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Important factor of successful functioning of society is qualitative labor market development, it is obvious that special social policy of the state is necessary for realization of this direction. Certainly, search of necessary tools is necessary. Its various directions can be specific instruments of social policy of a labor market development, but social and labor relations are dominating.
The expert analysis of available literary data, materials of various researches, official sources shows that at present in state and administrative system there are such directions which mean active participation of the state in economic life of society. That certainly, constrains development of the corresponding liberal social policy and complicates use of its effective tools for creation of the human capital.
Due to the changes happening on a labor market and a tendency of growth of a personal responsibility of workers in the society, the family, a state policy in the social sphere become more valuable. Realization of functions of social protection of the population is, undoubtedly, the basic element of the state activity which is characterized by:
- economic opportunities of society;
- maturity of social development of subjects of work;
- political priorities.
Thus, the mechanism of realization of the social and labor relations at the present stage of development of society are:
- introduction of modern methods of the social policy based on a combination of social investment and a targeted support of the population;
- assistance to active attraction of non-state sector to rendering social and educational services, improvement of quality of social service of the population, development of market mechanisms in the social sphere;
- increase of management efficiency and introduction of modern administrative technologies on social sphere;
- association of potential of the state government, local government, business community and the public for the solution of social problems.
Conclusion. Regulation of the specified social and economic, social and labor relations of society is one of the priority directions of social policy of the state. The essence of social policy of the state consists:
- in maintenance of the relations between various social groups of society;
- in providing necessary conditions for increase of welfare, a standard of living of members of society.
These provisions are a paramount problem of social policy of the state. They are directed on creation of positive social guarantees, formation of economic incentives of subjects of work and development of an effective labor market.
Works Cited
1. Маркс, К. Сочинения / К. Маркс, Ф. Энгельс. - М., 1983.
2. Schultz, Theodore, W. Investment in Human Capital: The Role of Education and of Research. - N. Y., 1971.
3. Thurow, L. Dangerous Cuzzents: The State of Economics. - N. Y., 1983.
4. Becker, Gary S. Human Capital: Theoretical and Empirical Analysis, with Special Reference to Education. Third edition. Chicago; London: University of Chicago Press, 1993.
5. Холостова, Е. И. Социальная политика и социальная работа: учеб. пособие / Е. И. Холостова. - 3-е изд. -М.: Изд. дом «Дашков и К», 2009.
6. Латов, Ю. В. В поисках социального рыночного хозяйства (предисловие к Ордо-манифесту) // Экономический вестник Ростовского государственного университета. - 2006. - Т. 4. - № 4.
7. Emmett, C. Murphy and Mark. A. Murphy Leading at the Edge of Chaos, 2003. - P. 41-54.
8. Federal State Statistics Service [Electronic resource]. - Access mode: www.gks.ru.
9. Электронный словарь. Глоссарий.ги [Электронный ресурс]. - Электрон. дан. - Режим доступа: http://www.glossary.ru.
10. Информационный портал [Электронный ресурс]. - Электрон. дан. - Режим доступа: http://stop-news.com.
УДК 378.2 ББК 74.5
М. А. Пуйлова
РЕАЛИЗАЦИЯ ПРАКТИЧЕСКОЙ НАПРАВЛЕННОСТИ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ БУДУЩИХ УЧИТЕЛЕЙ
Аннотация. Реализация практической направленности психо лого-педагогического образования будущих учителей, связи психологического образования студентов с педагогической практикой в качестве одного из ведущих условий подразумевает ориентацию получаемой информации на решение теоретических и практических психологических задач.
Ключевые слова: профессиональная компетентность, психолого-педагогическое образование, учитель, педагогическая практика, педагогические задачи, образовательная технология, практическая направленность обучения, психологические знания, субъектов образовательных процессов.
M. А. Puilova
THE REALIZATION OF PRACTICAL DIRECTION IN PSYCHOLOGICAL-PEDAGOGICAL
EDUCATION OF WOULD-BE TEACHERS
Abstract. The realization of practical direction in psychological-pedagogical education of would-beteachers and connection of students psychological education with pedagogical practice as one of the leading conditions implies the orientation of receiving information for solutions of theoretical and practical psychological tasks.
Key words: professional competence, psychological-pedagogical education, teachers to be, pedagogical practice, pedagogical tasks, educational technologies, practical direction of education, psychological knowledge, subjects of educational processes.
Introduction
Under present conditions of economic and political social order, there appear special requirements for a personality to be professional and patriotic: activity, creativity, humanism, competence, high standard of culture, to be communicative, psychologically and methodologically educated as well as broad-minded. In connection with this, the psychological competence of teachers is of great significance.
All teachers should be capable of scientific reflexion and be ready to solve the problems of forming personalities nowadays. A lot of practice shows that traditional technologies in teaching can't develop basic competence in any concrete subject. It's necessary to renew the process of education by using active educational technologies, which are to provide effective perception of all information.
Review of the literature
In the realization of the mentioned above problems the following persons were involved: Verbitsky A. A., Gerasimova V. S., Kodzhaspirova G. M., Kostina R. N., Zyazyun I. A., Krivonos I. F., Tarasevich N. N., Pav-lyuk O. I., Regush L. A., Slastenin V. A., Podymova L. S., Sosnovsky V. A. and others.
The realization of practical direction in psychological-pedagogical education of the students in pedagogical institutes implies some points concerning the psychological knowledge they get there. Problematic, discussional and modelling methods of teaching should be widely used. During pedagogical practice it's necessary to deepen intersubjectal connections and activate the usage of psychological knowledge. All students should put and solve more practical psychological tasks and observe their results. As for the individual and differentiated approach in teaching, it should be used more widely. There are a lot of research works, devoted to the problems of psychological-pedagogical education of would-be teachers. For example, Simushina L.G. and Yaroshenko N.G. [1] define the active methods of teaching as those, which stimulate pupils to active thinking and practical activities.
The authors refer problematic lectures, heuristic talks, educational discussions, researching laboratory works, practical tasks and their solutions, role and business-like games to the same group of active methods.
And now about active methods of teaching as the solution of pedagogical tasks in detail. Ball G. A. [2] marks out the following educational tasks:
- routine (with a certain solution), quasi-routine (they can have non-synonymous branches but algo-rythm may be found under some conditions, having in mind a certain solution);
- problematic, non-routine (the way of solution is unknown);
- clear, quasi-clear, not so clear (the solution depends on the direct information and the quality of it);
- theoretical and practical (they are differentiated according to surroundings demands or a solver);
- open and closed (they are formed as an open question or some choice from the given versions of solutions).
The author marks out cognitive tasks aiming to improve solvers' knowledge as a special group. These tasks include 3 components:
- modelling of the initial state (1);
- the final state (2);
- and the procedure of conversion of the first state into the second one (3).
There are 6 types of three-component cognitive tasks:
- fulfillment (there exist components 1 and 2, researching for the third);
- transformation (the 2nd component is unknown);
- renewal (the 1st component is unknown);
- building (the 1st and the second components are unknown);
- the usage of procedure (the 1st and the 3ird components are unknown);
- the usage of an available stste (the second and the 3ird components are unknown).
We have modified G. A. Ball's typology with regard for the contents of the psychological course and suggest the following classification of some tasks while using psychological knowledge:
- theoretical tasks aiming to define psychological qualities, cause and effect of psychological phenomena;
- to define conformities, to analyse psychological approach. Practical tasks: to use psychological terms or definitions and psychological qualities and pupils' states;
- to to define psychological cause and effect of pedagogical phenomena;
- to find out constructive ways of pedagogical activities;
- to put main aims of pedagogical activities with regard for psychological factors;
- to carry out diagnostic research;
- self-diagnostics and self-analysis with regard for psychological factors.
It should be noted that the solution of pedagogical tasks is always problematic. The problematic approach in teaching means that the students are not given prepared knowledge. The problematic tasks are raised to motivate the students to find the knowledge themselves and search for the ways of activities. In problematic teaching new knowledge is given just for solving problems, not for the knowledge itself. Any problematic situation is characterized as a mental interaction of the given subject (students) with the object (a problem) under the guidance of another subject (a teacher).
Problematic-heuristic method promotes the formation of such creative abilities as choosing a problem in trivial situations, new bringing of the structure and functions of any trivial object, transfer the given knowledge to new situations. The method lets students combine new ways of solutions with the methods they have studied earlier. So, the students can come to original conclusions without any analogy.
During practical and laboratory studies it's advisable to solve different kinds of theoretical and practical tasks demonstrating up-to-date connection of psychological knowledge with their usage in pedagogical activities. While constructing educational tasks for students, it's useful to be guided by G.A.Ball's typology [2].
The typology of tasks by I. Y. Lerner [3] is also interesting to use. You can observe some of them
below:
- transforming reproduction of connections among different skills;
- reproduction of knowledge in different situations with different aims;
- summerizing of concrete knowledge and concluding from the general to the particular;
- making general knowledge particular;
- reproduction and independent revealing of laws, how they work and processing;
- different usage of knowledge in similar and creative situations;
- realizing and independent revealing of the essence in any phenomenon, in a text;
- systematization and independent search of proofs.
Methodoiogy
You can observe some fragments of practical studies below. The students try to mark out and analyse such children's psychic processes as thinking, memory, attention while solving some tasks. Fragment of Lesson 1.
The aim of the lessons: how to reveal the level of childrens' thinking and analyse its peculiarities. The task is put as following:
"What is the thinking operation of pupils which isn't developed enough? Why do they make mistakes doing sums or solving thinking tasks?" For solving this pedagogical task the students are offered to analyse the following situations:
1. A child is asked: "What is a bird?" He answers:"It's small, grey, it has a small nose and a small mouth".
(generalization).
2. Another child is offered the following task:"A boy had 3 sweets. One of them was lost. How many sweets does he have now?"Paying no attention to the question, he answers:"You should look for it and find it".
(analysis).
3. One handicapped child is given a set of pictures and offered to match them. He matches them in such a way: clothes and a wardrobe; a sailor and a ship; a butterfly and flowers and so on.
(the operation of generalization, classification and grouping).
Having analysed the given situations, one of the students concludes, what thinking operations are not developed properly.
Fragment of Lesson 2.
The aim of the lessons: to reveal the memory peculiarities and possible ways of its development. The tasks are the following:
1. What are the characteristics of the child's memory in the described below situation: One pupil is
narrating the material in Natural History which was given a week ago. He has told 70 % of the information from the book. One month later he could tell only 45 % of the same material.
2. Find out the common psychological mechanism of memory on the basis of the following fact:
In A. P. Chekhov's story the intrigue is b on "An Equine Surname" which slipped from the memory the surname Ovsov. It'called to mind when the doctor reminds of selling some oats. Before that all personages of the story, trying to remember the needed surname were calling such variations as Kobylin, Zherebtsov, Zherebyatnikov, Kobylitsin, Loshadinsky etc. (the mechanism of association).
Fragment of Lesson 3.
The aim of the lessonis: revealing memory characteristics and finding out adequate ways of their perfection.
TASK:
What attention properties were developed at the mentioned below lesson by the teacher:
The lesson of Russian language. Pupils are studying prepositions. Everyone has a pattern of a bird and a cage. The teacher suggests pupils to put the bird on the cage, under the cage, behind the cage, in front of the cage, into the cage, above the cage, near the cage. Then pupils write down the sentences and underline prepositions.
During the discussion the students have come to conclusion, that the teacher developed concentration and switching over skills.
Then some other information is suggested for discussion.
A.N.Leontyev [5] describes some situations when during the Second World War one teacher used some pictures of tanks and high angle guns to study calculation. The tanks and guns attracted children's attention. They discussed, what tanks they were, why some of them had small stars and others had big ones and so on.
The question of the teacher: "What do you think is more advisable to use while teaching calculation-uninteresting pencils or interesting tanks and guns?"
The answer: to use pencils instead of tanks because they don't distract pupils' attention from the subject of studying.
Fragment of Lesson 4.
The aim of the lessonis: to actualize the given knowledge about the types of temperament and use them for revealing characteristics of the children.
TASK:
Point out the peculiarities of the types of temperament which differ them from one another: sanguine (S), choleric (Ch), phlegmatic (Ph), melancholic (M).
The students demonstrate the following knowledge about 4 types of temperament:
hyperactivity (S, Ch), prolonged capacity for work (S, Ph), energetic (S, Ch), reserve (Ph), hot temper (Ch), restlessness (Ch), tolerace (Ph), slowness in movement and speaking (Ph), slow changing of mood and feelings (Ph), weak emotional excitability (Ph), capacity for quick learning and reorientation (S, Ch), affectation(Ch), poverty of movements (Ph), weak activity (Ph), flabbiness (Ph), expressiveness of mimicry (facial expression) and pantomimicry (S, Ch, M), taciturnity (Ph), hypersensitivity (M), cheerful excited mood(S), quick adaptibility to new conditions (Ph, Ch), slow capacity for learning and reorientation (Ph), diffidence(M), high emotional excitability (S, Ch), self-control (Ph), monotony of mimicry (Ph), mobility (S, Ch), depression and cofusion because of failures (M), quick changing of feelings and emotional states (S, Ch), low activity (Ph), inexpressiveness of speech (Ph), even and quiet mood (Ph), excited states (S, Ch), rapt attention (Ph).
On the basis of this knowledge some students described one pupil whom they had studied during their pedagogical practice.
Fragment of Lesson 5.
The aim of the lessonis: to reveal the main traits of children's characters and make up the right method of individual approach.
TASKS:
Which traits of character are revealed in the following situations:
a) a second class boy, trying to attract his teacher's attention, is siting under the desk; he demands the main role in the performance, he behaves provocative in a lot of situations.
(demonstrative or hysteroid type);
b) a pupil avoids any contacts with his classmates, he is considered to be strange and hauty; he react to this with despise; he is good at all subjects, but in spite of this, he is often laughed at; he isn't anxious about his classmates' attitude.
(reserved or schizoid type);
c) a child strictly follows such rules:-not to copy off himself and not to allow copying do other pupils; -not to prompt and not to use prompting. At the same time in his street band he supports the cult of
force, he smokes with his friends because all of them smoke. (conformed or conciliating type); d) a pupil is afraid of darkness, punishment, infection, uncertainty and getting bad marks. (alarmed type).
Results
Using of active educational technologies in the realization of practical direction in psychological pedagogical education of would-be teachers, as well as solving of pedagogical tasks on the basis of psychological knowledge can develop teachers' pedagogical competence.
Conclusions
The realization of psychological knowledge about the subjects of educational process in practice highly depends on the overcoming of academic reservation as far as psychological information concerns. The results of psychological research should be available for teachers as well as practical results of psychological pedagogical experience should be used and analysed by scientists. It's not advisable to be guided by certain schemes and recipes during educational process. Cooperation and interaction will lead us to success.
Works Cited
1. Simushina, L. G. Contents and methods of teaching in technical schools / L. G. Simushina, N. G. Yaroshenko. -M.: High School Publishers, 1990-1992. - P. 39.
2. Ball, G. A. The theory of educational tasks: Psychological Pedagogical aspect / G. A. Ball. - M.: Pedagogica, P 184.
3. Lerner, I. Y. The quality of pupils' knowledge. What should it be? / I. Y. Lerner. - M.: Znaniye, 1978. - P. 48.
4. The collection of tasks in General Psychology / edited by professor V. S. Merlin. - M.: Prosveshcheniye, 1974. -P. 207.
5. Leontyev, A. N. Activities.Consciousness.Personality / A. N. Leontyev. - M.: Politizdat, 1975.
6. Venger, A. L. The scheme of individual inspection of younger schoolchildren / A. L. Venger. - M.: VNIK "School", 1989. - P. 80.
УДК 37(091) ББК 74.202.21
И. А. Терских
ПРОЕКТИРОВАНИЕ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ
Аннотация. Педагогическое проектирование представляет собой одно из направлений деятельности в образовании, обеспечивающее решение конкретных педагогических задач на основе фундаментальных научных теорий. Основой для структурного и параметрического этапов проектирования ОП становится модель специалиста. В предлагаемой статье рассматриваются особенности проектирования ОП в педагогическом вузе, основные этапы проектирования, а также критерии оценки качества этих программ.
Ключевые слова: педагогическое проектирование, педагогическая технология, образовательная программа, модель создания специалиста, компетентность, компетенция, система, кредитная система, качество составного индекса.
I. A. Terskikh DESIGNING EDUCATIONAL PROGRAMS
Abstract. Pedagogical designing represents one of the educational activity directions, providing solution for certain pedagogical tasks based on the fundamental scientific theories. The model of creating a specialist is becoming the basis of the structural and parametrical phases of Educational program (EP) designing. The offered paper considers the characteristics of EP designing in higher educational institution, as well as the criteria for evaluation of the quality of these programs.
Key words: pedagogical designing, pedagogical technology, educational program, model of creating aspecialist, competence, competence system, credit system, quality composite index.
Introduction
Pedagogical designing is a complex and multistage process. In the inlet of this system there are requirements of State Educational Standards, employers, students, parents. As a result of predictive modeling, designing we create a model of specialist - a set of integral criteria (competences) and unit criteria, which provide a basis for structural and parametric phases of educational program designing. We shall
