中学教师社会智力对组织问题型学习的影响问题

E. Ivashkevych, R. Simko
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摘要

本文的目的是研究自然科学和人文学科的中高级教师的社会智力发展水平;接收并根据子测试3“口头表达”(Гилфорд & О ' Салливен, 2021)分析结果,这决定了根据情境理解人们这种口头反应的重要性的能力;探讨中学教师社会智力对组织问题型学习的影响。研究方法。本文采用了分类法、结构与功能法、分析法、系统化法、建模法和泛化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,我们采用了实证方法,如陈述研究和成型实验。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。我们诊断发展水平的能力,根据外部环境预测社会形势的发展。女性社会智力指标略有偏高的趋势,但已确立的高、中、低水平男女社会智力指标差异不显著。我们可以注意到,完成这个测试任务同样出色的受试者,具有社会智力发展水平较高的指标。我们证明,由于根据这一子测试,具有较高社会智力发展水平的被调查者能够最大限度地提取有关人们行为的信息,他们能够理解非语言交流的语言,能够快速准确地表达对他人的判断,能够成功地预测他人在特定条件下的反应,在与他人的关系中表现出远见。这有助于它们成功地适应社会。因此,社会智力水平高的教师通常是成功的沟通者。他们的特点是接触,开放,机智,仁慈和亲切。高水平的社会智力与解决社会问题的极大兴趣相联系,因为需要影响他人,并且通常与高水平的组织能力发展相结合。上述所有个人素质都是人道主义专业教师的特点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Problem of the Influence of Social Intelligence of Teachers on the Organization of Problem-Based Learning at Secondary Schools
The purpose of our article is to study the level of the development of tea­chers’ social intelligence of teenagers and senior pupils who teach the natural sciences and humanities; to receive and to analyze the results according to Sub-test 3 “Verbal Expressions” (Гилфорд & О’Салливен, 2021), which determine the ability to understand the significance of such verbal reactions of people de-pending on the context of the situation; to study the problem of the influence of Social Intelligence of teachers on the organization of problem­based learning 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 and generalization. In our research we used empirical methods, such as 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. We diagnose the level of the development of the ability to predict the development of a social situation depending on exter-nal circumstances. There is a slight tendency towards higher indicators of social intelligence of women, but there aren’t significant differences in the indicators of social intelligence of men and women at high, medium and low levels, which have been established. We can note that the subjects who performed the tasks of this test equally well, had indicators of a high level of development of so-cial intelligence. We proved, that because respondents with a high level of the development of social intelligence according to this subtest are able to extract the maximum amount of information about people’s behavior, they are able to understand the language of non­verbal communication, express quick and accu-rate judgments about other people, successfully predict their reactions in given conditions, show farsightedness in the relationships with others, which contri­butes to their successful social adaptation.conclusions. So, teachers with a high level of social intelligence are usually successful communicators. They are characterized by contact, openness, tact, benevolence and cordiality. A high level of social intelligence is associated with a great interest in solving social problems, by the need to influence others and it is often combined with a high level of organizational pupils’ skills development. All the listed personal qualities characterize teachers of humanitarian professions.
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