In mastering activities, we are helped by such parameters as knowledge, abilities, skills (habits).
The basis of activity is skills.
The activity will be executed if all components are formed.
Psychological content
1) Knowledge- these are skills and abilities, but not related to practical activities, but to the mental, verbal activity of a person.
Not all theoretical material becomes knowledge. Theoretical material becomes knowledge if a person’s picture of the world changes during its acquisition.
Knowledge is not any information.
2) Skills is a set of techniques that ensure the ability to successfully perform a particular activity.
Skills are built on knowledge that must be transferred and applied to activities. Skills allow you to choose actions taking into account specific conditions.
The main ways to develop skills are either imitation or special training.
Skills are the most basic level. Therefore, they distinguish:
Elementary skills - arise on the basis of knowledge and (or) imitation.
Mastery is the highest level and arises on the basis of special training.
Stages of skills formation:
1. Initial skill - relies on existing knowledge and skills. Trial and error.
2. Insufficiently skillful activity - characterized by knowledge about how to perform an action, but nonspecific, previously acquired skills are used.
3. Separate general skills - skills that can be used in different types of activities.
4. Highly developed skill – involves the creative use of knowledge and skills in activities.
5. Mastery is the goal of vocational training. Guarantees reliability and accuracy.
Any skill is not created anew each time (unlike actions). Skills are formed on the basis of the transfer of previously existing knowledge and previously formed skills, i.e. adaptation to any task.
A prerequisite for the formation of skills is awareness of the purpose of the activity and how to achieve it.
3) Skills.
The difference between skills and abilities is that a skill is a perfect or well-honed performance of actions.
Skills may not be developed in all types of activities.
A skill allows a person to speed up an activity and save his own energy.
A skill is an automated way of performing an action that has been reinforced through exercise.
An exercise is a purposeful, repeatedly repeated action carried out with the aim of improving it.
Skill Functions:
1. Reducing the time it takes to complete an action
2. Reducing tension when performing an action, eliminating unnecessary movements
3. Combining individual independent movements into a single action
4. Increasing labor productivity and quality of activities
Skill classification:
1. Motor
2. Thinking
3. Touch
4. Behavioral skills
It is easier to develop a new skill than to correct a wrong skill.
Stages of skill formation:
1. Analytical
2. Synthetic
3. Automation
Failure to use skills in activities leads to deautomation of skills (transition to the level of skills).
Skills are characterized by interaction. It can be positive and negative.
The positive impact of previously developed skills on mastering new ones is transfer.
The transfer occurs under the following conditions:
1. When the movement system of one skill matches the movement system of another skill
2. The end of one skill is the beginning of another skill and vice versa
3. The implementation of one skill creates favorable conditions for the implementation of another
The negative impact of existing developed skills on new ones is interference.
Interference conditions are the reverse conditions of transfer + condition: occurs when the system of movements included in one skill is partially contained in another, brought to automatism.
Physiological basis skill - a dynamic stereotype (a system of connections between neurons in the brain).
4) Habits A habit is an automatic behavior.
Habits are:
1. Verbal
2. Motor
3. Negative
4. Positive
5. Neutral
Habits are based on a dynamic stereotype.
A habit is a chain of actions that are automatic.
A habit is formed spontaneously and unintentionally.
Pre-school age(from 1 to 3 years) is characterized by the emergence and initial development of a child’s specifically human, social in nature activity and a human-specific form of conscious reflection of reality. The essence of the main changes in the child’s psyche during this period is that the child masters the human relationship to the world of objects immediately surrounding him. Moreover, the child’s knowledge of the properties of objects is carried out through imitation of the actions of adults with them, that is, knowledge of objects occurs simultaneously with comprehension of their functions. A child masters the functions of objects in two ways. On the one hand, this is the development of simple skills, such as handling a spoon, cup, etc. Another form of mastering objects is manipulating them during the game.
The appearance of the game marks a new stage in the development of the child’s psyche. He is already learning about the world not only through interaction with an adult, but also on his own.
On this basis, the child masters words, which are also recognized by him primarily as denoting an object with its functions. At the same time, during the game, speech increasingly becomes included in the activity, and increasingly begins to function not only as a designation of objects, but also as a means of communication. However distinctive feature child's games at this age in comparison with the next stage - the stage before school age- is the absence of an imaginary situation in the game. A child, manipulating objects, simply imitates the actions of adults, without filling them with content, but in the process of play, the child intensively develops perception, the ability to analyze and generalize, i.e., intensive formation of mental functions occurs. By the end of this stage, the child’s activity is no longer caused only by a direct encounter with an object, but also by the intentions of the child himself. At this time, the child strives to perform an ever-increasing range of known actions. The frequent appearance of the phrase “I myself” marks the beginning of a new stage in the development of the child’s psyche.
Therefore, the main features mental development child at this stage are to master inherent in man attitude to surrounding objects, in imitation of the behavior of adults and in the formation of basic functions of thinking.
Preschool age (from 3 to 7 years). The main difference of this age is the presence of a contradiction between the child’s desire to truly master the world of objects and the limitations of his capabilities. At this age, the child strives to do not what he can, but what he sees or hears. However, many actions are not yet available to him. This contradiction is resolved in the story game. Unlike the previous age period and the manipulation game, the plot game is filled with content that reflects the real content of the copied action. If earlier child only approached the mastery of specific human relationships to an object, now objects for him act as characterizing precisely human relationships and various functions of people. For a child to master a subject means to take on a certain social role- the role of the person operating the given object. That's why story games contribute to the mastery of social relationships in the human world. It's no coincidence that story games are often called role-playing games. The sources of games are the child’s impressions, everything he sees or hears.
During the role-playing game, the formation of creative imagination and the ability to voluntarily control one’s behavior. Role-playing games also promote the development of perception, memorization, reproduction and speech.
Another the most important feature This stage is the process of formation of the child’s personality. During this process, the child's character traits are established. During this period, the child quite freely masters the basic norms and rules of behavior. This is facilitated not only by story-based games, but also by reading fairy tales, drawing, designing, etc. According to A. N. Leontyev, at the end of this stage of mental development, the child strives to master socially significant activities. Thus, he begins to enter a new stage of his development, characterized by the fulfillment of certain responsibilities.
Play activity is the leading activity of the child preschool age, realizing his need for social competence, i.e. the motive of the game is “to be like an adult”, and determining the specifics of the social situation of the child’s development: mastering the social position “I and society” through modeling the main types of relationships between people: adult - child, adult – adult, child – child, child – adult, in a playful, imaginary situation. In the game, the child exists in two forms at once: as a playing child and as a character in the game in accordance with the role he has assumed, and states the Image of himself and the Image of the world from two corresponding points of view. This determines the formation of psychological new formations, which are fundamental for the stage of preschool childhood: the formation of modeling activities, a hierarchy of behavioral motives and the ability to voluntarily control one’s behavior, the formation of mechanisms of emotional and intellectual decentration, internal position personality of a preschool child and space-time displacement.
Preschool childhood is a large period of a child’s life. Living conditions at this time are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world of human relationships, different types activities and social functions of people. He is experiencing desire join this adult life, actively participate in it, which, of course, is not yet available to him. In addition, he strives no less strongly for independence. From this contradiction, role-playing play is born - an independent activity of children that models the life of adults.
Role-playing is an activity in which children take on the roles of adults and, in a generalized form, in play conditions, reproduce the activities of adults and the relationships between them. But although life in play takes place in the form of ideas, it is emotionally rich and becomes his real life for the child.
So, at the border between early and preschool childhood, play with a plot first appears. This is the above director's a game. Appears simultaneously with it or a little later figurative-role a game. In it, the child imagines himself as anyone and anything and acts accordingly. But prerequisite The unfolding of such a game is a bright, intense experience: the child was struck by the picture he saw, and he himself, in his play actions, reproduces the image that evoked a strong emotional response in him.
Directing and figurative role-playing games become sources role-playing a game that reaches its developed form by the middle of preschool age. Later they are separated from it games with rules. In games with rules, the role fades into the background and the main thing is strict adherence to the rules of the game; Usually a competitive motive, personal or team gain appears here (in most outdoor, sports and printed games).
The game changes and reaches by the end of preschool age high level development. There are two main phases or stages in the development of the game. The first stage (3–5 years) is characterized by the reproduction of the logic of people’s real actions; The content of the game is objective actions. At the second stage (5–7 years), real relationships between people are modeled and the content of the game becomes social relations, the social meaning of an adult’s activity.
Play is the leading activity in preschool age; it has a significant impact on the child’s development. First of all, in play, children learn to fully communication together. Younger preschoolers do not yet know how to truly communicate with their peers; they “play nearby, not together.”
In middle and older preschool age, children, despite their inherent egocentrism, negotiate with each other, pre-distributing roles, as well as during the game itself. A meaningful discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them.
The game contributes to the development of not only communication with peers, but also arbitrary behavior child. The mechanism for controlling one’s behavior—obedience to the rules—develops precisely in the game, and then manifests itself in other types of activities. Arbitrariness presupposes the presence of a pattern of behavior that the child follows and control. In the game, the model is not moral standards or other requirements of adults, but the image of another person whose behavior the child copies. Self-control only appears towards the end of preschool age, so initially the child needs external control - from his playmates. Children control each other first, and then each of themselves. External control gradually falls out of the process of behavior management, and the image begins to regulate the child’s behavior directly.
The game develops motivational-need sphere child. New motives for activity and goals associated with them arise. The emerging arbitrariness of behavior facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions.
In developed role-playing game with its intricate plots and complex roles, creating quite a wide scope for improvisation, children develop creative imagination. The game contributes to the development random memory, in it overcome so-called cognitive egocentrism.
Educational activities
Junior school age (from 7 to 12 years). It should be noted that at previous stages of his development the child studied, but only now does learning appear to him as an independent activity. IN school years educational activities begin to occupy a central place in the child’s life. All the main changes in mental development observed at this stage are primarily associated with studies.
The main pattern of mental development at this stage is mental development child. The school makes serious demands on the child’s attention, and therefore there is a rapid development of voluntary (controlled) attention, voluntary, targeted observation. School training places no less serious demands on a child’s memory. The child must now not only remember, he must remember correctly, being active in mastering educational material. In this regard, the productivity of the child’s memory increases greatly, although during the first time of learning the memory retains a predominantly figurative, concrete character. Therefore, children literally remember even text material that does not need to be learned by heart.
Children's thinking develops especially intensively at primary school age. If at the age of seven or eight years a child’s thinking is concrete, based on visual images and ideas, then in the process of learning his thinking acquires new features. It becomes more connected, consistent and logical. At the same time, a child at this age experiences rapid development of speech, which is largely associated with mastering in writing. He not only develops a more correct understanding of words, but he learns to use grammatical categories correctly.
At primary school age, educational activity becomes the leading one. She has a certain structure. Let us briefly consider the components of educational activities in accordance with the ideas of D.B. El horse meat.
The first component is motivation. Educational activity is multi-motivated - it is stimulated and directed by different educational motives. Among them there are motives that are most adequate to educational tasks; if they are formed in a student, his educational work becomes meaningful and effective - these are educational and cognitive motives. They are based on the cognitive need and the need for self-development.
Second component - educational task, those. a system of tasks, when completed, the child masters the most common methods of action. A learning task must be distinguished from individual tasks. Usually, children, solving many specific problems, spontaneously discover for themselves a general way to solve them. Developmental education involves the joint “discovery” and formulation by children and the teacher of a common method for solving a whole class of problems. Training operations are part of the method of action. Operations and the learning task are considered the main link in the structure of learning activities.
Each training operation must be practiced. Developmental training programs often provide for step-by-step training according to the P.Ya. system. Galperin. The student, having received complete orientation in the composition of operations (including determining the sequence of his actions), performs operations in a materialized form, under the control of the teacher. Having learned to do this almost without error, he moves on to progo-107 preparation and, finally, at the stage of reducing the number of operations, he quickly solves the problem in his head, telling the teacher a ready-made answer.
The fourth component is control. Initially, the children's educational work is controlled by the teacher. But gradually the people begin to control it themselves, learning this partly spontaneously, partly under the guidance of a teacher. Without self-control, it is impossible to fully develop educational activities, so teaching control is an important and complex pedagogical task. It is not enough to control the work only by the final result; the child needs so-called operational control - over the correctness and completeness of the operations.
The last stage of control is grade. It can be considered the fifth component of the structure of educational activities. The child, while controlling his work, must learn to adequately evaluate it. At the same time, a general assessment is also not enough - how correctly and efficiently the task was completed; you need to evaluate your actions - whether you have mastered the method of solving problems or not, what operations have not yet been worked out.
Educational activity, having a complex structure, goes through a long process of development. Its development will continue throughout the years school life, but the foundations are laid in the first years of training
Development of mental functions. Continues to develop during adolescence theoretical reflective thinking. Operations acquired during primary school age become formal logical operations. The teenager, abstracting from concrete, visual material, thinks in purely verbal terms. Based on general premises, he builds hypotheses and tests them, i.e. reasons hypothetico-deductively. Operations such as classification, analogy, generalization, etc. develop. The reflexive nature of thinking steadily manifests itself: children analyze the operations they perform and ways of solving problems.
Without a high level of intellectual development, the interest in abstract philosophical, religious, political and other problems characteristic of this age would be impossible. Teenagers talk about ideals, about the future, sometimes create their own theories, and acquire a new, deeper and more generalized view of the world. The formation of the foundations of the worldview, which began during this period, is closely related to intellectual development.
The teenager acquires adult logic of thinking. There is further intellectualization of perception and memory. Various forms are developing speeches, including written.
The development of imagination. The convergence of imagination with theoretical thinking gives impetus to creativity: teenagers begin to write poetry, seriously engage in various types of construction, etc. In adolescence, there is a second line of imagination development. Not all teenagers strive to achieve an objective creative result (they build flying model airplanes or create plays), but they all use the possibilities of their creative imagination, receiving satisfaction from the process of fantasy itself. It looks like a child's game. As L.S. believed Vygotsky, a child’s play develops into a teenager’s fantasy
Labor activity
Activity is a form of a person’s active relationship to reality, aimed at achieving consciously set goals related to the creation of socially significant (material and spiritual) values and the assimilation of social experience.
The main forms of activity are knowledge, work, communication. In ontogenetic terms, human activity is represented by such types as play, learning, and work. Any activity is both the “creation of something” and the manifestation of a position, a person’s attitude towards other people, society as a whole. Therefore, activity has a behavioral aspect.
Labor is the main activity because it is associated with the production of socially useful products - material and ideal. It is an eternal necessary condition for the existence of people and is considered as a specific species-specific human behavior that ensures its survival.
Labor activity is determined by certain motives and is aimed at achieving a specific goal.
Motive is what motivates a person to work, and goal is what she is trying to achieve as a result of work.
The true basis of motive is need, that is, a person’s objective need for something. A conscious need reflected in consciousness is called a motive.
Consequently, the source of a person’s labor activity is the needs that encourage him to act in a certain way and in a certain direction. The process of satisfying needs acts as an active, purposeful process of mastering one or another form of activity and implementation in accordance with the level of social development.
The peculiarity of labor as an activity is that its content is not completely determined by the need that caused it. If need as a motive prompts a person to activity, stimulates it, then the very forms and content of activity are determined by social conditions and the division of labor. For example, the motive that forces a machine operator to work may be physiological needs (for food, clothing, housing), but the process of controlling the machine itself, that is, the content of the activity, is determined not by this need, but by the goal - the production of a specific part. So, the motivations and motives of activity do not coincide with the immediate purpose of labor. Needs as a source of activity encourage a person to work, and the goal realized by it is a regulator of activity in the labor process.
For work to be successful, a person must master methods and purposeful actions to achieve the goal. The activity itself, in turn, should stimulate and support the activity of the employee, who by itself does not immediately satisfy existing needs. This means that work is impossible without cognitive and volitional processes. The presence of a conscious goal always remains a necessary sign of work. The remaining aspects of activity - motives, methods of implementation, selection and processing of information - may be realized, not fully realized, falsely realized or not realized at all. In the absence of a conscious goal, it is not about labor activity a person, but about impulsive behavior, controlled directly by needs and emotions.
Consequently, labor is a conscious, purposeful human activity aimed at producing material and spiritual goods and providing various services.
1). private mental processes are formed or restructured;
2). basic mental processes are formed or restructured;
3). the main psychological changes of each period of child development depend;
4). psychological changes depend on each period of child development.
95. Name the main forms of communication that arise in children under seven years of age (according to M. I. Lisina):
1). situational-cognitive, situational-personal;
2). situational-personal, situational-business;
3). extra-situational-cognitive, extra-situational-individual;
4). extra-situational-cognitive, extra-situational-personal.
96. Indicate the main way to eliminate the negative influence of the family on raising children:
1). achieving mutual understanding between spouses;
2). achieving mutual understanding between spouses and harmonizing relationships between them;
3). harmonization of personal relationships between spouses.
97. How many stages does the formation of personality traits include:
2). Four.
98. What is the name of the education system that has developed in our country:
1). Selfish.
2). Collectivistic.
3). Individualistic.
99. What means of raising children in a family do you know:
1). Reward and punishment.
2). The desire of parents to become a role model for their children.
3). Encouragement and persuasion.
4). Punishment and suggestion.
100. What is meant by self-education:
1). Systematic work of schoolchildren to develop socially valuable personality traits, overcome behavioral deficiencies, negative traits and qualities.
2). Conscious systematic work of schoolchildren to develop socially valuable personality traits, overcome behavioral deficiencies, negative traits and qualities.
3). Conscious systematic work of schoolchildren to develop their personality traits, overcome behavioral deficiencies, negative traits and qualities.
4). Conscious systematic work of schoolchildren to develop socially valuable personality traits, overcome behavioral deficiencies, character traits, and temperamental traits.
101. How many forms of communication do children develop during the first seven years of life (according to M. I. Lisina):
2). Four.
102. What psychological conditions ensure the successful formation of personality traits:
1). Educational impact on the entire subjective world of man.
2). The activity and independence of the students themselves.
3). The principle of the unity of consciousness and activity. Consolidation.
4). The principle of development in activity. Reinforcement.
103. What do we mean by moral consciousness:
1). Principles and standards of morality.
2). Reflection in a person’s consciousness of the principles and norms of morality that govern relationships between people, their attitude to public affairs, to society.
3). Reflection in human consciousness of the principles and norms of morality that govern relationships between people.
4). Principles and norms of morality that govern relationships between people, their attitude to public affairs, to society.
104. Which group has only a positive influence on the child’s personality:
1). Low level of development group.
2). Groups of average level of development.
3). Team.
4). Prosocial groups.
105. When to use punishment:
1). In all cases;
2). When the child's behavior cannot be changed in any other way;
3). When a child’s behavior can be changed in other ways;
4). When a child has committed a criminal act.
106. How many criteria for schoolchildren’s education do you know:
3). Four.
107. What is the basis for the formation of a person as an individual:
2). Activity.
4). Teaching.
108. The moral sphere of personality is successfully formed in specially organized system education, where:
1). moral education and practical activities of schoolchildren are combined;
2). combines moral education and practical activities of schoolchildren, in which the moral relations of children with each other, with the team, with society are projected and coordinated;
3). combines moral education and practical activities of schoolchildren, in which moral relations with each other, with the team, with society are concentrated;
4). there is only practical activity in which the moral relations of children with each other and with the team are concentrated
109. Which team plays the main, long-term role in the education of the individual:
1). Classroom.
2). Groups of children in kindergarten.
4). Friends.
110. Punishment:
1). should not be explained to the child;
2). must be fair;
3). must be reasonably explained to the child;
4). must be cruel.
111. The process of changing a student’s personality during its interaction with reality, the emergence of physical and socio-psychological new formations in the personality structure are understood as:
1). formation
2). socialization
3). formation
4). upbringing
112. Purposeful activity designed to form a student’s system of personality traits, views and beliefs is interpreted in educational psychology as education:
1). in the broad sense of the word
2). V in the narrow sense words
3). in the local sense of the word
4). V figuratively words
113. Development of creativity theoretical thinking, the ability for cultural dialogue of active and enterprising people is the essence of the philosophy of education and upbringing:
1). social-rationalist direction
2). cultural and anthropological direction
3). social reform direction
4). technocratic direction
114. In the philosophy of education and upbringing, L. F. Kapterev, K. D. Ushinsky, S. I. Gessen belong to:
1). social-rationalist direction
2). cultural-anthropological direction
3). social reform direction
4). technocratic direction
115. Understanding the essence of man as open system, constantly changing and updating, is the essence of... the education model:
1). anthropocentric
2). societal
3). technocratic
4). pragmatic
116. Education as the formation of a system of behavior with the help of reinforcements is a type of... education model:
1). anthropocentric
2). societal
3). technocratic
4). pragmatic
117. The relative independence of the psychology of education and the psychology of learning was recorded in the works:
1). L. F. Kaptereva
2). J. Dewey
3). V. A. Laya
4). E. Claparede
118. A person as a typical representative of the society that formed him is understood as:
1). subject of activity
2). individual
3). personality
4). individuality
119. The concept of “inclinations” characterizes:
1). individual properties
2). subject properties
3). personality traits
4). personality traits
120. The problems of schoolchildren’s personality development formed the basis of the content of the research:
1). A.V. Zaporozhets and his employees
2). L.I. Bozovic and her staff
3). A.V. Petrovsky, Ya.L. Kolominsky
1). V. S. Agapov
2). K. Rogers
3). V. V. Stolin
4). R. Burns
122. The basis for the allocation of mental education is:
1). institutional sign
3). aspect educational process
4). the dominant principle and style of relations between educators and students
123. The highest level of moral development according to L. Kohlberg is:
1). "good boy" morals, maintaining good relationships
2). morality of maintaining relationships
3). morality of individual principles of conscience
4). orientation toward punishment and obedience
1). J. Bruner
2). P. Bloom
3). V. Okon
4). J. Dewey
125. According to... the approach, personality characteristics are determined by the structure of society, methods of socialization, relationships with other people:
1). biogenetic
2). sociogenetic
3). psychogenetic
4). two-factor
126. Cognitivist concepts of personality refer to... an approach to the study of personality in foreign psychology:
1). biogenetic
2). sociogenetic
3). psychogenetic
4). two-factor
127. The basis of the theory and practice of “free education” is... an approach to mental development:
1). biogizer
2). sociogizatory
3). two-factor
4). psychogenetic
128. The study of the educational possibilities of educational content reflects the following approach to the integrity of the pedagogical process:
1). unity of teaching and upbringing processes
2). the unity of not only the processes of training and education, but also, in turn, education as the unity of “private” educational affairs
3). the nature of interaction between teachers and students
4). activity of a teacher
129. Studied the educational possibilities of educational content:
1). 3.I. Vasilyeva, V.S. Ilyin
2). M.D. Vinogradov, I.B. Pervin
3). V.M. Korotov
4). B.T. Likhachev
130. In the 1950s-70s. at the junction social psychology and educational psychology... many studies have been conducted on the structure of the children's team, the status of the child among his peers:
1). DI. Feldstein
2). A.V. Petrovsky, Ya.L. Kolominsky
3). D. B. Elkonin, D. N. Bogoyavlensky
4). L.V. Zankov
131. One of the first to put forward the principle of “cultural conformity” was:
1). Ya.A. Comenius
2). A. Diesterweg
3). K.D. Ushinsky
4). P.F. Kapterev
132. One of the first to put forward the principle of “conformity to nature” was:
1). Ya.A. Comenius
2). A. Diesterweg
3). K.D. Ushinsky
4). J.J. Rousseau
133. The formation of the scientific worldview of students is most facilitated by:
1). traditional training
2). problem-based learning
3). programmed training
4). dogmatic teaching
134. In educational terms, the most effective... type of training is:
1). traditional
2). problem
3). programmed
4). dogmatic
135. Features of the organization of educational collective cognitive activity studied:
1). 3. I. Vasilyeva, V. S. Ilyin
2). M. D. Vinogradov, I. B. Pervin
3). V. M. Korotov
4). B. T. Likhachev
136. The theory of educational systems in domestic science was developed by:
1). L. I. Novikova, A. V. Karakovsky
2). V. S. Lazarev, M. M. Potashnik
3). Yu. K. Babansky
4). V. I. Zagvyazinsky
137. Representatives of... the approach to mental development suggest focusing on strict “behavior modification”:
1). biogenetic
2). sociogenetic
3). two-factor
4). psychogenetic
138. Mesofactors of socialization (according to A.V. Mudrik) include:
1). space, planet, world
2). ethnocultural conditions, regional conditions, type of settlement
3). family, microsociety, educational institutions
4). country, society, state
139. For... influence as a method of influence, it is characteristic that it is directed not directly at the student, but at his environment:
1). undirected
2). individually specific
3). functional-role
4). indirectly directed
140. Indicators of learning ability are:
1). learning motivation
2). initiative
3). thinking techniques
4). academic performance
5). susceptibility
141. The general actions included in the teaching activities include the ability to:
1). control
2). to plan
3). simulate
4). evaluate
142. Action parameters are:
1). measure of action
2). measure of curtailment of action
3). measure of independence
4). measure of action mastery
5). measure of generality of action
6). all listed
143. Learning ability characterizes:
1). degree of mastery of knowledge, skills and abilities by the trainee
2). current level of development
3). zone of proximal development
4). set of intellectual properties of a student
144. The student’s zone of proximal development is determined based on the developed skills and abilities in a certain area of knowledge:
2). wrong
145. What level of assimilation corresponds to the stage of formation of intra-system and intra-subject associations:
1). representation
2). knowledge
3). skills
4). skills
146. It is typical for the emotional-improvisational style:
1). fast pace when polling
2). informal questions
3). selection of the most interesting material
4). step-by-step development of all educational material
5). brainstorming
6). systematic fastening of the material
147. An automated method of behavior developed during the exercise is:
1). instinct
2). intellectual behavior
4). knowledge
5). skill
148. The mental development of a student is accomplished:
1). systematically
2). spasmodically
3). sequentially
4). zigzag
5). in a spiral
149. The ability for reflection and internal dialogism of consciousness are generated by:
1). joint activities
2). introspection
3). instinctive behavior programs
4). learning
5). as a result of intellectual reflection
150. The motivation for educational activity related to the satisfaction of one or another need of the student is called:
1). installation
2). interest
5). feeling
151. The educational orientation of a student is a set of stable motives of a student that guide his behavior:
1). relatively independent of specific external conditions
2). according to the surrounding situation
3). under the influence of teachers
4). under the influence of the study group
5). under the influence of parents
152. A state of discomfort caused by a contradiction in educational information communicated to the student by various teachers is called:
1). psychological barrier
2). cognitive dissonance
3). personal meaning
4). affect
5). frustration
153. The level of a student’s aspirations is expressed in the desire to achieve educational goals of the degree of complexity to which he considers himself:
1). capable
2). incapable
3). incapable
4). motivated
154. The motives for a student’s educational activity can be:
1). conscious
2). unconscious
3). partially conscious and unconscious
4). supraconscious
5). repressed into the subconscious
155. The action included in the educational activity is determined by:
1). external situation
2). student’s perception of external conditions
3). memory
4). the goal that the student sets for himself
5). thinking
156. The operation included in the educational activity is determined by:
1). conditions of the situation
2). perception
3). memory
5). thinking
157. The transition from the mental plan of action to the external is called:
1). behavior
2). instinct
3). learning
4). exteriorization
5). interiorization
158. The main distinguishing characteristic of a skill is its:
1). complexity
2). ease
3). duration
4). non-automation
5). automation
159. The specificity of educational activities lies in the fact that the educational situation affects the student:
1). directly
2). indirectly
3). directive
4). positively
5). negative
160. The roles of participants in the educational process are regulated by:
1). social expectations
2). personal meanings
3). internal regulations
4). by law
5). right
161. An obstacle in mutual understanding between a teacher and a student caused by a discrepancy in the meanings of the information expressed is called:
1). tactlessness
2). semantic barrier
3). intrapsychic protection
4). perceptual defense
5). cognitive dissonance
162. The way a teacher understands a student through likening himself to the student is called:
1). identification
2). stereotyping
3). reflection
4). empathy
5). attraction
163. A teacher’s awareness of how he is perceived by his students is called:
1). identification
2). stereotyping
3). reflection
4). empathy
5). attraction
164. A teacher’s causal explanation of a student’s actions by attributing to him feelings, thoughts, and motives of behavior is called:
1). identification
2). causal attribution
3). empathy
4). halo effect
5). thinking
165. A student’s interpretation of the reasons for a teacher’s behavior by attributing this behavior to social patterns is called:
1). identification
2). causal attribution
3). reflection
4). stereotyping
5). halo effect
166. A group of students that has fixed rights and responsibilities, a normative structure, and appointed and elected leadership is called:
1). formal
2). informal
3). party
5). company
167. A student’s conformity is manifested in his external agreement with the opinion of his study group while internally agreeing with him:
1). consent
2). disagreement
3). contradictions
4). experience
5). respect
168. In accordance with the theory of the gradual formation of mental actions (P.Ya. Galperin), the third stage is:
1). transferring action to the mental plane
2). external action, loud speech
3). formation of action in inner speech
4). familiarization with the approximate basis of the action, the conditions for its execution (memo, card, order)
5). materialized action based on instructions
169. Signs of students mastering knowledge are:
1). awareness of facts, rules, concepts
2). willingness to retell the material in your own words
3). formulation of rules, concepts
4). willingness to give examples to clarify conclusions and generalizations
5). application of the material in practice
170. Knowledge is:
1). a skill that has become a common human need
3). ability to quickly complete a task
4). ability to practically act on the basis of learned
5). body of life or professional experience
171. Skill is:
1). a skill that has become a human need
3). ability to quickly complete a task
4). ability to act on acquired knowledge
5). a set of knowledge, abilities, skills developed in the process of life and practical activity.
172. A skill is:
1). action stereotype that has become a human need
2). idea of an object, corresponding images and concepts
3). automated skill; condition for quickly completing a task
4). ability to act on acquired knowledge
5). the totality of knowledge and skills necessary in practical activities
173. Learning objectives in secondary and higher school are:
1). reflection of the requirements of the educational state standard for the specialty
2). a guideline for selecting content, forms, methods and means of constructing the educational process
3). criterion for achieving planned results at all stages of specialist training
4). the most important means of integrating all disciplines of the curriculum
174. For training purposes it is typical:
1). learning objectives are a list of knowledge and skills that the student must master
2). learning objectives and learning content are identical concepts and differ only conditionally
3). learning goals are the basis for control during the learning process
5). learning objectives are ideas about predicted educational results
175. The content of education means:
1). list of curriculum subjects, number of hours for their study, indication of topics and sections
2). the totality of knowledge, abilities, skills, experience of creative activity and experience of an emotional and value-based attitude to reality that a student must master
3). the circle of knowledge that each student acquires for his development, satisfaction of interests, inclinations and needs
4). means and techniques of perception, memorization and logical thinking which students study
5). a list of basic concepts that every student must master
1). meets learning objectives
2). is a list of skills and abilities
3). reflects the content of the sciences and the specifics of the professional work of the future specialist
4). relies on a specialist’s activity model
5). depends on the scientific preferences of the teacher
177. The learning process is:
1). cognitive activity management
2). control over the acquisition of knowledge, skills and abilities
3). joint activities of teachers and students aimed at intellectual development, formation of knowledge and methods of mental activity of students, development of their abilities and interests
4). a purposeful process of formation of knowledge, skills and abilities, preparation for life and work
5). the process of educating students' worldview
178. During problem-based learning:
1). educational material is divided into doses
2). situations of intellectual difficulty are created
3). upon correct completion of test tasks, the student receives a new portion of material
4). the educational process consists of successive steps containing portions of knowledge and instructions for mental actions to assimilate them
5). students gain knowledge in collaboration with the teacher through independent creative activity
179. With programmed training:
1). educational material is divided into doses
2). situations of intellectual difficulty are created
3). upon correct completion of test tasks, the student receives a new portion of material
4). the educational process consists of successive steps containing portions of knowledge and instructions for mental actions to assimilate them
5). knowledge is acquired through one’s own creative activity
180. The areas of application of programmed training are:
1). distance learning
2). seminars
3). independent work
4). test control
5). problematic lectures
181. The strength of knowledge acquisition depends on:
1). from teaching methods
2). from organizing the memorization of educational material
3). on the degree of use of knowledge in practice
4). from the depth of comprehension of the material
5). from individual characteristics students
182. The purpose of didactic diagnostics is:
1). student survey
2). determining the number of underachievers in a group
3). identifying the content and structure of the lesson
4). assessment of the level of students' mastery of learning content
5). identifying students' health status
183. The Indicative Framework for Action (IFA) includes:
1). motivation for action
2). purpose of action
3). ways to attract attention
4). program or execution algorithm
5). execution correction operations
184. Providing students with a diagram of the OOD (indicative basis of action) during a practical lesson means:
1). draw a plan of the classroom, indicating in detail the arrangement of classroom furniture and the location of students
2). draw up a diagram of the location of a building in a city block, drawing in detail the path from a metro station or ground transport stop
3). describe the actions that make up the activity, sequence, conditions and methods of their implementation, planned results
4). invite the student to solve the problem, explain the method and results of its solution, evaluate the speed of solution
5). create a task that requires the use of manual skills
185. The effectiveness of training is determined by:
1). application technical means
2). survivability of knowledge, skills and abilities
3). precise regulation of the lesson structure
4). student satisfaction with learning outcomes
5). degree of achievement of learning objectives
186. Control is:
1). way to punish a student by a teacher
2). determining the degree of preparation of students for further study and practical activities
3). a teacher's way of exerting his or her power
4). identifying the degree of compliance of the initial level and the results of the intermediate and final stages of training with the given goals
5). student integrity assessment
187. The types of assessments used during training are:
1). descriptive
2). alternative
3). multivariate
4). points
5). meeting pre-established criteria
188. Educational activity in relation to assimilation acts as:
1). one of the forms of manifestation of assimilation
2). type of assimilation
3). level of assimilation
4). assimilation stage
189. Actions aimed at analyzing the conditions of the situation, correlating it with one’s capabilities and leading to the formulation of a learning task are called:
1). indicative
2). executive
3). control
4). evaluative
190. Executive actions in relation to educational actions are:
1). form of their manifestation
2). their appearance
3). stage of their assimilation
4). level of their assimilation
191. Actions of goal setting, programming, planning; performing actions; actions of control and evaluation in educational activities are distinguished from the position of:
1). subject-activity
2). internal or external actions
3). relationship to the subject of activity
4). dominance of productivity (reproductive)
192. Learning activities relate to learning activities as:
1). part-whole
2). species-genus
3). form of manifestation of educational activity
4). functional relationships
193. The property of an action, which consists in the ability to justify and argue for the correctness of the action, is defined as:
1). reasonableness
2). awareness
3). strength
4). mastery
194. The degree of automation and speed of execution of an action characterizes:
1). measure of deployment
2). measure of development
3). measure of independence
4). measure of generality
195. Students’ independent formulation of an educational task is a stage of mastering:
1). indicative actions
2). executive actions
3). control actions
4). assessment actions
196. A person who receives knowledge in any educational system is:
1). developing
2). students
3). well-mannered
4). trainees
197. What is meant by teaching:
1). this is purposeful cognitive activity students, aimed at their mastering the knowledge system and acquiring skills and abilities
2). This is the purposeful activity of students, aimed at their assimilation of a system of knowledge, the acquisition of skills and abilities for their subsequent application in practice.
3). This is a purposeful cognitive activity of students aimed at assimilating a system of knowledge, acquiring skills and abilities for their subsequent application in practice.
198. What are the objectives of the teaching:
1). general and private
2). major and minor
3). main and private
4). general and minor
199. Educational activities are:
1). the process of a person acquiring new knowledge and skills;
2). the process of a person acquiring new knowledge, skills and abilities or changing old ones;
3). a person’s acquisition of knowledge, skills and abilities or the use of old ones;
4). The correct answer is not indicated.
200. The structural components of educational activities are:
1). incentive, operational, evaluative;
2). incentive, operational, control and evaluation;
3). motivational, operational, evaluative;
4). motivational, operational, control and evaluation.
201. The motivational substructure of educational activity is:
1). motives for educational activities;
2). the essence of motives for educational activities;
3). desire to acquire knowledge; skills and abilities;
4). the desire to acquire knowledge, skills and abilities.
202. The operational substructure of educational activities is:
1). a specific educational task and a set of educational operations that make up the general method of action to solve the educational task;
2). a specific educational task and a set of educational operations and techniques;
3). a specific educational task and a set of educational operations, techniques that make up the general method of action to solve the educational task;
4). The correct answer is not indicated.
203. The control and evaluation component of educational activities is:
1). monitoring and evaluating how the learning task is completed;
2). monitoring the correctness and completeness of operations and assessing how the training task was completed;
3). control and self-monitoring of the correct execution of operations, as well as assessment of how the educational task was completed;
4). The correct answer is not indicated.
204. Learning is:
1). the process and result of a person’s acquisition of knowledge, skills and abilities;
2). learning outcome;
3). the result of the exercise;
4). the result of educational activities.
205. What types of learning do you know:
1). according to the mechanism of imprinting, conditioned reflex
2). operant, vicarious, verbal
3). by imprinting mechanism, reflex
4). the correct answer is not specified
206. How many types of learning do you know:
2). four
207. Learning using the imprinting mechanism is:
1). adaptation of the body to the conditions of its life using forms of behavior ready from birth;
2). non-instinctive forms of behavior;
3). automatic adaptation of the body to the conditions of its life using forms of behavior ready from birth
4). The correct answer is not indicated.
208. Operant conditioning assumes that:
1). knowledge, skills and abilities are acquired automatically;
2). knowledge, skills and abilities are acquired by trial and error;
3). knowledge, skills and abilities are acquired conditionally and reflexively;
4). The correct answer is not indicated.
209. Vicar teaching is:
1). learning through observing the behavior of other people;
2). learning through careful observation of other people's behavior;
3). learning through direct observation of other people's behavior;
4). The correct answer is not indicated.
210. Verbal learning is:
1). a person’s acquisition of new experience through language;
2). a person’s acquisition of new experience through sign systems;
3). a person’s acquisition of knowledge, skills and abilities;
4). The correct answer is not indicated.
211. Teaching differs from teaching in that it is a process:
1). systemic;
2). systematic;
3). organized;
4). socially managed.
212. Teaching differs from teaching in that it is:
1). side of learning;
2). the result of socialization;
3). the result of educational activities;
4). the result of any activity.
213. Learning mechanisms include:
1). infection, persuasion, suggestion;
2). formation of associations, imitation, difference and generalization;
3). insight, creativity;
4). insight, creativity, generalization.
214. What is theoretical basis theories of the gradual formation of mental actions:
1). the teaching of L. S. Vygotsky, A. N. Leontiev on the internalization of actions.
2). the teaching of L. S. Vygotsky, A. N. Leontiev on the exteriorization of actions.
3). 3. Freud's teaching about the dominant role of the unconscious in the structure of the psyche.
4). The correct answer is not indicated.
215. How many stages of the formation of mental actions are distinguished in the theory of P. Ya. Galperin:
2). four
216. Indicate the stages of formation of mental actions (according to P. Ya. Galperin):
1). drawing up OOD, materialized action, “loud speech”;
2). speech “to oneself”, speech “for oneself”, speech “in oneself”;
3). speech “to oneself”, speech “for oneself”;
4). The correct answer is not indicated.
a) capable
b) incapable
c) incapable
d) motivated
e) programmed
Correct answer: The level of a student’s aspirations is expressed in the desire to achieve educational goals of the degree of complexity for which he considers himself a) capable
a) conscious
b) unconscious
c) partially conscious and unconscious
d) supraconscious
d) repressed into the subconscious
Correct answer: The motives of a student’s educational activity can be: a) conscious; b) unconscious; c) partially conscious and unconscious
40. Action included in educational activities determined
a) external situation
b) the student’s perception of external conditions
c) memory
d) the goal that the student sets for himself
d) thinking
Correct answer: The action included in the educational activity is determined by d) the goal that the student sets for himself
41. The operation included in the educational activity is determined
a) the conditions of the situation
b) perception
c) memory
d) thinking
Correct answer: The operation included in the educational activity is determined by a) the conditions of the situation
42. The transition from the mental plan of action to the external one is called
a) behavior
b) instinct
c) learning
d) exteriorization
e) internalization
Correct answer: The transition from a mental plan of action to an external one is called d) exteriorization
43. The main distinguishing characteristic of a skill is its
a) complexity
b) lightness
c) duration
d) non-automation
e) automation
Correct answer: The main distinguishing characteristic of a skill is its e) automation
44. The specificity of educational activity lies in the fact that the educational situation affects the student
a) directly
b) indirectly
c) directive
d) positive
e) negative
Correct answer: The specificity of educational activity is that the educational situation affects the student b) indirectly
45. Roles of participants in educational activities process are regulated
a) social expectations
b) personal meanings
c) internal regulations
d) law
e) right
Correct answer: The roles of participants in the educational process are regulated by a) social expectations
46. Obstacle in mutual understanding between teacher and student, caused by a discrepancy between the meanings of the information expressed, is called
a) tactlessness
b) semantic barrier
c) intrapsychic protection
d) perceptual defense
d) cognitive dissonance
Correct answer: An obstacle in mutual understanding between a teacher and a student, caused by a discrepancy in the meanings of the information expressed, is called b) a semantic barrier
47. The way the teacher understands the student through likening himself to the student is called
a) identification
b) stereotyping
c) reflection
d) empathy
d) attraction
Correct answer: The way the teacher understands the student through likening himself to the student is called a) identification
48. The teacher's awareness of how he is perceived by his students called
a) identification
b) stereotyping
c) reflection
d) empathy
d) attraction
Correct answer: The teacher’s awareness of how he is perceived by his students is called c) reflection
49. The teacher's causal explanation of the student's actions by attributing to him feelings, thoughts, motives of behavior is called
a) identification
b) causal attribution
c) empathy
d) halo effect
d) thinking
Correct answer: A teacher’s causal explanation of a student’s actions by attributing to him feelings, thoughts, and motives for behavior is called b) causal attribution
50. A student’s interpretation of the reasons for a teacher’s behavior by attributing this behavior to social patterns is called
a) identification
b) causal attribution
c) reflection
d) stereotyping
d) halo effect
Correct answer: The student’s interpretation of the reasons for the teacher’s behavior by attributing this behavior to social patterns is called
51. Group of students having fixed rights and responsibilities, a normative structure, and appointed and elected leadership is called
a) formal
b) informal
c) party
d) public organization
d) company
Correct answer: A group of students that has fixed rights and responsibilities, a normative structure, and appointed and elected leadership is called a) formal
52. Student Conformity manifests itself in his external agreement with the opinion of his study group while internally with him
a) consent
b) disagreement
c) contradictions
d) experiencing
d) respect
Correct answer: The student’s conformity is manifested in his external agreement with the opinion of his study group with internal b) disagreement with him
53. In accordance with the theory of the gradual formation of mental actions () the third stage is
a) transfer of action to the mental plane
b) external action, loud speech
c) formation of action in inner speech
d) familiarization with the indicative basis of the action, the conditions for its execution (memo, card, order)
e) materialized action based on instructions
Correct answer: In accordance with the theory of the gradual formation of mental actions (), the third stage is b) external action, loud speech
54. Signs of students mastering knowledge are
a) awareness of facts, rules, concepts
b) willingness to retell the material in your own words
c) formulation of rules, concepts
d) willingness to give examples to clarify conclusions and generalizations
e) application of the material in practice
Correct answer: Signs of students mastering knowledge are: a) awareness of facts, rules, concepts; b) willingness to retell the material in your own words; c) formulation of rules and concepts; d) willingness to give examples to clarify conclusions and generalizations; e) application of the material in practice
Training in the process of physical education provides one of its aspects - physical education, which is understood as “the systematic development by a person of rational ways of controlling his movements, thus acquiring the necessary fund of motor skills, skills and related knowledge in life” (L. P. Matveev , 1983).
In the process of physical education, students are taught various motor actions in order to develop the ability to control their movements, as well as in order to understand the patterns of their body movements. They are also taught the correct execution of movements used as general developmental exercises for control. physical development. And finally, students are taught the techniques of motor actions necessary in work, everyday life or sports training.
When mastering the technique of any motor action, the ability to perform it first arises, then, with further deepening and improvement, the ability gradually turns into a skill.
Skill and skill differ from each other mainly in the degree of their mastery, i.e. ways of control by human consciousness.
Motor skill- this is a degree of mastery of motor action in which movement control occurs with the active role of thinking.
The ability to perform a new motor action arises on the basis of the following prerequisites: the necessary amount of knowledge about the technique of action; presence of motor experience; a sufficient level of physical fitness, with creative thinking in the process of controlling movements.
Characteristic signs of motor skills are:
– Movement control is not automated.
– The student’s consciousness is loaded with control of every movement.
– Low speed of action.
– The action is performed uneconomically, with a significant degree of fatigue.
– Instability to the action of disruptive factors.
– Instability of action results.
The role of motor skills in physical education can be different. In some cases, skills are brought to skills if it is necessary to achieve perfect mastery of the technique of motor action. In other cases, motor skills are developed without subsequently translating them into skills. In this case, they are kind of auxiliary. So, for example, in some cases the material school curriculum By physical culture can be learned precisely at the level of skill.
Motor skills have great educational value, since the main thing in them is active creative thinking aimed at analyzing and synthesizing movements.
Further improvement of a motor action with repeated repetition leads to its automated execution, i.e. skill turns into skill. This is achieved by constant refinement and correction of movement. The result is unity, stability of movement, and most importantly, the automated nature of movement control.
Motor skill- this is a degree of mastery of a motor action at which movement control occurs automatically (i.e., with minimal control from consciousness).
With skill, consciousness is directed mainly to the key components of the action: the perception of a changing situation and the final results of the action. Thus, while running, practitioners focus their attention mainly on controlling speed; when traveling on skis - when the terrain changes.
Rice. 2.4. Characteristics motor skills and abilities and the transition of skill to skill (Maznichenko, 1984).
The effectiveness of the learning process and the duration of the transition from skill to skill level depend on:
1) motor talent (a complex of abilities for several types of activities) and motor experience of the student (the richer the motor experience, the faster new movements are formed);
2) the age of the student (children master movements faster than adults);
3) coordination complexity of motor action (the more complex the movement technique, the longer the learning process);
4) professional skill of the teacher;
5) the level of motivation, consciousness, activity of the student, etc.
Educational and developmental psychology
001. To the concepts characterizing certain types of age of an individual,
age does not apply:
pedagogical
individual development:
chronological age
drinking water quality
role-playing game
formation of a hierarchy of motives for activity
educational activities
ability to plan one's own behavior
intimate and personal communication with peers
individual self-awareness
educational and professional activities
mastering the process of concept formation
formation of self-awareness
sensitivity to social evaluations
instinctive
injuries,- This:
skill
spasmodically
all of the following except:
reactions teacher
all of the following except:
instinctive behavior programs
or other student needs:
motive
reflections
tion communicated to a student by various teachers is called:
cognitive dissonance
educational goals of the degree of complexity for which he considers himself:
capable
reactive
is:
motivated
information reflects the latest scientific achievements
is in the degree of difficulty of the goal that he sets:
student in front of himself
realizes
action
motive
the goal that the student sets for himself
conditions of the situation
exteriorization
automation
consciously
mediated by his attitude towards them
teaching
managing informal student relationships
general
emotional neutrality of the material
development of will
caused by a semantic discrepancy in relation to the expressed information
mation is called:
semantic barrier
the next component of pedagogical communication:
perceptual
which is called:
communicative
045.The way a teacher understands a student through likening himself to the student is called:
identification
mi, called:
reflection
writing to him feelings, thoughts, motives of behavior is called:
causal attribution
The transfer of this behavior to social patterns is called:
stereotyping
formal
disagreement
social experience is defined as:
socialization
motivate activity through positive feedback
providing an algorithm for completing a task
include all of the following except:
no fear of mistakes
activities:
discovery of new knowledge, ways of action
056. Learning Latin after completing homework in English
language, the student may encounter:
interference phenomenon
organize their joint activities
expansion of performance assessment to a public assessment of a student’s personality!
student group. Students are not afraid to ask questions; if not
ready for the job - they can honestly admit it. What skills are you talking about?
feeder we're talking about in this case?
communicative
who does not praise. At the same time, he talks a lot and often gets distracted from the topic. Which
side of the process of communication with students is broken?
communicative
a new girl arrived. The girl keeps to herself, although in the previous
group (before academic leave) was the leader. What should be the tactics
dagogical communication of the teacher in this case?
more often include the girl in joint activities with others
answers the questions asked fully and thoroughly. If the teacher
corrects or supplements it, the student begins to worry greatly, the old
He can’t explain what prevented him from preparing for class. What mochi
Can you be a leader in this student’s educational activities?
avoiding failure
The dents in the group avoid him. During breaks he contacts students
dents from another group. What should be the pedagogical tactics?
communication between the teacher and this student?
find a reference group among other student groups (offer to join it)
age dynamics of the human psyche
motivation
academic discipline programs
Parents:
1. Specifics of the subject
068. The structure of motivation includes all of the following except:
actions
organizing competition between students
control
the ability to externally express one’s thoughts, knowledge, beliefs through speech and facial expressions
communication with students, the ability to find the right approach, establish
we have expedient relationships from a pedagogical point of view, on
presence of pedagogical tact:
communicative
nom:
1. didactic
074.1st year students of FVSO talked about the motivation for entering institute
institute Select educational motives:
I always wanted to study only medicine, to learn something new about human health
enjoying the learning process itself
wear all of the following except:
information search
personal significance of educational activities
altruistic
P.Ya. Galperin
object manipulation activity
infancy
school age
restructuring of social relationships
"revival" complex
free memory, attention, development of cognitive interests, arose
new electoral interests, the first signs of professional
orientations are typical for:
teenagers
singles
educational activities
Chinese new formation of which is the arbitrariness of mental
processes, self-control, self-esteem:
junior school age
E. Erikson, which corresponds to the crisis situation of “trust-lack of
Veria":
infancy
Chinese new formation of which is the need for social
significant activities:
junior school age
early childhood
short-term association
studies
adolescence
disorganized behavior
the beginnings of practical intelligence:
2 years
all of the above
object manipulation
099. A psychological new formation in the process of development, which consistsThe essence of each age stage is all of the following except:
mental development disorders
lack of qualitative changes in the process of improving a particular mental function