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Секция 7. Педагогика
Badashkeev Mihail Valerevich Bokhanskij Branch Buryat state University teacher of psychology, Educational psychologist of Tarasa school E-mail: badashkeevm@mail.ru
Features of personal and professional self-determination of pupils of rural schools
Abstract: In this article it is considered features of personal and professional self-determination ofpupils of rural schools. Also the components influencing development of personal and professional self-determination of rural school students are considered.
Keywords: personal and professional self-determination, development of the personality, professional interest.
At the present stage of development of the state as defining factors of its sustained economic growth high technologies and the knowledge-intensive production which innovation depends on quality of scientific and intellectual potential of society, level of professional competence of experts, their creativity and development of research skills act. Therefore development of professional competence has the paramount value, as one of the main which ways of the decision personal and professional self-determination of future experts during school training acts. It is confirmed by the directions of educational policy reflected in the new Law on education, the Federal target program of a development of education for the period till 2020, a national educational initiative “Our new school”.
Process of personal and professional self-determination of seniors is influenced by various factors, including negative which are fully shown in rural areas, namely unsatisfactory financial position of families, seasonal nature of work, alcoholism of parents and their disinterest in receiving by children of professional education, backwardness of the social sphere, insufficient information support. It is cornerstone of an inadequate self-assessment, legal, information and psychological illiteracy, low results of Unified State Examination, lack of clear ideas of opportunities of vocational training and further employment.
Overcoming of these difficulties has to be promoted by the purposeful psychology and pedagogical preparation focused on development of practical, basic competences and mastering the general professional competences; formation of a position of the subject of personal and professional self-determination; correction of the valuable and motivational sphere. However existing models of development of personal and professional self-determination of graduates of rural schools possess insufficient adaptive potential that inevitably leads to that the huge army of young villagers is left in
the basket of full-fledged professional life.
In this regard an important task is creation of the educational environment focused on development of personal and professional self-determination of seniors. Today the graduate of school has to be able in activity in a complex to apply knowledge of various disciplines that results in need of interdisciplinary integration on the basis of strengthening of interdisciplinary communications. In particular, it is necessary to form understanding of interrelation of studied disciplines and application of knowledge of one discipline when mastering another, to create conditions for increase of volume and intensity of interrelations and interaction between the content of various disciplines, to show communications of studied disciplines with future professional activity. It is necessary to create also in extracurricular activities a number of the conditions focused on successful personal and professional self-determination. Thus, there is a need of design of pedagogical model of development personal professional self-determination of seniors in the conditions of the educational environment of rural school.
Relevance of a problem of personal and professional self-determination is caused soktsialno-economic, social by psychological factors of social development which directly influence process of personal and professional self-determination of school students. Various factors, including negative which are obviously shown in rural areas — the low financial position, insufficient information support generate a complex of problems: the personality doesn’t realize the potential opportunities; society loses the maximum contribution to own development, unfairly reducing future social status of certain young people. The main problem of the introduction of young people in independent life is their insufficient readiness for the comprehended, predicted process of personal and professional self-determination as to one of the most significant components of complete formation of the personality. Existing models on development of
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Section 7. Pedagogy
personal and professional self-determination of younger generation possess insufficient adaptive potential concerning the pupils who aren’t “fitting" into a framework of these models that inevitably leads to decrease in efficiency of development ofpersonal and professional selfdetermination. The huge army of rural young people is left in the basket of full-fledged professional life because of insufficient low efficiency of the actions aimed at the development of their personal and professional self-determination.
The problem of personal and professional self-determination of pupils gained in the pedagogical theory and educational practice special relevance for the last decade. It is caused by requirement of society, life, practice of training and education, need of preparation of younger generation to a choice of future profession. In modern pedagogics and psychology a set of inconsistent opinions, and also absolutely different image of a practical embodiment of this idea in teaching and educational process.
The law of the Russian Federation “About education" notes that soderzhakny educations “... has to be focused on providing a samoopkredeleniye of the personality, creation of conditions for her self-realization" [2]. Therefore, interest of researchers to a problem of personal and professional self-determination increased recently.
In the conditions of dynamically changing realities of the modern world traditional and habitual valuable norms and stereotypes can’t serve as a reference point for the developing personality putting considerable efforts for search of the course of life. For realization of so complex challenge it is necessary to develop special valuable and semantic installations to life, to the experience, to build the personal position dictating requirement for judgment of an event number of the past and the future. In studying of personal and professional self-determination of pupils we defined factorial dependences on the educational environment, psychology and pedagogical preparation and personal features of pupils. Therefore, personal and professional self-determination — rather independent stage of the socialization, which essence consists in development in the individual of understanding of the purpose and meaning of the life, readiness for independent activity on the basis of correlation of the desires, cash qualities, opportunities and requirements imposed to it from people around.
In search of universal typology it is possible to address to historians, in particular to L. N. Gumilev who, leaning on passional аттрактивный the principle allocated 12 types of people [1].
E. Fromm’s typology is of interest to our research, especially in that part where he considers types of «aloof character» [4].
The analysis of the presented types shows that — most to choose the right of the self-defined person whom to be and what to be. Even if the person voluntary chooses for himself a position of «slave» or «consumer» we has no right to deprive of him such pleasure. Unfortunately, people very different and society exists thanks to their variety. And how many the best minds of mankind fought, they didn’t manage to make all people equally wise, fine and worthy. Probably, in the opportunity to choose for itself a primitive way of development the main idea of self-determination — a freedom of choice is concluded.
Depending on age stages of life the problem of personal and professional self-determination is most fully developed by JI. I. Bozhovich. At a certain stage of ontogenesis — at a boundary of the advanced teenage and younger youthful age according to the logic of lich-knostny and social development of the teenager there is a special personal new growth which can be designated the term «self-determination» [2, 31]. JI. I. Bozhovich defined characteristics of self-determination of the teenager: understanding of as the member of society and a specification in the nokvy socially significant position, being accompanied aspiration за-нять new, more «adult» position.
Self-determination, based on the developed interests and aspirations of the subject, assumes the accounting of the opportunities and external circumstances and relies on being formed outlook of the teenager.
The need for self-determination is considered as need for formation of a certain semantic system in which ideas of the world and of are merged. Two-planned character of personal self-determination заключает-ся that it is carried out at the same time, on the one hand, as concrete definition of future profession and life planning, and from the drukgy — as inconcrete searches of sense of the existence.
We support opinion L. I. Bozhovich that original selfdetermination, that is self-determination as the system new growth connected with development of an internal position of the adult, воз-никает and is much later the final stage of development of a lichknost of the child [2, 116].
Understanding of as the member of society and a specification in nokvy socially significant position is accompanied by aspiration за-нять new, more «adult» position.
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Секция 7. Педагогика
Self-determination, based on the developed interests and aspirations of the subject, assumes the accounting of the opportunities and external circumstances and relies on being formed outlook of the teenager.
Thus, we defining essence of personal and professional self-determination, we draw a conclusion that personal professional self-determination represents, on the one hand, development at rural school students of own position causing conscious choice of profession on the basis of the accounting of features of personal development and requirements, imposed by its specifics; on the other hand, — as a certain level of formation of knowledge, abilities, motives, values, the self-assessments characterizing readiness of the personality to a profesksion-alny choice.
In our opinion, exactly the sense defines essence of self-determination, self-implementation and a samo-
transtsendention. All this allows to define essence of personal and professional self-determination as search and finding of personal sense in chosen, mastered or already carried out work, and also — finding of sense in the process of self-determination of meaning of the life.
On the basis of the above it is possible to concretize concept: personal and professional self-determination is a set of the social (external) and individual (internal) factors, allowing to choose work, depending on own interests and surrounding conditions.
In our opinion a certain specification of concept of personal and professional self-determination will allow the subsequent researchers of this perspective to narrow a range of theoretical views and more specifically to approach to a methodological basis of development of personal and professional self-determination of rural school students.
References:
1. Gumilev L. N. From Russia to Russia. - M.: Ayres press, 2003. - 318 с
2. The law of the Russian Federation «About education» [Text]: [10.07.1992 No. 3266-1] is accepted. - M.: Eksmo, 2010. - 80 pages.
3. Bozhovich L. I. Problems of formation of the personality Tekst./Under the editorship of D. I. Feldstein. 2nd prod. M.: Inst-t практ. психол. Voronezh: NPO MODEK, 20.1997. -352 pages.
4. Fromm. E. Chelovek for itself. Мн.: oh “Popuri”, 1998. - 320 с.
Beliakina Irina Vasilievna,
Municipal budget educational institution «Lyceum № 3 named K. A. Moskalenko» technology teacher, Deputy Director for Research and Methodology
E-mail: irinabelyakina@rambler.ru
The need for self-actualization senior research Russian and foreign psychologists
Abstract: in the article the researches of the need of self-realization (self-actualization) are presented. The sense of the phenomena of self-realization is explored. In the presented research the self-realization is defined as a need and as an activity both. The conditions of the self-realization of the late adults are formulated.
Keywords: self-realization, self-actualization, late adulthood, activity, communication.
Белякина Ирина Васильевна, Муниципальное бюджетное общеобразовательное учреждение "Лицей № 3 имени К. А. Москаленко", учитель технологии, заместитель директора по научно-методической работе
E-mail: irinabelyakina@rambler.ru
Потребность в самореализации старшеклассников в исследованиях русских и зарубежных психологов
Аннотация: В статье дается исследование феномена потребности в самореализации, раскрывается ее сущность, а также различные подходы в к ее определению в исследованиях отечественных и зарубежных авторов. Подчеркивается многоаспектность понятия потребности в самореализации, ее потребностная
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