11.4. Perception - the beginning of assimilation
Assimilation of educational material, as a rule, begins with its perception by students. The quality of perception is, if not a guarantee, then a prerequisite for qualitative assimilation.
To perceive means to understand the essence of what is being studied, to connect it with what is already known, to know its manifestations, properties, methods of application, etc., that is, to realize and understand.
If students do not understand the perceived material, then there is actually no perception. The result of perception is, as a rule, representations, on the basis of which concepts are formed - an instrument of thinking and practical actions.
The psychological basis of perception, as a component of the cognitive activity of students, are the processes sensations- reflections in the mind of a person of individual properties of objects and phenomena of the surrounding world that currently affect his brain through the senses, as well as the mental process of a holistic reflection in the mind of the results of sensations - perception.
The most important condition for the successful perception of educational material is the internal attitude of students to the assimilation of new educational material. Teaching with an internal setting “to answer” retains knowledge only until the next survey; setting for assimilation "before the exam" - before leaving the office where it is held. In a word, teaching with an attitude towards approximate assimilation provides approximate knowledge and skills. Hence, the task of the teacher is to give and constantly maintain external attitudes in the lessons that maximally contribute to the formation of an internal mood in students for a deep, lasting and conscious assimilation of knowledge and skills.
The success of perception depends to a large extent on that students have an indicative basis for their activities, i.e., a clear idea of what, how, why it is necessary to learn the material being studied, what means should be used in this case, as well as from the general mood of the group for fruitful educational work.
The most important source of perception of educational material for students, especially at the initial stages of learning, is oral presentation material by the teacher. However, oral presentation is not limited to the formal transmission of the necessary information. If this were the case, then various technical devices could more successfully replace it. In fact, everything is much more complicated. To listen does not mean to hear, to perceive. Listening is a complex process that requires a high level of concentration, sustained attention. In order for the perception of oral presentation to be productive, students must not only listen, but also listen, think about what they hear. This largely depends on the pedagogical skill of the teacher, on his ability to force himself to listen, on his skillful possession of ways to control the perception of students.
Of these methods, rules, methodological techniques, the most effective are the following:
broad reliance on the knowledge previously acquired by students, their experience;
using the most productive part of the lesson to communicate new, most complex educational material;
clarity, clarity, simplicity, consistency and accessibility of the expression of thoughts;
construction of the presentation of educational material in such a way that it is an explanation, that is, not so much a narrative or a story as a reasoning;
wide involvement of students in the analysis of reported phenomena, processes, facts, bringing them to the appropriate formulations and conclusions, while avoiding the proposal of ready-made definitions;
a combination of inductive (from particular to general) and deductive (from general to particular) methods of explanation;
the use, in necessary cases, of the problematic construction of the presentation of educational material, when the teacher does not just report patterns, conclusions, rules, but also reproduces to some extent the way they were discovered;
a variety of methods and forms of work of students with the studied educational material; providing opportunities for students to “work” with the material being studied: compare, find similarities or differences, highlight commonalities, etc.;
obligatory ensuring the synchronism of the "supply" of the studied educational material and its perception by students. Otherwise, students stop following the train of thought of the teacher and are excluded from the process of perception;
deployment of each part of the material presented according to the scheme: position - arguments - conclusions;
allocation in the course of presentation of the main points of the studied, phased summing up of the reported educational material;
setting "passing" control questions to students in the course of presentation; encouraging students to ask questions to the teacher.
This provides a high-level "feedback" between the teacher and students:
setting “rhetorical” questions in the course of presentation, that is, questions that the teacher poses to himself and answers them himself;
the use of a "discharge of tension" of students' attention: examples from life and practice, the transition to a presentation of easier-to-learn material, an appropriate joke, etc. This prevents students from fatigue and maintains their efficiency throughout the lesson;
obligatory summing up the results of the lesson, the formulation of conclusions at the end of the message of the educational material.
For a successful presentation of the material, the teacher must be fluent in speech - this is one of the most important components of his pedagogical technique, pedagogical skill in general.
Vision is the most important of the sense organs through which a person perceives the surrounding reality. Scientists have found that from 80 to 90% of information from the outside world enters the brain through the organs of vision. Up to 80% of all work operations are carried out under visual control.
All this determines the importance of a skillful combination of the oral presentation of educational material with the use of teaching aids related to the organs of vision, primarily visual aids and audiovisual technical teaching aids.
The perception of visual aids depends not only on the nature and characteristics of the perceived object or phenomenon, but also on the characteristics of a person, on his beliefs and attitudes, on life and production experience and knowledge, training and abilities, on his interests and the meaning that has for him knowledge of a given object or phenomenon, finally, from the mood at the moment. All this requires skillful management of the process of perception of visual aids and technical teaching aids, ensuring such conditions that students not only look, but also see: consider, analyze, extract the necessary information from the observed. Methodological techniques for the effective use of visual aids and technical teaching aids in the process of oral presentation of educational material are disclosed in sufficient detail in Ch. 2 allowances. They must be adhered to when presenting the educational material of special subjects.
Along with oral presentation, one of the important sources of information for perception (especially at later stages of learning, when students have gained some experience academic work) is the independent work of students with a book - a textbook, study guide, reference book, etc.
The essence of the work of students with a book is not so much in reading, but in thinking, analyzing a text, mastering the main thing, a system of concepts, extracting information contained in pictures, diagrams, drawings, formulas, reference tables, etc. Therefore, independent work of students with a book is always carried out under teacher guidance. The teacher selects and recommends material for students to study on their own, prepares them for work: asks questions, issues tasks that students must complete based on studying the text of the book. In the process of independent work of students, the teacher observes them, answers their questions, explains incomprehensible terms, conducts current control for understanding and comprehension of what is read and studied, assists in completing tasks, etc.
FEATURES OF PERCEPTION OF INFORMATION
FOR PRIMARY SCHOOL STUDENTS
In this article I will try to tell you how you can make the learning process in primary school more efficient and comfortable for students. It is known that there are various systems of information perception (sometimes they are called modalities), the main ones are: visual (visual), auditory (auditory) and motor (kinesthetic). If the auditory system is predominantly developed, the child successfully learns the material presented to him in the form of a story, an explanation. Children with visual perception find it easier to learn visual material. The hardest thing to learn is kinesthetics, i.e. children who, in order to perceive educational material, need to use the motor sphere. Most often, it is kinesthetics who fall into the category of weak ones, although taking into account the peculiarities of their perception in the learning process, they are able to successfully assimilate educational material.
By the end of primary school education, each student must master the proposed content of education, as it creates the basis, the foundation for further education, as well as master various ways of working with this content. Taking into account the peculiarities of the perception of information by students involves the division of students into groups in a traditional class-lesson system.
The learning process, taking into account the characteristics of perception, includes a number of stages:
Stage 1 - identifying students in the class with different types of perception of information and organizing appropriate groups.
2nd stage - adaptation of educational material to the leading system of perception of students.
Stage 3 - the formation of skills to translate information from one perception system to another.
4th stage - development of insufficiently developed systems of perception.
5th stage - independent choice students of the optimal way of perception.
Let's describe these steps in detail.
You can work using all three modalities (auditory, visual and kinesthetic) in all lessons. To do this, it is important for the teacher to know which way of perception each student in the class prefers. The teacher himself observes the children at the lesson, at recess, at extracurricular activities, in communication with classmates and friends; at the parent meeting, he gives tasks to parents to fill out a questionnaire, having previously observed the characteristics of their child; offers a questionnaire to students.
The questionnaire for parents includes questions: how does the child speak (quickly, slowly, rhythmically); what words he uses (look, see, listen, grab, feel, etc.); how he relates to clothes (chooses for a long time, likes to dress beautifully, prefers comfortable clothes) and others.
Children are asked: what they love most (watching TV, listening to a tape recorder, playing); if they read a fairy tale, what they will do (draw, retell, portray the characters with actions), etc.
Based on the analysis of observations, the answers of children and parents, groups of children are identified according to the characteristics of perception. Groups can be hidden or explicit. By creating hidden groups, the teacher does not reveal to the children why they ended up in one group or another. The features of the formation of groups are known only to the teacher, he selects tasks, teaching aids, forms of work in the lesson, monitors the results of his students' activities, not relying on the impressions of the children.
Experience shows that it is better when the teacher works in cooperation with the children. In this case, children are not only objects of observation by the teacher, but enthusiastic assistants and constructors of their activities. When choosing methods of work, the teacher relies on the opinion of the children, is interested in whether they feel comfortable working in one or another training mode. Children, in turn, perceive such learning as a new game in which they all become full participants.
Starting to work on adapting educational material to the leading system of students' perception, it must be remembered that taking into account the peculiarities of children's perception is legitimate not only in teaching, but also in their upbringing, organization of various activities, since these are interrelated processes. In order to study in primary school was effective for each child, addressing him and making comments appropriately in a language he understands. Visual - shake your head, wag your finger; kinesthetics - put a hand on the shoulder, take the hand; audialu - to make a remark verbally.
To work, taking into account the leading type of perception, the teacher can at all lessons. At the same time, it is important to fulfill certain conditions: kinesthetics cannot be forced to sit still in the lesson, since during the movement he has a strong memorization of the material. The visual can be offered to draw his impressions, so he can have a sheet of paper at hand during the lesson. Audials should not be criticized if they pronounce the material, move their lips, and make sounds in the process of performing tasks.
The activities of the teacher when working with students of different modalities can be represented as follows:
¨ when working with a group of visuals, pay more attention to the description of objects: color, shape, location. When giving a task, try to highlight paragraphs, especially important words and sentences with color. Use the most figurative expressions, give a lot of space to visibility (bright pictures, posters, charts, maps);
¨ when working with a group of audials, try to use voice variations (loud - quiet, high - low, pauses), use audio and voice recordings. Use a metronome when performing a speed task. It is advisable to accompany the description of paintings or any objects with music. Highlighting the main parts of the text, sentences, "dangerous places" in words, accompany with clap or rhythmic movements;
¨ when working with a group of kinesthetics, the teacher can use gestures, touches. It is important to remember that they are characterized by a slow speed of thought processes. It is advisable to use words denoting actions. When presenting new material, try to be as close as possible to this group in order to help the student in completing a particular task if necessary. And since for kinesthetics the main thing is sensations, the teacher's help is expressed in actions (correct the hand, position the body correctly, etc.)
For example, consider such a type of work in the lesson as cheating. Cheating as a type of student activity can have several purposes:
Correct graphic representation of letters, translation of printed text into written;
Formation of spelling vigilance, remembering the correct spelling of words.
Obviously, such work will be easily done by visuals. Accordingly, minimal attention is paid to this group of children in the lesson, since the visuals are able to cope with such a task on their own. Work with other groups is carried out with the help of a group of visuals. It will be easy for them to read the text intended for cheating. Audials listen at this time, kinesthetics follow the reading - they move their finger, sometimes showing the plot of the text with actions.
If the task of the teacher, when performing this type of activity, is to translate the printed text into written text, then in the lesson it is advisable to distribute cards with capital letters to the audience. These cards will help to restore the images of letters in memory. Moreover, the cards can be opened before the start of work, when writing off the cards are closed, but children are allowed to open the card if they forgot the spelling of a particular letter. When completing the task, the teacher needs to be in a group of kinesthetics and, if there are difficulties, show the spelling of certain letters with gestures. If there is a student in the class who has developed all three systems for perceiving educational material, then he can help kinesthetics.
If the teacher's task is to develop attentiveness and spelling vigilance, then the leading role in completing the task can be shifted to a group of auditory people who will read the text spelling, i.e. highlight all spellings with your voice. Visuals at this time work with colored pencils and felt-tip pens. On cards specially prepared for them, they write out “dangerous places” (spellings) that occur in words. For example, the sentence is parsed: “In the garden, young sparrows are jumping along the path.” On the card of students - visuals in the course of work should be written: A OGE AT OO OB.
For the most effective training of kinesthetics, a wire can be used. When reading a text intended for copying, they bend and unbend the wire in accordance with the way the letters are found in orthograms. Kinesthetic learners may also move their arms or torso when they encounter a "dangerous spot" in a word. You can prepare chips of different colors, which they will put on dangerous places.
Cheating is a type of work that exists in different classes in different lessons, so the algorithm of actions for each group is developed very quickly.
The material that students must learn in elementary school is fundamentally addition and subtraction within 20. As you know, the table of addition and subtraction within 10 is given in parts (+, - 1, +, - 2, etc.). But discrete perception is only for auditory people; without seeing the subject as a whole. Therefore, when studying this topic, it is advisable to hang out a complete addition and subtraction table in front of the class, thereby showing a holistic picture of the material being studied, as well as setting a goal that will help children focus on the final result.
The teacher can prepare cards of different colors, on which various columns of examples will be written. Since visuals perceive well everything colored and bright, they will quickly remember their cards. Then the work in the lesson is carried out as follows. A student (visual) is called to the board, who has the first column with an addition table, recites examples by heart. At the same time, the auditory shows this example according to the table written on the blackboard (it is desirable that there are no answers in the table on the blackboard), kinesthetics in their places with the help of split numbers lay out examples. Next, the teacher explains the principle of constructing an addition and subtraction table. Subsequent work with the columns of the addition and subtraction table is carried out in a similar way.
To consolidate the studied material and control knowledge, the teacher uses punched cards on which examples with missing answers are written. It is desirable for auditory speakers to dictate an example: students will write down only the answer; kinesthetic learners can be advised to rewrite the example in a notebook, and visuals can work independently.
The formation of reading skills is a very important stage in elementary school, but it is not easy for every student. Some students pick up the skill of reading quickly and tend to read fluently and correctly before entering school. Most likely, these are visuals who quickly remember the style of letters, and often syllables and words. Before learning to read, the auditory learner needs to work on the phonetic structure of words, i.e., break the word into sounds, then use the sounds to make word models. It is advisable to start learning to read with vowels, so that when pronouncing any syllable, children trace the structure of this syllable, then they gradually get acquainted with consonants. When studying letters, a kinesthetician must perform some actions: with a wire, with plasticine, draw, then compose syllables and words from the letters he made.
The algorithm of actions that the teacher gives to his students quickly becomes the norm for them in the perception of educational material, especially if the teacher explains to his students the principle of the chosen task, asks their opinion, and finds out the degree of difficulty that arose when performing a particular task. There comes a moment when children perform all actions, guided by their internal needs, corresponding to their leading modality, without relying on the help of a teacher. The prerequisites for the transition to the next stage are created - the formation of skills to translate information from one perception system to another.
The purpose of this stage is to develop skills, using your leading channel of perception, to transform incoming information for translation from one modality to another. At this stage, the teacher forms mixed groups, i.e. visuals, auditory, and kinesthetics are in the same group. The technology of working with educational material for each group remains unchanged, but since the groups are mixed, the same group is offered several ways of acting.
Thus, if a group is given an algorithm for working with text designed for auditory learners, it is clear that children with a developed auditory system for perceiving educational material will quickly complete the given exercise without problems, since they are already familiar with the method of action. Their task is to help students with a different modality, to show how they cope with this or that task. At this stage, students for whom the tasks proposed by the teacher are not difficult act as experts, since they are able not only to process the material being studied well, but also to explain to other students in the group the methods of activity.
It is good if, before starting work on a topic, the teacher sets a goal for each group, showing what students should learn on this topic, what to learn, what skills to acquire. In addition to developing the ability to translate information from one perception system to another, this stage develops responsibility for teaching others, as well as self-control. The final lesson on this topic is best done in the form of a game in which each student of the group is given a number of questions on the topic on a card, as well as several questions common to each group. This type of learning activity must be carried out over a long period of time until students learn to use new perception opportunities.
At the 4th stage, the development of insufficiently developed perception systems takes place. This stage is implemented after students have learned to translate information from one perception system to another and use various methods of action. The teacher again returns to those groups that were originally - kinesthetics, visuals and auditory, but acts - from the opposite. Kinesthetics asks to listen and pronounce, visuals - to perform actions, audials - to draw, highlight, express figuratively. For example, when copying a text, auditory people work with felt-tip pens and colored pencils, visual people work with wire and chips, and kinesthetics read orthographically (pronounce the word as it is written).
The teacher invites students to choose an algorithm of actions that does not correspond to their leading type of perception, and tell about their impressions when working on this or that material. With the help of childhood impressions, it can be concluded which systems are underdeveloped, but easily developed, and which are not developed at all or are poorly developed and will need to be given more attention. In accordance with this, new groups are created - students with poorly developed systems for the perception of educational material. At this stage, students learn to manage their psychophysiological processes.
A difficult stage begins - students do not just perform actions in accordance with a given algorithm, but look for ways to solve problems on their own. A group of students with an underdeveloped system of kinesthetic perception tries to translate the perceived material into the language of gestures or actions, a group with an underdeveloped visual system tries to translate the material into the language of images, and those with an underdeveloped auditory system of perception try to speak more. As a result, each child develops all three systems of perception of educational material to one degree or another, and he becomes able to fully use each.
To complete teaching children to use the features of their perception, it is necessary to include the next stage in the learning process - an independent choice of the most appropriate form of perception for completing the task. This stage is characterized by the formation of children's ability to find the most convenient for them and fast way performing certain tasks. At this stage, it is required to perform tasks not subconsciously, relying on the psychological characteristics of your body, but meaningfully.
It's no secret that the school curriculum is complex and, at the same time, not harmonious: some subjects are full of logical exercises, while others, on the contrary, are figurative and visual. The explanation of the teacher and the choice of methodological aids by him does not always coincide with the peculiarities of the student's perception. Students are faced with a difficult task - to restructure the information presented to their leading modality, to process it into a form acceptable to them and to demonstrate feedback to the teacher.
Well, if the student owns all three ways of transmitting information, then he will be able to successfully assimilate and reproduce it. The rest of the children also need to quickly process information and fix it in memory. If students have gone through all the stages of learning to take into account the peculiarities of perception, they can easily find a way to act when performing a particular task and form the correct style of study work. For example, in mathematics, many tasks are designed for analytical thinking, which makes it difficult for visuals and kinesthetics. For auditory learners, speech is difficult to compose in development lessons, since this type of work requires a holistic perception of the world, and knowing the ways of visual activity, the auditory learner will try to organize his work in accordance with the characteristics of the task. (Compiling the story in parts, he clearly distinguished the stages of composition, the auditory composes a complete picture of writing, then pronounces the planned work and writes it).
Working in the conditions of taking into account the peculiarities of students' perception for four years, I realized that with this organization of the educational process, students not only effectively master the educational material, but also get used to constantly working in the lesson for a long time, without being distracted, since the material offered by the teacher , they understand, students feel comfortable. Children are full participants in the pedagogical process. In the community of a teacher and a student, in their joint work, a style of activity, communication is formed, the natural inclinations of children are revealed, and their abilities are developed.
A) How was the preparation of students for the perception of new educational material:
Was the installation for active work in the lesson created? How?
Was there a reliance on the positive motives of the teaching? What techniques did the teacher use to activate cognitive interest?
B) What methods of educational work were used by the teacher (correlation between general and specific, visual and abstract)?
How was the observation of the studied objects, phenomena or linguistic phenomena, etc., organized?
How was the practical activity of students carried out in the perception and observation of facts?
C) What methods of illustration and demonstration of educational material were used in the lesson (images, symbols, visualization, reading a textbook, explanation, etc.):
2. Ways for students to comprehend educational material:
How was the transition from the perception of educational material to its comprehension and understanding organized?
Did students get involved in basic mental operations (analysis, synthesis, classification, generalization, systematization)? What methods and means of teaching did the teacher use for this?
How do schoolchildren learn to single out in the educational material the main, most significant, basic ideas, key words, essential features of concepts? Do students learn the ability to make summaries, conclusions, generalizations?
How did the teacher take into account the stages of formation of mental actions (according to Galperin)? What stages of independent mental activity have students mastered?
3. Techniques for consolidating and memorizing educational material:
How did the teacher organize the work to consolidate the educational material?
What methods and techniques were used?
What types of learning did the teacher use in the lesson?
5. Application of knowledge in practice:
Has knowledge been put into practice? What was it expressed in?
What methods did the teacher use for this (connection with life, creation of special situations, tasks of practical content, etc.)?
Annex 12
Memo on the preparation and conduct of educational events
Forms of extracurricular educational activities: episodic and systematic. It is customary to refer to episodic matinees, olympiads, KVN, competitions, quizzes, conversations, excursions, themed holidays etc. To systematic - circles on subjects, clubs on interests.
Necessary:
1. Together with the teacher, choose the form of extracurricular activities and clarify the topic (which sections of the program will be used).
2. Formulate the educational, educational and developmental objectives of the event.
3. Get acquainted with the methodological and popular science literature, think about what material, methods and techniques of work are most appropriate to use.
4. Think about logic and content preparatory work:
What do you need to prepare for the lesson?
How to arrange the premises in which the event will take place;
What equipment will be required;
How to interest and involve all students in voluntary participation;
5. Make a detailed summary of the event.
When drawing up a plan-outline of an educational event, certain requirements for content and design should be followed.
SUMMARY OF EDUCATIONAL EVENT
By __________ (subject) in __________ class _________ high school № ________
The date of the__________
Form of the lesson ______________
Topic______________________
Tasks: 1. educational __________________
2.educational ___________________
3. developing _____________________
Equipment and design sketch of the venue, layout. Preparation for the lesson: terms, content and forms of work, responsible.
The structure and content of the lesson (by minutes).
General conclusions.
List of used literature.
Annex 13
Memo on the organization and conduct of educational activities.
A trainee student should remember that any educational event contains three main stages: preparation, conduct, summing up.
Preparation period
The success of the event largely depends on the quality of the preparation. The event starts from the moment of its preparation, because. preliminary work with schoolchildren is often the most significant in the upbringing and educational sense.
The essence of the preparatory period lies, first of all, in the emotional mood of the team.
All children should want to be involved.
To do this, whenever possible, each student needs to determine the assignment, give the task, determine the role.
An important place in the preparatory period is the selection of materials, literature, preparation of funds, drawings, posters and much more.
Even where the selection of material does not take a long time (visiting an exhibition, theater, organizing an excursion), the teacher needs to get acquainted in advance with reviews of the performance, exhibition, talk with the guide, prepare students for perception, and remind them of the culture of behavior in public places.
It is necessary to set deadlines, time of the event and strictly follow them, excluding transfers.
2. Holding an event consists of the following components:
1. Organizational moment.
2. Psychological attitude.
4. Final moment.
5. Homework.
3. Summing up comes down to an analysis of the activities of the team, evaluation of the actions of all participants, thanks and awards to the best.
Annex 14
Tatyana Kokolova
Perception educational information, psychophysiological features
Kokolova T.V., teacher psychologist,
Cheremisina B. I. - student of grade 9, Nilmaer I. A. - student of grade 9
KNOW , Tomsk
AT educational process, the main task of the teacher is to ensure that students master training material with maximum lightness and as strong as possible. At the same time, the teacher needs to understand that there may be a discrepancy between his preferred channel and the leading channel of the high school student. After all, what seems optimal to the teacher may not be available to the student. The difference in modalities is one of the reasons why students find themselves in unequal learning conditions. Therefore, the teacher must take into account the individual peculiarities of perception of each student.
The humanization of education, which dominates today in the educational space, is a new educational paradigm.
One way to improve educational activity is its individualization associated with the creation of conditions for meeting the needs of the subject in the implementation of his cognitive activity in accordance with individual style features. Approximation of technology to a person, to his individual features is currently a sustainable educational trend.
Within the framework of neurophysiological concepts, it is assumed that information we receive about the world around us using three main channels perception: visual, auditory, kinesthetic. The priority for each person is usually one channel. It is believed that it is through the leading channel that the main flow enters information. If we take into account the leading channel of the interlocutor, then using their preferred "keys" perception We optimize the communication process. If the communication process is built without taking into account the leading channel perception, then most of information will not be accepted [ 4 ].
AT educational In the course of the gymnasium, the main task of the teacher is to ensure that students master training material with maximum lightness and as strong as possible. At the same time, the teacher needs to understand that there may be a discrepancy between his preferred channel perception and processing of information(what we prefer is what we use) and the leading channel of the student. The difference in modalities is one of the reasons why students find themselves in unequal learning conditions.
The teacher needs to take into account individual peculiarities of perception of each student.
Therefore, the material of the study allows us to study psychophysiological features of the perception of educational information students and offer recommendations on how to organize educational the process of the gymnasium, taking into account them.
As a result of studying psychophysiological features of students' perception of educational information, perform a number of tasks as, characterize perception as mental cognitive process, consider the physiological foundations perception, reveal the essence of the concept of the leading channel perception of information, we will study the leading channel students' perception of information.
So perception- this is a holistic reflection of objects, situations, phenomena arising from the direct impact of physical stimuli on the receptor surfaces of the sense organs. Therefore, a huge role in perception plays our desire perceive this or that object, consciousness of necessity or obligation accept it, volitional efforts aimed at achieving the best perception, perseverance, which we show in these cases.
Having begun in the sense organs, nervous excitations caused by external stimuli pass to the nerve centers, where they cover various zones of the cortex and interact with other nervous excitations. This whole network of excitations, interacting with each other and widely covering different zones of the cortex, constitutes the physiological basis perception.
Because the perception closely related to sensation, we can assume that it, like sensation, is a reflex process. reflex basis perception revealed and. P. Pavlov [3].
Normal perception is the result of the interaction of a number of analyzers. Motor sensations are involved to one degree or another in all types of perception. An example is the tangible perception, which involves tactile and kinesthetic analyzers. Similarly, in auditory and visual perception the motor analyzer is also involved. Different kinds perception rarely found in pure form. They are usually combined, resulting in complex species. perception.Thus, we have considered the concept perception, properties perception.
Because perception always includes sensations received from different sense organs, then the physiological processes underlying perception, include excitation processes that begin in the sense organs under the influence of objects from the outside world and are transmitted along the centripetal nerves to the cerebral cortex.
Therefore, the physiological basis perception constitutes a network of excitations interacting with each other and widely covering different areas of the cerebral cortex. Having begun in the sense organs, nervous excitations caused by external stimuli pass to the nerve centers, where they cover various zones of the cortex and interact with other nervous excitations.
Based on modern psychological literature, there are several ways to classify perception. Based on one of the classifications perception, as well as sensations, there are differences in the analyzers involved in perception.
Depending on the people can be conditionally divided into four categories.
1. Visuals are people perceive most of the information with the help of vision.
2. Audials - those who mostly receive information through the auditory canal.
3. Kinesthetics are people receiving most of the information through other sensations (smell, touch, etc.) and through movement.
4. Discrets (digital)- they have perception of information occurs mainly through logical comprehension, with the help of numbers, signs, logical arguments. This category is perhaps the smallest among people.
Therefore, since all students are different perceive information, then it must be given taking into account features of perception and processing of information based on the difference between parsers involved in perception.
We've done a study. The study was conducted on the basis of NOU "Catholic gymnasium in Tomsk". The study involved 10 people of the 9th grade and 10 people of the 7th grade, the age of the respondents is 13-15 years. For the study, the method was used "Identification of the leading channel perception» .
The results of the survey of students - analysis of the results allows us to conclude that 48% of the students surveyed have the leading channel perception of information is kinesthetic, 36% - visual, 16% - auditory.
To form a complete educational activities it is important for the student to know way performing various exercises. This forms special characteristic of the student's style learning activities, which improves the efficiency of assimilation educational material. Subsequently, this will help to develop an individual style of professional activity that develops for each person. Process perception closely associated with psychological processes, as thinking, speech, manifestation of feelings, expression of will, therefore, on how fully the student accept information and how he builds his activities in relation to the object under study, the level of his professionalism will depend.
The teacher must consider the leading type students' perceptions perception features the teacher needs to learn how to present the material in all three modalities.
When teaching, the teacher claims to have a multi-sensory representation information. This approach will affect the majority of students and allow them to receive information by selecting your input channel. In addition, multisensory learning reinforces memorization, since the more information channels, the better the living memory. Naturally, multi-sensory learning enhances students' additional sensory channels.
So, kinesthetic learners should not be forced to sit still in class, because during movement they remember the material more firmly, you can use gestures, touches. It is important to remember that these people are characterized by a low speed of thought processes. We need to use action words more often. When presenting new material, try to be as close as possible to this group in order to help in completing the task if necessary. And since the main thing for kinesthetics is sensations, the teacher can also help with actions. (correct the hand, correctly position the body, etc.). If he looks down more often, blushes easily and breathes deeply, communicating, constantly twisting something in his hands, touching the interlocutor - this is a kinesthetic. Kinesthetics make up 40% of the population.
Kinesthetic learners need more time to "to feel" deciding how to draw a picture for the visuals, and for the audials to evaluate the sound. Therefore, they seem to think more slowly. They make longer pauses between phrases, often annoying the interlocutor. It is difficult for kinesthetics to concentrate their attention, it is easy to distract them with anything.
Visuals can be asked to sketch their impressions, so they should have a sheet of paper handy, pay more attention to the description items: their color, shape, location. When giving a task, try to highlight paragraphs with color, especially important words and sentences. Use figurative expressions, pay great attention to clarity (bright pictures, posters, diagrams, geographical maps) . Visuals speak quickly and sharply, often looking up when they remember. When talking, they need a large distance, a field of view. Their text will contain the words "look", "show", "demonstrate", "illustrate", "reflect" etc. About 35% of people are visuals. When visuals think, they draw pictures in their minds. They understand how to act because they see their actions. If you express your thoughts in visual terms, they understand you and feel comfortable. They have excellent visual memory. They can describe things that they once saw with precision, remember colors and shapes clearly [6].
In the process of thinking, visuals usually look in three directions: up - right when thinking about the future and creating images. Up - to the left when thinking about the past. Straight ahead with unfocused eyes (a sure sign that you have a contemplative visual). You can try to determine if the visual is telling the truth by observing his behavior. If the gaze of the visual is directed upwards and to the right, then he is insincere. He imagines events that have not yet happened. If he remembers what has already happened, his gaze will be directed up and to the left.
Communicating with this person, you need not to tell, but to show. If you need to explain something, it is better to draw a graph. In conversation and explanations, you should not stand in front of him, but beside him, outlining a common perspective for both of you.
Audials must be allowed to pronounce words, move their lips, make sounds in the process of performing tasks. When working with a group of auditory people, try to use the possibilities of intonation and voice modulation. (loud - quiet, high - low, pauses). If possible, include audio and dictaphone recordings. It is advisable to supplement the description of paintings or any objects with music. Highlighting the main parts of the text, sentences, "dangerous places" in words, accompany with clap or rhythmic movements.
For auditory people, all the rises and falls of voices are important, they themselves speak rhythmically and measuredly - or, on the contrary, melodiously and love to hear their own voice. They nod to the rhythm of their speech - and, listening, turn their ear to the speaker. They will tell you very thoroughly, with all the details. It is difficult to listen and speak at the same time. People, perceiving the world predominantly through sounds, make up approximately 25% of the population.
Audials pay attention to the pitch, timbre, tempo, intonation. Auditory speech is characterized by words such as "tone", "sound", "to tell" etc. They often tend to talk to themselves or mutter something under their breath. it way solve the problem by speaking it out loud. Auditory speech is characterized by regularity, rhythm, slowness - awareness of each word, unlike visuals, who speak in a high voice and breathe rapidly.
characteristic direction glance: to the side - to the right when thinking about the future. To the side - to the left, when they remember the past. Like a visual judging information with a defocused gaze straight ahead, the auditory comprehends what was said with a look down - to the left. When an auditory student looks in this direction, one should stop and let him think. If you keep talking, he won't hear you. Audials, like visuals, love illustrative material, only perceive it differently.
Discrets are also called boolean types because they receive information, remember, store and reproduced in the form of diagrams, logical chains, formulas, dependencies and so on. So, the speech of the discretes is exclusively logical: it contains at a minimum words corresponding to the classical perception people through the senses. The discrete will speak logically and about logical processes, and not about beauty or sound, colors or sounds, emotions or other characteristics of the things discussed. His speech will be like automatic: without special shades, intonation and emotion. The discrete usually uses words like "firstly", "due to", "therefore", "this means", "thus" etc. In addition, there is an opinion that discrets are generally difficult to communicate and rarely open to other people. Discrets are often described as notorious and closed people. But, most likely, being sensitive people, they simply try to hide it in themselves, without demonstrating their emotionality to others.
Visual contact during a conversation distracts discretists, so they avert their eyes to the side. Discrets do not look eye-to-eye, so as not to lose the thread of the conversation and choose the right words (that is, if a person does not look into your eyes, this does not mean at all that he is lying). In addition, discretes with the help of touch and other physical sensations return from their thoughts to the surrounding reality. It is very difficult for discrets to communicate with other people, since others are simply unable to understand their logical connections, analytical schemes and other "abstruseness". But they themselves are good perceive.
It is believed that discretes are not born, but become. A person learns speech much later than perception and self-expression through the leading senses. Therefore, when defining the leading type perception in children, the “discrete” type is often not even considered. Some experts believe that discretes most likely do not suspect that they are discretes. And even if they are sure of it, they will never admit it.
An important factor that has a significant impact on the efficiency of mastering the material and the formation of a positive image of the teacher as a professional is the preferred style of teaching.
So we have considered features of learning, taking into account the psychophysiological characteristics of students.
To form a complete educational activities it is important for the student to know features of their perception to find the most effective for him way performing various tasks.
The teacher must take into account the leading type student's perception. With the differentiation of training depending on perception features the teacher needs to learn how to present the material in all three modalities, and for each type perception it is important to fulfill certain conditions. Also, knowing the teacher's teaching style, one can more correctly notice which students are experiencing difficulties and make appropriate adjustments.
Bibliography.
1. Kinesiologist: Sensory modalities in NLP: Educational site. URL: http://kineziolog.bodhy.ru (the date appeals: 20.11.2012) .
2. Maklakov A. G. General psychology: Textbook for universities. St. Petersburg: publishing house Piter, 2008. 583 p.
3. Psychology from A to Z: General perception features: Educational site. URL: http://psyznaiyka.net (the date appeals: 4.11.2012) .
4. University student: Psychology: Educational site. URL: http://studentu-vuza.ru (date of access 20.11.2012).
5. Maklakov A. G. General psychology: Library Gumer: URL: http://www.gumer.info (Date of access 12/16/2012).
6. General psychology: URL: http://all-psychology.ru (Date of access 12/16/2012).
7. Psychology of perception: stripped psychology: Educational website: URL: http://siteprovse.com (accessed 4.11.2012).
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GOU VPO "Shadrinsky State Pedagogical Institute"
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Operceptual featureslearning materialone hundredrshklassniki in physics lessons
Completed: student 303gr.
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Opletayeva A.A.
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Shadrinsk, 2009
Introduction
Chapter 1. Theoretical aspects of the study of the characteristics of perception in high school students
1.1 General concept of perception and its types
1.2 Features of perception in high school students
1.3 Development of perception in high school students
Chapter 2 empirical research perceptions of high school students
2.1 Research methods
2.2 Description of the course and results of the study
in physics lessons
Conclusion
Bibliography
Application
Introduction
The personal characteristics and attitude of the senior student to the problems of the surrounding world form his views on his personal and professional future. Such a mental process as perception helps to correct these views throughout the senior classes. Perception is a kind of synthesis of all sensations and ideas received by a person when interacting with the world around him. Various situations allow perception to adjust the behavior and motives of a person, correlating them with changed conditions. The properties and features of perception will be discussed in this course work.
Perception is an extremely complex mental process, the foundations of which are both unconscious and conscious components. Perception can be defined as a mental activity. In this case, it is obviously considered as active, conscious, arbitrarily regulated. Perception is the basis of cognition and flows together, inseparably with attention, thinking, memory and other mental processes. Operating in a mental way leads to an adequate reflection of the external environment in relation to the person.
Manifestations of perception in everyday life are diverse. One of the most common manifestations is manifestations of observation. The activity of observation includes the unconscious bases of perception and its conscious regulation.
The relevance of research. Perception performs one of the most important functions in the personal development of an older student, which largely determines his future professional growth and features of self-esteem and development. The development of perception helps a high school student to better and more confidently decide on his future, helps to form educational and professional interests, and prepare for a future adult life.
Subject of study. Features of perception of high school students.
Object of study. The perception of students.
The purpose of the course work is to describe the features of the development of perception in high school students through theoretical analysis and description of various research methods.
Main tasks: consideration of the properties of perception, features of perception and its development in high school students; study of perception research methods, recommendations for its development.
Chapter 1.TheoreticalAspectsresearchpersonnnosti perceptionhigh school students
1.1 General concept ofperceptionand its types
Among the mental processes of a person, memory, attention, thinking, perception occupies a special place. It can be called the basis of human knowledge. The visible and audible world does not enter into a person directly. For its perception, a mental image is needed, the elements of which are then “operated” by other cognitive processes. The activity of human perception is specifically aimed at creating such an image of the external environment, the objective world (21; 8).
Perception is a holistic reflection of objects, situations, phenomena arising from the direct impact of physical stimuli on the receptor surfaces of the sense organs. Researcher E. Titchener noted that "perception" occurs when most of the simple processes that make up the complex are the result of excitation of the organ of sensation "(19; 22).
Perception acts as a meaningful (including decision-making) and signified (associated with speech) synthesis of various sensations received from integral objects or complex phenomena perceived as a whole. This synthesis appears in the form of an image of a given object or phenomenon, which is formed in the course of their active reflection. This thesis can be clearly illustrated by a quote from A.V. Zaporozhets:
“Compared with pure sensation, everything that affects our senses causes something more in us: it excites processes in the cerebral hemispheres, which are partly due to modifications in the structure of our brain, produced in it by previous impressions; in our minds, these processes cause ideas that are somehow connected with this sensation. The first such idea is the representation of the object to which the given sensible property refers. Awareness of known material objects that are in front of our senses is what is currently called perception in psychology ”(7; 211).
“Perception is a sensual reflection of an object or phenomenon of objective reality that affects our senses. The perception of a person is not only a sensual image, but also the awareness of an object that stands out from the environment and opposes the subject. Awareness of a sensually given object is the main, most significant distinguishing feature of perception, ”S.L. Rubinshtein points out in his work (18; 242).
From the perspective of activity theory, perception is an active process. In the process of active reflection of the objectively existing environment, its subjective image is built and corrected. In fact, the image is a product of perception as knowledge. Since it is in images, sensual and mental, that the result of perception is manifested (13; c.58).
The activity of perception reveals itself in perceptual actions. Action, according to the theory of activity, is always purposeful. Perceptual actions add up to a system. It includes such processes as identification, search, detection, etc. Perceptual action “occurs when the goal is set in specific conditions, that is, it acts as a task. There is a well-known rule: when you set a perceptual goal, you must set it under certain conditions, otherwise you will not be able to act, that is, you will have to detect conditions, and this is difficult, long and may fail, so if you can immediately set a goal in the form tasks, that is, to give a goal under certain conditions, then this is usually done in this way” (10; 140).
Among the most important features of perception identified by researchers, it is worth noting the following: objectivity, integrity, structure, constancy, apperception, etc.
The objectivity of perception is not an innate quality; there is a certain system of actions that gives the subject the opportunity to open object world. The objectivity of perception is understood as the relation of all information received with the help of the senses about outside world to the objects themselves. This is the ability of the subject to perceive the world not in the form of a set of sensations that are not connected with each other, but in the form of objects separate from each other that have properties that cause these sensations (3; 31).
Touch and movement play a decisive role here. As a feature of perception, objectivity is of great importance for the regulation of behavior. A brick and a block with explosives can be perceived as similar in appearance and on Touch, but they are completely different in purpose. Usually objects are defined not by their appearance, but according to how they are used in practice, or according to their basic qualities. Objectivity plays important role in the further formation of the most perceptual processes. When a discrepancy arises between the external world and its reflection, the subject must look for new ways of perceiving that will provide a correct reflection.
integrity and structure. Perception is holistic , for it reflects not isolated qualities of stimuli, but the relationship between them. Representatives of Gestalt psychology were the first to pay attention to the integrity of perception, they also have the merit of establishing most of the facts proving the importance of this property of perception (6; 87).
Perceiving a certain object, we single out its individual features, properties and at the same time combine them into a single whole, thanks to which we have its holistic image.
The integrity of perception is expressed in the fact that the image of perceived objects is not given in a completely finished form with all the necessary elements, but, as it were, is mentally completed to some integral form based on the largest set of elements. This happens if some details of the object are not directly perceived by a person at a given moment in time.
Constancy. The integrity of perception is closely related to its constancy. , which is understood as the relative independence of the perceived characteristics of an object from their reflections on the receptor surfaces. Due to constancy, objects are perceived as relatively constant in shape, color, size and position (12; 155).
If an object is perceived at some distance from the one who perceives, then its display on the retina decreases both in length and horizontally, i.e. its area also decreases, but meanwhile, in perception, the image will retain, within certain limits, approximately the same size characteristic of objects. Also, the form of the object display on the retina will change with each change in the angle of view from which we see the object, however, its shape is perceived by us as more or less constant.
Constancy takes place in the visual perception of the shape and color of objects. For example, when students look at a set of vegetables on the table in a drawing lesson, everyone perceives them from their own point of view. But the images of these objects retain constant dimensions.
Apperception. His interests, attitudes, aspirations, feelings, attitudes and beliefs are connected with the previous experience of a person, which also affect her perception of objects and phenomena of the surrounding reality. It is known that the perception of a picture, a melody, a motion picture in different people is not the same. There are times when a person perceives not what is, but what she wants. Apperception is the dependence of the content and direction of perception on the experience of a person, his interests, attitude to life, attitudes, knowledge.
Apperception is one of the most important features of perception. It is not the eye that perceives by itself, it is not the isolated ear that hears the sound, the tongue does not distinguish taste qualities separately. All types of perception are carried out by a specific living person. Perception always manifests the individual characteristics of a person, his desires, interests, a certain attitude towards an object or phenomenon (12; 155-156).
Thus, perception is a complex and interrelated process with a large number of different properties and features, the development of which helps a person in different periods of his life to better understand and perceive the surrounding reality. Features such as constancy and apperception allow a person who has not yet reached adulthood to perceive objects and phenomena more holistically, to better concentrate hearing and smell, various taste qualities. Perception helps a person more adequately and successfully adapt to possible changes in his social environment, as well as develop the necessary professional skills for entering adulthood.
1.2 Ofeatureand perception in high school students
According to researchers, the chronological boundaries of youth in science are defined in different ways. The boundary between adolescence and adolescence is rather arbitrary, and in some periodization schemes (mainly in Western psychology), the age from 14 to 17 is considered as the end of adolescence, while in others they are attributed to youth (22; 263).
This period of growing up is characterized by the setting of developmental tasks, which, first of all, rely on the psychological theories of the interpretation of youth. The set of tasks was formulated by the famous German psychologist H. Remschmidt.
Among the tasks that form the features of the perception of a high school student, the following can be distinguished:
Gaining emotional independence from parents and other adults;
Preparation for a professional career, training aimed at obtaining a profession (at a university or directly at the workplace, and even at school - with a differentiated attitude to different academic subjects, when attending preparatory courses, etc.);
Preparing for marriage and family life, the acquisition of knowledge and social readiness to take on the responsibility associated with partnership and family;
Formation of socially responsible behavior, civic activity (including political, ideological, environmental, etc.) (16; 148-149).
Thus, according to the data of H. Remschmidt, the perception of a high school student should be aimed at preparing for a future adult life and obtaining an appropriate profession.
According to R.S. Nemov, “early youth is a period of awareness and acceptance by a person of responsibility for his own fate and the fate of people close to him. This is the beginning of a truly adult, complex, both internally and externally, adaptation to life, including the acceptance of many conventions, social norms, roles and forms of behavior that do not always correspond to the actual attitudes of a person at a given time and in a given situation” (14; 276) .
A similar picture is presented by M.V. Gamezo and others: “At the senior school age, a fairly strong connection is established between professional and educational interests. If a teenager's educational interests determine the choice of a profession, then the opposite is observed for older students: the choice of a profession contributes to the formation of educational interests, they begin to be interested in those subjects that they need in connection with the chosen profession. The choice of a profession contributes to a change in attitude to educational activities. All this creates favorable conditions for familiarizing students with the psychological characteristics of the profession, i.e. those requirements that apply to attention, observation, thinking, will, character and other psychological characteristics of a person in a particular profession” (5; 176-177). Thus, the authors seek to emphasize that the personal characteristics of an older student (will, perception, attention, etc.) are able to correct his future professional self-determination.
The focus on the future, the setting of tasks for professional and personal self-determination affects the entire process of mental development, including the development of cognitive processes.
Education in high school is associated with a significant change and complication of the structure and content of educational material, an increase in its volume, which increases the level of requirements for students. They are expected to be flexible, universal, productive of cognitive activity, clear, independent in solving cognitive problems (22; 270).
Interest in school and learning among high school students, compared with adolescents, is noticeably increased, since learning acquires a direct life meaning associated with the future. There is also a pronounced interest in various sources of information (books, movies, television). The need for self-acquisition of knowledge is growing, cognitive interests are acquiring a broad, stable and effective character, a conscious attitude towards work and learning is growing. Individual focus and selectivity of interests is connected with life plans (20; 73).
The age feature consists in the rapid development of special abilities, often associated with the chosen professional field (mathematical, technical, pedagogical, etc.). As a result, cognitive structures in adolescence acquire a very complex structure and individual originality (22; 271).
The psychological feature of early adolescence is the aspiration to the future. The most important factor personal development, and therefore one of the most important features - perception, is the desire of a high school student to build life plans, to comprehend the construction of a life perspective (22; 274).
A life plan is a broad concept that covers the entire sphere of personal self-determination (occupation, lifestyle, level of aspirations, income level, etc.). For high school students, life plans are often still very vague and cannot be distinguished from dreams. A high school student simply imagines himself in a wide variety of roles, measures the degree of their attractiveness, but does not dare to finally choose something for himself and often does nothing to achieve his plan. The perception of a high school student, therefore, is not yet sufficiently objective; for the development and definition of a specific goal, it is necessary to comprehend the future professional activity.
The more successfully the individual overcomes this first identity crisis, the easier it will be for him to cope with similar experiences in the future (22; 275). It is also worth noting that the complexity or relative simplicity of dealing with an identity crisis largely depends on the intellectual and psychological qualities of the individual himself, his environment, as well as the development of attention, perception, memory and thinking. A clear identification of oneself and the surrounding reality helps to better adapt to the changing conditions of life.
At the same time, emotional susceptibility is often combined with the categorical and straightforward youthful assessments of the environment, with a demonstrative denial of moral axioms, up to moral skepticism. It is important to realize that this is a reflection of one’s own intellectual and moral search, the desire to critically rethink the “primary truths” and accept them no longer as imposed from the outside, but as hard-won and meaningful (20; 77).
Summing up the above, it is worth noting several features for the development of perception in youth:
The emotional sphere in youth is subject to structural changes, so the perception of the opinions of others can be maximalist;
Change value orientations(a look into the future, a possible choice of professions, etc.) contributes to the development of the perception of the “final attitude to life” (a boy or girl perceives the world as a whole);
A change in character traits in youth contributes to the perception of otherness of oneself in relation to others;
The identity crisis observed in adolescence (which Western psychologists pay attention to) can lead to the identification of one's personality within the framework of new conditions (the initial stage of a future adult life). Overcoming this crisis largely depends on mental and psychological criteria, as well as on the development of perception.
1.3 Developmentperceptionhigh school students
Human development, and above all, in early age(up to 25 years old) in domestic psychology since the 20s. XX century was subjected to classification, within which researchers established the features of the formation of thinking, perception, attention and other psychological characteristics. L.S. Vygotsky was one of the first in Russian psychology to put forward such a classification. In his classification, adolescence is defined as puberty (14-18 years) with an intermediate crisis at 17 years (4; 256).
The researcher notes that during the development of a child, including during adolescence, “it takes on a stormy, impetuous, sometimes catastrophic character, it resembles a revolutionary course of events both in terms of the pace of changes taking place and in terms of the meaning of the changes taking place. These are turning points in child development, sometimes taking the form of an acute crisis. The first feature of such periods is, on the one hand, that the boundaries separating the beginning and end of the crisis from adjacent ages, in the highest degree indistinct. The crisis arises imperceptibly - it is difficult to determine the moment of its onset and end. On the other hand, a sharp aggravation of the crisis is characteristic, usually occurring in the middle of this age period. The presence of a culminating point, at which the crisis reaches its apogee, characterizes all critical ages and sharply distinguishes them from stable epochs. child development". L.S. Vygotsky connects this crisis with a drop in academic performance, an increase in conflict with others, and the young man’s perception of the surrounding reality, study, and family also changes, since it is external conditions that determine the course of the crisis (2; 18).
L.S. Vygotsky and A.N. Leontiev, when constructing classifications of the early stage of human life, proceeded from the fact that the leading activity of youth in its development is study. This idea was supported and developed by D. B. Elkonin: “The educational activity of children, that is, the activity in the process of which the assimilation of new knowledge occurs and the management of which is the main task of education, is the leading activity in this period. With its implementation, the child undergoes an intensive formation of intellectual and cognitive forces. The leading significance of educational activity is also determined by the fact that through it the entire system of the child's relations with surrounding adults is mediated, up to personal communication in the family" (23; 65).
Nevertheless, the researcher also noted the crisis of adolescence, highlighted by L.S. Vygotsky. First of all, the crisis is connected with teaching at school. Successes and failures in this field continue to serve as the main criteria for assessing adolescents by adults. In addition, in this period, there is a subordination of relations to a kind of code of partnership. In personal communication, relationships can be built and are built on the basis of not only mutual respect, but also complete trust and community of inner life. Further development of the foundations of thinking and perception, thus, occurs both at school and in communication with peers.
D. B. Elkonin also continued the periodization of the mental development of the child begun by L. S. Vygotsky. The formation of adolescence, as well as in the classification of L.S. Vygotsky, begins with a crisis of 15 years, which is characterized by a change in life orientations and priorities, perception in this crisis is directed towards the formation of ideas about the future adult life. In the development of children, D.B. Elkonin considered it necessary to distinguish stages, and not just time intervals. He considered age as "a relatively closed period, the significance of which is determined primarily by its place and functional significance on the general curve of child development" (23; 271). Each psychological age is characterized by indicators that are in complex relationships with each other:
Social development situation;
leading activity;
Major innovations.
The social situation of development is defined as the actual place of the child in social conditions, his attitude towards them and the nature of his activity in them. Inextricably linked with a child's life in a certain social situation are the child's typical activities for a given age, which constitute his second most important characteristic (22; 147).
Leading activity is the activity that takes the child the most time. For adolescence, the leading activity can be the personalization of educational activities, orientation towards the choice of a future profession, and the development of possible professional skills.
According to A.N. Leontiev, adolescence “is marked by an increase in criticality in relation to the requirements, actions, personal qualities of adults and the birth of new, for the first time truly theoretical interests. An older student has a need to know not only the reality surrounding him, but also what is known about this reality” (11; 511). The change in the perception of a young man is associated primarily, according to the researcher, with a change in social relations in his life, which, accordingly, leads to a change in the driving forces for the development of his psyche.
Thus, according to A.N. Leontiev, “So, in studying the development of the child’s psyche, one should proceed from an analysis of the development of his activity as it develops in the given specific conditions of his life. Only with such an approach can the role of both the external conditions of the child's life and the inclinations that he possesses be clarified. Only with such an approach, proceeding from an analysis of the content of the child’s developing activity itself, can the leading role of upbringing, which affects precisely the child’s activity, his relationship to reality, and therefore determines his psyche, his consciousness, be correctly understood.
Life or activity as a whole does not, however, mechanically consist of separate types of activity. Some activities are leading at this stage and are of greater importance for the further development of the personality, others are less important; some play a major role in development, others a subordinate one. Therefore, it is necessary to talk about the dependence of the development of the psyche not on activity in general, but on the leading activity (6; 93).
In accordance with this, it can be said that each stage of mental development is characterized by a definite, leading attitude of the child to reality at that stage, by a definite, leading type of his activity.
A sign of the transition from one stage to another is precisely the change in the leading type of activity, the leading relationship of the child to reality” (11; 512-513).
Thus, the study of the characteristics of perception in older students has rich experience in domestic psychology. As early as the beginning of the 20th century, a classification was developed that distinguishes the transitional age among older schoolchildren (L.S. Vygotsky, D.B. Elkonin and others). This transitional age is characterized by dramatic changes in the child's thinking, perception, attention, and intellect, and can be "revolutionary". Among good points it is worth noting the quantitative and qualitative change in the intellectual sphere, the formation of a focus on the future, the bad side is the decline in academic performance, conflict communication with peers, teachers and parents. The leading activity at this stage of life is the orientation towards the future choice of profession.
Chapter 2. Empirical researchperceptionhigh school students
2.1 Research methods
Main empirical methods, which are used in the analysis of the development of perception in high school students - these are methods of collecting facts, clarifying trends, the dynamics of mental development, which unfolds over time.
Initially, the method of observation was singled out, which was used by researchers (I.Ten, Ch.Darwin, etc.) since the end of the 19th century. The method was local and was used by scientists when observing the development of their children in the natural environment. Nevertheless, shortcomings of this method were almost immediately identified - the lack of a pre-compiled program, the uncertainty of tasks, the unsystematic nature of observations and the incompleteness of records, etc. Observations were carried out for different purposes and were poorly comparable with each other, often emphasized subjectively significant facts and lines of development (22; 23-24).
As a scientific, objective method of observation, it presupposes a systematic and purposeful fixation of psychological facts in the natural conditions of everyday life. Observation as a scientific method of research should not be reduced to a simple registration of facts, its main goal is a scientific explanation of the causes of a particular phenomenon.
Certain difficulties of this method are also noted: extreme laboriousness, large time costs, passive wait-and-see position of the researcher, high probability of missing psychological facts if they are new or merged with many incidental phenomena; the danger of subjectivity in the collection and processing of data, in the interpretation of the results; impossibility of verification; limited use of mathematical methods of data processing.
The experiment involves the active intervention of the researcher in the activities of the subject in order to create conditions in which a psychological fact is revealed. The researcher deliberately creates and changes the conditions in which human activity takes place, sets tasks, and judges the psychological characteristics of the subject based on the results (22; 25-26).
Allocate laboratory and natural experiment. A laboratory experiment is carried out under deliberately created conditions, using special equipment; the actions of the subject are determined by the instruction. In a laboratory experiment, the dependent and independent variables are controlled particularly strictly. The disadvantage of a laboratory experiment is the extreme difficulty of transferring the results to real life conditions.
The idea of a natural experiment was put forward by A.F. Lazursky, who called for an in-depth development of new forms of pedagogical experiment. In order to organize a natural experiment, it is necessary, according to A.F. Lazursky, to solve the problem of choosing such types of activity in which the typical or individual characteristics of the subjects would be especially characteristic. After that, a model of activity is created that is very close to those activities that are common (natural) for the participants. For example, a natural experiment in a kindergarten group is often constructed in the form didactic game (22; 27).
In addition to the main methods of empirical research, a number of additional ones can be distinguished. Auxiliary research methods (in a huge variety of specific techniques and methodological techniques), as a rule, are used in combination.
First of all, this is the clarification of knowledge, opinions, ideas, attitudes, etc., on a wide range of issues of people of different age categories through conversations, interviews, questionnaires, and testing.
Analysis of activity products (drawings, applications, design, musical, literary creativity) is used for a wide variety of purposes (22; 28-29).
For example, numerous drawing techniques (drawings of a family, a person, a friend, a school, etc.) serve as a tool for diagnosing the intellectual sphere, emotional and personality traits both children and adults. It should be noted that sometimes for the correct interpretation of the drawing, it is necessary to observe the process of its creation. In addition, the same external signs - symptoms - in the works of subjects of different psychological ages can be regarded differently (15; 12).
The cross-cultural method of research involves comparing and identifying the features of the mental development of the younger generation in different cultures: in the conditions of a culture of the European type and Eastern culture, the culture of a modern technological society and the so-called traditional society, etc. A person belonging to a particular society tends to perceive some models of development as some naturally unconditional form. Cross-cultural comparison provides an opportunity to take a fresh look at already known and familiar things (22; 29-30).
The scheme of organization (construction) of empirical research is essential for developmental psychology. The most specific in relation to the tasks of developmental psychology is the method of sections. The slicing method as a whole is a statement (measurement) of the state of an object at different stages of its development. A sectional study can be organized in two ways: according to the principle of the so-called transverse or longitudinal sections. With cross sections, comparison of people of different ages can be carried out simultaneously. Groups of subjects of different ages are selected and their results are compared (for example, they compare how children of six, eight and ten years of age understand the hidden meaning of proverbs). Based on the data of the study, an averaged curve is constructed, which clearly demonstrates the picture of the improvement of the process under study. At the same time, it remains unknown why, by what mechanisms this happens (22; 30).
According to R.S. Nemov, the methods of diagnosing older students differ from the methods of diagnosing adolescents, which is primarily due to changing interests and needs. Therefore, when choosing the right set of methods for the versatile psychodiagnostics of older preschoolers, it is necessary to focus on what is important and relevant specifically for youth. For example, the desire for in-depth self-knowledge, for self-improvement, for the analysis of one’s feelings and intimate relationships is psychological problems, the most significant for youth; on the other hand, issues such as the purpose and meaning of life, loneliness, lifestyle and professional achievements, I excite adults more than boys and girls.
Nevertheless, when evaluating the psychodiagnostics of boys and girls, it is advisable to compare their individual data not with the norms developed for adults, but with the norms characteristic of young people of the same age as the tested themselves.
Testing at senior school age is recommended to be carried out in the usual conditions for boys and girls. Such conditions, in particular, are classes in the classroom at school, including classes in psychology. Practical acquaintance with the methods of psychodiagnostics is organically included in the program and content of such classes, so the testing procedure fits well into them (14; 277).
2.2 Description of the moveand resultsresearch
Methods of studying observation in older schoolchildren. Offer the student an object and ask him to give a description of this object. The material for observation should be simple, close to children and at the same time non-educational.
The protocol records the statements of the subject, the features of his behavior. Characterize the characteristics of the student's observation according to the following plan:
1. Does a high school student quickly or slowly join the observation process? How long is it in time?
2. Does the student accept the task of observation immediately or does it need to be clarified, formulated anew?
3. What parts of the object does the student isolate? How does he describe each of them? Does it highlight subtle details?
4. How does it characterize the color, shades of colors, features of the shape of the object?
5. Independence of observation.
6. How active when observing?
7. Is there consistency in observation?
8. The emotional state of the child during observation.
I did a little research on this technique.
The described object is a mobile phone.
1st subject:
1. Quickly joins the observation process; The experiment lasts no more than 5 minutes.
2. Accepts the task of observation immediately, it does not need to be clarified, formulated anew.
3. The subject isolates the following parts of the object: body, screen, buttons, camera, speaker. Each of them is described as follows: a body with no visible defects, a darkish color, cool buttons, a small screen, a good camera, a weak speaker.
4. In general, the proposed object is described as follows: rectangular, flat, darkish in color, no visible defects on the body, small screen, cool buttons, good camera, weak speaker, weighty, multifunctional, practical, convenient, easy to use.
5. For the first subject, independence of observation can be noted.
6. Quite active in describing the object.
8. For this subject, an optimistic attitude can be noted.
2nd subject:
1. As well as the first one, it quickly joins the observation process.
2. Accepts the observation task at once; The experiment lasts 3 minutes.
3. Isolates such parts of the object: body, screen, display, buttons, camera, speakers.
4. The description of the object by the subjects consisted of the following sequence: a blue phone, rectangular in shape, a thin, color display, a two-megapixel camera, two speakers, blue buttons, an iron case, the screen has a mirror coating.
5. Independent in observation.
6. You can note the activity in the description of the object.
7. There is consistency in observation.
8. You can note the interest of the subject, attention to detail.
Conclusion. This technique allows you to note the features of observation, attention and perception of the subject in his appeal to trifles, details, the presented picture as a whole. It is possible to note and correct such properties as the selectivity of observation and the integrity of perception by identifying small details of the analyzed object.
My research showed that the perception of these high school students is at a high level of development.
The most important factor in the successful formation of solid knowledge in physics is the development of students' educational and cognitive enthusiasm in the classroom, which is achieved by the intellectual and emotional preparation of students for the perception of new educational material. The latter involves the widespread use of the system of teaching aids in a fully equipped physics classroom, which allows the teacher to use any teaching aids in a complex, in the system, with the least amount of time and effort.
The problem of stimulating schoolchildren to learn is not new: it was posed as early as the 1940s and 1950s. I.A.Kairov, M.A.Danilov, R.G.Lember. In subsequent years, the attention of the leading methodologists-physicists of our country (V.G. Razumovsky, A.V. Usova, L.S. Khizhnyakova, etc.) was attracted to it. They set the task of forming positive motives for learning as one of the most important in teaching physics, because a high level of motivation for learning activities in the classroom and interest in the subject is the first factor indicating the effectiveness of the modern lesson.
In the practice of the school, considerable experience has already been accumulated in activating the cognitive activity of students in teaching physics. But it often happens that the method described in the literature or a separate technique does not give the expected results. The reason is that: firstly, each particular class has its own experience of cognitive activity and its own level of development, and secondly, times change, and with them the mores and interests of children. Therefore, we believe that the problem of enhancing cognitive activity will exist at all times.
The activation of cognitive activity, including the perception of high school students, largely depends on the characteristics of the presentation of the material by the teacher. With a properly constructed explanation of the material, the teacher not only gives students knowledge, but also organizes their cognitive activity.
The methods of oral monologue presentation of the material by the teacher include story and explanation. The nature of physics as a science, reflected in the cognitive tasks of the school course, requires that the main method of monologue presentation of the material be explanation, i.e. strictly logically substantiated disclosure of the studied issues. An evidence-based presentation of cognitive tasks in physics lessons provides a deeper assimilation of the material.
The teacher of physics needs to know that to present the material of the lesson with evidentiary methods - this means that it must be derived either from experience or theoretically, using inferences by induction, deduction and analogy. Deduction is a reasoning only from the general to the particular, and induction - from the particular to the general.
The use of inductive methods of explanation in the learning process contributes to the development of concrete-figurative thinking of students, teaches them to observe phenomena and notice something in common, essential in them. The use of deductive techniques contributes to the development of students' theoretical, abstract thinking, teaches them .
One of the methods of explaining the material in physics lessons is the use of analogy. When constructing an inference by analogy:
Analyze the object under study;
Detect its similarity with a previously studied or well-known object;
The known properties of a previously studied object are transferred to the object under study.
In addition to the basic logical methods of explanation and proof, the lessons can use private methods that are characteristic of physical science, for example, based on the principle of symmetry and the theory of dimensions.
Techniques for explaining the material should methodologically correctly reveal the relationship between experimental and theoretical methods. scientific research the place and possibilities of induction and deduction in the process of cognition, the role, place and significance of the experiment. It is also necessary to strive to ensure that students understand the logical structure of the course: which provisions are fundamental scientific facts, which are derived from experience, which are predicted by theory and confirmed by experiment, which are assumptions (assumptions) and require further research. Awareness of the logical structure of the course is a condition for its deep assimilation. Therefore, the choice of methods of explanation is dictated not only by the level cognitive abilities students, the task of their further development, but also a number of methodological requirements (8; 37).
In order to develop the perception of high school students in the learning process, it is necessary to provide an opportunity to independently conduct analysis, synthesis, generalizations, comparisons, build inductive and deductive conclusions, etc. This opportunity to provide students with the lesson method of conversation.
However, it should be noted that not every conversation activates the cognitive activity of students, contributes to the development of their thinking. Sometimes the teacher asks students questions to reproduce previously acquired knowledge. For example, before introducing the concept of centripetal acceleration, the teacher poses a series of questions to students to reproduce the material on which the explanation will be based: what is acceleration? What characterizes acceleration? In what units is acceleration measured? What can be said about the acceleration of uniformly alternating motion? Etc. Such an introductory conversation is necessary, it prepares the basis for learning new things (1; 55).
During the logic-search work of students, a significant part of the material is studied by them on the basis of active cognitive activity.
Truly unlimited opportunities for the development of students' thinking open up before the teacher when teaching how to solve physical problems. It is only necessary that learning to solve problems should serve not only and not so much the assimilation and memorization of the formulas of laws, but should be aimed at teaching the analysis of those physical phenomena, which constitute the condition of the problem, would teach the search for a solution to the problem, would focus the attention of students on the essence of the answer received and the reception of its analysis.
Starting to solve the problem, the student, first of all, must imagine the phenomenon described in the condition of the problem. Next, you need to read the condition of the problem more carefully and try to understand what objects are described in the condition of the problem, what is known about them and whether the condition contains “hidden” data. Now that the condition has been analyzed, it is possible to start a brief record of the problem, writing out the data not in the order in which they appeared in the text, but in the grouping that emerged during the analysis. It is advisable to make a drawing for the task. Only after this should one begin to search for principles for solving the problem (8; 39-40).
Problems can be solved not only by an analytic-synthetic method, but also algorithmically. For typical tasks in many topics of the course of physics, a list of algorithmic prescriptions can be compiled, guided by which, students search for a solution to the problem.
However, problem solving contributes to the development of thinking and perception of high school students only if each student solves the problem himself, making certain efforts for this.
For the development of perception in physics lessons, it is necessary to use a demonstration of experiments using various installations and devices (for example: determining the current strength in an electric circuit using an ammeter, studying the Malus law using an RMS 1 installation, studying forced oscillations of a mathematical pendulum, etc.), as well as Creative skills students, in particular, to give tasks to create a similar problem or formula for solving. It is necessary in the course of training to put students in situations in which they are forced to make assumptions (see appendix - task 2), make guesses (see appendix - task 4) and develop and develop their intuition (9; 93).
Conclusion
Perception is one of the most important mental processes in human life, aimed at the knowledge and study of the surrounding reality. The development of perception and its features begins in infancy and continues throughout life.
Perception is an active process that allows you to form an image environment, to accumulate all the information about the external world received with the help of the senses, however, the data do not become isolated from each other, but become interconnected. The integrity of perception is expressed in the fact that the image of perceived objects is not given in a completely finished form with all the necessary elements, but, as it were, is mentally completed to some integral form based on the largest set of elements.
Features of perception, its functions, therefore, are vital for a person, especially during childhood and adolescence, when various physical and psychological qualities are formed.
The qualitative development of the properties of perception in older schoolchildren (15-17 years old) depends primarily on the consideration of all the mental characteristics of a given transitional age. Among researchers, this age is noted as a crisis and transitional age (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin). L.S. Vygotsky also noted that this period of a child’s life is actually revolutionary “both in terms of the pace of changes taking place and in terms of the meaning of the changes taking place.” The crisis causes a drop in academic performance, tension in communication with parents and peers. During the crisis, the relevance of such mental processes as thinking, perception and attention increases dramatically.
In addition to the crisis of adolescence, researchers (H. Remschmid and others) have outlined a number of tasks that allow shaping the development of perception. Among them, first of all, is an orientation towards a future professional and independent personal life. Personalization of educational interests comes to the fore, which will help in shaping the choice of a professional path. Thus, the peculiarity of the perception of an older student in this period is aspiration to the future.
To identify the features of perception, to qualitatively improve its development, various methods created by psychologists allow. Development of perception features in educational process different, which is connected with the peculiarities of the subjects studied, in this case, physics. In physics lessons, students first of all learn theoretical material through logical techniques, induction and deduction, consolidating the acquired knowledge with practical methods (conducting experiments and experiments).
Bibliography
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Application
Entertaining problems in physics
Fog
With fog, we usually associate something obscure, mysterious, enveloping. Forests, mountains, villages, city streets seem to dissolve in a weightless and intangible environment, becoming invisible. A huge number of pages in the ship's journals of sailors, in the diaries of meteorologists and in the reports of researchers are devoted to the description of fogs. They have a significant impact on natural phenomena, on production processes, on the operation of transport and the well-being of people.
A task1. What is fog?
Alice. Fog is an accumulation of water droplets that occurs under certain conditions in close proximity to the surface of the earth or water.
Victor. Fog can also consist of small ice crystals. It happens both in summer and winter. Fog spreads over the surface itself, forming a layer up to tens of meters thick (sometimes up to hundreds). It limits horizontal visibility from a kilometer (light fog) to a few meters (heavy fog).
Boris. Fog in everyday life is usually called air, in which a very large number of tiny droplets of water is suspended. At the same time, meteorologists add that we are talking only about the surface layer of air, where the transition of water vapor to a liquid state is observed, as a result of which the transparency of the air decreases and the visibility of ground objects worsens.
A task2. How is fog different from a cloud?
Boris. In my opinion, these are two different concepts.
Victor. Nothing different. For example, in a mountainous area, each cloud that envelops the observer appears to him as fog, and from the bottom of the valley this fog may look like a stratus cloud. There are no fundamental differences between fog and cloud. This is very figuratively and amazingly accurately conveyed by S. Yesenin: A month in a cloudy fog plays a game with clouds.
Alice. The earthiness of fog is emphasized because the veil of low clouds covering the tops of trees and hills is no longer considered fog, but a stratus cloud. From this it is clear how arbitrary their difference is.
A task3. How is fog formed?
Boris. It is known that the air contains water vapor, in our latitudes it is approximately 0.3-2.5% of its mass. The warmer the air, the more water vapor it can hold. If the temperature drops, then part of the saturated steam will condense and be released in the form of water droplets.
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