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8SELF-GOVERNMENTAL STUDENTS IN THE CONDITIONS OF HIGHER EDUCATIONAL
INSTITUTIONS AND ITS MOTIVATION
Bilous I.
MD, PhD;
Department of Nervous Diseases, Psychiatry and Medical Psychology HSEEU "Bukovinian State Medical University», Chernivtsi
Pavlovych L. MD, PhD;
HSEEU "Bukovinian State Medical University», Chernivtsi Department of Clinical Immunology, Allergology and Endocrinology Higher State Educational Establishment "Bukovinian State Medical University"
ABSTRACT
Objective. Professional self-improvement is a conscious, purposeful process of raising the level of its own professional competence and developing professionally relevant qualities in accordance with social requirements, conditions of professional activity and its own development program. Keywords: Professional self-improvement, educational work
The experience of educational activity of higher educational institutions convinces that it is possible to effectively solve issues of preparation of future specialists only with the active participation in this process of students, that is, it is about their self-improvement.
Professional self-improvement is a conscious, purposeful process of raising the level of its own professional competence and developing professionally relevant qualities in accordance with social requirements, conditions of professional activity and its own development program.
This process is based on the psychological mechanism of continuous overcoming of internal contradictions between the existing level of professionalism ("I am a real professional") and his imaginary status ("I am an ideal professional").
Professional self-improvement of the future specialist takes place in two interrelated forms - self-education and self-education. The main content of self-education is to improve the student's knowledge, skills and abilities in order to achieve the desired level of professional competence.
Man sometimes improves subconsciously. Unconscious self-education usually has an occasional nature, carried out without a clear plan and deployed program, which greatly reduces its effectiveness.
Significantly higher efficiency is conscious self-education - a systemic and conscious activity of the person, aimed at its self-development and the formation of its own basic culture.
In order for self-education to become conscious and professionally directed, a future specialist should feel, really appreciate his suitability for the chosen profession.
The main goal of self-education at the present stage is to reach agreement with oneself, find the meaning of life, self-actualization and self-realization of potential opportunities, natural abilities and active self-assertion in public life.
Finding the meaning of life is a responsible stage in the development and formation of personality, when the process of formation and development of personal value orientations and the realization of certain desires,
their reconciliation with universal, national and professional values takes place. The choice of personal values orientations and their consistency depend on the student's outlook, his life principles, beliefs and professional orientation, the nature of self-actualization, self-actualization and self-assertion.
Self-actualization - the constant aspiration of man to fully identify and develop personal potential opportunities and their implementation.
Self-realization is a conscious, purposeful material-practical, social and spiritual activity of a person, aimed at the realization of their own forces, abilities, possibilities, life's instructions.
Self-assertion - an attempt to establish itself in a certain social status and social role.
Self-education of a student is understood as an organized, active and purposeful activity aimed at the systematic formation and development of positive and elimination of negative qualities of the individual in accordance with the recognized needs and requirements of society, professional activities, as well as the implementation of a personal development program.
In the process of self-education, all aspects of personality (beliefs, outlooks, feelings, will, habits, features of character, other personality qualities, concrete results of activity and behavior) become the subject of constant study and change from the side of teachers.
In essence, self-education is a social phenomenon. It is unique to a person who realizes himself in the system of social relations. By resorting to self-education, a person realizes a social need to acquire a range of personal qualities that would maximize her contribution to social functions.
Social determination of self-education determines the specificity of formation and development needs in self-education. Such a need is developing in the process of social activities of the person, its communication with other people. Is active-selective attitude of the person.
Social functions of self - specific individual teaching process. Its uniqueness is that the subject and object of education - in the same person. This predetermines special character of the organization, contents, methods of work on oneself. Despite the social conditioning,
self-education is a deeply individual and depend on the severity of internal assumptions.
An essential prerequisite for the efficiency of the process of self-education of Ukrainian students at the present stage of formation of national system of education are:
■ permanent accounting subjects of education the importance and complexity of this process in the educational work of the UNIVERSITY;
■ the availability of necessary pedagogical and psychological knowledge and practical experience of scientific and pedagogical workers (curators) on the organization of self-education of students;
■ awareness of the need for constant guidance and implementation of the system of psychological-pedagogical influence on the self-education of students;
■ the transformation of students into subjects of self-education;
■ creative combination of the process of self-education with active learning and cognitive activity and the organization of cultural and educational work and leisure;
■ make this process humane, national and personal direction.
The most important internal factor in the effectiveness of self-education students include:
■ the needs and motivations for work;
■ persuasion, developed self-awareness and self-criticism, which enable them to objectively evaluate their dignity, positive qualities and vices;
■ Having a sense of self-esteem and pride in being a member of the institution of excellence, which requires not to lag behind other students and be among the best;
■ a certain level of development of volitional qualities, self-esteem habits, self-control and self-regulation, which provide the process of self-education of purposefulness and versatility;
■ mastering the theory of self-education and the method of working on oneself;
■ conscious setting for a positive result of self-education;
■ psychological readiness for active, systematic work on self-education.
The internal conditions determine the possibility of a deeply conscious, thoughtful, creative nature of work on oneself. The level of their development depends to a large extent on the final result of self-education. That is why in the manual of self-education of students it is important to pay special attention to the formation and development of internal prerequisites.
One of the characteristic features of self-education of students is its stable relationship with the process of education in higher educational institutions and social reality. Due to the organized educational effects of students, self-awareness develops, there is a need for self-education, interests and life's ideals are formed, the main directions of self-education are determined. In the process of purposeful educational work, the inner world of the student is formed, which subsequently determines his ability, aspiration and opportunity for self-education.
The study of students, their position of life and its influence on the character of the behavior of the individual, makes it possible to trace the relationships between external and internal factors of self-education, development of self-education in the process, for example, educational and cognitive activity. This enables to overcome the known separation of self-education from the real processes of life, closing it in the field of self-examination. The basis of the development of self-edu-cation-the establishment and movement of interrelated processes of awareness of the individual and changing the position of the pet in his interaction with the outside world.
Self-education is carried out on the basis of certain principles, which are the most common baseline and the requirements of the individual to themselves and determine the purpose, ideals, content, methodology and organization of the process of self-education.
Basic principles of self-education:
■ natural congenial and national self-education;
■ Democracy of self-education, education of a stable social position and humanistic morals;
■ systematic, purposeful, value orientation of education and self-education;
■ consistency, continuity and systematicity;
■ the unity of self-education and scientific worldview;
■ formation of active life position and positive direction of self-education;
■ the relationship of education and self-education and professional activities.
Pedagogical analysis of the process of self-education of students gives grounds to outline a number of logically interdependent and mutually-dependent stages of work on oneself: self-knowledge, planning, implementation of the plan (program), control and regulation.
The initial stage in self-education is self-knowledge. Self-knowledge is a complex process of determining its abilities and capabilities, a system of values, life intentions and aspirations, leading motives and motivations, character and temperament, features of the course of psychic cognitive processes
(sensation, perception, memory, attention, imagination, thinking, speech). Through this, the pupil can independently determine what success can be achieved in life, and also analyze the possibilities of improving their daily activities, which special exercises can be used to achieve these goals, etc.
The importance of this stage in self-education is conditioned by the fact that a person can not reasonably act without at least minimal knowledge of himself. It is no coincidence that the ancient thinkers said: "Who knows the price of his essence, he is the most fitting of people."
The motto "Know Himself" was written on the arch of the Delphic Temple in the 5th century. until in Greece. He meant: knowing the will of the gods in his destiny, obey her. The ancient Greek thinkers of Plato's time interpreted this motto as follows: know its purpose, discover its capabilities, anticipate its behavior.
Academician AV Petrovsky offers two ways of knowing his own true "I":
■ the first way: careful analysis is not so much the intentions of their own actions, but the very actions in relation to the intentions. Conceptually speaking, finding out the meaning of one's own life and comparing it with its behavior, with social and personal values, the analysis of concrete actions from the point of view of universal, national and personal morality, professional and personal formation and activity; • the second way: to resort to the possibilities of science and to find out with it their own individual-psychic properties, lifestyle guides, etc. This science is the psychology of personality. Both ways, according to AV Petrovsky, are often intertwined, will bring everyone who goes to knowledge of himself.
Consequently, self-knowledge is a process of purposeful information about the development of the qualities of one's personality.
Methodically correctly organized self-knowledge, according to AV Petrovsky, has the following directions: self-awareness; self-study; self-esteem
The process of self-knowledge begins with self-awareness, that is, the awareness of oneself as a social being - the personality and their place and life's landmarks in social activity. In general, self-awareness is a higher level of development of human consciousness, which manifests itself in the awareness and system of its perceptions of oneself, place and role in social life, needs, interests, motives and motivations of behavior and activities that are actively developing within the "I-concept". Self-awareness enables the student to deeply understand himself and the system of requirements put forward to him, as well as to understand his tasks in the educational process, to better visualize the prospect of his further development.
Self-study in the process of self-knowledge is aimed at studying the qualities of their own personality, comparing them with the requirements that are put forward to the citizen. Self-education is carried out through self-observation, self-analysis of their actions, behavior, concrete results of activities, critical attitude to the statements in their address from students, scientific and pedagogical workers, university executives, self-examination in specific conditions. On the basis of self-knowledge formed self-esteem, which is the judgment of man on the extent of the presence of some qualities, properties and comparisons of them with the standard, model.
Self-evaluation reveals the student's opinion about himself. Thanks to self-evaluation, a self-organization project is created. Objective self-esteem plays an important role in the organization of self-education, and in the management of their behavior. It performs several functions'.
■ comparing the existing personality traits with the requirements that they put to specific specialists;
■ fixing the successes and disadvantages of working on oneself;
■ Correction (allows you to abandon the imperfect forms and methods of working on yourself in a timely manner, improve the use of tools and techniques that have a positive effect).
An indispensable condition for objective self-esteem is the self-critical attitude of the student towards
his personality, his ability to respond correctly to the critical remarks of other people. On the basis of self-study and self-assessment, students are formed to decide on self-education. The process of adopting such a decision is, as a rule, subject to a deep internal experience of the positive and negative aspects of his personality.
Self-assessment is formed in two directions:
■ comparison of oneself with imitation models, with requirements put forward;
■ daily communication of students with team members, teachers.
In the team a certain attitude is formed, to one or another student. The force of collective thought leads to a more objective self-esteem.
The knowledge of another does not only advance knowledge of himself, but also serves as a source and support for him. Comparing, comparing oneself with others is a generally accepted criterion of self-esteem. Comparing himself with a peer in the process of joint activity, the student notices in himself what first noticed in others and, as a result, comes to awareness of their actions and actions, qualities and properties of his own person. There is a peculiar transference of various properties of the person, seen in the other, to himself. However, there is also the instability of self-esteem of the individual, which is the result of an unformed attitude towards himself.
The peculiarities of self-esteem depend on the real conditions of a person's life.
Emphasize the following main types of self-esteem: adequate and inadequate (overestimated and understated). Self-esteem is the knowledge of the pupil about himself and his attitude towards himself.
Self-assessment involves the identification of their own abilities, actions, qualities, motives, motivations and goals of their behavior, their awareness and their attitude towards them, the ability to assess their strengths and abilities, to reconcile them with external conditions, environmental requirements, ability to independently set themselves another purpose and plays a big role in the formation of personality. Self-esteem, depending on its form (adequate, inadequate), can stimulate or, conversely, suppress the activity of the pupil.
Inadequate undervalued self-esteem reduces the level of social aspirations of the student, promotes the development of uncertainty in their own abilities, limits his life prospects. Such self-esteem may be accompanied by negative emotional failures, internal conflict, deviant behavior. An internal conflict can lead to a conflict between self-esteem and peer-to-peer ratings, as well as between self-esteem and the ideal "I" to which the paternal aspires.
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INDEPENDENT WORK OF STUDENT
Bilous I.
MD, PhD;
Department of Nervous Diseases, Psychiatry and Medical Psychology HSEEU "Bukovinian State Medical University», Chernivtsi
Pavlovych L. MD, PhD;
HSEEU "Bukovinian State Medical University», Chernivtsi Department of Clinical Immunology, Allergology and Endocrinology Higher State Educational Establishment "Bukovinian State Medical University"
ABSTRACT
Objective. Independent work of student is an independent dialing-teaching the student, which scientific-pedagogical employee plans together with the student, but does her student on the instructions and under the supervision and control of the scientific and pedagogical worker without his direct participation.
Important role in the study of the discipline played by rational means: the methods of independent work organization, working conditions, daily routine, equipment labor Keywords: Independent work, educational work
Independent work of student is an independent dialing-teaching the student, which scientific-pedagogical employee plans together with the student, but does her student on the instructions and under the supervision and control of the scientific and pedagogical worker without his direct participation.
Important role in the study of the discipline played by rational means: the methods of independent work organization, working conditions, daily routine, equipment labor, etc.
During the study of the discipline identify the following types of independent student learning:
- hearing lectures, participation in seminars, performance of practical and laboratory works;
- development of the topics of the lectures and seminars, performance of practical and laboratory works students of the correspondence form of training (FTRA);
- preparation of abstracts and course works, writing of the thesis;
the preparation of modular control and examination;
- work with literature etc.
Each of these types requires students resistant independent work.
First of all you need to every student in the learning process were of the hygiene of mental work. Therefore, it is necessary to reveal the mechanisms of mental work, causes of fatigue, ways to improve productivity and diet, recreation, etc. you need to do the installation experience, especially with students of the correspondence form of training. Inform them that the circadian rhythm of the human body is determined by a number of physiological functions, which are constantly changing in the hours of activity and sleep.
An important role in the optimal organization of life and activity of a student of full-time and part-time forms of education plays a mode of the day - it is recommended by scientific and pedagogical workers in the early days of training.
Students of the first year need to adapt to self-study work. Therefore, first-year students must adapt to the conditions of life and activity in a higher educational institution. For this purpose, targeted pedagogical assistance is needed for scientific and pedagogical workers. This is, first of all, an attentive attitude towards a student who feels psychological discomfort, inconvenience, uneasiness, uncertainty.
We must remember that the student has three groups of difficulties: social, educational, professional. Social difficulties are caused by changes in the place of
