negative);

b) Data for all other scales can be used to compile a verbal-verbal description of relationships in a group (class).

26.1. The study of the level of satisfaction of schoolchildren with various aspects of class life (according to Fidder).

26.2. To determine the degree of satisfaction of students with different aspects of the life of the team.

26.3. Instruction: “Using a seven-point scale, evaluate different aspects of your class’s life, classmates’ relations (7 points - “completely agree”; 1 point - “absolutely dissatisfied, completely disagree)”. Rate each of the 23 statements! (Put a "+" sign in the corresponding column of marks).

26.4. Questionnaire:

No. p / p	Questions	Ratings
7	6	5	4	3	2	1
	I am satisfied with the nature of the activities that are carried out in our class. I am satisfied with the nature of the relationship that has developed in our class. It can be said that my class lives a varied life full of interesting events. My classmates are actively involved in the life of the class, in organizing and conducting class and extracurricular activities. We can say that there is a favorable relationship between my class and the class teacher. I am satisfied with how the asset is selected in my class. I agree that my classmates are mostly unscrupulous. I agree that my classmates are a friendly, close-knit team. My class often cooperates with other classes in the school in discussing any intra-school activities. We can say that the relations in our school between students and teachers are generally comradely in nature, distinguished by warmth and mutual respect. I like my school. My class is quite capable of mobilizing forces when obstacles arise on the way to a common goal. My classmates consider our class' capacity for willpower to be exemplary. My classmates believe that the class is able to overcome difficulties by making decisions on its own and quickly implementing them. Our class activates the will and labor efforts of all students, encouraging them to complete the work they have begun. There are students in our class who are able to mobilize everyone for vigorous action. Our class seeks to positively influence other classes in achieving common goals. Our class has all the necessary knowledge, skills and abilities for joint study and social work. My classmates highly value teamwork. My classmates feel satisfied with their preparation for academic and social work. My class strives to improve the knowledge, skills and abilities of each student. There are students in our class who can do a lot themselves and are always ready to help others. Our class actively influences other classes, always shares its experience with them.

26.5. Processing of the received results.

All surveys are anonymous. It is necessary to calculate the average group indices for each of the 23 questions. It is also necessary to calculate the average coefficient of student satisfaction with the life of the class team, for which it is necessary to calculate the S (algebraic sum) of all individual indexes of indicators, then dividing them by the number of students who took part in the survey. The satisfaction coefficient can take a value from 7 (maximum) to 1 (minimum). The closer the value is to 6 - 7, the higher the level of satisfaction of classmates, the higher the conviction of the students of this class that their class team is real, well-knit, close to the standard.

27.1. Referentometry.

27.2. Purpose: to study the features of reference groupings and personality for the subject.

27.3. The subject is offered 10 situation questions (A) and a list of people around the subject (B).

The subject selects at least 2 people for each question-situation: the second person must be one of those that are less vital for the subject than the first selected person. After the reference faces are selected by the subjects, the subjects are given list B and asked to rate each of the selected faces on a five-point scale (5, 4, 3, 2, 1).

27.4. Lists A and B.

List A.

1. With whom will you go on an excursion to another city?

2. Trouble happened to you, who will you tell about it?

3. Who do you want to celebrate your birthday with?

4. Who do you try to spend more time with?

5. Who can point out your shortcomings to you, whom will you most willingly obey?

6. You met a person you liked. Who can help you evaluate it correctly?

7. You want to change your life. Who do you consult about this?

8. Who can be an example for you in your life?

9. Who did you most like to please?

10. Who are you most open with?

List B.

1. Parents (mother, father).

2. Relatives (grandfather, grandmother, uncle, aunt).

3. Brother, sister.

4. Adult acquaintance.

5. Friends.

6. Best friend (girlfriend).

7. Company, friends.

8. Familiar young man (girl).

9. Comrades at work (study).

10. Companions in the circle (sections, studios, etc.).

11. Historical figure.

12. A well-known person.

13. A person you know about from others.

14. Literary hero (character).

27.5. Processing of results.

You can indicate to the subject that he can get acquainted with some of the marks given to him by his classmates (group mates), with whose mark (with only one) the subject would like to get acquainted. After the first choice, the subject is offered to make one more choice among classmates, and after the second one, make the last, third choice of a partner in joint activities. It is these three classmates that will form the core of the reference group for the subject.

All faces selected by the subjects during the referentometry are recorded in a separate list without repetitions, after which the assessments of the faces are entered in the list and summed up for each of them. After compiling, two or three persons who have received the maximum points are placed on a separate sheet in rank order (as the number of points scored decreases). It is these people who will make up the reference group for this subject-pupil.

28.1. The study of the preferred type of profession (according to Klimov E.A.).

28.2. Purpose: to study the approximate preference for the type of future specialty based on self-assessment.

28.3. Instructions: “Listen carefully to each statement (there are 30 in total). If you agree, put a "+" sign; if you do not agree, put a "-" sign. If you hesitate, think about how you most often act in a similar situation and put either “+” or “-”.

28.4. The text of the questionnaire.

1. Easily (without internal tension) I enter into communication with new people.

2. Willingly and for a long time I can make something (sew, knit, repair, etc.).

3. I try to give beauty features to my surroundings; People around me think that I can do it.

4. I willingly and constantly monitor and care for plants and animals.

5. I can count, calculate, draw willingly and for a long time.

6. I willingly spend time with my peers or younger children when they need to be occupied with something, carried away by business or helped them with something.

7. I willingly and often help elders in caring for animals and plants.

8. I usually make few mistakes in writing.

9. My products (what I do with my own hands in my free time) usually arouse interest among comrades, elders.

10. Seniors believe that I have the ability to a certain area of ​​art.

11. I read with pleasure about flora and fauna.

12. Actively participate in amateur performances.

13. I read with pleasure about the structure and operation of mechanisms, machines, devices.

14. I can willingly and for a long time solve puzzles, sit over difficult tasks, crossword puzzles, rebuses.

15. I easily settle disagreements between peers, younger children.

16. Seniors believe that I have the ability to work with technology to work with technology.

17. The results of my artistic creativity are approved by people completely unfamiliar to me.

18. Seniors believe that I have the ability to work with biological objects - plants, animals.

19. Usually, according to others, I manage to express my thoughts in detail and clearly for others in writing.

20. I almost never argue with anyone, I don’t quarrel, I don’t scandal.

21. The results of my technical creativity are approved by people I do not know.

22. Without much difficulty, easily and quickly learn foreign words.

23. It often happens to me to help even strangers.

24. For a long time, without getting tired, I can do my favorite art work (music, drawing, dancing, etc.).

25. I try to influence the development of plant and animal organisms.

26. I like to understand the arrangement of mechanisms, machines, devices.

27. I usually manage to convince my peers, younger children of the expediency of this or that plan of action.

28. I willingly observe animals, examine plants.

29. I read popular science literature, journalism, essays with pleasure.

30. I try to understand the secrets of the mastery of artists, I try my hand at painting, music, dancing, singing, etc.

28.5. Processing of results.

No. p / p	P	T	Z	AND	H

28.6. Interpretation of the received data.

Type, professions according to the principle of a person's relationship to various objects of the world:

"P" - "man - nature" (field growers, livestock breeders, farmers, agronomists, ecologists, etc.);

"T" - "man - equipment" (driver, engineer, mechanic, mechanic, electrician, etc.);

"Z" - "man - sign system" (accountant, cashier, translator, typesetter, typist, etc.);

"I" - "man - art" (singers, dancers, artists, musicians, artists, etc.);

"Ch" - "man - man" (doctors, teachers, counselors, educators, stewardesses, waiters, etc.).

With a score of 6 or more, the type of professions chosen reaches a high level.

With 0 - 3 points - the type of profession is not desirable for the subject (low level of tension).

29.1. The study of relationships in the system "educator - pupil".

29.2. Purpose: to study the gnostic (intellectual), emotional and volitional aspects of relationships in the "educator-pupil" system.

29.3. Instruction: “Listen (read) carefully the proposed 24 questions. If you agree with the statement, put a “+” sign against this statement, if you do not agree, then put a “-” sign. If you find it difficult to answer, think about how you most often act in the proposed situation and, accordingly, put yourself a “+” sign or a “-” sign.

29.4. Questionnaire:

1. My educator (teacher, master) is able to quite correctly determine the capabilities of each pupil.

2. It is very difficult for me to get along with my tutor (teacher, master).

3. My tutor (teacher, master) is a fair person.

4. My tutor (teacher, master) skillfully helps me (explains, supports, demands, etc.).

5. My tutor (teacher, master) is sometimes insensitive towards me and my classmates (group).

6. The word of the educator (teacher, master) for me is the law.

7. My tutor (teacher, master) is an obligatory person, tries to fulfill his promise, always keeps his word.

8. I am quite satisfied with my tutor (teacher, master).

9. My tutor (teacher, master) is not enough, not demanding enough towards me.

10. My tutor (teacher, master) will always be able to give reasonable business advice.

11. I am quite satisfied with my tutor (teacher, master).

12. Evaluation of my tutor (teacher, master) is very important to me.

13. My tutor (teacher, master) organizes work according to habit, according to a template, without offering anything new, interesting.

14. Working with my tutor (teacher, master) is a pleasure.

15. My tutor (teacher, master) pays little attention to me.

16. My tutor (teacher, master) usually does not take into account my individual characteristics.

17. My tutor (teacher, master) does not feel my mood well.

18. My tutor (teacher, master) always listens carefully to me, takes into account my opinion.

19. I never doubt the correctness and necessity of all the words and deeds that the educator (teacher, master) intends for me to do well, behave correctly.

20. I will never share with my teacher (teacher, master) the most frank thoughts, secrets.

21. My teacher (teacher, master) willingly punishes me for the slightest act, the slightest mistake.

22. My tutor (teacher, master) is well aware of my strengths and weaknesses, my strengths and weaknesses.

23. I would really like to be like my tutor (teacher, master).

24. We have only purely business relations with the tutor (teacher, master).

29.5. Processing of results.

Each answer that matches the key is worth 1 point. If the answer did not match the key, then a "-" sign is placed against the corresponding sentence. The maximum number of points scored is 8 points, the minimum is 0 points. The level of development of interpersonal contact in the "teacher-pupil" system is determined as follows: "very favorable" (with 7 - 8 points), "fairly favorable" (with 5 - 6 points), "average" (with 4 points), "below average level" (with 2-3 points) and "extremely unfavorable" (with 0-1 points).

The gnostic (cognitive, intellectual) aspect of the relationship suggests the erudition of the educator, an expert in his field.

The emotional aspect implies the sympathy of the personality of the educator (teacher, master), his emotional attractiveness.

The volitional (behavioral) aspect involves quickly and correctly assessing the situation, acting, setting goals and achieving them, overcoming any difficulties and obstacles on the way to these goals, the ability to keep a word, a promise to confirm with actions, deeds.

Keys: G (gnostic): +1, +4, +7, +10, -13, -16, +19, +22.

E (emotional): -2, -5, +8, +11, +14, -17, -20, +23.

B (volitional): +3, +6, -9, +12, -15, +18, -21, -24.

§7. Literature

1. Gamneza M.V., Domashenko I.A. - Methodological materials for the course "General Psychology": Textbook for students of pedagogical institutes. - M.: Enlightenment, 1986.

2. Gamezo M.V., Domashenko I.A. Control works on psychology. - M.: Enlightenment, 1974.

3. Kovalev S.V. Preparing high school students for family life: tests, questionnaires, role-playing games: A book for teachers. - M.: Enlightenment, 1991.

4. Methods of psychodiagnostics in sports: A textbook for students of pedagogical universities in the specialty 03. 03. - 2nd edition, supplemented and corrected - M .: Education, 1990.

5. Fridman L.M., Pushkina T.A., Kaplunovich I.Ya. The study of the personality of the student and student groups: A book for the teacher. - M.: Enlightenment, 1983.

1.1 Personality characteristics of a younger student

With admission to school, the whole structure of the child's life changes, the regimen changes, certain relationships are formed with people around him, especially with the teacher.

As a rule, younger students fulfill the requirements of the teacher unquestioningly, do not enter into disputes with him, which, for example, is quite typical for a teenager. They trustingly perceive the assessments and teachings of the teacher, imitate him in the manner of reasoning, in intonations. If a task is given in the lesson, then the children carefully complete it, without thinking about the purpose of their work. The obedience of younger students is manifested both in behavior - it is difficult to find malicious violators of discipline among them, and in the learning process itself - they take for granted what and how they are taught, do not claim independence and independence. Moreover, trust, obedience, personal attraction to the teacher, as a rule, are manifested in children, regardless of the quality of the teacher himself. This property, reflecting a certain stage of the age development of the child, has its strengths and weaknesses. Such mental characteristics as gullibility, diligence, are a prerequisite for successful training and education.

At this age, children acquire new knowledge, skills and abilities with readiness and interest. They want to learn how to write, read, and count correctly and beautifully. While they only absorb, absorb knowledge. And this is greatly facilitated by the susceptibility and impressionability of the younger student.

The focus of the younger student on the outside world is very strong. Facts, events, details make a strong impression on him. At the slightest opportunity, students run closer to what interested them, try to take an unfamiliar object in their hands, fix their attention on its details.

An important source of success of younger students in learning is their imitation. Students repeat the teacher's reasoning, give examples similar to those of their comrades, etc. Sometimes this only external copying helps the child to master the material. But at the same time, it can lead to a superficial perception of certain phenomena and events.

Children of this age generally do not tend to think about any difficulties and difficulties. NS Leites makes such an observation. The students were asked questions about who would like to become who. The answers were short and confident: "I will be an inventor", "I will be an astronaut", "I will be an artist". Moreover, it turned out that some of the guys, naming the profession, do not know anything about it. Some changed their choice right there in the lesson. Knowing the names of professions and imagining themselves as representatives of one or another of them, they turned the conversation about choosing a profession into a kind of game. So a naive, playful attitude to knowledge allows them to easily master new experience, to join the life of adults.

1.2 Formation of attitude to learning and development of cognitive interests in primary school age

The transition to schooling and a new way of life associated with the position of the student, in the event that the child internally accepted the appropriate position, opens up his personality for further formation.

However, the formation of the child's personality practically goes in different ways, depending, firstly, on the degree of readiness for schooling the child comes with, and, secondly, on the system of those pedagogical influences that he receives.

Children come to school with a desire to learn, to learn new things, with an interest in knowledge itself. At the same time, their interest in knowledge is closely intertwined with their attitude to learning as a serious, socially significant activity. This explains their exceptionally conscientious and diligent attitude to business.

Studies show that young schoolchildren in the vast majority of cases are very fond of learning. They prefer the lesson to the change, they want to shorten the holidays, they are upset if they are not given homework. In this relation to learning, the cognitive interests of children and their experience of the social significance of their educational work are also expressed.

The social meaning of teaching is clearly visible from the attitude of young schoolchildren to grades. For a long time, they perceive the mark as an assessment of their efforts, and not the quality of the work done.

This attitude towards the mark subsequently disappears; its presence testifies that initially the social meaning of educational activity for children is contained not so much in its result, but in the very process of educational work. These are the remnants of the child's attitude to his activity, which was typical of him in preschool childhood.

Experimental studies conducted by M. F. Morozov showed that students already in the first grade begin to attract knowledge that requires a certain intellectual activity, mental stress. The children were especially attracted by the ever-complicating content of the lessons.

Summarizing the observations and experiments cited in the study by M. F. Morozov, it can be argued that students of primary school age are interested in all types of serious educational work, but prefer those that, being more complex and difficult, require great mental stress, activate students' thoughts give them new knowledge and skills.

And one more fact was established in the present study. By the end of primary school age, children begin to have a selective interest in certain academic subjects. Moreover, for some students, it acquires the character of a relatively stable interest, expressed in the fact that they, on their own initiative, begin to read popular science literature on this subject.

It is no secret that the relationship between children in the classroom is built mainly through the teacher: the teacher singles out one of the students as a role model, he determines their judgments about each other, he organizes their joint activities and communication, his requirements and assessments are accepted and assimilated by students . Thus, the teacher is the central figure for students in grades I-II, the bearer of the public opinion existing among them. Thus, the educational influence is carried out here by the teacher directly, he practically still does not need to rely on the children's team.

Let us recall that for students in grades I-II, their needs and aspirations, their interest and experiences are primarily associated with their new social position. However, by grades III-IV, children are already getting used to this position, getting used to their new duties, mastering the necessary requirements. The direct experience of the significance of the position of the student, his novelty and unusualness, which initially aroused a sense of pride in children and, without any additional educational measures, gave rise to their desire to be at the level of the requirements placed on them, loses its emotional appeal.

At the same time, an adult in this period begins to occupy a different place in the life of children. First, with age, children become more independent and less dependent on adult help. But the most important thing is that, having entered school, they acquire a new sphere of life, full of their own concerns, interests, their relationships with peers.

1.3 Formation of the moral qualities of a person in primary school age

The moral upbringing of the child begins in preschool childhood. But at school, for the first time, he meets with a system of moral requirements, the implementation of which is controlled. Children of this age are already ready to fulfill these requirements. As already mentioned, when they enter school, they strive to take a new social position, with which they associate these requirements for them. The teacher acts as a carrier of social requirements. He is also the main connoisseur of their behavior, because the development of the moral qualities of students goes through teaching as the leading activity at this age stage.

Studies have shown that in younger students, the orientation of the personality can be both social and egoistic.

It is important to note that children not only discern this, but also treat their classmates appropriately with a social and selfish orientation. Thus, students with a predominance of collectivist motivation of behavior enjoy sympathy among their peers and, as a rule, they are called by children when given a choice. (For example, with whom the child wants to be photographed at the end of the year as a keepsake, play in the same team, sit at the same table, etc.) Refusing to choose children with selfish motivation, students said: "takes care only of themselves", "likes to command" , "offends the weak", "thrifty for himself", "does not want to participate in the common cause", "loves only himself", etc. This suggests that the position of the child in the system of personal relations of children depends on the prevailing motivation of his behavior, on the direction of his personality.

The task of the teacher is to take care, when organizing educational activities, not only about the assimilation of subject knowledge and the skills corresponding to them, but also about the formation and development of socially oriented motivation, the formation of responsibility for the tasks they perform, the ability to reckon with others, think about their interests.

Let us consider the main conditions, the fulfillment of which allows the teacher to solve this problem.

General atmosphere in the classroom. The child should perceive the class as his own team, where there is justice, goodwill, exactingness. At the same time, the child should perceive the requirements of the teacher as systematically operating rules of the team, the implementation of which is necessary for his normal life. Because of this, the teacher should not evaluate any violation of the rules as a violation of the requirements of only the teacher ("Ivanov, you are bothering me", "Sidorov, why don't you do what I told you?", etc.). In this case, the rules act as regulators of the relationship between teacher and student. To educate the correct orientation of the student's personality, it is necessary to show the importance of following these rules for other students ("Volodya, you are disturbing Misha", "Guys, let's ask Volodya to calm down and not interfere with our work," etc.).

Unity of training and development. The teacher must understand that education is inextricably linked with learning. Unfortunately, at school education is often understood as a system of special events (lessons of courage, meetings with book authors, etc.). Without denying a certain influence of such events on the moral development of children, at the same time it must be remembered that education takes place daily in the leading activity of students. The child actually for the first time begins to engage in socially significant and socially valued activities, the educational effect of which depends not only on its content, but also on the nature of its organization, conduct and evaluation of its results.

It follows from the foregoing that when organizing any activity, the teacher must take into account its motivation, anticipate the impact of this activity on the orientation of the student's personality.

In particular, the teacher must take into account the contradiction that is contained in the learning activity itself: "Being public in meaning, in content, in the form of implementation, it is at the same time individual in result" (acquired knowledge and skills are the acquisitions of an individual student). This is the danger of the egoistic orientation of the doctrine, in which it loses its social meaning. To avoid this danger, the teacher must find ways to apply the knowledge and skills acquired by students in educational activities, in socially useful work, in the life of class and school groups.

Assistance in the implementation of responsible behavior. As it was said, a person is characterized by a measure of responsibility to other people, responsibility for the activities performed. It follows that the teacher should systematically form in children a responsible attitude towards the activities they perform. But the responsible performance of activities implies not only positive motivation in the child - the desire to do something, but also the ability to realize existing intentions. Many teachers simply demand diligence, accuracy, responsibility, etc. from the child, but do not think about whether the child is ready for this, whether such a task is feasible for him. It is important to emphasize that in this case we are dealing with a problem and therefore we must think about methods (methods) for solving it.

It is important to add that the teacher should not forget about the patterns of assimilation. In particular, at the beginning of learning, a child needs materialization. So, in order to start work on time, the child must receive some external reminder: an alarm clock or some other external signal. Similarly, in order for the child to take into account the time and “not drag it out” when completing the task, it is useful to put a watch in front of him, which helps the child control his activity, and be less distracted during work.

Without dwelling on other conditions that ensure the successful formation of the personality of students in the learning process, we will only point out that the teacher must constantly take into account the individual characteristics of children.

Studies on the formation of personality traits of a schoolchild have made it possible to draw conclusions on some general patterns of this process, which can and should be used by pedagogy in developing specific questions for constructing a methodology for the educational process.

These conclusions basically boil down to the following.

Personality qualities are the result of the child's assimilation of the forms of behavior existing in a given society. By their psychological nature, they are, as it were, a synthesis, an alloy of a motive specific for a given quality and forms and methods of behavior specific to it.

The formation of qualities occurs in the process of exercising the child in the appropriate forms of behavior, which is carried out in the presence of a certain motivation.

At first, the child performs moral deeds for the approval of adults. The behavior itself does not yet cause positive experiences. But gradually moral purchases in itself begin to please the child. In this case, the requirements of adults, the rules and norms learned by the child, begin to appear in the form of a generalized category of "should". At the same time, we note that “should” appears for the child not simply as the knowledge that it is necessary to act in this way, but as a direct emotional experience of the need to act in this way and not otherwise. It can be considered that in this experience the initial, rudimentary form of a sense of duty is manifested. The peculiarity of the sense of duty is that it is the main moral motive that directly induces human behavior.

According to research, the emergence of a sense of duty is observed in children at an older preschool age. In primary school age, there is a process of further development of this feeling. Children at this age are able to experience shame, dissatisfaction with themselves without any influence from adults. Similarly, when performing an act in accordance with the requirements of a sense of duty, the child experiences joy, pride. It is these feelings that motivate the child to commit moral acts. The task of educators is to create conditions for the child to exercise in moral behavior. Gradually, this behavior acquires the character of a habit. An educated person does a lot automatically: for example, he does not have to think whether to give way or not to give way to a person who needs it, for a educated person this is a matter of course behavior. At the next motivational level, a person has a need to perform moral deeds. It is one thing when a person, faced with a moral choice, acts according to a sense of duty. Another thing is when a person is looking for where he needs to fulfill his duty to other people. If a person does not commit acts that are important for others, he experiences a feeling of dissatisfaction with himself, his conscience gnaws at him.

At this age, the child is able to evaluate his behavior, based on the moral standards that are accepted by him. The task of the teacher is to gradually accustom children to such an analysis of their actions.

We touched on certain aspects of the process of personality formation. However, it is useful for the teacher to get acquainted with a holistic picture of the formation of moral properties. Given that the level of personality development is characterized by a measure of a person's responsibility to other people, let's get acquainted with the study of T.V. Morozkina dedicated to this problem. The study was carried out at the school. It was attended by students of the second grade. First, T.V. Morozkina, the author of the work, revealed the level of understanding by children of the concept of "responsibility" in relation to the duties of a school attendant. It turned out that the students could not give a definition of this concept. They limited themselves to specific examples of responsible behavior, called the main duties of the duty officer.

The younger students rated their duty as good.

In fact, it turned out that in the second grade, only 27% of children cope with duty. Shortcomings in its organization on the part of adults were indicated as reasons for the poor attitude towards duty.

The formation of a responsible relationship took place in several stages. Initially, all organizational shortcomings associated with inventory, duty schedule, and control over it were eliminated.

At the second stage of the experiment, special cards were drawn up, where the duties of the duty officer in the class were described; instructions were given on how to watch, and it was also described what kind of watch can be considered good.

In the classroom, a "Screen of Duty" was posted daily, in which the checking adults (experimenter, teacher, head teacher, etc.) put marks for duty, made wishes and suggestions.

It turned out that the elimination of organizational shortcomings on duty made it possible to improve the situation: 51% of students began to responsibly fulfill the duties of a duty officer.

After receiving the cards, the children studied their content with pleasure, and constantly checked them during duty. Treat cards with care. 62% of the children fully performed the duties of a duty officer, tried to fulfill them in such a way that there were no complaints. 25% of children were less active, used any excuse to skip some duties or perform them poorly. Among this group of students there were many who turned to the teacher for help. The presence of adults did not affect the behavior of students who refused to carry out this or that assignment. And only the presence of persons more authoritative for them (experimenter, head teacher) forced them to start on duty.

Thus, at this stage, schoolchildren learned how to use cards and fulfill the duties of a duty officer, but constant external control was not enough to develop a responsible attitude to duty. This suggests that the duty has not acquired personal significance for the students.

At the next stage of the experiment, an adult was included in the duty: the class teacher. At the same time, he actively participated in the duty, treated the performance of duties very responsibly. A week later, the schoolchildren noted a more thorough performance of duties and the appearance of pride in the trust placed in them. Children with pleasure "outstripped" the teacher, rejoiced when he expressed gratitude to them for their help. During the work, the teachers talked about the importance of joint work, about friendship, mutual assistance, about a responsible attitude. Duty for second-graders acquired a new meaning: new relationships were established between the children, in which an adult participated in the position of an older friend and a bearer of a behavior pattern.

After 2.5 weeks, the actual participation of an adult on duty was significantly reduced. His participation consisted in a benevolent attitude towards children, in readiness to help in case of difficulties, in communication "on an equal footing". But the organization and control of the duty was carried out by an adult. New relationships arose between schoolchildren: they became more friendly and united; discussion of the problems that concern them came to the fore.

At the next stage of the experiment, a competition was held between the "asterisks". This made it possible to form responsibility for the common cause. As a result, of the two second grades, only 10% of the children received a grade of "good" for duty, the rest - "excellent".

After that, the students were already fully coping with the duty. The adult exercised only general control over its course. He sometimes helped with advice, participated in communication with those on duty.

The behavior of the children during duty was of a collectively responsible nature: now the entire "asterisk" was watching the behavior of the duty officer. They turned to an adult for confirmation of their opinion, were interested in his assessment of the quality of duty, shared their problems. Parents reported that their children became more responsible for doing homework as well.

At the next stage of the experiment, each student had to realize and evaluate his participation in the activity. In a special "Duty List" each duty officer noted the duties performed by him and their quality. It turned out that the children made self-reports carefully and evaluated their work objectively. External guidance was no longer required.

By all indications, duty was now characterized as a responsible activity for schoolchildren, which acquired personal meaning for them. It should be noted that the children began to strive to express a new positive attitude towards their comrades and the teacher, not only during duty, but also in other activities. This suggests that the behavior of the children as a whole was restructured.

As a result of all of the above, we can conclude that for the formation of internal responsibility in children of this age, the participation of a teacher is necessary. It is he, the bearer of the "material form" of responsibility, who shows the children an example of a responsible attitude to business. The need for divided activity was also clearly expressed: the real participation of the teacher in the activity helps students to qualitatively master all the necessary actions related to the organization and implementation of the necessary action. At the next stages, they will be able to perform all these actions on their own. But the main thing that decides the success of the business is the organization of moral relations in the team. This is what acts as a value for each of the participants and leads to the formation of their internal responsibility. This means that personality traits are the result of the child's assimilation of the forms of behavior existing in a given society. By their psychological nature, they are, as it were, a synthesis, an alloy of a motive specific for a given quality and forms and methods of behavior specific to it.

Chapter II. The personality of the teacher as the most important factor in the education of the younger generation

Pedagogical psychology, as is known, includes a special section - "the psychology of the teacher", which emphasizes the most important social role of the teacher, his place and functions in society. Accordingly, professional and pedagogical training and teacher self-training are considered as one of the leading problems of pedagogical psychology. The position on the important, defining role of the teacher in the process of education and upbringing is universally recognized in all pedagogical sciences. As P.F. Kapterev emphasized at the beginning of our century, "the personality of the teacher in the environment of training and education takes the first place, one or another of his properties will increase or decrease the educational impact of training" . What properties of the teacher were defined by him as the main ones? First of all, "special teaching qualities" were noted, to which P.F. Kapterev attributed the "scientific training of the teacher" and "personal teaching talent." The first property of an objective nature lies in the degree of knowledge of the taught subject by the teacher, in the degree of scientific training in this specialty, in related subjects, in broad education; then in acquaintance with the methodology of the subject, general didactic principles, and, finally, in the knowledge of the properties of the child's nature, with which the teacher has to deal; the second property is of a subjective nature and lies in the art of teaching, in personal pedagogical talent, creativity. The second includes pedagogical tact, pedagogical independence, and pedagogical art. P.F. Kapterev’s idea that what unites a creative teacher and student, “connects the need for self-education and development”, and that they, in fact, represent two opposite ends of one field, one “ladder”, is fundamental for understanding the psychological the nature and necessity of genuine educational cooperation between teacher and students in the learning process.

Along with the "special" teaching properties, which were classified as "mental", P.F. Kapterev also noted the necessary personal - "moral-volitional" properties of the teacher. These include impartiality (objectivity), attentiveness, sensitivity, (especially to weak students) conscientiousness, perseverance, endurance, self-criticism, true love for children.

All modern researchers note that it is love for children that should be considered the most important personal and professional trait of a teacher, without which effective pedagogical activity is not possible. Let us also emphasize the importance of self-improvement, self-development, because, as K.D. Ushinsky, the teacher lives as long as he studies, and as soon as he stops studying, the teacher dies in him.

Obviously, developed in Soviet educational psychology and pedagogy in the works of N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky and in the studies of A.I. Shcherbakov, V.A. Slastenina, I.V. Strakhova and other ideas about professional knowledge and skills made it possible to identify the main components of a teacher's professiogram. They reflect what he should be professionally aware of. Accordingly, they should act for him as objects of professional and pedagogical training and self-training. It is significant that in this area of ​​psychological and pedagogical knowledge, teacher training is considered mainly in terms of familiarizing him with the main pedagogical functions, the actions (skills) that implement them, and the abilities that underlie them.

On the results of the "Study of Patience" methodology, in which the percentage of growth is 12%. In general, the results of the experiment show that schoolchildren participating in the project "School sports team" have a qualitative increase in the development of personal qualities and emotional-volitional sphere, i.e. in the process of training sessions, they can be expected to perform productive activities. LIST...

The situation is changing dramatically. Conclusions Summing up this chapter, it must be said that as a result of our study, the psychological characteristics of the personality of teachers with different styles of pedagogical communication were identified and studied. The results of our study allow us to draw the following conclusions: 1. There are differences between the personality traits of teachers with authoritarian and ...

They do not distinguish (94.4%) the difference between "assessment" and "mark". Questioning of parents (method of incomplete sentences) The method of incomplete sentences for parents was carried out in order to find out the influence of the teacher's evaluation activity on the relationship between the student and his family. 9 parents were interviewed, who completed 9 sentences. a) Phrases No. 1 and 4 allow you to determine the place of the school in life ...

Fridman L. M. Psychological and pedagogical foundations of teaching mathematics at school. M., 1983, Ch. III, IV.

Elkonin D. B. Psychology of teaching a younger schoolchild. M., 1974, (“Pedagogy and Psychology”, No. 10), p. 3-64.

Yakobson P. M. Psychological problems of human behavior motivation. M., 1969. part I, ch. 5.

Chapter VI. General characteristics of the personality and emotional-volitional sphere of the younger student

§ 1. Features of the personality and its needs

Features of the personality of a younger student.

“Junior school age is a period of absorption, accumulation, a period of assimilation. The successful performance of this important function is favored by the characteristic features of children of this age: trusting obedience to authority, increased susceptibility, attentiveness, a naive playful attitude towards much of what they encounter "- this is how N. S. Leites characterizes this age (FOOTNOTE: Leites N. C. Mental abilities and age. M., 1971, p. 44.).

With admission to school, the whole structure of the child's life changes, the regimen changes, certain relationships are formed with people around him, especially with the teacher.

As a rule, younger students, fulfilling the requirements of the teacher unquestioningly, do not enter into disputes with him, which, for example, is quite typical for a teenager. They trustingly perceive the assessments and teachings of the teacher, imitate him in the manner of reasoning, in intonations. If a task is given in the lesson, then the children carefully complete it, without thinking about the purpose of their work. The obedience of younger schoolchildren is manifested both in behavior - it is difficult to find malicious violators of discipline among them, and in the learning process itself - they take for granted what and how they are taught, do not claim independence and independence. Moreover, trust, obedience, personal attraction to the teacher, as a rule, are manifested in children, regardless of the quality of the teacher himself. This property, reflecting a certain stage of the age development of the child, has its strengths and weaknesses. Such mental characteristics as gullibility, diligence, are a prerequisite for successful training and education. At the same time, undivided obedience to the authority of the teacher, thoughtless implementation of his instructions can further adversely affect the process of education and upbringing.