Psychological and pedagogical support of professional self-determination of students. Psychological and pedagogical support of professional self-determination of students of senior school age
2.3 Model of psychological and pedagogical support of professional self-determination of high school students
Taking into account the growing pace of transformations in society, and following the obvious logic of the Concept of Modernization of Russian Education, which implies the orientation of the educational system to a new quality, it is possible to assume that pedagogical support for high school students in professional self-determination is the most important condition for qualitative changes both in education and in society.
Scientific publications of psychologists, teachers, sociologists give grounds to consider the problem of professional self-determination as relevant in general and as a problem of particular importance for high school students. The current understanding of professional self-determination as a component of the overall process of personality development involves the interaction of two systems. On the one hand, this is a personality as the most complex self-regulating system, on the other hand, a system of pedagogical conditions that contribute to the professional self-determination of a high school student.
Professional self-determination in domestic science is understood both as a component of a personal neoplasm of senior school age and as a long process of self-realization of an individual in professional activities.
Professional self-determination can be viewed as a process of formation by a person of his attitude to the professional and labor sphere and the process of self-realization through the coordination of intrapersonal and socio-professional needs.
The theoretical analysis of the scientific literature allows us to clarify the concept of professional self-determination of high school students as a readiness to resolve the contradiction between the existing personality traits and the need to involve it in a specific type of professional work in the conditions of purposeful interaction of participants in the educational process.
In the process of professional self-determination of students, there are certain obstacles that arise in connection with solving the problems of choosing a profession. They are based on several groups of contradictions: the contradiction between the existing and necessary level of knowledge, skills, methods that ensure the implementation of the goals facing the high school student; contradictions associated with the definition and assessment of one's life prospects: between the ability to prove oneself in various types of activities and the need for self-limitation of needs, between the inclination to any profession and the idea of its lack of prestige or lack of prospects, between awareness of the level of one's general development and the need to engage in low-skilled work and other contradictions related to the assessment of one’s suitability for the chosen path: between interests and abilities, between professional ideal and self-esteem, between the level of claims and real opportunities, between health, character, habits and requirements of the profession.
Long-term practice of various studies shows that the most common difficulties and mistakes of young people when choosing a profession are: the use of inadequate and even biased sources of information about the profession and the development of distorted ideas about it; overestimation or underestimation of the role of certain individual psychological qualities in choosing a profession; inability to correlate their capabilities with the requirements of the profession, inadequate self-esteem; misunderstanding of abilities, substitution of their moral qualities; misconceptions about the possibility of developing professionally important qualities, about the ways and means of mastering a profession, developing an individual style of activity; the predominance of emotional components in the decision-making process; submission to "pressure" from others; choosing a profession based on sympathy for certain personal, non-professional qualities of representatives of a particular profession.
In the course of our study, we found that in the educational space of the city of Ust-Ilimsk, work on the psychological and pedagogical support of professional self-determination of high school students is weakly expressed, has blurred boundaries, and is not a full-fledged system of means aimed at developing the subjectivity of the optant.
Thus, in the process of forming the readiness of high school students for professional self-determination, in our opinion, psychological and pedagogical support is necessary as a holistic and continuous process of studying the personality of the student, its formation, creating conditions for self-realization in all areas of activity, adaptation in society at all age stages of education. at school, carried out by all subjects of the educational process in situations of interaction.
So, based on the above and on the basis of the model of pedagogical support for students in professional self-determination, compiled by Irina Vasilievna Lesovik, we developed a model of psychological and pedagogical support for students in professional self-determination (see Fig. 5).
The success of the formation of high school students' readiness for professional self-determination implies a set of pedagogical and psychological measures and a set of information of various kinds aimed at making a decision by the optant of a particular profession, as well as at choosing the optimal path for further professional education to achieve this goal, which (totally) is understood as career guidance .
Career guidance is carried out through the implementation of the following approaches:
The activity approach means that activity is the basis, condition and means of professional self-determination and development of high school students;
The activating approach involves considering the student not as an object of career guidance, but as a subject of his own professional self-determination and development;
developmental approach means shifting the focus from assisting in a specific professional choice to developing those qualities and skills that make it possible in the future to independently build and adjust your choice, taking into account changes in the situation;
· the psychological approach involves the construction of career guidance work on the basis of psychological knowledge about the regularities of the process of professional self-determination and development, about the methods of personality research, about the methods of personality correction;
· the age approach means the implementation of career guidance influences, taking into account the specifics of various age periods of human development;
Fig.5. Model of psychological and pedagogical support of professional self-determination of high school students
a personal approach to career guidance involves focusing on the personal characteristics of a high school student, primarily in individual forms of work;
The proactive approach means that in the process of forming the readiness of high school students for professional self-determination, it is necessary to take into account not only the current situation in the labor market and in the world of professions, but also the predicted changes in the world of professions and the labor market, which is associated with the direction of career guidance for the future.
Career guidance also includes the necessary components, according to which work is carried out with students and their parents, with the teaching staff and partners involved in career guidance: vocational education, developing vocational diagnostics, vocational consultation, vocational education, vocational selection (selection), vocational adaptation.
Before helping a high school student in professional self-determination, it is necessary to understand the purpose and meaning of assistance, to clearly understand the prospects and limitations of personality development, depending on the choice of profession and further professional education. It is not enough to recommend to the student which profession is suitable; it is necessary to provide conditions that stimulate the growth of a person, as a result of which the student himself could take responsibility for one or another professional choice.
One of these conditions should be taking into account the needs of the national economy for specialists of a certain profile at each specific historical stage of the development of society, since the problem of the contradiction between the needs of society in a balanced structure of personnel and inadequately formed subjective professional aspirations of young people is very acute today. To resolve this contradiction, it is necessary to fulfill the following conditions: assistance in becoming a full-fledged subject of one's professional life; providing timely assistance and support; learning to overcome difficulties on their own; providing free choice. At the same time, one should also not forget that taking into account individual characteristics, knowledge of age characteristics and taking into account the need-motivational sphere when choosing a profession are also an integral part of the psychological and pedagogical support for professional self-determination of high school students.
The fulfillment of a number of the conditions listed above will allow resolving many issues related to employment and the demands of the modern labor market.
The system of psychological and pedagogical activity within the framework of psychological and pedagogical support of professional self-determination of high school students involves the passage of the following stages:
1. Diagnostic - fixing a fact, a signal of problematicity, designing conditions for diagnosing a proposed problem, establishing contact with a student, verbalizing the problem statement (playing it with the student), jointly assessing the problem in terms of significance for the child.
2. Goal-setting - defining, building a goal, thinking about the image of the desired future.
3. Search - organization, together with the child, to search for the causes of the problem, a look at the situation from the outside.
4. Contractual-installation - designing the actions of a teacher and a student (separation of functions and responsibilities for solving a problem), establishing contractual relations, concluding an agreement in any form and the readiness of the optant, which ensures the sustainable, purposeful nature of the flow of actions in relation to the problem.
6. Reflexive-correctional - a joint discussion with the child of the successes and failures of the previous stages of activity, a statement of the fact that the problem can be solved, reformulating the difficulty and, if necessary, correcting the course of joint activity.
The psychological and pedagogical service at the school should carry out the following activities, due to which the quality of preparing optants for professional self-determination should improve. Firstly, it is a psychodiagnostic minimum, which serves as a source of information about the student. It is of a differential nature, which allows us to conditionally divide the entire surveyed group of children into two subgroups - "psychologically well" children with their own characteristics of mental and personal development, which have not currently led to pronounced problems of learning, interaction and well-being in the school environment, and children "with problems of learning and development". This fact is fundamentally important from the point of view of the sequence of further professional actions of a psychologist in relation to a particular student. In this case, accompanying work with schoolchildren will be carried out within the framework of the entire cycle of work with this parallel. This cycle consists of several main stages - the formulation and clarification of the problem, as well as its solution. The formulation and solution of the problem is largely a diagnostic work, the solution of the problem is laid down at the psychological and pedagogical council and is carried out in a whole system of specific measures. Thus, at the stage of preparation for the psychological and pedagogical council, the psychologist and the class teacher carry out active accompanying work, collecting information about schoolchildren, the head teacher and the school administration provide organizational support, subject teachers and parents act as the main "suppliers" of information.
Then, in parallel with the diagnostic minimum, preparations begin for the second stage of diagnostics - an in-depth examination. It includes determining the individual characteristics and inclinations of the individual, its potential in the process of training and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in training, development, and social adaptation. For each student, a brief plan, a program for the upcoming study, should be drawn up. The program and, accordingly, the selected diagnostic procedures are necessarily based on a certain hypothesis about the origin of the psychological difficulties of the student, which can significantly reduce the procedure for in-depth examination.
After conducting in-depth research, an important and crucial moment of preparation for the psychological and pedagogical consultation necessarily comes. The psychologist needs to prepare and fill out survey protocols, identify groups of schoolchildren with various problems and psychologically well-off students, highlight each inclination and ability for a certain type of profession, and determine the degree of readiness for professional self-determination. In addition, the psychologist prepares generalized analytical information on classes and parallels in general, filling in summary tables. He conducts preliminary consultations with class teachers and the school doctor (nurse), notifying in advance about those students for whom it is especially important to have pedagogical and medical information, collecting additional psychological data about those students who are especially concerned about teachers and health workers. It is advisable to decide on the eve of the consultations in what order the strategies of psychological and pedagogical support for specific students will be discussed, to allocate groups for discussion at each psychological and pedagogical consultation. A total of three consultation weeks should be scheduled, with one meeting per week. Obviously, the number of psychological and pedagogical consultations within one week and their duration may vary depending on the specific situation.
Based on the results of the psychological and pedagogical consultation, the psychologist carries out a whole series of mandatory activities. Firstly, group and individual consultations of subject teachers. During these consultations, data on the psychological characteristics of children and recommendations given by the council are discussed, specific directions and forms of psychological and pedagogical support for professional support of students are planned. Teachers fill out the relevant documents, in accordance with which their work with specific students and the parallel in general will be carried out. At the request of the teacher, individual consultations on issues related to the professional self-determination of students can also be given. Secondly, holding a group consultation of parents of students. At this meeting, the psychologist in a general form tells the parents the results of the examination, explains the significance of the work done, and gives some recommendations. The situation of counseling is also used as an educational one, since, on the basis of the available data, a psychologist can reveal some important patterns in the development of students that affect their readiness for professional self-determination. Thirdly, it is administration consulting, which has the form of a psychological report (oral or written) with the provision of the school administration with all the basic data, analytical calculations and recommendations for improving the process of psychological and pedagogical support for students at school. The analysis should also concern the psychological state of schoolchildren, and the issues of their effective learning, communication with teachers, etc. Fourthly, this is a general developmental work with students of this school parallel. Depending on the number of students and the capabilities of the psychologist, it can be carried out in the form of special courses and new disciplines; classes with students in-depth study of general subjects; course preparation in various fields of knowledge; vocational training within the profile of the class and outside it; development of an individual development route for a student (groups of students) and its implementation; special training sessions, educational psychodiagnostics, a large psychological game such as the Olympics, KVN, etc.
Also, psychological and pedagogical support of professional self-determination can be implemented in the form of additional education, which will be based on the free and voluntary cooperation of students, their parents and teachers, will help establish mutual understanding and trust between the subjects of the educational process and have great opportunities:
the possibility of comprehensive development of students in personality-oriented programs in order to identify and develop the individuality of each;
the possibility of varying different courses, based on the interests of students and the wishes of parents;
the possibility of free choice of classes that are most relevant to the interests and manifestation of the individuality of each student;
the possibility of focusing the teacher's attention on the individuality of each child;
· the possibility of including the parents of students in the educational process in order to create an environment in the family conducive to self-development of the individual.
Thus, a targeted system of means, the diversity and variability of the forms of organization of psychological and pedagogical support can help solve the problems of students in professional self-determination.
When introducing the model of psychological and pedagogical support of professional self-determination proposed by us into the system of school education, we believe that the image of a modern graduate should change somewhat. And in this regard, we offer our own scheme of direction for the development of the competence of a high school student (see Fig. 6), thanks to which it will be possible to assess the effectiveness of work on the psychological and pedagogical support of professional self-determination of students.
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Rice. 6. Scheme of the direction of development of professional competence of a high school student
Figure 6 shows that the assessment of the quality of students' readiness for professional self-determination is a number of main criteria:
characterization of the values associated with professional choice;
representation of individually expressed goals of professional self-determination;
information preparedness in relation to the importance of professional self-determination;
experience of social interaction, which is in demand in professional self-determination;
· the general level of self-knowledge, relevant for understanding the results of specialized training.
Mature choice assumes that the student is aware of his life goals and plans. He correctly assesses the opportunity for their implementation, and the choice he made does not diverge from his value orientations and allows him to realize his own intentions. Thus, the main parameters of the professional maturity of a person's personality are:
autonomy;
awareness of the world of professions and the ability to correlate information with their own characteristics;
the ability to make decisions;
the ability to plan your professional life;
comparison of knowledge about oneself, preferred profession and career choice;
Emotional involvement in the decision-making situation.
We also consider it necessary to highlight the features of ninth grade students in choosing a profile of study in high school:
· the severity of value orientations associated with the profile of education and the corresponding areas of post-secondary education;
representation of individually expressed goals of profile education;
information preparedness in relation to the importance of specialized training for further continuation of education, life, social and professional self-determination;
· the experience of applying efforts to master the educational material, the development of key competencies that are in demand in specialized education.
Carrying out psychological and pedagogical support for the professional self-determination of students according to the model we proposed, the psychological and pedagogical service at the school should assess the readiness of students for professional self-determination according to the criteria that we offer in table 11. In it, we reflected a set of those qualities that a graduate of each stage should have school education: primary, secondary and senior. This model will serve as a criterion for assessing the student's readiness for professional self-determination.
The graduate model is built taking into account the opinions of all participants in the educational process: students, teachers, parents. The development of the model is based on:
the provisions of the Charter of the educational institution in terms of the content and organization of the educational process,
modern trends in the development of the education system and features of regional and municipal policy in the field of education,
The needs of students and the expectations of their parents.
The main elements of the model:
requirements for the education of students,
requirements for readiness to continue education,
requirements for the upbringing of the student, his ability to build emotional and valuable relationships with himself and other people,
requirements for the level of physical development, the formation of skills and the need to lead a healthy lifestyle,
requirements for general cultural development.
Table 11 Graduate model at each level of education at school
| step | Psychological and pedagogical portrait | |
| Psychological qualities | Personal qualities | |
| Initial | Emotional, strong-willed, intellectual, industrious, assiduous, attentive, with developed speech, thinking, with the ability to feel and perceive the signs, properties and qualities of objects, with a sense of the cognitive meaning of sensation, with the ability to feel the world around, with an initially developed memory: visual, auditory and major; attentive (who knows how to listen and hear), reflective (who knows how to feel himself), who knows how to think, having a sense of self-control and independence. | Educational and cognitive interests, motivation to achieve success, social motivation (duty, responsibility); self-confidence, a sense of usefulness, diligence, perseverance, discipline, adaptability, independence in actions, desire and ability to have their own opinion, sociability, goodwill, empathy. |
| Medium | Theoretical consciousness, intellectual maturity, independence in deciding and choosing a course of action, mastering one's cognitive processes, argumentation and proof of the truth of beliefs, critical thinking, the ability to know the general laws of nature and communicate, scientific outlook, creative activity, reflection, mental states, self-esteem dignity. | Social maturity, awareness of oneself as a member of society, awareness and critical attitude towards oneself, professional interests, professional orientation, professional self-determination, discovery of one's inner world, awareness of one's individual integrity, originality, the need to find the meaning of life, social and moral convictions, civic worldview, moral self-determination, moral maturity. |
| Older | Analytical-synthetic perception, observation, regulated memory, abstract thinking, goal-setting and planning, the ability to reason, intellectual cognitive activity; creativity; a sense of psychological security, educational and cognitive interests, motivation to achieve success, social motivation (duty, responsibility); self-confidence, a sense of usefulness, diligence, perseverance, discipline, adaptability, independence in actions, desire and ability to have their own opinion, sociability, goodwill, empathy. | Social adulthood, responsibility for one's actions, motivation for socially useful activities (training and labor, etc.), cognitive interests, self-awareness and adequate self-esteem, the need for self-knowledge. Awareness of one's own individuality. Personal self-determination, the desire for self-affirmation, the need for social recognition, psychosexual identity, satisfaction with one's position, moral awareness. |
The basis of this psychological portrait is relevant and is in good agreement with the requirements for personality characteristics in modern Russia, presented by academician V.V. Rubtsov: “The effectiveness of modern life will now depend on the extent to which an individual:
capable of not one specific type of activity, but various;
· is able to understand the principles of functioning of not one social community, but different ones;
is able to take part in the activities of various social communities, but with the rules already existing in them and, ultimately, to influence the development of these communities;
· able to coordinate different types of their activities and their "I" simultaneously in different social communities" (VV Rubtsov, 1996).
Thus, creating this psychological and pedagogical portrait, we, first of all, focus on the formation of a full-fledged personality, prepared for successful functioning in the conditions of the modern socio-cultural situation, striving and able to influence the change in this situation in accordance with its socially and professionally significant life principles and values. A full-fledged personality is, first of all, a free and active personality. Free from dogmatic stereotypes and complexes that hinder her personal and professional progress. Active in transforming their living environment to achieve their intended goals.
CONCLUSION
In this work, a study was conducted on the psychological and pedagogical support of professional self-determination of high school students.
The theoretical analysis of literary sources has shown that psychological and pedagogical support is considered as a holistic and continuous process of studying the student's personality, its formation, creating conditions for self-realization in all areas of activity, adaptation in society at all age stages of schooling, carried out by all subjects of educational and educational process in situations of interaction.
Psychological and pedagogical support involves the creation of an orientation field for the professional development of the individual, strengthening the professional self, maintaining adequate self-esteem, prompt assistance and support, self-regulation of life, mastering the technologies of professional self-preservation.
The theory and practice of vocational guidance has almost a century of history. The question arises why the scientific and practical search aimed at improving the preparation of the younger generation for personal and professional self-determination does not stop.
Firstly, because of the constant changes taking place in society and scientific advances in the field of career guidance. Secondly, because of the complexity of the problem of professional self-determination due to its many aspects and versatility, which leads to a chronic lag of practice from theory and theory from life. And, thirdly, this is the absence of a social order not only for preparing young people for a professional choice, but also for specialists of future professionals.
The study made it possible to establish that teachers of general education schools have the opportunity to: organize a systematic study of the interests and motives for choosing a profession by students; direct the development of interests towards the practical application of existing knowledge in the field of career guidance; to use training sessions for vocational guidance of schoolchildren, carrying out in the process of teaching their subject a close connection of the studied material with life; to develop versatile extracurricular activities at school (clubs, competitions, games, etc.); in the process of which to study and develop the inclinations and abilities of schoolchildren for a certain work activity; engage in community service.
The search for new approaches to solving these problems in Russia today is due to the complexity of the socio-economic crisis it is experiencing and finding ways out of it, when many old moral and worldview principles have been rejected, and new ones are still taking shape, sometimes causing a lot of doubts.
Thus, professional orientation at school acquires a new quality. It is not only the most important component of education, but also its priority goal. But there is still a serious weakening of attention to the issues of professional self-determination of students in general education schools, a weak connection between the education system and the labor market. All this indicates that only the coordinated and purposeful work of teaching staff of schools and other educational institutions has a positive effect on the overall improvement in the quality of psychological and practical preparation of students for a conscious choice of profession.
Based on the data obtained, a model of psychological and pedagogical support for professional self-determination of high school students was developed, reflecting the unity of purpose and result, the logic and internal dynamics of the support process, and is effective for analyzing educational systems, designing the content of a high school student’s readiness for professional self-determination. Also, along with this model, there were created: a scheme of direction for the development of professional competence of a high school student and a model of a graduate of each stage of school education.
The study of psychological and pedagogical support of professional self-determination of high school students has great prospects: it is interesting to expand the sample, that is, to include schools in other cities and districts, as well as to test the developed model and test its effectiveness.
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53. Shavir P.A. Psychology of professional self-determination in early youth [Text] / M.: Pedagogy, 1981. - 96 p.
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APPLICATION
Annex 1
D. Holland's methodology for determining the type of personality
| 1 | 2 | 3 | 4 |
| a) process engineer b) controller | a) knitter b) sanitary doctor | a) compositor | a) a photographer a) store manager |
| 5 | 6 | 7 | 8 |
| a) draftsman b) designer | a) a philosopher b) psychiatrist | a) a chemist b) accountant | b) lawyer |
| 9 | 10 | 11 | 12 |
| a) a linguist b) translator of fiction | a) pediatrician b) statistician | a) organizer of educational work b) chairman of the association | a) sports doctor b) columnist |
| 13 | 14 | 15 | 16 |
| a) notary b) supplier | a) programmer b) cartoonist | a) politician b) a writer | a) a gardener b) meteorologist |
| 17 | 18 | 19 | 20 |
| a) a trolleybus driver b) a nurse | a) electrical engineer b) secretary-typist | b) metal artist | a) biologist b) chief physician |
| 21 | 22 | 23 | 24 |
| a) cameraman b) director | a) hydrologist b) auditor | a) a zoologist b) livestock specialist | a) mathematician b) architect |
| 25 | 26 | 27 | 28 |
| a) financier b) accountant | a) teacher b) patrol leader | a) educator b) ceramic artist | a) an economist b) department head |
| 29 | 30 | 31 | 32 |
| a) corrector b) critic | a) caretaker b) director-administrator | a) radio engineer b) a specialist in nuclear physics | a) equipment manager b) mechanic |
| 33 | 34 | 35 | 36 |
| a) an agronomist b) chairman of the cooperative | a) fashion designer b) decorator | a) an archaeologist b) expert | a) a museum worker b) consultant |
| 37 | 38 | 39 | 40 |
| a) scientist | a) speech therapist b) stenographer | b) a diplomat | a) chief accountant b) company director |
| 41 | 42 | ||
| b) psychologist | a) an archivist b) sculptor |
||
Appendix 2
Differential diagnostic questionnaire E.A. Klimova (DDO)
| 1a | Take care of animals | 1b | Serve machines, devices (monitor, adjust) |
| 2a | Help the sick | 2b | Compile tables, diagrams, programs for computers |
| 3a | Monitor the quality of book illustrations, posters, art postcards | 3b | Monitor the condition and development of plants |
| 4a | Process materials (wood, fabric, metal, plastic, etc.) | 4b | Bring goods to the consumer, advertise, sell |
| 5a | Discuss popular science books, articles | 5 B | Discuss art books, plays, concerts |
| 6a | Raise young animals (animals of any breed) | 6b | Train comrades (or juniors) in performing any actions (labor, training, sports) |
| 7a | Copy drawings, images (or tune musical instruments) | 7b | Drive any cargo (lifting or vehicle) means - crane, tractor, diesel locomotive |
| 8a | Communicate, explain to people the information they need (at the information desk, on excursions, etc.) | 8b | Design exhibitions, showcases (or participate in the preparation of plays, concerts) |
| 9a | Repair clothes, things, equipment, housing | 9b | Search and correct errors in texts, tables, figures |
| 10a | To treat animals | 10b | Perform calculations, calculations |
| 11a | Breeding new varieties of plants | 11b | Design, design new types of industrial products (cars, clothes, houses, food, etc.) |
| 12a | To sort out quarrels, disputes between people, to convince, explain, punish, encourage | 12b | Understand drawings, diagrams, tables (check, clarify, put in order) |
| 13a | Observe, study the work of amateur art circles | 13b | Observe, study the life of microbes |
| 14a | Maintenance and adjustment of medical devices | 14b | Provide people with medical care for injuries, bruises, burns, etc. |
| 15a | Compile accurate descriptions-reports of observations, phenomena, events, measured objects, etc. | 15b | Artistically describe, depict events (observed or imaginary) |
| 16a | Do lab tests in the hospital | 16b | Receiving, examining patients, talking with them |
| 17a | Paint and paint the walls of the room, products | 17b | Carry out installation or assembly of machines, devices |
| 18a | Organize trips to the theater, excursions to the museum | 18b | Play on stage, take part in concerts |
| 19a | Produce parts, products (machines, clothes, etc.) according to drawings | 19b | Make drawings, maps |
| 20a | To fight plant diseases, pests of the forest, garden |
OGBOU DPO "Ryazan Institute for the Development of Education"
Psychological support of professional self-determination of high school students .
Toolkit
Ryazan 2012
BBK 88.841 + 88.411
, IN., Psychological support of professional self-determination of high school students .
/ Ryaz. in-t of development of education. - Ryazan, 20s.
The methodological manual reveals the topic that is currently relevant: “Psychological support for professional self-determination of high school students” and contains a theoretical part and an applied block, consisting of a psychodiagnostic and correctional and developmental complex.
The manual is intended for teachers, psychologists, heads of educational institutions.
Reviewers:
, director of OGBOU "Polyanskaya boarding school"
, Head of NIL PSOP OGBOU "RIRO"
BBK 88.841 + 88.411
OGBOU DPO "Ryazan Institute
development of education”, 2012
1. Introduction………………………………………………………………………………4
5
3. Age periodization……………………………………………………………………………8
4. Professional self-determination……………………………………………........................... ......12
5. Psychological features of professional self-determination…………………………………………………………………………………………………………………………14
6. Anxiety and professional self-determination……………………………………………………………………… 19
7. Diagnostic methods that allow working with high school students on the problem of professional self-determination……………………………. ..21
8. Games and exercises that help the student in choosing a profession……… ...67
9. Classes…………………………………………………………………………….73
10. Conclusion…………………………………………………………………………95
11.Glossary……………………………………………………………………… ..96
12. Literature……………………………………………………………………. ..98
Introduction
"Implementation of the idea of profile senior
steps puts the graduate
the main step before the need to make a responsible choice - preliminary self-determination
in relation to the main direction of its own activity"
J. Washington
Every year, hundreds of thousands of young men and women who have completed their schooling begin to look for the use of their strengths and abilities "in adulthood." At the same time, as statistics show, the majority of young people face serious problems related to the choice of a profession, the profile of further education, subsequent employment, etc. the fact that the vast majority of high school students have very rough ideas about the modern labor market, existing professions, are not able to correlate the requirements of a particular area of professional activity with their individuality. For the successful development of personality A high school student needs not only to imagine his future in general terms, but to be aware of ways to achieve his life goals, be able to plan for the future, and make vital decisions. The main direction of life self-determination is the focus on the personality of a high school student with his needs and interests, individual psychological and age characteristics. The transition to the labor market not only made adjustments, but also significantly changed approaches to the development of the theory and practice of professional self-determination of young people.
Social surveys show that 60% of high school students have stable interests in professional activities, while about 70% do not know how to study individual capabilities, compliance with their chosen profession. High school students have practically no idea about the psychological characteristics of professional self-determination.
The process of professional self-determination, in turn, includes the development of self-awareness, the formation of a system of value orientations, the modeling of one's future, the construction of standards in the form of an ideal image of a professional.
Pre-profile training
A few years ago, many believed that the transition to specialized education would happen by itself “automatically”, and no special efforts should be made to this. However, as experimental practice has shown, this did not happen. The organization of pre-profile training is one of the important elements of the transition to specialized education. It performs a preparatory function and is a subsystem of specialized education. The importance of preparing for this responsible choice in the coming conditions - more varied and differentiated education at the senior level than is the case in a traditional school, today determines the serious importance of pre-profile training for 9th graders. The transition to profile education in high school will be a serious institutional transformation for the system of general education, in fact, for every city or district educational network.
Accordingly, the tasks of pre-profile training of 9th graders are of particular importance - as their comprehensive preparation for a vital choice. Already in the 9th grade of the basic school, the student will have to receive information about possible ways to continue education, and quite specifically, in relation to the territorially accessible educational institutions, assess their strengths and make a responsible decision. It is important to understand that if earlier a graduate of a basic school made a choice between studying in the 10th grade “at his own school” and the vocational education system (enrollment in gymnasiums, lyceums, schools with in-depth study of a number of subjects was not of a mass nature), now after graduation transitions from school to school are also becoming the norm at the main school. Readiness for "academic mobility" among graduates of the 9th grade should increase significantly.
Upon graduation from the basic school, the student will face the difficult task of not only choosing the right profile, but also the possibility of entering this profile and the possibility of implementing training in this profile. The provision of psychological and pedagogical assistance consists in the acquisition by schoolchildren of ideas about life, social values, including those related to professional development, the development of a wide range of cognitive and professional interests, key competencies that ensure success in future professional activities, the formation of the ability to make an informed decision about choosing a further direction of education , ways to get a profession.
Profile education is a system of specialized training of students, providing professional individualization of their education. Pre-profile education in the ninth grade is planned as a new pedagogical system for the Russian school, which is given a special place in the holistic educational process. Pre-profile training is not an independent system. It is a subsystem of specialized education in high school and performs a preparatory function. It is necessary so that students can decide on the choice of the future profile of education. The goals define the principles in accordance with which the process of teaching ninth graders is built.
First of all, it is the variability and freedom of choice of elective courses by students. Thanks to these principles, self-determination of students should take place, the formation of their personal responsibility for the choice made. It is assumed that the education system will provide students with the opportunity to try themselves in various directions. During the academic year, attending pre-profile courses, every ninth grader will be able to get acquainted with what awaits him at the senior level of education. At will, he can take courses corresponding to different profiles.
Pre-profile training is based on the individualization of the educational process, which is ensured through training in small groups and according to individual curricula. The implementation of individual educational trajectories is also welcome, which is a kind of movement of the student in the content of education, in time and space, that is, through different institutions of the district.
Another obligatory principle of education is the activity of schoolchildren. Self-determination regarding the future profile of education will occur through specific trials of a heuristic nature.
The problem of choosing a profession always faces children, and now it is becoming especially relevant in connection with the changes taking place in our society. Target: creation of an educational space for the implementation of professional self-determination of graduates.
Tasks: formation in schoolchildren:
· the ability to objectively assess their learning abilities in various fields (psychological and pedagogical support);
· the ability to choose a profile corresponding to abilities and interests (information support);
readiness to make efforts to obtain a quality education (pre-profile courses).
Directions of pre-profile training:
1) creation of conditions for choice for the student through: - formation of the ability to choose; - development of information technologies; - instilling skills in the practical application of knowledge; - intra-school pre-profile training - fundamental basic training.
2) creating conditions for choice for parents through: - thematic parent meetings; - questioning; - individual interviews and consultations; - open lessons and career guidance classes.
3) methodological support of pre-profile training through: - planning the activities of the school to develop a system of pre-profile education and create conditions for its implementation in practice; - informing teachers (acquaintance with the Concept of profile education, with the main documents on pre-profile education, the Capital Education program, the school development program);
Development of the pedagogical culture of teachers, instilling skills to work in the conditions of profile education through training seminars for school teachers on the organization of pre-profile training; - creation of elective course programs, didactic materials; - creation of a system of creative tasks for students, materials for project activities and research.
4) creation of a system for analyzing the results of pre-profile training of students.
Psychological support for students, teachers and parents
▪ Consulting classes "Psychological trainings";
▪ Conversations with students, parents to prevent stress, anxiety caused by the need to take exams;
▪ Conversations with parents on the subject of professional self-determination of students.
Areas of career guidance activities:
1. Professional education (professional information, professional propaganda and profagitation).
2. Preliminary professional diagnostics aimed at identifying the interests and abilities of the individual in a particular profession.
3. Professional advice aimed at providing individual assistance in choosing a profession.
The world of professions is extremely dynamic and changeable. Every year there are about 500 new professions. However, many professions today "live" only 5-15 years, and then either "die" or change beyond recognition. Secondly, a feature of the modern world of professions is that monoprofessionalism is being replaced by polyprofessionalism. This means that a person should strive to master not one single profession, but several related professions. And thirdly, the person himself is not something frozen and “tightly” connected with the profession.
In the professional development of a person, natural and social, biological and social are, first of all, background, from which a person himself builds his life in the profession.
Thus, factor professional development is the internal environment of the individual, its activity, the need for self-realization.
Age periodization
The peculiarities of the work of a psychologist with schoolchildren from 14 to 15 years old are due to those problems that are typical for this age and, above all, the child’s need to become an internally adult person, to self-determine himself in the world around him, to understand himself, his capabilities and his purpose in life. Among the main reasons for the difficulties and contradictions in the development of the mental sphere of schoolchildren and requiring the intervention of a psychologist, it is necessary to highlight the following:
incompleteness of full physical development;
Feelings of their physical unattractiveness - dysmorphophobia syndrome;
instability of the emotional sphere;
features of higher nervous activity;
high level of situational anxiety.
Among the conscious and unconscious reasons that prevent the formation of a younger teenager at the individual-personal level, one can note:
delay in the development of theoretical thinking;
lack of skills and techniques of semantic memory;
small amount of RAM, underdevelopment of the main components of attention (volume, switching, etc.)
high level of personal anxiety.
Objectively and subjectively important problems of the personal level are manifested:
Insufficient level of independence;
Inadequacy of self-esteem and the level of claims;
· unformed worldview, moral standards and ideals;
Dissatisfaction with oneself
lack of specific life goals and aspirations. Difficulties that arise in the process of interaction of a teenager with other people at the microgroup level are manifested in three main areas: communication in the family, communication with teachers and peers. If we try to identify the reasons leading to the difficulties of adaptation of a teenager at the social level, then the correlation of such issues as:
Understanding the meaning of life and existing life plans;
attitude to the public life of the country and their own political activity;
attitude to different types of labor (theoretical practical, mental - physical, etc.) and real opportunities for mastering a profession;
professional interests and motives for choosing a profession;
coincidence of educational and professional interests.
considered in detail the problem of interests in adolescence, calling it "the key to the whole problem of the psychological development of a teenager." He wrote that all the psychological functions of a person at every stage of development, including in adolescence, do not operate haphazardly, not automatically, and not randomly, but in a certain system, guided by specific aspirations, inclinations and interests deposited in the individual. In adolescence, he emphasized, there is a period of destruction and withering away of old interests, and a period of maturation of a new biological basis, on which new interests subsequently develop. He wrote: “If at the beginning the phase of development of interests is marked by romantic aspirations, then the end of the phase is marked by a realistic and practical choice of one of the most stable interests, for the most part directly related to the main life line chosen by adolescents. If due to an unsuccessful childhood or a difficult life a teenager cannot solve the problem of identification and define his self, then he begins to show symptoms of role confusion and uncertainty in understanding who he is and what environment he belongs to, i.e. social maladjustment occurs .
15 years is the transitional period between adolescence and adolescence. This time falls on 9-10 classes. In the 9th grade, the question of later life is decided: what to do - continue studying at school, go to college or work? In essence, society requires professional self-determination from an older teenager, even if it is an initial one. At the same time, he must understand his own abilities and inclinations, have an idea of \u200b\u200bthe future profession and specific ways to achieve professional excellence in the chosen field. This is a very difficult task. It becomes even more complicated at the present time, when stereotypes and values developed by previous generations, in particular, ideas about the importance of education and the prestige of a particular profession, are collapsing.
Not all older teenagers by this age can choose a profession and connect with it a further path of learning. Many of them are anxious, emotionally tense and afraid of any choice. Therefore, they tend to continue their studies at school. This decision is also influenced by the growing attachment to one's school, the established friendships with classmates, and habitual relationships with teachers. On the contrary, some high school students, dissatisfied with their low academic performance and position in the class, strive to finish school as soon as possible. But they are not quite clear what lies ahead for them, and this uncertain future makes them fearful.
During the transitional period, transformations take place in various areas of the psyche. Fundamental changes relate to motivation. In the content of motives, motives that are associated with the emerging worldview, with plans for a future life, come to the fore. The structure of motives is characterized by a hierarchical system, "the presence of a certain system of subordinate various motivational tendencies based on leading socially significant and valuable motives for the individual."
Most of the great people - scientists, writers, composers, artists - already in childhood showed interests and inclinations to engage in science, literature, music, and fine arts. But these interests did not arise in a vacuum. The formation of interests is influenced by the environment, upbringing and education. Each person has his own "program", which psychologists call a life script. The script develops in childhood, mainly under the influence of parents. Each child has their own interests.
listed several main groups of the most prominent interests of adolescents, which he called dominants. This is the "egocentric dominant" (teenager's interest in his own personality); "dominant gave" (the setting of a teenager on a vast, large scale, which for him is much more subjectively acceptable than near, current, today's); "dominant of effort" (a teenager's craving for resistance, overcoming, for volitional tensions, which sometimes manifest themselves in stubbornness, hooliganism, struggle against educational authority, protest and other negative manifestations); "dominant of romance" (a teenager's desire for the unknown, risky, for adventure, for heroism).
The leading activity of students of this age is educational and professional. Its characteristic feature is the formation of life plans related to the choice of profession. Not many young people approach the choice of a profession thoroughly, as it requires a long time and a lot of mental analytical activity. High school students most often want to determine their future life path and work activity without the intervention of adults, which creates additional difficulties in the process of making appropriate decisions. On the one hand, they still do not know what professional work is and what exactly a person who has chosen this or that profession will have to do. On the other hand, they cannot fully imagine how to adapt to the conditions of their future profession. And here, as a rule, they create an ideal of their own future, which is divorced from reality. Most boys and girls choose a profession, guided by this ideal, in the future they experience disappointment and a desire to try themselves in another area; Thus, the choice of profession is carried out by the method of “trial and error”.
The development of the nervous system rises to a higher level, causing a number of specific features of cognitive activity and the sensory sphere. The dominant role in cognitive activity is occupied by abstract (from Latin abstraction - mental abstraction) thinking, the desire to better understand the essence and cause-and-effect relationships of the studied objects and phenomena.
At senior school age, most students have stable cognitive interests. This is especially true for high achievers. Studies show that the most common interest is in studying subjects of the natural cycle: mathematics, physics, economics, computer science. This is reflected in the understanding of their role and significance in scientific and technological progress. For this reason, some high school students pay less attention to the study of humanitarian subjects. All this requires teachers not only to improve the quality of teaching these subjects, but also meaningful extracurricular activities in order to arouse and maintain the interest of boys and girls in the study of literature, history and other humanitarian subjects. As for middle- and low-performing students, many of them do not have clearly defined cognitive interests, and some often study without sufficient desire at all. Psychologically, this is explained by the fact that difficulties and lack of success in mastering knowledge negatively affect their emotional and motivational sphere, which ultimately reduces the tone of their educational work. This shortcoming can be overcome only if they are provided with timely and effective assistance in their studies and improving the quality of academic performance.
The development of feelings and volitional processes rises to a higher level in older students. In particular, the feelings associated with socio-political events intensify and become more conscious.
Social experiences and feelings have a strong influence on the moral formation of high school students. It is at this age that, on the basis of moral knowledge and life experience, certain moral views and beliefs are developed that guide young men and women in their behavior. That is why it is so important that civic and moral education be meaningfully carried out in the school, discussions are held, and students are systematically involved in social work. Studies show that a weak civic and moral education results in significant costs in the development of high school students. Some of them may show social passivity, get involved in various out-of-school associations with a negative orientation.
The development of the sensory sphere and consciousness of high school students has a great influence on volitional processes, and in the course of volitional acts, thinking over one's intentions and behavior is of decisive importance. It has been noted that if a student has set a specific goal in educational or social work or has clearly defined his life plans, taking into account his interests and inclinations, he, as a rule, shows high purposefulness and energy in work, as well as perseverance in overcoming the difficulties encountered. . Related to this is another feature of high school students related to work on their self-education. If adolescents for the most part are distinguished by increased demands on others and insufficiently demanding of themselves, then in adolescence the situation changes. They become more demanding of themselves and their work, they strive to develop in themselves those traits and qualities of behavior that are most conducive to the implementation of their plans. All this shows how important internal factors (goals, motives, attitudes and ideals) are in the development of personal qualities of high school students.
Professional self-determination
Professional self-determination of a person is a complex and lengthy process covering a significant period of life. Its effectiveness, as a rule, is determined by the degree of consistency of a person’s psychological capabilities with the content and requirements of professional activity, as well as the formation of an individual’s ability to adapt to changing socio-economic conditions in connection with the organization of his professional career.
Professional self-determination is closely related to the concept of "professional orientation" (it is a multidimensional, integral system of scientific and practical activities of public institutions responsible for preparing the younger generation for choosing a profession and solving a complex of socio-economic, psychological-pedagogical and medical-physiological tasks for the formation of schoolchildren of professional self-determination, corresponding to the individual characteristics of each individual and the demands of society in highly qualified personnel).
Vocational guidance, being an integral system, consists of interrelated subsystems (components), united by common goals, tasks and unity of functions.
Organizational and functional subsystem- the activities of various social institutions responsible for preparing schoolchildren for a conscious choice of profession, performing their tasks and functional duties on the basis of the principle of coordination.
Personal subsystem- the student's personality is considered as a subject of development of professional self-determination. The latter is characterized by an active position, i.e., the desire for creative activity, self-expression and self-affirmation in professional activities; orientation, i.e., a stable dominant system of motives, beliefs, interests, attitude to acquired knowledge and skills, social norms and values; the level of moral and aesthetic culture; development of self-consciousness; self-image, their abilities, character traits.
The main thing in our study is the personal subsystem. Accordingly, professional orientation at school is aimed at activating the internal psychological resources of the individual, so that, being involved in one or another professional activity, a person can fully realize himself in it. The transition to new socio-economic relations causes a change in the role of a person in the economic system of society, a revision of the requirements for him as a professional worker. In particular, such personal qualities of a professional as entrepreneurship, social and professional mobility, a propensity for commercial risk, the ability to make independent decisions, etc., come to the fore. , ultimately, creates conditions for the freedom of the individual in choosing a life and professional path.
There are a number of areas that contribute to the solution of practical issues of professional self-determination of the younger generation. These include: a career guidance system that equips schoolchildren with the necessary knowledge for orientation in the world of professions, the ability to objectively assess their individual characteristics; diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession; theoretical and methodological foundations prof. youth consultations, a systematic approach to career guidance for schoolchildren; socially significant motives for choosing a profession.
However, despite some positive results, career guidance in modern conditions still does not achieve its main goals - the formation of professional self-determination in students, corresponding to the individual characteristics of each individual and the demands of society in personnel, its requirements for a modern worker. The low effectiveness of vocational guidance work with schoolchildren is also evidenced by the contradictions associated with the professional self-determination of students: between their inclinations, abilities and requirements of the chosen profession; awareness of the level of their general development and the possibility of less qualified work; their claims and real opportunities to fill vacancies; inclination and ideas about the prestige of the profession; the desire to try oneself in the chosen professional activity in advance and the lack of such an opportunity at school and its immediate environment; inconsistency of health, character, habits with the requirements of the profession, etc. These contradictions can be attributed to the group of internal, personal-psychological ones.
Thus, professional self-determination is closely related to vocational guidance and is seen as a complex dynamic process of formation by a person of a system of his fundamental relations to the professional and working environment, development and self-realization of spiritual and physical capabilities, formation of adequate professional intentions and plans, a realistic image of himself as a professional.
Psychological features of professional self-determination
A high school student has to navigate various professions, which is not at all easy, since the attitude to the profession is based not on one's own, but on someone else's experience - information received from parents, friends, acquaintances, from television programs, etc. This experience is usually abstract, not survived, not suffered.
In addition, you need to correctly assess your objective capabilities - the level of training, health, material conditions of the family and, most importantly, your abilities and inclinations.
What does a high school student look for when choosing a profession? If earlier three factors were the most significant for them: the prestige of the profession (its social value), the personality traits inherent in the representatives of this profession, and the principles and norms of relations characteristic of this professional circle, now one of the most important factors is material - opportunities. Values such as creativity, knowledge, "interesting work" are not characteristic of most high school students. How prestigious the chosen profession or university will be, in which the high school student is going to enter, depends on his level of claims.
Since plans and desires appear in senior school age, the implementation of which is delayed, and adjustments are significant in youth, sometimes not self-determination itself is considered a neoplasm, but psychological readiness for it.
Self-determination is associated with a new perception of time - the correlation of the past and the future, the perception of the present from the point of view of the future. In childhood, time was not consciously perceived and experienced, now the time perspective is realized, the “I” embraces the past that belongs to it and rushes into the future.
Striving for the future only has a beneficial effect on the formation of personality when there is satisfaction with the present. Under favorable conditions for development, a high school student strives for the future, not because it will be even better ahead.
The moral stability of the individual begins to develop. In his behavior, a high school student is increasingly guided by his own views, beliefs, which are formed on the basis of acquired knowledge and his life experience.
Self-determination, stabilization of the personality in early youth are associated with the development of a worldview. High school students write: “Difficult age means, rather, a period of physical changes, while the crisis of youth means a number of moral or philosophical problems”, “At a difficult age, you are still a child who is capricious and wants to show his independence, the crisis of youth consists in developing your own beliefs.”
As you know, in adolescence, a child discovers his inner world. At the same time, he reaches the level of formal-logical thinking. Intellectual development, accompanied by the accumulation and systematization of knowledge about the world, and interest in the individual, reflection in early youth turn out to be the basis on which worldview views are built.
He is looking for clear, definite answers and in his views is categorical, not flexible enough. Maximalism is characteristic not only for adolescence, but also for adolescence.
It should be borne in mind that worldview problems are not solved once in a lifetime, once and for all. Subsequent crises, complications, turns of life will lead to a revision of youthful positions.
The lack of choice, the confusion of values does not allow the individual to find his place in the world of human relations, complicates the process of professional self-determination and, thus, does not contribute to his mental health.
The process of professional self-determination includes the development of self-awareness, the formation of a system of value orientations, the modeling of one's future, the construction of standards in the form of an ideal image of a professional. Personal self-determination of a person occurs on the basis of the development of socially developed ideas about ideals, norms of behavior and activity. At present, social orientation largely determines the professional identity of a person, his professional self-determination and professional choice.
Specific moments of self-consciousness, the formation of a self-concept, including the image of "I am a professional", depend on the degree of consistency between the ideal and real "image - I" and the ideal and real image of the profession. The ratio of "I-real" and "I - ideal" determines the requirement for a person to himself.
The need to satisfy one's own "I" (self-respect, self-worth and competence) should be realized in the self-affirmation and self-expression of a person in his desire to prove himself. Not only knowledge, but also the realization of oneself forms the self-consciousness of a person, his "inner - I", his motivation.
The realization of oneself in the profession includes the formation of the image of the profession, especially at the stage of choosing the sphere of professional activity.
The image of the future profession is a rather complex formation, including emotional and cognitive components. Correspondence of emotional and evaluative components with the essential content components of the profession makes the choice justified and real. For the validity of a professional choice, it is also necessary that the requirements of the profession correspond to the capabilities of a person. Otherwise, negative life experience accumulates in a person’s self-consciousness, peculiar ways of solving the problems facing him are formed - avoiding problems, ignoring them, etc.
In Russian schools, an interesting dynamics in the development of self-esteem has been revealed.
Typically youthful features are characteristic of tenth-graders' self-assessment - it is relatively stable, high, relatively conflict-free, adequate.
It is at this time that high school students are distinguished by an optimistic view of themselves, of their capabilities, and not too anxious. All this, of course, is connected with the formation of the "I-concept" and the need for self-determination.
In the 11th grade, the situation becomes more tense. Life choices, which were quite abstract last year, are becoming a reality. Some high school students still maintain an “optimistic” self-esteem. It is not too high, it harmoniously correlates: desires, claims and assessment of one's own capabilities. Other tenth graders have high and global self-esteem - it covers all aspects of life; mixes the desired and the realistically achievable. Another group, on the contrary, is distinguished by self-doubt, experiencing that gap between claims and possibilities, which they are clearly aware of. Their self-esteem is low, conflict. There are many girls in this group.
CONCEPT
ART 12135 UDC 159.9:371.263 "
Romanova Alla Nikolaevna,
Competitor of the Department of Social Psychology, FSBEI HPE “Nizhny Novgorod State Pedagogical University named after V.I. K. Minin, Nizhny Novgorod [email protected]
Psychological support for high school students in preparation for the exam
Annotation. The article discusses the need to prepare high school students for the final certification in the USE format. The technology of work with graduates on the formation of psychological and pedagogical readiness for the Unified State Examination is considered. The proposed work technology is analyzed from the point of view of its effectiveness. Key words: psychological support, readiness to pass the exam, psycho-pedagogical technology, performance.
The idea of psychological support is in demand and sufficiently developed in educational practice and has now received an impetus for development in connection with the introduction of new education standards. The second generation standards, focused on achieving not only subject, but meta-subject and personal educational results, cannot be put into practice without taking into account the age-normative model and the social situation of students' development, which is the basis for the implementation of the idea of psychological support.
The authors G. Bardier, M. Bityanova, V. Mukhina, Yu. Slyusarev, T. Yanicheva believe that the most important characteristic of psychological support is the creation of conditions for the transition of the individual to self-help; in the process of psychological support, the specialist creates the conditions and provides the necessary support for the transition from the position “I can’t” to the position “I can cope with my life’s difficulties on my own”. Psychological support involves the search for hidden resources for human development, relying on his own capabilities and creating, on this basis, psychological conditions for self-development of the individual and adaptation in society.
Psychological support of graduates during the final certification is a necessary area of work for a psychologist of an educational institution. The USE in the vastness of the Russian educational space is a phenomenon that has more than a decade of history. To date, there is a huge amount of materials for graduates and teachers that provide legal and organizational, substantive and methodological preparation for the Unified State Exam. However, all these areas of training involve only the instrumental readiness of graduates and do not contribute to the formation of psychological readiness for such a serious test. Meanwhile, in the absence of psychological preparation, it often happens that a graduate knows the subject, knows how to solve certain problems, but in the end does not cope with examination tasks, because he is not confident in his abilities, does not know how to control his emotions, does not knows how to control and regulate his activities, has not mastered the skills determined by the features of the USE procedure.
The central, system-forming reference point in the process of preparing for the exam is the concept of the psychological readiness of a graduate to pass the final exam. Under the psychological readiness for the exam, we understand the internal mood for a certain behavior, focus on expedient actions.
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Romanova A. N. Psychological support for high school students during the preparation for the exam // Concept. - 2012. - No. 10 (October). - ART 12135. -0.5 p. l. - URL: http://www.covenok.ru/koncept/
scientific-methodical electronic journal "G ° S" R8G "EL No. F ° 4" 65 ""
ART 12135 UDC 159.9:371.263 "
actions, actualization and adaptation of the individual's capabilities for successful activity in the situation of passing the exam.
The USE procedure requires a special activity strategy / the graduate needs to determine for himself what tasks and in what proportion he will perform, the definition of the strategy becomes a key point, since this largely determines the examination grade. The choice of the optimal strategy may present some difficulty for the student. In this context, under the individual strategy of activity, we mean a set of techniques, methods and strategies that, in accordance with their personal characteristics, the student uses, and which allow him to achieve the best results in the exam.
The problem of forming the psychological readiness of high school students for the Unified State Examination requires an integrated approach based on the construction of psychological and pedagogical technology, which would allow not only to plan specific measures to solve the above problem, but also to track the effectiveness of its solution. We consider technology in the procedural aspect: as a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes. Let us consider the key stages of the proposed psycho-pedagogical technology.
Stage 1. Defining the problem, formulating the goals of the activity.
The problem was the lack of psychological readiness of high school students, teachers and parents for this form of the exam.
The purpose of the program was to form the psychological readiness for the exam in high school students.
The goal was realized through the following tasks.
1. Help high school students in developing an individual style of activity that is optimal for the exam; create conditions for working out the optimal strategy and tactics of behavior during the preparation period and during the unified state exam.
2. Show teachers the importance of organizing differentiated psychological and pedagogical assistance and support for graduates; the possibility of forming the components of psychological readiness for the exam in the framework of the educational process.
3. Create conditions for providing psychological and informational support to parents of graduates taking the exam.
Stage 2. Definition of diagnostic parameters. Selection of adequate research methods. Input psychodiagnostics.
Based on the structure of psychological readiness for the USE, the following parameters were chosen for the input diagnostics.
1. Individual psychological characteristics:
Personal and situational anxiety: STAI (Spielberger-Khanin, 1978);
The level of subjective control: J. Rotter's USC questionnaire (adapted by E. F. Bazhin, S. A. Golynkina, A. M. Etkind);
The general level of self-regulation of behavior, indicators of the development of regulatory and personal properties - flexibility and independence: SSPM (V. I. Morosanova, 1998);
Used coping strategies: "Indicator of coping strategies" by D. Amirkhan (adapted by N. A. Sirota, 1994, V. M. Yaltonsky, 1995).
2. Parameters of the psychological and pedagogical readiness of graduates for the exam: the questionnaire "Graduates' readiness for the exam", developed by M. Yu. Chibisova, which determines the level of anxiety associated with the exam, the level of mastery of self-control techniques for the emotional state and the level of familiarity with the exam procedure.
http://www.covenok.ru/koncept/2012/12135.htm
KONT tnpt
Romanova A. N. Psychological support for high school students during the preparation for the exam // Concept. - 2012. - No. 10 (October). - ART 12135. -0.5 p. l. - URL: http://www.covenok.ru/koncept/
scientific-methodical electronic journal "G ° S" R8G "EL No. F ° 4" 65 ""
ART 12135 UDC 159.9:371.263 "
The study was conducted from 2009 to 2012 among graduates of the 11th grade of the MBOU "Gymnasium No. 50" in Nizhny Novgorod (a sample of 110 students, the age of students is 16.7 years, of which 72 (65%) are girls and 38 (35%) boys).
Let us describe some of the results obtained during the input psychodiagnostics.
According to the method of studying situational and personal anxiety (STAI Spielberger-Khanin), three groups of graduates were distinguished, differing in the level of personal anxiety:
- "low anxiety" - 25 graduates (23%);
- "medium anxious" - 58 schoolchildren (58%);
- "highly anxious" - 21 schoolchildren (19%).
Further work was carried out to study the specifics of the identified groups. Based on the results of the study, we can note that “highly anxious” graduates have significant differences from other groups (the significance of differences was calculated using the φ * Fisher criterion) and are characterized by:
Low level of subjective control: they do not see the connection between their actions and life events that are significant for them, do not consider themselves able to control this connection and believe that most events and actions are the result of an accident or the actions of other people, they tend to blame other people or circumstances for failures;
Insufficient self-regulation skills: in a rapidly changing environment, they feel insecure, it is difficult to get used to changes in life, to change
environment and lifestyle. They are unable to adequately respond to the situation,
quickly and timely plan activities and behavior, develop an action program, highlight significant conditions, assess the discrepancy between the results obtained and the purpose of the activity and make corrections. As a result, regulatory failures can occur and, as a result, failures in the performance of activities.
Have difficulty using their personal resources to find possible ways to effectively resolve the problem and actively coping;
High exam anxiety: they worry and worry at the thought of the upcoming exam, do not feel confident that they will be able to pass it successfully, do not see any advantages in the exam compared to the traditional exam;
Insufficient self-regulation skills: they have difficulty in the correct distribution of time and effort during the exam, they do not know how to choose the best way to complete tasks, they do not know how to calm down in a difficult situation, that is, they do not possess the skills of self-control and self-organization of activities in an exam situation.
Thus, the results of the study showed that the selected groups of graduates: "low anxiety", "medium anxiety" and "high anxiety" differ significantly in the direction of locus control, the style of self-regulation of behavior, the coping strategies used, the level of emotional stability in stressful situations. , the level of anxiety experienced in the exam situation, the skills of self-control and self-organization of activity.
Based on the foregoing, the approach to organizing psychological and pedagogical work with representatives of these groups should be different. In order to help high school students make the most of their available resources and compensate for weaknesses, a differentiated approach is needed.
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Romanova A. N. Psychological support for high school students during the preparation for the exam // Concept. - 2012. - No. 10 (October). - ART 12135. -0.5 p. l. - URL: http://www.covenok.ru/koncept/
scientific-methodical electronic journal "G ° S" R8G "EL No. F ° 4" 65 ""
ART 12135 UDC 159.9:371.263 "
Thus, as a result of the diagnostics, we received enough information about the main needs and problems of the studied contingent, on the basis of which we were able to plan further work.
Stage 3. Selection, adaptation, or development of appropriate programs of psychological and pedagogical support.
The program of psychological and pedagogical support, in order to meet the requirement of effectiveness, should be based on theoretical premises, the problem under study, data from diagnostic studies and the needs of the educational institution. For an optimal result in preparing high school students for the Unified State Examination, it is also necessary to include teachers and parents in the program as full-fledged subjects. At this stage, the author's program of psychological and pedagogical support "Exams without problems" was developed and tested.
Stage 4. Implementation of programs.
The developing stage included the implementation of interrelated work programs with high school students, teachers and parents.
The program of work with high school students was built on the basis of data from the psychological and pedagogical literature on the components of readiness for the USE, ideas about the significant characteristics that students require in the process of passing the USE, as well as on the analysis of the results obtained during the research. In our opinion, it is necessary to take into account the difficulties that students may have in preparing and passing the exam. Group and individual work included tasks and exercises to overcome cognitive, personal and procedural difficulties. Based on the results of the research, the program of psychological work with high school students included classes to understand their attitude to the Unified State Examination, develop self-confidence, increase stress resistance, develop self-regulation skills, familiarize themselves with rational methods of working with information. An important element of the program was the business game "Passing the Unified State Examination", which partly simulates the situation of the unified state exam and can help students cope with procedural difficulties when passing the Unified State Examination. At the final lesson, the students wrote for themselves the “Recipe for passing the exam”. Writing a "recipe" allowed high school students, on the one hand, to take a subjective position and make the material of the classes personally significant, and on the other hand, it made it possible to receive recommendations focused on a particular student, work out an individual strategy and tactics of behavior during preparation and passing the exam.
We define several key points that were reflected in the program of work with the teaching staff.
At the time the program was launched, teachers were very wary, and in some cases even negatively assessed the final certification in the form of the Unified State Examination, and since high school students spend most of their time at school, in communication with teachers, children undoubtedly often adopt the negative attitude of adults towards the Unified State Examination . Therefore, work with teachers included classes to understand and change their attitude to the Unified State Examination. In work with teachers, it was shown that the influence of the psychological characteristics of students on their behavior, performance and difficulties that arise in the process of the exam. Teachers need to "learn to see" children of "risk groups" in relation to the USE and provide the most optimal forms of psychological and pedagogical support. Attention was drawn to the methods and techniques of self-regulation, knowledge about the methods of development was updated.
http://www.covenok.ru/koncept/2012/12135.htm
Romanova A. N. Psychological support for high school students during the preparation for the exam // Concept. - 2012. - No. 10 (October). - ART 12135. -0.5 p. l. - URL: http://www.covenok.ru/koncept/
scientific-methodical electronic journal "G ° S" R8G "EL No. F ° 4" 65 ""
ART 12135 UDC 159.9:371.263 "
bots with information, rational memorization techniques so that teachers can transmit this knowledge to high school students. To work with teachers, in our opinion, the use of active technologies, including mutual learning technologies, is more effective.
When building a system of work with parents, it was taken into account that the issues of information support for the final certification process are extremely important for parents. Insufficient awareness of parents can lead to excessive tension and negatively affect graduates. This issue is largely within the competence of the deputy director, therefore, parent meetings, round tables were organized by the joint efforts of various specialists: the deputy director, a psychologist and subject teachers, each of which covers issues within his competence. Also, work with parents included classes on understanding and changing parental attitudes towards the Unified State Examination.
Based on the fact that only a small part of parents are calm about the upcoming exam, methods aimed at regulating the emotional state have become an important part of the classes with parents.
Stage 5 Final psychodiagnostics.
The final psychodiagnostics was carried out at the end of the academic year according to the following parameters: situational and personal anxiety, subjective locus of control, self-regulation of behavior, used coping strategies and parameters of pedagogical readiness for the exam.
Stage 6 Determination of the level of achievement of the set goals.
At this stage, the results of the work were summed up, the level of achievement of the set goals was determined, if necessary, additional individual work with teachers, students and parents was planned, recommendations were issued.
In order to determine the effectiveness of the author's program "Exams without problems", the results of the participants of the program were compared before and after its implementation (stating and control sections), methods of mathematical data processing were used to analyze the results.
Let us illustrate the changes that have taken place in terms of psychological and pedagogical indicators of readiness for the USE; the questionnaire "Readiness of graduates for the exam" by M. Chibisova was used. The data obtained are presented in the table (Table 1); the significance of differences was calculated using Pearson's x2 test.
Table 1
Comparative data on the distribution of subjects in the experimental (n = 50) and control groups (n = 50) according to the parameters of readiness for the USE based on the results of the ascertaining and control sections (absolute values)
Levels Readiness indicators
Familiarity with the procedure Anxiety level Self-control, self-organization skills
EG CG EG CG EG CG
Const. Counter. Const. Counter. Const. Counter. Const. Counter. Const. Counter. Const. Counter.
Low - - 2 - 20 30 17 14 10 - 13 9
Medium 29 20 24 25 22 18 29 29 24 26 28 33
High 21 30 24 25 8 2 4 7 16 24 9 8
Reliability of differences p > 0.05 p > 0.05 p< 0,05 р >0.05 r< 0,01 р > 0,05
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KONT tnpt
Romanova A. N. Psychological support for high school students during the preparation for the exam // Concept. - 2012. - No. 10 (October). - ART 12135. -0.5 p. l. - URL: http://www.covenok.ru/koncept/
scientific-methodical electronic journal "G ° S" R8G "EL No. F ° 4" 65 ""
ART 12135 UDC 159.9:371.263 "
As can be seen from the table, in the control group, by the end of the academic year, a slight positive shift was recorded in terms of readiness for the USE: familiarity with the exam procedure and possession of self-organization and self-control skills (not statistically significant (p> 0.05)). In terms of the level of anxiety, a negative shift was recorded (the number of graduates with a high level of anxiety increased by 1.7 times (from 8% to 14%), the percentage of high school students with a low level of anxiety decreased from 34% to 28%). However, the differences recorded in the control group are not statistically significant.
According to the results of the implementation of the program of psychological and pedagogical support in the experimental group, the following data were obtained:
Positive dynamics was registered in terms of self-control and self-organization skills (p< 0,01) и снижение уровня тревоги (р < 0,05);
In terms of familiarity with the exam procedure, a positive trend was recorded in terms of an increase in the number of students with a high level of development of this parameter, although this shift is not statistically significant (p > 0.05).
Thus, in the experimental group, positive shifts were recorded in most of the studied indicators: program participants began to better master the skills of self-organization and self-control of their own activities, and the level of anxiety before the exam slightly decreased. For the control group, the differences are not statistically significant.
In general, according to the results of the implementation of the program of psychological and pedagogical support in the experimental group, we can state statistically significant changes in the following indicators:
Decreased indicators of situational anxiety;
Shifts of a positive direction on the scales of internality were fixed: general internality, internality in industrial and interpersonal relations, internality in relation to health and illness, internality in the field of achievements and internality in the field of failures;
The general level of self-regulation and indicators of the regulatory-personal property - independence have increased.
The number of participants in the experiment who use active behavioral coping strategies has increased: problem solving and seeking social support;
Participants of the program began to better master the skills of self-organization and self-control of their own activities, the level of anxiety before the exam decreased.
In the control group, no statistically significant changes in a positive direction were recorded.
The results obtained testify to the effectiveness of the developed and tested comprehensive program of psychological support for high school students "Exams without problems".
The statistically significant positive dynamics of most indicators is a consequence of achieving the goal of the program - developing an individual style of activity that is optimal for the USE, working out strategies and tactics of behavior in the period of preparation for the unified state exam.
The experience gained in discussing and working out significant problems related to final exams fixes the attention of high school students on more effective behavior strategies during the preparation and passing of exams.
Classes with high school students in active forms contributed to the consolidation of not only knowledge and skills, but also the formation of a positive attitude towards
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scientific and methodical electronic journal ART 12135 UDC 159.9:371.263
Romanova A. N. Psychological support for high school students during the preparation for the exam // Concept. - 2012. - No. 10 (October). - ART 12135. -0.5 p. l. - URL: http://www.covenok.ru/koncept/
2012/12135.htm. - State. reg. El No. FS 77-49965. -ISSN 2304-120X.
this problem, the development of self-regulation and self-control skills, effective interpersonal interaction in emotionally intense, stressful situations, the development of active coping strategies.
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Bardier G., Romazan I., Cherednikova T. I want! Psychological support of the natural development of young children. - St. Petersburg: Stroylespechat, 1996. - 86 p.
Mukhina V. S., Goryanina V. A. Development, upbringing and psychological support of the personality in the system of continuous education: the concept and experience of the IRL RAE // Education and development of the personality: Proceedings of the international scientific and practical conference. Ed. V. A. Goryanina. - M.: IRL RAO, 1997. S. 4-12.
Yanicheva T. Psychological support of school activities. An approach. Experience. Finds // Journal of Practical Psychology. - 1999.- No. 3. - S. 101-119.
Gaponova S. A., Dyatlova K. D. Unified state exam: the point of view of students and teachers of the university // Bulletin of the Nizhny Novgorod University. N. I. Lobachevsky. - 2011. - No. 3(3). -p.26-31.
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postgraduate of social psychology department FBGEI HPE - Federal Budget Government Educational Institution of Higher Professional Education state pedagogical university of Nizhny Novgorod [email protected]
The psychological support of seniors in the period of preparation for the United state examinations. Abstract. In the article the author discusses the necessity of seniors’ preparation for the final tests in the form of the United state examinations. The technology of working with seniors on the formation of their psychological and educational readiness to the United state examination is considered. The proposed technology is analyzed from the point of view of its effectiveness.
Keywords: psychological support, readiness to take USE, psychological and educational technology, effectiveness of activities.
Reviewer: Gaponova Sofia Alexandrovna, Doctor of Psychology, Professor, Head of the Department of Social Psychology, Nizhny Novgorod State Pedagogical University. K. Minin»
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The priority goal of modernizing education is to ensure the high quality of Russian education. An important area of education should be the transition to specialized education in high school. The concept of profile education in high school, adopted by the Ministry of Education and Science of the Russian Federation, emphasizes the need to take into account objective differences in the degree of readiness of adolescents for a conscious choice of areas of specialization, it is noted that “hard” profiling that does not take these differences into account may come into conflict with the actual picture of the social and age formation of a large number of adolescents and lead to negative consequences. In this situation, the psychological and pedagogical support of students during the transition to specialized education acquires particular relevance.
The relevance of career guidance experience lies in resolving the contradictions between the dynamically changing situation in the labor market and the skills of self-determination of students. When working with high school students, teachers face a number of psychological and pedagogical problems. On the one hand, the modern labor market is characterized by a wide range of professional areas, annually replenished with new specialties, the active formation of internal standards and corporate quality management systems, and the emergence of new specializations. On the other hand, only about half of school graduates are determined to choose a profession, and studying at a university also does not solve the problem of professional choice. In 2008-2009, only 59% of graduates of our school decided on the choice of profession, in 2009-2010, 63%. In 2008-2009, 29% were employed outside their specialty, and in 2009-2010, 25% of university graduates.
After analyzing the current situation, we came to the conclusion that a complex approach of psychological and pedagogical support of professional self-determination of high school students will play a special role in solving the above problem. We have developed a model of psychological and pedagogical activity within the framework of psychological and pedagogical support of professional self-determination of high school students. The model makes it possible to evenly correct the action of all subjects on the professional self-determination of high school students (see Figure 1). The subjects of psychological and pedagogical support of individual educational activities of students of senior school age are: deputy director for educational work, teacher-psychologist, social teacher, class teacher, medical worker, parents, subject teachers.
As practice has shown, our school has created the maximum conditions for the professional development of the student's personality: a free choice of areas of activity is provided, timely assistance and support is provided, individual and age characteristics of the student's personality are taken into account, and independence in overcoming difficulties develops. The conditions created in the psychological and pedagogical support of professional self-determination of high school students make it possible to strengthen the “I-concept” of the student, support adequate self-esteem of the student, and expand the technology of professional self-preservation of the graduate.
The student, in cooperation with the teacher-psychologist, in the process of projective activity constructs his own personal professional plan of action, based on his specific and real goals, interests and abilities, tracks the direction of his self-development, independently determines the final result.
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Psychological and pedagogical support of professional self-determination of students of senior school age
Kostyuchenko Natalia Grigorievna,
Educational psychologist,
Municipal budgetary educational institution "Secondary school No. 30 with in-depth study of subjects of the educational field "Physical Education".
The priority goal of modernizing education is to ensure the high quality of Russian education. An important area of education should be the transition to specialized education in high school. The concept of profile education in high school, adopted by the Ministry of Education and Science of the Russian Federation, emphasizes the need to take into account objective differences in the degree of readiness of adolescents for a conscious choice of areas of specialization, it is noted that “hard” profiling that does not take these differences into account may come into conflict with the actual picture of the social and age formation of a large number of adolescents and lead to negative consequences. In this situation, the psychological and pedagogical support of students during the transition to specialized education acquires particular relevance.
The relevance of career guidance experience lies in resolving the contradictions between the dynamically changing situation in the labor market and the skills of self-determination of students. When working with high school students, teachers face a number of psychological and pedagogical problems. On the one hand, the modern labor market is characterized by a wide range of professional areas, annually replenished with new specialties, the active formation of internal standards and corporate quality management systems, and the emergence of new specializations. On the other hand, only about half of school graduates are determined to choose a profession, and studying at a university also does not solve the problem of professional choice. In 2008-2009, only 59% of graduates of our school decided on the choice of profession, in 2009-2010, 63%. In 2008-2009, 29% were employed outside their specialty, and in 2009-2010, 25% of university graduates.
After analyzing the current situation, we came to the conclusion that a complex approach of psychological and pedagogical support of professional self-determination of high school students will play a special role in solving the above problem. We have developed a model of psychological and pedagogical activity within the framework of psychological and pedagogical support of professional self-determination of high school students. The model makes it possible to evenly correct the action of all subjects on the professional self-determination of high school students (see Figure 1). Subjects of psychological and pedagogical support of individual educational activities of studentssenior school ageare: deputy director for educational work, teacher-psychologist, social teacher, class teacher, medical worker, parents, subject teachers.
As practice has shown, in our school maximum conditions have been created for the professional development of the student's personality: a free choice of areas of activity is provided, timely assistance and support is provided, individual and age characteristics of the student's personality are taken into account, and independence in overcoming difficulties develops. The conditions created in the psychological and pedagogical support of professional self-determination of high school students make it possible to strengthen the "I-concept" of the student, support adequate self-esteem of the student, expand the technology of professional self-preservation of the graduate.
The student, in cooperation with the teacher-psychologist, in the process of projective activity constructs his own personal professional plan of action, based on his specific and real goals, interests and abilities, tracks the direction of his self-development, independently determines the final result.
Picture 1
Model of psychological and pedagogical support of professional self-determination of high school students
Directions | Principles | Directions |
Working with students | Freedom of choice | Diagnostic |
Working with parents | consciousness | professional education |
Competence and consistency | Project activity |
|
Psychoeducation of parents |
||
Methodical work with the teaching staff |
||
Consulting, correction |
Psychological and pedagogical | Functions | Principles |
Diagnostic minimum | Diagnostic | expediency |
Psychological and Pedagogical Council | Protective and identification | Timeliness |
Analytical | privacy policy |
|
Non-judgmental |
The model we have developed allows us to effectively adjust and implement the main areas of career guidance work: education, diagnostics, counseling, correction, to realize the goals and objectives of professional guidance for students of senior school age.
As part of the psychological and pedagogical support of professional self-determination of high school students, the experience is focused on the developing (activating) form of psychological assistance to professional self-determination. The main attention is paid to the development and implementation of activating, training and correctional development activities, special courses, psycho-trainings, project activities. Purposeful psychological work is included in the general system of career guidance activities:
1) a system of elective career guidance courses for high school students has been put into practice, which makes it possible to approve the ideas of career guidance for students, to put into practice the tasks in high school adopted by the Ministry of Education and Science of the Russian Federation in the field of the concept of profile education;
2) modern teaching technologies are used (developing, student-oriented and differentiated approach to students, cooperation pedagogy). Project methodcontributing to the formation of professional self-determination of the student's personality, developing the ability to obtain the necessary information independently and apply it in practice;
3) students have the opportunity to improve their knowledge in the field of psychology in preparation for various competitions and olympiads;
4) for each high school student, a card "Student's professional choice" was created, an electronic portfolio was created;
5) applied in practice educational and methodological developments for class teachers, students;
6) the functions of each participant in the educational process in the implementation of career guidance activities at school are clearly defined.
Thus, the teacher-psychologist, in these areas, is given a central place: starting with the motivational component, ending with the psychological support of choosing a profession and building a career personal plan.
For the purpose of career guidance for students, our school actively cooperates with institutions of additional and vocational education:employment center, Youth labor exchange (implementation of the student employment program), secondary specialized and higher educational institutions of the city (social and humanitarian college, construction college, oil technical school, school No. 44, Nizhnevartovsk State Humanitarian University,South Ural State University), cultural institutions.
The implementation of career guidance activities at school directs, orients graduates to enter secondary specialized educational institutions, universities according to the identified inclinations and abilities.
School monitoring shows that the number of applicants to higher educational institutions is increasing:
Academic year | Percentage |
2007-2008 | |
2008-2009 | |
2009-2010 | |
2010-2011 | |
2011-2012 |
Geography of admission of graduates: Nizhnevartovsk, Moscow, St. Petersburg, Belgorod, Tyumen, Ufa, Yekaterinburg, Orenburg, Tomsk and others.The list of the most demanded specialties is headed by jurisprudence, economics and management, management, finance and credit, and advertising.
The realities of modern life are such that parents are busy most of the time at work and, as a result, are not competent in matters of career guidance. Therefore, there is a need for the implementation of compensatory functions in the field of psychoeducation, primarily in the organization and conduct of lectures and practice-oriented parent meetings as part of career guidance. To this end, a regularly operating lecture hall for parents "Parents Academy" has been created in our school.
High school students studying the course "Your professional career", "Fundamentals of military psychology" have a practical opportunity to realize their potential by participating in psychology competitions, city competitions, creative projects, Internet quizzes.
The created model of psychological and pedagogical support of professional self-determination of high school students within an educational institution allows a differentiated approach to each student both during school hours and after school hours; reduces the threshold of discomfort and anxiety of high school students when choosing a profile. Thus, an integrated approach to the career guidance process in our school allows us to maintain the health of the graduate.
The effectiveness of pedagogical experience in this direction is determined by the results of psychological monitoring. The implementation of psychological and pedagogical experience makes it possible to achieve positive dynamics in the career guidance competence of students, through increasingmotivation of high school students in professional self-determination,general psychological culture,creativity, communication skills.
The positive results of vocational guidance can be judged by increasing the vocational guidance competence of students:
- According to monitoring measurements, the motive of professional and life self-determination of high school students was 46% in 2007-2008, 50% in 2008-2009, 54% in 2009-2010, 63% in 2010-2011, 78% in 2011-2012;
Diagram 1
- the motive of self-development of high school students in the 2007-2008 academic year was 54%, in the 2008-2009 academic year it was 59%, in the 2009-2010 academic year it was 63%, in the 2010-2011 academic year it was 67%, in the 2011-2012 academic year year - 78%;
Diagram 2
- the level of communicative competence of students of senior school age was: in the 2007-2008 academic year - 57%, in the 2008-2009 academic year - 62%, in the 2009-2010 academic year - 73%, in the 2010-2011 academic year - 89% , in 2011-2012 academic year - 94%;
Diagram 3
- higher education institutions entered: in 2007-2008 77%, 2008-2009 81%, 2009-2010 84%, 2010-2011 89%, 2011-2012 94% of graduates.
Diagram 4
The development of creative abilities is manifested through the participation of students in competitive events, project activities and olympiads at the municipal and federal levels:
2009-2010 academic year
- Winner of the VI Gathering1st degree diploma.
- Winner of the V city competition of research, development and creative works of students and schoolchildren, 3rd degree diploma.
2010-2011 academic year
- Laureate of the city festival of student projects "Edges of Knowledge - 2011".
- Participant of the VII Meetingscientific societies of studying educational institutions of Nizhnevartovsk.
- Diploma winner of research and creative works of students of the All-Russian festival "Portfolio".
- Laureate of the XII All-Russian Competency Olympiad in Psychology.
2011-2012 academic year
- Prize-winner of the VIII Meeting scientific societies of studying educational institutions of Nizhnevartovsk, 3rd degree diploma.
- Winner of the city festival-competition of IT projects "We live in Russia", presentation nomination, 1st degree diploma.
- Winner of the seventh city competition of research, development and creative works of students and schoolchildren, diploma of the 2nd degree.
- Laureate of the XIII All-Russian Competency Olympiad in Psychology.Institute of Human Education Distance Education Center "Eidos".
- Winners of the city championship in intellectual games among high school students, diploma of the 2nd degree.
According to the results of school monitoring, 14 students of grades 9-11, following the results of the 2012-2013 academic year, took an active part in various subject competitions in psychology at the school, city, and federal levels.
The novelty of career guidance experience in this direction is: in a systematic approach to the problem of professional self-determination of students of senior school age; creation of optimal conditions for professional self-determination of the personality of students in the process of mastering the basic laws and methods of career guidance; development of independence in cognitive and practical activities while maintaining the traditional system of teaching at school.
LITERATURE
1 . Afanasyeva N.V. Your choice / St. Petersburg: Speech, 2007. - 365 p.
2. Belyanina O.A. Psychological support of the individual in the process of her professional self-determination / Penza: Privolzhsky House of Knowledge, 2008 - pp. 73-76.
3. Badil V.A., Yastrebova A.P. Profile preferences and professional choice: design, methodological support / SPb., 2009.-212 p.
4. Gladkova N. Professional self-determination of the individual in the system "cadet corps - higher military educational institution" /Education of schoolchildren. , St. Petersburg, 2008 -27 p.
5. Vinokurova G.A., Yashkova A.N. Technologies of psychological support of specialized education // Youth and society. - 2006. - No. 3. – S. 78-123.
6. Zeer E.F., Pavlova A.M., Sadovnikova N.O. Vocational orientation: theory and practice: Proc. allowance for higher education / M .: Academic Project; Ekaterinburg: Business book, 2006. - 192 p.
7. Zelenkov, S. Vocational guidance and employment of youth// St. Petersburg, 2007. - 239-242.
8. Klimov E.A. Psychology of professional self-determination / M.: Academy, 2007. - 302 p.
9. Kukharchuk A.M., Lyakh V.V.Tests for choosing a profession / Minsk: Modern school, 2008. - 288 p.
10. Kritsky A. Career planning for high school students: about the choice of profession, professional and psychosocial information about professions, professional prospects for high school students // Public education. - 2009. - N 1. - S. S. 207-213.
11. Kurneshova L.E. Romanova E.S. Career guidance work in an educational institution / M.: Genesis, 2010. - 99 p.
12. Pryazhnikov N.S., Rumyantseva L.S. Career guidance at school and college: games, discussions, tasks-exercises. Methodological manual / St. Petersburg, 2010. - 288 p.
13. Pryazhnikova E.Yu. Pryazhnikov N.S. Career guidance. - M., 2008.
14. Rezapkina G.V. M.: Genesis , 2009 - 114 pages
15. Rezapkina G.V. Classroom hours: Conversations about self-determination. Book for class teachers/M.: Genesis , 2010 - 78 p.
16. Tyulyaeva T.I. Student portfolio or personal achievements folder /M.: Genesis , 2010 - 34 pages
17. Chistyakova S.N. Choice of profile of training and profession. /M.: Genesis , 2010 - 110 p.
Preview:
Code UDC.1. Psychology.
DESIGNING AN INDIVIDUAL-EDUCATIONAL ROUTE AS A CONDITION FOR THE FORMATION OF STUDENTS' VOCATIONAL-GUIDED COMPETENCE
N.G. Kostyuchenko
2nd year Master's student, Department of Psychology of Education and Development
Place of employment: MBOU "Secondary School No. 30 with in-depth study of individual subjects"
Scientific adviser: Ph.D. psychol. Sciences, Associate Professor T.V. Snegireva
Place of work: Nizhnevartovsk, FGBOU VO NVGU
Annotation: The article is devoted to the analysis of the problem of professional self-determination of high school students, which requires a competent approach, deep reflection in the context of changes in the education system and society. The main purpose of the article is to analyze the study of career guidance competence of students. To achieve this goal, the following methods were used: analysis of scientific literature; definition of the essence of concepts"competence of professional self-determination",« », « individual educational route» ; analysis of the conditions of professional self-determination of high school students. Within the framework of this studythe works of Soviet and Russian scientists were analyzed.
Based on the materials studied, the author comes to the conclusion that for the development of professional self-determination of high school students, it becomes necessary to search for new approaches to pedagogical support. In this regard, the need to create an educational space has been identified and justified, in which special conditions for professional self-determination of a school graduate are defined. As an example, the author cites a scheme of psychological and pedagogical support for professional self-determination of high school students developed by the teaching staff of MBOU "Secondary School No. 30 with in-depth study of individual subjects." The main advantage of the scheme isin-depth work withinbuilding an individual educational route for a graduate. The effectiveness of the formation of a student's career guidance competence is confirmed by a well-built individual educational route. The material on the topic under study will be of interest to working specialists in the system of general and special education.
Keywords: competence of professional self-determination; key components of career guidance competence;individual educational route.
DESIGNING INDIVIDUAL EDUCATIONAL ROUTE AS A CONDITION OF FORMATION OF PROFESSIONAL COMPETENCE OF STUDENTS
N. G. Kostyuchenko
student, 2nd year, Department of Education, Psychology and Development
Affiliation: MBOU "school №30 in-depth study of specific subjects"
Scientific head: Cand. the course of studies. Sciences, Associate Professor
T. V. Snegireva
Place of work: Nizhnevartovsk, FSBEI, NUGU
abstract: the article analyzes the problems of professional self-determination of senior pupils, which requires a competent approach, a deep understanding in terms of changes in the education system and society. Main goal of this article is the analysis of career guidance competence. To achieve this goal were used the following research methods: scientific literature analysis; definition of essence of concepts "competence professional self-determination", "the key components of professional competence", "individual educational route"; the analysis of conditions of professional self-determination of senior pupils. In this study, we analyzed the works of Soviet and Russian scientists.
On the basis of the studied materials, the author comes to the conclusion that the development of professional identity of students of the senior classes there is a need to search for new approaches of pedagogical support. In this regard, and identified the necessity of creating educational space that defines special conditions for professional self-actualization of the graduate school. As an example, the author gives a scheme of psychological and pedagogical support of professional self-determination of high school students developed by the teachers MBOU "school#30 in-depth study of specific subjects". The main advantage of the schema is in-depth work within the framework of building an individual educational route of a graduate. The efficiency of formation of professional competence of the student is confirmed by the well-built individual educational route. Material on the subject will be of interest to working professionals in General and special education.
key words: competence, professional self-determination; the key components of professional competence; an individual educational route.
The Concept for the Modernization of Russian Education for the Period up to 2020 at the senior level of the educational school sets the task of creating a system of specialized training (professional education).This task requires rethinking and modification of approaches related to the creation of a unified system of professional self-determination of a graduate through the disclosure and use of abilities, personal initiative, disclosure of motivation and life orientation of students of senior school age. INFederal state educational standard(FGOS) of a new generation, the installation on a graduate who is successful in professional self-determination is analyzed,a number of directions are distinguished that contribute to the solution of practical issues of professional self-determination of the younger generation. These include: a career guidance system that equips students with the necessary knowledge for orientation in the world of professions, the ability to objectively assess their individual characteristics, diagnostic methods for studying the personality of schoolchildren in order to provide individual assistance in choosing a profession; socially significant motives for choosing a profession; the formation of elements of spiritual culture in the process of preparing students for a conscious choice of profession.
The problem of professional self-determination of high school students has been studied in detail in domestic psychology and pedagogy. Concepts« competence of professional self-determination», « key components of career guidance competence”, “individual educational route”, are basic in the field student career guidance research. Under " competence of professional self-determination” means the student’s ability to design his further professional development based on the awareness of his interests and abilities, the motivation for choosing his future profession, the ability to be responsible for the results of the independent choice of his future profession, and in connection with this, determining his educational goals and objectives. . The basis of our study was developed by S.N. Partial parameters of a student's vocational guidance competence, which include: the need for choice, for educational and professional self-identification, for constructing versions of continuing education and professional self-promotion; correction of the short and long-range goals corresponding to them, the use of external and internal resources, gaining experience in creating personally significant educational products, the ability to resist external manipulative actions, the ability to master the methods of activity to ensure the decision to continue education and professional development in a changing society and labor market, about the need to seek specialist help.. It should be noted that the above parameters are reflected in the modern requirements of the educational standard.Many scientists dealt with the criteria for career guidance competence of students, in particular: G. Rezapkina, A. V. Khutorskoy, N. S. Pryazhnikov, P.S. Lerner and others. For example, P.S. Lerner considered the following indicators of professionally significant competence to be important: the ability of students to verbalize labor actions, discuss them and evaluate the results; knowledge of the algorithms of actions that determine the process of self-determination; the readiness of older students to design an individual educational route. The main emphasis is placed ondesign and developmentindividual educational route of the student. An individual educational route is defined by scientists as a personal path of a student in mastering the content of education (FSES), taking into account his individual psychological characteristics, cognitive interests and life plans (S.V. Vorobyeva, N.A. Labunskaya, A.P. Tryapitsyna). . In other words, the key competence of the graduate should be to design his ownindividual educational route. At designing an individual educational routewith the help of a psychologist, a student updates a set of knowledge, skills and abilities: the ability to work with open sources of information (find information resources, select and analyze the necessary information) about the labor market, its development trends and the prospective needs of the economy of the student's region of residence and the country as a whole; establish educational communication with peers and adults; together with teachers, draw up an individual educational program in accordance with the requirements determined by the choice of a future profession.Given the degreethe importance of the research, we have developed a scheme of psychological and pedagogical support for professional self-determination of high school students. (Fig. 1.)
This scheme indicates the necessary conditions, methodological foundations, areas of work within the framework of career guidance.
Rice. 1. Scheme of psychological and pedagogical support of professional self-determination of high school students
The central place in the structural scheme is givenindividual educational route of the graduate.The structure of the student's individual educational route includes the following components: psychodiagnostics of the graduate's interests, inclinations and abilities; professiogram built on the basis of in-depth psycho-counseling; training profile; specified specialty; educational institution; exams (disciplines) of choice in the form of the USE; portfolio of achievements.Deep work withinbuilding an individual educational route for a student allows you to adjust the planned program in detail. As an example, we will cite the built individual educational routes of graduates of the MBOU "Secondary School No. 30 with in-depth study of individual subjects" in the city of Nizhnevartovsk.
According to the results of psychodiagnostics and individual counseling, the individual educational route of the 2016 graduate K. Saveliy was determined: the area of pronounced career guidance lies in the field of foreign languages and translation studies; professional personality type - social;corresponds to a high level; profile - social and humanitarian; specialty - "International Relations". In the chosen professional direction, profile disciplines for entering the university were designated: English, Russian, history. The graduate's individual portfolio includes the following achievements: he is the winner of the inter-regional festival of student projects "Discovery of the World", "Memories and a memoirist as a source of social memory", "Youth. The science. Culture”, “First Steps in Science”, 2016. Has coursework at the linguistic center at the “Tyumen State University”, 2015, certificate level B2, (Upper-Intermediate). He is a medalist upon graduation from an educational institution. The total score for the exam was 254 points. The final choice of educational institution: St. Petersburg State University, specialty - "International Relations". Today he is a first-year student at St. Petersburg State University.
Individual educational route M.Alexander, graduate of 2011: the area of expressed career guidance interest lies in the field of military specialties; professional personality type - social;motive of professional life self-determinationcorresponds to a high level; profile - defense and sports; specialty - "Information security"; educational institution - Voronezh Institute of the Ministry of Internal Affairs of the Russian Federation. In the chosen professional direction, profile disciplines for entering the university were designated: Russian language, history, social science. The professionally important qualities of a military man are concretized: good physical preparation, emotional stability. The measurement of physical fitness indicators was: 100-meter run -14 seconds, pull-ups -18 times, weapon assembly for time - 17 seconds, target shooting 34 points (2nd place). Is an active participantsocial movement "Cossack patrol-Yugra", military sports game "Cossack flash". Member of the city meetingscientific societies of students. Passed an internship at the St. Petersburg Military School, 2010 (summer period). The final choice of an educational institution is the Voronezh Institute of the Ministry of Internal Affairs of the Russian Federation. To date, a law enforcement officer, specialty - "Information Security".
It is important to note that due to socio-economic reasons, unplanned circumstances, not all schoolchildren manage to build their individual educational route the first time. In this situation, the full involvement of all subjects of the educational institution is required.
The results of the work on the construction of individual educational routes are confirmed by monitoring measurements. According to school monitoring, the motive of professional and life self-determination of high school students was 78% in 2015-2016. (Fig. 2.)
Fig.2. The motive of professional and life self-determination of high school students
The level of communicative competence of students of senior school age in the 2015-2016 academic year was 94%. (Fig. 3.)
Fig.3. The level of communicative competence of high school students
The geography of admission of graduates to prestigious universities in various cities of Russia has expanded: Nizhnevartovsk, Moscow, St. Petersburg, Yekaterinburg, Tyumen, Ufa, Chelyabinsk, Surgut, Tomsk, Orenburg and others. The range of chosen specialties has increased and began to include a huge number of professions: psychology, international relations, instrument engineering, medicine, finance and credit, land management and cadastre, journalism, architecture and others.
Thus, it is necessary to highlight the key conditions for the formation of an individual educational route for a graduate:compliance with the basic approaches and principlescareer guidance support,taking into account individual and age characteristics, providing timely assistance and support,application of active forms and methods of career guidance on practice, taking into account the variability of directions. The above conditionsgive reason to assert about the formation of career guidance competence of students, which is expressed in a well-built individual educational route.
The study identified a range of issues that require extensive discussion and detailed elaboration.individual educational route of the graduate: creation of a website for students and parents "Profconsultant"; organization of a group of informants from among high school students to work with younger students.
Bibliography
1. Afanas'eva N. V. Your choice / St. Petersburg: Speech, 2009. - 365 p.
2. Belyanina O.A. Psychological support of personality in the process of its professional self-determination /Penza.
3. Klimov E.A. Psychology of professional self-determination / M.: Academy, 2008. - 302 p.
4. Kurneshova L.E. Romanova E.S. Career guidance work in an educational institution / M.: Genesis, 2010. - 99 p.
5. Pryazhnikov N.S., Theory and practice of professional self-determination. Methodical manual / Moscow, 2010. - 13 p.
6. Rezapkina G.V. Psychology and career choice: pre-profile training program /M.: Genesis , 2009 - 114 p.
7. Order of the Government of the Russian Federation "On the implementation of the national educational initiative"Our new school"dated 07. 09. 2010 No. 1507-r (as amended on 05.12.2011) (together with the Action Plan for the modernization of general education for 2011-2015).
8. Khutorskoy A.V. Pedagogical innovation .. / M: Publishing center "Academy", 2010 - 16 p.
9. Chistyakova S.N. Choice of profile of training and profession. /M.: Genesis , 2010 - 110 p.
10. Individual educational route and individual educational trajectory [Electronic resource]. URL: http://www.niro.nnov.ru.
© N.G. Kostyuchenko, 2016
FEDERAL AGENCY FOR EDUCATION
State educational institution of higher professional education
"IRKUTSK STATE PEDAGOGICAL UNIVERSITY"
BRANCH OF IRKUTSK STATE PEDAGOGICAL UNIVERSITY
In Ust-Ilimsk
Department of Pedagogy and Psychology
Faculty of Education
Speciality "Pedagogy and
psychology"
Form of study full-time
GRADUATE WORK
Psychological and pedagogical support
professional self-determination of high school students
Artist: Alekseeva Margarita Nikolaevna
(signature)
Supervisor: Ph.D., Associate Professor Belyanina Olga Aleksandrovna
(signature)
^
ADMISSION TO PROTECTION
Head of the Department: Ph.D., Senior Lecturer.)
E.B. Larionova
signature
Date of protection: "" 2009
Mark:
UST-ILIMSK 2009
CONTENT
| Introduction | 3 |
| Chapter I. Theoretical review of scientific literature on the problem of psychological and pedagogical support of professional self-determination of high school students | |
| 1.1. The essence of psychological and pedagogical support | 6 |
| 1.2. Features of professional self-determination of high school students | |
| 1.3. Psychological and pedagogical support of professional self-determination of high school students | |
| 1.4. Conclusions for chapter 1 | 53 |
| Chapter II. Empirical study of psychological and pedagogical support of professional self-determination of high school students | |
| 2.1. Purpose, methods and procedure of the study | 55 |
| 2.2. Analysis and discussion of results | 60 |
| 2.3. Model of psychological and pedagogical support of professional self-determination of high school students | |
| Conclusion | 100 |
| Literature | 103 |
| Application | 109 |
INTRODUCTION
If you don't manage
your life, then someone
someone else will do it for you
Professional self-determination is associated with deep, strong, emotional experiences of a developing person; here there are serious violations of the inner world of a developing person, since in the life of most people this is the first normative choice, i.e. a mandatory forced choice that cannot be avoided (although it can be postponed). This moment of life is a turning point for a social position. The problem is that it is necessary, completing a certain stage of his life, to determine the further path, and the responsibility falls on his own shoulders. Therefore, in the context of studying the problem of professional self-determination, the definition of personal "I" is primary.
One of the most important factors of self-determination in pedagogical science is psychological and pedagogical support. Psychological and pedagogical support of optants (the term of E.A. Klimov) was considered in the context of studying the professional orientation of the personality and its formation in school years (V.I. Zhuravlev, A.I. Smirnov, E.A. Klimov); in the study of interests in a particular profession (Ya.L. Kolomensky, V.G. Nemirovskii, L.V. Sokhan, etc.); psychological prerequisites for professional self-determination (A.B. Orlov, V.F. Safin, M.V. Kirillova, E.A. Klimov, etc.); in the study of the possibilities of constructing the paths of a life program (N.I. Soboleva, A.Yu. Vinokur, N.S. Pryazhnikov, etc.). In this regard, the situation of choosing a profession after graduation is traditionally considered in the context of labor psychology and vocational training. Such a view seems to be one-sided, not taking into account the impact that this problem and its resolution have on the entire life path of a person. Knowledge about a huge variety of professions does not automatically make them alternatives to professional self-determination. Having made a choice, most students are not ready to take responsibility for it.
The relevance of the study lies in the study of the contradictions between the dynamically changing situation in the labor market and the skills of self-determination of students. On the one hand, the modern labor market is characterized by a wide range of professional areas, annually replenished with new specialties, the active formation of internal standards and corporate quality management systems, and the emergence of new specializations. On the other hand, only about half of school graduates are determined to choose a profession, and the rest need the help of a specialist in choosing a profession.
Basically, many graduates associate plans for the future with entering a university. Education at a university also does not solve the problem of professional choice: three-quarters of university graduates most often find employment in a field far from their specialty, and most often not on their own, but mainly with the help of relatives, friends, etc.
At the same time, at the theoretical and practical level, the issues of psychological and pedagogical support for the personality of a student who has made a choice and has already found himself in a new environment, in conditions of secondary vocational education, are not sufficiently disclosed; influence of pedagogical conditions in the process of professional self-determination; features of the psychological and pedagogical support of the student in solving his personal problems in the conditions of inclusion in the educational and pedagogical space; features of choosing the content of creative cooperation that meet the needs of the student through the stimulation of internal activity and assistance in the active self-realization of his sociality and individuality.
An analysis of the psychological and pedagogical literature revealed a contradiction between the expediency of providing psychological and pedagogical support to a student in professional self-determination and insufficient theoretical, experimental and methodological development of this issue. This contradiction determined the choice of the topic of our study “Psychological and pedagogical support of professional self-determination of high school students”.
^ Purpose of the study – to determine the role of psychological and pedagogical support of professional self-determination of high school students and develop a model of psychological and pedagogical support of professional self-determination of high school students .
^ Object of study – psychological and pedagogical support.
Subject of study– psychological and pedagogical support of professional self-determination of high school students.
Tasks:
determine the essence of psychological and pedagogical support;
consider the issue of professional self-determination of high school students;
to identify the role of psychological and pedagogical support of professional self-determination of high school students;
to develop a model of psychological and pedagogical support for professional self-determination of high school students.
^ Research base: educational space of the city of Ust-Ilimsk.
Practical significance: The results of the study may be useful for professional orientation specialists, psychologists, class teachers, parents and students, as well as for those who are interested in the problems of professional self-determination of high school students.
^
CHAPTER I. THEORETICAL REVIEW OF SCIENTIFIC LITERATURE ON THE PROBLEM OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF PROFESSIONAL SELF-DETERMINATION OF HIGH SCHOOL STUDENTS
1.1. The essence of psychological and pedagogical support
In the Russian Federation, the school psychological service has existed for a little over ten years. On March 29, 1995, the Board of the Ministry of Education of the Russian Federation summed up some results of the activities of psychological services in education. The Board noted that the development of practical psychology contributed to the humanization of the entire system and led to the creation of a psychological service in the education system. The humanistic aspect of the appearance of psychologists in school is expressed in a gradual transition from the “pedagogy of knowledge, skills and abilities” to the pedagogy of development:
the orientation of school personnel to each child individually, and not to the group of students as a whole;
awareness by teachers of the need for the appearance of psychologists in schools, the development of developmental, correctional programs for children that contribute to the optimal development of their mental potential.
in providing psychological assistance when working with a child and his family, in designing a developing lifestyle of an individual;
in providing psychological support in choosing a life path and professional career;
in identifying the causes of deviations in personality development and correction of such deviations.
The essence of school psychological activity is to accompany the child in the process of all school education. The concept of escort was also not invented yesterday, but it has gained particular popularity in recent years. First of all, what does "accompany" mean? In the dictionary of the Russian language, we read: to accompany means to go, to go along with someone as a companion or escort. That is, accompanying a child along his life path is a movement along with him, next to him, sometimes a little ahead, if you need to explain possible ways. An adult carefully looks at and listens to his young companion, his desires, needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around the Road, to understand and accept himself. But at the same time, he does not try to control, impose his own paths and guidelines. And only when the child is lost or asks for help, helps him to return to his path again. Neither the child nor his wise companion can significantly influence what is happening around the Road. An adult is also not able to show the child the path that must be followed. The choice of the Road is the right and duty of every person, but if at the crossroads and forks with a child there is someone who is able to facilitate the selection process, to make it more conscious, this is a great success. It is in this support of the student at all stages of his schooling that the main goal of school psychological practice is seen.
Accompaniment in pedagogy is understood as an activity that provides the creation of conditions for the subject of development to make an optimal decision in various situations of life choice (E. I. Kazakova, A. P. Tryapitsyna, 2001). In psychology, accompaniment is considered as a system of professional activity that provides the creation of conditions for the successful adaptation of a person to the conditions of his life (G. Bardier, M. R. Bityanova, 1997). Successfully organized accompaniment helps a person to enter that “development zone” that is not yet available to him (A.P. Tryapitsyna, 2001).
Relationships are the most important aspect of support. Positive relations between teachers and students affect the realization of the intellectual capabilities of the child, therefore, it is necessary to form or restore a special type of relationship “adult child”, which guarantees the child a benevolent acceptance, support and help. This is a special culture of support and assistance to the child in solving the problems of his education and development.
An analysis of the literature showed that psychological and pedagogical support can be considered in several aspects: as a professional activity of a teacher-psychologist who is able to provide assistance and support in the individual education of a child; as a process containing a set of purposeful, consistent pedagogical actions that help the student make a moral independent choice when the child solves educational problems; as the interaction of the escort and the escorted; as a technology that includes a number of successive stages in the activities of a teacher, psychologist and other specialists in ensuring educational achievements by students; as a system that characterizes the relationship and interdependence of the elements: target, content, procedural and effective.
There are three groups of goals of psychological and pedagogical support. The ideal goal is the development of all individual spheres of the child (motivational, cognitive, emotional, volitional, effective-practical, spheres of self-regulation, existential). The ideal goal is concretized in a personalized goal - the achievement by the student of optimal educational results for him, a higher level of education and the development of individuality. The procedural goal is to reflect in the pedagogical means the actual needs of the student, on the basis of which the child can successfully solve educational problems.
To determine the directions and tasks of psychological and pedagogical support, it is necessary to identify the functions:
directing students to a stream with an accessible level of education for them;
learning to learn (to teach how to work with a textbook and additional literature, write notes, draw up reference signals, listen and hear, ask questions, etc.);
socialization (assignment of the norms of behavior adopted in a given society, the formation of communication skills with peers, adults, etc.);
goal-setting (formation of skills to set goals, select socially acceptable means for their implementation, see oneself in society now and in the future, etc.);
correction, if necessary;
training in rational organization of labor;
career guidance and assistance in professional self-determination;
assistance to a teenager in solving his personal problems;
learn to take care of your health;
formation of readiness to continue education.
The essence of the idea of psychological and pedagogical support is an integrated approach to solving developmental problems. Understanding the psychological and pedagogical support of the process of personal self-development as an activity of subject-subject orientation allows intensifying the processes of self-knowledge, creative self-realization and acquires special significance in the educational process.
The intensive development of the theory and practice of psychological and pedagogical support is associated with the expansion of ideas about the goals of education, which include the goals of development, education, ensuring the physical, mental, moral health of students; preventive and operational assistance in solving their individual problems (O. S. Gazman, 1995).
Psychological and pedagogical support is a holistic and continuous process of studying the student's personality, its formation, creating conditions for self-realization in all areas of activity, adaptation in society at all age stages of schooling, carried out by all subjects of the educational process in situations of interaction. This is a system of professional activity of a psychologist aimed at creating socio-psychological conditions for successful learning and psychological development of a child in situations of school interaction. This is “a method that ensures the creation of conditions for the student to make optimal decisions in various situations of life choice, especially when determining the profile of education” (S. Novikova, 2007). The object of school psychological practice is the training and psychological development of the child in a situation of school interaction, the subject is the socio-psychological conditions for successful learning and development. The method and ideology of the work of a school psychologist is support. And this means the following for us.
First, following the natural development of the child at a given age and socio-cultural stage of ontogeny. Accompanying a child is based on those personal achievements that the child really has. It is in the logic of its development, and does not artificially set goals and tasks for it from the outside. This provision is very important in determining the content of the work of a school psychologist. He does not deal with what teachers consider important or “should” from the point of view of big science, but with what a particular child or group needs. Thus, as the most important axiological principle in our model of school psychological practice, we lay the unconditional value of the inner world of each student, the priority of the needs, goals, and values of his development. Secondly, the creation of conditions for independent creative development by children of the system of relations with the world and themselves, as well as for each child to make personally significant life choices. The inner world of the child is autonomous and independent. An adult can play an important role in the formation and development of this unique world. However, an adult (in this case, a psychologist) should not turn into an external psychological “crutch” of his pupil, on which he can rely every time in a situation of choice and thereby evade responsibility for the decision made. In the process of accompaniment, an adult, by creating situations of choice (intellectual, ethical, aesthetic), encourages the child to find independent decisions, helps him to take responsibility for his own life. Thirdly, in the idea of support, the principle of the secondary nature of its forms and content in relation to the social and educational environment of the child's life activity is consistently implemented. Psychological support provided by a school psychologist does not aim to actively influence the social conditions in which the child lives, and the system of education and upbringing that the parents have chosen for him. The purpose of support is more realistic and pragmatic - to create conditions within the framework of the social and pedagogical environment objectively given to the child for his maximum personal development and learning in this situation.
At first glance, the first and third provisions are in conflict: on the one hand, we affirm the value and priority of developmental tasks solved by the child himself, his right to be as he is, and on the other hand, we emphasize both his dependence and the secondary activity psychologist in relation to the content and forms of education offered to the child by a particular school, chosen for him by his parents. Let's not argue - there really is a contradiction here. However, it is a reflection of that real objective contradiction within which the whole process of the child's personal development unfolds. It can also be said that the existence of such a contradiction objectively requires the participation of the psychologist in this development precisely in the form of accompaniment, and not guidance or assistance.
Finally, fourthly, the psychological support of the child at school is mainly carried out by pedagogical means, through the teacher and traditional school forms of educational and educational interaction. At the very least, we postulate the advantage of such hidden forms of influence in comparison with the direct intervention of a psychologist in the life of a child, his intra-school and intra-family relationships. This sets the role of the teacher in our model of psychological practice in a special way. He turns out to be a psychologist's colleague in developing a strategy for accompanying each child and its main implementer. The psychologist, on the other hand, helps the teacher to "tune" the learning process and communication to specific students.
The affirmation of the idea of support as the basis of school psychological practice, the postulation of its object and subject in the form described above, has a number of important consequences, on which our entire model of school psychological work is based. These consequences concern the goals, objectives and directions of this activity, the principles of its organization, the content of the work, the professional position of the psychologist in relations with various participants in the educational school process, as well as approaches to assessing the effectiveness of his activities. Let us briefly consider each of these consequences.
Support is considered by us as a process, as a holistic activity of a practical school psychologist, within which three obligatory interrelated components can be distinguished:
1. Systematic monitoring of the psychological and pedagogical status of the child and the dynamics of his mental development in the process of schooling. It is assumed that from the first minutes the child is in school, information about various aspects of his mental life and the dynamics of development begins to be carefully and confidentially collected and accumulated, which is necessary to create conditions for successful learning and personal growth of each student. Methods of pedagogical and psychological diagnostics are used to obtain and analyze information of this kind. At the same time, the psychologist has a clear idea of what exactly he should know about the child, at what stages of education diagnostic intervention is really necessary, and by what minimum means it can be carried out. He also takes into account that in the process of collecting and using such psychological and pedagogical information, many serious ethical and even legal issues arise.
2. Creation of socio-psychological conditions for the development of the personality of students and their successful learning. Based on the data of psychodiagnostics, individual and group programs for the psychological development of the child are developed, and the conditions for his successful learning are determined. The implementation of this paragraph assumes that the educational process in an educational institution is built according to flexible schemes, can be changed and transformed depending on the psychological characteristics of those children who came to study at this institution. In addition, a certain flexibility is required from each teacher, since the approaches and requirements for children should also not be frozen, should not come from some abstract idea of the ideal, but focus on specific children, with their real capabilities and needs.
3. Creation of special socio-psychological conditions for helping children with problems in psychological development and learning. This area of activity is focused on those schoolchildren who have identified certain problems with the assimilation of educational material, socially accepted forms of behavior, in communicating with adults and peers, mental well-being, and so on. To provide psychological and pedagogical assistance to such children, a system of actions, specific measures should be thought out that allow them to overcome or compensate for the problems that have arisen.
In accordance with these main components of the support process, several important areas of practical activity of a school psychologist within the framework of the support process are distinguished: school applied psychodiagnostics, developmental and psychocorrective activities, counseling and education of teachers, schoolchildren and their parents, social dispatching activities. In the directions themselves, formulated in a general way, there is nothing new. However, each direction acquires its own specifics, receives specific forms and content, being included in a single support process.
^ Meaningful consequences of the idea of accompaniment
Within the framework of this ideology, it turns out to be possible to reasonably and clearly approach the selection of the content of specific forms of work and, most importantly, to define the concept of the socio-psychological status of a student. That is, we get the opportunity to answer the question of what exactly you need to know about the student in order to organize the conditions for his successful learning and development. In its most general form, the socio-psychological status of a student is a system of psychological characteristics of a child or adolescent. This system includes those parameters of his mental life, the knowledge of which is necessary to create favorable socio-psychological conditions for learning and development. In general, these parameters can be conditionally divided into two groups. The first group consists of the characteristics of the student. First of all, the features of his mental organization, interests, style of communication, attitude to the world and more. They need to be known and taken into account when building the process of learning and interaction. The second consists of various problems or difficulties that a student has in various areas of his school life and internal psychological well-being in school situations. They need to be found and corrected (developed, compensated). Both those and others need to be identified in the process of work to determine the optimal forms of support.
^ Organizational Implications of the Escort Idea
In organizational matters, the psychotechnical potential of the idea of support is especially clearly manifested, since it becomes possible to build the current work of a psychologist as a logically thought-out, meaningful process, covering all areas and all participants in intra-school interaction. This process is based on a number of important organizational principles relating to the construction of school psychological practice. These include the systemic nature of the daily activities of the school psychologist, the organizational consolidation (in the long-term and current work plans of the teaching staff of the school) of various forms of cooperation between the teacher and the psychologist in creating conditions for the successful learning and development of schoolchildren, the approval of the most important forms of psychological work as an official element of educational - educational process at the level of planning, implementation and monitoring of results, etc.
Functional role-playingconsequences of the idea of accompaniment
The psychologist gets the opportunity to professionally determine in relation to all participants in the school system of relations, to build successful relationships with them. In traditional terms, the psychologist gets an idea of who is and who is not the object of his practical activity. True, within the framework of our approach, it would be more appropriate to talk about, say, a client of a school psychological practice. The client of a school psychologist is either a specific student or a group of students. As for the adult participants in the educational process - teachers, administration, released educators, parents - we consider them as accompaniment subjects participating in this process together with the psychologist on the principles of cooperation, personal and professional responsibility. We consider the psychologist as part of the school system of teaching and educating children. Along with him, the child along the path of development is led by specialists in various humanitarian professions (teachers, medical workers, social educators and educators, social workers) and, of course, his parents. In solving the problems of a particular student or in determining the optimal conditions for his education and development, all interested adults jointly develop a unified approach, a unified strategy for psychological and pedagogical support.
The client position of a teacher or parent in a relationship with a school psychologist is not only unproductive in terms of the results of working with a child, but also harmful to both participants in unequal communication. She puts the psychologist in the position of the All-School Psychotherapist, depriving him of the most important means of helping and developing children (often such help is impossible without the active participation of parents and teachers). Practice shows that the logical end of this type of relationship is the stable client position of the school psychologist himself, which allows him to shed at least part of the exorbitant burden of various school duties.
The philosophical basis of the human support system is the concept of free choice as a condition for development. The starting point for the formation of the theoretical foundations of psychological support was a personality-oriented approach, in the logic of which development is understood by us as the choice and development by the subject of certain innovations, ways of professional development. Naturally, each situation of choice generates a plurality of options for decisions mediated by socio-economic conditions. Accompaniment can be interpreted as assistance to the subject in the formation of an orientation field of development, in which he himself is responsible for actions.
The most important provision of this approach is the priority of relying on the internal potential of the subject, therefore, on his right to independently make a choice and bear responsibility for it. However, the declaration of this right is not yet its guarantee. To exercise the right to freely choose various alternatives to professional development, it is necessary to teach a person to choose, help him understand the essence of the problem situation, develop a solution plan and take the first steps.
Which requires the construction of an adequate system of psychological and pedagogical support.
The priority goal of modernizing education is to ensure the high quality of Russian education. In the modern view, the concept of "quality of education" is not reduced to the level of students' training, a set of knowledge and skills, but is associated with the concept of "quality of life", which is revealed through such categories as "health", "social well-being", "self-realization", "security". Accordingly, the scope of responsibility of the system of psychological and pedagogical support cannot be limited to the tasks of overcoming learning difficulties, but include the tasks of ensuring successful socialization, maintaining and strengthening health, and protecting the rights of children and adolescents.
The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, which implies:
protection of the student's personality rights, ensuring his psychological and physical safety, pedagogical support and assistance to the child in problem situations;
qualified comprehensive diagnosis of the child's abilities and abilities, starting from an early age;
implementation of programs to overcome learning difficulties and school failure, participation of support system specialists in the development of educational programs that are adequate to the abilities and characteristics of students;
participation of support specialists in the psychological and pedagogical examination of the professional activities of specialists from educational institutions, educational programs and projects, teaching aids and other teaching aids;
psychological assistance to families of children of special attention groups.
In order to prevent possible negative consequences in the professional self-determination of high school students, the school management must constantly get acquainted with the instructions, orders, decisions on the professional orientation of schoolchildren, study scientific and methodological literature, take into account the recommendations given in them in their work, in particular when planning the relevant sections of the general school plan.
The tasks of the class teacher include, first of all, a deep and comprehensive study of the emerging personality of the student, his inclinations, interests, abilities. This can be helped by conversations with subject teachers, parents, a psychologist, questioning and systematic observation with filling in a card-characteristics of the student.
The functions of class teachers also include ensuring that all students attend career guidance events held by the school and the career guidance service at the interschool educational complex.
The leading role in the implementation of career guidance work with students belongs to the teacher of technology and the school psychologist. At technology lessons, students not only gain knowledge about various types of labor, but also acquire special skills in the course of their activities, develop their abilities, and try themselves in labor. That is why the teacher of technology faces the most important task of organizing work so that each student learns to love work, to benefit people, to experience an aesthetic sense of joy from the process of activity and its results. One of the most important aspects of the work of a school psychologist is participation in career guidance and assistance to students in an informed choice of profession. The content of the activity includes: identifying the interests and inclinations of students, personality orientation, primary professional intentions and their dynamics, determining social attitudes and assistance in their formation; participation in conducting classes with students on the course "Fundamentals of choosing a profession", in conducting career guidance events; involvement of specialists of career guidance services in career guidance work.
The main idea behind the renewal of the upper level of general education is that education should become more individualized, functional and efficient. Conditions should be created for students to realize their interests, abilities and after-school life plans.
According to psychologists, when choosing a profession, the correspondence between the psychological characteristics of a person and the characteristics of future work is very important. The most important component of pre-profile training is profile orientation. This is a specially organized activity aimed at helping students with psychological and pedagogical support in designing options for continuing education in specialized and non-core classes of high school, as well as in vocational education institutions. Profile orientation should be considered not only as an aid in making a student's decision on the choice of direction and place of further education, it involves work to increase the adolescent's readiness for social, professional and cultural self-determination in general.
In the Decree of the Government of the Russian Federation on the Concept of Modernizing Russian Education for the Period up to 2010, among the priorities of education policy, along with the introduction of a unified state exam, education standards, etc. schools focused on the individualization of education and the socialization of students, including taking into account the real needs of the labor market. We are talking about working out a flexible system of profiles, their cooperation with institutions of primary, secondary and higher vocational education, strengthening the role of academic disciplines that ensure the socialization of students and their inclusion in labor relations, vocational guidance and pre-vocational training.
The profiling of education in the senior classes corresponds to the structure of the educational and life attitudes of the majority of high school students who have already decided on the choice of a possible area of professional activity and education. Profile training is aimed at the implementation of a personality-oriented educational process, which allows to significantly expand the student's ability to build an individual educational trajectory, to form the ability to adapt to new living conditions; critically evaluate and find solutions to emerging problems; analyze the situation, adequately change their activities; own means of communication, obtain and use information. The modern school is designed to provide students with the opportunity for self-education, self-development and self-improvement in these areas. We see the possibility of solving such a complex problem in the organization of a system of psychological and pedagogical support for the self-determination of schoolchildren in the conditions of specialized education.
In order to consider the issues of interest to us in more detail, we consider it necessary to outline the methodological foundations of the system of psychological and pedagogical support proposed by S.G. Kosaretsky. In his opinion, at the present stage, the methodological foundations of the system of psychological and pedagogical support are:
Personality-oriented (personality-centered) approach (K. Rogers, I.S. Yakimanskaya, N.Yu. Sinyagina), which prioritizes the needs, goals and values of the child’s personality development when building a system of psychological and pedagogical support of the educational process, maximum consideration of individual , subjective and personal characteristics of children. From these positions, support should focus on the needs and interests of a particular child, the logic of his development, and not on tasks set from outside.
The anthropological paradigm in psychology and pedagogy (V.I. Slobodchikov, E.I. Isaev, B.S. Bratus), which implies a holistic approach to a person, a shift in analysis from individual functions and properties (attention, memory, thinking, arbitrariness, etc.). ) to consider the whole situation of the development of the child in the context of his connections and relationships with others.
The concept of mental and psychological health of children (I.V. Dubrovina), considering as a subject of work of a practical psychologist in education - the problems of personality development in a particular educational space that affect the state of her psychological health; giving priority to psychoprophylaxis of the occurrence of problems, including through monitoring and correction of the parameters of the educational space.
The paradigm of developing education (D.B. Elkonin, V.V. Davydov), which affirms the need to design an education system that not only teaches children knowledge and skills, but ensures the development of their fundamental human abilities and personal qualities, which implies a serious “psychologization » teaching practice.
The theory of pedagogical support (O.S. Gazman, N.N. Mikhailova), which affirms the need to accompany the process of individualization of the personality, the development of its “self”, the creation of conditions for self-determination, self-actualization and self-realization through subject-subject relations, cooperation, co-creation of an adult and a child in which an equal, mutually beneficial exchange of personal meanings and experience dominates.
The project approach in the organization of psychological, medical and social support (E.V. Burmistrova, M.R. Bityanova, A.I. Krasilo), oriented towards the creation (design) in the educational environment of conditions for cooperation of all subjects of the educational process in a problem situation.
The paradigm of humanistic, developing, student-centered education defines new requirements for the principles and methods of psychological and pedagogical support of the educational process.
Thus, support seems to us to be an extremely promising theoretical principle both from the point of view of understanding the goals and objectives of school psychological practice, and from the point of view of developing a specific model of a psychologist’s activity that can be introduced and successfully implemented not in a single author’s performance, but as a mass work technology. .
