学校学习过程中文化导向环境对话的心理诊断研究

N. Mykhalchuk, I. Koval
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摘要

本研究的目的在于提供学校学习过程中文化导向环境对话的心理诊断研究。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。实验方法是组织实证研究的方法。研究的结果。结果表明,小学生的观点和判断的有效性水平较低的原因是:1)英语课堂讨论组织不成功;2)由于第一个原因——学生不熟悉作为一种教育活动形式的讨论,他们不知道在这样的课上应该如何表现,大多数情况下,他们选择了一个“学生”的标准立场,即认真听老师讲课,简洁、清晰地回答他/她的问题,而不考虑学生的观点;3) 68%的学生不明白为什么他们需要证明自己的观点(因为他们总是只表达课本上的观点或老师在上一节课上表达的观点);4) 32%的小学生害怕“不正确地”、“不系统地”证实他们的陈述,从而得到不好的分数。我们一方面区分对话,另一方面区分简单的对话。对话被理解为具有特定特征的相互交流:主题关注或解决问题,获得双向信息,主题关注与双向信息传递的结合,以任何方式帮助解决共同问题。我们还区分了对对话的语言理解和心理理解,强调在对对话进行心理学研究的过程中,既要注意对话伙伴之间的信息交流,也要注意对话伙伴之间的关系特征,特别是角色互动方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Psychodiagnostic Research of a Dialogue in Culturally Oriented Surrounding in the Process of School Studying
the purpose of our research is to provide psychodiagnostic research of a dialogue in culturally oriented surrounding in the process of school studying.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. The experimental method was the method of organi­zing empirical research.the results of the research. We proved that the reasons of a low level of validity of opinions and judgments by pupils are: 1) unsuccessful organization of the discussion at the English language classes; 2) as a consequence of the first reason – pupils are not familiar with the discussion as a form of educational ac-tivity, they do not know how to behave at such a lesson, and most often choose a standard position of a “pupil” who listens carefully to the teacher, answers his/her questions concisely, clearly, regardless of schoolchild’s point of view; 3) 68% of pupils do not understand why they need to justify their opinions (because they always express only those opinions that are in their textbooks or that were expressed by the teacher at the previous lesson); 4) 32% of schoolchildren are afraid to substantiate their statement “incorrectly”, “ not methodically” and to get a bad mark.conclusions. We distinguish, on the one hand, a dialogue, and on the other one – a simple conversation. A dialogue is understood as a mutual communica-tion that has specific features: thematic focus or a problem solving, getting two­way information, the combination of thematic focus with two­way transmission of information that helps to solve a common problem in any way. Also we distin-guish between linguistic and psychological understanding of a dialogue, empha-sizing that in the process of psychological studying of a dialogue it is necessary to pay a great attention to both the informative exchange between partners and the features of their relationships, in particular their aspect of role interaction.
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