Ministry of Education and Science Russian Federation

federal state budgetary educational institution higher education

"Samara State Socio-Pedagogical University"

Faculty of Mathematics, Physics and Informatics

Department of Pedagogy and Psychology

Report

According to pedagogical practice

Performed:

4th year student

D.V. Agafonova

Signature _____________

Head of Psychology:

Ph.D. Busygina T.A.

Signature _____________

Grade _____________

Samara, 2017

Psychodiagnostic research and conversation

1.General data:

Name: Nadir

Gender: male;

Age: 14 years;

Class: 8 "A";

External data: the young man is a bit overweight, neat, constantly wears a jumper or shirt with jeans.

State of health: healthy;

Physical development: normal;

2. Conditions family education:

Family composition: mother and Nadir (parents are divorced).

Profession of parents: mother is an accountant in kindergarten, dad is an investigator.

Cultural level of the family: Nadira's mother is an educated woman. She instills in her son a love of art by visiting exhibitions and museums. The family loves to go to the movies. The home library is small, but there is. Nadir doesn't like to read.

3. Characteristics of the cognitive sphere of the student:

Features of perception educational material at the lesson: according to observations, Nadir perceives the material easily, he has different grades. It has to do with his behavior. At the same time, it is easy to distract the researcher, after which it is difficult to join the work. During the lessons, Nadir most often sits with a friend. Answers the teacher's questions enthusiastically. Easily distracted by conversations with classmates.

Bourdon Correction Test[App. one]

After analyzing the diagram data, we can conclude that from the 1st minute to the 3rd, the accuracy and productivity increased and had indicators approaching the maximum. Already at 3-4 minutes there is a decline, and then only an increase in the obtained indicators. The results of this study indicate the instability and exhaustion of attention.

Most mistakes were made from 3 to 5 minutes of the test, but the correct answers here are slightly higher than in the rest. This suggests that the emphasis was on execution speed. And at the beginning and at the end of the study, the installation was already on the accuracy of the work.

Based on the results of the work performed, 41 errors were made, showing that the indicator of concentration of attention is at an average level.

Test "Methodology for studying the type of memory"[App. 2]

The coefficient of auditory memorization - 40%

Visual memory coefficient - 30%

Coefficient of motor-auditory memorization - 60%

The coefficient of combined memorization is 60%.

The test showed that the subject's motor-auditory memory is more developed. Based on the conversation, the subject also said that he remembers the educational material if the teacher plays it out loud.

Test "Methodology for identifying the features of mental operations

When studying the features of mental operations, it was noticed that vocabulary researched is small, similarities and differences were most often compared on a situational (external) basis, but also on a conceptual basis.

Test "Methodology for studying the speed of thought processes"

The subject completed the task in 3 min 34 s. 50% done and it shows low level speed of thought processes.

Test "Methodology for the study of logical patterns

(Lippmann test)"[App. 4]

The speed of the Lippmann test is 3 minutes 55 seconds. The subject was unable to cope with the test completely. Based on the test, we can conclude that logical thinking is poorly developed.

Characteristics of the relationship to learning activities

Achievement level: good and excellent. Attitude towards teaching: Nadir performs all tasks conscientiously. Of particular interest are those subjects that Nadir has in priority (depending on the teacher and the topic). Nadir approaches them with great responsibility.

Learning motivation prevails from the outside (mother). When diagnosing learning motivation, Nadir chose that he wants to be a cultured and developed person, to receive the approval of teachers and parents.

Attitude towards success and failure in school: to the question: “What do you experience when you get low or high scores?” Answer: I am happy excellent rating and upset when I get a bad one.

Preferred and rejected disciplines: With interest, Nadir attends such disciplines as physics and chemistry (the influence of the teacher who presents the material affects, the lessons are always interesting and everything is clear), he considers algebra to be rejected (does not understand the theoretical material and does not understand the solution of problems) .

Diagnostics of educational motivation showed that in the family in which the subject is brought up, study is prestigious. For Nadir, first of all, cognitive interest, awareness of social necessity, fear of punishment are important, while all this is influenced by the family.

Education in adolescence occupies an important place in the life of a student. A teenager is more interested in independent forms of education, when the teacher only helps him, it is more interesting to work and study those subjects that, in the opinion of a teenager, will be useful in the future.

Interest in learning is associated with the quality of teaching, how the teacher teaches the lesson, delivers the material, increases the interest and motivation of the student. Gradually develop stable cognitive interests leading to a positive attitude towards the subject.

Studying in adolescence

Learning in adolescence is associated with new motives for learning that intersect with the criteria future profession. Knowledge is comprehended differently by a teenager, becomes more valuable. Actual knowledge allows a teenager to take a leading place among peers. Adolescence is the period of the greatest study of information. Knowledge is expanding in the everyday field, artistic, scientific. During this period, teenagers often visit museums, theaters, lectures.

An erudite teenager enjoys special respect among peers, which stimulates him to further master new information. The teenager likes the acquired knowledge, develops his mental activity. The knowledge gained at school also satisfies him. characteristic feature in learning school material is the lack of choice, as a result of which the student has to study all the material, all subjects. Not all subjects are interesting for a teenager, if he does not see the need for this subject for its further professional or creative implementation, he may have a negative attitude towards the subject.

Motivation of a teenager to study

Success and failure in learning is one of the motivational factors. Success increases a teenager's interest in learning, causes positive emotions. Failure, on the contrary, reduces the desire of a teenager to learn this subject, causes negative emotions.

An important stimulus to learning is claims for recognition from peers. A teenager can achieve a high status due to a high level of knowledge, a grade for a subject is also significant for a teenager. High mark confirms the ability of the student. The coincidence of assessment and self-esteem is important for the emotional well-being of an adolescent. In the opposite case, when assessment and self-esteem are very different, internal conflict and discomfort may arise.

Sustainable motives for learning are formed in a teenager on the basis of cognitive needs and cognitive interests. The cognitive interests of adolescents vary greatly, are characterized by variability, situationality, and uncertainty. Some adolescents have selective cognitive interests.

The main criteria for motivating a teenager:

• academic success and failure;
• claims to calling from peers;
• high position among peers;
• professional need;
• interest in the subject being studied;

Adolescent attitude towards learning

Requirements for the assimilation of material for a teenager are higher than in lower grades, to master the educational material, a teenager must have a high level of educational and cognitive activity. New requirements for the mastery of educational material, the assimilation of scientific concepts, systems of signs, develop theoretical thinking and intelligence in a teenager.

studying new material the processes of perception change, the teenager not only remembers the scheme, but knows how to understand it. There is an intellectualization of the processes of perception, the ability to highlight the main thing develops.

The value of knowledge for the development of a teenager

Mechanical memorization prevents a teenager from absorbing material. The amount of new material being studied is large, and it is not possible to assimilate it using the old methods of memorization. Effectively build the study of the material on the analysis of the content of the materials, the allocation of logical connections, the allocation of the main thing. Adolescents who learn material through reading comprehension have an advantage over adolescents using rote memorization.

Developed speech of adolescents, the ability to express themselves in their own words, creative imagination, help in the assimilation of the material. Teenagers attach great value development of their own speech, realizing that developed speech is a criterion for their further successful career.

Theoretical thinking allows a teenager to establish an increasing number of semantic connections in the subject of study.

Everyone parent dreams of raising her child to be a responsible person who will be able to answer for his actions. Parents are especially worried about the lack of responsible attitude of children in school age when they do not want to prepare lessons and do not show perseverance in their studies.

Responsible children demonstrate self-confidence and independence, they do well at school and help their parents at home. However, there are less and less such children today, the improvement of living conditions and material well-being of people has led to the fact that parents do not want their beloved child to shoulder additional responsibilities and try to solve all the problems for him. The result of such upbringing is that a person who has grown up in such conditions adulthood likes to complain all the time and blames outsiders for his failures.

Do not increase by work, the evil boss is to blame, relations in the family are not going well - he chose the wrong wife. A responsible person behaves in a completely different way, he is sure that only he himself is to blame for all his actions. If he is not satisfied with the work, he will not whine and complain, but will go looking for another - more promising one. I succumbed to the persuasion of my parents and chose the wrong profession, what's done is done, you need to find a way to get a different education.

Picked the wrong one wife, Only to me to solve, to live to me with it further or not. An irresponsible person believes that he is a victim of circumstances. He is sure that everyone should take care of him and create comfortable living conditions for him. The boss should treat him well, his wife should understand and love him at any time, and his parents should repent all his life for sending him to study at the wrong institute.

Modern children parents begin to teach reading long before entering school, but it is advised to build this education taking into account the desire of the child. If you don't want to read today, well, let's try to read tomorrow. Washed the dishes yesterday, well done. Today I left the dirty dishes in the sink, nothing, we'll wash it ourselves.

With admission to the first Class such an attitude towards the child is no longer possible, it is necessary to fulfill the requirements of the teacher and prepare lessons at home, regardless of whether he wants it or not. That is why some of the children who were allowed to do nothing by their parents before school if they don’t want to, primary school trying to defend their right to do things the way they like. This is expressed in inattention in the classroom and careless attitude to the implementation of school assignments.

Child unaccustomed fulfill what he does not want, often rolls up or declares that he has a stomach ache or a headache in order not to go to school or sit down for lessons. It depends on the attitude of parents to such behavior of the child whether he will grow up as a responsible person and will try to achieve success in life. If the parents will indulge the child and allow him to always do only what he wants, then in adulthood he will not be kept at work that requires him to be responsible, he will quickly leave the family, because family life imposes certain obligations on each person.

But too strict attitude in raising a child so that he always does what is "necessary", also cannot contribute to his proper development. A person who does everything "needed" to the detriment of his interests does not live his own life. All his life, doing everything right, he becomes the subject of ruthless exploitation of the people around him: bosses, wife, children and parents. Therefore, when educating a child in a responsible attitude to learning, one must set a goal: to teach him to find a balance between "necessary" and "want".

The process of education responsibility in a child, it is necessary to start from early childhood, from the age of 3 the baby must understand that he is responsible for his actions. To accustom him to this, the parents themselves must be consistent in their actions and show him an example of a responsible attitude. For a child to be responsible for learning from an early age:

1. Trust the child. If you think that the baby is too small to do something on his own, so it will be. Let the child do everything on his own. And you only evaluate his actions and when necessary praise. The child's self-esteem depends on how adults evaluate his actions.

2. Do not try to satisfy all the whims of the child, so he will lose the incentive to achieve something on his own. This is usually done by parents who, with great effort, have achieved the fact that they can already afford to do only what they want. They extend this attitude to life to children, who very soon also begin to do only what they like. The child should know how and in what way you have reached this life. Explain to him that finances must be handled wisely, and in order to replenish the reserves of money, one must learn independence and be responsible.

3. Do not confuse responsibility with obedience. Total control and obedience do not contribute to the formation of a child as a person. Let him make his own decision and do as he decided and then evaluate the result. After all, we enjoy not only doing the things we want to do, but also overcoming difficulties. The child should be proud of what he could, and parents should only approve of his actions.

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In relation to learning, a number of researchers distinguish five groups.

The first group includes students who seek to acquire knowledge, methods independent work, to acquire professional skills and abilities, are looking for ways to rationalize educational activities. Educational activity for them is a necessary path to a good mastery of their chosen profession. They excel in all subjects of the curriculum. The interests of these students affect a wide range of knowledge, wider than that provided by the program. They are active in all areas of educational activity. The students of this group are actively looking for arguments, additional justifications, compare, compare, find the truth, actively exchange opinions with their comrades, check the reliability of their knowledge.

The second group includes students who seek to acquire knowledge in all areas of educational activity. This group is characterized by a passion for many activities, but they quickly get tired of delving deeply into the essence of certain subjects and academic disciplines. That is why they are often limited to superficial knowledge. The main principle of their activity is the best little by little. They don't put a lot of effort into specific things. As a rule, they study well, but sometimes they receive unsatisfactory grades in subjects that do not interest them.

The third group includes students who show interest only in their profession. The acquisition of knowledge and all their activities are limited to a narrow professional framework. This group of students is characterized by purposeful, selective acquisition of knowledge, and only necessary (in their opinion) for the future. professional activity. They read a lot of additional literature, deeply study special literature, these students study well and excellently in subjects related to their specialty; at the same time, they do not show due interest in related sciences and disciplines of the curriculum.

The fourth group includes students who study well, but curriculum are selective, showing interest only in those subjects that they like. They visit randomly training sessions often skip lectures, seminars and workshops, do not show interest in any types of educational activities and disciplines of the curriculum, since their professional interests have not yet been formed.

The fifth group includes loafers and lazy people. They came to the university at the insistence of their parents, either "for company" with a friend, or in order not to go to work and not get into the army. They are indifferent to studies, constantly skip classes, have "tails", they are helped by comrades, and often they reach the diploma.