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Introduction
The dynamics of the development of students' thinking from the first
to the fifth year
Introduction
The professional type of thinking is the predominant use of methods for solving problematic problems, methods for analyzing a professional situation, making professional decisions, methods of maintaining objects of labor, adopted in this particular professional area. professional tasks often have incomplete data, a lack of information, because professional situations change rapidly in conditions of instability in social relations.
The issues of student development and the formation of his readiness for future professional activity are key in the theory and practice of improving the work of a modern higher educational institution. This is due to the fact that it is during the stage of the primary “mastering” of the profession, which just happens at the time of studying at a university, that the process of self-determination of a young person in life is carried out, his life and worldview positions are formed, individualized methods and techniques of activity, behavior and communication. At the same time, one of the leading problems is the construction of such a system of the educational process, which would optimally take into account the features and patterns of not only the student's personal development, but also his professional development as a specialist.
Thinking as a cognitive process
In the process of sensation and perception, a person cognizes the world around him as a result of its direct, sensual reflection. However, internal patterns, the essence of things, cannot be directly reflected in our consciousness. No regularity can be perceived directly by the senses. Whether we determine, looking out the window, on wet roofs, whether it was raining or establish the laws of planetary motion - in both cases we are performing a thought process, i.e. we reflect the essential connections between phenomena indirectly, comparing the facts. Cognition is based on identifying connections and relationships between things. Knowing the world, a person generalizes the results of sensory experience, reflects the general properties of things. For knowledge of the surrounding world, it is not enough just to notice the connection between phenomena, it is necessary to establish that this connection is a common property of things. On this generalized basis, a person solves specific cognitive tasks. Thinking provides an answer to such questions that cannot be resolved by direct, sensory reflection. Thanks to thinking, a person correctly orients himself in the world around him, using previously obtained generalizations in a new, specific environment. Thinking is a mediated and generalized reflection of the essential, regular relationships of reality. This is a generalized orientation in specific situations of reality. In thinking, the relationship between the conditions of activity and its goal is established, knowledge is transferred from one situation to another, and this situation is transformed into an appropriate generalized scheme. The establishment of universal relationships, the generalization of the properties of a homogeneous group of phenomena, the understanding of the essence of a particular phenomenon as a variety of a certain class of phenomena - such is the essence of human thinking. Thinking, being an ideal reflection of reality, has a material form of its manifestation. The mechanism of human thinking is hidden, silent, inner speech. It is characterized by a hidden, imperceptible for a person articulation of words, micro-movements of the organs of speech. Thinking is socially conditioned, it arises only in the social conditions of human existence, it is based on knowledge, i.e. on the socio-historical experience of mankind. Traditional definitions of thinking in psychological science usually fix its two essential features: generalization and mediation. Those. thinking is a process of generalized and mediated reflection of reality in its essential connections and relations. Thinking is a process of cognitive activity in which the subject operates with various types of generalizations, including images, concepts and categories.
The process of thinking is characterized by the following features: it is mediated; always proceeds based on existing knowledge; proceeds from living contemplation, but is not reduced to it; it reflects connections and relationships in verbal form; associated with human activities.
In psychological science, there are such logical forms of thinking as: -concepts; -judgments; - inferences.
In psychology, the following somewhat conditional classification of types of thinking is accepted and widespread on such various grounds as:
1) the genesis of development;
2) the nature of the tasks to be solved;
3) degree of deployment;
4) degree of novelty and originality;
5) means of thinking;
6) the functions of thinking, etc.
1) According to the genesis of development, thinking is distinguished: visual-effective; visual-figurative; verbal-logical; abstract-logical.
2) According to the nature of the tasks to be solved, thinking is distinguished: theoretical; practical.
3) According to the degree of deployment, thinking is distinguished: discursive; intuitive.
4) According to the degree of novelty and originality, thinking is distinguished: reproductive, productive (creative).
5) According to the means of thinking, thinking is distinguished: verbal; visual.
6) According to the functions, thinking is distinguished: critical; creative.
The thinking of a particular person has individual characteristics. These features in different people are manifested, first of all, in the fact that they have different ratios of complementary types and forms of mental activity (visual-effective, visual-figurative, verbal-logical and abstract-logical). In addition, the individual characteristics of thinking also include such qualities of cognitive activity as: the productivity of the mind; independence; latitude; depth; flexibility; speed of thought; creation; criticality; initiative; quick wits, etc. All these qualities are individual, change with age, and can be corrected. These individual features of thinking must be specially taken into account in order to properly assess mental abilities and knowledge.
In addition, there are three types of mental actions that are characteristic of the process of solving problems: indicative actions; executive actions; finding an answer. Orientation actions begin with an analysis of the conditions, on the basis of which the main element of the thought process arises - a hypothesis.
Executive actions are reduced mainly to the choice of methods for solving the problem. Finding the answer consists in checking the solution with the initial conditions of the problem. If, as a result of the comparison, the result is consistent with the initial conditions, the process stops. If not, the solution process continues again and proceeds until the solution is finally agreed with the conditions of the problem. Penetration into the depths of a particular problem facing a person, consideration of the properties of the elements that make up this problem, finding a solution to a problem is carried out by a person with the help of mental operations.
In psychology, such operations of thinking are distinguished as: analysis; comparison; abstraction; synthesis; generalization; classification and categorization.
Analysis is a mental operation of dividing a complex object into its constituent parts.
Synthesis is a mental operation that allows one to move from parts to the whole in a single analytical-synthetic process of thinking. Unlike analysis, synthesis involves combining elements into a single whole. Analysis and synthesis usually act in unity.
Comparison is an operation that consists in comparing objects and phenomena, their properties and relationships with each other and thus identifying the commonality or difference between them. Comparison is characterized as a more elementary process, from which, as a rule, cognition begins. Ultimately, the comparison leads to a generalization.
Generalization is the union of many objects or phenomena according to some common feature.
Abstraction is a mental operation based on abstracting from the insignificant features of objects, phenomena and highlighting the main, main thing in them. Classification - the systematization of subordinate concepts of any field of knowledge or human activity, used to establish links between these concepts or classes of objects. Categorization is the operation of assigning a single object, event, experience to a certain class, which can be verbal and non-verbal meanings, symbols, etc.
Characterizing the thinking of a person, first of all, they mean his intellectual abilities, i.e. those abilities that ensure the "inclusion" of a person in a fairly wide range of activities and situations. In the process of thinking, a person uses various kinds of means: practical actions; images and representations; models; scheme; symbols; signs; language. Reliance on these cultural means, tools of knowledge, characterizes such a feature of thinking as its mediation. The most important means of mediating thought is speech and language. Human thinking is verbal thinking, i.e. inextricably linked with speech. Its formation occurs in the process of communication between people.
Professional thinking of a specialist
Professional thinking is the features of a specialist’s thinking that allow him to successfully perform professional tasks at a high level of skill: quickly, accurately, in an original way to solve both ordinary and extraordinary tasks in a particular subject area. The formation of professional thinking acts as an integral part of the system of professional education. In students, during studies at a higher educational institution, when a solid foundation for work activity is being formed, the professionalization of memory, thinking, perception and other higher mental functions begins (or should begin). This is how special professional thinking begins to develop, which should be characterized by activity and initiative, search, analytical and synthetic nature, depth and breadth, consistency and organization, evidence, consistency, the ability to think with "information voids", the ability to put forward hypotheses and carefully examine them, resourcefulness, flexibility, speed, practicality, clarity, stability, predictability, creativity, criticality. By training a large number of specialists, thinking about what is the main thing in this process, what makes graduates effective and successful, domestic scientists are increasingly coming to the conclusion that success in the activities of a specialist depends primarily on the qualitative characteristics and level of thinking processes.
It is important to form the mental activity itself, its qualities such as consistency, differentiation / integration, constant and general focus on the field of specialty.
It can be argued that today the task of purposeful formation of professional thinking is not clearly understood and not formulated as one of the priority tasks of university training. Only with the accumulation of work experience, the thinking of a specialist to one degree or another acquires professional quality characteristics.
Thus, professional thinking is the key to the success of a specialist, in achieving which one of the main, valuable guidelines for the individual himself should be the professionalization of thinking.
Conditions for the development of professional thinking
The student's activity is unique in its goals and objectives, content, external and internal conditions, means, difficulties, peculiarities of the course of mental processes, manifestations of motivation, the state of the individual and the team for the implementation of management and leadership. The student's activity is of great social importance, because. its main purpose is to ensure the training of specialists for various industries, to meet the social needs for people with higher education and appropriate upbringing.
In order to prepare a student for future professional activity, the following conditions must be met:
Naturally interactive conditions that can be realized through "active" teaching methods.
By "active" teaching methods, we mean those methods that implement the setting for a greater activity of the subject in the educational process, as opposed to the so-called traditional approaches, where the student plays a much more passive role. Calling these methods active is not entirely correct and very conditional, since in principle there are no passive teaching methods. Any training presupposes a certain degree of activity on the part of the subject, and without it, training is generally impossible.
We can distinguish the following main ways to increase the activity of the student (more correctly, "student", i.e., actively teaching himself) and the effectiveness of the entire educational process:
1) to strengthen the student's learning motivation through: a) internal and b) external motives (stimulus motives);
2) create conditions for the formation of new and higher forms of motivation (for example, the desire for self-actualization of one's personality, or the motive for growth, according to A. Maslow; the desire for self-expression and self-knowledge in the learning process, according to V. A. Sukhomlinsky);
3) to give the student new and more effective means for the implementation of their goals for the active mastery of new activities, knowledge and skills;
4) to ensure greater compliance of organizational forms and means of training with its content;
5) to intensify the mental work of the student through a more rational use of the time of the lesson, the intensification of communication between the student and the teacher and students among themselves;
6) provide a scientifically based selection of the material to be assimilated on the basis of its logical analysis and the allocation of the main (invariant) content;
7) take into account more fully the age possibilities and individual characteristics of students. In specific variants of active learning methods, the emphasis is on one or more of the above methods to increase the effectiveness of learning, but none of the known methods can equally use all the methods.
Debating Methods
These methods have been known since antiquity and were especially popular in the Middle Ages (dispute as a form of searching for truth). Elements of discussion (argument, clash of positions, deliberate sharpening and even exaggeration of contradictions in the content material under discussion) can be used in almost any organizational form of education, including lectures. In lectures-discussions, two teachers usually speak, defending fundamentally different points of view on the problem, or one teacher who has the artistic gift of reincarnation (in this case, masks, voice changing techniques, etc. are sometimes used). But more often it is not teachers among themselves who discuss, but teachers and students or students with each other. In the latter case, it is desirable that the participants in the discussion represent certain groups, which activates the socio-psychological mechanisms for the formation of value-oriented unity, collectivist identification, etc., which strengthen or even generate new motives for activity.
Of the seven methods of activating learning listed above, perhaps only the first and partially the second work here. Nevertheless, there is a lot of empirical evidence of a significant increase in the effectiveness of learning when using group discussion. So, in one of the first experiments, an attempt was made to change some patterns of behavior of housewives. After a very persuasive lecture, only three percent attempted to follow up with expert advice. In another group, after a discussion on the same topic, the percentage of those who implemented the expert's advice increased to 32. It is important that discussions usually have stronger aftereffects in the form of search or cognitive activity due to the emotional impulse received during the discussion.
The subject of discussion can be not only substantive problems, but also moral, as well as interpersonal relations of the group members themselves. The results of such discussions (especially when specific situations of moral choice are created) modify a person's behavior much more than the simple assimilation of certain moral norms at the level of knowledge. Thus, discussion methods act as a means not only of teaching, but also of education, which is especially important, since the inventory of methods of education is even more scarce. The principle of the unity of education and upbringing, it would seem, predetermines the close relationship between the levels of moral and intellectual development. But it turned out that the parallel or direct connection of these lines of development takes place only for the average (and lower) level of intelligence (or rather, the values of the "intelligence quotient"). People with high IQs can have both high and low levels of moral maturity [ibid.].
Sensitive training (sensitivity training) The work carried out in T-groups is best described by the term "socio-psychological training". The content to be assimilated here is not subject knowledge, but knowledge about oneself, other people and the laws of group dynamics. But far more important than the knowledge acquired in the course of group work are emotional experience, interpersonal communication skills, the expansion of consciousness and, most importantly, the strengthening and satisfaction of the motives for personal growth. And for the second time, new and stronger motives activate cognitive processes at all levels, including the acquisition of subject knowledge. Therefore, we can say that this type of training is based on the second of the seven methods of activating cognition listed above.
Interestingly, sensitive training also uses a technique that is characteristic of problem-based learning (see below). Thus, the members of the group are given maximum independence, and the main means of stimulating group interaction is the fact of the initial absence of any structure in the group. The leader (there may be two of them) is himself an equal participant in group processes, and does not organize them, as it were, from the outside. It is intended to be only a catalyst for the processes of interpersonal interaction. “Participants caught in a social vacuum are forced to organize their interactions within the group themselves ... Social-psychological learning turns out to be more the result of trial and error of group members than the assimilation of scientific principles that explain interpersonal behavior, which are expounded by a lecturer, a leader of a transactional analysis group, or a director psychodrama". Nevertheless, the role of the facilitator is very important - without imposing pre-prepared scenarios, he can indirectly influence the work of the group. He can draw the attention of all those present to the importance of this or that event in the life of the group, assess the direction in which the group is moving, support the most vulnerable members until other members of the group learn to do it, help create a general atmosphere of care, support, emotional openness and trust in the group.
T-groups consist of 6-15 people of different professions, age and gender; duration of classes from 2 days to 3 weeks. Feedback in the group is carried out not only in the course of current interactions, but through the "hot seat" procedure, in which each of the participants is directly evaluated by another member of the T-group. In addition to the meta-goals of personal growth, group work also pursues a number of more specific goals: deep self-knowledge through self-assessment by others; increased sensitivity to the group process, the behavior of other people due to a more subtle response to voice intonations, facial expressions, postures, smells, touches and other non-verbal stimuli; understanding the factors that influence group dynamics; the ability to effectively influence group behavior, etc.
The sensitivity itself, which is formed in the course of work in T-groups, is heterogeneous in its direction. The American psychologist G. Smith identifies the following types of it:
1. Observational sensitivity - the ability to observe a person, simultaneously fix all the signs that carry information about another person, and remember them.
2. Self-observation - the ability to perceive one's behavior as if from the position of other people.
3. Theoretical sensitivity - the ability to use theoretical knowledge to predict the feelings and actions of other people.
4. Nomothetic sensitivity - sensitivity to the "generalized other" - the ability to feel and understand a typical representative of a particular social group, profession, etc.
5. Opposed to nomothetic sensitivity, ideographic sensitivity is the ability to capture and understand the uniqueness of each individual person.
If theoretical and nomothetic sensitivity can be developed during lectures and seminars, then the development of observational and ideographic sensitivity requires practical participation in group training.
From what has been said, it is clear that although the described types of training are not aimed at obtaining knowledge from a particular scientific field, the experience gained during the classes can increase the effectiveness of any training by changing the position of the student, increasing his activity and ability to better interact with others. students and teachers.
Game Methods
There are different types of games used both for educational purposes and for solving real problems (scientific, industrial, organizational, etc.) - these are educational, simulation, role-playing, organizational and activity, operational, business, managerial, military, routine, innovative, etc. They do not lend themselves to strict classification, as they are often singled out for different reasons and largely overlap each other. V. S. Dudchenko classifies traditional business and simulation games as routine, contrasting them with innovative ones according to several criteria.
This division is not contradicted by the characterization of operational games (to which he refers business and managerial) proposed by Yu.
Some authors find the origins of game methods in the magical rites of antiquity and, in a more explicit form, in the war games of the 17th century. In its modern form, the business game was first held in Leningrad in the 30s, but did not receive further development in the socio-economic conditions of that time and was reinvented in the USA in the 50s. Currently, there are hundreds of options for business and educational games.
A. A. Verbitsky defines a business game as a form of recreating the subject and social content of the future professional activity of a specialist, modeling those systems of relations that are characteristic of this activity as a whole. This recreation is achieved through iconic means, models and roles played by other people. With the correct organization of the game, the student performs quasi-professional activities, i.e., professional activities in form, but educational in their results and main content. We must not forget that the simulation training model always simplifies the real situation, and especially often by depriving it of dynamism, elements of development. Usually the student deals only with "slices" of different stages of development of the situation. But this is an inevitable payment for the right to make a mistake (the absence of serious consequences that could occur when making wrong decisions in real conditions), the low cost of models, the ability to reproduce situations on models that are generally impossible on real objects, etc.
The greater effectiveness of educational business games in comparison with more traditional forms of training (for example, a lecture) is achieved not only due to a more complete recreation of the real conditions of professional activity, but also due to a more complete personal inclusion of the student in the game situation, intensification of interpersonal communication, the presence of vivid emotional experiences of success or failure. Unlike discussion and training methods, here there is a possibility of targeted arming of the trainee with effective means for solving problems that are set in a playful way, but reproducing the entire context of significant elements of professional activity. Hence the name "sign-context learning" - for university education, where various forms of complex recreation of the conditions of future professional activity are widely used. Thus, the game methods rely on the third and fourth of the seven methods formulated above to improve the effectiveness of training.
The two-dimensional nature of game methods, i.e. the presence of a game plan, conditional, and a training plan, forcing the game conditions to be as close as possible to the real conditions of professional activity, requires constant balancing between two extremes. The dominance of conditional moments over real ones leads to the fact that the excitement overwhelms the players and, trying to win at all costs, they ignore the basic curriculum of the business game. The dominance of real components over game ones leads to a weakening of motivation and loss of advantages of the game method over the traditional one.
Both in discussion methods and in training, great importance in educational business games is given to the elements of problematicness. Tasks should include certain contradictions, to the resolution of which the student is led in the course of the game.
Problem methods
The posing of questions, the formulation of contradictions and disagreements, the problematization of knowledge are the same ancient methods of activating learning as the process of learning itself. How does the problem approach differ from traditional approaches? Apparently, the specific weight and place allocated to the problem situation in the structure of educational activity. If in traditional methods, at first (often in a dogmatic form) a certain amount of knowledge is stated, and then training tasks are offered to strengthen and consolidate them, then in the second case, the student is confronted with a problem from the very beginning, and knowledge is revealed to them independently or with the help of a teacher. Not from knowledge to problem, but from problem to knowledge - this is the motto of problem-based learning. And it's not just a permutation of terms. The nature of knowledge thus born is fundamentally different from knowledge obtained in finished form. It stores in itself in a removed form the very method of obtaining it, the path of movement towards the truth.
It was noted in the previous chapter that knowledge gained through problem-based learning does not have a negative impact on creative thinking, unlike knowledge gained through traditional methods. Moreover, problematic methods directly stimulate the development of creative thinking. In fact, the resolution of a problem situation is always a creative act, the result of which is not only the acquisition of this specific knowledge, but also a positive emotional experience of success, a sense of satisfaction. The desire to experience these feelings again and again leads to the generation of new and the development of existing cognitive motives.
Of course, in order to understand the problem, the student needs to rely on existing knowledge, which, in turn, could be obtained both by traditional methods and as a result of problem-based learning. In the latter case, knowledge contains within itself, as it were, the germs of new knowledge, certain vectors that set directions for its potential development. In this sense, problem-based learning is called developmental, since the student in the course of it not only receives this specific knowledge, but also enhances his cognitive abilities and desire for cognitive activity. As L. S. Serzhan notes, a problem situation always contains some new knowledge, in particular, “knowledge about ignorance”, i.e. knowledge of what he does not know. The analysis of this problematic situation should turn it into a problematic task. The transition from one problematic task to another is the essence of problem-based learning.
The main difficulty in problem-based learning is the selection of problematic tasks that must satisfy the following conditions:
1) should be of interest to the student;
2) be accessible to his understanding (i.e. rely on existing knowledge);
3) lie in the "zone of proximal development", that is, be both feasible and not too trivial;
4) provide subject knowledge in accordance with curricula and programs;
5) develop professional thinking.
The teacher needs to understand well that it is impossible to reduce all forms of education and all methods to problematic ones. This is impossible, firstly, because problem-based learning requires much more time and material costs, and, secondly, because it must be accompanied by generalizing and systematizing lectures. The student is not able to recreate a complete picture of modern scientific knowledge. General guidelines and backbone beginnings for him should be built by the teacher. But one form of education should be pointed out, where the problematic method should always occupy a dominant position - this is NIRS and UIRS (scientific and educational research work of students). In all other organizational forms of learning, problematic methods may be present to a greater or lesser extent, depending on many factors, not the least of which is the degree of readiness of the teacher himself to use them in the educational process.
The dynamics of the development of thinking of students from the first to the fifth year
In the first year (24 people), students were identified who have different levels of achievement motivation: low - 5 people (20.8%), medium - 15 people (62.5%), high - 4 people (16.7%) . As can be seen from the ratio of figures, the average level prevails over low and high.
The same trend can be traced in the results of the study of this parameter among second-year students (21 people), with the distinctive feature that there is no high level of achievement motivation at all, and the other two were distributed among themselves as follows: low - 4 people (19%), medium - 17 people (81%). Preliminarily, this can be explained by the large amount of teaching load and the complexity of the disciplines studied, which fall on the given period of students' studies at the university. And as a result - anxiety and uncertainty in their strengths and in their abilities.
The results obtained in the course of studying the level of achievement motivation of students of the third year (21 people) differ significantly from the results presented above: low - 7 people (33.3%), medium - 9 people (42.9%), high - 5 people (23.8%). As can be seen from the presented results, the low level of third-year students' achievement motivation increases significantly, the average level decreases significantly, in contrast to the results obtained in the second year, a high level of achievement motivation appears.
No less interesting data were obtained in the process of studying the student's cognitive position. Among the first-year students, there were no students whose position would be characterized by the search for the “path of least resistance”. And, despite the significant predominance of the reproductive cognitive position of first-year students (21 people - 87.5%), students with a creative cognitive position were singled out (3 people - 12.5%).
In the second year, all students (21 people - 100%) have a reproductive cognitive position.
The results of the study of the cognitive position of third-year students revealed the predominance of the reproductive cognitive position (19 people - 90.5%) over the creative one (2 people - 9.5%).
The revealed clear predominance of the creative cognitive position over the reproductive one among students of all courses as a result of their self-assessment does not correspond to the results of another method, according to which the reproductive cognitive position is clearly expressed in most students. This discrepancy is explained by students' false answers to "trap questions". professional thinking cognitive
Thus, cognitive activity has become a universal element of the attitude of people in the era of the development of the information society, and it is quite natural to seek to identify all facets and aspects of activity in order to better know and form cognitive activity as a way of creative attitude to the world, life, to oneself, as the basis for successful professional activity of the future specialist.
Bibliography
1. Dorofeev, A. Professional competence as an indicator of the quality of education /A. Dorofeev // Higher education in Russia. - 2005. - No. 4.
2.Mechanisms for the implementation of priority areas for the development of the education system: official text //Professional. - 2005. - Issue 2. - S.2-6.
3. Petrovsky, V.A. Personality in psychology: the paradigm of subjectivity / V.A. Petrovsky. - Rostov-on-Don: "Phoenix", 1996.
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The formation of professional thinking acts as an integral part of the system of professional education. The term "professional thinking" began to enter into practical and scientific use relatively recently, from the second half of the 20th century, due to the significant intellectualization of all social labor caused by the scientific and technological revolution. The concept of "professional thinking" is used in two senses. In one sense, when they want to emphasize the high professional and qualification level of a specialist, here we are talking about the features of thinking that express its "qualitative" aspect. In another sense, when they want to emphasize the peculiarities of thinking, due to the nature of professional activity, here they mean the subject aspect. But most often the concept of "professional thinking" is used simultaneously in both of these senses. So, it is customary to talk about the "technical" thinking of an engineer, a technical worker, about the "clinical" thinking of a doctor, the "spatial" thinking of an architect, the "economic" thinking of an economist and managers, the "artistic" thinking of artists, "mathematical" thinking, "physical" thinking of scientists working in the relevant fields of science, etc. Intuitively, we mean some features of a specialist’s thinking that allow him to successfully perform professional tasks at a high level of skill: quickly, accurately and in an original way to solve both ordinary and extraordinary tasks in a particular subject area. Such specialists are usually characterized as creative people in their professional field, as people who see the subject of their activity in a special way and are capable of rationalization, innovation, and discoveries of the new.
Along with the requirements of professional tasks that a specialist must solve, he is subject to a number of requirements for his general intellectual development, his ability to capture the essence of the problem, not necessarily in the professional field, the ability to see the best ways to solve it, reach practical problems, forecasting.
Such an approach to professional intelligence requires the development of special information models for the organization of professional training from educational psychology, i.e. transfer of a system of professionally demanded knowledge and organization of their assimilation. The problem of psychology is not in the selection of the content of vocational education, which is the primary competence of pedagogical science, but in solving the psychological problems of the formation and functioning of knowledge. In this regard, the psychological foundations of the information basis of learning are being developed, the formation of systemic thinking as the ability to see the subject of study from different positions and solve problems related to its assimilation creatively, independently, at the level of orientation in the whole complex of connections and relationships.
The information basis of training in the system of vocational education requires the development and analysis of the problem of psychological mechanisms that provide the subject of the educational process with the assimilation of the entire volume of material and its successful use in their future activities.
The idea of the connection between thinking and acquired knowledge, put forward by L. S. Vygotsky, became one of the fundamental ones in the activity theory of learning. This relationship is revealed in a meaningful way through the organization of the method of assimilation as a specific activity that "reproduces" knowledge about the object. The method of organizing cognitive activity as a systematic study of the subject determines the content of acquired knowledge about it, becoming a way of thinking. This approach is based on the use of the principle of consistency, i.e. building a conceptual system that describes the subject of study within the framework of the classical scheme of system analysis. At the same time, each element of knowledge acquires its functional meaning and meaning only in the system, its "role" - in integrity, in connection with other elements. Knowledge about the subject is not presented in a spontaneous descriptive form, but reveals the structure of the subject in a systemic perspective, containing the following points:
Disclosure of the prerequisites for the origin of the subject and the system as a whole;
Description of its specific properties as a whole;
Isolation of the type of structure, backbone connection;
Allocation of levels of the structure of the system;
Description of the originality of structures at each of the levels and the diversity of forms of existence of the system;
Description of the system in "statics" and "dynamics";
Identification of the main contradiction underlying the development of systems of the main stages of its development.
Each of these elements contributes to a holistic theoretical description of the subject.
The concepts of system analysis do not "clog" the language of a particular science, they carry the function of generalization, raise specific scientific knowledge to a higher level of generalization.
Knowledge with a systematic way of organizing their assimilation also has the following important characteristics:
Awareness, expressed by the attitude towards the activity of cognition as an objective process that has its own laws;
Adequate expression by conceptual means of both the subject and the method;
The ability to use knowledge in any situation that provides a solution to problems related to this subject area;
Knowledge about a subject most fully expresses it as a qualitatively defined system;
Systematic disclosure of the subject significantly increases the worldview aspect of subject knowledge. The system under study appears not by itself, but in the aggregate of essential connections with other systems.
Cognitive activity of students in the process of assimilation
systemic knowledge acquires a reflexive character, since knowledge becomes for them a special "subject", functioning according to its own laws. The acquired method of acquiring and appropriating knowledge becomes a way of organizing thoughts about the subject, expressing such a psychological formation as basic operational schemes.
Systemic orientation in the subject is important for solving heuristic problems, with the help of which the subject can anticipate the possible result and plan the achievement of the goal with a significant reduction in the path to it. A creative task is usually understood as a task, the method of solving which is unknown to the subject, and its solution is usually associated with the initial (even before the start of training) level of cognitive activity, the originality of thinking. Any task represents an object in the system of relations, their diversity and determines the degree of complexity of the task. In this case, the "key" relationship in a non-standard problem, as a rule, appears in indirect connections that are inaccessible to a simple search for patterns. The productivity inherent in creative thinking is the result of the upbringing of thinking in a certain way to explore the object, reflecting systemic connections and relationships in it.
Psychological features of "technical thinking"
In the system of vocational education, an objective need arose to develop a "specialist model" of various professional profiles in order to bring them into line with the requirements of the content of their professional training.
From this point of view, studies of thinking, in particular technical ones, are important. From the 60s. studies of "technical thinking" are being developed. They are conducted in a professional aspect as "features of operational thinking" of a person involved in the management of large systems, as features of "design thinking", the thinking of generalists. On the other hand, the problem of technical thinking is posed as a theoretical problem of "technical intelligence" - "a special type of intellectual activity. Two directions have been outlined in the study of technical thinking. One is a description of the external manifestations of technical thinking, its features, the other is an explanation of the mechanism of these features.
When considering the features of technical thinking, several trends can be distinguished. The first trend is the selection of individual features (or their various combinations) that characterize the implementation of practical activities: independence in the preparation and solution of practical problems, a wide variety of tasks to be solved, the creative nature of their solution, performance with an understanding of functional dependencies between visible and invisible processes, etc. . The second is the explanation of the features of technical thinking by the stock of technical knowledge and the method of their assimilation (first of all, the importance of knowledge in physics and technical mechanics is noted). The third tendency connects the basis of technical thinking with certain general abilities of a person in their expression when solving technical problems, such as: a wealth of concepts, the ability to combine, reason, establish logical connections, the ability to pay attention and concentration, spatial transformation of objects, etc. There have also been attempts to associate technical thinking with personality traits: the presence of technical interests, the importance of technical thinking for the individual, the age characteristics of the individual.
Engineering thinking of a specialist of the XXI century. is a complex systemic formation (diagram 4.4), which includes the synthesis of figurative and logical thinking and the synthesis of scientific and practical thinking. The activity of an engineer combines these polar styles of thinking, requires equality of logical and figurative-intuitive thinking, equality of the right and left hemispheres of the brain. For the development of imaginative thinking of an engineer, art and cultural training are necessary. In the development of scientific thinking, the main role is played by the fundamentalization of education, the mastery of the basic fundamental sciences. Practical engineering and technical thinking is formed, rotates between three points: the basic fundamental sciences (physics, mathematics, etc.), the type of practical object and its technical model formulated in the technical sciences.
Technical activity consists of the design of equipment and the manufacture, operation of equipment. If traditional design follows the principles of: 1) project feasibility, 2) structural integrity, 3) optimality, 4) economic profitability, then for modern design additional principles are relevant: minimizing environmental damage; ergonomic consideration of the psychological capabilities of a person and the creation of convenience and safety for his work with technical means; aesthetic principle of convenience and beauty.
Thinking of a modern engineer and highly skilled workers of the XXI century. becomes much more complicated, includes related types of thinking: logical, figurative-intuitive, practical, scientific, aesthetic, economic, environmental, ergonomic, managerial and communicative.
Since the scope of technical design includes ecological reflection, which considers, as a result of the introduction of a technical system into the human environment, ergonomic reflection, which examines the correspondence between the technical system and human capabilities, and finally, existential reflection, which considers the technical system as a means of realizing human goals, as a self-determination of human existence, then thus, the need for communication, coordination and adoption of a systemic decision is manifested. The possibility of multiple points of view, their free expression, the organization of understanding, reflection and criticism - these are the essential conditions for modern design culture. Thus, an engineer needs to have sufficiently high communication skills of communication, interaction, mutual understanding with other specialists, developed communicative thinking. Knowledge of psychology contributes to the formation of communicative thinking and skills. Thus, in the education and training of engineers of the XXI century. along with fundamental and technical disciplines, it is necessary to carry out a synthesis with economic, social and managerial, environmental, cultural, and psychological sciences.
Psychological branches of science can have a beneficial effect on various aspects of the formation of an engineer's personality (Table 4.2). Thus, the problems of effective interaction between man and technology are studied in engineering psychology and ergonomics; the patterns of constructive activity of an engineer are revealed in the psychology of thinking and creativity, heuristics and engineering psychology; patterns of making technical and engineering and managerial decisions are analyzed in management psychology, social psychology and heuristics; the problems of effective interaction between an engineer and people, specialists are revealed in social psychology, communication psychology, psychodiagnostics, psychotherapy and conflict resolution; the specifics of an engineer's activity in a market economy is considered in economic psychology and management psychology; the need for constant training and advanced training of a modern engineer is based on the principles of pedagogical psychology; and finally, a modern engineer must be able to manage his activities, behavior, mental state, as a result of which he needs knowledge of general psychology, personality psychology, the psychology of feelings and stress, the psychology of self-regulation. Psychological support of the entire training of modern engineering workers is becoming an actualized necessity.
In the 21st century the responsibility of each specialist for the fate of society, for the fate of all mankind increases so much that the task of forming a social, universal, philosophical, existential approach to solving any theoretical or practical engineering problem arises.
In order to form such a harmonious specialist with systemic and even globally civilizational engineering thinking, it is necessary that the teachers of technical colleges and technical universities themselves overcome their narrowly professional view of the tasks of teaching and the role of their academic discipline, it is necessary that the teachers themselves possess a comprehensive fundamental-technical, economic - ecological, humanitarian-psychological-pedagogical basis of scientific ideas, as a result of which, even when teaching narrow technical disciplines, the complex erudition and systematic thinking of the teacher will allow giving students complexly synthesized scientific information, forming a comprehensively developed personality of a person of the XXI century.
The nature, features, conditions of professional tasks set the direction in which the process of thinking itself unfolds as a solution to the problem. And although this process turns out to be mediated by internal conditions (initial knowledge, abilities, characteristics of the nervous system), the task itself sets the objective direction and content for the thought process. Therefore, it is necessary to analyze technical, production tasks, highlight their specific features.
The first feature of technical problems (according to T.V. Kudryavtsev) is seen in the fact that these are problems with an indefinite search area; the second - in the possibility of multiple solutions and the choice of the preferred option; the third - in their theoretical and practical nature - a continuous combination and interaction of mental and practical actions. The practical component, performing the function of "testing the theory by practice", confirming its truth, stimulates further "movement of thought" to test "practice by theory". The speed of transition from one plan of activity to another - from verbal-abstract to visual-effective, and vice versa, stands out as a criterion for the level of development of technical thinking. As a thought process, technical thinking has a three-component structure: concept - image - action with their complex interactions. The most important feature of technical thinking is the nature of the thought process, its efficiency: the speed of updating the necessary knowledge system to resolve unplanned situations, the probabilistic approach to solving many problems and the choice of optimal solutions, which makes the process of solving production and technical problems especially difficult.
But the objective-objective content of tasks, their nature and features, by themselves, still do not determine either the features of mental activity or the content and structure of the mental image.
P. Ya. Galperin sees the psychological mechanisms of thinking in its orienting function as an activity that has specific tasks of orienting utilitarian, in particular practical, activity. How a mental image is built, orienting the solution of problems (practical and theoretical) and how it is used, functions, this reveals the psychological mechanism of thinking. The consideration of thinking as an orienting activity constitutes its proper psychological aspect. As for the "quality" of the formed orienting image, it is determined by the type of orientation of the subject possible on its basis in the subject of activity and its conditions, which in turn determines the nature of the tasks to be solved. The reflection of the object in the image can be different, it depends on how the image was "built", under what conditions it was formed. In one case, the object in the image can be "represented" by properties that are not related to each other, often random, insignificant, in the other case, having a regular "structure", but at the same time it appears in its specific individual features. In the third case, it reflects the structure of an individual object through the prism of the general laws of organization of objects of a given nature. So, with the same objective content of the subject of activity, its reflection can be different and orientation on its basis in the real situation of solving the problem also occurs in different ways.
Thinking is one of the forms of orientation. The specific features of thinking, as P. Ya. Galperin notes, are not that it is an activity for solving problems "in the mind", but that this activity is regulated by orientation in a conceptual form that opens up a new reality for the subject, thanks to which and it becomes possible to solve "thinking" problems. Levels of abstraction and generalization are socially fixed by different systems of concepts. Their assimilation and the subject's transition from orientation in one system of concepts to another - a system of higher abstractions - means his mastery of an ever wider reality, expanding the horizons of his possibilities for solving mental problems, in other words, the transition to a new level of intellectual development.
This concept of Galperin allows us to see the psychological foundations of professional activity in the peculiarities of the orientation of a specialist in the subject of his activity. All described characteristics of technical thinking are an expression of the type of orientation formed in professional activity. The peculiarities of orientation (the orientation basis of activity) can also explain the psychological differences in the thinking of a generalist and a multidisciplinary specialist: a variety of professional tasks is solved on the basis of a different way of reflecting their subject. A generalist reflects the subject in its general basis and the variety of specific forms of its expression in different tasks. A multidisciplinary specialist does not see the general basis and the subject, and each version of the subject acts for him as different subjects. It is important to keep these features of orientation in mind when organizing the professional training of a generalist, with the task of forming his polytechnical thinking. In the process of learning, the subject of activity must be revealed to him in an invariant form and its diverse variants - specific forms of existence in which he acts in various tasks. So, technical objects for different purposes, with different principles of functioning, should act in a common basis - first of all, their systemic organization, the general type of structure and the variety of types of this type in different technical objects.
Wide-profile professions are not a combination of previous professions, but a new type of professional activity, with a different content, functions and requiring a new way of orienting in the subject of their activity. A generalist worker is characterized by such a way of organizing cognitive activity that allows him to solve various types of professional tasks on a single indicative basis: design, construction, production, operation of technical systems.
Polytechnism as a "quality" of a generalist worker is manifested in a special way of his technical thinking - in a universal type of orientation in technical objects in any type of activity (both practical and theoretical): design, construction, operation, etc. Such possibilities are opened by the systemic type of orientation - the reflection of the object as a system.
Polytechnic education should not be opposed to professional education. On the contrary, vocational training, wherever it is carried out: in a secondary school, vocational school, technical school or university, in modern conditions should be polytechnic. Education should be "polytechnical" not on the principle of increasing the amount of general technical subjects (or expanding their volume), but on the principle of educating a polytechnical way of thinking in the study of each of them.
An academic subject should be revealed to students in many dimensions: in its essential characteristics, in statics and dynamics, in invariant content and specific variants, in the unity of external and internal connections. The academic subject is described at different levels of abstraction and generalization, expressing the unity of the general special and the individual. To differentiate these levels, the subject is described by three systems of concepts. Its general form as a subject of science is generally described by the concepts of system analysis, as a special subject (of a specific science) - by the concepts of a given science, as its individual subject - by the concepts of the corresponding section of a particular science
An important characteristic of effective curricula is the fact that the subject is described not only by the system of knowledge, but also by the content of the activity for its analysis, which requires the description of the types of activity as to be mastered.
The logic of system analysis not only outlines the lecture course, but also builds the activity of students in mastering its content in the form of solving a system of cognitive tasks, which is organized during the course of the lecture course at seminars and practical classes.
The assimilation of these actions, which reproduce a certain content of knowledge about the object, occurs in tasks of two types. One type is "analytical", it involves the analysis of any one aspect of the system, for example, the selection of the properties of the system as a whole and their analysis, or the allocation of the structure of any of the levels of the structure, etc. Another type of tasks is called "synthesizing", it requires the synthesis of several methods of analysis or the entire set of actions of system analysis, for example, a combination of such methods as highlighting the levels of the structure of the system and analyzing the structures of each level. In cases where consistent implementation of system analysis techniques as a whole is required, these can be tasks for predicting the appearance of new properties of the system with some changes in its structure or tasks for designing system variants with certain features of its properties, etc. Tasks can be performed as in theoretical as well as practical form. Thus, all these features of the curriculum express not only the originality of the presentation of the subject, but also the way it is mastered. At the same time, the content of the subject acts in an inseparable unity with the method of its study.
The implementation of a systematic approach to teaching, even limited only by the task of revealing the subject as a "system", opens up the possibility of a significant increase in the theoretical level of education, the formation of systemic and dialectical thinking.
The systemic way of organizing cognitive activity determines the content of acquired knowledge; in the process of interiorization of activity, it becomes a way of systemic thinking. Thus, the process of assimilation is the activity in which the way of thinking is formed and the corresponding content of knowledge about the subject and their other characteristics are assimilated.
In the conditions of modern scientific and technological progress, the requirements for a new type of specialist in any field of professional work are increasing: on the one hand, he must have a breadth of knowledge not only in his subject area, but also in related ones, be able to navigate in the "increments" of scientific knowledge and timely to assimilate them in his professional activities, without this he will not be able to resist the rapid obsolescence of acquired professional knowledge. On the other hand, he must have a good command of professional knowledge in the proper sense of the word, i.e. necessary to solve a relatively narrow range of professional tasks. The forms and methods of organizing the learning process that have existed so far have proceeded from a separate solution of these problems. Thus, the tendency towards fundamentalization led to the expansion of the subject of academic disciplines, to the "blurring" of their own subject, on the one hand, and to the weakening of its applied meaning - the expression of the general theoretical foundations of the subject in the content of professional knowledge - on the other.
In turn, attempts to "professionalize" general theoretical disciplines led to the expansion of some sections and the unlawful reduction of others, which destroyed the theoretical integrity of the description of the subject, the course turned into a set of "useful" knowledge.
Fundamentalization of knowledge is associated with a general form of theoretical description of objects, regardless of their nature. The disclosure of the "fundamental" in the subject is presented as the allocation of the foundations of its existence, common to all specific forms of its existence. The method of revealing these foundations should become for the student a means of studying and mastering the subject. The general scientific method of research - system analysis - reveals the foundations of an object in its systemic organization, in a specific type of structure as the bearer of its "quality". The structure and its features constitute the invariant aspect of the system. System-structural organization is an objective universal property of complex objects. And modern science seeks to synthesize and streamline knowledge about the subject in logic and structure, reflecting its systemic organization. The projection of this trend in the educational process is a systematic way of presenting the subject of an academic discipline. But "fundamental" is one side of the matter. The second is how to turn the fundamental in the subject into the content of professional knowledge, orienting to the solution of practical professional problems. Specific cognitive activity, which reveals the "foundations" of the subject, is organized through the solution of cognitive tasks included in the content of professional tasks as the construction of their indicative basis.
A new type of professional work (broad-profile) and, accordingly, a new type of professional tasks provides for activities that ensure the full "life cycle" of a technical object: research, production, operation. However, at present, these tasks are solved by separate groups of specialties: research engineers, design engineers-technologists, production engineers-operators. Assimilation of the "fundamental" content of the subject occurred through the activity of solving problems of these types. To organize the assimilation of the program material, tasks were used that form students' opportunities for analyzing professional situations: research, development and operation of a technical object, in other words, the ability to see a professional task in these situations and solve it professionally and professionally.
Thus, the fundamentalization of knowledge, which occurred due to a change in the type of orientation in the subject, opened up a new aspect of activity for students in solving educational and professional problems in this subject area - the correlation of real professional situations with specific subject material. The basis of this activity is a multidimensional analysis of the object and the introduction of restrictions for its study: establishing all the characteristics, connections and relationships of the object under consideration, highlighting the grounds for choosing a solution method, analyzing its results from the subject and professional points of view to issue practical recommendations.
The professional content of knowledge should have a general form of theoretical knowledge about the object and be universally oriented in tasks of various types.
The formation of a systemic orientation in the subject of professional activity and the specific content of the object that it reveals are the main points of the psychological "foundations" of vocational training.
8. Psychological features of education of students and the role of student groups
Undoubtedly, the period of study at a university is the most important period of human socialization. Socialization is the process of personality formation in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms it into his own values and orientations, selectively introduces into his system of behavior those norms and patterns that are accepted in a given group and society. The process of socialization includes the development of a culture of human relations and social experience, social norms, social roles, new activities and forms of communication. At student age, all mechanisms of socialization are involved (Scheme 2.38): this is the development of the social role of a student, and preparation for mastering the social role of a "professional specialist", and mechanisms of imitation, and mechanisms of social influence on the part of teachers and the student group. The phenomena of suggestibility and conformity are also expressed in the student environment (Scheme 4.6).
The concept of socialization is broader than the concept of "education". Socialization is not equal to education, because education is the intentional formation of a personality in accordance with an accepted ideal under the influence of various influences consciously directed (suggestion, persuasion, emotional infection, personal example, involvement in certain types of activities and other methods of psychological and pedagogical influence - schemes 2.30) on the part of teachers, parents (sometimes these influences are inadequate, or ineffective, or even detrimental to the personality of the educated person, while the individual can play a passive role).
During socialization, the individual plays an active role, he chooses a certain ideal and follows it, and the circle of people who have a socializing effect is wide and vaguely outlined. Student age, as noted, is characterized precisely by the desire to independently and actively choose one or another life style and ideal. Thus, university education is a powerful factor in the socialization of the student's personality, and this process of socialization is carried out in the course of the very life of students and teachers. But the question arises: are targeted educational influences on students required by teachers and are they effective?
There is, perhaps, no more controversial problem in the pedagogy and psychology of higher education than the problem of educating students. "Is it necessary to educate adults?" The answer to this question depends on how education is understood. "If it is understood as an impact on a person in order to form the qualities necessary for an educator, university, society, then the answer can only be negative. If it is as creating conditions for self-development of the individual in the course of university education, then the answer should be unequivocally positive" (Smirnov S. D ., 1995).
The traditional approach to education is based on the fact that the education of students is the impact on their psyche and activity in order to form personal properties and qualities - orientation, abilities, consciousness, a sense of duty, discipline, the ability to work with people, self-criticism, etc.
Properties and qualities are a holistic expression of personality, including cognitive, motivational, emotional and volitional components in a peculiar combination of them both in content and in the form of manifestation. So, for example, independence consists of understanding, an appropriate assessment of the situation and the choice of a way of behavior.
Knowing the nature and psychological structure of this or that quality, one can more successfully use the educational possibilities of various subjects and conditions of the university as a whole. The beginning of the formation of quality is the understanding of a fact, phenomenon, event. Next comes the assimilation and development of a positive attitude towards what is learned, confidence in its truth. Then there is a synthesis of intellectual, emotional, volitional and motivational processes, the transformation into a sustainable education - quality. For example, in higher education, the upbringing of interest and love for the chosen profession is achieved by developing a correct idea among students about the social significance and content of work in the upcoming field of activity, about the patterns of its development:
Formation in each student of the conviction of his professional suitability, as well as a clear understanding of the need to master all the disciplines, types of training provided for by the curriculum of this university.
Development of a desire to follow everything progressive in the activities of advanced specialists.
The ability to direct all self-education for the benefit of work, constantly replenishing their knowledge.
In this regard, it should be emphasized that it would be wrong to reduce the formation of a particular quality only to the acquisition of knowledge, skills, and abilities. This is necessary but not sufficient. We also need the mobilization of motives, the impact on the attitude to reality, the creation of the necessary mental states, the consideration of contradictions in the development of the student's personality. For example, one cannot ignore the fact that a freshman has a heightened sense of self-worth, maximalism, categorical and unambiguous moral requirements, assessments, facts, events, and his behavior. This age is characterized by rationalism, unwillingness to take everything on faith, which leads to excessive distrust of elders, including university professors. The unambiguity of assessments, sometimes thoughtless nihilism as a kind of affirmation require flexibility in the approach to educating young people, the ability to use and develop the best aspects of their psyche, direct their behavior in the right direction, the ability to help maintain their youthful burning, striving for high moral ideals, deeds.
The end result of educating students is achieved by solving private, everyday, constantly changing and acquiring the most diverse expression of educational tasks that confront teachers. Moreover, it is always important to determine the immediate and more distant tasks in the development of each student's professionally important qualities. It is well known that the formation of a person's personality occurs throughout life, but it is at the university that the foundations of those qualities of a specialist are laid, with which he then enters a new atmosphere of activity for him and in which his further development as a person will take place.
concept there is a thought that reflects the general, essential and distinctive (specific) features of objects and phenomena of reality. The content of concepts is revealed in judgments, which are always expressed in verbal form - orally or in writing, aloud or to oneself.
Judgment- this is a reflection of the connections between objects and phenomena of reality or between their properties and features.
Depending on how judgments reflect objective reality, they are true or false. A true judgment expresses such a connection between objects and their properties that exists in reality. A false judgment, on the contrary, expresses a connection between objective phenomena that does not really exist.
Judgments are general, particular and singular. In general judgments, something is affirmed (or denied) with respect to all objects of a given group, a given class (for example, "All trees are plants"). In private judgments, affirmation or negation no longer applies to all, but only to some subjects (for example: “Some students are excellent students”); in single judgments - only to one (for example, "This student does not study well").
inference- a conclusion about certain objects, phenomena, processes.
There are two main types of reasoning: 1) inductive(induction) and 2) deductive(deduction).
Induction is a conclusion from particular cases, examples, etc. (i.e. from private judgments) to a general position (general judgment).
Deduction is a conclusion that goes from a general position (judgment) to a particular case.
In psychology, there are types of mental opera-chiy: analysis, synthesis, comparison, abstraction, generalization, concretization, classification and systematization.
The essence of the operation of analysis is the decomposition of the whole into its component parts. After all, every object, phenomenon can be mentally regarded as elements.
Synthesis is the exact opposite of analysis. This is the restoration of what has been dissected into a whole on the basis of essential connections revealed by analysis. Thus, for example, numerous data from aerial photographs are gradually combined and give a general picture of the studied objects, large areas.
The comparison operation consists in comparing things, phenomena, their properties and identifying commonality or differences between them.
The operation of abstraction consists in the fact that a person is mentally distracted from the non-essential features of the subject being studied, highlighting the main, main thing in it. Thinking, ascending from the analysis of specific objects, phenomena, events to an abstract, generalized analysis of them, does not depart, if it is correct, from the truth, but approaches it: abstractions reflect the nature of phenomena, events deeper, or rather, more fully.
Generalization is reduced to the unification of many objects of phenomena according to some common feature.
Concretization is the movement of thought from the general to the particular, often this is the allocation of some specific aspects of an object or phenomenon.
Classification involves the assignment of an individual object, phenomenon to a group of objects or phenomena. This is the summing up of the particular under the general, usually carried out according to the most significant features.
Systematization is the mental arrangement of many objects in a certain order. Unlike classification, it can be carried out on many grounds, both essential and non-essential.
Depending on the nature of human cognitive activity in psychology, thinking is distinguished visual-effective, figurative and abstract.
Visual-effective thinking is manifested directly in the process of human activity.
Figurative thinking proceeds on the basis of images, ideas that a person perceived and learned earlier.
Abstract, abstract thinking is carried out on the basis of concepts, categories that have a verbal design and are not figuratively represented. Abstract thinking develops on the basis of a deep knowledge of the theory, the ability to operate with complex concepts, and also thanks to a large stock of ideas, which, as they are generalized, develop into concepts.
Thinking is connected not only with cognitive mental processes, but also with will, feelings, and other mental phenomena. Will affects the process of thinking, stimulates its activity, movement. After all, everyone knows that in order to solve a complex problem, you have to make great efforts of will.
Intellectual feelings such as surprise, doubt, confidence, curiosity also stimulate thought. However, feelings can also affect thinking negatively (for example, insecurity). Therefore, while developing thinking, one must take care that thought does not submit to the influence of negative feelings.
The thinking of each person is characterized by certain qualities, which are often called the qualities of the mind or the intellectual qualities of a person. These are depth, flexibility, breadth, speed, purposefulness, independence and some others.
deep mind behind the outer side of phenomena allows you to see connections, relationships and, therefore, penetrate into the essence.
flexible mind able to reveal contradictions in a particular phenomenon, process. The flexibility of the mind is manifested primarily in the ability to creatively use one's knowledge, the provisions of certain instructions and even orders.
wide mind can notice and constantly keep under his control a large number of connections between objects and phenomena.
Speed of thought- this is the ability of a person to make correct and reasonable decisions in a short time. This quality is complex. Genuine speed of thought necessarily implies depth, flexibility, and breadth of mind, the ability to analyze in detail and skillfully generalize a lot of data.
Purposeful thinking means the ability to concentrate thought on a specific goal, without being distracted and without stopping the search for a solution. It is higher in a person who is convinced, who has a developed sense of duty, responsibility for the task assigned. The purposefulness of thinking also depends on the will, which ensures the concentration of thought, on intellectual feelings that help direct thought towards one goal.
Independence of thinking- this is the ability to make decisions and act in accordance with one's own views and beliefs, without succumbing to extraneous influences. It manifests itself in a creative approach to solving various kinds of problems, in a critical assessment of possible solutions. As a rule, independent thinking is observed in people who know their business well, have a firm and clear goal.
A specific feature of the creative processes of problem solving is the presence in them intuition. With the help of intuition, the Truth is revealed to a person through direct discretion without the use of logical definitions and evidence as intermediate links of knowledge. The effectiveness of making intuitive decisions in practice depends on the professional experience of a specialist, his knowledge, skills and abilities. His mental state also plays an important role - vivacity, elation has a positive effect on the generation of intuitive solutions, and vice versa, fear, depression, confusion reduce intuition to the level of pointless fortune-telling. Intuition, in addition, is associated with the individual psychological characteristics of a person: some people tend to act in many cases from the logic of facts (logical type), others very often rely on intuition (intuitive personality type). However, in all cases, the basis of intuition is experience: its strength or weakness is rooted in the life and professional experience of a specialist.
The solution of a mental problem usually goes through a series of stages:
- the occurrence of a problem;
Formation of hypotheses of its possible solution;
Their verification.
The activity of thinking, like any other activity, is always caused by some kind of needs.
It is not thinking itself that thinks, but a person, a specific individual, a person who has goals, interests, and possesses certain abilities. Any thinking is always the thinking of an individual in all the richness of its relationships with nature, society, and other people. And therefore, the development of thinking is closely connected with the development of the need-motivational and intellectual spheres of the personality, its will, the inclusion of a person in solving the ever-increasing difficulty of tasks.
3. Speech- This is the mental process of using language for the purpose of exchanging information, communicating and solving other problems. Human speech develops and manifests itself in unity with thinking. The content and form of a person’s speech depend on his profession, experience, temperament, character, abilities, interests, states, etc. With the help of speech, people communicate with each other, transfer knowledge, influence each other, influence themselves.
Speech in professional activity is a carrier of information and a means of interaction.
In the speech activity of a specialist, speech can be distinguished oral and written, internal and external, dialogic and monologue, everyday and professional, prepared and unprepared.
Oral speech is further subdivided into dialogic and monologue.
Dialogic speech takes place in the conversation. The presence of contact with the interlocutor helps to omit certain points in speech. Facial expression, eyes, intonation, gestures, pauses, stress - all this allows you to understand each other perfectly. But in some cases, you need a complete and accurate design of dialogic speech, for example, when there is a scientific dispute.
monologue speech- performance of one person (lecture, report). Here the direct contact is weaker. Monologue speech requires great knowledge, a common culture, correct pronunciation, self-control, active and systematic transmission of information, accurate descriptions, definitions, skillful comparison, etc.
The manifestation and use of oral speech (mainly dialogic) in everyday communication is called the speech of communication.
professional speech requires some education. This type of speech is typical for the communication of specialists. Various aspects of professional speech play an important role in this matter: the lexicon, the pronunciation of terms and special phrases, the logic of the statement, etc.
In the activities of a practitioner, a specialist speech must be prepared in advance. Preliminary work on the content and form of the forthcoming speech communication is important and necessary. At the same time, constant adherence to pre-designed verbal interaction fetters the creative thinking of the worker, makes him dogmatic. Therefore, a specialist with careful preparation of statements must also provide for improvisation.
4. Imagination- this is a mental process of creating new images, ideas and thoughts based on existing experience, by restructuring a person's ideas.
Imagination is closely connected with all other cognitive processes and occupies a special place in human cognitive activity. Thanks to this process, a person can anticipate the course of events, foresee the results and consequences of his actions and deeds. It allows you to create programs of behavior in situations characterized by uncertainty.
A kind of "building material" for the imagination are knowledge, thoughts, images of objects, phenomena, situations held by human memory.
From a physiological point of view, imagination is the process of the formation of new systems of temporary connections as a result of the complex analytical and synthetic activity of the brain.
In the process of imagination, the systems of temporary nerve connections, as it were, disintegrate and unite into new complexes, groups of nerve cells are connected in a new way. The physiological mechanisms of imagination are located in the cortex and in the deeper regions of the brain.
Imagination happens active and passive .
In the first case, it acts as a condition for the activity of the individual. In psychology, there are two types of active imagination: recreative and creative .
Recreating imagination is formed on the basis of nature, the urban landscape, a verbal portrait of a person, a diagram, a drawing, etc. In this sense, a person, as it were, fills the source material with the images he has. For example, an experienced lawyer on the basis of individual facts, traces of the incident, as it were, recreates a fairly complete picture of the situation.
creative imagination is the process of creating new images, i.e. images of objects that do not exist in reality. Invention, rationalization, development of new forms of education and upbringing are based on creative imagination. But it also happens that a person, creating something, does not know that it has already been created by someone else. All the same, in terms of its psychological characteristics, it will be a typical process of creative imagination.
Subjectively, this is new, but the objective result is not new. Therefore, in the imagination it is necessary to distinguish between the subjective and objective novelty of the result.
Creative imagination contributes to the development of initiative, human independence. It is of a professional nature.
Imagination can be passive leading a person away from reality, from solving practical problems. A person, as it were, goes into a fantasy world and lives in this world, doing nothing (Manilovism) and thereby moving away from real life. Such imagination can arise either unintentionally or intentionally.
passive imagination relaxes the will of a person, takes him into the world of dreams, empty dreams, dulls the sharpness of perception of reality, makes him passive and easily amenable to manipulative influences from others.
The value of a person is determined by what types of imagination prevail in it: the more active and significant, the more mature the person.
Imagination happens involuntary and arbitrary.
involuntary imagination there is a process in which new images arise in the mind of a person without a predetermined goal, by themselves. An unsatisfied material and spiritual need can involuntarily evoke in the mind a vivid representation of the situation in which it was satisfied.
Arbitrary imagination carried out deliberately, in connection with a predetermined goal. A person, imagining, seeks, selects, combines and transforms mentally his ideas, shows conscious efforts. This imagination is based on volitional effort and activity of consciousness. It is connected with the activity of the second signaling system.
Thus, imagination is one of the cognitive processes that characterizes a certain level of development of the consciousness of the individual, his creative potential.
Imagination plays an extremely important role in activity, and the development of its professional features among students is the most important condition for the formation of a specialist's personality.
Ministry of Agriculture of the Russian Federation
Department of Science and Technology Policy and Education
Federal State Educational Institution
higher professional education
"Krasnoyarsk State Agrarian University"
Khakass branch
Department of General Educational Disciplines
TEST
by discipline ___________________________________________
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SUBJECT: __________________________________________________________
Student ____ specialty course _______________________________________________
part-time education _____________________________________________________
___________________________________________________________________________
Full Name
code __________
Group _________
The work was checked by the teacher ________________________________________________
Full Name
___________________ "______" _______________ 2011 ______________________
assessment date instructor's signature
Abakan 2011
Introduction. Thinking. 3
The role of thinking in professional activity 6
Conclusion. fourteen
References 16
Introduction. Thinking.
In psychology, thinking is a set of mental processes that underlie cognition; Thinking refers to the active side of cognition: attention, perception, the process of associations, the formation of concepts and judgments. In a closer logical sense, thinking includes only the formation of judgments and conclusions through the analysis and synthesis of concepts.
Thinking is a mediated and generalized reflection of reality, a type of mental activity, which consists in knowing the essence of things and phenomena, regular connections and relationships between them.
Thinking as one of the mental functions is a mental process of reflection and cognition of the essential connections and relations of objects and phenomena of the objective world.
Types of thinking:
Logical thinking
panoramic thinking
Combinatorial thinking
Out of the box thinking
Lateral thinking
Conceptual thinking
divergent thinking
practical thinking
Circumvention Thinking
Sanogenic thinking
Pathogenic thinking
strategic thinking
Musical thinking
Classification according to the results of thinking
Creative;
Reproductive.
Classification according to the level of mental processes
Analytical;
Intuitive.
Operations of thinking
Analysis is the division of an object/phenomenon into its constituent components. It can be mental and manual.
Synthesis is the union of those separated by analysis with the identification of significant connections.
Comparison - a comparison of objects and phenomena, while revealing their similarities and differences.
Classification - grouping objects according to their characteristics.
Generalization - the union of objects according to common essential features.
Concretization is the selection of the particular from the general.
Abstraction is the selection of any one side, aspect of an object or phenomenon, ignoring others.
The regularities of the considered operations of thinking are the essence of the main internal, specific regularities of thinking. On their basis, only all external manifestations of mental activity can be explained.
The first feature of thinking is its indirect character. What a person cannot know directly, directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. Indirect knowledge is also indirect knowledge.
The second feature of thinking is its generalization. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete.
Features of male and female thinking. The development of the brain began several million years ago, when the ancestors of modern man began to eat meat, the proteins of which significantly accelerated the development of the brain. The miners of meat were men, which required more physical and mental strength than gathering, which was done by women. It so happened historically that the brain of a man and a woman developed in different directions. So in women, the right half of the brain is more developed, which is responsible for feelings and emotions. In men, the left half of the brain is more developed, which gives men more developed logical thinking and deeper mental abilities. The same facts are confirmed by world history. After all, the vast majority of world-famous scientists were men. Summing up, we can conclude that men are more developed mentally, and women are more emotional and sensitive.
The role of thinking in professional activity
Professional consciousness is in a dynamic relationship with the unconscious, which can manifest itself, for example, in the impulsive actions of a professional, in internal conflicts between perceived professional values and unconscious attitudes.
The professional type (warehouse) of thinking, which is defined as the predominant use of methods adopted in this particular professional field for solving problematic problems, methods for analyzing professional situations, and making professional decisions.
Professional thinking includes:
The process of generalized and indirect reflection by a person of professional reality;
Ways for a person to acquire new knowledge about different aspects of labor;
Techniques for setting, formulating and solving professional problems;
Stages of making and implementing decisions in professional activities;
Techniques of goal formation and planning in the course of work, development of new strategies for professional activity.
Consider the individual types of thinking and their possible inclusion in professional activities:
Theoretical thinking, aimed at identifying abstract patterns, rules, at a systematic analysis of the development of a given area of work;
Practical thinking, directly included in human practice, is associated with a holistic vision of the situation in professional activity, accompanied by a “sense” of the situation (“sense of the machine tool”, “sense of the aircraft”, etc.);
Reproductive thinking, reproducing certain methods, methods of professional activity according to the model;
Productive, creative thinking, during which problems are posed, new strategies are identified that ensure labor efficiency, confront extreme situations;
Visual-effective thinking, in which the solution of professional problems occurs with the help of real actions in the observed situation;
Visual-figurative thinking, in which the situation and changes in it are presented to a person as an image of the desired result;
Verbal-logical thinking, where the solution of professional problems is associated with the use of concepts, logical structures, signs;
Intuitive thinking, which is characterized by the speed of flow, the absence of clearly defined stages, minimal awareness.
A peculiar combination of these types, depending on the subject, properties, conditions, result of labor, can form specific types of professional thinking - operational, managerial, pedagogical, clinical, etc.
The special literature describes the psychological characteristics of a number of types of professional thinking. Thus, subject-effective thinking within the framework of working professions, operational thinking of operators, and managerial thinking of administrative workers are analyzed. When analyzing, for example, managerial thinking, one must take into account that labor is not strictly regulated, practical thinking is aimed at analyzing the situation, at involving the activity of groups of people in solving a common problem, in case of failure, at attracting reserves; the role of forecasting, the abstract components of thinking, is growing.
A sign of modern professional thinking is attention to alternative points of view, dialogism, pluralism, strengthening the role of not only external, but also internal "thinking" technologies.
Professional learning is also important - openness to further professional development, readiness to master new means of labor, professional knowledge and skills, active adaptation of a person to changing conditions of professional experience.
An important characteristic of a person's social competence in work, an indicator of a person's ability to work, is the maturity of interpersonal communication, a person's ability to work together with other people. A professional community is one of the varieties of social associations of people, which is organized specifically for the effective achievement of common professional tasks. In social psychology, different types of social communities are distinguished, primarily large social groups and small social groups. A general description of these groups can be found in the specialized literature. Accordingly, in the psychology of professional activity, these groups are divided into large professional groups, which include the profession (all teachers, all lawyers, all economists, etc.) and small professional groups (teams, departments, etc.). A large professional group has its own common tasks of professional activity, as well as the norms and mentalities of labor, teaching, and behavior. This is an association of people not directly related to each other, not personally interacting. Small professional groups are associations of people aimed at effectively solving professional problems directly included in joint activities, their relations are determined not only by business, but also by interpersonal emotional relationships. A small professional group can be formal (team, department) or informal (professional club). Separately, we can highlight:
Small high-level professional groups (team, team, community), where there is closeness of value orientations, mutual support, unanimity;
Small professional associations of a creative type (professional community), where joint activities are mainly aimed at solving creative professional problems, searching for non-standard solutions, and supporting each other in creativity.
Interaction in a professional community is influenced by the professional environment - a set of subject and social conditions of work. There are professional macroenvironment (a profession in society, requirements for it from society), a professional local macroenvironment (conditions and organization of work in institutions of a given industry), a professional microenvironment - specific working conditions at a given enterprise and in a given team. There are also types of environment according to the nature of the impact on a person.