中学课堂便利管理的心理因素

N. Khupavtseva, Denys Kurytsia
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摘要

本研究旨在探讨中学课堂便利管理的心理因素。研究方法。本研究采用了以下理论方法来解决本文提出的任务:分类法、结构与功能法、分析法、系统化法、建模法、泛化法。在我们的研究中,也采用了陈述实验作为实证方法。研究的结果。我们将确定指导教师与学生建立人性化人际关系的原则:1)从一开始到整个学习过程中,教师需要向孩子们展示他/她对他们的信任,对他们的个性;2)应协助学生制定和澄清为微观群体和每个学生个人制定的目标和目的;3)我们必须始终假定学生有学习过程的内在动机;4)教师应该是学生个人经验的来源,当学生遇到困难时,可以随时“求助”他人;5)教师在与每个学生的关系中扮演这个角色是很重要的;6)教师要努力培养对微群体情绪情绪的感受和理解能力;7)我们应该努力实现共情关系,使我们能够理解每个人的感受和经历;8)微群体要积极表达自己的感受;9)有必要成为小组促进互动的积极参与者。通过比较研究,我们对57名教师和92名学生进行了调查,比较了不同水平的具有促进学习能力的教师的不同绩效指标。通过对辅导员班学生行为的分析,发现学生在交流过程中更加主动主动,提出了大量的问题。学生花更多的时间解决学习任务和问题,表现出更高水平的认知功能。学生也不太可能缺课,在所有学科中表现出更高的学术成就,在整个学年中稳步提高他们的智商和创造力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Psychological Factors of Classroom Facilitative Management at Secondary School
the purpose of our research is to propose psychological factors of class-room facilitative management at secondary schools.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research the statement experiment was used as an empirical method.the results of the research. We’ll identify the principles that should guide the teacher, who seeks to humanize interpersonal relationships with pupils: 1) from the very beginning and during the whole learning process the teacher needs to show the children his/her trust in them, in their personality; 2) pupils should be assisted in formulating and clarifying the goals and objectives that are formulated both for micro-groups and for each pupil individually; 3) we must always assume that pupils have an intrinsic motivation for the learning process; 4) the teacher should be a source of personal experience for pupils, which can always “be turned to” for the help of other people, be faced with difficulties in solving a problem; 5) it is important that this role is performed by the teacher in relations to each pupil; 6) the teacher should strive to develop the ability to feel the emotional mood of the micro-group and understand it; 7) we should strive to achieve empathic relationships that allow us to understand the feelings and the experiences of everyone; 8) the micro-group should actively demonstrate their feelings; 9) it is necessary to be an active participant in group facilitative interaction.conclusions. As a result of comparative studies, which in total surveyed 57 teachers and 92 pupils, we compared different performance indicators of teac-hers who had the ability to facilitate learning at different levels. The analysis of he behavior of pupils in the classes of teachers-facilitators showed that pupils were more proactive in the process of communication, they asked a lot of ques-tions. Pupils spend more time solving learning tasks and problems, show higher levels of cognitive functioning. Pupils are also less likely to miss classes, demon-strate higher academic achievements in all disciplines, steadily increase their IQ and creativity throughout the school year.
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