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11STUDENT AND STUDENT GROUP AS OBJECTS OF PEDAGOGICAL PROCESS
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. The process of personality development passes a series of successive stages, each of which has its own features, the structure of mental activity, especially the connections of mental processes and personality traits, its relationship with the environment. The next stage, which prepares the previous one, passes into a new, higher, characteristic of the particulars of the motivational, operational and substantive aspects of mental activity in their interrelation.
Keywords: student, educational work
By the time of admission to higher education, most young people and girls reach physical maturity. The organism of the young man already has high working capacity, high level of functional activity and endurance. Up to 18 - 20 years the formation of vegetative functions is completed. During this period, boys and boys are most plastic, there is a change in the formation of complex psychomotor and other skills. The dynamics of excitation and inhibition is increasing. The optimal level of development reaches vision, hearing, motor reactions. This age is most desirable for the formation of many mental functions and the development of intellectual capabilities of man.
It is in the student's years that character is formed, the outlook of young people. Therefore, it is important, as noted by the teacher K. D. Ushinsky, that the material, which during this period pours into the soul of a young man, was qualitative.
The process of personality development passes a series of successive stages, each of which has its own features, the structure of mental activity, especially the connections of mental processes and personality traits, its relationship with the environment. The next stage, which prepares the previous one, passes into a new, higher, characteristic of the particulars of the motivational, operational and substantive aspects of mental activity in their interrelation.
In the development of the nervous system there are new structures. In connection with this rebuilds the activities of previously formed structures. In the activity of the central nervous system of high school students, due to the constant change in the same order of the same actions, means, actions, there are certain connections of conditioned reflexes, which need to be changed, adapted with the transition to a higher educational establishment to new conditions, new requirements. The plasticity of our nervous system ensures this transition, but the restructuring takes place in each student in a different way - quickly or slowly, heavily or lighter, depending on individual characteristics, readiness for this transition from the school, the family, the organization of a new student's life and other factors.
The transition from the senior school age to the student is accompanied by contradictions and reorientation of the usual life representations. Contradictions have a socio-psychological nature: on the one hand, the flowering of intellectual, physical strength of the student, and on the other - the limited time, economic opportunities to meet needs, etc. Unlike students, the interests of students move into the future profession.
Independence of actions in the student's age becomes practical. This is due to accommodation in the hostel, distribution of your own budget, rational use of free time. The study, life, and leisure of students are largely dependent on the medium of communication, that is, student collectives, their organization, value orientations, moral norms, informal leaders have a significant impact on the effectiveness of the whole system of educational work in higher education.
Young people who come to a higher educational establishment face many difficulties:
■ didactic (novelty in the learning process, new forms and methods of teaching organization, lack of necessary skills of independent work, etc.);
■ socio-psychological (due to the entry of the individual into a new environment (living conditions, environment, norms of behavior, unusual activity, poor relations in the group, on the course, at the faculty, the unfamiliar city), the peculiarities of independent life, keeping their own budget and overcoming possible material difficulties, etc.);
■ professional (inability to orientate in the professional orientation of the learning process, the need to learn to work with people, the difficulty in shaping organizational skills, etc.). These difficulties are overcome by students over the course of months, gradually adapting to the new conditions and directing their efforts to gain knowledge.
Overcoming these difficulties contributes to a specially organized educational institutions for adaptation, that is, active and creative adaptation of a new set of students to the conditions of the higher school, in which is formed a team, personal skills, and the ability to rationally organize mental activity and vocation for their chosen profession, built up a system of professional
self-education and self-education of professionally significant qualities of the personality, and the like.
In the adaptation of the student there are three phases:
■ first phase - mental reaction of an organism to new conditions of higher educational establishment of students has a different duration, but basically ends in the middle of the first semester;
■ the second phase involves the restructuring prot-asowicki mechanisms, dynamic patterns of mental processes and ends around the middle of the second semester;
■ the third phase - the period of adaptation, when completed the formation of a dynamic stereotype and protasowicki reactions. 70% of students completed by the end of the first course.
Higher education institution should make every effort to create optimal conditions for adaptation of freshmen.
We are talking about professional help in the organization and planning self-study work; the armament of the first-year students ' knowledge of innovative culture of educational work, development of modern educational technologies; familiarizing them with the peculiarities of methods of independent work in each scientific discipline; the activation of cognitive activity of students in the classroom; ensuring understanding of the content of training sessions as a condition of the logical analysis of information; consultations (individual and group) with an innovative contemporary culture education work; the formation of the need for self-improvement; providing contacts osti teachers and students.
An important feature of adolescence is the desire for independence, which has a positive effect on the organization of self-education and self-education. Perfectionism and rigidity in the evaluation can cause a negative attitude to the opinions of adults, not the perception of them, and this, consequently, leads to conflicts.
In older adolescence, is formed of the moral ideal of man, which regulates learning and behaviour.
Persons of this age have a sense of love, which affects all of their lives and activities. Passion makes a person noble, dreamy, sensitive, encourages self-improvement. During this period, some students creates seven makes a variety of household problems. The daily routine of these students becomes more organized and poradovali.
Activization of informative activity of students, their improvement contributes inherent in the older youth age optimism, which is manifested in the sense of energy and joie de vivre, self-confidence, in my abilities, in the belief that dreams come true. Students are full citizens, can vote and be elected to management bodies. This would enhance their participation in youth organizations affects the formation of political consciousness, development of political culture, religion and stimulates self-improvement.
At this age the importance of a political culture. According to his level of students (future teachers) are divided into several groups (I. P. Kozubovsky):
■ students who have certain political knowledge, but insufficient for the formation of stable beliefs and successful practical socially useful activities;
■ students who have political knowledge, become more sustainable conviction;
■ students that have certain political knowledge, beliefs, but passive in socially useful activities;
■ active in social and political activities students with insufficient political knowledge, false beliefs and beliefs, as a result of which their activities often take antisocial orientation;
■ students who have deep socio-political knowledge, persuasions and active in politico-social activities (this group is the least numerous).
The organizers of the educational process, knowing which of the identified groups belong to specific students, can differentiate the educational effect depending on the level of political culture of future teachers, while encouraging them to form certain political qualities.
As a result of acquiring a new social status (student of a higher educational institution), a sense of responsibility for their behavior, training and social work is formed. Having entered the higher educational institution, choosing the path of independent life, young people are concerned with the future of the future. Hope is mostly optimistic, but much depends on whether the profession is successfully selected. This greatly affects the attitude of future professionals to gaining new knowledge.
Given the attitude to learning, distinguish three groups of students:
■ serious students who strive for everything new, regardless of the field of knowledge. They successfully study all subjects covered by the curriculum, attend various groups, educational events, read art and popular science literature, watch television programs, visit museums, theaters, exhibitions, etc., as well as take an active part in the public life of the institution and beyond;
■ Students who are interested in one branch of knowledge, have deep knowledge in this field, read a lot, keep track of novelties, while realizing that it is necessary to know other subjects, to master the profession, to try diligently to study all the disciplines envisaged by the curriculum;
■ students who, having given preference to a particular discipline and having deep and solid knowledge of it, neglect the rest. Often, they belong to mediocre or even inexhaustible students. They are in need of a special educational effect on self-education and self-education.
Depending on the attitude to the academic disciplines, students are divided into three groups (according to OG Solodutva). The interests of students in the first group have a passive contemplative character. The transition to a high stage of the development of the interests of these students impedes the level of development of moral-volitional personality qualities: a sense of duty and responsibility, diligence, discipline.
The second group of students is not homogeneous in composition. Students of the first subgroup admire not only the theoretical basis of discipline, but also its practical orientation. They are especially attentive to
the lectures when it comes to applying the theory / laws in practice. The second subgroup of students shows a deep interest in the theory of discipline, the problems of this science. An important element of the structure of cognitive interest of students in this group is the creative attitude to the subject. The students of the first subgroup need to form an interest in the theory of the subject, and the second - in practice.
The third group of students shows the same interest in theory and practice.
In the process of training future professionals it is important to take into account their professional plans that demonstrate the ability to self-improvement. Indicators of the nature and effectiveness of the life program of the individual are the system of interests, desires and aspirations; complex of business qualities: unity of words and deeds, autonomy, initiative, responsibility, ability to work, ability to complete the begun business, etc.
For a future specialist, an important level of self-esteem is concerned with physical abilities, mental abilities, actions, motives of behavior, moral qualities, etc. The level of self-esteem can be high, medium and low. From the point of view of adequacy (correspondence to the actual properties of the individual), it is inadequately high (overestimated), inadequately low (understated). Such discrepancy often leads to psychological failures, internal and external conflicts of personality. A person with an overestimating self-esteem often underestimates other people, and with an underestimated one - overestimates them.
Continuous study of the level of development and upbringing of each student and the team of the academic group enables to effectively formulate the educational process in a higher educational institution, taking into account the changes experienced by the student team in general and each member in particular, adjusting the content and methodology of this process.
A new student group, a new type of learning, growing autonomy and activity have a decisive influence on the formation and development of personality in comparison with school age, and the motives of student activity are changing. Training acquires a professional orientation, concrete content, as the acquisition of knowledge, skills, development of abilities becomes an important condition for the professional qualification of a future specialist. Cognitive interests become selective, acquire a professional orientation.
The transition from school to higher education is a complex stage. The acquisition of new knowledge, skills, other modes, style and methods of work, a new environment, new unusual conditions - all this contributes to the formation of new conditional reflexes, a new dynamic stereotype. Such a transition occurs too individually, sometimes even with the extraordinary stress of the nervous system.
A student who has come to a higher education institution immediately after school is much easier to rebuild than an adult person who is accustomed to work, in an army to another regime, to other conditions. This can be explained by the greater similarity of school and university life conditions than by higher education and production, with a smaller change in dynamic stereotypes.
A change in stereotype is required, due to new conditions for the student. However, for appropriate training of the family, the school for new methods of studying in higher educational institutions, the new regime, new conditions, and the scientific organization of students' motions in higher educational institutions, this transition from school life to student can take place softerly, without unnecessary stress, much faster and more efficiently.
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