UDC 159.922.6:378

BBK 88.374 W 42 L.V. Shelekhov

Candidate of pedagogical Sciences, associate Professor of the Department of natural and mathematical Sciences and methods of their teaching Adyghe state University; E-mail: Schelehova@rambler. EN

DIAGNOSTIC SIGNS OF FORMATION OF A REFLECTIVE LEARNING ACTIVITIES

(РЕЦЕНЗИРОВАНА)

Annotation. The article presents the dimensionless device individually-typological styles of educational activity of the trainees, based on the diagnostic criteria for reflection, reflecting the structural and procedural side of this activity.

Keywords: generic styles of educational activity of trainees, reflection, diagnostic signs of formation of a reflective learning activities, personal development, basic personal neoplasms period of the late adolescence.

L.V. Shelekhova

Candidate of Pedagogy, Assistant Professor of the Department of Natural-Mathematical Sciences and Technique of Their Teaching, the Adyghe State University; E-mail: Schelehova@rambler.ru

DIAGNOSTIC INDICATIONS OF THE FORMATION OF REFLECTIVE EDUCATIONAL ACTIVITY

Abstract. The paper describes the criterion device of the individual-typological styles of educational activity of the trainees, based on the diagnostic indications of the reflection showing the structural and processing sides of this activity.

Keywords: individual-typological styles of educational activity of trainees, a reflection, diagnostic indications of the formation of the reflective educational activity, development of the person, the new basic personal growths of the period of late youth.

New paradigm of education considers the development of personality in the process of learning as the leading idea of pedagogical theory and practice, which, in the opinion of the MV Кларина, determines the shift сциентистской model of learning (as a rationally organized formation of intellectual activity for handling knowledge) on the humanistic model of education aimed at the formation of the individuality of man and the revelation of his potential [1]. The problem of development of personality in the process of learning in общетеоретическом plan was the subject of many studies. Despite this, no generally accepted criteria to evaluate the effectiveness of training, aimed at development of the personality.

The learning process consists of two parts: teaching (transfer teacher system of knowledge, skills, experience) and teaching (the development of the students experience through his perception, comprehension, conversion and use). Effectiveness of the training process first of all characterized by a second component. Therefore, taking into account the analysis of the literature [2, 3, 4, 5] and others and our own experience we propose to use as criteria individually-typological styles of educational activity of trainees:

инактивный style, trivial adaptation style, reproductively-formal style, reproductively-retrospective style, reproductively : summary style, репродуктивноактивный style, potentially creative style, creative and electoral style, creative and responsible style, in which the indicators are the main characteristics of tumors of personality in the process of study at the University.

During late adolescence is the most intensive development of reflection (one of the basic personality of tumors), which is defined as: 1)

thinking about your inner condition; 2) acts of the consciousness aimed at knowledge; 3) analysis of knowledge with the aim of obtaining new knowledge or of knowledge conversion implicit to an explicit; 4) self-observation over a condition of the mind or the soul; 5) self-activity and its results; and 6) research act is sent to the person themselves, etc. If we consider the reflection as a consequence of the process of teaching in the University, it means a special type of educational activity of students, based on the understanding and interpretation of their knowledge and skills in the process of research activities undertaken with the aim of the results and effectiveness in the future (L.V. Shelekhov, [6]).

Diagnostic signs levels of reflection, based on the teaching М.Я. Basova («We always begin with the decomposition of the whole process elements, i.e. with microanalysis, but also the overall process type of activity and its structural architectonics given to us from the start, we should remember them and take them into account immediately, leading all the subsequent analysis of the background of this General synthetic perception of the overall process» [7]), should reflect the structural and procedural side of this activity, including, according to AI. Umana [8], introspection (reflexive examination, reflexive classification, reflexive identification, reflexive субъективизация), self-esteem (reflexive inventory), самопроектирование (reflexive recoding, reflexive actualization, reflexive construction), self-realization (reflexive activation, presentation), and self-control (reflexive checking, reflexive adjustment). These structural components author identified, considering the «educational task (task)» how to «contact element» between student and teacher. The storyline task can act as an independent «training task», and be the basis for the «tutorial», so you can trace the relationship between the selected A.I. Уманом components patterns reflective activity and the stages of the process of solving story problems: (self-analysis and self-evaluation) ^ (perception of task analysis and model building plot tasks); (самопроектирование) ^ (search of ways of the decision of a task); (self-realization) ^ (implementation of the selected method of solving the problem); (self-control) ^ (check the task and the formulation of response tasks). The last step in solving a story of mathematical tasks: educational and informative analysis of the problem and its solution is a «presentation» of the whole reflective activity and its results, that allows its awareness of the subject reflective activity and the transfer of its reflexive experience to other students (table 1).

Development of reflection leads to the awareness of the students own individuality and their properties, which leads to the development of properties such as leadership self-evaluation, самоприятие, the acceptance of the other, the social directivity of personality, the desire to dominate, and the severity of the internality in the decisions and actions etc. So, with the advent reflection connected the formation of self-concept.

Table 1.

Diagnostic signs generated by'!'!! reflection of learning activities.

AD - adaptive level

the lowest HELL инактивный style average HELL trivial adaptation to high HELL reproductively-formal style

self-analysis Focuses on the details and fragments of the studied material. Not able to fix the results of the analysis of the story of your task as its model. Detects only partially task items that have a known information (statement of the problem). Prefer training and educational tasks.

Self-esteem is Not showing abilities to correlation of the information in the task with their own experience: what the student knows, owns what and what you need to know what skills form than the master. Low self-esteem. May formulate, that knows, owns what, but it did not seek to determine what you need to know what skills form than the master. Low self-esteem. May formulate, that knows, owns what, formally determines what you need to know what skills form than the master, but not strive to achieve it. Meets low self-esteem.

Самопроектирование Installation for finding solutions to the tasks of the teacher asks, but the «search» does not enter into sphere of the goals of the learner. The contradiction between knowledge and ignorance does not become «a personally significant product». Search of ways of the decision of a task carried out in a personal communication with the teacher and fellow students. This is explained by the insufficient level of development of intellectual and logical abilities. Inclined to work with educational-methodical literature, written in popular style, containing ready solutions of tasks, specific examples of the performance of educational tasks and practical recommendations.

Not able to set the internal structure of tasks and structurally-logical links between data and desired. Can partially install elements of the internal structure of tasks and some structural-logical links between data and desired.

Manifested volatility and несистематичность, formality in learning. Find a solution of the problem can only fit the pattern Focuses mainly on previously acquired knowledge and is not seeking to enhance them. Try to learn by heart a part of educational material, not paying attention to the logic linking the content of this material. Find a solution of the problem can fit the pattern or in the presence of the algorithm of the solution.

Self-realization Prefers to perform their reports and presentations and not take part in the discussion issues. At the classes makes conclusions and generalizations based on intuition or personal important facts. Conclusions are not based on sound logic, but on the basis of their practical activity. When discussing the problems dominates appeal to personal experience and example Prefer to give a brief summary about the learning material. Analysis of educational material is provided from the General to the particular. In discussions stubbornly defend their point of view, ignoring the arguments of opponents, shifting the subject orientation of the discussion.

Complied only one way to solve the problem. In the discussion of problematic issues trend analysis of their individual aspects, and not the problem as a whole.

self-control Not possess the abilities to self-analysis and self-control in the process of mastering of educational material in training solving story problems.

Check the found solutions are not engaged. Occasionally carry out inspection of the solution found.

Not able to correlate its training activities with the proposed algorithm to find and correct the mistake. The frequent repetition of the same mistakes. Unconscious recording of the fact of discrepancy of their actions and involuntarily the preset scheme; the inability to justify its actions on correction of the noticed errors

the uncritical attitude to corrected errors. Lack of confidence of error correction

RP - reproductive level

low RP reproductively-retro спективный style average RP reproductively generalized style high SPM reproductively-active style

introspection is Trying to cover his attention all the material studied, however, is not always possible. May allocate internal structure only familiar task type on the proposed teacher algorithm. Prefer to task for design. Trying to cover their attention to all the material studied and reveal the whole spectrum of semantic units. May allocate internal structure only familiar type of task without any outside help. Prefer to search and problem tasks.

Can fix the result of the analysis of the story of your task as its model, the construction of which he is familiar. Prefer to choose algorithmically solvable task. Can fix the result of the analysis of the story of your task as its model, the construction of which he is familiar, sometimes trying to find other models appropriate to the task.

Self-esteem Can formulate that knows, owns what, with the help of the teacher can determine what you need to know what skills form than the master, and, if it does not require much effort, trying to get ahold of that. Meets low self-esteem. May formulate, that knows, owns what, can independently determine what you need to know what skills form than the master, and, if it does not require creative abilities, trying to get ahold of that. Adequate self-assessment.

Самопроектирование Contradiction between knowledge and ignorance become «a personally significant product». Find a solution of the problem can only fit the pattern.

Installation for finding solutions to the tasks of the teacher asks, as a result of the «search» Installation for finding solutions to the tasks specifies the student himself, becomes the goal of a student. «required» enters the goal of the learner.

Not able to set the internal structure of tasks and структурнологические connection between the data and the desired of an unfamiliar type of task. Search of ways of the decision of a task carried out in a personal communication with the teacher and fellow students. Inclined to work with educational-methodical literature containing ready solutions of tasks, specific examples of the performance of educational tasks and practical recommendations. Try to learn by heart the whole teaching Can set the internal structure of tasks and structurally-logical links between the data and the desired of an unfamiliar type of task. Search of way to solve a problem by yourself. Inclined to work with educational-methodical literature, explaining the decision not only of tasks defined types, but also provides information about the General method of solving problems. Before you learn the material tends to highlight it all, find structural and logical connection of the studied material. Systematizes the above material, represents it in the schemes. Awareness of the content of educational material is carried out on the basis of consistent and gradual analysis of the constituents. Awareness of the content of educational material is carried out on the basis of consistent and gradual analysis of the constituents.

the material, however, cannot always cope with them.

Self-realization of the Analysis of the educational material is provided from the General to the particular. In discussions stubbornly defend their point of view, ignoring the arguments of opponents, shifting the subject orientation of the discussion. Complied only one way to solve the problem. Analysis of educational material is carried out both from the General to the particular, and from private to General. When replying to try to make an impression, to prove their opinion, but often the material covered in a one-sided because of ignorance of the other approaches. Sometimes draws some possible solutions to a problem. Aims to demonstrate in front of classmates and the teacher of the received results.

Self-control With the help of the teacher can carry out self-examination and self-control in the process of mastering of educational material in training solving story problems. Can correlate its training activities with the proposed algorithm to find and correct the mistake.

Occasionally carry out inspection of the solution found. The inability to justify its actions on correction of the noticed errors. Carry out inspection of the solution found only one of the known methods. Not always properly substantiate their corrective actions noticed errors

KR - creative level

low Kr average Kr potentially creative style creative-selective style high Kr creative and responsible style

introspection Covers its attention all the studied material and reveals the full range of sensemaking units. May independently establish the elements of the internal structure of tasks and structurally-logical links between the data and the desired standard tasks. Adequately estimate the informative value of lectures, textbooks and scientific literature, emit leading ideas deserve particular attention.

Introspection Records the result of the analysis of the story of your task as its model, the construction of which he is familiar, if interested, you can find other models appropriate to the task. Prefer problem tasks. Records the result of the analysis of narrative tasks in the form of several models. Prefer tasks involving variable for data missing for the solution of the problem.

Self-esteem Can formulate that knows possessions can independently determine what you need to know what skills form than the master, and if he sees this as a personal meaning, trying to get ahold of that. May formulate, that knows, owns what, can independently determine what you need to know what skills form than the master, and trying to get ahold of that.

Самопроектирование Contradiction between knowledge and ignorance become «a personally significant product». Installation for finding solutions to the tasks specifies the student himself, «required» enters the goal of the learner. Can find a solution to any standard tasks. Search of way to solve a problem by yourself. Before you learn the material tends to highlight it all, find structural and logical connection of the studied material. Systematizes the above material, represents it in the schemes. Awareness of the content of educational material is carried out on the basis of consistent and gradual analysis of the constituents. Prone to generalization and systematization of the material.

General conclusions are made based on analysis of certain facts. Scientific problem considers a «collapsed», revealing the main and separating from the unimportant. Analysis of educational material is tailored to the specific results of practical activity, during which this material has been used by the student himself or the experiences of other students.

Self-realization of the Analysis of the educational material is carried out both from the General to the particular, and from private to General.

Sometimes draws some possible solutions to a problem. On the seminars, they are trying to remember all that read and know on this issue. Always make out several ways. Sometimes show an interest to the research work. Inclined seminars to discuss specific problems, personal important topics. Seek to find the original method of solving the problem. Seminars prefers to play with his own generalizations and conclusions, of evaluating the performances of fellow students. The interest to the research work. Under their influence, the group formed a reference opinion, criteria, standards emotionally appraisal relationship to knowledge. At practical tasks to be carefully considered various options and analyses the potential consequences.

Aims to demonstrate in front of classmates and the teacher of the received results. Is knowledge comprehensively nor differentiating them on different aspects.

Self-control is Able to correlate its training activities with the proposed algorithm to find and correct the mistake. Have the skills разматематизирования situation. Can independently carry out self-examination and self-control in the process of mastering of educational material in training solving story problems. Carry out inspection of the solution found in several ways. Analyze the obtained solution, compare them to choose the most rational (original).

Notes:

1. Кларин M.V. Individual orientation in continuous education/ Pedagogy. 1996. № 2. 14-21.

2. Karpenko L.A., A.V. Petrovsky, Yaroshevsky MG Concise dictionary of psychology. иЯЪ: http://encikl.by.ru

3. Kirsanov A.A. Individual style of learning activities as a pedagogical problem. Kazan, 1982. 226 S.

4. Shelekhov L.V. TO the question about the individually-typological style of students in vocational training // NAU-

ka and education-2006: materials science. Conf., dedicated to the 10th anniversary of the branch ASU and. Кошехабль. Кошехабль; Maikop: Izd-vo ASU, 2008. C. 95-103.

5. Merlin V. Psychology of personality: the FAV. psychologist, Tr. M: Mosk. psikhol.-SOC. in-t, 2005. 542 C.

6. Shelekhov L.V., Брантова З.М. Organization reflective activity in the learning process of solving story problems // proceedings of South Federal University. Ser. Pedagogical science. 2009. № 1. C. 127-134.

7. Bass М.Я. Selected psychological works. M: Nauka, 1991. 568 C.

8. Уман A.I. Fedorova M.A. Structure reflective activity of students in the teaching/ educational Innovation. 2009. № 1. C. 78-88.