ПСИХОЛОГО-ПЕДАГОГІЧНИЙ АНАЛІЗ ПРОБЛЕМИ ОРГАНІЗАЦІЇ САМОСТІЙНОЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ

2012 ◽  
Vol 33 ◽  
Author(s):  
C. А. Остапенко
Keyword(s):  
The Self ◽  
Educational Activity ◽  
Motivation Level ◽  
Activity Organization

У статті розглядається проблема основних засад організації самостійної навчальної діяльності студентів, її роль у підвищенні рівня мотивації навчання, аналізуються фактори, які впливають на ефективність самостійної роботи студентів.Ключові слова: самостійність, мотивація, навчальна діяльність, особистість.This article investigates the problem of main principles of students’ self-directed educational activity organization, emphasizes its role in increasing of motivation level, analyses factors that affect the self-directed activity effectiveness.Key words: self-directed, motivation, educational activity, personality.

scholarly journals SUPPORT OF SELF-EDUCATION IN A DISTANCE RETRAINING PROGRAM OF TUTORS

2020 ◽  
Vol 14 (4) ◽  
pp. 719-728
Author(s):  
T. A. Klimova ◽  
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Determination ◽  
Educational Activity ◽  
Self Organization ◽  
Digital Environment ◽  
The Individual ◽  
Restrictive Measures

Introduction. The paper addresses the issue of support of the students involved in a fully online retraining program, which imposes special requirements on the development of the self-education ability. The study aims to establish the conditions for organizing the support of self-education in a digital educational environment. Materials and methods. The study relies on the methodology proposed by G.N. Prozumentova for reconstructing the innovative experience to analyze the reflexive text materials of the Logbook of students of the retraining program; to identify the points of stress, misunderstanding, breaks, and transitions during training; and make an analytical generalization. Results of the study. Categories of difficulties encountered by students of the program in their self-educational activity were identified, and the conditions necessary to support self-education were established. These are points of self-determination, professional trials, points of reflection, and individual educational route. Conclusion. In the context of restrictive measures during the pandemic and the transition to the online educational process, self-skills related to self-education, i.e., self-organization, independence, and self-determination, become essential. These competences are an indispensable part of the work of a tutor. However, before the tutor can support someone, they need to build these self skills themselves. The established conditions in the retraining programs will facilitate this process. At the same time, additional studies are required to reveal in more detail the individual progress of a person under these conditions for building a model for supporting the development of self-education ability, and to determine the methods for tutors to provide the support of this progress. Keywords. Self-education, self-determination, individual educational route, professional retraining, tutor, digital environment, self skills.

scholarly journals CORRELATION BETWEEN UNIVERSITY STUDENTS’ SELF-EDUCATIONAL ACTIVITY AND THE TIME PERSPECTIVE OF THE INDIVIDUAL

2016 ◽  
pp. 151-155
Author(s):  
S. A. Yudin
Keyword(s):  
Higher Education ◽  
University Students ◽  
Time Perspective ◽  
Basic Research ◽  
Educational Process ◽  
The Self ◽  
Educational Activity ◽  
Self Organization ◽  
Modern Education ◽  
The Individual

The paper considers various approaches to studying the self-organization of students’ educational activity, the assumption about the interrelation of self-organization of educational activity and time perspective of the individual is made. The importance of self-organization of educational activity in the modern education system of higher education institutions comes to light. Stages of formation of self-organization and possible difficulties which a person can face are sorted out. Results of basic research of the time perspective and self-organization of university students are stated. The interrelation between commitment and alloted time is defined, as well as regularity, emotional coloring of time, structure of time and feeling of time. The received results specify the possible directions of the organization of forms of psychological support of university students having problems with self-organization of time in the educational process.

scholarly journals Análisis del impacto de un curso sobre autoconocimiento personal como medio de mejora profesional docente

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Morelia Valencia Medina ◽  
Gabriel Carmona Orantes
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Personal Development ◽  
Qualitative Methodology ◽  
Ad Hoc ◽  
The Self ◽  
Educational Activity ◽  
Post Test ◽  
Self Knowledge ◽  
The Relationship

Este estudio presenta los resultados de un curso acerca de las relaciones e implicación entre el desarrollo personal, la profesión docente, la educación y el autoconocimiento mediante prácticas de autobservación. Se centra en el análisis de una actividad educativa consistente en la observación sostenida desde la atención hacia la interioridad personal de los propios participantes, todos profesionales docentes. Se constata que dicha acción proporciona una nueva mirada o comprensión del “sí mismo” y de la relación educadora con el alumnado. Así mismo, se muestra como se alcanzan las finalidades del curso, consistentes en producir reflexión entre los participantes sobre la Educación y su finalidad, así como, poner en valor la necesidad del trabajo interior sobre de la emocionalidad propia de los/as educadores/as y de como su autoconocimiento produce indirectamente mejoras educativas en el alumnado. El estudio se ha realizado sobre una población de 37 participantes. Se ha usado una metodología cualitativa de carácter inductivo a partir de un instrumento, cuestionario, construido “ad hoc” y aplicado según modelo pretest-post test. Para el análisis de datos se utilizó el programa ATLAS.ti.  del que se desprenden resultados significativos centrados en el efecto de desarrollo personal que constatan los educadores y educadoras mediante la práctica de la auto observación y como esta predispone a una consideración en cuanto objetivo educacional, el desarrollo de prácticas de autoconocimiento del mundo emocional de su alumnado. Finalmente, se presentan los resultados más relevantes sobre conocimiento del “Si mismo” que mayor impacto han tenido en el desarrollo del sujeto profesional docente. Personal development is a sensitive matter for those who practice a profession interacting with people. Teaching allows, perhaps more than any other field, to be aware of the relationship between one's performance and its effects on students. Therefore, the interest in knowing its different factors and aspects is sustained over the years.This study proposes to learn about the perception of primary andsecondary education teachers about the relationship between self-knowledge, through self-observation practices, with personal development and, in turn, the incidence of the latter in professional improvement.The study is based on the content analysis of the thoughts manifested by the participants of a training-educational activity. This activity consisted of sustained observation from attention to personal interiority from all teaching professionals. The population of the study consists of 37 participants. An inductive qualitative methodology is used with an instrument, questionnaire, constructed “ad hoc” and it’s applied according to the pretest-posttest model.The data analysis was performed using the ATLAS Ti program. After the analysis, the following significant results emerged:71% of the teachers expressed interest in strengthening self-observation as a way of self-knowledge and as a goal for personal development and improvement of professional practice.It is found this action provides a new understanding of the "self" and the educational relationship teachers have with students.

FACTORS CONTRIBUTING TO THE EFFICIENCY OF SELF-EDUCATIONAL ACTIVITIES OF UNIVERSITY STUDENTS

2020 ◽  
Author(s):  
M. M. Gorbacheva
Keyword(s):  
University Students ◽  
Professional Education ◽  
Professional Training ◽  
Full Range ◽  
The Self ◽  
Academic Disciplines ◽  
Educational Activity ◽  
Educational Work ◽  
Educational Activities ◽  
Russian Scientific

The study of the principles and approaches to the organization of self-educational activities in a university, the determination of its place in the process of professional training is one of the relevant topics of psychological, pedagogical and methodological research in the modern Russian scientific field. At the same time, such an aspect of the problem being studied as the development and justification of a complex set of factors contributing to the efficient organization of the self-educational activities of university students in the face of changing requirements of state standards and the development of modern professional education requires additional research. The article presents the results of a theoretical study of factors contributing to the efficiency of self-educational activities of university students. The first factor determining the efficiency of the self-educational activities of university students is the integrative nature of educational tasks. Students' self-educational activity, based on this approach, demonstrates efficiency when observing the following provisions: setting goals that involve an independent search for contradictions and identifying ways to solve them; development of a strategy of self-educational activity, taking into account the personality characteristics of the student and the level of his/her training; the goals of self-educational activities should be formulated in such a way that their achievement requires the student to use the full range of competencies acquired in the process of mastering individual academic disciplines: social, communicative and specialized; a clear structuring of the types and levels of integration in the curriculum of self-educational activities on the basis of gradually complicated problem-oriented tasks of the activity; providing the student with the right to choose the means and the algorithm for achieving the goal, taking into account his personal potential. The second factor contributing to the efficient flow of self-educational activities of university students is the formation of their motivation-value attitude to this type of activity through the development of motivation for professionalism, abilities and achievements. The authors consider the motivational component of the structure of self-educational activity as a key, giving rise to the entire learning process. The third factor that determines the efficient development of the skills of self-educational activities of university students is the use of telecommunication technologies, aimed at developing critical thinking and activating mental abilities. The authors believe that the described factors are basic and should be subjected to a more detailed analysis, which will become the basis for substantiating the set of pedagogical conditions for organizing this type of educational work.

ІНТЕЛЕКТУАЛЬНІ Й ЕМОЦІЙНІ ФАКТОРИ НАВЧАННЯ УЧНІВ ОСНОВНОЇ ШКОЛИ У ПОЗАШКІЛЬНІЙ ДІЯЛЬНОСТІ

2012 ◽  
Vol 33 ◽  
Author(s):  
К. Ф. Мусаєв
Keyword(s):  
Key Words ◽  
Educational Activity ◽  
Motivation Factors ◽  
Training Motivation ◽  
Motivation Level

У статті розглянуто теоретичні основи мотивації навчальної діяльності, визначено рівні, етапи, якості, вияви мотивів навчальної діяльності.Ключові слова: мотивація навчальної діяльності, рівні мотивації, прояви мотивації, фактори мотивації навчальної діяльності.  Theoretical bases of motivation of educational activity are considered. Levels, stages, qualities, displays of reasons of educational activity, are certain. Key words: motivation training, motivation level, manifestations of motivation, factors of motivation training.

MODEL OF PUPILS TRAINING TO TEST WRITING AND ITS RESULTS ANALYSIS

10.12737/1111 ◽  
2013 ◽  
Vol 1 (4) ◽  
pp. 26-32
Author(s):  
Пономарева ◽  
E. Ponomareva
Keyword(s):  
General Education ◽  
Educational System ◽  
Social Experience ◽  
Educational Activity ◽  
Federal State ◽  
New Techniques ◽  
Educational Standard ◽  
Self Development ◽  
State Educational ◽  
Activity Organization

To Russian education’s numerous innovations a one more — global — is added since 2011. This is the Federal State Educational Standard (hereinafter referred to as FSES) of primary general education, main general education, secondary (complete) general education. To that block of administrative problems which were solved already by the teacher, will be added ensuring of development of universal educational actions, i.e. ability to study, personality’s capability to self-development and self-improvement by conscious and active assignment of new social experience. It is an actual and new task will reflect onto all elements of educational system, its subsystems, as well as in processes, which are proceeding in the educational system. The teacher should look for new techniques, technologies, models of educational activity organization. All this will be discussed in the paper.

Сommunicative and Pragmatist Approach in Foreign Languages Teaching to Specialists of International Relations

10.12737/2449 ◽  
2014 ◽  
Vol 3 (1) ◽  
pp. 36-41
Author(s):  
Дроздова ◽  
Olga Drozdova
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Educational Institution ◽  
Foreign Languages ◽  
Educational Activity ◽  
Language Communication ◽  
Higher Educational ◽  
Activity Organization

Significance of communicative and pragmatist approach for teaching a professionally- oriented foreign language communication to students of international relations is proved in this paper. The most effective and necessary for a higher educational institution ways of educational activity organization which are realized within this approach and connected first of all with wide use of collective forms of work, solution of problem tasks, cooperation between a teacher and students are considered.

scholarly journals COMPUTER DIAGNOSTICS OF THE LEVEL OF SELF-ESTEEM IN THE PROCESS OF SOLVING MATHEMATICAL PROBLEMS

2021 ◽  
Vol 6 (6(56)) ◽  
pp. 16-19
Author(s):  
Irina Pavlovna Peregudova ◽  
Vladimir Vladimirovich Frolov
Keyword(s):  
Self Esteem ◽  
Female Students ◽  
The Self ◽  
Educational Activity ◽  
Male Students ◽  
Self Assessment ◽  
Mathematical Problems

The diagnostics of the dynamics of self-assessment of the level of independence of educational activity of students in teaching the solution of mathematical problems is considered. The groups of students with overestimated, average and low self-esteem were identified. It is shown that the self-assessment of algorithmic activity among male students is on average higher than among female students.

scholarly journals Self-evaluation of educational success as an institutional phenomenon: sociological analysis of efficiency and intrasystem contradictions

2021 ◽  
Vol 12 (3) ◽  
pp. 99-119
Author(s):  
Elena A. Shuklina
Keyword(s):  
Vocational Education ◽  
Large Scale ◽  
Formal Education ◽  
Educational Institution ◽  
The Self ◽  
Educational Activity ◽  
Educational Success ◽  
Sociological Study ◽  
Self Assessment ◽  
Secondary Vocational Education

In the context of the institutional transformation of education and the complication of the processes of its functioning and development in the information age, the problem of analyzing the self-assessment of educational success as a subjective regulator of human educational activity becomes of particular importance. The article examines the subjective assessment of success in formal education as a reflection of students' ideas about the degree of compliance with the system of institutional requirements through their acceptance / rejection. The analysis of the problems of educational success is bazed on the material of a large-scale sociological study of schoolchildren, students of secondary vocational education (SVE) and universities of the Sverdlovsk region (N = 2489 people). There were carried out the typologization of subjects of educational activity in accordance with the level of self-assessment of educational success; comparison of the types identified during the transition from one subsystem of education to another (school - secondary vocational education - university); determination of individual-personal and institutional contradictions and conflicts in the assessment of educational success as points of growth, the search for coordination of the needs and interests of the individual, on the one hand, and education as a social institution, on the other. The author comes to the conclusion that the self-assessment of educational success is a stable institutional construct that uniformly regulates educational activity at all stages of education, carrying out the process of differentiation of its subjects. At the same time, it can be dysfunctional in relation to the institution of education, its implementation of an adaptive, socio-cultural function, the function of professional self-determination. The results of the sociological study demonstrated that the institutionally formed model of self-assessment of success for educational communities in the current conditions is not optimal. Gradually transforming in accordance with the needs of students, the possibilities of the educational institution, the challenges of the time, it will have to change, creating conditions for broader prospects and diversity of the educational and professional future of students.

scholarly journals INDEPENDENT WORK AS A METHOD FOR SELF-ORGANIZATION OF EDUCATIONAL ACTIVITY OF SCHOOLCHILDREN

2020 ◽  
Vol 65 (1) ◽  
pp. 269-274
Author(s):  
L.I. Shalabayeva ◽  
◽  
D. B. Eshenkulova ◽  
A.N. Umirbekova ◽  
◽  
...  
Keyword(s):  
Personality Traits ◽  
Goal Setting ◽  
Cognitive Activity ◽  
Learning Processes ◽  
The Self ◽  
Educational Activity ◽  
Self Organization ◽  
Modern Learning ◽  
Mental Abilities ◽  
Independent Work

The article describes modern learning processes that implement managerial, individual and selforganizing activities in training. The concepts of management, independent work and independent activity of the student are analyzed. The concept of self-organization is considered. it is a means of obtaining in-depth and solid knowledge of students, a method of forming their activity and independence as personality traits, and developing their mental abilities. Self-organization involves-awareness, goal-setting, planning of activities, their organization, evaluation of results and self-analysis. As a result, independent work is associated with the work of the student in the classroom and is the correct organization of educational and cognitive activity in the classroom, which involves activating the self-organization of educational activities in general.

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