Жетысуский государственный университет им. И.Жансугурова	СМК ЖГУ П/РУМКОММ.28-2012 Издание 2
	СИСТЕМА МЕНЕДЖМЕНТА КАЧЕСТВА
	Учебно-методический комплекс	Ф.4.28.-06
		01.09.2012 г.

APPROVED by First Vice-rector - Vice-rector on educational-methodical work ____________Yerkinbaeva L.

“_____” __________________ 2015

EDUCATIONAL-METHODICAL COMPLEX Psychology module

Department of pedagogy and psychology

Specialties: 6М010300 “Pedagogy and psychology”

6М010100 “Pre-school education and upbringing”

6М010200 “Pedagogy and methodic of primary education”

6М010500 “Defectology”

6М012000 “Professional education”

6М010900 “Mathematics”

6М011100 “Informatics”

6М010600 “Musical education”

6М010800 “Physical culture and sport”

6М030100 “Jurisprudence”

6М051000 “State and local management”

6М050600 “Economics”

6М050800 “”Accounting and auditing”

6М011400 “History”

6М050700 “Management”

6М050900 “Finance”

6М011500 “Law and Economics bases”

Form of study: full-time

Taldykorgan 2015.

Educational - methodical complex is composed by PHD Sapargaliyeva A. on the basis of SGOES RK and the model curriculum of the specialty 6M010300 “Education”.

_______________________

(signature)

Considered at the meeting of the Department of pedagogy and psychology

«____»______________2015, protocol №_________.

head of the Department_____________________ ++++++++

Approved by the methodical office of the faculty of pedagogy and psychology

«____»________________2015 , protocol № ________

Chairman of faculty MO _________________ Ахмедиева К.Н.

ZHETYSU STATE UNIVERSITY NAMED AFTER I. ZHANSUGUROV

The faculty of pedagogy and psychology Department of pedagogy and psychology

APPROVED by First Vice-rector - Vice-rector on educational-methodical work ____________Yerkinbaeva L.

“_____” __________________ 2015

SYLLABUS

on the module BМ-4 Psychology_________________________________________________

/name of the module/

Specialty 6М010300 – «Pedagogy and psychology», 6М010100-«Pre-school education and upbringing», 6М010200 - «Pedagogy and methodic of primary education», 6М010500 - «Defectology», 6М012000 - «Professional education», 6М010900 - «Mathematics», 6М011100 - «Informatics», 6М010600 - «Musical education», 6М010800 - «Physical culture and sport», 6М030100 - «Jurisprudence», 6М051000 - «State and local management», 6М050600 - «Economics», 6М050800 - «Accounting and auditing»_______________________________

/code and name/

Corse 1, semester 1,2 full-time, number of credits 2

Lectures 15 h. Practical 15 h.

Independent work of a master student (IWMS) 45 h.

Independent work of master student with teacher (IWMST) 15 h.

Total 90 hours. Final evaluation form - exam

Syllabus is composed by PHD_Sapargaliyeva A.

/name./

on the basis of the model curriculum

(SGOES of specialty, model curriculum, the curriculum)

Approved at the meeting of the Department of pedagogy and psychology

/name of department/

Protocol №______ «____»____________2015.

Head of the department_________________________Абишева Э.Д..

/signature/ /name/

Agreed with the methodical office of the faculty

Protocol №______ «____»______________2015.

Chairman ________________________ Ахмедиева К.Н.

/signature/ /name/

Taldycorgan 2015

	Жетысуский государственный университет им. И.Жансугурова	СМК ЖГУ П/РУМКОММ.28-2012 Издание 2
	СИСТЕМА МЕНЕДЖМЕНТА КАЧЕСТВА
	Учебно-методический комплекс	Ф.4.28.-06
		01.09.2012 г.

ЖЕТЫСУСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ ИМ. И. ЖАНСУГУРОВА

Факультет педагогики и психологии

Кафедра педагогики и психологии

УТВЕРЖДАЮ

Первый проректор-проректор по УМР

Л.К.Еркинбаева__________________

/подпись/

«_____»_____________2015г.

СИЛЛАБУС

По модулю БМ-4 Психология___________________________________________________

/наименование модуля/

Специальность 6М010300 – «Педагогика и психология», 6М010100-«Дошкольное обучение и воспитание», 6М010200 - «Педагогика и методика начального обучения», 6М010500 - «Дефектология», 6М012000 - «Профессиональное обучение», 6М010900 - «Математика», 6М011100 - «Информатика», 6М010600 - «Музыкальное образование», 6М010800 - «Физическая культура и спорт», 6М030100 - «Юриспруденция», 6М051000 - «Государственное и местное управление», 6М050600 - «Экономика», 6М050800 - «Учет и аудит»_______________________________

шифр и название/

Курс 1, семестр 1,2 форма обучения очное, кол-во кредитов 2

Лекции 15 час .Практические 15 час.

Самостоятельная работа магистранта (СРМ) 45 час.

Самостоятельная работа магистранта с преподавателем (СРМП) 15 час

Всего 90 час. Форма итогового контроля - экзамен

Силлабус составлен к.пс.н., доцентом Абишевой Э.Д.

/уч. степень, уч. звание, Ф.И.О./

на основании типовой учебной программы

(ГОСО специальности, типовой учебной программы, рабочего учебного плана)

Одобрено на заседании кафедры педагогики и психологии

/название кафедры/

Протокол №______ от «____»____________2015г.

Заведующий (ая) кафедрой _________________________Абишева Э.Д..

/подпись/ /Ф.И.О./

Согласовано с методическим бюро факультета

Протокол №______ от «____»______________2015г.

Председатель ________________________ Ахмедиева К.Н.

/подпись/ /Ф.И.О./

Талдыкорган 2015

Appendics А2

Module manual (for master degree)

№ / Name of the module:	BМ- Psychology
Semester:	1,2
Responsible for the module:	PHD Sapargaliyeva A.
Language:	English
Correlation with the curriculum:	Basic discipline
Form of education/number of hours:	Lectures– 15 h. Practical – 15 h. IWST – 15 h. IWS –45 h.
The complexity/credits:	90 h = 5 credits ECTS
The admission requirements for education within the module:	Prerequisites: education, psychology and human development, methods of teaching pedagogy.
Educational objectives/competencies:
The proposed course is based on the provisions of modern methodology, the achievements of domestic and world psychological science which reveal the essence of psychology of the higher school. The aim of the course: development of psychological and pedagogical creative thinking of master students on the basis of studying and mastering their knowledge of the course of psychology of the higher school, formation of skills necessary for future careers as University teachers and researchers. Course objectives: 1) systematization of knowledge of master students in the psychology of the higher school on the basis of the study of psycho-pedagogical patterns of activity of University teachers. 2) Development of skills necessary for future professional activity. 3) Familiarity with the basic principles, approaches and innovative methods of teaching in higher education. As a result of studying this course the master student should be aware of: - about the main directions and technologies on the psychology of the higher school; - about basic concepts of psychology. Special competencies: Master student who studied “Psychology” must possess the competencies of a teacher of the higher school;. To know: - the subject, objectives and tasks of modern high school; - modern methods and techniques of teaching in high school; - features of the pedagogical process in higher education institution; - the activities of the learning (teaching) and teaching in high school; - theoretical and practical bases of pedagogical skill; - psychological characteristics of students as a social group. To know how to: -prepare, organize and conduct classes in the student group; - focus on issues of methodology of teaching of individual disciplines; - to analyze and reflect their own work as a teacher of the higher school. - to determine the place and role of psychology as a subject in the education of pupils, students, master students, teachers; skills: - formation of various forms of cognitive activity and consciousness of students; - organization of productive interactions and holistic educational situations in general and high school; - having of motives of readiness for self-development and self-organization of activity of the teacher of psychology; - showing cognitive activity, discipline, self-discipline, responsibility, initiative, persistence, creativity, empathy, tolerance. Social competence: solving professional problems; professional communication and intercultural communication.
Content of the module:
Introduction to psychology. Subject, objectives and structure of psychology of the higher school. Education as a global object of psychology of the higher school. The role and place of higher education in vocational training. Main tendencies and psychological principles of modern education. Fundamentalization of education in higher education. Humanization and humanitarization of education in higher school. Formation of individualism, autonomy, rationality, activity. The modern development of education in RK. Gnoseological and ontological problems of the educational process in the conditions of market economy. Psychological education in higher school. Problem of the content of psychological education at the University. Psychology of the educational environment. Psychology of information environment. Professiogram and the psychogram of a worker in the sphere of future professional activity. Psychological structure of the learning process. The methodological structure of pedagogical activity. Teaching as an activity. Factors and patterns of teaching. The structure of the learning process as a didactic system. The structure of the learning process as a psychological system. Psychology of cognitive activity of students in the learning process. Methods of synthesis of cognitive processes (perception, memory, thinking) as the basis for innovative learning technologies. Activities and cognitive processes. The effectiveness of the learning process as the effectiveness of jointly-Dialogic cognitive activity. Psychological methods and means of improving the efficiency and quality of education in modern conditions. Psychology of interactive methods and jointly-Dialogic cognitive activity. The use of active learning methods in the University. Psychological reserves of increasing of efficiency of teaching at the University. Coaching as a new method of training and development. The lecture as a leading form of University education. Psychological features of the lecture. Psychological basis for the modeling of University lectures. The basic requirements for the content of the lecture. Psychological peculiarities of conducting workshops. Development of creative activity and independence of thinking of students as the Central task of the seminar. IWS and IWST. Psychological basis of educational process. Psychology of personality and students group. Personality as a psychological category. Development of personality. Psychological, social and biological characteristics of the personality. Age and psychological peculiarities of students. Students’ social adaptation. The typology of student’s personality. The concept of groups and collectivity. Peculiarities of formation and development of the student community in modern University based on two-stage learning model. The structure of interpersonal relations in the student team. The problem of upbringing in higher school. The means of upbringing as a means of psychological influence directed to changes in personality and behavior. Classification of methods of upbringing and their effectiveness. Types and capabilities of psychotherapy and their educational value. Objectives and methods of upbringing in the University. Psychological peculiarities of upbringing of students and the role of the student groups. Self-education of students. Students’ self-management as a powerful factor in the educational process. Upbringing and the formation of professional identity. The UNIVERSITY as a system of formation of professional identity. The structure of professional identity: professional awareness of morality and ethics as a subject of professional activity. Functional and structural components of professional identity: cognitive, motivational, emotional, operational. The problem of self-actualization and the development of self-regulation. Professional skills and “self-concept”. Problems of psycho-diagnostics of professionally-oriented personality. Psycho-diagnostics in high school. The main functions of psycho-diagnostics in the system of modern higher education. Classification of psycho-diagnostic methods. Less formalized methods (observation, analysis of products of activity, interview, conversation). Highly formalized techniques (tests, questionnaires, surveys, etc.). A variety of tests. Method of sociometry. Formation of skills of writing psychological and pedagogical characteristics of the student’s personality. Psychological consulting of students and teachers according to the profile of the future professional activity of a specialist. Psychological characteristics of pedagogical activity of the teacher of high school. The content, forms and characteristics of teaching. The basic functions of pedagogical activity. The concept of common and special pedagogical abilities. The structure of pedagogical abilities of teachers of high school. Styles of teaching. Educational and communicative abilities of a high school teacher. The management of the education process. Management of cognitive activity in the process of teaching. Diagnosis of cognitive activity in the process of teaching. Psychological peculiarities of management in the activities of the teacher. Problem of personality in the management. Styles of relationship of teacher to student: authoritarian, mild, humane, personal, affiliate. Stages of team development and management style. Targets of a teacher in a variety of styles of communication. Socially competent management in the modern market conditions of society. Pedagogical monitoring and evaluation of knowledge in the University. Basic forms and functions of pedagogical control. The structure of the assessment act. Types and functions of assessment acts. The student as a subject of educational activity. Learning as an important feature of the subjects of educational activity. Age and psychological characteristics of subjects of study in higher education. B. G. Ananiev about the development of the psyche of the subjects of educational activity. Features of development of students in various courses. Learning as a psychological characteristic. Self-education as a means of improving the effectiveness of educational, scientific and professional activity of future specialists. Psychology of pedagogical communication. The management of the learning process in conflict situations. Pedagogical communication (communication) as the main form of interaction of subjects of educational process. Function and structure of communication. The perception and understanding of each other in the process of communication. Empathy and reflection. Feedback in communication. The ability to listen man in the process of communication. Types and techniques of hearing. The nature and functions of pedagogical communication. The specificity of pedagogical communication. The communication barrier. Fundamental conflict studies at the pedagogical communication. The concept and functions of conflict. The structure of the conflict. Constructive and destructive conflicts. Objective and subjective causes of conflict. The development of the conflict. Methods of overcoming the conflict. The issue of the adequacy of reflection of the conflict. Psychology of pedagogical influence. Theoretical foundations of psychology of influence. Effects of psychological interactions and influence. Strategy of imperative influence (behaviorism). Manipulative influence strategies (cognitive psychology). Personal, interpersonal approach (humanistic psychology). Classification of the psychological influence. “Target of influence”. Contextual design of influence. Stereotypes of perception or perceptual distortions. The main methods of pedagogical influence on the audience and individuals. The problem of interpersonal interaction between the teacher and students. Psychological difficulties of the profession of high school teacher. Particularities of difficulties of young and Mature high school teachers. Stress and mental health of the teacher. Elements of psychotherapy in the work of the teacher. The problems of burnout and psychological adaptation of subjects of the educational process. Types of professional destructions: authoritarianism, demonstrative, professional dogmatism and indifference, professional aggression. Professional deformation of people socionomic professions as a kind of occupational diseases.
Learning results/Forms of final control:
In the process of teaching this discipline the current and final control forms are used in the rating system. Current control is carried out in lectures and practical classes (survey, test, lecture notes, knowledge of the original texts, Glossary, basic legal documents on education, execution of test tasks, the test classes in psychology); final – upon completion of the course (exam). The examination takes the form of an interview on theoretical issues in psychology.
Technical and e-learning means:	Interactive Board, multimedia projector, electronic textbooks
Handout:	A collection of lectures, the syllabus
Main literature: 1. Асмолов А.Г. Психология личности. - М., 1989. 2. Ананьев Б.Г. Человек как предмет познания. — Л., 1989. — 452 с. 3. Ананьев Б.Г. О проблемах современного человекознания. - М., 1977. 4. Абульханова-Славская К.А. Деятельность и психология личности. - М., 1980. 5. Аристотель Соч. в 4-х т. М. 1976 6. Брушлинский А.В. Проблемы субъекта в психологической науке. Псих. Жур. №6 1991 7. Берне Э. Развитие Я-концепции и воспитание. М. 1986 8. Божович Л.И. Личность и ее формирование в детском возрасте. М 1968 9 Бехтерев В.М. Объективная психология. - М. 1991. - 222 с. 10. Бодал ев А. А. Личность и общение. М 1994 11. Вачков И. Основы технологии группового тренига. - М., 2012. 12. Венгер Л.А. Восприятие и обучение. - М., 2013. 13. Веккер Л.М. Психические процессы. В 3-х т. ЛГУ., Л. 1974 14. Выготский Л.С. Избранные психологические труды. М 1999 15. Величковский Б.М., Зинченко В.П., Лурия А.Р. Психология восприятия. М.1973 16. Вилюнас В.К. Психологические механизмы мотивации человека. М. 1990. 17. Восприятие и деятельность под ред Леонтьева А.Н. М. 1976 18. Выготский Л.С. Собр. Соч. в 6-ти т. М. 1982-84 19. Веккер Л.М. Психические процессы Л. 1974 2О.Вартанян Г.А., Петров Е.С. Эмоции и поведение. М. 1957 (Л. 1989). - 325с, 289 с. 21. Василюк Ф,Е Психология переживания (анализ преодоления критических переживаний). -М.1986.-333с 22.Ганзен В.А. Инварианты восприятия. Вестник Московского университета №5 1978 23.Гальперин П.Я. Введение в психологию. Р.-на-Д. 1999 24.Гамезо М.В., Домашенко И.А. Атлас по психологии. М 1986 25.Гиппенрейтер Ю.Б. Введение в общую психологию. М. 1997 26.Годфруа Ж. Что такое психология. В 2-т. М 1992 27. Грегори. Глаз и мозг. М. 1970 28.Григорьян Б.Т. Основные тенденции и дилеммы современной буржуазной философской антропологии. - М. 1989. - 189 с. 29. Декарт Р. Избранные произведения. - М., 1950. 560 с. 30. Джемс У. Психология. М. 1991 31. Декарт Р. Рассуждения о методе. - М.,1953. - 457 с. 32. Жаров A.M. Себетождественость личности и потенциальное бессмертие. В сб. соц. психология и философия. Л 1973 вып. 2 33.Жизненный путь личности. Под ред. Юхань А.В. Киев 1987 34. Зейгарник Б.В. Теория личности К. Левина. М. 2012 35. Запорожец А.В. Происхождение и развитие сознательного управления движением у человека. / Вопр. Психологии . 1988. № 1 36. Ильенков Э.В. С чего начинается личность. М. 1984 37. История зарубежной психологии. Тексты под ред. Гальперина П.Я., Ждан А.Н. 38.Иванников В.А. Психологические механизмы волевой регуляции. МЛ 1999 39.История зарубежной психологии 30-60 гг. (тексты). - М. 1986. - 719 с. 40.Короленко И.П.,Донских Т.А. Семь путей к катастрофе. Деструктивное поведение в современном мире. - Новосибирск, 1990. - 175 с. 41.Кон И.С. Открытие Я. М. 1987 42. Китаев-Смык Л.А Психология стресса М. 1983 43.Коул М., Скибнер С. Культура и мышление. М. 1977 44.Кузубова М.В. Влияние различных факторов на изменение механизмов проявления личностной тревожности. Канд.дисс. Алматы 1999. 45. Лук А.Н. Эмоции и личность. - М., 1982. - 145 с. 46. Ломов Б.Ф. Методологические и теоретические проблемы психологии. МЛ 984 47. Леонтьев А.Н. Проблемы развития психики М. 1999 48. Леонгард К. Акцентуированные личности. М. 2012 49. Ламонт Иллюзия бессмертия. М. 1984 50. Леонтьев А.Н. Деятельность. Сознание. Личность. Собр. Соч. в 2-х томах, т. 2. М. - 1983. - 304 с. 51. Леонгард К. Акцентуированные личности. - Киев 1989. - 430 с. 52.ЛамаркЖ.Б. Зоопсихология. -Харьков. 1997. - 177 с. 53. Левитов Н.Д. О психологических состояниях человека. - М., 1964.- 145 54. Лурия А.Р. Маленькая книжка большой памяти М. 1968 55.Мамардашвили М.К. Топология пути М. 2000 56.Маккоби, Джекли Психология половых различий. М. 1975 57.Мерлин B.C. Очерк интегрального исследования индивидуальности. М 1984 58.Маслоу А. Мотивация и личность. - Нью-Йорк, 2012 59.Мясищев В.Н. О взаимосвязи общения, отношения и обращения, как проблемы общей и социальной психологии - В книге: Социальная психология и лингвистические характеристики форм общения. - Л.,1970 60. Намазбаева Ж.И. Развитие личности умственно отсталых школьников. - Алма-Ата. 1976.-75 с. 61.Наенко Н.И. Психическая напряженность. - М.,1976. -111 с. 62.Нго Конг Хоан Эмоции в структуре мыслительного процесса. Автореферат кандидатской диссертации. - Л., 1984. - 33 с. бЗ.Омирбекова С.Ж. Особенности самооценки детей подросткового и раннего юношеского возраста Канд. Дисс. Алматы 1999 64. Психологические механизмы целеобразования. Под ред. Тихомирова- М., 1979. 65.Психология личности. Под ред. Ю.Б. Гиппенрейтер. М. 1982 66. Принципы развития в психологии под ред. Анцыфировой М. 1978 67.Психология формирования и развития личности. М. 1981 68.Психологические проблемы личности. Под ред. Шороховой Е.В. М 2013 69.Психология развивающейся личности. Под ред. Петровского А.В. М 1987 70.Петровский А.В., Ярошевский М.Г. История и теория психологии Р.-на- Д. 1998 71. Павлов И.П. Полное собрание сочинений. 2-е издание т. 3 кн. 1,2 М -Л. 1951.-497, 499 с. 72. Румянцева Т.Г. Критический анализ концепций и человеческой агрессивности. - Минск, 1982. -141 с. 73.Раппопорт А. Системный подход в психологии. Псих. Жур. Т. 15 №3 1994 74.Рубинштейн С.Л. Основы общей психологии. СПб 2000 75.Рубинштейн С.Л. Бытие и сознание.- М.,1959.-400с 76.Рубинштейн С.Л. Принципы и пути развития психологии.- М.,1959.-541 с. 77. Смирнов А.А. Проблемы психологии памяти. 78. Скороходова О .И Как я воспринимаю и понимаю окружающий мир. М. 1989 79. Столин В.В. Самосознание личности. М. 1983 80.Слободчиков В.И., Исаев Е.И. Основы психологической антропологии: введение в психологию субъективности. М. 1995 81. Симонов П.В. Мотивированный мозг. - М., Наука, 1987. - 214 с. 82.Симонов П.В. Эмоциональный мозг. - М.,1981. -255 с. 83. Совместная деятельность: методология, теория, практика Ответ, редактор Шорохова Е.В., Левкович В.П. - М., 1983. - 294 с. 84. Узнадзе Д.Н. Психологические исследования. М. 1966 85.Франкл В. Человек в поисках смысла. СПб. 1998. 86.Фрейд А. Психологическое «Я» и защитные механизмы - М., 1991-210с. 87. Фрейд 3. «Я» и «ОНО». В 2 т. Тбилиси, т. 1,1991.-116 с. 88. Фрейд 3. Психоанализ, - М. 1994. - 65 с. 89.Фрейд 3. Психология бессознательного. - М. 2014. -447 с. 90. Фромм Э. Искусство любить. М-ЛД990. - 111 с. 91.Фромм Э. Бегство от свободы. М. 1995.-351 с. 92.Факуяма Р. Конец истории?// Вопросы философии №3. - 1996 , стр.134 93.Франкл В. Доктор и душа. - С- Пб., 1997. - 287 с. 94.Хекхаузен К. Мотивация и деятельность. М. 2014 95.Хорни К. Невроз и личностный рост. С-Пб., 1997. - 315 с. 96.Шабельников В.К. Психика как функциональная система. Алма-Ата 1986 97.Ясперс К. Смысл и назначение истории. - МЛ991. - 357 с. 98. http:// www.psi-net.ru. 99. http:// I-gatalog.ru/psihologiya/index.php 100. http://master-class.narod.ru 101. A Dictionary of Psychology. Авторы: Andrew M. Colman. Published in the United States by Oxford University state Press Inc., 2013. 102. Psychology of Time. Авторы: Simon Grinding Emerald Group publishing Limited 2008. 103. The Comprehensive History of Psychology. Авторы: Arun Kumar Singh. Firth Edition: Delhi, 1999. 104. The Harvard List of Books in Psychology. Авторы: Harvard University. Published in the Oxford University state Press. London Inc., 2013. 105. Handbook of Adolescent Psychology. Авторы: Richard M. Lerner, Laurence Steinberg. Wiley, 2012. 106. EDUCATIONAL PSYCHOLOGY. Авторы: S. B. KAKKAR. Издатель: New Delhi 2005. 107. Psychology: The Briefer Course Авторы: William James. Издатель: Harper 2010.
Supplementary literature 98. Асмолов А.Г. Психология индивидуальности. М. 1986 99. Адлер А. Практика и теория индивидуальной психологии. М. 1993 100. Аристотель. О душе. В кн -соч. в 4-х томах т!. - М. 1975. - 528 с. (369) 101. Анохин П.Н. Особенности афферентного аппарата условного рефлекса их значение для психологии. - В сб.: Вопросы патопсихологии - М., 1971. - (35- 54 с .) 102. Антология даосской философии. - М. 1994.-447 с. 103. Августин Аврелий, Исповедь. - М. 1992. - 302 с. 104. Авицена Книга указаний и наставлений. - Новосибирск. 1998. - 565 с. 105. Абульханова-Славская К.А. Стратегия жизни. М. 1991 106. Берн Э. Игры, в которые играют люди, люди, которые играют в игры 107. Василюк Ф.Е. Жизненный мир и кризис: типологический анализ критических ситуаций.//Психол. Жур. Том 16,№3, 1995 стр. 90-101. 108. Вопросы психологической адаптации. - Новосибирск, 1974. - 102 с. 109. Вилюнас В.К Психология эмоций ПО. Вененгер О. Пол и характер 111. Выготский Л.С. Развитие высших психических функций. -М.,1980.-406 с. 112. Вилюнас В.К. Эмпирические характеристики эмоциональной жизни.//Психологический Жур. Том 18№3 1997(стр.26-35) 113. Гальперин П. Я., Кабыльницкая С.Л. Экспериментальное формирование внимания. М. 1974 114. Ершов Г.Г. смысл жизни и социальное бессмертие. Л. 1981 115. Кант И. Критика чистого разума. - Л. 1963 .541 с. 115.Леонтьев А.Н Потребности, мотивы, эмоции. - М., 1989. 1 іб.Личко А.Е. Психопатии и акцентуации характера у подростков. Л. 1983 117.Лук А.Л. Юмор, остроумие, творчество. М. .1977 П8.Леви - Брюль Л. Сверхъестественное в первобытном мышлении. - М.,1967. 112с. Обратная сторона смерти. М., 1999 119. Психология личности. Под ред. Гиппенрейтер Ю.Б. СПб, 2000 120Практикум по общей психологии . Под ред Щербакова А.И. М. 1990 122. Практикум по общей психологии . Под ред Леонтьева А.Н., Гиппенрейтер Ю.Б. 123.Платон соч. в 3-х томах т. 2. - МЛ 970. - 505 с. 124.Проблемы человека в западной философии М. -1988.- 462с. 125. Прохоров А.О. Теоретические и практические аспекты проблемы психологических состояний личности.- Самара, 1991.-245 с.

Personnel information

Фотография	Name Sapargaliyeva
Stuff unit:	Type of rate: staff member The category of remuneration: G-4 Name of disciplines: 1. Psychology
Academic career:	Назначение на должность заведующего кафедрой				01.092011г.
	Ученое звание доцента				-
	Защита кандидатской диссертации				30.11.2005г.
	Защита докторской диссертации				-
	Получение диплома с отличием о высшем образовании				1998г.
Professional activities:	teacher				Employer MES RK
Scientific and research projects over the last five years:
Название проекта или научной темы: -
Сотрудничество с партнерами из профессионально значимой практической сферы в течение последних пяти лет: Сотрудничество с психологами КазНУ имени аль-Фараби, КазНПУ имени Абая, Ассоциация психологов Казахстана.
Название проекта: Партнер: Финансируется
Patents and copyrights:		No
Publications
Total number of publications – 30 Selected publications of the last years:
Деятельность в иных профессионально значимых организациях в течение последних пяти лет:		Организация	Функциональные Обязанности			Продолжительность
		Ассоциация психологов Казахстана.		Действительный член Ассоциации психологов Казахстана.		5 лет

Calendar-thematic plan

Week	(L) the content of the lecture course (P/S)practical (seminar) classes	Volume hours	Task IWMS	Volume hours	The timing and form of reporting IWMS
1	L. Introduction. 1. Subject, tasks and structure of psychology of the higher school. 2 Education as a global object of psychology of the higher school. 3 The role and place of higher education in vocational training. P. The subject of the course “Psychology of the higher school”. The goals and objectives of higher education in a market society.	1 1	Make a summary of the history of development of psychology of the higher school.	5	2 неделя пятница в 11.40 Конспект
2	L. Epistemological and ontological problems of the educational process in the conditions of market economy. 1. Psychological education in higher education. 2. The problem of the content of psychological education at the University. 3. Psychology of the educational environment. 4. Psychology information environment. P. the Role of higher education in the formation of professionalism and competence.	1 1	To create individual reports on the topic: “Historical outline of the development of higher education".	5	3 неделя пятница в 11.40 Доклад, этапы
3	L. Professiogram and the psychogram of a worker in the sphere of future professional activity. 1 Psychological structure of the learning process. 2 the Methodological structure of pedagogical activity. 3 Teaching as an activity. 4 Factors and patterns of teaching. P. The higher education system in Kazakhstan.	1 1	Write an essay on "the Advantages and disadvantages of the traditional system of higher education". To describe and reveal the structure of higher education in foreign countries.	5	4 неделя пятница в 11.40 Эссе
4	L. The Psychology of cognitive activity of students in the learning process. 1 Methods for the synthesis of cognitive processes (perception, memory, thinking) as the basis for innovative learning technologies. 2 Activity and cognitive processes. 3 Effectiveness of the learning process as the effectiveness of jointly-dialogic cognitive activity. P. Psychology of cognitive activity in the process of learning.	1 1	Presentation on theme: “Development of cognitive activity of the student as the main task of modern higher school.”	5	5 неделя пятница в 11.40 Презентация
5	L. Psychological methods and means of improving the efficiency and quality of education in modern conditions. 1. Psychology of interactive methods and jointly-dialogic cognitive activity. 2. The use of active learning methods in the University. 3. Psychological reserves of increase of efficiency of teaching at the University. P. Effectiveness of the learning process	1 1	To prepare a project on “Psychology of higher school and the problems of quality of training”.	5	6 неделя пятница в 11.40 Проект
6	L. Psychological bases of education. Psychology of personality and students group. 1. Personality as a psychological category. 2. Development of personality. 3. Psychological, social and biological characteristics of the individual. Age and psychological characteristics of students. 4. Students’ social adaptation. The typology of the individual student. P. Leading role of training and education in mental development.	1 1	To prepare the development of psychological microanalysis of the student group.	5	7 неделя пятница в 11.40 Разработка
7	L. the Problem of education in higher education. 1. The means of education as ways of psychological influence aimed to change personality and behavior. 2. Classification of methods of education and their effectiveness. 3. Types and capabilities of psychotherapy and their educational value. 4. Objectives and methods of education in the University. P. Fundamentals of psychology of education in higher education. Methods and techniques of education.	1 1	Plan questions for discussion.	5	8 неделя пятница в 11.40 Тексты-вопросники.
8	L. Upbringing and the formation of professional identity. 1. The UNIVERSITY as a system of formation of professional identity. 2. The structure of professional identity: professional awareness of morality and ethics, as a subject of professional activity. 3. Functional and structural components of professional identity: cognitive, motivational, emotional, operational. P. Professional skills and “self-concept”.	1 1	To develop the script of the seminar on psychology in accordance with the principles of efficient co-operation of the teacher and the students.	5	9 неделя пятница в 11.40 сценарий
9	L. 1. Problems of psychodiagnostics of professionally-oriented personality. 2. Diagnostics in high school. 3. The main functions of psycho-diagnostics in the system of modern higher education. 4. Classification of psychodiagnostic methods. P. Less formalized methods (observation, analysis of products of activity, interview, conversation). Highly formalized techniques (tests, questionnaires, surveys, etc.).	1 1	To develop a system of written assignments related to the solution of cognitive-creative, personal-reflective, communicative, educational and organizational problems.	5	10 неделя пятница в 11.40 Обработка данных методик, тестов.
10	L. Psychological consulting of students and teachers with respect to the profile of the future professional activity of a specialist. 1. Psychological characteristics of pedagogical activity of the teacher of high school. 2. The content, forms and characteristics of teaching. 3. The basic functions of teaching. 4. The concept of common and special pedagogical abilities. P. education and psychological aspects.	1 1	To develop a draft programme of training in practical psychology of personality of psychologist on the topic of interest.	5	11 неделя пятница в 11.40 Разработка тренинга
11	L. Management of the learning process. 1. Management of cognitive activity in the process of teaching. 2. Diagnosis of cognitive activity in the process of teaching. 3. Psychological peculiarities of management in the activities of the teacher. 4. The problem of personality in the office. P. Fundamentals of conflict studies at the pedagogical communication. The concept and functions of conflict.	1 1	Make a summary on the subject: “Styles of relationship of teacher to student: authoritarian, mild, humane, personal, partner”	5	12 неделя пятница в 11.40 Конспект, презентация
12	L. Psychology of pedagogical communication. 1. The management of the learning process in conflict situations. 2. Pedagogical communication (communication) as the main form of interaction of subjects of educational process. 3. Function and structure of communication. 4. The perception and understanding of each other when communicating. Empathy and reflection. Feedback in communication. P. Communication barriers.	1 1	Make notes on the topic: “Teaching fellowship”.	5	13 неделя пятница в 11.40 конспект
13	L. Psychology of pedagogical influence. 1. Theoretical foundations of psychology influence. 2. The psychological effects of interactions and influence. 3. Strategy of imperative influence (behaviorism). 4. Manipulative influence strategies (cognitive psychology). P. Classification of psychological influance.	1 1	Make notes on the topic: “ Psychological influence on the person”.	5	14 неделя пятница в 11.40 конспект
14	L. Problem of interpersonal interaction between the teacher and students. 1. Psychological difficulties of the profession of high school teacher. 2. Particular difficulties of young and Mature high school teachers. 3. Stress and mental health of the teacher. P. Empathy and reflection of the teacher.	1 1	Essay on the topic: “Psychological components and criteria of pedagogical skill of the teacher of higher school”.	5	15 неделя пятница в 11.40 реферат
15	Elements of psychotherapy in the work of the teacher. 1. The problems of burnout and psychological adaptation of subjects of the educational process. 2. Types of professional destructions: authoritarianism, demonstrative, professional dogmatism and indifference, professional aggression. 3. Professional deformation of people socionomic professions as a kind of occupational diseases. P.	1 1	Control questions and questions for self estimation	5	Рубежный контроль
	Total:	15 15		75

score-rating alphabetic system of evaluation of knowledge

Mark on alphabetic system	digital equivalent	The percentage	Traditional system score
A	4,0	95-100	Excellent
A-	3,67	90-94
B+	3,33	85-89	Good
B	3,0	80-84
B-	2,67	75-79
C+	2,33	70-74	Satisfactory
C	2,0	65-69
C-	1,67	60-64
D+	1,33	55-59
D	1	50-54
F	0	0-49	Unsatisfactory

Lecture 1. Introduction Plan: 1. Subject, objectives and structure of psychology of the higher school. 2. Education as a global object of psychology of the higher school. 3. The role and place of higher education in vocational training.

Psychology is the science that occupies an ambivalent position in a number of other scientific disciplines. As a system of scientific knowledge it is familiar only to a narrow circle of specialists, but at the same time it knows almost every person with feelings, speech, emotions, memory, thinking and imagination, etc. Psychology - the science of a kind. Acquirement a man of knowledge has occurred since ancient times. However, for a long time psychology was developed in the framework of philosophy, reaching the highest level in the works, Aristotle's (treatise “About the soul”), scientists consider him the founder of psychology. Despite this long history, psychology as an independent experimental science was formed relatively recently, only since the mid-nineteenth century, the Term “psychology” first appeared in the scientific world in the sixteenth century, the Word “psychology” comes from the Greek words: “рsyhe “ – “soul” and “logos” – “science”. Thus, literally psychology is the science of the soul.

Later, in the XVII-XIX centuries, psychology has significantly expanded the scope of its research and began to study human activity, unconscious processes, while retaining the former name. The subject of study of modern psychology is a quite wide range of science that continues to evolve very rapidly (every 4-5 years there is a new direction). However, you can highlight fundamental and special branches of psychology. Fundamental (basic) branch of psychological science are equally important for the analysis of the psychology and behavior of all people. This versatility allows them to be grouped under the name of “General psychology”. Special (applied) branch of psychological knowledge study any narrow group of phenomena, i.e. the psychology and behavior of people engaged in any narrow field of activity.

According to the classification presented by R. S. Nemov. General psychology consists of: 1. Psychology of cognitive processes and states. 2. Psychology of personality. 3. Psychology of individual differences. 4. Developmental psychology. 5. Social psychology. 6. Zoopsychology. 7. Psychophysiology. and there are some special branches of psychological research 1. Pedagogical psychology. 2. Medical psychology. 3. Military psychology. 4. Legal psychology. 5. Cosmic psychology. 6. Engineering psychology.

7. Economic psychology. 8. The psychology of management.

One of the relatively new direction of psychology which has acquired because of new requirements to the educational process of the University that are caused by rapid scientific and technological development of our society is “psychology of higher school”. The combination of education of students with the research work involve the continuous improvement of quality and efficiency of the educational process, taking care of the quantitative and qualitative growth of the teaching staff, during vocational training of highly qualified specialists for various branches of national economy, science and culture. Among scientific disciplines and the whole system of training specialists with higher education an important place belongs to the psychology of the higher school. The scientific content of this discipline is a necessary part of the theoretical and practical Arsenal of the modern teacher and the head of the institution.

Higher school psychology studies the psyche and the psychological characteristics of students, teachers and administrators of the University.

The subject of psychology of the higher school is individual and socio-psychological effects coming from the conditions of the universities. Higher school psychology studies the place and role of mental processes, states, properties, experience and their development and functioning in activities of students, teachers and heads of institutions. Unlike general psychology that studies the general laws, the essence of mental life of people, the psychology of the higher school are particularly interested in the functioning, change, development and the formation of the psyche of students, psychological peculiarities of teachers’ activity. It synthesizes in certain respects the achievements of pedagogical, social, developmental psychology, psychology of labor, etc. In terms of substantive content she is teaching psychology in relation to the University.

The main objectives of higher school psychology are:

• Participation in the development of the "model" of modern specialists with higher education.

• Psychological analysis of activity of students, faculty, departments, management staff of universities and the identification on this basis, the psychological preconditions of increase of efficiency of educational process of higher education and training.

• Study of psychology of the student community, its influence on the teaching, social, scientific and production activity of students.

• To identify patterns of identity formation and professionally important qualities of future specialists with higher education (with respect to the profile of the University and of course, age and social characteristics).

• Development problems of psychological preparation of students for* practice after graduation.

• Study of psychology of the personality and work of a University teacher, psychological foundations of pedagogical skills and creativity.

• Study of the problem of vocational guidance and selection of profession in higher education.

• Analysis of the process of adaptation of former students to College teaching, and graduates to the work environment.

Lecture 2. Gnoseological and ontological problems of the educational process in the conditions of market economy Plan: 1. Psychological education in higher education. 2. The problem of the content of psychological education at the University. 3. Psychology of the educational environment. 4. Psychology of the information environment.

Theory of knowledge (gnoseology) is a branch of philosophy that studies issues such as the nature of knowledge, its limits and possibilities, the relation of knowledge to reality, subject and object of knowledge, the general background of the cognitive process, the conditions of validity of knowledge, criteria of its truth, forms and levels of knowledge and a number of other problems. The term “gnoseology” comes from the Greek word “gnosis” means knowledge and “logos” - a concept, a science, i.e. the science about the knowledge.

The term “ontology” means (Greek. “óntos” “things”+ logos) is a philosophical doctrine about the principles, the foundations, the structure and laws of being, unlike the teachings about knowledge (gnoseology), i.e. the doctrine about existing. In the classic sense ontology is a knowledge of the extremely common. One of the main issues of ontology: what exists? The major concepts in science: Genesis, movement, time, space, form of existence (existential, ideal, material, properties, structure. Thus, ontology tries in the most General way to describe the universe existing.

Onto-gnoseological analysis of education as a factor of personality development throughout the history of the development of philosophy of education is one of the difficult problems, the solution of which is the subject of special studies. Disclosure of ultimate foundations of education is directly related to the essential contents of the personality of the subject. Historical-logical discourse of the concepts of cognition in the process of educational activity allows you to establish the genetic relationship and continuity of ideas of the different philosophical schools of cognitive activity, which has been developed in the framework of modern concepts of education, the core of which is the image formation of Homo sapiens, combines the knowledge of the nature of everything, with the development of spiritual and moral content of existence in the human world.

All academic courses in psychology are divided into 3 groups: 1. Subject-centered disciplines (basic science; applied). 2. Problem-centered disciplines (psychology of deviant behavior; communication psychology; family, etc.). 3. Methodologically-centered disciplines (experimental psychology, mathematical statistics, psychological testing, psychological counseling, psychotherapy). The introduction of the subject (psychology) involves certain changes in relation to other disciplines: • Create a special psychological climate. • Psychologisation of the learning process. • Psychologisation process of education. Psychologies: 1. Cognition of psychology in the form of a dialogue. 2. Considering simple knowledge. 3. The study of psychology involves the activation of different types of thinking. Learning objectives psychology. There are 3 main goals of psychology as an academic and scientific discipline: 1. The search for new psychological knowledge (research psychology). 2. The application of psychological knowledge to solve practical problems (applied and practical psychology). 3. The transfer of psychological knowledge (methods of teaching of psychology).

The appeal of psychology to the study of theoretical and practical problems of professional readiness of students for future activities and its formation in relation to the holistic development of the individual student is an important factor in the methodology of psychology and personality.

Under the professional readiness we mean a complex personal education, including special knowledge in a particular field, knowledge of the object of pedagogical activity, the understanding of the structure and the content of the main components of pedagogical activity, interest in its implementation, the awareness of attractive and unattractive sides, motives of choice of profession, evaluation and self-evaluation of personal qualities of the teacher.

The efficiency of the process of formation of professional readiness of students for future activity improved significantly when the scientific development of theoretical and methodological foundations, a comprehensive program and plan for the formation of professional readiness. With regard to the specific characteristics specific to the University, developed materials, a team of University professors more focused will be able to solve the problem of formation of professional readiness of students for future activities.

The result of the change in the system of education in the University is the growth of attention to the subjects of a humanitarian cycle is the need to restructure the teaching of psychology for different specialties of higher education institutions. Today, in our opinion, the system of teaching of psychology has a number of disadvantages, one of the most important of which is the lack of graduates’ skills to apply psychological knowledge in a particular situation at work, a certain isolation of the existing theoretical knowledge from their application in practice.

Learning objective of psychology is theoretical and practical knowledge and methods of communication and interaction with people in various conditions of their life. The peculiarity of the psychological consciousness of the unity of knowledge and action. Therefore, the theoretical knowledge of the ways of energy that can be directed bilateral – on themselves and on others – is not a scientific psychological knowledge. The unity of the psychological ways of knowing and ways of acting upon, is implemented in order to achieve unity of knowledge of others and self-knowledge.

Fundamentally important is the fact that teaching psychology in higher education is not only aimed at mastering the ways of transformation of behavior and way of thinking of other people, but also the ability to transform themselves.

In the process of studying of disciplines of psycho-pedagogical cycle changed views of students about the role of psychological knowledge in shaping the personality of the future specialist.

The development of the creative potential of the adult cannot be rationally understood only within the system of continuous education. Here it is necessary to consider features of the environment development in the broadest sense of the word. Socio-cultural environment is a complex structure of social, material and spiritual context of human activity. The environment is an essential condition for the development of the individual; at the same time, under the influence of human activity environment changes itself. That is why the problem of the relationship between man and environment are considered in the framework of different scientific disciplines and areas (philosophy, psychology, social ecology, sociology, etc.).

Educational environment is a subsystem of the socio-cultural environment, the combination of historical factors, circumstances, situations, i.e. the integrity of the specially organized pedagogical conditions of development of the personality. In a broader sense of socio-cultural educational environment can be understood as a structure that includes multiple interconnected levels. The global level can be attributed to the global trend of development of culture, economy, politics, education, global information network, etc. At the regional level (countries, large regions) - educational policy, culture, education, ability to live in accordance with social and national norms, customs and traditions, mass media, etc. To the local level - an educational institution (his microculture, microclimate), the immediate environment, family. In a narrow sense to the environment can be attributed only to the immediate environment of the individual. It is the environment and the communication with him can have the most influence on the formation and development of man.

Many researchers under socio-cultural educational environment understand the system of the key determinants of education and human development: people who influence educational processes; socio-political system of the country; natural and socio-cultural environment (including culture pedagogical environment); media; random events. Introducing the concept of “humanitarian educational environment”, the researchers consider it as a condition, to enable the emergence of a new cultural, educational and socio-pedagogical thinking. Humanitarian educational environment is the cultural and educational space with a priority of humanistic and moral values and has such quality characteristics as integrity, autonomy and openness. Humanitarian educational environment creates conditions for the development of the intersubjective process of education, current transformations of subjectivity.

Thus, the educational environment can be characterized as a set of social, cultural, and specially organized in an educational institution of psycho-pedagogical conditions, as a result of their interaction with the individual is the formation of personality.

Lecture 3. Professiogram and the psychogram of a worker in the sphere of future professional activity Plan: 1. Psychological structure of the learning process. 2. The methodological structure of pedagogical activity. 3. Learning as an activity. 4. Factors and patterns of educational process.

When the learning process is ended the adulthood begins. Yesterday’s student, masters proceed to their profession. It has already other requirements. The society wants the largest possible number of employees to be specialists, to give them vocational education, special training. In the psychology of work a model specialist is expected as a reflection of the volume and structure of professional and socio-psychological qualities, knowledge, skills, together representing his generalized characteristics as a member of society. In General, the model of a specialist may include the following components. Professiogram - description of features of a particular profession, revealing the nature of professional work and requirements that apply to the person. Professiogram is a description of system features that characterize a particular profession, including a list of norms and requirements of the profession or specialty to the employee. An important part of the professiogram is a psychogram - description of the psychological characteristics of particular professional activities, the combination of psycho-physiological and personal characteristics of the employee, important for its successful implementation. Otherwise, the psychogram is a characteristic of the requirements of the profession to the human psyche.

Problems of psychological support of the effectiveness of the learning process in the education system are of special importance in a period of radical restructuring of the socio-economic structure of society. The increased requirements to the quality of training of specialists, their worsening in the conditions of competition for jobs in the field of social production, the increasing complexity of the socio-economic situation in the regions have specific score to the effectiveness of the learning process both General and special, which is aimed at preparing students to solve professional tasks in a constantly changing environment. The problems of the organization of General education is greatly exacerbated by the decline of cognitive motivation of students.

Structure of the learning process: the main structural elements of the learning process are the following three: 1) educational content (what to teach); 2) the activity of the teacher (teaching); 3) the activity of the student (learning).

The educational content is implemented mainly by the order of society, that is what every student and master should learn to enter his professional world. It is very important how the teacher imagines the content of education, as it is due to this reason the organization of the learning process.

Teaching is an activity of the teacher in the organization of student learning of the content of education and the leadership of this assimilation. The task of the teacher consists not in transforming of “ready” knowledge but in creation of conditions for active in cognitive activity of the student.

The student executes cognitive activity aimed at mastering the content of education and providing self-management of the learning process.

Contemporary socio-cultural situation and tasks of education require that the description and design of learning objectives was organized by a teacher-methodologist. This is necessary, firstly, because modern production and practical activities often put very specific goals, tasks that can be solved only by specially trained people. Secondly, the current methodological thinking can design very effectively the educational process, but it requires the customer a clear and defined goals. Thirdly, modern technological society quickly and intensively develops and demands the same from training systems, i.e. it requires tracking the professional market, the rapid and systematic description of the properties of the person, society and the operational design for the task of training programs.

Thus, on the methodological language learning system can be described as system that develops from a situation of learning complex activities using reflexive dismemberment activity to start simple training activities, and then to the building complex that matches the specified task activities.

Under activity in psychology is commonly understood as active interaction with the environment in which he consciously reaches the goal, resulting from the appearance of his specific needs, motive. Activities that ensure the existence of man and the formation of his personality - communication, play, learning, work.

Learning has a place where human actions are controlled by a conscious goal to acquire certain knowledge, skills, behaviors and activities. Learning is a specific human activity, and it is possible only at the stage of development of the psyche of man, when he is able to regulate his actions by conscious purpose. Learning requires the cognitive processes (memory, intelligence, imagination, mental flexibility) and volitional qualities (attention management, regulation of feelings, etc.).

In the learning activity are combined not only cognitive functions (perception, attention, memory, thinking, imagination), but also the needs, motives, emotions, will.

Any activity is a set of physical actions, practical or speech. If the teaching activity, can it be done without external and visible forms? Scientific studies have shown that in addition to practical activities, the person is able to carry out a special Gnostic (cognitive) activity. Its aim is the knowledge of the outside world.

All the patterns of educational process, are divided into general and specific. The patterns involving the action of the whole didactic system are called general. Those that apply to an individual component (aspect) of a system are called specific. General regularities of the learning process are characterized by the allocation of General or complex factors underlying their impact overall productivity (efficiency) of learning and it is quite certain that do not allow false interpretations allocation of entities and commits the common links between them.

The general patterns of the learning process are following: ­– The pattern of purpose: the purpose of the training depends on the level and pace of development of society, its needs and capabilities and the level of development and possibilities of pedagogical science and practice. — The regularity of the content: the content of learning (education) depends on societal needs and learning objectives, the pace of social and technological progress, capabilities of students age, level of development of the theory and practice of training, logistical and economic opportunities of educational institutions. — The regularity of the quality of education: the effectiveness of each new stage of learning depends on the productivity of the previous stage and achieved its results, the nature and volume of the studied material, organizational technological impact of teaching, learning, learners and training time. — Regularity of methods of teaching: the effectiveness of teaching methods depends on the knowledge and skills in the application of methods, objectives and content of teaching, the age of the students, learning opportunities (learning) of students, logistics and organization of the educational process.

The scope of the laws of learning apply to individual components of the educational process. Modern science knows a large number of specific patterns. Among them are the following: – Didactic (substantial and procedural) patterns: – Learning results (within certain limits) are directly proportional to the duration of the study. – The productivity of mastering a given amount of knowledge, skills (within certain limits) is inversely proportional to the amount of the studied material, or the volume of required actions. – The productivity of mastering a given amount of knowledge, skills (within certain limits) is inversely proportional to the difficulty and complexity of the study of educational material, form of action. – Learning results \within certain limits) are in direct proportion to the awareness of learners learning objectives. – Learning results (within certain limits) is directly proportional to the importance for students to competence content. – The learning results depend on the method of inclusion of students in the learning activity. – The learning results depend on the used methods. – The learning results depend on the applicable funds. – The productivity of mastering a given amount of knowledge, skills depends on the character created by the teaching-learning situation.

Lecture 4. Psychology of cognitive activity of students in the learning process Plan: 1. Methods of synthesis of cognitive processes (perception, memory, thinking) as the basis for innovative learning technologies. 2. Activities and cognitive processes. 3. The effectiveness of the learning process as the effectiveness of jointly-Dialogic cognitive activity.

Cognitive activity of students is a traditional subject of study of educational psychology. In connection with the reform of higher education and the introduction in educational process of new technologies particularly acute problem of management of informative activity of students. Accelerating the pace of scientific and technological progress leads to the fact that a graduate has to work in a new information space. System-generated knowledge must be "open", i.e. it should provide the person the ability to replenish, the transformation of this knowledge and productive thinking.

Perception, memory, thinking, imagination as a cognitive processes represent as an integral part of any human activity and provides some of its effectiveness. Cognitive processes allow a person to preplan goals, objectives and content of future activity, to lose in mind the course of this activity, their actions and behavior, to anticipate the results of their actions and manage as it progresses. When people talk about General abilities of the person, they also mean the level of development and the characteristic features of his cognitive processes, for the better developed in humans, these processes are, the more capable he is, the more opportunities he has. Cognitive processes are carried out in the form of individual cognitive actions, each of which is a holistic mental act that consists inseparable from all kinds of mental processes.

Memory is the process of the organization and preservation of past experience, enabling its reuse in the activity or return to the realm of consciousness. Memory associates a person’s past to its present and future and is an essential cognitive function that underlies development and learning.

Perception is a complex psycho-physiological process of formation of perceptual image. Sometimes the term Perception refers to the system of actions aimed at familiarization with the subject acting on the senses, i.e. sensory-research observation

Depending on which of the leading analyzers in this act are used can be distinguished visual perception, hearing, tactile, gustatory and olfactory perception. perception, are important in the analysis of the influencing stimuli, refining the senses, their synthesis into a coherent image of the object and its spatial-temporal localization.

Thinking (Engl. thinking) is the mental process of reflection of reality, the highest form of creative human activity. Thinking the reflection of objects because it is creative transformation of their subjective images in the mind of the person, their values and meaning for the resolution of real contradictions in the circumstances of the life of the people, for the formation of its new goals, open

new tools and plans to achieve them, revealing the essence of the objective forces of nature and society. Thinking is a purposeful use, development and increase of knowledge, is possible only if it is aimed at resolving the contradictions objectively inherent to the real subject of thought.

Cognition is one of the main human activities, the content of which is the use of currently available knowledge to produce new. The process of cognition does not exist in the form of a finished result, but is a movement toward a more complete and in-depth knowledge with the dignity of the truth. As a certain kind of human activity, cognition includes the necessary elements: the subject and object of knowledge, the means and methods of cognition, the result, i.e. knowledge and its evaluation. Consideration of these elements allows you to answer key questions of gnoseology.

Lecture 5. Psychological methods and means of improving the efficiency and quality of education in modern conditions Plan: 1. Psychology of interactive methods and jointly-Dialogic cognitive activity. 2. The use of active learning methods in the University. 3. Psychological reserves of increase of efficiency of teaching at the University.

A number of distinctive features of active learning are allocated: 1. Forced activation of thinking, when the learner is forced to be active irrespective of his wishes. 2. Long time involvement of the learners in the learning process, as their activity should not be short-term or episodic, and largely sustainable and long-term (i.e. for all classes). 3. Independent creative development of solutions, improve the level of motivation and emotion of students. 4. Permanent cooperation of trainees through backward and forward linkages.

Considerable interest in vocational education have active learning methods, the essence of which - in the creation of didactic and psychological conditions which help to the express intellectual, personal and social activity of the learners. Here is given brief description of the main methods of active learning, of particular value to technical and socio-economic disciplines at the University level.

Roleplaying (roleplaying game) is a simulation game method of active learning, characterized by the following features: • the availability of tasks (problems) and the distribution of roles between the participants of its decision. Example: using this method can be simulated a meeting; • interaction between the participants in the first class. Each of the participants in accordance with its role may agree or disagree with the opinions of other members, to express their opinion, etc.; • entering of correcting conditions. So by the teacher in the learning process, the teacher may interrupt the discussion and report some new information that must be considered when solving the tasks, guide the discussion in a different direction, etc.; • evaluation of the results of the discussion and summing up of the game by the teacher and participants.

Method of productive projection is characterized by the following features: • having a research or engineering task (problems) which is allocated for students by the teacher; • split the group up into small groups to develop solutions for a given task (problem); • representation of the solution of the task (problems) with subsequent analysis of the class. This method is of particular relevance in the study of engineering disciplines, because it helps bring students to real engineering activities, to participate in solving engineering tasks. It should be noted that the game projection can encompass a lot of time: typically for project activities takes time, measured in days and sometimes weeks. So part of this work may be combined with the development of course projects or other significant tasks performed by the students.

The analysis of specific situations (case study) is an effective method for enhancing the educational-cognitive activity of the learners. This method is characterized by the following features: • the availability of a particular situation; • development group (sub-groups or individually) solutions to the situations); • public protection of designed variants of solution of a situation, with subsequent review; • summing up and evaluation of activities. There are several types of situations: 1. The situation-the problem is a description of a real problem situation. Target of students: to find a solution to the situation or to come to the conclusion that it is impossible. 2. Situation assessment describes the position, the output of which is already found. Target of students: to conduct a critical analysis of the decisions taken, to give a reasoned opinion on the presented situation and its solution. 3. Situation-illustration presents the situation and explains its causes, describes the procedure for its solution. Target of students: to assess the whole situation, to analyze decisions, to formulate questions, to Express agreement or disagreement. 4. Situation-describes the application of pre-emption has already previously taken in connection with what the situation is character training, serves as an illustration to a particular topic. Target of students: to analyze these situations and found solutions, using this theoretical knowledge. Because the method of case studies aims to develop the ability to analyze unrefined tasks, the ability to develop and to take certain decisions, it can be used in various courses of engineering, socio-economic disciplines.

MASTAC-technology (method of active sociological testing, analysis and control) is the use of manuals containing recommendations for improving the style of work in certain positions and professions.

Business game as a form of active learning

Business game is a form of reconstruction of the subject and social content of future professional activity of a specialist, modeling of such systems of relations that are characteristic of this activity as a whole. With the help of symbolic resources (language, speech, graphics, spreadsheets, documents) in the business game is played professional atmosphere, similar in the main essential characteristics of the real. However in the business game is played only typical, summarized the situation in a compressed time scale. For example, exams may be played during one game session, and the development of the strategic plan of development of the enterprise for the period of somebody’s activities to one day.

Lecture 6. Psychological foundations of upbringing process. Personality psychology and student staff Plan: 1. Personality as a psychological category. 2. The development of personality. 3. Psychological, social and biological characteristics of the individual. Age and psychological characteristics of students. 4. Student’s social adaptation. The typology of student’s personality.

The concept of "personality" is a fundamental for all sciences. Personality is not only the subject of psychology, but also a matter of philosophical, socio - historical knowledge. Knowledge of the personality is a part of psychological knowledge, which reflects the interest in the person in its entirety is a complex human being and individuality. The study of personality focuses not only on psychological processes, but also on the relationship between these processes.

Personality development is one of the Central themes of practical psychology, and it is understood much differently including due to terminological confusion. Using the phrase “personal development”, in reality the experts mean at least four different meaning and, accordingly, four different themes. This: • What are the mechanisms and dynamics of personality development ( the personality is studied as a process), • Achieve identity in its development (this is the theme of the level of personality development), • What ways and means of the parents and society can form from the child’s personality (the theme of identity formation) • How a person can develop himself as a person?", where personal development is understood as an improvement.

Psychological portrait of a personality is a complex psychological characteristics of a person, containing a description of its internal peculiarities and possible actions in certain significant circumstances. The main driving force of personality development is programming properties — orientation, intelligence, and consciousness. Individuality has its own inner mental world, self-awareness and self-regulation of behavior, folding and acting as organizers of behavior “I”. Components of a psychological portrait of personality: • temperament • character • ability • emotions • will qualities • ability to communicate • self-esteem • the level of self-control

It is obvious that each person is unique in its individuality. However, we must not forget that we are intimately related with the surrounding world, and development of our social quality depends on whether we become full members of society. In fact, the concept “identity” is a social characteristic of an individual that is related to its genetic and biological instincts. Psychologists define personality as a stable system of all social qualities, acquired and developed in the process of human interaction with other people. Social characteristics of a person can be divided into intellectual and psychosocial. The intellectual include such mental qualities that affect cognitive activity: self-consciousness, the capacity for analytical and synthetic activity, self-esteem, susceptibility to the new, the ability to isolate risks. Psychological social personal qualities include:

• emotional (e.g., dignity, honor); • behavioral (will, determination); • communication (openness, tolerance); • creative abilities of the individual.

The social adaptation in psychology is understood, first, as an ongoing process of active adaptation of the individual to the social environment, secondly, as the result of this process. Adaptation is a prerequisite for active work and necessary condition for its effectiveness. In this case, the positive value of adaptation for the successful functioning of an individual in a particular social role. Researchers distinguish three forms of adaptation of first-year students to University conditions: 1) formal adaptation regarding cognitive-informational fit students to their new environment, to the structure of the higher school, to the content of training in it, his requirements, his duties; 2) social adaptation, i.e. the process of internal integration (combination) groups of first-year students, and the integration of these groups with the student environment in General; 3) didactic adaptation relating to the preparation of students to new forms and methods of educational work in higher education.

There are several more modern types of students than a simple division between “budget” and “commercial”, and these types are found in that and in other of these groups. The first type can be called “businessman”. This student prefers to achieve success in the business sector, the higher education in order to master the theory and practice of entrepreneurship, to move quickly, to engage in leadership, organizational activities, it is sure that you choose the right specialty training, according to him his abilities, but at the same time, it is more critical to her school, knows the specifics of the profession (professional development opportunities, wages, working conditions, career prospects), is not afraid of unemployment, he has a more developed (self-assessment) such relevant personal qualities such as individualism, professionalism, initiative, independence, ability to change views when changing circumstances, fast and easy adaptation vivement in new conditions. The second type with the same degree of conditionality is called "the emigrant". Higher education "immigrants" mostly get for free to learn foreign languages and to get the opportunity to study, work abroad. They are confident in the correctness of their choice of specialty and according to him his ability, but also in the ability of the University to give them training at the required level. They are well developed (self-assessment) individualism, optimism, light vivement in new conditions. Both opposed to the "traditionalist". He values a good education, vocational training, the higher education in order to receive a diploma, conduct scientific research, are less critical to the University, worse knows the realities of the future professional activity, are more fearful of unemployment, he has a highly developed professionalism and efficiency, less enterprising, ability to take risks and change their views when changing circumstances, to get used to new conditions, life optimism.

Lecture 7. The problem of upbringing in higher education Plan: 1. The means of education as a means of psychological impact aimed at changes in personality and behavior. 2. Classification of methods of upbringing and their effectiveness. 3. Types and capabilities of psychotherapy and their upbringing value. 4. Objectives and methods of upbringing in the University.

Upbringing, training and development are equal parts of education. The last component, as a frontier between the two previous, combines the inherent characteristics, because in the process of developing training the new personality of the learners are brought up. This division is relative, because in practice all areas of education are closely linked. But since the organization, forms and methods of upbringing and education have the specificity, it is necessary to explain the essence of upbringing which should be considered separately as pedagogical category, to understand its meanings, goals and objectives in the context of contemporary socio-economic changes in our country.

In connection with reforming education and changing educational paradigms the problem of upbringing at all educational levels is particularly acute. The modern realities of University life suggests that in the post-Soviet educational space upbringing component as a vestigial organ of the old system has lost its relevance and the new paradigm of upbringing only develops and acquires new axiological meanings. In this boundary situation of upbringing processes weakened and largely depend on the will and skill of teachers, administration initiatives and traditions of a particular institution.

In the process of development of society changes the content of upbringing, but always pedagogy considers the person as a subject of upbringing, and the upbringing impact is aimed at its improvement. This gives a basis to determine the phenomenon of upbringing as a transformative activity for teachers aimed at changing consciousness, philosophy, psychology, values, knowledge and ways of activity of the individual, contributing to its qualitative growth and improvement. The goal of upbringing is expected changes in the team or person encountered in the process of implementation of the system of upbringing action.

Global socio-historical experience allows us to determine the primary purpose of upbringing as the formation of a harmoniously and comprehensively developed personality prepared for the initiative for social and professional activities in modern society, personality, able to divide and increase its value.

The goals of upbringing determine the content, methods and tools, optimum interaction which should provide the desired result. Upbringing is multi-factorial process that depends on a number of objective and subjective factors. The objective factors include the socio-historical features, cultural traditions of the country, adopted in the upbringing system, subjective factors include personal qualities of teachers, their teaching skills, psychological characteristics and value orientation of participants in the upbringing process.

Criteria of politeness of the person may be: • the degree of mastery of universal humanistic dominants; • mastery of ethical standards and aesthetic values of the society as the basis of social and professional activities, personal assessments and actions; • the level and hierarchy of personality traits acquired in a process of education.

As a bilateral process (the teacher - the subject of upbringing), upbringing involves the shift of initiative from the teacher through partnership to self-education when it becomes fruitful Autonomous initiative of the subject or subjects of upbringing through an act of self- upbringing. Upbringing is multi-directed process, where each specific goal leads to matching its content and methods. The direction of education is determined by the unity of purpose and content. In pedagogical science traditionally there are intellectual, moral, aesthetic, labor, physical education, which is now complemented by its civil, legal, economic, and environmental areas. The process of upbringing in General and within individual areas can be implemented at different levels: at the level of society, social institutions, social groups, interpersonal (interpersonal) and intrapersonal (self- upbringing) levels.

Historically, the types of upbringing developed within the relevant culture. So, the primitive culture corresponds to the first historical type of education, based on the orientation of children to the reproduction activity of adults and binding, collective nature.

The civilization has led to a different types of education, deterministic social and economic inequality, the division of labour, and, consequently, different pedagogical objectives. Historical diversity of models of upbringing depends on the characteristics of local civilizations, theories of cultural and national specificity.

Eastern type of culture has identified the Eastern type of upbringing, based on the primacy of the society before the individual, rigid adherence to traditions and canons, the restriction of independence of thought and individual liberty. At the same time, the pedagogical tradition of the East sees the person as a unity of emotions, will and reason, subordinates, however, social and religious norms.

Western type of culture that arose in ancient times and became the prototype of modern European culture, has created a pedagogical tradition that is fundamentally different from Eastern and determined the Western type of upbringing. The most characteristic features - focus on the development of the human will and understanding, the assertion in the individual and creativity, harmonization of relations between the individual and society, hence - focused and anotheronline approaches to the solution of educational problems. Traditions

In the process of studying in the University can be implemented almost all the areas of upbringing impact, especially in a University of professional education. Blocks of disciplines are adequately represented in the curriculum of the specialty, provide the possibility of obtaining: • moral, aesthetic, physical, legal, civil, economic education (Humanities block); • mental, environmental education unit (natural Sciences); • labour - in a practical and directly in the learning process both in the classroom and in the self-study.

We can distinguish three main groups of upbringing methods: • methods that shape the worldview and value orientation of students; • methods that stimulate motivation; • methods for facilitating the creative potential of the personality and its qualitative growth.

The content becomes a tool of upbringing only in the case when on the basis of established knowledge, it is translated into the students ' consciousness through their holistic perception. It should expand the use of interdisciplinary connections, integrated courses, contributing to the formation of system of knowledge and belief systems, attitudes. Just what is well understood, actively learned, encourages reflection, opinions, transforming into a new personality.

Procedural characteristics of the subjects are often at the same time to achieve the didactic and educational purposes. Humanization of upbringing, which is based on student-oriented educational training, which is closely connected with upbringing, is a comprehensive process, which, penetrating all aspects of life the student will contribute to the harmonious development of his personality. Upbringing methods are implemented in the process of pedagogical communication, active methods of training (seminars-discussions, contextual learning, problem-based learning, etc.) that encourage students to Express themselves in joint activities, to make evaluative decisions. Important role in education played by the personality of the teacher, his teaching skills, knowledge of psychology students. In conclusion, it is appropriate to specify the value priorities of the upbringing components of education, equally concerning teachers and students: • orientation of the personality on universal humanistic values; • democracy and tolerance; • the combination of cosmism and the national idea; • disclosure of essential creative abilities of the individual; • the regional dimension of education aimed at the formation of the needs to realize their creative potential in the “arrangement” small homeland.

Lecture 8. Upbringing and the formation of professional self-consciousness Plan: 1. The university as a system of formation of professional self-consciousness. 2. The structure of professional self-consciousness: professional awareness of morality and ethics, as a subject of professional activity. 3. Functional and structural components of professional self-consciousness: cognitive, motivational, emotional, operational.

The formation and development of professional self-consciousness is one of the Central moments of the formation of the individual professional. Professional self-consciousness is an identity of a person that actively engages in productive work, and use this work as the main way of realization of themselves and their dignity. Professional self-consciousness is a complex personal entity acting as a link between the individual and the activity, allowing in the process of its formation, to achieve optimal results, both in personal growth and professional activities.

A. V. Poddubnaya presents the structure of professional SC by analogy with the General structure of self-consciousness thus:

• Awareness of professional morality (activates or inhibits the performance of social roles in the team. Manifests itself in humanistic attitude to the working people, the concern for the increase of labour productivity, the welfare of society and of the collective).

• Awareness of professional ethics (characterized by the validity of moral understanding, moral principles in operation. Manifests itself in the selection of the suitable ways and means to carry out professional activity in accordance with the norms of society).

• The awareness of oneself as a subject of professional activity (mean awareness of its responsibilities and its role in setting objectives, formulating objectives, choosing the means of implementation of activity in the final product, in the consciousness of his individuality in the implementation of activities; awareness of their professionally important qualities).

• The realization of self-development in the temporal relation (human development on the basis of the growth of professional skills, promotion, enhance, enhancing the social status, setting goals and monitoring their implementation.

The majority of Russian psychologists (I. S. Kon, M. I. Lisina, V. V. Stolin, I. I. Chesnokova, etc.) under the consciousness understand complex, integrated process, the structure of which contains interacting and interpenetrating each other processes: self-knowledge, self-attitude and self-control. E. M. Vasiliev, V. N. Kaziev, L. M. Mitina and some foreign psychologists (T. Macklemore, M. Kuhn) suggest that professional identity is to install themselves in the professional sphere. And as any installation, consciousness is cognitive, affective, and behavioral substructure (I-relationship I-behavior). Therefore, key components of the structure of professional SC are components that characterize the cognitive, affective and behavioural levels and processes of professional identity, as key mechanisms for the integration of “professional I”.

Let us characterize these components:

• Cognitive component — knowledge of themselves as a subject of professional activity.

• Emotional and value component is the relation to oneself as a professional and evaluation of “professional I”.

• Regulatory or behavioural component is the tendency to act towards oneself as a professional and real actions connected with his professional attitude, knowledge of self as a subject of professional activity and attitude to oneself as a professional.

A. A. Derkach identifies the following components of professional identity:

• Cognitive (self-knowledge, knowledge of others and the correlation of this knowledge with you. As criteria are considered moral attitudes of individuals).

• Emotional (self-understanding, self-attitude, self-esteem, General emotional attitude and the estimated attitude).

• Motivational-target (self-actualization, realization of life's potential, self-improvement, self-development. Professional SC is viewed as the analogue of personal maturity — the creative maturity of the individual).

• Operational (self-regulation, the ability to manage oneself).

Lecture 9. Problems of psychodiagnostics of professionally-oriented personality Plan: 1. Psychodiagnostics in high school. 2. The main functions of psycho-diagnostics in the system of modern higher education. 3. Classification of psychodiagnostic methods.

Modern psychodiagnostics is defined as a psychological discipline, developing methods for detection and study of individual psychological characteristics of a person.

Under the psychodiagnostics is understood the scope of psychological practice, the work of the psychologist to identify a variety of qualities, mental and psycho-physiological characteristics, personality traits.

Diagnostics to determine the level of development of different quality (study characteristics) in relation to the criterion standard.

With the help of psycho-diagnostics resolves the problems of vocational selection, psychological assistance, process optimization, training and education, etc. Psychological testing is used in various fields: education, education, medicine, jurisprudence, politics, art, industry, business, etc

Psychodiagnostics (from the Greek. dia gnosis /dia - gnosis/ - the distinctive cognition) involves the recognition of the status of a particular object or system through a quick check of its essential parameters and subsequent assignment to specific diagnostic categories, to predict its behavior and decision making about the possibilities of influencing this behavior in the desired direction.

Diagnosis is done using special diagnostic procedures - methods.

All of the methods of psycho-diagnostics can be divided into two groups: methods with high level of formalization and less formalized. Less formalized methods include: observation, analysis of products of the survey. They are difficult objectification, very labor intensive and rely more on professional experience and intuition of psychodiagnostic. Formalized methods include tests, questionnaires, projective techniques, physiological techniques. They provide an opportunity to quantitatively and qualitatively compare the individual with other people.

Formalized methods: Tests are standardized and are usually short and time-limited trials designed to establish quantitative and qualitative individual psychological differences between people. The main difference from other methods – on the job you need to give the correct answer.

Characteristics of test: 1. A clear statement that rigidly defines the behavior of the subject. 2. Assessment is carried out according to the criterion of correctness. 3. The stimulus material should be clearly perceived by examinees.

The tests are divided according to purpose, form and content. Purpose: for selection; to classify; to distribute. Form: individual, group, computer, letterhead, verbal, non-verbal. Content: intelligence, creativity, General abilities, special abilities, Personality, achievements.

Individual tests. The interaction between the experimenter and the test takes place one on one. It has its advantage: the opportunity to observe the subjects, to hear and record the responses.

Group tests allow you to test with a very large group of people. For group testing, especially strictly necessary to comply with the uniformity of the experimental conditions.

Oral and written tests differ in the form of an answer. Oral responses in some cases, subjects can be formulated independently (open answers), in other cases it needs to choose from several options (closed answers). Written tests are also open and closed.

Questionnaires This is a group of psychodiagnostic methods in which tasks are presented in the form of questions and assertions. They reflect the person's attitude to certain statements, the extent of his agreement or disagreement. From the examinee is required to answer the question, or to agree or disagree with the statement. The kind of introspection.

Features: 1. Method of indirect self-assessment. 2. The results are assessed not on the basis of rightness or wrongness. Problem: interpretation of the results.

Personality questionnaires can be considered as a standardized self-reports, which can be group and individual. The answers are closed and open. Questionnaires can be divided into: personality traits, typological, motives, interests, values, attitudes. Questionnaires-forms are used to obtain information about the person, not directly related to its psychological features. They assume a fixed order, the content and form of questions, a clear indication of the form of answers. Questions can be open, closed and semi-closed. Used for information about the history of a person’s life (biographical questionnaire).

Projective techniques This group of methods is intended for diagnostics of Personality. They are characterized by a global approach to the assessment of the Person and not the identification of individual traits. Was defined by Jung. If indirectly affect significant areas of human experiences, it is possible to induce changes in experimental Activities.

The purpose of projective techniques is relatively disguised, which reduces the opportunity to give the subject of favorable responses.

Features of techniques: 1. The uncertainty of the stimulus conditions. 2. The uncertain situation of the survey. Actions are not defined by the standards are not set clearly. 3. The answers to the challenges become meaningful in connection with the personal value that they attached to the subjects. Therefore, answers to assignments are not graded according to the criterion of rightness and wrongness. Any answer is accepted and interpreted.

Psychophysiological methods.

Diagnosis of natural characteristics of a person, due to basic properties of nervous system. Individual differences, due to the properties of the nervous system, does not predetermine the content of mental development. They are manifested in formal-dynamic characteristics of the psyche and human behaviour (speed, pace, stamina, health, etc.).

Lessformalized methods. Observation The oldest method in the diagnosis. This method is particularly important to study the psychological characteristics of children. The basic principle is to maximize the objective fixation external manifestations. The second principle is the observation of a continuous process, not of its individual moments. The third principle is the selectivity of the recording.

Purpose of observation Search and specific observation. Search is conducted at the initial design stage of any problem. If the goal is specific and defined, in this case, the selection of only those facts and events can be observed. Subject observation can be private or wide. The monitoring schema The monitoring schedule includes a list of units of observation, method and form of the description of the observed phenomenon.

Types of observations: 1. The chronological observation: “long term” (held for a long time and require constant contact of the participant and the researcher), recurrent (occurs at a specific, predetermined time) and isolated. 2. Depending on the observation can be a field, laboratory. 3. Depending on the position of the observer with respect to the object of observation: open, hidden, surveillance or included.

The survey (interview) Method of collecting primary data based on verbal communication. Need to know how to ask the right questions to ask, how to ensure that you can trust the answers received. The complexity of the formulation of the questions. May be conducted orally or in writing, individually or in a group, once or multiple times. Questions can be formulated in direct and indirect form. They can have open or closed nature.

Purpose: 1. Creating motivation to the survey (preparation) as a positive preparation for the diagnosis. 2.To reduce anxiety. 3. Getting information – the diagnostic interview. Clinical interview – psychological assistance.

The interview is conducted in a planned way conversation. It is a free, standardized and partially standardized. The interview is divided into diagnostic (method of obtaining information about the properties of the Individual) and clinical (therapeutic method of conversation that help people to become aware of their internal difficulties, conflicts and hidden motives), analysis of products of activity.

This is quantitative-qualitative analysis of documentary and material sources in order to explore the nature of human Activity. To obtain reliable information was developed by a special method – content analysis. It was developed starting in 1920 for material processing media. The basic procedure of the analysis involved the transfer of quality information on the language of the bill. This identified several unit types: semantic and quantitative units. Content analysis is a method of studying the content of documents. The essence of systematic reliable fixation of specified units of study content, counting these units and statistical analysis (units). 

Lecture 10. Psychological consulting of students and teachers in accordance with the profile of the future professional activity of a specialist. Plan: 1. Psychological characteristics of pedagogical activity of the teacher of high school. 2. The content, forms and characteristics of teaching. 3. The basic functions of teaching.

The purpose of the professional activity of the high school teacher is professional and personal development of the student. Tasks of professional activity of the high school teacher: - create organizational and pedagogical conditions for successful student mastery of the theoretical knowledge, general culture (professional, special) competencies within the major educational program; - to equip students with systematic knowledge about natural relations between man and nature, society, culture, government; the process of formation of the human person; about the methods of preparing and interpretation of scientific information, methods of its processing and storage, etc.; - to form and to develop applied skills of future professionals in the chosen subject and professional activity; - to develop professional orientation of the personality the student, to ensure the formation of General and professional culture as a way life; - to develop research skills of students to form skills of research activities; - to promote professional and personal potential of a student.

The content of the activities of the University teacher includes: a) Academic work (classroom and extracurricular); b) extra-curricular work. Academic work of the university teacher is connected with the conduct of classroom and extracurricular forms of student learning. Classroom activities include: lectures, seminars, practical and laboratory classes. Extracurricular instructional activities include: consultations, tests, examinations, the leadership course and final qualifying works, manual practice, check control works, control of SIW. Teaching load is planned for each teacher in strict accordance with the staffing (positions – assistant, lecturer, senior lecturer, associate Professor, Professor).

Extracurricular work of a university teacher consists of the following species: a) educational-methodical work; b) research work; b) educational work; g) organizational and methodological work.

Educational-methodical work of the teacher includes: - preparation for lectures - preparation for practical classes - development of teaching materials, teaching programs - development of the content of lectures at the new rate - content development of seminars (practical) - development of tests, tasks, control tasks - development of electronic educational and methodical manuals - preparation of examination questions - development and preparation for publication of new training manuals - preparation for the re-release of the methodical literature - editorial work - preparation of presentations, multimedia manuals for the educational process - implementation of the rating control of students’ knowledge - conduct and attend open classes - participation in the work of methodical commissions and councils faculty of the University.

Research work of the teacher includes: - implementation of the planned state of scientific research - participation in scientific conferences - preparation monographs, scientific articles - participation in international, Republican and industry grants and projects - work on candidate and doctoral dissertations - work as an opponent or scientific reviewer - scientific editing scientific journals, scientific reports - guide the scientific circle or problem group students. undergraduates, graduate students, guide experimental platform - preparing students to participate in competition, scientific conferences, exhibitions.

Upbringing work of the teacher includes: - work as the curator of the academic group - preparing and conducting upbringing work in student groups (interviews, debates) - work in a student hostels - management of the clubs, sections, circles, etc. - preparation and participation in University and faculty of educational activities.

Organizational-methodical work includes: - implementation of orders of the rector's office, Dean's office - prepare reports for meetings of the Academic Council University, Board of the faculty of the Department - implementation of the instructions of the department Thus, professional activity of the university teacher is a comprehensive view of teaching activities requiring it wide and deep knowledge, developed skills as specialty and pedagogy of higher education.

Lecture 11. The management of the learning process. Plan: 1. Management of cognitive activity in the process of teaching. 2. Diagnosis of cognitive activity in the process of teaching. 3. Psychological peculiarities of management in the activities of the teacher. 4. The problem of personality in the office.

For educational process management is a systematic impact of a teacher on a team of students and the individual student to achieve the specified learning results. But control is not to suppress or to impose a specific process running, contrary to his nature. On the contrary, it means to take into account the nature of the process, to agree on every action on the process with his logic.

Management is a continuous and iterative process, which continues throughout the training time. It starts with defining the goals and objectives of the learning management and ends with their decision, i.e. achievement of a goal. Upon reaching the goal is a new goal, and the management cycle repeats. A schematic picture of the continuous management process looks like this: objective, action, result, new target. This scheme is applicable to both the scientific and the educational process.

Management of educational-cognitive activity of students in the learning process is sometimes understood narrowly: as manage absorption within the individual cognitive tasks, i.e., at the level of operational management (for example, the process of discovery of the unknown in different types of problem situations). Control in this case is “guiding” tasks, hints of different intensity, reformulation tasks, etc. In a broad sense, the management of educational knowledge is interpreted as the process of presentation to students of the system of educational tasks, which includes in the course of their decision gradual and consistent progress of trainees through the stages of cognition – from low problematical tasks and cognitive independence to creative and research activities. There by projected a certain level of development of the properties and qualities of knowledge (consistency, efficiency, generality, etc.). The activity of the teacher aims at identifying the conditions of academic work, compliance with which will allow the learner to consciously navigate the subject, to update the knowledge and skills to exercise self-control.

Essential to the process of learning activities management system performs a system of training tasks, the use of which contributes to the development of students’ skills and needs systematic use of mandatory minimum knowledge as a tool for the discovery of new knowledge, new connections and patterns. Through the system of educational objectives, specific learning objectives, the teacher creates favorable conditions for the adoption of such tasks by the students, instructing them on ways of further activities, provides them with timely assistance, encourages their curiosity, sense of duty and responsibility.

Every act of pedagogical management needs to make certain changes not only in the nature of the learner, but in the process of formation of student’s personality. To do this, the teacher conducts a thorough analysis of learning objectives in various situations of learning specific academic subject and every topic. Learning objectives for each session are formed as the definition of the typical tasks for which the solutions and the training. Without defining such objectives the session objectives are not sufficiently constructive, their achievement is difficult, they are not amenable to pedagogical control. Without having a clear idea of what the learning objectives are knowledge, training will not be able to determine what activities will be engaged learners. It is also difficult to determine the effectiveness of training, to carry out the current and final control over the course and the level of mastering of educational material, to assess the rationality of the chosen version of the training activities of the trainees and ways of teaching management to make necessary adjustments to the learning process, to establish objectively the causes of gaps in knowledge and skills of students. In other words, the teacher must not only have a clear programme of what to teach, but also to formulate the tasks in which learners will need to use digestible content.

When developing curriculum, the teacher needs to assess what knowledge, for what purpose and to what extent he intends to give the students as a result of studying their particular material. For this it is necessary to consider features of separate kinds of activity of the learners. These also depend on the sequence of actions of students, the composition of these operational actions (performance evaluation and indicative), finding ways to motivate learners to participate in learning activities. In determining these parameters of educational activity and is the first task of the educational management in the educational structure. The second task is reduced to the implementation of the principle of activity and self-government in the cognitive activity of the learners. It is implemented in such organization of training sessions in which the teacher using the software and the organization of educational-cognitive activity guide and intensified the process of active, independent and effective work of each student in mastering the basics of theory and methods of its application in the solution of educational tasks.

Lecture 12. Psychology of pedagogical communication. Plan: 1. Pedagogical communication (communication) as the main form of interaction of subjects of educational process. 2. Function and structure of communication. 3. The perception and understanding of each other when communicating. Empathy and reflection. Feedback in communication.

Pedagogical communication is a specific interpersonal interaction between teacher and pupil (student), mediating the acquisition of knowledge and the formation of personality in the educational process. Often pedagogical communication is defined in psychology as the interaction of subjects of pedagogical process undertaken by symbolic means and directed at significant changes in the properties, conditions, behavior and personality-semantic formations partners. Communication is an integral element of pedagogical activity; outside it is impossible to achieve the goals of training and education.

In psychological and pedagogical literature there are different interpretations of pedagogical communication. Here are some of them. For Example, A. N. Leontiev defines a teacher communication as “professional communication between teacher and students in the classroom and outside it (in the process of training and education) that have specific teaching functions, and addressed (if it is complete and optimal) to create favorable psychological climate as well as other kinds of psychological optimization of training activities and relationships between the teacher and student within student team”. I. A. Zimnyaya draws attention to the fact that pedagogical communication “as a form of educational cooperation is a condition of optimization of teaching and personality development of the learners themselves”.

Pedagogical communication is the main form of implementation of the pedagogical process. Its productivity is primarily determined by the goals and values of communication, which must be taken by all subjects of the pedagogical process as an imperative of their individual behavior. It is possible to allocate appropriate levels of pedagogical communication.

The main purpose of pedagogical communication consists in transmitting social and professional experience (knowledge, abilities, skills) from teacher to students, and in sharing personal meanings associated with the studied objects and life in general. Communication is the establishment (i.e. the emergence of new properties and qualities) of the individuality of both students and teachers

Famous psychologist V. A. Kan-Kalik singled out the following styles of pedagogical communication: 1. Communication based on high professional attitudes of teachers and their relationship to teaching as a whole. And in high school interest in communication is stimulated and common professional interests, especially in profile department. 2. Communication based on friendship. It implies enthusiasm for a common cause. The teacher plays the role of a mentor, a senior fellow, a participant in a joint training activities. However, you should avoid familiarity. This is especially true of young teachers who do not want to get into a conflict situation. 3. Distance communication among the most common types of pedagogical communication. In this case, in the relationship constantly traced distance in all spheres, in education, with reference to the credibility and professionalism in education with reference to life experience and age. 4. Communication-intimidation is a negative form of communication, inhuman, revealing the pedagogical failure of resorting to him a teacher. 5. Chat-flirting, characteristic of young teachers seeking to popularity. This communication provides only false, cheap prestige.

The content and structure of pedagogical communication. The main forms of teaching activities occur in a context of communication. Whether it’s a lecture, seminar, examination, test, term project or essay, the teacher communicates with the flow, group, subgroup, individual. The content of the communication is the exchange of information. But this communication is not limited. The most important aspect is the desire to capture the image of one person in another, to broadcast yourself in the other through joint activities. This is already personal communication. Communicating, people tend to share its existence with others, to discuss some matters of concern to both sides. This personal interaction in joint activities of the teacher and the student, and in this sense, communication acts as an important tool in solving educational problems. Without efficient communication between teacher and students cannot fruitfully implement the didactic and educational tasks of the University teacher.

Communication plays in three aspects: • first, as a means of solving educational problems; • secondly, as a system of socio-psychological support of educational process; • third, as a way of organizing the relationship of teachers and students, which combines training and education, and how the process of upbringing and artistic personality.

The stages of pedagogical communication include: 1. Prognostic stage: teacher modeling of communication with the group in preparation for teaching. 2. The initial period of communication: organization of direct communication with the audience, a group. 3. Management of communication in the developing pedagogical process. 4. Analysis carried out of communication, and modeling of communication in the forthcoming work. Consider the substantive and procedural features of dedicated creative stages of communication.

Lecture 13. Psychology of pedagogical influence. Plan: 1. Theoretical foundations of psychology impact. 2. The effects of psychological interactions and impact. 3. Strategy imperative impact (behaviorism). 4. Manipulative influence strategies (cognitive psychology).

Pedagogical impact - a special kind of teacher’s activity aimed at achieving positive changes in the psychological characteristics of the student (needs, attitudes, relations, States, behaviours).

The goal of any psychological impact - overcoming subjective defenses and barriers of the individual, the restructuring of its psychological characteristics or behaviours in the desired direction. There are three paradigms of psychological impact and the corresponding three influence strategies. The first strategy is a strategy of imperative impact; its main functions: control function of the behavior and attitudes of a person, their reinforcement and direction in the right direction, the function of coercion in relation to the object of influence. Strategy is less suitable in teaching practice, as treatment that is performed without taking into account relevant conditions and relations of another person, the condition of interpersonal communication, often leads to return and even negative consequences. The second strategy is manipulative strategy is based on insight into the mechanisms of mental reflection and uses knowledge for impact. This strategy is used for the formation of public opinion, for example in advertising, and sometimes in teaching practice. The third strategy is developing. Psychological condition for the implementation of such a strategy is dialogue. The principles on which it is based, emotional and personal openness of communication partners, the psychological approach to the actual condition of each other, trust and sincerity of expression of feelings and States.

In the state of dialogue the two personalities begin to form a general psychological space and time in which the effect in the usual sense of the word ceases to exist, giving way to the psychological unity of the subjects, in which the unfolding creative process of bilateral disclosure.

In teaching practice, preference should be given to developing strategy, as it contributes to the development of the subjectivity of the student. It is subjectivity as the ultimate goal of pedagogical influence is the feature that distinguishes a valuable pedagogical impact of pseudocontractive, which is the object impact.

Subjectivity is a characteristic of activity of the subject, expressed in the degree of implementation of effective and value-related aspects of his image “I”. Subject-subject, developing pedagogical impact is different and the motivations of the teacher to impact. This focus on the welfare of the student (personality development, psychological well being, etc.) and not on the interests of the teacher (convenience, ease of achievement, the absence of trouble with the school administration, cheap authority, etc.). In the content objectives of pedagogical influence not only the behaviour of the student, but the changes in his relationships. If the goal of pedagogical influence limited to behavioural change, and the true relationship remains unchanged, the student stops in its development, therefore, the teaching objectives are not achieved. “The appointment of pedagogical influence is not manipulation of the student , not in the correction of his actions and not to suppress it “unreasonable” will , and in granting him the opportunity to independently and consciously make a choice, becoming the subject of his own life.

The achievement of certain changes in the requirement of motivational sphere of the child leads to the fact that is initiated by the activity of the student, he’s looking for an acceptable way of behaving in the situation. If the student does not know what to do, the teacher should help him by providing information on ways of behavior or performance.

Lecture 14. The problem of interpersonal interaction between the teacher and students. Plan: 1. Psychological difficulties of the profession of high school teacher. 2. Particular difficulties of young and Mature high school teachers. 3. Stress and mental health of the teacher.

Pedagogical interaction in the system “teacher – student” is a system of mutual influences of the subjects included in the joint activity on the basis of the General objectives of vocational education. This interaction is of great fundamental importance from the point of view of the axiological component, since it is the interaction between teacher and student affects the formation of the system of values of the future specialist, such as a person, truth, education, profession and others.

The effectiveness of the pedagogical interaction in the classroom depends on many factors (the successful definition of the objectives of the joint activity, compliance pedagogical tactics specific task of this interaction, the activity of the students themselves, etc.). Among them is critical to consider the optimal choice of teaching methods, the implementation of which in the specific context of the educational institution provides high quality training of students. In recent years examines the pedagogical possibilities of active learning methods (lectures, group discussions, case studies, dynamic pairs, conferences, role-playing and business games, method video, multimedia, etc.), which, along with traditional (explanation, story, tutorial, interview, show, etc.), enhance intensification, efficiency, quality and effectiveness of the learning process at the University.

Перечень вопросов и заданий рубежного контроля

(тестовые задания, карточки устного и письменного опроса, вопросы по содержанию рефератов и отчетов; проблемные вопросы диспутов, тренингов, круглых столов, сценариев деловых игр, социальных задач и других видов контроля)

Тестовые материалы

Тестовые материалы составлены из заданий закрытого типа с одним или несколькими вариантами ответов, кроме того, используются задания на установление соответствия. Для подготовки к те+стам рекомендуется использовать литературу, указанную в списке основной.

Далее приведены примеры тестовых заданий по дидактическим единицам.

1. Психология как учебная дисциплина в высшей и общеобразовательной школе

1. Предметом изучения методики преподавания психологии являются:

а) психология управления педагогическим процессом

б) особенности преподавания психологических дисциплин

в) методы, формы и средства обучения психологии

2. Действенность методики преподавания психологии зависит от осознанности … преподавания (вставь слово):

а) задачи

б) методов

в) цели

г) регуляции

3. Систематическая подготовка профессиональных психологов в российских университетах началась:

А) в 20-х гг. XX века

Б) в конце XIX века

В) в 40-х гг. XX века

Г) в 70-х гг. XX века

4. Установи соответствие науки и предмета изучения:

А) общая психология	1) общие закономерности развития психики
Б) психофизиология	2) индивидуально-психологические особенности людей
В) психология развития	3) общие свойства и закономерности функционирования психики
Г) дифференциальная психология	4) взаимосвязь психических явлений с работой организма, деятельностью нервной системы

5. Установи соответствие науки и предмета изучения:

А) социальная психология	1) методы, формы и средства обучения психологии
Б) педагогическая психология	2) психические явления, возникающие в процессе взаимодействия людей друг с другом
В) нейропсихология	3) психологические закономерности обучения и воспитания
Г) методика преподавания психологии	4) анатомо-физиологические основы высших психических функций

6. Формирование у учащихся умения психологически мыслить, применяя свои знания для научного объяснения фактов и явлений психики – это:

а) предмет психологии;

б) цель психологии;

в) задача психологии;

г) методы психологии.

7. Кем была разработана теория поэтапного формирования умственных действий:

а) А. Н. Леонтьевым;

б) В. Я. Ляудис;

в) П. Я. Гальпериным;

г) А. М. Матюшкиным.

8. По мнению Н.Н. Нечаева, именно деятельность обучающегося является стержнем учебно-воспитательного процесса, его основным … (вставь слово):

А) методом

Б) способом

В) приемом

Г) значением

Д) содержанием

9. Методика преподавания психологии относится к числу:

А) психологических дисциплин

Б) педагогических дисциплин

В) все ответы верны

10. Психология в высшей школе вначале преподавалась:

А) как самостоятельная наука

Б) как часть богословия

В) в курсе философии