Учебный англо-английский терминологический словарь психолого-педагогических терминов. English-english dictionary of psychological and pedagogical term

Министерство культуры Российской Федерации ФГБОУ ВПО «Кемеровский государственный университет культуры и искусств»

Социально-гуманитарный институт Кафедра иностранных языков

УЧЕБНЫЙ АНГЛО-АНГЛИЙСКИЙ СЛОВАРЬ ПСИХОЛОГО-ПЕДАГОГИЧЕСКИХ ТЕРМИНОВ

ENGLISH-ENGLISH DICTIONARY OF PSYCHOLOGICAL AND PEDAGOGICAL TERMS

для направления подготовки 050400 «Психолого-педагогическое образование»

Кемерово 2012

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ББК 81.2Англ-4-923 У91

Утвержден на заседании кафедры иностранных языков

04.06.2012 г., протокол № 9.

Рекомендован к изданию учебно-методическим советом Социально-гуманитарного института 19.06.2012 г., протокол № 8.

У91 Учебный англо-английский терминологический словарь пси-

холого-педагогических терминов = English-english dictionary of psychological and pedagogical terms [Текст]: для студентов 1, 2 кур-

сов направления подготовки 050400 «Психолого-педагогическое образование» / сост. М. В. Межова. – Кемерово: Кемеров. гос. ун-т культуры и искусств, 2012. – 96 с.

Составитель: канд. культурологии, доцент

М. В. Межова

The dictionary consists of more than 1000 terms which are of great help in studying the course of social pedagogy. The dictionary as well includes some definitions of such interdisciplinary sciences as psychology, sociology, philosophy. This dictionary may be useful for those who are engaged in problems of education and growing up the children, pupils, students.

ББК 81.2Англ-4-923

©М. В. Межова (составление), 2012

©Кемеровский государственный университет культуры и искусств, 2012

CONTENT

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Introduction

There is no such hard work as to create a dictionary, and there is no dictionary as to be a perfect one.

A. Rivarol

So that in fast-paced society a man was capable of self-identity and selfrealization in all new situations, he must possess knowledge of himself as an individual: a free, independent, morally autonomous person. Learning the foreign languages should be constructed on the basis of the methodological foundations of learning, a place where there is a quality application of advanced learning technologies, communicative approach through the concept of integrative and intensive training.

The main challenge in learning the foreign language should be the definition of points of interaction with other disciplines and development of common understanding of the content of qualifications in terms of levels of competence and learning outcomes, creation of a competent professional model, where a result is a set of competencies, including knowledge, understanding and skills of a trainee. The knowledge gained in the field of foreign language should be a tool for professional communication in a foreign environment. Development, validation and implementation of student groups in an integrated system of language education, which would improve the effectiveness of teaching students the foreign language should occupy center stage in an integrated learning. All this will contribute to a competence model of a university graduate.

There have been significant changes in organizational and in meaningful aspects in the Russian language education system. The socio cultural context of learning the foreign languages has substantially changed. Enlightening and self-educational functions significantly increased at the university, its professional relevance of the labor market as a whole, which resulted in increased motivation to learn languages of international communication. Geopolitical, communication and technological changes in society have involved quite a large number of people of various profession sin various types of communication. The demand for use of foreign languages increased accordingly. Interdisciplinary approach for the modern language education,

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interdisciplinary integration, multi-level, variability, focusing on cross-cultural and professional aspects of mastering the language became topical.

This English-English dictionary of psychological and pedagogical terms is an addition to the curriculum for the discipline «Foreign Language (English)» along with the training direction 050400 «Psychological and pedagogical education». The basis for compiling the dictionary served as training manuals of A.V. Mudrik «Social Pedagogy». and L.V. Mardahaev «Social Pedagogy».

The goal of this dictionary is the expansion of terminology in the field of psycho-pedagogical education in English. As a result of studying the dictionary should have the terms in English, and apply them to foreign language communication. Each term is presented as a sensible explanation to ensure the learner of the opportunity to learn how to explain any psychological and pedagogical phenomenon in English. The Dictionary also includes brief information about famous psychologists, educators, sociologists, philosophers, both Russian and foreign, having made great contribution to this field of activity. There is a list of professionals at the end of the dictionary in order to discuss them in English or in project work, or writing essays in English, using the vocabulary provided in the Dictionary.

It is obvious that in the preparation of the vocabulary of the publication it was impossible to cover all the concepts and bring them into a single, consistent entity. In the selection of terms for this edition of the major textbooks used in «Psychological and pedagogical education». various dictionaries, manuals, scientific collections, and articles from periodicals, containing the latest psycho-pedagogical vocabulary. The main sources are listed in the bibliography at the end of the book. The Dictionary does not include terms which would represent understanding of the complexity and which are treated differently by authors of various manuals. All terms presented in English are original (not translated from Russian into English) and provide an accurate description in English. Explanations are separated by semicolons meaning the concept determination. Relations between the Dictionary entries can be traced through the pad arrangement of terms, following in alphabetical order after the base word. At the end of the dictionary under the heading «Further reading» is the list of literature recommended for additional homereading in English.

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ВВЕДЕНИЕ

В российской системе языкового образования произошли значительные изменения, как в организационном, так и в содержательном аспектах. Геополитические, коммуникационные и технологические преобразования в обществе требуют компетентных, мобильных и конкурентоспособных специалистов со знанием иностранного языка. Для современного языкового образования стал актуальным междисциплинарный подход, междисциплинарная интеграция, многоуровневость, вариативность, ориентация на межкультурный и профессиональный аспект овладения языков.

Одной из общекультурных компетенций (ОК-6) выпускника направления подготовки 050400 «Психолого-педагогическое образование» является: «готовность использовать знания иностранного языка для общения и понимания специальных текстов». На сегодняшний день основные задачи обучения иностранным языкам состоят в подготовке к профессионально-ориентированному общению, готовности студентов использовать иностранный язык в разных ситуациях общения в соответствии с нормами данного языка, при работе с иноязычной информацией; формировании способности к ведению диалога культур, что невозможно также без знания собственной культуры и культуры страны изучаемого языка.

Данный учебный англо-английский словарь психологопедагогических терминов является дополнением к учебному курсу по дисциплине «Иностранный язык» (английский) по направлению подготовки 050400 «Психолого-педагогическое образование». Словарь включает: содержание, введение, перечень словарных статей в алфавитном порядке на английском языке, рубрику «Themes for discussion (project work, essays)», рубрику «Further reading», перечень терминов, представленных в словаре в алфавитном порядке, список литературы.

Целью данного словаря является расширение терминологического аппарата в сфере психолого-педагогического образования на английском языке. В результате работы со словарем обучающиеся должны владеть терминами на английском языке и применять их в иноязычной коммуникации. Каждый термин представлен в виде толкового

объяснения для того, чтобы обеспечить обучающемуся возможность

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научиться объяснить любое психолого-педагогическое явление на английском языке. Словарь рассчитан на разные виды чтения (просмотровое, ознакомительное, поисковое, изучающее). Словарь также содержит в себе краткие данные об известных психологах, педагогах, социологах, философах, как российских, так и зарубежных, внесших большой вклад в данную сферу деятельности.

Словарь включает перечень профессиональных тем «Themes for discussion (project work, essays)» для обсуждения их на английском языке,

или подготовки проектных работ, или написания рефератов на английском языке, с использованием лексики, представленной в словаре.

В конце словаря, в рубрике «Further reading», предлагается список литературы, рекомендованной к дополнительному (домашнему) чтению на английском языке.

Совершенно очевидно, что при подготовке словарного состава издания невозможно было охватить все понятия и свести их в единую, непротиворечивую систему. При отборе терминов для настоящего издания использовались основные учебники по направлению «Психолого-педагогическое образование», различные словари, методические пособия, научные сборники и статьи из периодических изданий, содержащие новейшую психолого-педагогическую лексику. Основные источники указаны в списке литературы в конце книги. В словарь не включены термины, понимание которых представило бы сложность и которые по-разному трактуются авторами различных пособий. Все представленные термины на английском языке являются оригинальными (а не переведенными с русского на английский) и представляют точную их характеристику на английском языке. При уточнении смысла понятия разъяснения идут через точку с запятой. Связи между словарными статьями прослеживаются посредством кустового расположения терминов, следующих в алфавитном порядке после базового слова.

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А

Acceleration – a growth and puberty of children and teenagers in comparison with the previous generations.

Adaptation – is an ability of the person actively to cooperate with social environment and to use its potential for own development.

Adler Cyrus (1863–1940) – is U.S. educator, Jewish religious leader and scholar. His many scholarly writings include articles on comparative religion, Assyriology, and Semitic philology. His main position was a focusing on a useful side of the life, and it must lead to formation of feeling of own value.

Adolescence – is a transitional stage of physical and psychological human development generally occurring between puberty and legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, although its physical, psychological and cultural expressions can begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see early and precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence. A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology.

Adoption – is a legal process where parental rights are transferred from birth parents to adoptive parents.

Adoptive parent – person(s) who legally assume parental rights/responsibilities for adopted child.

Adoption petition – the legal document through which prospective parents request the court’s permission to adopt a specific child.

Adoption service provider (ASP) – a licensed agency or individual who is State certified to assist birth parents and adoptive parents with the placement of a child in an Independent adoption.

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Affect – a strong, short-term, roughly proceeding psychological condition, emotional «explosion» (rough pleasure, a grief, horror, anger). A person under the affect has no control over the behavior.

Affective children – children under heavy emotional experiences and as a result the related forms of behavior (disappointment, irritation, alarm, despair, etc.).

Affiliation – need of the person for communication, for emotional contacts.It is shown in aspiration to be the member of group, to cooperate with people around, to assist associates and to accept the help of others. Existence of this requirement is one of preconditions of determination of professional suitability of the teacher.

Age of consent – rarely appears in legal statutes, it is used in relation to sexual activity, the age of consent is the minimum age at which a person is considered to be legally competent to consent to sexual acts. The European Union calls it the legal age for sexual activities. It should not be confused with the age of majority, age of criminal responsibility, the marriageable age, the voting age, the drinking age, driving age, or other purposes. Laws vary widely, and while most jurisdictions set the age of consent in the range 15 to 18, outliers with ages of consent as low as 13 and as high as 20 exist.

Age of majority – is the threshold of adulthood as it is conceptualized (and recognized or declared) in law. It is the chronological moment when minors cease to legally be considered children and assume control over their persons, actions, and decisions, thereby terminating the legal control and legal responsibilities of their parents or guardian over and for them. The vast majority of countries set majority at 18, but ages as low as 14 and as high as 21 also exist. The word majority here refers to having greater years and being of full age; it is opposed to minority, the state of being a minor. The law in a given jurisdiction may never actually use the term «age of majority» and the term thereby refers to a collection of laws bestowing the status of adulthood. The age of majority is a legally fixed age, concept, or statutory principle, which may differ depending on the jurisdiction, and may not necessarily correspond to actual mental or physical maturity of an individual.

Aging (Philosophy of aging) – is a branch of human and animal physiology concerned with the patterns of formation and development of physiological

functions during ontogeny–from fertilization of the egg cell to the end of life.

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It studies the body’s functional characteristics, systems, organs, and tissues at different ages. The life cycle of all animals and man consists of certain stages or periods. For example, mammalian development goes through the following periods: intrauterine (including the phases of embryonal and placental development), first hours after birth, lactation, puberty, maturity, and senescence.

Aggression – angry or threatening behavior or feelings that often result in fighting.

E.g.: Television violence can encourage aggression in children.

Aggressive – behaving in an angry, threatening way, as if you want to fight or attack someone.

E.g.: Teachers apparently expect a certain amount of aggressive behavior form boys.

Allegation – an accusation of physical, emotional or sexual abuse, or serious neglect, of a child or young person by a foster carer or other member of the foster family.

Allowance – this is a payment given to foster carers to cover the cost of the child's care including food, clothing, transport and pocket money.

Altruism – the selfless concern for the welfare of others; when you care about or help other people, even though this brings no advantage to yourself.

Altruistic – behavior shows that you care about and will help other people even though this brings no advantage to yourself.

Ambidexterity – ability equally successfully to use both right, and the left hand.

Ambition – is the desire for personal achievements.

Ambivalent – not sure whether you want or like something or not. E.g.: We are both somewhat ambivalent about having a child.

Ambivalent feeling – the difficult condition of the personality connected with simultaneous emergence of opposite emotions and feelings; manifestation of the internal conflict of the personality. It is often observed at teenagers in interaction with contemporaries, parents, teachers.

Ambiversion – is a term used to describe people who fall more or less directly inthe middle and exhibit tendencies of both groupsof extraversion-

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