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Интеллектуальная Система Тематического Исследования НАукометрических данных |
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Study of the Personality of Adolescents in Learning Activityстатья
- Автор: Vartanova I.I.
- Журнал: Russian Social Science Review
- Том: 48
- Номер: 5
- Год издания: 2007
- Первая страница: 47
- Последняя страница: 56
- Аннотация: It was discovered that in learning activity it is necessary to reorient analysis from the dilemma “orientation to self” versus “orientation to others” to the dilemma “orientation to others” versus “orientation to task.” Results showed that for learning activity in the triangle “I–task–others,” the relation “task–others” comes to the fore rather than “I–others.” This side of the triangle is connected with the difference in orientation between motivation by desire for knowledge and motivationby social identification. Motivation by achievement corresponds more closely to the relation “I–task”. The obtained results allow us to raise the issue of psychological and educational system of the organization of educational process at school. As the results, even for adolescents of the same chronological age, enrolled in the same class, there is a significant differentiation in the semantic description of learning activities. The semantic description plays an important role in shaping the dominant activity is a personal generator determines the ratio of boy to reality. The results obtained enable us to pose the question of the psychological-pedagogical system of organization of the teachingupbringing process in the school. As the results show, even among adolescents of the same chronological age studying in the same class, substantial differentiation is observed in the sense-related characterization of learning activity. Sense-related characterization plays an important role in the emergence of a leading activity, has a formative influence on personality, and determines the attitude of the adolescent to reality. For adolescents in whom motivation by desire for knowledge (type 2) or motivation by competence and achievement (type 3) predominates, study is a personality-forming leading activity. However, for adolescents motivated by social identification (type 1), who are oriented to relations with others, it is quite another activity that assumes the personality-forming function. For adolescents of this type it is necessary to organize a kind of interaction within the school collective that will give study for them a new sense-related characterization. This can be achieved by correcting self-evaluation and by creating conditions for self-realization and for self-affirmation in the eyes of peers thanks to success in study.
- Добавил в систему: Вартанова Ирина Ивановна