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7STUDENT AND STUDENTS GROUP AS OBJECTS OF THE 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. By the time they enter higher education, most boys and girls reach physical maturity. The body of a young person has a high efficiency, a high level of functional activity and endurance By 18 - 20 years, the formation of autonomic functions is completed. During this period, young men and women are the most flexible, there is a change in the formation of complex psychomotor and other skills. The dynamics of excitation and inhibition increases. Visual, hearing, motor reactions reach the optimal level of development. This age is the most favorable for the formation of many mental functions and the development of human intellectual capabilities.
Keywords: students group, students.
It is during the student years that the character and worldview of young people are formed. Therefore, it is important, as noted by teacher KD Ushinsky, that the material, which in this period flows into the soul of a young person, was high quality.
The process of personality development goes through a series of successive stages, each of which has its own features, structure of mental activity, features of the connections of mental processes and qualities of personality, its relationship with the environment. The next stage, which prepares the previous one, passes to a new, higher, with its characteristic features of motivational, operational and semantic aspects of mental activity in their relationship.
In the development of the nervous system occur new structure. In this regard, the reconstructed activities of the previously formed structures. In the Central nervous system high school students due to the constant change in the same manner as funds of actions occur when certain conditioned reflexes that need to change, to adapt with the transition of educational institutions to new conditions, new requirements. The plasticity of our nervous system ensures this transition, but rebuilding each student in different ways- fast or slow, harder or easier, depending on individual characteristics, readiness for this transition on the part of schools, families, the organization of a new student life and other factors.
The transition from high school age student is accompanied by contradictions and reorientation of habitual life views. Contradictions are social-psychological in nature: on the one hand, the flourishing of intellectual, physical powers of the student, and with another — time constraints, economic opportunities to meet the needs, and the like. Unlike the students, the interests of the students moving into the plane of the future profession.
Independence of action in the student age is of a practical nature. This is due to accommodation in the hostel, the distribution of its own budget, rational use of free time. School, life, the rest of the students largely depend on the communication environment, that is, student groups, their organization, value orientations, moral norms, informal leaders significantly affect the efficiency of the entire system of educational work in higher education.
Young people, enrolling in College, are faced with many challenges:
■ didactic (novelty in the learning process, new forms and methods of training, lack of necessary skills of independent work, etc.);
■ socio-psychological (due to the entry of the individual into a new environment (living conditions, environment, standards of behavior, unusual modes of operation, not regulated relations in the group, the course, the faculty, unfamiliar city); features independent Living, running your own budget and to overcome possible financial difficulties, and the like);
■ professional (inability to navigate the professional orientation of the learning process; the need to learn to work with people; difficulty in forming organizational skills, etc.). These difficulties students had to overcome in the months to gradually adapt to new conditions and direct their energies to the acquisition of 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 socio-political activities of students with insufficient political knowledge about attitudes and beliefs, making their activity often becomes antisocial orientation;
■ students with a deep socio-political knowledge, beliefs and active in political-social activities (this group is the least numerous).
The organizers of the educational process, knowing to which of these groups consist of specific students to differentiate between educational effects depending on the level of political culture of future teachers, their spagueti to the formation of certain political qualities.
Due to the acquisition of a new social status (high-school student) to develop a sense of responsibility for their behaviour, education and social work. Enrolling in College, choosing the path of independent life, young people are concerned about the future. Hope mostly optimistic, but much depends on whether the
profession they have chosen. This greatly affects the attitude of future specialists to acquire new knowledge.
Given the attitude to learning there are three groups of students:
■ serious students who aspire to everything new, regardless of area of expertise. They successfully study all the curriculum subjects, attend various activity clubs, educational activities, reading fiction and non-fiction, watch TV, visit museums, theaters, exhibitions and so on, but also take an active part in the social life of the institution and beyond;
■ students who are addicted to one branch of knowledge, have deep knowledge in this area, a lot of reading, watching the news, realizing at the same time, what you need to know and other items, to learn a profession, trying to diligently study all the disciplines provided by the curriculum;
■ students who are opting for a certain subject and having deep and thorough knowledge of, ignore the rest. They often belong to an average or even underachieving students. They require special educational measures in respect of self-education and self-education.
Depending on the relationship to the academic disciplines of students divided into three groups (A. G. Colourway).The interests of the students from the first group are passive and contemplative in nature. The transition of the University to the stage of development of interests of these students hampers the level of development of moral-volitional personal qualities: sense of duty and responsibility, diligence, discipline.
The second group of students is not homogeneous in its composition. Students of the first subgroup are addicted to not only a theoretical Foundation discipline, but also its practical orientation. They are particularly attentive in the lectures, when we are talking about the application of the theory and laws in practice. The second subgroup of students reveals a deep interest in the theory of the discipline, problems of this science. An important element of the structure of the cognitive interest of students in this group is a creative approach to the subject. The students of the first group necessary to form an interest in the theory of the subject, and the second to practice.
The third group of students is showing the same interest in theory and practice.
In the process of professional training of future specialists it is important to consider their professional plans, which certify the ability to Excel.
Indicators nature and effectiveness of the life program of the personality is a system of interests, desires and aspirations; complex business qualities: the unity of words and deeds, independence, initiative, responsibility, performance, ability to finish the job, and the like.
For future specialist important is the level of self-esteem, which relates to physical abilities, mental abilities, actions, motives, moral character and the like. The level of self-esteem can be high, medium and low. From the point of view of adequacy (matching the actual properties of the person), it is inadequately high (too high), inadequate (too low). This discrepancy often leads to psychological breakdowns, internal and external conflicts of a personality. A person with high self-esteem often underestimate other people, and with low — estimating them.
Given the attitude of students to their chosen profession, there are the following types of students (for V. T. Lisovskiy).
■ "Harmonious". Chooses their profession consciously. Conscientiously studying, taking an active part in scientific and public work. Uninhibited, educated, sociable. Field of interest covers literature, painting, sports. Honest, decent. Has a reputation in the team as a reliable friend, always ready to help others and does it with undisguised pleasure.
■ "Professional". Selects a specialty by calling, persistent in study. However, not interested in research work. Takes an active part in all student activities, faithfully executes orders. In the team respect him, but I know that it is important for successful learning (unlikely to escape from the lecture "company").
* "The academician". Chose the profession consciously. Learning just fine. Focused study in graduate school, so much time he spends on scientific research, sometimes at the expense of other classes. To help requests or suggestions "and not run away do all of us together from the next pair" is likely to remain indifferent. ■ "Public figure". It is characterized by a pronounced inclination for social activities, which usually has a negative impact on educational and scientific activities. I am sure that I chose correctly. Interested in literature and art, organized in the sphere of leisure. Inclined to obey the instincts of the crowd, but substantial assistance provide is not able.
■ "Amateur arts". Studies usually okay, however, scientific work is not interested. His interests are focused mainly in the sphere of literature and art. Has aesthetic taste, broad-minded, erudite. A few new fashionable novels of foreign authors ready to leave not one, but all pairs at once.
■ "Diligently". Chose the specialty of not consciously. Studying conscientiously, exerting effort, although it has no special abilities. Unsociable, not interested in art, but likes to go to the cinema, to pop concerts and discotheques. May miss a few. * The "average". Learning "how it goes", without making any effort, proud of it. His principle: "Receive a diploma and will work not worse than others". Chosen profession without hesitation. However, I am convinced that once received, you need to finish school. She tries to do well but not getting pleasure from it. Always happy to sneak out. For cooperation, hopes for us.
■ "Disappointed." The student is usually capable of, but has no interest in their chosen specialty. However, he knows he must finish school. Misses classes. Seeking to establish themselves in Hobbies, art, sport.
■ "Bummer." Is poorly, not making any effort. Quite pleased with himself. About their professional calling seriously think, research and community service does not participate. Classmates refer to him as "ballast". Sometimes strives to cheat, to adapt. The range of interests focused primarily in the field of leisure. Often is the initiator of "mass escapes" from the training sessions.
■ "Creative". This student's inherent creative approach to any business: education, social work, leisure. However, activities that require perseverance, accuracy, performance discipline, it is not captivate. Therefore, as a rule, learns "uneven", separating items into "interesting" and "boring." Easy escapes from classes, is unlikely to help others.
* "Bohemian". As a rule, studies on T. SV. prestigious faculties. Committed to leadership in society
such as it is. To other students is disparaged. "About all the" hear, although the knowledge of it is selective. In the field of art are only interested in "fashion". His opinion is always different from the views of the "grey mass". Therefore, encouraging to leave the occupation, as a rule, not be. As a member of a small social group, it behaves as expected in this group, but not as much as the others. Typology of modern students toward learning, academic, and social .activity, culture and sense of teamwork developed by the Russian teacher Would. G. Ananiev. He identifies six types of students:
■ Excellent learning majors, theoretical, social Sciences. Engaged in research work. Has high culture. Takes an active part in public work. With the team associated range of interests.
■ Does well. The acquisition of a specialty believes the sole purpose of learning in higher education. Public subjects interested in the program. Linked with the staff training and professional interests. Takes an active part in public work. Teachers and friends consider him to be a good student.
■ Great time in school, consider science as a major area of interest and activity. Shows interest in the social Sciences as a means of explanation of reality and their own behavior. Has a high General culture. Active in social activities, with the team linked to the wider scientific interests. A student of this type — the future scientist. Some students of this type deal only with science, the other classes I consider it a waste of time. What they say about the "rationality of the XXI century".
■ A good student, interested in social Sciences; research work usually does. A common culture is limited to professional interests. Active in social work and in community life, the interests which is considered as private. An active public figure. He is respected for honesty, integrity, unity of words and deeds.
■ Manages learning in all disciplines. The research work does. Considering the specialty and culture as a major area of their interests and activities. In public, social life involvement. With his team combine the cultural and entertainment interests. Among students he is a renowned scholar, connoisseur of modern art.
■ Has a low academic performance. The research work does. Passive in public life. Entertainment sees as the main sphere of its activities. With the team linked mainly to the interests of the guests. Considers itself the "original", sometimes mentally unstable. The University received because it is "fashionable". My profession is indifferent and believes her only source of livelihood. Learning with minimal effort; where possible, uses the crib. No matter what classification the group did not belong to the student during training in high school he needs to learn behavior that conforms to generally accepted norms and rules of morality and law, as well as to cultivate during the learning ability to learn. To master the learning process is more important than to learn a specific body of knowledge which quickly become obsolete. Even more important is the ability independently to extract knowledge based on creative thinking.
The educational process in a higher educational institution and, therefore, the development of the individual student in various courses has some peculiarities.
In the first year is the adaptation of the former entrants to the student forms of collective life. The behavior of the students characterized by a high degree of
conformism (passive, protasowicki the adoption of existing orders, rules, norms of behaviour). Freshmen is no differentiated approach to their roles.
The second course is niaprazine period of educational activity of students. In the lives of sophomores intensely includes all forms of training and education. Students receive General training, and form their wide demands and needs. The process of adaptation to the environment basically completed.
In the third year, students begin their specialization, deepens the interest in scientific work. In this period narrowed the scope of interests of the personality, the personality is determined by the factor of specialization.
In the fourth year, students are introduced to the specialty during the period of educational practice. their behavior is the intensive search for rational ways and forms of special training, is a reassessment of values.
Fifth course — the prospect of the imminent end of the University forms a distinct practical guidelines for future occupation. There are new values related to the material and marital status, place of work, and the like. Ogadeni gradually moving away from collective forms of life.
Constant study of the level of development and education of each student and staff academic group is able to build the educational process in higher education, given the changes undergone by the student body as a whole and each member in particular, to adjust the content and methodology of this process.
New students, new teaching, increasing independence and activity have a decisive influence on the formation and development of personality in comparison with school age, changing motives and activities of students. Learning has a professional orientation, the specific content, because the acquisition of knowledge, abilities, development of abilities becomes an important condition of professional qualification of the future specialist.
Educational interests become more selective, acquire a professional orientation.
The transition from school to higher education is a complex stage. The acquisition of new knowledge, skills, different mode, style and methods of work, new environment, new unusual conditions, all contribute to the formation of new conditioned reflexes, a new dynamic stereotype. Such a transition happens too individually, sometimes even with great tension of the nervous system.
Students who came to higher education straight after school, it is much easier to adjust than an adult who is used in manufacturing, the army in another mode, and other conditions. This can be explained by the large similarity of the living conditions of the schools and UNIVERSITIES than the UNIVERSITIES and industry, a smaller change in the dynamic stereotype.
Change of stereotype is necessary due to the new student environment. However, with proper preparation, family, school new teaching methods in higher education, new regime, new conditions, scientific organization of labor students in high school the transition from school life to student may happen milder, with no extra voltage, much faster and more efficient.
To manage the process of formation of future specialists without knowledge and consideration of their features is impossible. Note that and to the education of students acceptable Golden rule of K. D. Ushinsky: if
you want to train a person in all aspects, is to study it in all aspects.
For Junior courses learning and students who already before have reached full physical maturity, and those who have not yet reached it. Common for and the other is an employment-determination, choice of profession, collaborative work training, as well as their new position in society, shared professional interests. The development of undergraduate students is influenced by these changes, new terms and conditions. The nature of learning has an important influence on the formation of personality.
The new content of learning, methods of work in the UNIVERSITY require a high level of independence, activity of personality, ability to generalization, abstraction, and creativity. Cognitive interests of the students acquire the professional orientation more sustainable. Intensively develops attention, especially the arbitrary powers of observation, increases the value of abstract, verbal-logical, deliberate memorization. Mental activity takes on a greater level of generalization and abstraction, which is a necessary prerequisite for the formation of theoretical thinking. For students characterized by a tendency of the philosophical attitude to the phenomena of life, critical thinking.
The desire to deny the authorities, the established rules, "reform everything" is associated with the desire of young people to the ideal in their beliefs.
The influence of teaching and education in higher education is mediated by internal factors, such as the peculiarities of the nervous system. It would be wrong to assume that with age the internal conditions of personal development become more favorable in all respects. In student age, mental activity is selective and more closely related to the content of professional orientations of the individual.
Adolescence - a period of fiery energy, aspirations, enthusiasm, romance. It is at this age that the moral and intellectual forces of man develop, the formation of the spiritual face, character traits, and personality traits continues. Students are characterized by generalizations, selective ideals, which synthesize the best, according to students, personality traits. Adolescence is characterized by a wealth of different feelings, among which moral ones predominate. There is an increased interest in ethical and moral issues (happiness, duty, love, friendship, fellowship, marriage, family, etc.).
Education and the process of socialization.
The period of study in higher educational institutions is an important period of human socialization.
Socialization - the process of forming a personality in certain social conditions, the process of assimilation of social experience, in the process of which a person transforms it into their own values, selectively introduces into their system of behavior norms and patterns common in a particular group and society.
At the student age there are all the mechanisms of socialization: mastering the social role of the student, preparation for mastering the social role (professional), mechanisms of imitation and mechanisms of social influence by teachers and student groups. Phenomena of conformism are also possible in the student environment.
Student age is also characterized by the desire to independently and actively choose a lifestyle and ideal that meets the conditions of socialization, according to which the individual must play an active role.
The processes and results of socialization are internally contradictory, because ideally a socialized person must meet social requirements and at the same time resist the negative trends in society, life circumstances that inhibit the development of its individuality. In particular, it is not uncommon for people to be so socialized, in fact dissolved in society, that they are not ready and unable to participate more personally in the establishment of life principles. It largely depends on the type of upbringing.
Education, in contrast to socialization, which occurs in the conditions of spontaneous human interaction with the environment, is considered as a process of purposeful and consciously controlled socialization (family, religious, school education). Both socializations have a number of differences in different periods of personality development. One of the most significant differences that exist in all periods of age development of the individual - is that education is a kind of mechanism for managing the processes of socialization.
In this aspect, education has two main functions: streamlining the full range of influences (physical, social, psychological, etc.) on the individual and creating conditions for accelerating the processes of socialization in order to develop the personality. According to these functions, education makes it possible to overcome or mitigate the negative consequences of socialization, to give it a humanistic orientation, to give a request for scientific potential for forecasting and constructing pedagogical strategy and tactics.
Types (models) of education are determined by the level of development of societies, their social stratification (the ratio of social groups and strata) and sociopolitical orientations. Therefore, education is different in totalitarian and democratic societies. Each of them reproduces its own type of personality, its own system of dependencies and interactions, the degree of will and responsibility of the individual.
All approaches to the education of the teacher is an active subject together with another active person. In this regard, the question arises about the tasks that should be solved by purposeful socialization, which is organized by the teacher.
A.V. Mudrik conditionally allocated three groups of problems to be solved at each stage of socialization, natural-cultural, socio-cultural and socio-psychologi-cal.
Natural-cultural challenges associated with achievement in each age stage specified level of physical and sexual development characterized by some regulatory differences in the various regional-cultural con-
ditions (different rates of puberty, standards of masculinity and femininity in different Enosh and regions, etc.).
Socio-cultural objectives - cognitive, moral, value-semantic tasks specific to each age phase in a specific historical society. they are determined by the society at large, local and immediate environment of man.
Socio-psychological challenges associated with the development of self-consciousness, her self-determination, camacholara and samootverzhennyj that each age group have specific contents and methods of their achievement.
The solution to these problems in the process of education due to the need of personality development. If any group of tasks or the most important of it remain at a particular stage of socialization, or retards the development of personality, or makes it defective.
Therefore, teaching in higher education is a powerful factor of socialization of the student.
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