促进学习的过程是教育人性化的基础

N. Khupavtseva, O. Lohvina
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引用次数: 0

摘要

本研究的目的是:通过言语反应的类型,发展四种基于“促进学习是教育人性化的基础”这一定义的内部干扰和概念关联过程的课堂促进互动转换话语;组织2020-2021年期间小学生英语课堂促进互动的试点研究(5-A中,42名小学生,Rivne 12学校)。研究方法。本文采用了分类方法、结构与功能方法、分析方法、系统化方法、建模方法和泛化方法等理论方法来解决本文提出的研究任务。在我们的研究中,我们也采用了试点实验的实证方法。研究的结果。为了检验我们关于学生促进活动的假设,其生产力或非生产力,我们比较了受访者在单独工作和在观察者在场的情况下实施促进活动时的认知活动结果。经过一些训练(当进行多次认知活动时),证明这两个指标再次相关。在测试我们的假设时,我们发现了最准确的生理指标来记录人格觉醒水平的变化。下个月组织了一项类似的研究。在这项研究中,学生在观察者在场的情况下执行适当的任务来实现心理运动技能。结果表明,在掌握高度复杂的心理和心理运动技能过程中,与单独训练相比,10个被动观察者的存在显著恶化了被调查者在实证研究开始时的活动。结论。C.罗杰斯关于促进学习过程的重要性、教师的作用、教师与学生的促进关系等观点是国外教育人性化的基础,主要的实证研究出现在60-70年代。在英国和美国,数千名教师和数万名小学、中学和大学学生参加了促进培训,结果表明,学生的个人发展也得到了改善:他们的自尊得到了改善,认知能力得到了发展,这有助于改善学童的身心健康、表现和活动。罗杰斯的人本主义思想有助于教育潜力的发展,对乌克兰学校和我们社会的民主化尤其重要。在罗杰斯的理论中,我们经常看到关于一个人和他/她的本质的某种隐含的思想体系,或者是一种特殊的心理治疗方法,或者只是一套精心设计的纠正人际关系的技巧。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Process of Facilitative Learning as the Basis of the Humanization of Education
the purpose of our research is: to develop (by the type of speech reaction) four types of transformation utterances of facilitative interaction at lessons, which depend on the processes of internal interference and conceptual correla-tion of the definition “facilitative learning as the basis of the humanization of edu cation”; to organize the pilot research of facilitative interaction of pupils at the English lesson (form 5­A, 42 pupils, school No 12, Rivne) during 2020­2021 years.methods of the research. The following theoretical methods of the re-search were used to solve the tasks formulated in the article: a categorical me­thod, structural and functional methods, the methods of the analysis, systemati-zation, modeling, and generalization. Also in our research we used the empirical method of the pilot experiment.the results of the research. In order to test our hypothesis about facilitative activity of pupils, its productivity or non­productivity, we compared the results of respondents’ cognitive activities when they worked alone and in the case of the implementation of facilitative activity in the presence of observers. It is proved that these two indicators were correlated again after some training (when cog-nitive activity was performed several times). While testing our hypothesis, it was found the most accurate physiological indicator to register changes in the level of arousal of the personality. A similar research was organized the next month. In this research, pupils performed appropriate tasks to actualize psychomotor skills in the presence of observers. The results showed that the presence of ten passive observers during the mastery of a highly complex of mental and psycho-motor skill worsened the activity of respondents significantly at the beginning of the empirical study compared to training alone. conclusions. It was proved, that C. Rogers’ ideas on the importance of the process of facilitative learning, the role of the teacher, his/her facilitative rela-tionships with pupils were the basis for the humanization of education abroad, and the main empirical research was provided in the 60­70’s. The results of the facilitation training, which involved thousands of teachers and tens of thousands of primary, secondary and college schoolchildren in England and the United States, suggested that pupils’ personal development had also been improved: their self ­esteem had been improved, cognitive abilities had been developed, which facilitated the improvement of physical and mental health, performance and the activity of schoolchildren.C. Rogers’ humanistic ideas, which contribute to the growth of educatio­nal potential, are especially important for the democratization of the Ukrainian school and our society. In the theory of C. Rogers we often see implied system of certain ideas about a man and his/her essence, or a special method of psy-chotherapy, or just a set of carefully designed techniques for correcting interper-sonal relationships.
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