培养未来教师为设计心理安全环境做好准备的模式

B. K. Dzhabatyrova, F. R. Hatit, N. M. Stash
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引用次数: 0

摘要

在社会生活范式发生变化的时期,不确定性的趋势日益加剧,这决定了情绪紧张、攻击性和焦虑水平的提高。社会进程的动态性和过渡性决定了在不可预知和复杂的情况下社会行为和人类发展战略的选择。在这种情况下,为个人的全面发展创造心理舒适的条件,在教育过程中主体间的互动过程中保障个人的安全,这就要求教师做好设计和创造心理安全的教育环境的准备,这个问题具有特殊的意义。在这方面,研究问题在于对培养未来教师做好设计心理安全环境准备的模式进行科学论证和实际开发。研究的目标是建立一个培养未来教师为设计心理安全环境做好准备的模式。研究成果:分析了未来教师设计心理安全教育环境的准备度内容的各种方法;确定了准备度的结构组成部分,确定了其形成的标准和指标。主要结论:在未来教师的专业培训过程中,培养设计心理安全环境的准备度问题与现代社会变革息息相关;形成准备度的模型是一套目标、内容-程序、技术和评价-反思的组成部分,侧重于形成教学活动的动机,提高未来教师的设计能力,以及培养未来教师的个人和专业素质。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A model for developing the readiness of future teachers to design a psychologically safe environment
During the period of paradigmatic changes in the life of society, there is a growing trend of uncertainty, which determines emotional tension, increased levels of aggression and anxiety. The dynamism and transitivity of social processes determine the choice of strategy for social behavior and human development in situations of unpredictability and complexity. In these conditions, the problem of creating psychologically comfortable conditions for the comprehensive development of an individual, his/her security in the process of interaction between subjects of the educational process, which requires teachers to be prepared to design and create a psychologically safe educational environment, acquires special significance. In this regard, the research problem lies in the scientific substantiation and practical development of a model for developing the readiness of future teachers to design a psychologically safe environment. The goal of the research is to develop a model for developing the readiness of future teachers to design a psychologically safe environment. The methodological basis of the research is represented by a set of methods of analysis, modeling, design, and experiment.The results of the research: various approaches to the content of a future teacher’s readiness to design a psychologically safe educational environment have been analyzed; the structural components of readiness have been identified, the criteria and indicators of its formation have been determined. A model has been designed for developing the readiness of a future teacher to design a psychologically safe educational environment.Key conclusions: the relevance of the problem of developing readiness to design a psychologically safe environment in the process of professional training of future teachers is due to modern social transformations; The model for the formation of readiness is a set of target, content-procedural, technological and evaluative-reflective components, focused on the formation of motivation in teaching activities, improving the design competence of future teachers, and developing personal and professional qualities of future teachers.
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