Научный журнал «Инновации. Наука. Образование» Индексация в ринц н Инновации. Наука. Образование



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Инновации. Наука. Образование 
The bearer of a certain individualized and developing knowledge in the psychological 
model is knowledge, but not a learner. The process of transmitting education is regulated by 
taking the individual qualities of the knowledge into consideration. The consideration of the 
amount, novelty, complexity, perception and integration opportunities of the material to be 
taught plays a decisive role. 
The psychological model of personality-centered approach is directed to the development 
of cognitive skills. Cognitive skills have been studied typically (reflex, planning, purposefulness) 
not individually up to the present. As the only development means of these skills are the training 
process, their normative content and structure was established as “standard”. At present, the 
different viewpoint was formalised for structural principles, perception and organisation of 
personality-centered education. The recognition of peculiarity, self-assessment, experience of the 
identity’s (subject’s) exceptional experience, not the personal qualities of each learner as the 
subject of the collective group stands on the basis of these viewpoints. On the basis of these 
viewpoints, the principle goal in studying physics should not be getting planned results, but 
revealing personal qualities of each learner as well as proper determination of the new 
pedagogical technologies of personality-centered approach providing his development. 
Individuality is the general description of the qualities developed in the legatary and 
educational-training process of each person. These qualities are considered in various activities: 
game, training, arts, sports, creation process, in complex situations etc. For increasing efficiency 
of the personality-centered education model at school, the following issues should be firstly 
carried out: 

perception of educational-training process conception not as the combination of 
training and upbringing but as development of individuality, skill formation, complementing 
each other as the part of training and upbringing; 

determining the specific features of mutual relations of educational-training 
process participants: managers, teachers, learners and parents; 

determining innovative values of education-training process efficiency. 
It should be considered that besides existing common standards in the teaching of physics 
for all pupils at secondary school, all of them have different individual features as well. At 
present, one of the principle goals is educating everyone as well as educating each learner 
separately by considering their personal features in the education. With a view to eliminate this 
difference, training technologies of personality-centered approach should be preferred. 


74 
Научный журнал «Инновации. Наука. Образование» 
Индексация в РИНЦ 
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