Russian New University
Keywords
subjectHEnthenetic approach, technology personal Development, Vocational education, Subject-Genesis Approach, Technology for Personal Development, Professional Education
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The article discloses the essence, possibilities and efficiency of the use of personal development technology (TLR), which received multiple confirmation in a number of studies of domestic and foreign scientists and practitioners working on solving personal development problems in the vocational education system
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Today, human capital as a person's ability to creative labor with all leading politicians of the country is called the main wealth of Russia, one of the ways to increase the development of education. At the same time, many specialists in the development of such a type of resources converge in the opinion that it makes the national treasure, it does not just accumulate by a person with a certain amount of knowledge, namely the acquisition and application of the qualities of a mature activity of life. For the operational description of such qualities, general cultural and general professional competencies are most often used as expected and measured learning results, which include: - Readiness for responsible goaling and implementing their intentions, the ability to adopt independent motivated solutions in non-standard situations and willingness to be responsible for their consequences; - the ability to build partnerships, readiness for interaction with colleagues, readiness for the management team in the field of professional activity, the ability to organize the work of the performers, find and accept management solutions, ability to work in a team; - The ability to design the trajectory of their professional development, willingness to develop the initiative and independence, the ability of a graduate to self-organization and self-development, the ability to build a personal life strategy. It would seem that with such powerful political and administrative support and completely understandable parameters, the hostilities of the university without difficulty should unfold active work on the formation of these competencies. In some cases, even a group of disciplines appeared, which often designate as personal development technologies - TL. But the unified system is still not. Moreover, on the background, a fairly preserved traditional form of a purely subject preparation of TLP is still referring to the category of marginal part of the educational program and not without reason, the educational unit of educational work of the university, which is often reduced exclusively to cultural and leisure forms of activity Students. As our experience has shown, many years of introduction of educational modules, including personal development technologies, only the problem in this case is not limited to conservatism for universities. First of all, the developers and organizers of the execution of educational programs are not quite clear the theoretical and methodological basis for the formation of the specified group of competencies. There is another group of problems, to a large extent associated with the traditional system of organizing the entire work of the domestic system of vocational education. The familiar knowledge system for the domestic high school and the preserving practice of bringing the ownership of these knowledge at best to the level of skills simply interfere with organizing an educational process (i.e. not only training, but also conjugate educational!) In the orientation of the development of sustainable skills. These problems should not be considered to discharge the manifestations of the principled impossibility of establishing such work in the domestic system of vocational education. More than a quarter of a century, we successfully implement in a number of classical, technical and humanitarian universities. educational program Preparation of qualified users of psychological and pedagogical knowledge, the purpose of which is just the development of the subject potential of students. The theoretical basis for this work was the subject-activity direction in the study of the nature of the human person. In its framework, we have been formulated by a subject-genetic approach to the organization and implementation of various types of psychological and pedagogical practices, in which educational and educational work is considered as a single educational activity. It is the main task of the formation and development of the student's personality as determinizing the start of their own activity, organizing all its livelihoods in the orientation on socially acceptable personal success, well-being and prosperity. Successfully implemented as components of the TLP educational modules "Applied Personal Psychology", "Effective Communication Technologies", "Life Navigation" suggest a combination of audit classes with everyday practice aimed at converting acquired knowledge and skills to sustainable skills. At the same time, students seize as key educational tasks as a person's assessment receptions as a subject of vital activity, design technologies and organization of negotiations as permit methods. interpersonal conflict, planning algorithms and optimize various types of own livelihoods. Invariant basis for all these species of personal development technologies are such issuable by students of the procedure, as: - the organization is a suitable streamlining of them of various types of own livelihoods; - Optimization - the best use of resources during solving vital tasks; - Regulation - the formation and maintenance of a mental and physical condition that ensures the required level of performance and most suitable for a particular situation. The TRP of the subjectHegenetic orientation also implies the development of decision-making technologies in the individual and group modes of operation, the algorithms of effective interpersonal communication, receptions of role regulation of social behavior, methods for designing upcoming activities. It is important to note that in the educational modules used for this, there are methods for both logical and intuitive solutions and evaluation of the results obtained. Associated with the prediction of the possible and desired future work is combined with various options Estimates of the results obtained in constructing and implementing by students of individual self-development programs, when creating and implementing various personal projects. Such projects can be carried out within the framework of educational, scientific, leisure activities of students, their hobby, participation in volunteer movement, work in construction and pedagogical detachments, etc. . The success of the TLP, taking into account their subject-generating orientation, are divided into two groups. In a group of subjective indicators, we included signs of positive emotional response to students on the results obtained and the events related to it, passionateness committed, strengthening positive relations with the reference group, attitudes towards what is happening and achieved as worthy, socially acceptable and filled with deep meaning, and Also overall satisfaction with life. The group of objective indicators includes the compliance of the results, the effects of actions, the magnitude and sign of deviations from the norm / standards of well-being ( detailed description The procedures performed at the same time in the works). The effectiveness of the described version of the TLP received a multiple confirmation in a number of studies of domestic and foreign scientists and practitioners working on solving personal development problems in the system of vocational education. Nevertheless, there are a number of fundamentally important issues, the answers to which will largely determine the fate of the very idea of \u200b\u200bthe inclusion of TLP in the domestic training system of vocational training. First of all, we have to decide whether this system is preparing the system of trained performers of the activities given from the outside or forms and develops leaders. This question ceases to seem rhetorical, if we consider a clear tendency to consider the norm massive informing of students and the desire to evaluate the results of the operation of the education system solely on the accuracy of reproductive reproductive reproduction by students of the information reported by them. Already existing methodological developments of effective TL options will find large-scale application only if all the units of professional education system will truly be configured to prepare students for creative work and in general to successful livelihoods.
Introduction 3.
1. The concept of the process of formation and development of personality 4
2. Factors affecting the choice of identity development technology 8
3. Development of the person at different stages of human life 10
Conclusion 21.
References 22.
Introduction
The issue of the formation and development of the personality is too large and ambiguous and is considered by adherents of various concepts from different sides. For example, the biogenetic orientation of the human development studies conducts a study in the main phenotypic features of the organism ripening. Sociogenetic orientation - develops ideas about the development of a "social individual" or "personality" in the understanding of B.G.ananiev. Personal orientation leads to the analysis of mainly the formation of identity identity, manifestations of its individuality. But it is impossible to divide these models on different "media" (organism, social individual, personality), for organic, social and mental properties are integrated into personality and develop in aggregate, affecting each other.
Personality is systemic quality. From this point of view, the study of the personality is not a study of separately individual properties, mental processes and human states, this study of its place, position in the system of public relations is a study that, for which a person uses his innate and acquired. Accordingly, the study of personality development raises questions as and how affects this result.
The purpose of this work is to consider the technology of personal development of the personality.
To achieve the goal, it is necessary to solve the following tasks:
Describe the stages of the formation of the personality;
characterize the prerequisites for the development of the personality;
Consider personal development technology.
1. The concept of the process of formation and development of the individual
The personality acts as an object of a number of sciences and, being a complex, multifaceted social phenomenon, requires a complex interdisciplinary approach (philosophical sociological, socio-psychological, etc.). Psychology studies a person from the point of view of his mental, spiritual vital activity.
Before considering personal development technologies, it is necessary to clarify the concepts of personality, its difference from the concepts of a person, an individual.
Man - on the one hand the creature is a biological, animal, endowed with a consciousness with a speech, the ability to work; On the other hand, a person is a public creature, he needs to communicate and interact with other people.
Personality is the same person, but considered only as a social being. Speaking of personality, we are distracted by the biological natural side of it. Not any person is a person.
Individuality is the identity of a particular person as a unique combination of peculiar mental features.
Individual - man as a unit of society.
Some scientists believe that the human psyche is biologically determined that all parties of the individual are congenital. For example: Character, ability to inherit as eye color, hair.
Other scientists believe that each person is always in certain relations with other people. These social relations and form a human person, i.e. A man assists the rules, customs, moral norms adopted in this society.
But natural biological features are absolutely necessary for human mental development. The human brain and the nervous system are needed, so that on this basis it becomes possible to form the mental characteristics of a person.
Developing outside of human society, creature possessing human brainwill never even become a similarity.
Most psychologists believe that a person is not born, but becomes all the theoretical approaches of psychology are trying to find the technology of the formation of the individual and its further development. However, in modern psychology there is no unified technology for the formation and development of personality. Consider briefly some of the technologies of personality development, for example:
biogenetic approach - (S. Hall, 3. Freud, etc.) considers the basis for the development of the personality of the biological processes of the ripening of the body,
Sociogenetic - (E. Torndayk, B. Skinner, etc.) The structure of society, methods of socialization, relationship with others, etc.
Psychogenetic - (J. Piaget, J. Kelly, etc.) without denying neither biological, nor social factors, nominates the development of actually mental phenomena.
In a broad plan, the person's personality is the integral integrity of biogenic, sociogenic and psychogenic elements and all these sets of factors should also be taken into account in the technologies of personal development.
The biological basis of the personality covers the nervous system, the system of glands, metabolic processes (hunger, thirst, sexual impulse) sexual differences, anatomical features, the processes of ripening and developing the body.
The social "measurement" of the individual is due to the influence of the culture and structure of communities in which the person was raised and in which he participates. The most important sociogenic personality terms are the social roles performed by her in various communities (family, school, the group of peers), as well as the subjective "I", that is, created under the influence of the impact of other idea of \u200b\u200bits own person, and reflected "I", that is, the complex Representations of themselves created from the ideas of other people about ourselves.
Of all the problems faced by people during the history of mankind, probably the most confusing is the mystery itself. In which directions did notice the searches, which many different concepts were put forward, but the clear and accurate answer still escapes from us. This is also associated with difficulties in creating an identity development technologies that would suit all people, but separate technologies are suitable today only to a certain category of people.
The significant difficulty in creating personal development technology is that there are a lot of differences between us. People differ not only to their appearance. But also actions, often extremely complex and unpredictable. Among more than five billion people on our planet will not meet two exactly similar to each other. These enormous differences complicate, if they do not at all impossible, the solution to the task of establishing the general one that unites representatives of the human race.
Astrology, theology, philosophy, literature and social sciences are just some of the currents, in the row of which attempts are being made to understand the complexity of human behavior and the very essence of a person and create any universal technology for the development of personality on this basis to old age.
Today, the problem is sharp more than ever, since most of the majority of humanity are the rapid population growth, global warming, pollution ambient, nuclear waste, terrorism, drug addiction, racial prejudices, poverty - are a consequence of human behavior. It is likely that the quality of life in the future, as perhaps, the very existence of human civilization will depend on how much we promote in understanding yourself and others.
Socialization of the individual - the necessary and most important aspect in the technology of personality development - represents the process of forming a person under certain social conditions, the process of assimilating by a person of social experience, during which a person transforms social experience in its own values \u200b\u200band orientations, selectively introduces those norms into its behavior system And templates of behavior that are accepted in society or group. The norms of behavior, the norms of morality, the conviction of a person are determined by those standards that are adopted in this society.
The following stages of the socialization are distinguished necessary to create personal development technologies:
1. Primary socialization or stage of adaptation (from birth to adolescent period, the child absorbs social experience is noncritical, adapts, adapts, imitates).
2. The stage of individualization (a desire to allocate oneself among others, a critical attitude towards public standards of behavior). In adolescence, the stage of individualization, the self-determination "Peace and I" is characterized as intermediate socialization, because Still unstable in the worldview and character of a teenager.
3. Youth age (18-25 years) is characterized as sustainable conceptual socialization, when the sustainable personality properties are produced.
4. The Stage of Integration (a desire appears to find its place in society, "fit" to society). Integration passes well if the human properties are accepted by a group, society. If not accepted, the following outcomes are possible:
Preserving its dissimilarity and the emergence of aggressive interactions (relationships) with people and society.
Change yourself, "Become as everything".
conformism, external conciliation, adaptation.
5. The labor stage of socialization covers the entire period of human maturity, the whole period of his work activity, when a person not only assists social experience, but also reproduces it through the active impact of a person on Wednesday through its activities.
6. The sampling stage of socialization is considering an elderly age as age that contributes a significant contribution to the reproduction of social experience in the process of transferring it to new generations.
Thus, all these stages of human life are fundamentally different from each other, which requires various methods and approaches in the development of personal development technologies. More detailed analysis The process of personality formation is possible on the basis of the allocation for each age of the leading activity, which causes the main changes in mental processes and the characteristics of the child's personality at this stage of its development.
2. Factors affecting the choice of identity development technology
The basis of personal development technologies is 3 main points: Individual properties as a person's development prerequisites; Socio-historical lifestyle as a source of personality development and joint activities as a basis for the life of the personality in the system of public relations.
I. Individual properties as a factor affecting the technology of personality development.
Individual is what this person is similar to the rest; Individuality is what it is different. The individual is born, and the personality becomes (A.N. Leontyev, S.L. Rubinstein).
The biological features of a person consist exactly that he has no inherited instinctive forms of activity and behavior. This confirmation is very small relative to the adult brain weight of the newborn, its helplessness and long period of childhood. Individual properties express the tendency of a person as an "element" in the developing system of society to conservation, ensuring a wide adaptability of the human population.
The study of the individual prerequisites for the development of the individual is, under what circumstances, what way and what is the expression of the pattern of maturation of the individual in personality development, as well as they are transformed.
Individual features (age-sex and individual-typical properties). The highest form of integration of individual properties is temperament and deposit.
Thus, this factor attaches personal development technologies to certain specificity, which manifests itself in an individual approach to the development of each person.
II. The socio-historical lifestyle as the basis of the technology of personality development determines what is assigned to the personality in the process of its movement in the system of social relations, what is the possibility of choosing, the transition from one type of activity to another, the content of the features and identity settings acquired in this system.
The socio-historical lifestyle determines such an intersection on the coordinate system of the historical lifetime of the personality and the axis of the social space of her life, which is a condition for the implementation of human activity and in aggregate - a source of personality development. The social and historical situation determines the breadth of the possibility of choosing a personality of a particular activity.
This factor affects the technology of personality personality development entitling of an individual to the social space, the orders of society, etc.
III. At a certain stage of the development of the identity of the relationship between the person and generating it, the basis (activities in society) changes. Joint activity in a specific social system still determines the development of the personality; but personality, increasingly individualizing, herself chooses that activity, and sometimes the way of life that determine it further development.
The driving force of personality development is contradictions that are born in the process of activity. Transforming activities that are deployed by a particular social scenario, choosing various social positions during life pathThe personality all sharper declares itself as an individual, becoming an increasingly active Creator of the Public Process. That is, the person is transformed from the object of social development into the subject of this process; There is a transition from the mode of consumption, learning culture to the mode of creation and creativity (from "life time" to "time to live") - all this also has a strong impact on the technology of personality development technology, in which aspects encouraging personality to integrate with other people.
3. Development of the person at different stages of human life
A person throughout his life is constantly faced with such concepts as "the development of the person, the development of a child, the development of consciousness," but it is unlikely to fully realize them. The fact is that each individual understands this complex system in its own way, using its own logical constructions, speculation, fantasy. From here - a large number of new techniques that develop personality in all directions, interesting techniques, practical and theoretical advice and unique programs in their own way.
First of all, it is necessary to deal with what the personality development begins, who is capable of developing it, from what age is it preferable to carry out this process and what stages it should pass so that the person will subsequently can self-actualize.
Personality development is best started with preschool age when a child is blank sheet Paper on which all new, more complex characters will manifest themselves over time. The basis of everything is the dynamism of the mind, on the activity of which from the given genotype with its characteristic features A mental pyramid should be formed, which will allow from the category of mind as an active participant, to highlight an observer as a supporter of passivity.
The observer or contemplator can already be able to dive into the layer of intellectual space. Thus, the unity of the mind and intellect is possible through the psyche. When this trinity is formed, then the corners of this triangle can be lifted the lines, which, combined, will give such a state of consciousness that we could call the mind. So, brick to the brick, building your own pyramid of consciousness, we bring a simple formula for the development of the personality. If you go through the stages, then the mind falls in the first place in the development candidates.
Let's determine first in the term "development". Initially, the term in question assumes a kind of having anything, which, actually, requires development. Indeed, the original consciousness has already been formed from all of the participants above, only one is shown in its infancy, others are generally in a state of virtuality, such as psyche and mind. Therefore, we certainly have something to develop, but main question It is now in who will develop all this.
This is a far from a celebrating question, because the process will be built on his response. Actually, we do not have much opportunity in this regard, in fact there are only two of them - these are the external forces of the impact and the internal forces of opposition. IN psychological research It was observed that people are more willing to manipulate the ideas that were created by them as a result of reflection. The imposed ideas are usually found in the bayonets or, as a maximum, exposed to mental correction. And if the mind takes the external ideas of badly, this is a serious signal that this personality has deep defects or, simply speaking, pathology is conscious. Such a person must not develop at the moment, but to heal.
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Technology of personality development. Educational project "Alternation of creative instructions" (CTP) in the system of forming a socio-active, creative personality.
Smagina Elena Panthevimonovna
primary school teacher
GOU SOSH № 354
Moscow District
st. Petersburg
One of the main tasks of modern society is the upbringing of a growing person as the formation of developed, communicative, mobile, socio-active Personality. The new educational standard establishes the requirements for the results of students, one of which is the development of independence and personal responsibility for their actions, including in information activities, on the basis of ideas about moral standards, social justice and freedom.
Therefore, to build a pedagogical process, it is important that the teacher acts as a hidden initiator activity, and in this case children make up the impression that they are the initiators of activity. As indicated, "the teacher from a scientific point of view is only the organizer of a social educational environment, a regulator and controller of its interaction with each student."
It is known that for younger students, individual people are speaking carriers - mother, father, teacher and ... peers. Therefore, the children's team is organized by adult as a tool of education already in the younger school age. An important role is played by the nature of the relationship between children, which add up in a changing system of permanent and temporary associations. It holds all children through the role of executives and performers, teaches to organize comrades and obey the comrade, teaches mutual assistance and mutual response, develops from students regulatory, Communicative and Personal skills.
The method of creating small groups within the framework of the class team, which is entrusted with the execution of short-term work, allows the best way Implement the tasks. The child in this small group is constantly under the influence of the opinion of comrades, it is more difficult for him to avoid the adopted behavioral norms. In addition, children are easier to carry out self-guide with a small number of peers. Only in this case, each child can determine for itself such a position in which all its taming is being implemented, and it will be able to achieve certain personal results.
To implement these tasks, you can use the CPU technique ( alternation of creative instructions). From the first class, the guys are broken into groups of five to six people. In the 1st group of the group, the teacher is broken, then children are divided into groups themselves at will. The group commander, name, emblem and motto are selected. Commanders of groups change after time with the goal so that each of the guys visited the leader and felt a responsibility Not only for yourself, but for others.
Every day a creative order in the group is changing: today - "duty", tomorrow - "flower", the day after tomorrow - "Hardware", etc., and so on. Total creative orders are invented by the number of groups in the classroom. It may be "class duty", " Journalists "," Nature "," Sanitary "," Hardware "," duty on the dining room "," Scholyara "who are watching the readiness of children to the lesson, check the rules, multiplication table, learned poems and. etc. .. Thus, every child takes off the flowers for a week for a week, organizes a game of change, removes the class, on duty in the dining room, writes the most interesting event from the class of class in the "magazine", checks whether comradely learn a lesson and others.
Of course, not every child everything turns out, and not everything turns out well, but the support of comrades, the approval or disapproval of them and the teacher stimulates its activities. It is necessary to use encouragement and small prizes to children of that group that successfully worked all week. Inside the task group, children come up with. They constitute a list of cases for a week: work with a child who does not have a study, check the homework to the lesson for those children who often forget to prepare it, to control whether the multiplication table and others learned.
Once a week on class hour Time is given for criterial The self-analysis of the activities of the guys. They discuss that from the planned it turned out that it was not possible, what are the causes of failure, the new work plan for the week is planned. For several weeks, each group "builds his house", where bricks have certain colors corresponding to criteria: red - tried, and everything turned out, green - tried, but it turned out not all, blue - did not try. The "magazine of class" is underway, where drawings are entered, poems, funny cases in the lessons, the results of the Sanitation raids, the results of intralass and school competitions, etc.
Such a form of work, although it requires a pedagogue of high costs, time and fantasy, gives a positive trend in the formation personalthe skills of students, children in such a friendly friendly, active, creative and friendly. They themselves begin to invent scenarios for performances, they themselves play on reading lessons, extracurricular events, cool hours and even on change, mini concerts are preparing. Among them are directors, presenters and actors. These children solve problematic situations faster without attracting adults, they are independent, mobile, communicative. There is a team of like-minded people, where every child finds his social niche.
Thus, for the formation socially active personality It is necessary to organize a system of a multifaceted children's team. At the same time, the directional inclusion of each child in socialactivity. System of alternation of creative instructions Allows you to implement long-term educational projectwhich creates the conditions for the formation of the ability to independent acts and actions, to take responsibility for their results, develops hard work, the ability to overcome difficulties, purposefulness and perseverance in achieving the result, forms the foundations of moral identity identity (conscience) - abilities junior schoolchild To formulate its own moral obligations, to carry out moral self-control, to require the fulfillment of moral norms, to give a moral assessment of their own and foreign actions. The Champ system fully complies with the requirements of the federal state educational standard of primary general education.
Below are several options for creative tasks.
Alternation of creative instructions.
Sanitara
Competition on the "most - himself" (the cleanest collar, the most neat hairstyle, the most neat appearance, etc.).
. "The sun is air and water, our best friends." Sanitars bring notes from newspapers and hygiene magazines.
. Raid "Your Handle Wrap". The raid is carried out so that the children do not know about it in advance.
. Operation "Clean Hands". Sanitars check hands before entering the dining room.
. Competition for the best workplace. During change, children check jobs.
. Displaying results in the newspaper ("Hedgehog", "barb").
Journalists
. "Logbook" ("travel diary"). Every day, children make notes about the life of the class (it can be funny situations, and serious things).
. "My mom" New notebook page is an essay about the most expensive person. After everyone is visiting journalists, the notebook is saved until the holiday of moms. As an option - a notebook with removable sheets. At the festival, these sheets in the envelope give to mothers.
. "Small interview." To the day of the teacher, journalists take interviews from different teachers ("When I was a student ..."). The material goes to the school newspaper for the day of the teacher. As an option - the interviews from students "if I were a teacher ...".
. "Book of Proposals". The guys record their proposals for the holidays. Proposals are recorded and discussed in class. As an option - rubric "Our free time."
. "In secret". (Revelation Diary: What makes you happy? What does it upset? ..). The child shares his experiences with the guys (the team is being held in the class). As an option - at the beginning of studies, the child shares its experiences with his experiences. teacher.
. "Mailbox". The child indicates the problem in the class, writes it and can empty a note in the box without a signature. At a class hour, problems are discussed.
Game
. "Our Games". In a gift, first-graders are issued by the album (each page is a game that the child wrote and designed, or cut out and also issued).
. "Our game". The child cut out (discharged) a little game, brought to the class, put in the box (in the envelope). Makes a large collection of games.
. "Play with us." A child on change organizes the game. The game is taken from the class library. Helps him the teacher. The game is learned. The next time another child shows a new game. You can play in the most likely game.
. "Sports calendar". Children are preparing messages about sports achievements in the country, at school, in class.
. "The game with a pencil". The things are drawing on the Watmansky sheet on the change of their crosswords, rebuses, charaks, entertaining examples and solve them.
Booklist
. "Kindkin Hospital". Children repair books from a cool or home library.
. "Can you read?" Guys read each other liked passages from books or just introduce friends with the book you like.
. "Our Library". Children make a card file of class libraries.
. "On the roads of fairy tales." The guys bring drawings - illustrations of read fairy tales. The exhibition is drawn up. The drawings can be organized quiz.
Nature
. "Doctors' Plants." Children bring a drawboard of the medicinal plant. The album is drawn up.
. "Under our protection". The guys bring postcards, cuttings, patterns of plants and animals, which are listed in the Red Book. Compiled by an album.
. "My Friends". They are brought their stories, fairy tales, writings about pets. There may be pictures and photos. It is drawn up album.
. "Let's help friends." Children with parents prepare feeders and hang in the courtyards. Nature's duty officer is watching the trough.
Titles, motto.
. "Friendly" - "Friend always, be friends everywhere, be friends on land and in water!"
. "Target" - "We, girls and boys, sitting with a book.
For a hundred thousand "Why?" We will reply what's what! "
. "Friendship" - "Our motto is simple and brief: where friendship is all right!"
. "Dandelion" - "hold on so that we did not fight!"
. "Source" - "looking, builds, creates, opens each!"
. "Pups" - "Let the mind defeat the power!"
. "BAM" - "We will actively think!"
. "Sparkle" - sparkor by sparkle, together - bonfire! "
. "Merry hive" - \u200b\u200b"Although the bee is small, her deeds are great."
. "Non-merchant" - "Friendship - yes! Zador - always! In any case help, it will be difficult - not to squeak! "
. "Sun" - "To the sun shone, so that it is enough for all it,
To bloom in the meadows flowers, so that I am friends and you! "
. "Brigantine" - "Let Never Tina will never be on board from Brigantine!"
In domestic psychology and pedagogy today, they became very common, even fashionable words "personality self-realization", "self-actualization", "personal growth", etc. The ideas of self-realization, personal growth and many others did not arise by themselves.
In addition to our congenital biological growth and development pattern, people are distinguished by a tendency towards psychological growth and development. This trend was described by many psychologists as a man's desire for self-expression (self-actualization): the desire to understand ourselves and the need to realize their ability to fully.
Personal theory
Classic Freuddism in the view of the nature of a person is pessimistic, it comes from the fact that the nature of a person has a negative - asocial and destructive. Moreover, the person himself cannot cope with this, and it is possible to solve this problem only with the help of psychoanalyst help. Accordingly, as part of the psychoanalysis, the concept of "personal growth" is impossible and does not exist.
The existential approach of V. Frankl and J. Bujgetal adheres to a more cautious look at a person who comes from the fact that it is originally a person does not have an essence, but acquires it as a result of self-accessory, and positive actualization is not guaranteed, but is the result of its own free and responsible human choice .
The position (behaviorism and most approaches in Soviet psychology) is quite common, according to which there is no natural essence, it is originally a neutral object of forming external influences, from which the "Essence" is acquired. In this approach, personal growth in the exact sense is difficult to speak, you can speak more about the possibility of personal development.
According to the views of Christian anthropology, the nature of human nature after the sin of Adam is in a perverted state, and his "self" is not a personal potential, but the obstacle between man and God, as well as between people. The Christian ideal of a man of simple, humane and chaste infinitely far from the humanistic ideal successfully adapting in this world of self-realizable, self-sufficient person, enjoying the current moment that believes in the "power of human capabilities".
According to Orthodox teaching, the human soul not only strives for the highest, but also exposed to the inclination to sin, which lies not on the periphery of spiritual life, but is striking its very depth, perverting all the movements of the Spirit.
In NLP, the concept of "personal growth" is not used, since this approach only models successful technologies and fundamentally refuses to solve the questions "that in the nature of man is actually".
At one time, Max Otto claimed: "the deepest source of human philosophy, the source that feeds and forms it is faith or lack of faith in humanity. If a person feeds confidence in people and believes that with their help he is able to achieve something with their help. Significant, then he will be ascending such views on life and the world that will be in harmony with his confidence.
The lack of confidence gives rise to the corresponding ideas "(quoted: Horney K., 1993, p. 235). From this, in particular, it follows that in any concept except the habitual theoretical and practical components are always available (but not always aware and declare ) one more - value component. It is this axiomatic credo and is a real foundation for conceptual constructions.
If you attach the criterion of faith-disbelief in a person to the main psychological theories, then they are clearly divided into two groups (alas - unequal): "trusting" human nature (that is, humanistically oriented) and "incultful". However, within each group, in turn, it is possible to find very significant differences, so it makes sense to introduce another division:
1. In the group "Immissive" (pessimists) there is a tougher position, which argues that the nature of a person is negative - asocial and destructive, and that the person himself cannot cope with it; and there is a softer, according to which the human nature in general is not in general, and initially it represents a neutral object of forming external influences, from which the "Essence" is acquired by a person;
2. In the group "trusted" (optimists) there is also a more radical point of view that approves the unconditional positive, good and constructive essence of a person, incorporated in the form of a potential, which is revealed under the appropriate conditions; And there is a more cautious view of a person who comes from the fact that the person originally does not have the essence, but acquires it as a result of self-assosion, and positive actualization is not guaranteed, but is the result of its own free and responsible choice of a person, this position can be called a conditional positive .
In accordance with the basic installation and solving the problem of human essence, the question of what to do with this entity is solved, so that the person becomes "better", how to properly develop, to educate (that, naturally, all psychologists are concerned, although this " Better "is understood quite different). This question about the meaning of education is fundamentally solved as follows:
If the essence of a person is negative, it should be fixed; If it is not - it must be created, construct and "invest" in a person (at the same time, in both cases, the main reference is the so-called interests of society); If it is positive - she needs to help reveal; If the essence is posted by free choice, it should be helped to make this choice (in the last two cases, the interests of the person himself are put in the head of the corner).
More schematically, the typology of basic implicit installations in the world of psychological concepts can be represented as a table:
Thus, it is obvious that the concept of personal growth and self-realization is a logical continuation of a view per person in humanistic psychology and, in fact, incompatible with approaches that are not trusted by a person correcting, forming, etc. Recently, several approaches to human nature and functioning are becoming more significant:
Cognitive psychology
Human Potential Movement (The Human Potential Movement)
Female psychology
Eastern ideas
Cognitive psychology
Cognitive psychology allows us to analyze how the mind functions, and evaluate the diversity and complexity of human behavior. If we succeed, it is better to understand how we think we observe, concentrate our attention and remember, we will get a clearer idea of \u200b\u200bhow these cognitive building blocks contribute to the emergence of fears and illusions, creative activities and all behavioral models and mental manifestationswho make us what we are.
The first cognitive psychologist George Kelly pointed out the importance of intellectual understanding of our experience. According to Kelly, all people are scientists. They formulate theories and hypotheses with respect to their own personality and other people and, like scientists, professionals, sometimes cling to their favorite theory, despite the multiplying evidence, indicating its inconsistency.
As people design the meaning of their life even in the earliest stages of individual development, later they often do not realize that there are many ways to change themselves and their attitude to the world. Reality is not so unchanged, as we tend to believe, unless we find ways to bring a little freedom into it. People can reconstruct (reinterport, reconstruore) reality.
We are not at all forced to take the color of that corner, which drives their lives, and this discovery often brings a feeling of freedom. Kelly offers a look at a person, as in the process of constant change, and according to which the root of all problems are obstacles to changing themselves. Thus, Kelly created the theory of action, a pursuing goal to open for a person a constantly changing world, which pretends to him as difficulties for overcoming and opportunities for growth.
Eastern personality theories
This trend is traced throughout the development of psychology, but recently it is increasingly turning into an area of \u200b\u200binternational research, less dependent on American and Western European intellectual and philosophical hypotheses. These Eastern theories were created in societies and systems of values, which often differ sharply from Europe and the United States. Beliefs and ideals inherent in these cultures enrich our ideas about what it means to be a human being.
Starting from the 1960s. Americans began to show more and more interest in Eastern thought. There are many courses, books and organizations based on various Eastern exercises. Many Western people are in search of new values, seeking personality and spiritual growth, devote their time to intensive learning and practice of a particular oriental system.
Eastern theory includes weighty concepts and effective personal and spiritual development techniques.. In the West, these teachings become an object as scientific researchand practical application.
Asian types of psychology make focus mainly on existential and transpersonal levels, paying little attention to pathology. They contain detailed descriptions of various states of consciousness, levels of development and stages of enlightenment, which go beyond traditional Western psychological schemes. Moreover, they attracted to the possession of receptions, with which you can cause these states.
The overall source of yoga, Zen and Sufism is the need to explain the relationship between religious practice and everyday life. Spiritual mentors were among the first psychologists, both in the West and the East. They wanted to understand the emotional and personal dynamics of their students, as well as their spiritual needs. In order to understand the questions faced by their disciples, they turned first to their own experience - the principle, revered, as we see, and today in the educational psychoanalysis that many psychotherapists pass.
These systems are truly different from most Western personality theories with increased interest in values \u200b\u200band moral issues and an emphasis on the feasibility of life in accordance with certain spiritual norms. They argue that we must live according to a certain moral law, since morally regulated life has a direct, visible and beneficial effect on our consciousness and general well-being.
However, all these three psychological systems profess practical, even the "iconochetical" approach to morality and values. Each of these traditions indicates the uselessness and intimacy of such a situation where more attention is paid to the external form than the internal function. At the heart of these types of psychology, as well as their Western counterparts, is a careful study of human experience. For centuries, they generalized empirical observations of the psychological, physiological and spiritual impact, which provide a variety of ideas, installations, behaviors and exercises.
The credo of each system is based on the personal experience and the insights of its founders. The viability and significance of these traditional psychological systems is maintained by constant verification, refinement and modification of those primary inspections so that they meet the new conditions and interpersonal situations, as well as a different cultural environment. In other words, these centuries-old psychological systems retain their relevance, continuing to change and develop.
Karl Jung wrote: "Knowledge of Eastern psychology ... forms the necessary foundation for critical and objective consideration of Western psychology" (in: ShamDasani, 1996, p. XLXI). Thus, the comprehensive development of psychology requires the study and understanding of oriental thinking.
All these systems pay attention to transpersonal growth, or an increase that goes beyond the ego and personality. It is typical of them common with transpersonal psychology, the idea that with the help of meditation or other exercises affecting consciousness can be achieved by the deep states of the awareness that go beyond the framework (Trans) of our everyday, personal experience.
Unlike them, Western psychologists tend to consider growth from the point of view of strengthening the Ego: achieving greater independence, independence, self-realization, deliverance from neurotic processes and the recovery of the psyche. Nevertheless, the concept of transpersonal growth and the strengthening of the ego can be more complementary than contradictory to each other.
Movement for the development of human potential
The movement for the development of human potential originated in 1950-1960. First of all, at the Institute of Isalin in California and in national educational laboratories in Maine and relied mostly on Rogers and Maslow theory. Currently it is a widespread cultural phenomenon.
Growth, or training centers, exist in most major cities, as a rule, offering intense, often truly exciting seminars that pass on weekends or within a week and include various types of group psychotherapy, exercise, meditation and spiritual practices. .
The understanding of personal growth further in this section is based on the concept of one of the leaders of the "Movement for the Development of Human Potential" Karla Rogers - his personal-centered approach. (It is important to keep in mind that one of the distinguishing features of this direction in psychology is the lack of a rigid conceptual scheme, strict definitions and unambiguous interpretations; his representatives recognize the inexhaustibility of human secrets, the relativity and a priori incompleteness of our ideas about him and do not claim the completeness of the theory ).
Personality structure and levels of development
In the most general form, the person is a person as a subject of his own life, responsible for interaction with both the outside world, including other people, and with the inner world, with himself. Personality is an internal human self-regulation system. The personality is formed on the basis of congenital biological prerequisites and acquired in the process of social experience, as well as active subject activity. Personality is relatively stable, but, at the same time, it changes as a result of adaptation to a constantly changing environment.
Since both biological prerequisites, and individual experience of unique, each person is also individual and unique. It has a unique structure in which all the psychological properties of this person are combined. However, there are general patterns that allow you to explore, understand and partially change the identity. In the structure of the personality, three components can be distinguished, the content of which indicates its maturity.:
Assesses itself as an active subject of vital activity that makes free elections and the responsibility for them
Perceives other people as unique and equal participants in the process of life
Perceives the world as constantly changing, and therefore always new and interesting space to implement their capabilities
The ability to trust with their feelings and consider them as a basis for choosing behavior, that is, the confidence is that the world is really like, and the person himself is capable of accepting and implementing the right decisions.
Taking yourself and others, sincere interest in other people
Interest in the perception of the world, first of all - its positive parties
The ability to experience strong positive and negative emotions corresponding to the real situation
Actions are aimed at self-knowledge, self-development, self-realization
In relation to other behavior is based on goodwill and respect for their personality
In relation to the world, the behavior is aimed at multiplying, and sometimes restoring its resources due to its creative activity in the process of self-realization and the careful treatment of already existing
The cognitive component - includes human representations about themselves, others and the world; Mature healthy personality is characterized by:
The emotional component of a mature healthy personality includes:
The behavioral component consists of actions with respect to oneself, other people and peace. At a mature healthy personality:
In the structure of the personality, four levels can be distinguished:
The first level is biological basis which includes age-related, sexual properties of psyche, congenital properties nervous system and temperament. This level is almost unable to conscious self-regulation and training.
The second level of personality organization includes individual features of psychological processes man, i.e., individual manifestations of memory, perception, sensations, thinking, emotions, abilities. This level depends on both congenital factors and individual experience, from training, development, improve these qualities.
The third level of personality makes it Individual social experience, which includes knowledge acquired by man, skills, skills and habits. They are social in nature, form in the process of communication, joint activity, learning and, accordingly, can be changed using a targeted workout.
The fourth, the highest level of personality, the inner rod, make up it value orientations. The simplest definition of value orientation is ideal ideas about good. In a more general sense, value orientations are grounds for the subjective (internal, its own) valuation of reality, the method of separating objects on subjective significance. Any thing or phenomenon acquire a personal meaning of the inspection, since they correspond or do not meet the needs and values \u200b\u200bof a particular person.
Value orientations determine the general approach of the person to the world and oneself, give the meaning and direction of the public position of the person. Stable and consistent their structure determines the qualities of personality as integrity, reliability, loyalty to certain principles and ideals, the ability to volitional efforts in the name of these ideals and values, the activity of life position, perseverance in achieving the goals. Obviously, the value orientations of an independent person may not coincide with some of the values \u200b\u200bexisting in the public consciousness.
Contracted in the value system generates inconsistency in judgments and behavior. Undelustion, the uncertainty of value orientation are signs of infantilism, the domination of external incentives over internal motivations in the personality structure. Such personalities are relatively easy to inspire anything, and they are easy to incline to any behavior under the type of personal or public benefit.
Value orientations affect the stable system of impulse, desires, interests, inconsistencies, ideals and views, as well as on man's belief, his worldview, self-esteem and character characteristics. Value orientations are formed on the basis of the entire human life experience, but are realized only in part. Their targeted correction is possible as a result of a serious training and entails the restructuring of the whole person.
In society, human behavior is unfolded not spontaneously, but within social roles. Roles are sustainable places in the relationship system with other people (for example: student, teacher, wife, buyer, etc.). Views O. external manifestations Roles are based on socio-cultural standards, restrictions and expectations. In other words, in accordance with the social norms, adopted in this culture, each person who is in any role receives certain rights, some restrictions are imposed on it and it is expected of a certain behavior.
For example, a doctor in his office can ask the patient to frankly talk about himself, undress, etc. At the same time, he must wear a white robe and behave correctly. It is expected to pay attention to the patient and a rather high level of professional knowledge. The same person after work, going to the store, turns out to be a buyer with completely different rights, restrictions and expectations.
A person can take roles and meet expectations, and may not accept them - from principle (adolescents), by ignorance or due to characteristics of character. Compliance with role expectations and the ability to take the role of another form the basis of the inflicitness and social adaptation man. The ability to take on a useful role and successfully resist imposing unnecessary roles are important social skills that can be developed during the training process.
Although the personality is something holistic, various features are manifested in different life situations. The trait is a predisposition of a person to behave similarly in various circumstances. The line of personality is what causes constant, sustainable, typical features of human behavior. For example, a shy person or with leader inclinations will be able to show these features, only being in the society of other people, but will always detect them when possible.
A person is not a passive "carrier" of those or other devil, he does not just responds to a certain way inherent in the situation, rather, on the contrary, situations in which a person turns out to be most often - this is usually the very situations in which he is actively She strives to get (although, perhaps, not aware of this). For example, a sociable person is looking for communication and finds him, and a person prone to risk falls into the "unexpected" adventures. The features of the individual "line up" the actions of the individual.
Each feature feature is only relatively independent of the rest. There is no sharp boundary separating one line from another. The same person can have contradictory features that are manifested in different situations. For example, a person can be kind, soft and tactful with loved ones, but tough and rude with other people.
In the behavior of a person, in his relationship with other certain, most significant and sustainable features of his personality always go to the fore. These most pronounced, closely interrelated personal qualities are called character. The character is clearly manifested in various activities, is determined and formed throughout the human life.
The character of an adult is very stable. Significantly change it with the help of training is difficult. But a person can be taught, firstly, to realize the features of its nature, secondly, to analyze the situation and exercise or restrain its certain features, that is, to make behavior more adaptive. The severity of the person of those or other personalities is manifested not only in everyday communication, but also in professional activities. The presence of professionally important qualities in many ways determine its success and satisfaction with their profession.
In order for in everyday life to understand the character of a person, and the more personality as a whole, you need to watch it for a very long time in various situations ("eat with him Salt").
I-image
Observations and testing give a look at the identity from the side, more or less objective. For the person himself, his own look at himself is very important, especially since, as a rule, a person, especially young, is poorly aware of the features of his own personality, his character. Self-consciousness - awareness and assessment by the person of himself as a person, their interests, values \u200b\u200band motives of behavior. The development of self-consciousness is one of the tasks of training personality growth.
Based on a self-consciousness, a person is formed by "I-image" ("I-Concept") - how the individual sees himself and wants to see. "I-image" includes the presentation of a personality about himself, its physical and psychological features: appearance, abilities, interests, inclinations, self-esteem, self-confidence, etc. Based on the "I-image", a person distinguishes himself from the outside world and from other people.
In addition, "I-Image" includes ideas about their capabilities and self-esteem of their personality. "I-image" may be adequate (i.e., more or less correspond to reality) or significantly distorted that it is very difficult to determine the person himself. In any case, a person strives for the stability of his "I-image". People tend to ignore or consider false information if it does not match their ideas about themselves and agree with erroneous or even false data corresponding to the "I-image".
The huge meaning of "I-image" in the life of a person is that he is the center of his inner world, that "starting point", based on which a person perceives and evaluates the whole world around and plans its own behavior.
For example, it is well known that the same color can be "bright and cheerful" for one person and "dim and boring" - for another; The sounds of beloved music may seem too quiet, but a person who does not love the same music may consider her too loud; This or that event can be assessed as good or bad depending on whether it is useful to a person or harmful, etc. "Objective judgment" is, as a rule, the myth, delusion. Any judgment of a person is refracted through his "I-Concept".
"I-image" as a whole includes three main dimensions: cash "I" (what kind of person sees himself at the moment), the desired "I" (as I would like to see myself), the "I" idea (as he shows itself to others). All three measurements coexist in personality, providing its integrity and development. The complete coincidence is impossible between them, but too much discrepancy leads to a severe intrapersonal conflict, disagreement with himself.
A person with the greatest success and pleasure performs the social role in which he may most close these three dimensions of "I-image". In particular, love for profession, thrust to professional role They arise if a person is convinced that he can successfully fulfill his duties, sees the prospects for professional growth and its action is positively assessed by others. If at least one of their components is absent, a person does not experience psychological satisfaction and seeks to change the situation - change the place of work or profession.
In psychology, it is customary to allocate two forms of "I-image" - real and ideal. In this case, the "real form" does not mean that this image corresponds to reality. This is the presentation of an individual about yourself, about what I am here and now. " The ideal "I-image" is the presentation of a personality about yourself in accordance with the desires, "how I would like to be." These forms differ in most cases.
The discrepancy between the real and ideal "I images" may have different consequences. It can be a source of serious intrapersonal conflicts, but, on the other hand, it is an incentive for self-improvement of the personality and desire for development. It all depends on how the person himself evaluates the mismatch: as a perspective, hope, or an uncomfortable dream.
Despite the fact that "I-image" is sustainable enough, during life it does not remain constant. Its formation, development and change can be associated both with internal reasons and with external influences of the social environment.
Internal factor - man's desire for self-development.
Self-development is a conscious human activity, aimed at possible to fully implement itself as a person. It suggests the presence of clearly informed life goals, ideals and personal installations.
External impact on changing "I-image" There are numerous formal and informal groups in which the person is included. The source of information, on the basis of which personality forms its "I-image" largely is the perception of how others think about it, as others are evaluated. Man as if the eyes of others look at their behavior and his inner world.
However, not all the people with whom a person communicates are the same influence on it. A special role belongs to "significant other". "Significant Other" is the person, attention and approval or the disapproval of which is important for a person. The most clearly noticeable influence of a positive "meaningful other", which man wants to imitate whose instructions and roles he is ready to accept. But there are also negative "significant others" - people whom the person is trying to avoid.
Parents, mentors, some participants in children's games and possibly popular personalities can be "significant others". Thus, the process of socialization through the "meaningful other" occurs. (We note that some "significant others" can not physically present, but be the heroes of books or films, historical personalities, famous athletes, etc. Then their reactions are imaginary, but from this no less effective.)
Innovative technologies in the development of the identity of Amir Abdulhussseyn Hashim, E.P. Komarova
The article discusses innovative personal development technologies that are focused on achieving professional personal potential.
Keywords: innovative technologies, personality development, professionally personal potential
Analysis of the stated topic determines first of all the need to determine innovative technologies, and then answer the question of which innovative educational technologies initiate a professional identity development (students).
Basic (key) is the definition of technology as a set of knowledge about the methods and means of conducting any processes, as well as the psychological and pedagogical literature, educational practice are used various concepts: educational, pedagogical, psychological technologies of training, upbringing and development, personal-oriented and educational technologies. The ratio of these concepts is clearly not differentiated. The most common, explaining is the concept of "educational technology" - a set of methods, techniques, exercises, procedures that ensure productive interaction of subjects of the educational process and aimed at achieving the planned result. Because we are talking about the subjects of activity, it is equally to them also include trainees and training. Types of activity can be training and education, as well as personality change activities, the development of its structural components: the orientation, education, experience, cognitive abilities, socially and professionally important qualities, psychophysical properties.
Innovations in education are innovations, innovations that ensure the receipt of a new educational effect. Criteria
the following indicators are educational innovations:
novelty - availability of a new feature or a new combination of signs known in the formation;
Utility - the presence of a positive educational effect;
Reproducibility is the possibility of obtaining a positive result by any competent teacher.
Based on these initial positions, innovative educational technologies can be defined as follows: This is an ordered set of actions, operations and procedures aimed at the development of the personality toolfully ensure the achievement of the diagnosed and projected results in professional-pedagogical situations,
forming the integration unity of forms and
Amir Abdulhusseyn Hashim - VSTU, graduate student, e-mail: [Email Protected]
Komarov Emilia Pavlovna - VSTU, Dr. Ped. Science, Professor, E-mail: [Email Protected]
training methods in the interaction of trainees and teachers in the process of developing an individual activity style.
This definition is emphasized important moments Innovative technologies of vocational education:
Target installation on personality development;
Integration unity of forms, methods and learning tools;
Facilitational interaction of trainees and teachers;
Individual style of pedagogical activity.
Innovative technologies are focused on achieving the following goals:
Actualization of the vocational and personal potential of subjects of education;
Development of a professionally mobile personality;
Building individual educational traveler routes;
Formation of design culture;
Ensuring the facilitational interaction of subjects of vocational education.
To determine the structure and composition of innovative professional development technologies, you should clarify that we understand under professional development. This is a change in the psyche in the process of mastering and performing training and professional, professional and work activities.
Depending on the prevailing forms of the implementation of these activities, three models of education of specialists can be distinguished:
Adaptation model - oriented specialists to carry out specific professional functions. It is implemented at the reproductive level mainly by traditional, established cognitive and activity-oriented educational technologies;
Model of professional mobility-oriented training of "universal" specialists who can perform a wide range of socio-professional functions. Implemented at the heuristic level, mainly contextual competence educational technologies;
A model of a personal self-development aimed at the development of value-semantic activity, which necessitates the alternativeness and the variability of individual educational routes in developing vocational-educational space. It is implemented at the creative level mainly personally developing educational technologies.
Obviously, all three professional training models initiate professional identity development, and is implemented by a wide range of educational technologies. All their variety can be streamlined as follows:
Technology systematization I.
a visualized presentation of knowledge - assumes the definition of diverse bonds and relations between the studied objects and phenomena, their ordering based on similarity / distinction, a visual representation of structural and functional relationships in the form of schemes, tables, drawings, animation, and symbolic models. This group of technology includes situational analysis, work with schemes, technological cards, systematization of literature, graphic modeling, etc.
Information and communication technologies - training based on the use of electronic means: computer, visual means, hypertices, hypermedia. These funds mediate the impact of teachers and students, provide interactive dialogue, the ability to individualize the learning process, access to information channels and networks. Information and communicative technologies include: distance learning, training programs, multimedia technologies, etc.
Technologies of educational training
oriented - to actualization
vocational Practical Potential
social and professional development of the personality, formation of metaprophessional
didactic units: generalized knowledge, skills, competencies, competencies,
ensuring the subject-subject interaction of all participants in the vocational education process. These include developing diagnostics, developing development and creativity, project method, analysis of non-standard situations, etc.
■ Contextual learning technologies to the maximum extent moderate real socio-professional activities.
The main unit of the content of contextual learning is the problem situation in educational and professional, quasiprofessional and real professional activities. Contextual learning technologies include subject workshops, group laboratory and practical classes, analysis of specific production situations, etc.
The self-regulatory doctrine is aimed at the development of the learned abilities to independently acquire competencies on self-government, organization, reflection and self-control. Development of competencies learned by
Voronezh State Technical University
self-regulatory teaching is carried out on the basis of the analysis of professional activities. To this educational technology Dialogue techniques, Case-Study method, positional discussions, reflective games, etc.
Technologies of socio-professional
education is a set of techniques, procedures and ways to solve the problems of the moral and professional development of a specialist in a professional school and in production. Education technology suggests a special educational environment, the organization of educational interactions of joint activities and communication, the establishment of emotional and positive relationships. The social and professional educational technologies include the methods of belief, exercises, promotions and punishment, coercion, etc.
Forms and methods for implementing listed technologies are diverse: problem lectures, lectures-discussions, training seminars, visualized workshops, conversation workshops, interactive dialogue, programmed training, preparing abstracts, annotation of literature,
multimedia technologies, Didactic diagnostics, organizational and mental games, method of guiding tests, Supervisor consultation, creative diploma or course projects, analysis of situations, training development and creativity, corporate training, development of racer, exercises on simulators, role-playing, programmed control, reflective innovative seminar
criterial-estimated testing, etc.
When choosing innovative technologies for professional development, personality should be guided by the following requirements:
1. Technologies should promote amateurcies, self-development and self-actualization of training.
2. Technologies should ensure the involvement of students in various types of design, creative and research activities.
3. Technologies must provide group interaction of participants in a vocational education process.
4. Technologies should ensure the formation of universal competencies - the basis of the professional mobility of specialists.
5. Technologies must promote the openness of the training of professional future training.
Literature
1. E.R. Zeeer "Psychology of vocational education" Voronezh, 2003. - from 303 - 310.
Innovative Technologies in The Personality Development Amir Hashim Abdulhusseyn, E.P. Komarova.
The Paper Discusses The Development of Innovative Technologies of Personality Development That Focus On Delivery Professional and Personal Potential
Key Words: Innovative TECHNOLOGY, Personal Development, Professional Personal Potential
