{"title":"小学生测验成功与教师社会智力的关系","authors":"E. Ivashkevych, Yuliia Danchuk","doi":"10.32626/2227-6246.2022-56.45-63","DOIUrl":null,"url":null,"abstract":"the purpose of our article is: to describe the most effective means of a cognitive control in the learning process of a foreign language, to describe three main stages of a test creation, to identify final or intermediate (thematic) tests; to show the dependence of the success of testing on social intelligence of teachers.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods of the statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021).the results of the research. According to our research it is proved that the structure of social intelligence of a teacher had four components, such as: com-municative potential, characteristics of selfawareness, social perception and energy characteristics of the individual. The outlined characteristics determine a teacher’s prediction of the development of interpersonal situations, the ability to interpret the information he/she has heard or seen and the behavior of others, readiness for effective social interaction and decisionmaking. Thus, social intel-ligence of a teacher contains individual inclinations, abilities, characteristics that facilitate the acquisition of individual personal experience, skills and abilities of social actions and contacts.conclusions. Studying the social intelligence of the teacher is defined as the ability to perceive the surrounding and inner world, which allowed professionals at different levels to easily navigate in interpersonal interaction, harmonize their behavior. The structure of social intelligence of the teacher includes social sensitivity, empathy, selfknowledge and selfregulation. Social intelligence of a teacher is identified with certain psychological mechanisms. Social intelligence includes social thinking and wisdom. In such a way we analyze the concept of “social thinking” as a structural component of social intelligence. Social think-ing is defined as the ability of the subject to understand and to operate with perceived information. 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Mykhailova (Гилфорд & О’Салливен, 2021).the results of the research. According to our research it is proved that the structure of social intelligence of a teacher had four components, such as: com-municative potential, characteristics of selfawareness, social perception and energy characteristics of the individual. The outlined characteristics determine a teacher’s prediction of the development of interpersonal situations, the ability to interpret the information he/she has heard or seen and the behavior of others, readiness for effective social interaction and decisionmaking. Thus, social intel-ligence of a teacher contains individual inclinations, abilities, characteristics that facilitate the acquisition of individual personal experience, skills and abilities of social actions and contacts.conclusions. 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引用次数: 0
摘要
本文的目的是:描述外语学习过程中最有效的认知控制手段,描述考试创作的三个主要阶段,确定最终或中间(主题)考试;说明测试成功与否对教师社会智力的依赖性。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,我们还采用了陈述研究和成型实验的实证方法。为了诊断教师的社会智力发展水平,我们使用了J. Gilford和M. O ' sullivan的“社会智力研究”的测试,由O.S. Mykhailova改编(Гилфорд & О ' Салливен, 2021)。研究的结果。研究表明,教师的社会智力结构由交际潜能、自我意识特征、社会感知特征和个体能量特征四个组成部分组成。这些特征决定了教师对人际关系发展的预测,对他/她所听到或看到的信息和他人行为的解释能力,对有效的社会互动和决策的准备程度。因此,教师的社会智力包含了个人的倾向、能力、特征,这些特征有助于获得个人的个人经验、技能和社会行动和交往的能力。研究教师的社会智力被定义为感知周围和内心世界的能力,它使不同层次的专业人员能够轻松地在人际交往中导航,协调他们的行为。教师社会智力的结构包括社会敏感、共情、自我认知和自我调节。教师的社会智力具有一定的心理机制。社会智力包括社会思维和社会智慧。以这种方式,我们分析“社会思维”的概念作为社会智力的一个结构组成部分。社会思维被定义为主体理解和操作感知信息的能力。社会思维的高水平发展使教师能够有效地解决人际交往过程中出现的问题;效率意味着处理社会现实的速度、灵活性和准确性。
Dependence of the Success of Testing Pupils on Social Intelligence of Teachers
the purpose of our article is: to describe the most effective means of a cognitive control in the learning process of a foreign language, to describe three main stages of a test creation, to identify final or intermediate (thematic) tests; to show the dependence of the success of testing on social intelligence of teachers.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods of the statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021).the results of the research. According to our research it is proved that the structure of social intelligence of a teacher had four components, such as: com-municative potential, characteristics of selfawareness, social perception and energy characteristics of the individual. The outlined characteristics determine a teacher’s prediction of the development of interpersonal situations, the ability to interpret the information he/she has heard or seen and the behavior of others, readiness for effective social interaction and decisionmaking. Thus, social intel-ligence of a teacher contains individual inclinations, abilities, characteristics that facilitate the acquisition of individual personal experience, skills and abilities of social actions and contacts.conclusions. Studying the social intelligence of the teacher is defined as the ability to perceive the surrounding and inner world, which allowed professionals at different levels to easily navigate in interpersonal interaction, harmonize their behavior. The structure of social intelligence of the teacher includes social sensitivity, empathy, selfknowledge and selfregulation. Social intelligence of a teacher is identified with certain psychological mechanisms. Social intelligence includes social thinking and wisdom. In such a way we analyze the concept of “social thinking” as a structural component of social intelligence. Social think-ing is defined as the ability of the subject to understand and to operate with perceived information. A high level of the development of social thinking allows a teacher to solve problems effectively that are arisen in the process of interper-sonal interaction; efficiency means speed, flexibility and accuracy in dealing with the facts of social reality.