Білім беру бағдарламасына арналған торм 5206 тілдерді оқытудағы психологиялық МӘселелер пәні бойынша лекция тезистерінің жинағы

Qualitative methods are used in educational studies whose purpose is to describe events, processes and situations of theoretical significance. The qualitative methods used in educational psychology often derive from anthropology, sociology or sociolinguistics. For example, the anthropological method of ethnography has been used to describe teaching and learning in classrooms. In studies of this type, the researcher may gather detailed field notes as a participant observer or passive observer. Later, the notes and other data may be categorized and interpreted by methods such as grounded theory. Triangulation, the practice of cross-checking findings with multiple data sources, is highly valued in qualitative research.

Case studies are forms of qualitative research focusing on a single person, organization, event, or other entity. In one case study, researchers conducted a 150-minute, semi-structured interview with a 20-year old woman who had a history of suicidal thinking between the ages of 14 to 18. They analyzed an audio-recording of the interview to understand the roles of cognitive development, identity formation and social attachment in ending her suicidal thinking.

Qualitative analysis is most often applied to verbal data from sources such as conversations, interviews, focus groups, and personal journals. Qualitative methods are thus, typically, approaches to gathering, processing and reporting verbal data. One of the most commonly used methods for qualitative research in educational psychology is protocol analysis.^[45] In this method the research participant is asked to think aloud while performing a task, such as solving a math problem. In protocol analysis the verbal data is thought to indicate which information the subject is attending to, but is explicitly not interpreted as an explanation or justification for behavior. In contrast, the method of verbal analysis does admit learners' explanations as a way to reveal their mental model or misconceptions (e.g., of the laws of motion). The most fundamental operations in both protocol and verbal analysis are segmenting (isolating) and categorizing sections of verbal data. Conversation analysis and discourse analysis, sociolinguistic methods that focus more specifically on the structure of conversational interchange (e.g., between a teacher and student), have been used to assess the process of conceptual change in science learning. Qualitative methods are also used to analyse information in a variety of media, such as students' drawings and concept maps, video-recorded interactions, and computer log records.

The analysis of possibility of reaching the first educational aim – all-around development of child’s personality expects consideration of one of the main conceptions of pedagogical psychology. According to this conception education is considered not only as condition, but also as base, facility of child’s psychological and personal development.

This concept was accepted not only by Soviet scientists but also by cognitive psychologist J. Bruner.

L.S. Vygotsky wrote “ .. education and development are always in close relationship. Herewith education overtakes development, stimulates it and at the same time leans on actual development. Consequently education must be oriented not for past, but for future child’s development.’

L.S. Vygotsky basing on the close relationship between education and development and formulated important for pedagogy and psychology concept about two levels of child’s mental development: level of actual development and level (zone) of nearest development. According to L.S. Vigotskij, child reaches this level of psychological development in cooperation with adults not only by direct imitation his activities, but also by solving problems which are in child’s zone of intellectual possibilities. On this basis in pedagogical psychology the principle of ‘overtaking education’ was formulated. This principle defines effective organization of education which is aimed at strengthening, developing intellectual activities of children, formation their abilities in self-development and abilities independently to produce knowledge in collaboration with other children. Characteristics of child’s mental development necessarily includes an analysis of the driving forces of this process. These are all sorts of contradictions:

- between child’s need’s and circumstances;

- between increasing opportunities and old forms of activities;

- between requirements generated by the new activity and opportunities of their satisfaction;

-between new performance requirements and unformed skills.

In other words, driving forces of child’s mental development are contradictions between achieved level of knowledge, skills and abilities development and types of person’s relationships with environment.

According to L.S. Vygotsky mental development – is a quality of personality changes during which in different dynamics age new entities (новообразования) are formed. Development can proceed slowly and gradually or violently and rapidly.

L.S. Vygotsky also introduced the concept ‘social situation of development’, which defines content, direction of this process and formation of the central line of development associated with new entities.

‘Social situation of development’ – is a system of relationship between child and environment. Changes in the following system are defined by main law of age dynamics. According to this law ‘force which move child’s development at the defined age leads to the denial and destruction of age’s developmental basis….’

L.S. Vygotsky always noted that mental development is a holistic personal development. But in our analysis we will proceed from the understanding that development may be considered as structural notion. So in personal development we can point out following lines of development:

- cognitive sphere (mental development, development of consciousness mechanisms);

- psychological activity structure(formation of goals and motives and development of their relationships);

- personality (directivity of value orientations, self-consciousness, self-appraisal).

L.I. Aidarova classes with following lines of personal development such lines as mental, personal and, what is really important for us, linguistic development.

Next we are going to consider in detail mentioned lines of child’s personal development (mental, activity, personality).

Development of child’s mentality, cognitive sphere and consciousness may be treated in the context of L.S. Vygotsky’s developmental theory of higher mental functions. In this theory personality’s social essence and mediated character of his activity are noted. Mental development is carried out on three planes:

- from direct to mediated;

- from concrete, unit to a whole;

- from involuntary to an arbitrary.

In the process of child’s mental development qualitative changes in mental cognitive process occur. They change in quantity, e.g. from involuntary memorization to an arbitrary memorization, from visual-active form of thinking to abstract-logical form of thinking.

Development of child’s according to his formation as personality, first of all, relates with origin, emergency and complexity of child’s motivational sphere and formation of “I” – image. This development side is characterized as contradictory and heterogeneous.

In child’s personality development as well as in mental development the process is carried out from involuntary, impulsivity of behavioral reactions and behavior to its arbitrariness and adjustability. This tendency is shown in child’s ability to manage his behavior, to consciously set goals, to overcome difficulties and obstacles.

In research works of L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, L.I. Bojovich child’s personality development is defined by consistent formation of personal entities. L.I. Bojovich analysis mentioned entities through five periods of child’s personality development.(Illustration – 1.1)

For better understanding of child’s personal development in special interest are the early periods under 7 years. It is called personal genesis, i.e. formation and development of personality. One of the leading researchers of this matter V.S. Muhina considers this process as consistent, level, step-by-step formation of child’s consciousness’ structure.

Evolving as a person child forms as a subject of activity process. It is the 3^rd line of child’s mental development. During activity development, first of all, child learns how to arbitrarily set the link between motive and purpose, aim. Child learns to plan, organize his activity. On the basis of reflection self-verification and self-regulation skills are worked out.

The analysis of child’s mental development shows that all tree mentioned lines are closely interconnected. Only in their correlated realization such complicated progressive process called personal, mental development is possible. At the same time all pointed concepts of pedagogical psychology pays attention on such important thing as developing education with the help of all teaching subjects and also of foreign language.

All of the above shows that PTFL as the branch of pedagogical psychology has its own research subject which bases on common to all pedagogical psychology’s methodological and theoretical principles. At the same time, specifics of the foreign language as an educational discipline assumes determination of psychological principles, such as:

• 
  communicability of education, i.e. inclusion communication as a form of relationship in educational process;
  
• 
  personal significance of communicational subject, i.e. significance of communicational problem and subject for the student;
  
• 
  satisfaction of a student with communicational situation;
  
• 
  student’s reflexivity;
  
• 
  positive experience of the student’s success of communication;