Научный журнал «Инновации. Наука. Образование» Индексация в ринц н Инновации. Наука. Образование
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Номер 51 февраль 2022 года
| 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 н жүктеу/скачать 22,11 Mb. Достарыңызбен бөлісу:
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