Spiritual self-development of personality: culture and religion. Pedagogical conditions of professional and creative self-development of a student's personality Sharshov Igor Alekseevich
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In the process of satisfying animal needs and chasing illusory aspirations, many of us often forget about spiritual development, not realizing how important this stage is during the formation of a person as a person. Do not forget that creative self-development is the realization, with the help of various creative tools of our mind, experience, and skills.
What is creative self-development?
Before moving on to the main stages of development of this direction, as well as all kinds of methods that will help stimulate progress, you must first understand - what is creative self-development? How to distinguish it from other components of the human personality?
Initially, creativity is a symbiosis of material and spiritual, the result of which is something new, never seen before, unique - not in direction, but in essence. Creative self-development is the ability of a person, at various levels, to engage in self-expression, embodying their aspirations, dreams and desires in art. Being engaged in creativity, a person acquires such skills as self-confidence, self-confidence, ambition, stability, as well as the ability to look at life from a completely different angle.
However, one should not consider such a phenomenon as monotonous - creative self-development is a necessary resource for achieving career heights, since it is no secret to anyone that people who think differently, are not afraid of new things, experiments - all this can be achieved if actively develop, as well as fill your inner world new knowledge.
Creative people are very meticulous, which also speaks in their favor - it means that the work begun will be brought to its logical end, while the quality will be at a high level. But like every rule, there are always exceptions.
Stages of creative development
Based on the study of famous psychologists, as well as sociologists, it was possible to identify seven main stages of creative growth:
- Selective direction with enhanced motivation. At this stage, the person independently, through study, or intuitively determines the direction for creative activity- the area where she can reveal herself best, discarding her own insecurity, fear of the new. Creative self-development at this level is absent as such: there is not yet the necessary number of skills, aspirations that would bring the desired result;
- Early creative self-determination. It is at this stage that the so-called “self-development program” begins to operate - a choice has already been made in favor of one or another type of self-expression, but at the same time certain internal problems remain - uncertainty, doubts - during this period it is very important to set priorities for yourself with a motivation program, returning to which at any time, you can revive the desire for action;
- Acquisition of professionalism. The name speaks for itself. Distinctive feature of this period - complete, as well as perfect mastery of professional methods, nuances, means of achieving results in the chosen activity. Skills are honed to perfection - this moment is a catharsis in creative development, because few people want to go back, having done so much work on themselves, realizing in the end that everything was in vain;
- First results and achievements. Creative self-development begins to bear its first fruits - those colossal amounts of work done are already on the face, and at the same time, a desire arises already in the person himself to share it with the rest. It is during such “outbreaks” that one can trace the development of self-confidence, in one’s own abilities - there is no longer fear of defeat, criticism, and if it is still present, then it is very weak, which can be easily nipped in the bud;
- Creating your own style. It is not for nothing that it is an indisputable axiom that creativity, as a way of self-development, contributes to the disclosure of previously unknown facets of human nature, which are beginning to be realized. For example, certain character traits: quick-tempered people can bring those truly explosive notes in their owl creativity that will distinguish them from the rest. The invention of new techniques, characters - all this is just a small fraction of what each of us can create;
- The zenith of talent. Having surpassed all the expected results, a person begins to strive for new heights - at this stage, creative self-development becomes a necessity - the thought of stopping work on oneself, on one's self-expression becomes absurd. A person enters into a hunting passion - to do better, more perfect his work, mainly in such a way as to delight everyone, and first of all himself;
- Genius Absolute. The self-development program at this level is coming to a logical conclusion: the necessary skills and abilities have already been acquired. All desired results have been achieved. The main task of this phase is not to lose new skills, on the contrary, to keep them at the proper level, honing them to perfection and complete automatism; development and implementation of new, own projects - in a word, everything that will help you further develop your inner potential.
Looking at such a "career" ladder, one can clearly trace the growth curve of the internal, as well as creative development personality. Going through all the stages, a person learns not to give in to problems and failures, on the contrary, this is just an additional incentive to conquer the peak, to achieve that absolute, which is complete perfection in all respects.
Code of laws of the creative personality
Creative self-development, like any other, has a number of immutable rules that help you reach the desired heights, as well as compliance with which will help you stay on track:
- The law of integral development. Defines creative self-development as a daily process - discover something new for yourself every day - study various books, visit exhibitions - make the main motto of the day: "Learn new things."
- The Law of Cooperation. In this case, the name is consonant with what is being promoted - do not go your way alone, find a person who will walk next to you along such a necessary, but still thorny path. He will be your support, as well as support, in those moments when fatigue and uncertainty arise - it will be easier for you to overcome the “equator” if there is a reliable friend nearby.
- Healthy competition is essential. Any creative development will not be possible if a person does not have a competitor. But it is necessary to realize that competition should not go beyond normal human relations - respect the success of others, without trying to paint the joy of victory in dark colors. On the contrary, take it as an example to follow, in order to surpass this result later.
- Complete freedom of expression. Remember, you are learning techniques in order to create something new, never seen before! Do not try to copy the work of others: no matter how perfectly you recreate the Madonna in the Grotto, you will never be able to achieve the original idea, as well as high praise. Take her idea, but at the same time try to embody it in a different way - the result should bear the imprint of your personality.
- Rest law. Any self-development program says that rest is a key part of any growth. Constant work, without logical breaks, will simply reduce you to chronic fatigue, perhaps even depression: there will no longer be that joy from the process itself, and there will also be no excitement to move forward. As a result - running on the spot, without any prospects.
Compliance with these fundamental dogmas will allow any person to follow his own path, avoiding all sorts of failures, as well as other factors. negative impact. Of course, everyone can modify them a little, adjust them for themselves by adding something new. The main thing is to leave their essence, the core on which they are based.
Types of creative people
Being able to categorize yourself is a great help in determining the direction that will help you maximize your inner potential. To determine to a particular group, you do not need to pass various tests, surveys - everything is based on your skills and talents. Thus, creative development, or rather its direction, will be chosen correctly.
The classification of traits includes four blocks, each of which has two or three sub-items:
Opportunities to develop theoretical and practical abilities
Determining how a person knows how to apply his knowledge - erecting new theories or using them in real life:
Practitioner- people of this type are able to wonderfully bring to life what is written on paper, while they absolutely cannot come up with something new, being at the table, having only a computer at their disposal. They need the action itself, the result that can be seen, heard or touched.
Theorist- the complete opposite of the first variety. All those scientific treatises, theories that are so easy to erect, at the moment of implementation in real life, are doomed to failure. A vivid example is armchair scientists who sometimes create brilliant things, but at the same time, having seen them not on paper, they may simply not recognize their creation;
On the development of logic and fantasy
Each of us has certain inclinations - someone likes to think about the essential, someone tends to fly into the world of dreams:
heurist- they will best cope with the task where it is necessary to go beyond what is permitted, expand the boundaries of consciousness - for such people, creative development is just a way of self-expression, a necessary tool that will make life easier;
Logician- such people devote more time to thinking about the way of expression: they need to think through every detail to the smallest detail, think over its interaction with others, as well as how it will be perceived;
Teamwork Ability
The ability of a person to work and create in society, his interaction with them at work:
Initiator- often it is they who present a new, completely “fresh” idea - its concept, main aspects, even partially small details, but at the same time, they absolutely do not know how to bring it to life, even frankly, they will not be able to bring it to life ;
Organizer– can arrange all the necessary executive and creative process, which will be monitored throughout the entire time - from beginning to end, but also, like the initiator, will not be able to participate in the “direct” creation for a number of reasons;
Executor- an ordinary hardworking unit, the leading function of which is reduced to the fulfillment of assigned tasks. But this does not mean that, falling into this category, you doom yourself to weaving in the tail. Not at all, this experience will help you achieve those goals that people who fall under the characteristics of the initiator and organizer cannot achieve;
Destination Interests
The direct method through which creative development will be carried out is the one through which self-expression can be carried out:
Painter spatial and visual perception. Simply put, seeing a certain picture in his head, a person seeks to fix it with the help of material - stone, canvas with paints, clay - this is the most common type of people, since it does not require a special mindset, and you can learn the most important tools yourself;
Journalist- creating creations with the help of linguistic tools - writing books, articles - all desires, aspirations gain strength on paper, hidden complexes disappear, because at this moment the human imagination plays key role, it is not constrained by the boundaries of norms or duties;
Musician- the transfer of one's thoughts with the help of the power of music - the creation of a melody, which is a reflection of the internal state of a person, his worldview. In this case, creativity as a way of self-development helps a person get rid of the oppressive burden of hidden emotions, and possibly convey them to certain listeners;
Engineer- creating new projects that, at first glance, are completely unrelated to creativity. However, this opinion is fundamentally erroneous - the invention of new designs, mechanisms - this is also the embodiment of beauty, just by other methods. Engineers, just like the previous types, are creative people who create something that remains in the history of the world for centuries, admiring the views of people.
Based on this classification method, you can easily analyze not only yourself, but also other people in your environment. Perhaps it is you who will help others understand themselves by suggesting possible variant directions of internal development. Possible because, as in any rules, there are always exceptions.
parting word
After reading this article, few of you will immediately begin to actively seek your creative potential, and also seek to unleash it. By no means, many people, having read it, will forget about it altogether, but there are also those who nevertheless decide to change their lives in a better direction. If the thought of the need to start following the path of self-development has settled in your head, then this work has not been in vain. After all, those who read this article and realized that it is necessary to change are already at the initial stage personal growth. They are at the stage of creative self-development.
Firstly, don't be afraid to experiment. For example, do not stop at one direction. Combine music and poetry, engineering with visual arts, because sometimes such symbioses lead to truly amazing, even unforgettable results.
Secondly - don't be afraid to make a mistake. After all, you are not a soulless machine that runs smoothly, with results that are close to perfection. Not at all. So, let your failures be a way to get better. Help you avoid mistakes in the future, will become for you in an additional way motivation, which will facilitate your journey along the road of creative self-development.
Chapter 1. THEORETICAL FOUNDATIONS PROFESSIONALLY
CREATIVE SELF DEVELOPMENT.12
1.1. Philosophical and psychological and pedagogical analysis of the main categories of creative self-development of the individual.12
1.2. The essence and content of the professional and creative self-development of the individual.36
1.3. The main pedagogical contradictions of the professional and creative self-development of the student's personality.56
Chapter 2
2.1. Substantiation and implementation of the model of professional and creative self-development of the student's personality.75
2.2. The technology of teaching professional and creative self-development of the student's personality.105
2.3. Evaluation of the effectiveness of the implementation of the technology of teaching professional and creative self-development of a future specialist at a university.136
Dissertation Introduction in pedagogy, on the topic "Pedagogical conditions for the professional and creative self-development of the student's personality"
The relevance of research. The development of modern pedagogy is characterized by increased attention to the inner potential of a person, the creation of an educational environment conducive to the creative self-development of the individual. Existing in the system higher education the acute need for the training of intelligent, enterprising specialists with developed creative thinking is accompanied by a growing dissatisfaction with the educational process, which does not pay due attention to the independent activity of students in the development of professionally significant qualities and abilities. Meanwhile, the effectiveness of a student's future professional activity depends not only on the professional knowledge and skills acquired at the university, but also on the level of formation of the ability for further professional and creative self-development.
Innovativeness of psychological and pedagogical research (K.A. Abulkhanova-Slavskaya, E.V. Bondarevskaya, A.A. Verbitsky, P.Ya. Galperin, T.M. Davydenko, V.V. Davydov, V. P. Zinchenko, I.F. Isaev, V. M. Klarin, I. B. Kotova, V. V. Kraevsky, N. V. Kuzmina, A. I. Mishchenko, A. V. Mudrik, A. Ya. Nine, N.D. Nikandrov, L.S. Podymova, E.G. Silyaeva, G.K. Selevko, V.V. Serikov, V.A. Slastenin, E.N. Shiyanov, N. E. Shchurkova, I.S. Yakimanskaya and others), their focus on professional self-determination and self-development, the formation of a reflective culture creative thinking, conscious interaction of subjects of education in joint educational and professional activities, intensive development of the mechanisms of personal and professional and creative self-development are a logical consequence of the expansion and formation of new values of education. This determines the relevance of studying the essence and mechanism of professional and creative self-development of the student's personality, identifying and analyzing pedagogical conditions that contribute to the effective implementation this process.
Analysis of the problem under study requires a theoretical and methodological understanding of the concept of "professional and creative self-development of the individual" in accordance with the personality-oriented orientation of education. Basic for the development of the problem under study are works on the general patterns of the pedagogical process in higher education, models of the personality of a future specialist, appropriate technologies for training and education (L.I. Antsyferova, S.I. Arkhangelsky, N.E. Astafieva, E.P. Belozertsev ,
A.A.Verbitsky, V.I.Zagvyazinsky, I.F.Isaev, V.A.Kan-Kalik, E.A.Klimov,
V.N.Kosyrev, N.V.Kuzmina, Yu.N.Kuliutkin, A.N.Leontiev, N.E.Mazhar, L.N.Makarova, V.G.Maximov, A.K.Markova, N. N. Nechaev, A. G. Pashkov, G. K. Selevko, V. A. Slastenin, N. F. Talyzina, O. K. Tikhomirov, A. I. Uman,
V.D. Shadrikov and others). The concept of “personality” is being rethought in the light of the humanistic approach (B.G. Ananiev, A.G. Asmolov, L.I. Bozhovich, F.E. Vasilyuk,
S.I.Gessen, A.I.Eremkin, D.A.Leontiev, V.M.Menshikov, V.S.Merlin, N.A.Podymov, G.M.Potanin, V.I.Slobodchikov, S. D. Smirnov and others); the concept of “personal self-development” becomes the basic one for characterizing the goals, content and means of education (V.I. Andreev, E.V. Bondarevskaya, B.Z. Vulfov, O.S. Gazman, N.G. Grigoryeva, V.D. Ivanov, V.N. Kolesnikov, N.B. Krylova, L.N. Kulikova, A.K. Markova, B.M. Masterov, N.D. Nikandrov, V.A. , V.A. Slastenin, S.D. Smirnov, T.A. Stefanovskaya, P.I. Tretyakov, E.N. Shiyanov, G.A. Tsukerman and others); The concept of “creativity” is being updated more than ever, in particular, as a way of effective self-development and professional and personal self-realization (V.I. Andreev, V.S. Bibler, D.B. Bogoyavlenskaya, A.V. Brushlinsky, G.Ya. Bush, N.F.Vishnyakova, I.F.Isaev, I.P.Kaloshina, L.N.Kulikova, I.Ya.Lerner, L.S.Podymova, Ya.A.Ponomarev, P.V.Simonov, M.I. Sitnikova, E.V. Tonkov, N.Sh. Chinkina, A.F. Esaulov and others). Foreign researchers also turn to the problems of self-actualization and self-development (R. Burns, S. Buhler, A. Maslow, G. Allport, K. Rogers, E. Syutich, etc.).
Self-development of potential capabilities and internal resources of the individual, intensification of the creative beginning of students, their full-fledged self-realization in educational and professional and future professional activities necessitate the study of functional components and means of professional and creative self-development of the individual. The process of transformation and improvement of modern pedagogical system involves the search for new ideas, technologies, forms and methods of organizing the educational process at the university with the aim of professional and creative self-development of the individual based on his internal motives, value system and professional goals. An important point of student-centered education is the creation and implementation of special models and programs that provide a real opportunity to build and implement individual trajectories of professional and creative self-development, stimulating the student's activity in mastering the methods and means of implementing this process, necessary to reveal individuality, spirituality, creativity, contributing to professional development and self-realization.
Thus, the problem arises of identifying and analyzing the psychological and pedagogical conditions that ensure the effectiveness of the professional and creative self-development of the student's personality.
Solving this problem is the goal of our study.
The object of research is the professional and creative self-development of a person in the system of higher education.
The subject of the study is the pedagogical conditions for the implementation of the process of professional and creative self-development of the student's personality in educational activities.
In accordance with the problem, object, subject and purpose of the study, the following tasks were set:
1. Explore state of the art problems in pedagogical science and practice.
2. To reveal the essence, content and mechanism of professional and creative self-development of the student's personality.
3. To develop a dynamic model of the professional and creative self-development of the individual and a method of visual-schematic construction of individual trajectories for the implementation of the corresponding process in the university.
4. To identify and experimentally substantiate the system of pedagogical conditions that contribute to the effective professional and creative self-development of the student's personality in the educational process of the university.
5. Based on the results of the study, develop and test a student-oriented technology for teaching students the skills and abilities of professional and creative self-development.
As a hypothesis of the study, it was suggested that the process of professional and creative self-development of a student's personality would be effective in the implementation of the following set of pedagogical conditions:
Creation of students' attitude to the professional and creative self-development of the individual in the process of educational activities;
Providing technological and innovative training of students for the implementation of the process of professional and creative self-development of the individual;
Increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students;
Organization of the complementarity of the dual qualities and abilities of the humanitarian and natural sciences to expand the totality of means and methods of professional and creative self-development;
Creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations at a university.
The methodological basis of the study is the conceptual provisions of philosophical, psychological and pedagogical theories about the personality as a multifunctional self-developing system, the subject of the creative process and the highest value of society; about the essence of self-development as a mechanism for the implementation of humanistic principles of education; ideas of creativity as a way of self-development; ideas of culturological, axiological, systemic, personal-activity, individual creative, contextual, synergistic approaches to the problem of professional and creative self-development of a person in their integral and complementary combination; the provisions of personality-oriented education, aimed at creating conditions for the full-fledged creative manifestation and self-development of the personal functions of the subjects of the educational process and their full-fledged professional and creative self-realization.
Research methods. The solution of the tasks set was provided by a complex of complementary research methods, including: methods theoretical analysis philosophical, psychological and pedagogical literature, diagnostic (questionnaire, interviewing, conversation, testing, self-assessment, peer review, rating, ranking, generalization of independent characteristics, projective techniques); observational (direct, indirect and long-term pedagogical observation); praximetric (analysis of activity products); experimental (stating and forming experiments); mathematical and pedagogical modeling; classical methods of statistical data processing, as well as the method of correlation pleiades and the method of transition to closer correlations.
The Tambov State University named after G.R. KD Ushinsky, the regional Academy of childhood, schools of the Tambov region. The study covered 712 TSU students, 187 high school students, 57 university professors, methodologists, and school teachers.
The organization of the study was carried out in several stages.
The first stage (1995-1996) - study and analysis of domestic and foreign philosophical, sociological and psychological-pedagogical literature on the research problem; understanding the methodological and theoretical foundations of the study; development and implementation of the ascertaining experiment; establishing the initial level of students' ability to professional and creative self-development; search for a system of criteria and indicators for assessing the level of formation of the corresponding ability.
The second stage (1996-1998) - development of the content and methodology of the formative experiment; selection of experimental and control groups; studying the features of the formation of students' readiness and ability to implement the process of professional and creative self-development; experimental work on the development of technology for teaching students professional and creative self-development, followed by diagnostics and comprehension of the results obtained; verification of the identified pedagogical conditions for the professional and creative self-development of the student's personality at the university.
The third stage (1998-2000) - analysis, processing, generalization and systematization of the results of experimental work; formulation of conclusions and methodological recommendations on the problem; registration of research results in the form of a dissertation.
The most significant results obtained by the applicant, their scientific novelty and theoretical significance: the essence, content and mechanism of the process of professional and creative self-development of the student's personality at the university are disclosed; developed and substantiated spatial dynamic model of professional and creative self-development of the individual; a method of visual-schematic construction of individual trajectories of professional and creative self-development is proposed; the pedagogical conditions that ensure the effectiveness of the implementation of this process in the university are identified and experimentally substantiated; a personality-oriented technology for teaching students professional and creative self-development has been developed.
The practical significance of the study: its materials can be used in the development of special courses, programs, electives and alternative technologies for training a future specialist. The proposed exercises and tasks can be used as the basis for diagnosing the level of a student's professional and creative self-development. Based on the research materials, a special course "Professional and creative self-development of the student's personality" was developed, which can be used in higher educational institutions of any direction in the process of preparing students for professional activities; published teaching aid for teachers and students with specific methods and exercises of professional and creative self-development.
The reliability of the results obtained is ensured by the validity of the initial methodological positions, the use of a complex set of methods that correspond to the goals and objectives of the study, a combination of quantitative and qualitative analysis, the representativeness of the sample size, the use of mathematical processing methods and the statistical significance of experimental data, the consistency and continuity of the results at various stages of the study.
The main provisions for defense:
The concept of "creative self-development of a personality" is generic for the concept of "professional and creative self-development of a personality". Creative self-development of a personality (TSL) is an integrative creative process of conscious personal development based on the interaction of internally significant and actively creatively perceived external factors. When analyzing the features of this process for students, its professional orientation is implied. Professional and creative self-development of a student's personality (PTSL) is a creative self-development of his personality in educational process university, providing further creative self-realization in professional activities.
The dynamic model of PTSD is built in the space of professional and creative self-development of the individual, the basic vectors of which are self-development, creativity and intellect. In the three-dimensional model of PTSD, the stages of each of the directions are distinguished, characterizing the qualitative changes in the personality.
A set of pedagogical conditions that ensure the possibility and effectiveness of students' PTSL: creating students' attitudes towards professional and creative self-development of the individual in the process of educational activities; ensuring technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual; increasing the proportion of reflective, creative forms of work at the university in order to increase the initiative and activity of students; organization of complementarity of dual qualities and abilities of the humanitarian and natural science areas to expand the totality of means and methods of professional and creative self-development; creation of an individual trajectory of the student's professional and creative self-development in the context of subject-subject relations at the university. The technology of professional and creative self-development is based on the implementation of the individual PTSL trajectory of each student, having the necessary degree of generality and universality. The technology includes relatively independent blocks, each of which has its own goals and objectives associated with the stages of the PTSL process.
Approbation and implementation of the research results were carried out at the International (Orenburg, 1998; Tula, 1998; Belgorod, 1998; St. Petersburg, 1999; Novosibirsk, 1999; Smolensk, 1999; Moscow, 1999), All-Russian (Orsk, 1996, 1999; Barnaul, 1998; Smolensk, 1998; Orel, 1998; Belgorod, 1998. , 1999; Tyumen, 1998; Samara, 1998; Ufa, 1999), regional and interuniversity (Tambov, 1995, February 1998; May 1998; February 1999; September 1999, Balashov, 1996) scientific-practical and scientific-methodical conferences. In addition, there was a discussion on the pages of scientific and methodological journals (“Education in the Region”, issue 2, 1998; issues 3 and 4, 1999), educational and methodological and teaching aids (Tambov, 1997; 1999 .), collections scientific works and monographs (Moscow, April 1998; November 1998; Lipetsk, 1998, 1999; Tambov, 1998; Belgorod, 1999). The results of the study were discussed at meetings of the pedagogy departments of Belgorod and Tambov State Universities. Research materials are used in the educational process of the Tambov state university, Tambov Regional Institute for Advanced Studies of Education Workers, College of Education them. KD Ushinsky of Tambov, the regional Academy of childhood, schools of the Tambov region; introduced into practice a special course and scientific and methodological recommendations for teaching professional and creative self-development of the student's personality at the university.
The structure of the dissertation was determined by the logic of the study and the tasks set. It includes an introduction, two chapters, a conclusion, a list
Dissertation conclusion scientific article on the topic "Theory and methods of vocational education"
Experimental work to identify and substantiate the pedagogical conditions for the effective implementation of the PTSL process in the student's educational activity was carried out within the framework of the ascertaining and forming stages.
The rationale and implementation of the dynamic model of PTSL made it possible to identify the stages of the process of professional and creative self-development of the individual: trivial-adaptive (0), reflexive-semantic (I), organizational-cognitive (II), active-creative (III) and the stage of dialectical self-realization (IV) ; offer a method of visual-schematic construction of individual PTSL trajectories of students; develop a special personality typology in the context of PTSD (8 groups); identify criteria, indicators and levels of PTSL formation: very low, low, medium, high.
The evaluation of the effectiveness of the PTSL process was carried out according to the identified criteria (independence in professional / educational and professional / activities, professionally oriented thinking, creative attitude to professional / educational and professional / activities).
Within the framework of the ascertaining experiment, using the method of correlation pleiades, data were obtained confirming the theoretical grounds for considering professional and creative self-development as an integrative creative process that ensures further creative self-realization in professional activities; the features of the spontaneous implementation of this process in the university were studied, the internal (personal-creative) pedagogical conditions for the effectiveness of PTSL in the university were identified.
In a formative experiment, within the framework of the technology of teaching students professional and creative self-development, personal and creative pedagogical conditions were experimentally tested, the effectiveness of this process in the university was assessed, and the reliability of the data obtained was statistically confirmed. Significant changes in the indicators of the formation of PTSL, a qualitatively better distribution of PTSL levels in the experimental groups compared to the control groups confirm the fact of increasing the efficiency of the process of professional and creative self-development of the student's personality in educational activities when implementing the following pedagogical conditions:
Creation of students' attitude to the professional and creative self-development of the individual in the process of educational activities;
Providing technological and innovative training of students for the implementation of the process of professional and creative self-development of the individual;
Increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students;
Organization of the complementarity of the dual qualities and abilities of the humanitarian and natural sciences to expand the totality of means and methods of professional and creative self-development;
Creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations at a university.
CONCLUSION
The study of the fundamental categories of professional and creative self-development of the individual has shown that a unified approach to the problem under study has not yet been determined in science. Keeping in categorical apparatus pedagogy of the concepts of "creative self-development of the individual" and "professional and creative self-development of the individual", filling them with pedagogical content required both analytical and integral understanding of these concepts. Based on the results of the theoretical and experimental work, the following conclusions can be drawn. An analytical study of the generic concept of "creative self-development of a personality" was carried out, a comparison of existing philosophical and psychological-pedagogical interpretations of the terms "personality", "creativity", "self-development" was made, and an own point of view was developed. When considering the personality in the dissertation, the emphasis is on its uniqueness, its own path of development and formation, which is the priority value of the educational process. For a detailed study of creativity as a pedagogical phenomenon, a systematic different approaches to this concept, based on the fundamental differences between the authors' positions, taking into account the close relationship between creativity and self-development noted by many scientists. In the study, creativity is considered as the most important way of effective self-development, which determines its creative essence.
The concept of "self-development" is not disclosed in either philosophical or psychological and pedagogical dictionaries, which creates uncertainty in its understanding and complicates the introduction to educational process independent activity of students. The paper highlights three approaches to explaining the essence of self-development: through the universal concept of "development" (broad approach); with the help of philosophical identification with self-movement (ispecial); using a description of individual "self-" skills and abilities of the individual (discrete) - and also analyzed the advantages and disadvantages of each of them.
The author's understanding of the essence of self-development is proposed, the main characteristics, functional components, the degree of influence of internal and external factors are determined. A family chain has been built: self-development -> creative self-development of the personality (TCJ1) -> professional-creative self-development of the personality (PTSL).
Various mechanisms of self-development are combined into four functional block-stages - self-knowledge, self-organization, self-education and self-realization - with the rationale for their sequence and integral-functional interaction. Personal self-development is defined as a conscious process of personal formation with the aim of effective self-realization based on internally significant aspirations and external influences.
Creative self-development of a personality” is obtained not by a simple addition of its constituent concepts, but is a qualitatively new phenomenon as a result of integral interaction and internal interpenetration of the initial concepts. Creative self-development of a personality is an integrative creative process of conscious personal development, based on the interaction of internally significant and actively creatively perceived external factors. The process of creative self-development affects all internal spheres of a person and finds its expression in all personal manifestations.
When analyzing the features of this process for students, its professional orientation is implied. Then the professional and creative self-development of a student's personality (PTSL) is the creative self-development of his personality in the educational process of the university, which ensures further creative self-realization in professional activities. PTSL is carried out through the mechanisms of self-knowledge, self-organization, self-education as a desire for professional and creative self-realization, using creativity and intellectual and pedagogical activity aimed at oneself as ways to intensify this process.
The study draws attention to the fundamental content-semantic discrepancy between the terms "creative self-development of the individual" and "self-development creativity personalities." For the effective use of creativity as a way of self-development, a certain level of development of the creative qualities and abilities of the individual is necessary, therefore the process of self-development (and development) of creative abilities is a necessary link and integral part TCJI process.
The creative self-development of the personality is considered as a certain structural and procedural characteristic of the personality, which can be represented both as a process of increasing the efficiency of the “self” processes, and as a level and special quality personality (as the ability for creative self-development). This allows us to introduce the concept of the space of creative self-development of the individual, located in a multidimensional space. personal qualities, values and abilities. Self-development, creativity and intellect are taken as the basic vectors of the TCJI space. The space is permeated and provided with personal factors (for example, motivation for this process) that do not satisfy the principle of independence, and therefore are not independent coordinates.
Structurally, PTSL is a subspace of the TSL space, and its model can be built in the same coordinate system, taking into account the professional orientation of each axis. In the dynamic model of professional and creative self-development of the personality, four key stages of each of the directions are identified and substantiated, characterizing qualitative changes in the personality: self-knowledge, self-organization, self-education, self-realization - along the “self-development” axis; rational-mathematical thinking, semantic memory, verbal abilities, logic - along the "intelligence" axis; creative imagination, figurative memory, acting, intuition - along the "creativity" axis. When selecting stages, the principle of mutual complementarity and synchronization of the corresponding qualities at the same stages is implemented.
The features of the student's PTSL process are analyzed from the age point of view, external and internal contradictions associated with the personality of the student and the conditions of his professional and creative self-development are systematized. The paper identifies three groups of relevant contradictions: socio-pedagogical, reflecting inconsistencies between social processes in society and the functioning of the pedagogical system, which is part of the social subsystem; organizational and pedagogical, arising in the educational system itself, in the process of organizing the educational and professional activities of students (within this group, an important subgroup of contradictions is identified, which is determined by the discrepancies between the professional skills, abilities and values of teachers necessary to ensure the PTSL process of students and the actual degree of preparedness of teachers ; these contradictions are designated as professional-pedagogical ones); personality-creative contradictions within the student's personality as a subject of the educational process at the university, reflecting the reasons for the formation and course of the student's PTSL process. The selected groups of contradictions complement each other and in general act as the driving forces of the student's PTSL process, determining its main pedagogical patterns and factors.
Based on the logical analysis of the identified contradictions and the study of special studies in this area, the external pedagogical conditions for the process of professional and creative self-development of the student's personality (socio-pedagogical and organizational-pedagogical) are formulated, the study and verification of the effectiveness of which, due to objective circumstances, is impossible within the framework of this study. The identified professional and pedagogical conditions, which are more related to the teacher's personality and the degree of its influence on the student's PTSL process, actualize the further direction of the study. The dynamic model of PTSL and its implementation is substantiated: - using the stages of basic processes, the stages of the process of professional and creative self-development of the individual are identified and described: trivial-adaptive (0), reflexive-semantic (I), organizational-cognitive (II), active-creative ( III) and the stage of dialectical self-realization (IV); the criterion for the transition from stage to stage is formulated: achievement of the corresponding (at least) stages of each of the coordinate components; the infinity and cyclicity of the PTSL process are shown;
A method of visual-schematic construction of individual (subjectively-optimal) trajectories of professional and creative self-development of students is proposed, focusing on the motives, personal abilities and goals of the future professional activity of each student as the main guidelines. educational activities at the university. Thus, the dynamic model of PTSL allows substantiating the possibility and provides specific ways to implement an individual and differentiated approach in the university when implementing the student's PTSL process;
Based on the characteristics of the degree of manifestation of basic abilities (creativity, intelligence and self-development), a typology of personality in the context of PTSD was developed, consisting of 8 qualitatively different groups;
Criteria /independence in professional (educational and professional) activities, professionally oriented thinking, creative attitude to professional (educational and professional) activities/ and indicators of PTSL are identified, on the basis of which, using the developed personality typology, the levels of formation of PTSL of students are revealed: very low , low, medium, high.
Within the framework of the ascertaining experiment, using the method of correlation pleiades and the method of transition to closer correlations, the integrity of professional and creative self-development was proved; the features and shortcomings of the spontaneous implementation of this process in the university are studied. Based on the study of the scientific and theoretical foundations and practical justification of the concept of "professional and creative self-development of the individual", the dissertation identified and experimentally tested the personal and creative pedagogical conditions for the implementation of the process of professional and creative self-development of the student's personality in the university, ensuring its existence and effective functioning: creating a student's attitude on the professional and creative self-development of the individual in the process of educational activities; ensuring technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual; increasing the share of reflective, creative forms of work in the university in order to increase the initiative and activity of students; organization of complementarity of dual qualities and abilities of the humanitarian and natural science areas to expand the totality of means and methods of professional and creative self-development; creation of an individual trajectory of the student's professional and creative self-development in the context of subject-subject relations at the university.
A technology for teaching students professional and creative self-development is proposed, based on the implementation of the individual PTSL trajectory of each student, but having the necessary degree of generality and universality when used by other teachers and in other circumstances (subject to the selected pedagogical conditions). Priority is given to the goals of professional and creative self-realization of students, then to the forms and methods of teaching, which allow both organizing the fruitful activities of students and teaching them the methods and means of PTSL. The technology includes six relatively independent blocks that are closely related to the stages of the process of professional and creative self-development, so the proposed sequence of their passage is recommended. At the same time, each block has a variable content that allows you to change the sequence of studying topics within the block, taking into account the individual trajectories and characteristics of students, their motivation, objective conditions, in particular, the profile of the faculty.
The effectiveness of the implementation of the technology for teaching students professional and creative self-development was assessed: changes in the control and experimental groups according to the levels of PTSL were studied; an analysis of specific qualities and abilities that influenced these changes was carried out; their reliability was statistically confirmed. For a more detailed study of the features of the relationship between the elements of PTSL at each level, the method of correlation pleiades and the method of transition to closer correlations were used: the integrity of the concept of PTSL was confirmed - the backbone element is professional self-realization and some elements specific to each level; the most stable bonds between the elements of PTSL are singled out. As a result, we can draw the following conclusion: when switching to more high level the integrity of this quality increases and vice versa: the interaction of all components of PTSL, subject to the selected personal and creative pedagogical conditions, contributes to an increase in the level of its formation, ensures the effectiveness of this process.
All of the above allows us to state that the research problem is sufficiently solved in the dissertation: the pedagogical conditions for professional and creative self-development of the student's personality are identified, scientifically substantiated and experimentally tested. The results of the theoretical analysis and experimental work have generally confirmed the hypothesis put forward by us.
Further Scientific research we see this problem in the study of the professional and creative self-development of the personality of a university teacher, the features and conditions for the effectiveness of this process. This will allow generalizing the results of the study on the problem of professional and creative self-development of the subjects of the educational process of the university.
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By clearly generating entropy, it serves as a source of self-destruction, turning from a force that opposes chaos into a force that feeds it. From this it becomes clear how important it is that the contradictions in the development of the style of pedagogical activity are fruitfully experienced by the teacher.
Since the individual style of activity is a relatively stable phenomenon, it is difficult to predict in advance which of the possible directions at this point the system will “choose”, which path it will take. further development- it all depends on random factors. Therefore, pedagogical assistance to a teacher who is in a non-equilibrium state is very important. But it should be noted that external pedagogical assistance will be effective only if there are formed internal conditions, that is, depending on how much the teacher has independently advanced in the process of understanding the need to change the individual style of pedagogical activity.
Since we characterize the individual style of pedagogical activity as a constant self-regulating system in which information coming from outside is processed in a self-organizing process, it is the active role of internal conditions that are increasingly being formed and developed that determines the range of external influences. From this statement
It follows that in order to effectively influence the development of the individual style of the teacher, it is necessary to break its static stability and, through bifurcation, transfer it to a dynamically non-equilibrium, but amenable to influence, state of self-regulating development.
The most difficult moment is the process of creating perturbations for the development of an individual style of activity in the right direction. Self-orientation of the teacher to the maximum use of the potential internal environment and continuous self-renewal are impossible without creativity teacher to self-regulation of the style-system.
Thus, within the framework of the synergistic approach, the individual style of the teacher's activity is an open self-regulating holistic system that ensures its development through active use both internal resources and opportunities determined by the conditions external environment. This approach is not a negation of any of the currently existing in philosophical and psychological-pedagogical science, but allows a new solution to the problems associated with the development of the individual style of the teacher's professional activity, with the transition of his functioning under the influence of "control levers" (G. Haken) to more a higher level associated with a more complex organization.
THEORETICAL FOUNDATIONS OF THE MODEL OF PROFESSIONAL AND CREATIVE SELF-DEVELOPMENT OF THE STUDENT'S PERSONALITY
I.A. Sharshov
Analysis of the problem under study requires a theoretical and methodological integral understanding of the concept of "professional and creative self-development of the individual" in accordance with the personality-oriented orientation of education. To do this, we build a strict generic conceptual chain "self-development" -> "creative self-development of the personality" -> "professional and creative self-development of the personality".
Self-development, in our opinion, is the highest level of self-movement, at which not chaotic, but directed, conscious changes occur, leading to a qualitative transformation of the elements of the system and their functions, accompanied by an increase in the number of degrees of freedom of the system and the emergence and complication of new dynamic connections and relationships with the environment. . The dialectic of interaction between internal
of them and external factors is determined by the level of independence of the system, more precisely, by the level of its self-organization. The more the system is self-organized, the less significant is the influence of external factors. The ability for self-organization directly proportionally determines the degree of freedom of the system, the level of its autonomy and stability.
The process of self-development is endless, while the process of self-organization, as applied to a person, without further clarification, will have a limit determined by the absence of special qualities of a rational system - mechanisms of self-knowledge. Singling out self-knowledge as the first relatively independent functional block of self-development, it is necessary to note its inseparable functional connection with self-organization. Self-organization, building on the mechanisms of self-
knowledge is exclusively conscious in nature: the internal goal is formed by the personality itself; self-regulation is carried out between the various components of the personality as a system; there is a development of attitudes towards external goals and influences. Representatives of the synergetic approach (N.N. Moiseev, I. Prigozhin, G. Haken, etc.) argue that it is the possibility of a conscious choice from various options that underlies self-development, contributing to the emergence of more advanced forms of self-organization.
The effective development of a personality obliges to consider not only the means of obtaining information about oneself (self-knowledge), planning, ensuring and controlling one's behavior (self-organization), but also the mechanisms and essence of the goal-setting of the personality and the means to achieve the result. A special aspect of the study is professional self-realization as a goal, condition and result of purposeful professional and creative self-development of a person in the process of studying at a university. The process of self-realization involves setting goals, developing plans, projects and ideas, as well as mastering the ways to implement them.
The full-fledged self-realization of the personality necessarily implies a preliminary stage at which the pedagogical activity of the personality is carried out, aimed at oneself, with the aim of not only revealing the existing abilities, but also acquiring and developing new essential and potential forces for the conscious improvement of the personality in order to "build" oneself up to ideal image (“self-education”) as a holistic personality capable of creative self-realization. To do this, we single out a relatively independent block of self-development mechanisms preceding self-realization - self-education, which includes the processes of self-learning and self-education.
Thus, self-development of a personality is a conscious process of personal formation with the aim of effective self-realization on the basis of internally significant aspirations and external influences. Various mechanisms of the process of self-development are connected by us into four functional block-stages: self-knowledge, self-organization, self-education and self-realization. In the integral structure of the functional blocks of personality self-development, we consider creativity and intellect as ways.
The need for an intellectual component is caused by the real state of affairs in the educational process at the university: the educational and professional activities of students are based mainly on intellectual activity, assuming a high degree mental development personality. In the conditions of self-development, those students who have a more perfect intellect have the best chances.
Of particular interest in this regard is creativity as a pedagogical phenomenon. Self-development is also possible at the reproductive level, in the absence of a creative orientation of activity. If, in the philosophical sense, self-development implies certain changes in the personality, the emergence of something new (a sign of creativity), then in pedagogical terms, simple changes cannot be considered a manifestation of creative activity. Thus, we consider creativity as the most important way of effective self-development, which determines its creative essence.
All of the above allows us to assert the existence of the integral concept of "creative self-development of the individual" (TSL). It is a certain structural and procedural characteristic of a person, which can be represented both as a process of increasing the efficiency of the processes of “selfhood”, and as a level and special quality of a person (as an ability for creative self-development).
Such an interpretation allows us to introduce the concept of the space of creative self-development of the individual, located in the multidimensional space of personal qualities, values and abilities. For clarity, let's enlarge the basis of space: as basic vectors, we take self-development, creativity and intelligence. In fact, these concepts themselves are multidimensional formations, that is, some subspaces of a lower dimension in the same TSL space.
Self-development (Q
Rice. 1. Space for creative self-development of the individual
Creative self-development of the individual is
an integrative creative process of conscious personal development based on the interaction of internally significant and actively creatively perceived external factors. The TSL process, as a form of existence of a personality at a certain stage of its formation, affects all the internal spheres of a person and finds its expression in all personal manifestations: in activity, activity, communication, etc.,
which, in turn, contributes to the formation of further motivation for creative self-development. When analyzing the features of this process for students, we mean its professional orientation.
Then the professional and creative self-development of a student's personality (PTSL) is the creative self-development of his personality in the educational process of the university, which ensures further creative self-realization in professional activities. PTSL is carried out through the mechanisms of self-knowledge, self-organization, self-education as a desire for professional and creative self-realization, using creativity and intelligence as ways to intensify this process.
Professional competence is formed on the basis of general personal development (education) and for further cultural development and the formation of his individual style of activity. Structurally, PTSL is a subspace of the TSL space, and its model can be built in the same three-dimensional coordinate system, taking into account the professional orientation of each axis. A point in the PTSL space reflects the state of the professional creative self-development of the individual at the moment, determined by the degree of manifestation of the qualities-coordinates. For building visual model of the PTSL process, we define the key stages of all three basic processes in the PTSL space (self-development, intellect and creativity), the spatial intersections of which will give an idea of their integral interaction.
Considering self-development as a structural and procedural characteristic of a personality, we can draw a parallel between the functional blocks of self-development that we have identified and the stages of realization of self-development as a process. Let us take self-knowledge, self-organization, self-education and self-realization, which have a professional orientation, as such blocks-stages of the formation of the ability to self-development. For creativity and intelligence, we also offer several relatively independent blocks-stages, each of which reveals a certain facet of the concepts of "creativity" and "intelligence" and gives an idea of the dynamics of the corresponding professional growth. For the axes of creativity and intellect in the PTSL space, we implement the principle of mutual complementarity of the corresponding qualities at the stages of the same name, synchronizing them with the stages along the “self-development” axis.
The first stages of intelligence and creativity are mutually complementary personal and professional features: rational mathematical thinking (including spatial) and creative imagination, respectively. Just as self-knowledge is
the foundation of self-development, and these abilities are the basis for the formation of an intellectual and creative personality of a specialist.
In factorial models of intelligence, as well as in intelligence tests, mathematical and (sometimes as a separate) spatial factors are necessarily present, and, in many theories, they are decisive. But in reality, in the process of studying at universities, these abilities develop only on special faculties, depriving students humanitarian faculties mathematical component as a powerful means of self-development of professionally significant qualities.
The stage of rational-mathematical thinking implies the development of not only arithmetic abilities, but also spatial imagination, which is directly related to creative imagination. We understand the latter as the ability of a person to create new images, structures, ideas, connections through a combination or recombination of previously known elements. Thus, creative imagination is based on operating with visual mental models, but at the same time it has the features of mediated, generalized cognition and abstract representations that unite it with thinking. It is important that the figurative imagination be integrated with the rational-mathematical one in order to ensure their full mutual development. This interaction mobilizes intuition and observation, a critical attitude to what is being studied, the ability to generalize, logic, accuracy, the ability to model, the ability to generate ideas, analyze and defend one's opinion, systematize knowledge, etc.
As the second stages of intellect and creativity, we note memory (semantic and figurative, respectively). In mnemonic activity both intellectual and creative aspects are hidden. G.K. Sreda characterizes memory as a continuous, never-ending process of "self-organization" of a person's individual experience. That is, professional memory organizes and reconstructs acquired knowledge.
Semantic memory, which is more inherent in an intellectual person, is distinguished on the basis of the relationship between memory and thinking and lies in the fact that information is subjected to active mental processing, logical analysis and synthesis, establishing relationships, generalization, etc. Semantic memory refers to deliberate thought processes : the subject consciously sets a goal, a task for memorization, providing volitional regulation of memory processes. Figurative memory is defined by the connection of memory with perception and imagination and is usually divided into certain types, depending on the type of analyzer: visual, auditory, gustatory, tactile and olfactory
memory. In our opinion, a more successful characteristic of memory is not the source of information, but the object of memory. If semantic memory deals with concepts, words, then figurative memory, of course, operates with images. At the same time, figurative memory often has an involuntary character, causing unexpected associations; it is characterized by emotionality, which is an additional powerful factor in remembering. For effective professional and creative self-development, it is necessary to use all types of memory in the aggregate, carrying out their complementarity.
The third stage of intelligence is the verbal abilities noted by all researchers, which are closely correlated with the general culture of the individual and academic performance. We refer to verbal abilities semantic understanding, the ability to verbal analogies, the ability to define and explain concepts, verbal fluency, adequate vocabulary(professional integrity), etc.
For creativity, as the third stage, we single out a dual way of self-expression and self-education in relation to verbal abilities - acting. When preparing a specialist, it is useful to use the basic methods of the K.S. system in education. Stanislavsky, who improve the art of impersonation, speech improvisation, facial expressions, gestures, etc. Moreover, unlike an actor, there should be more roles in the creative arsenal of a self-developing personality, her behavior should be more flexible and inventive. Acting techniques of creative transformation enrich the possibilities of self-knowledge of the individual and the means of professional communication.
Finally, the fourth stages of intelligence and creativity will be called logic and intuition, respectively. Just as self-realization is both a stage and an intermediate goal of self-development, upon reaching which begins new round endless process of self-development, and logical and intuitive abilities act directly as qualities inherent in an intellectual and creative personality on certain stages PTSL, as well as the goals of this process, which are to
ability of the individual to solve in practice professional problems and tasks.
Logic, being the highest manifestation intellectual thinking, acts, at the same time, as a reference point for intellectual development at a higher level of professional self-improvement. Similarly, intuition is interpreted both as the root cause of the creative act hidden in the depths of the unconscious (A. Bergson, N.O. Lossky, 3. Freud, etc.), that is, it necessarily accompanies all previous stages of creativity, and as a specific mechanism of the creative process, not reducible to discursive thinking. Professional intuition is considered the highest manifestation of competence, being a specific creative mechanism going beyond the boundaries of established professional stereotypes.
Let us construct a PTSL model by depicting the correspondence between the stages of the three coordinate components in the PTSL space.
Rice. 2. Model of professional and creative self-development of personality (PTSL)
The spatial model of PTSL is dynamic, since the process of professional and creative self-development in it can be schematically represented as the movement of a person from point O, which corresponds to the minimum severity of basic qualities and abilities (or from that actual state of PTSL, in which the person is currently located), to the top cube corresponding to the achievement of the fourth stages in all directions. The implementation of this movement is individual for each student.
^ "Samorsaliiiiiіtsіya
HI ~ Self-education
self-organization
Samoinshianme
And Igu mile I---L ope w
Verbal abilities
The meaning of the share is to remember
Rainonalyu-matsmatic thinking
- Specialty HAC RF13.00.08
- Number of pages 212
Chapter 1. THEORETICAL FOUNDATIONS PROFESSIONALLY
CREATIVE SELF DEVELOPMENT.12
1.1. Philosophical and psychological and pedagogical analysis of the main categories of creative self-development of the individual.12
1.2. The essence and content of the professional and creative self-development of the individual.36
1.3. The main pedagogical contradictions of the professional and creative self-development of the student's personality.56
Chapter 2
2.1. Substantiation and implementation of the model of professional and creative self-development of the student's personality.75
2.2. The technology of teaching professional and creative self-development of the student's personality.105
2.3. Evaluation of the effectiveness of the implementation of the technology of teaching professional and creative self-development of a future specialist at a university.136
Recommended list of dissertations
Professional and creative self-development of the subjects of the educational process at the university 2005, Doctor of Pedagogical Sciences Sharshov, Igor Alekseevich
Creative self-development of university students by means of amateur theatrical art 2005, candidate of pedagogical sciences Kozodaev, Pavel Igorevich
Pedagogical conditions for designing "Self-concepts of creative self-development" of students: On the basis of teaching pedagogical disciplines 2006, candidate of pedagogical sciences Golovanova, Inna Igorevna
Formation of creative independence of students as the basis of their professional development: On the example of training commodity experts-experts in the university system 2004, candidate of pedagogical sciences Tsopanova, Elena Izmailovna
Independent work as a means of professional and creative self-development of students 2011, candidate of pedagogical sciences Nazarova, Irina Vladimirovna
Introduction to the thesis (part of the abstract) on the topic "Pedagogical conditions for the professional and creative self-development of the student's personality"
The relevance of research. The development of modern pedagogy is characterized by increased attention to the inner potential of a person, the creation of an educational environment conducive to the creative self-development of the individual. The acute need in the system of higher education for the training of intelligent, enterprising specialists with developed creative thinking is accompanied by growing dissatisfaction with the educational process, which does not pay due attention to the independent activity of students in the development of professionally significant qualities and abilities. Meanwhile, the effectiveness of a student's future professional activity depends not only on the professional knowledge and skills acquired at the university, but also on the level of formation of the ability for further professional and creative self-development.
Innovativeness of psychological and pedagogical research (K.A. Abulkhanova-Slavskaya, E.V. Bondarevskaya, A.A. Verbitsky, P.Ya. Galperin, T.M. Davydenko, V.V. Davydov, V. P. Zinchenko, I.F. Isaev, V. M. Klarin, I. B. Kotova, V. V. Kraevsky, N. V. Kuzmina, A. I. Mishchenko, A. V. Mudrik, A. Ya. Nine, N.D. Nikandrov, L.S. Podymova, E.G. Silyaeva, G.K. Selevko, V.V. Serikov, V.A. Slastenin, E.N. Shiyanov, N. E. Shchurkova, I.S. Yakimanskaya and others), their focus on professional self-determination and self-development, the formation of a reflective culture of creative thinking, the conscious interaction of subjects of education in joint educational and professional activities, the intensive development of the mechanisms of personal and professional and creative self-development are logical a consequence of the expansion and formation of new values of education. This determines the relevance of studying the essence and mechanism of professional and creative self-development of a student's personality, identifying and analyzing pedagogical conditions that contribute to the effective implementation of this process.
Analysis of the problem under study requires a theoretical and methodological understanding of the concept of "professional and creative self-development of the individual" in accordance with the personality-oriented orientation of education. Basic for the development of the problem under study are works on the general patterns of the pedagogical process in higher education, models of the personality of a future specialist, appropriate technologies for training and education (L.I. Antsyferova, S.I. Arkhangelsky, N.E. Astafieva, E.P. Belozertsev ,
A.A.Verbitsky, V.I.Zagvyazinsky, I.F.Isaev, V.A.Kan-Kalik, E.A.Klimov,
V.N.Kosyrev, N.V.Kuzmina, Yu.N.Kuliutkin, A.N.Leontiev, N.E.Mazhar, L.N.Makarova, V.G.Maximov, A.K.Markova, N. N. Nechaev, A. G. Pashkov, G. K. Selevko, V. A. Slastenin, N. F. Talyzina, O. K. Tikhomirov, A. I. Uman,
V.D. Shadrikov and others). The concept of “personality” is being rethought in the light of the humanistic approach (B.G. Ananiev, A.G. Asmolov, L.I. Bozhovich, F.E. Vasilyuk,
S.I.Gessen, A.I.Eremkin, D.A.Leontiev, V.M.Menshikov, V.S.Merlin, N.A.Podymov, G.M.Potanin, V.I.Slobodchikov, S. D. Smirnov and others); the concept of “personal self-development” becomes the basic one for characterizing the goals, content and means of education (V.I. Andreev, E.V. Bondarevskaya, B.Z. Vulfov, O.S. Gazman, N.G. Grigoryeva, V.D. Ivanov, V.N. Kolesnikov, N.B. Krylova, L.N. Kulikova, A.K. Markova, B.M. Masterov, N.D. Nikandrov, V.A. , V.A. Slastenin, S.D. Smirnov, T.A. Stefanovskaya, P.I. Tretyakov, E.N. Shiyanov, G.A. Tsukerman and others); The concept of “creativity” is being updated more than ever, in particular, as a way of effective self-development and professional and personal self-realization (V.I. Andreev, V.S. Bibler, D.B. Bogoyavlenskaya, A.V. Brushlinsky, G.Ya. Bush, N.F.Vishnyakova, I.F.Isaev, I.P.Kaloshina, L.N.Kulikova, I.Ya.Lerner, L.S.Podymova, Ya.A.Ponomarev, P.V.Simonov, M.I. Sitnikova, E.V. Tonkov, N.Sh. Chinkina, A.F. Esaulov and others). Foreign researchers also turn to the problems of self-actualization and self-development (R. Burns, S. Buhler, A. Maslow, G. Allport, K. Rogers, E. Syutich, etc.).
Self-development of potential capabilities and internal resources of the individual, intensification of the creative beginning of students, their full-fledged self-realization in educational and professional and future professional activities necessitate the study of functional components and means of professional and creative self-development of the individual. The process of transformation and improvement of the modern pedagogical system involves the search for new ideas, technologies, forms and methods of organizing the educational process at the university for the purpose of professional and creative self-development of the individual based on its internal motives, system of values and professional goals. An important point of student-centered education is the creation and implementation of special models and programs that provide a real opportunity to build and implement individual trajectories of professional and creative self-development, stimulating the student's activity in mastering the methods and means of implementing this process, necessary to reveal individuality, spirituality, creativity, contributing to professional development and self-realization.
Thus, the problem arises of identifying and analyzing the psychological and pedagogical conditions that ensure the effectiveness of the professional and creative self-development of the student's personality.
Solving this problem is the goal of our study.
The object of research is the professional and creative self-development of a person in the system of higher education.
The subject of the study is the pedagogical conditions for the implementation of the process of professional and creative self-development of the student's personality in educational activities.
In accordance with the problem, object, subject and purpose of the study, the following tasks were set:
1. To study the current state of the problem in pedagogical science and practice.
2. To reveal the essence, content and mechanism of professional and creative self-development of the student's personality.
3. To develop a dynamic model of the professional and creative self-development of the individual and a method of visual-schematic construction of individual trajectories for the implementation of the corresponding process in the university.
4. To identify and experimentally substantiate the system of pedagogical conditions that contribute to the effective professional and creative self-development of the student's personality in the educational process of the university.
5. Based on the results of the study, develop and test a student-oriented technology for teaching students the skills and abilities of professional and creative self-development.
As a hypothesis of the study, it was suggested that the process of professional and creative self-development of a student's personality would be effective in the implementation of the following set of pedagogical conditions:
Creation of students' attitude to the professional and creative self-development of the individual in the process of educational activities;
Providing technological and innovative training of students for the implementation of the process of professional and creative self-development of the individual;
Increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students;
Organization of the complementarity of the dual qualities and abilities of the humanitarian and natural sciences to expand the totality of means and methods of professional and creative self-development;
Creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations at a university.
The methodological basis of the study is the conceptual provisions of philosophical, psychological and pedagogical theories about the personality as a multifunctional self-developing system, the subject of the creative process and the highest value of society; about the essence of self-development as a mechanism for the implementation of humanistic principles of education; ideas of creativity as a way of self-development; ideas of culturological, axiological, systemic, personal-activity, individual creative, contextual, synergistic approaches to the problem of professional and creative self-development of a person in their integral and complementary combination; the provisions of personality-oriented education, aimed at creating conditions for the full-fledged creative manifestation and self-development of the personal functions of the subjects of the educational process and their full-fledged professional and creative self-realization.
Research methods. The solution of the tasks set was provided by a complex of complementary research methods, including: methods of theoretical analysis of philosophical, psychological and pedagogical literature, diagnostic methods (questionnaires, interviewing, conversation, testing, self-assessment, peer review, rating, ranking, generalization of independent characteristics, projective methods); observational (direct, indirect and long-term pedagogical observation); praximetric (analysis of activity products); experimental (stating and forming experiments); mathematical and pedagogical modeling; classical methods of statistical data processing, as well as the method of correlation pleiades and the method of transition to closer correlations.
The Tambov State University named after G.R. KD Ushinsky, the regional Academy of childhood, schools of the Tambov region. The study covered 712 TSU students, 187 high school students, 57 university professors, methodologists, and school teachers.
The organization of the study was carried out in several stages.
The first stage (1995-1996) - study and analysis of domestic and foreign philosophical, sociological and psychological-pedagogical literature on the research problem; understanding the methodological and theoretical foundations of the study; development and implementation of the ascertaining experiment; establishing the initial level of students' ability to professional and creative self-development; search for a system of criteria and indicators for assessing the level of formation of the corresponding ability.
The second stage (1996-1998) - development of the content and methodology of the formative experiment; selection of experimental and control groups; studying the features of the formation of students' readiness and ability to implement the process of professional and creative self-development; experimental work on the development of technology for teaching students professional and creative self-development, followed by diagnostics and comprehension of the results obtained; verification of the identified pedagogical conditions for the professional and creative self-development of the student's personality at the university.
The third stage (1998-2000) - analysis, processing, generalization and systematization of the results of experimental work; formulation of conclusions and methodological recommendations on the problem; registration of research results in the form of a dissertation.
The most significant results obtained by the applicant, their scientific novelty and theoretical significance: the essence, content and mechanism of the process of professional and creative self-development of the student's personality at the university are disclosed; developed and substantiated spatial dynamic model of professional and creative self-development of the individual; a method of visual-schematic construction of individual trajectories of professional and creative self-development is proposed; the pedagogical conditions that ensure the effectiveness of the implementation of this process in the university are identified and experimentally substantiated; a personality-oriented technology for teaching students professional and creative self-development has been developed.
The practical significance of the study: its materials can be used in the development of special courses, programs, electives and alternative technologies for training a future specialist. The proposed exercises and tasks can be used as the basis for diagnosing the level of a student's professional and creative self-development. Based on the research materials, a special course "Professional and creative self-development of the student's personality" was developed, which can be used in higher educational institutions of any direction in the process of preparing students for professional activities; a teaching aid for teachers and students with specific methods and exercises for professional and creative self-development was published.
The reliability of the results obtained is ensured by the validity of the initial methodological positions, the use of a complex set of methods that correspond to the goals and objectives of the study, a combination of quantitative and qualitative analysis, the representativeness of the sample size, the use of mathematical processing methods and the statistical significance of experimental data, the consistency and continuity of the results at various stages of the study.
The main provisions for defense:
The concept of "creative self-development of a personality" is generic for the concept of "professional and creative self-development of a personality". Creative self-development of a personality (TSL) is an integrative creative process of conscious personal development based on the interaction of internally significant and actively creatively perceived external factors. When analyzing the features of this process for students, its professional orientation is implied. Professional and creative self-development of a student's personality (PTSL) is a creative self-development of his personality in the educational process of the university, which ensures further creative self-realization in professional activities.
The dynamic model of PTSD is built in the space of professional and creative self-development of the individual, the basic vectors of which are self-development, creativity and intellect. In the three-dimensional model of PTSD, the stages of each of the directions are distinguished, characterizing the qualitative changes in the personality.
A set of pedagogical conditions that ensure the possibility and effectiveness of students' PTSL: creating students' attitudes towards professional and creative self-development of the individual in the process of educational activities; ensuring technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual; increasing the proportion of reflective, creative forms of work at the university in order to increase the initiative and activity of students; organization of complementarity of dual qualities and abilities of the humanitarian and natural science areas to expand the totality of means and methods of professional and creative self-development; creation of an individual trajectory of the student's professional and creative self-development in the context of subject-subject relations at the university. The technology of professional and creative self-development is based on the implementation of the individual PTSL trajectory of each student, having the necessary degree of generality and universality. The technology includes relatively independent blocks, each of which has its own goals and objectives associated with the stages of the PTSL process.
Approbation and implementation of the research results were carried out at the International (Orenburg, 1998; Tula, 1998; Belgorod, 1998; St. Petersburg, 1999; Novosibirsk, 1999; Smolensk, 1999; Moscow, 1999), All-Russian (Orsk, 1996, 1999; Barnaul, 1998; Smolensk, 1998; Orel, 1998; Belgorod, 1998. , 1999; Tyumen, 1998; Samara, 1998; Ufa, 1999), regional and interuniversity (Tambov, 1995, February 1998; May 1998; February 1999; September 1999, Balashov, 1996) scientific-practical and scientific-methodical conferences. In addition, there was a discussion on the pages of scientific and methodological journals (“Education in the Region”, issue 2, 1998; issues 3 and 4, 1999), educational and methodological and teaching aids (Tambov, 1997; 1999 .), collections of scientific papers and monographs (Moscow, April 1998; November 1998; Lipetsk, 1998, 1999; Tambov, 1998; Belgorod, 1999). The results of the study were discussed at meetings of the pedagogy departments of Belgorod and Tambov State Universities. The research materials are used in the educational process of the Tambov State University, the Tambov Regional Institute for Advanced Studies of Education Workers, the Pedagogical College named after. KD Ushinsky of Tambov, the regional Academy of childhood, schools of the Tambov region; introduced into practice a special course and scientific and methodological recommendations for teaching professional and creative self-development of the student's personality at the university.
The structure of the dissertation was determined by the logic of the study and the tasks set. It includes an introduction, two chapters, a conclusion, a list
Similar theses in the specialty "Theory and Methods of Vocational Education", 13.00.08 VAK code
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Dissertation conclusion on the topic "Theory and methods of vocational education", Sharshov, Igor Alekseevich
Experimental work to identify and substantiate the pedagogical conditions for the effective implementation of the PTSL process in the student's educational activity was carried out within the framework of the ascertaining and forming stages.
The rationale and implementation of the dynamic model of PTSL made it possible to identify the stages of the process of professional and creative self-development of the individual: trivial-adaptive (0), reflexive-semantic (I), organizational-cognitive (II), active-creative (III) and the stage of dialectical self-realization (IV) ; offer a method of visual-schematic construction of individual PTSL trajectories of students; develop a special personality typology in the context of PTSD (8 groups); identify criteria, indicators and levels of PTSL formation: very low, low, medium, high.
The evaluation of the effectiveness of the PTSL process was carried out according to the identified criteria (independence in professional / educational and professional / activities, professionally oriented thinking, creative attitude to professional / educational and professional / activities).
Within the framework of the ascertaining experiment, using the method of correlation pleiades, data were obtained confirming the theoretical grounds for considering professional and creative self-development as an integrative creative process that ensures further creative self-realization in professional activities; the features of the spontaneous implementation of this process in the university were studied, the internal (personal-creative) pedagogical conditions for the effectiveness of PTSL in the university were identified.
In a formative experiment, within the framework of the technology of teaching students professional and creative self-development, personal and creative pedagogical conditions were experimentally tested, the effectiveness of this process in the university was assessed, and the reliability of the data obtained was statistically confirmed. Significant changes in the indicators of the formation of PTSL, a qualitatively better distribution of PTSL levels in the experimental groups compared to the control groups confirm the fact of increasing the efficiency of the process of professional and creative self-development of the student's personality in educational activities when implementing the following pedagogical conditions:
Creation of students' attitude to the professional and creative self-development of the individual in the process of educational activities;
Providing technological and innovative training of students for the implementation of the process of professional and creative self-development of the individual;
Increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students;
Organization of the complementarity of the dual qualities and abilities of the humanitarian and natural sciences to expand the totality of means and methods of professional and creative self-development;
Creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations at a university.
CONCLUSION
The study of the fundamental categories of professional and creative self-development of the individual has shown that a unified approach to the problem under study has not yet been determined in science. The introduction of the concepts of "creative self-development of the individual" and "professional and creative self-development of the individual" into the categorical apparatus of pedagogy, filling them with pedagogical content required both analytical and integral understanding of these concepts. Based on the results of the theoretical and experimental work, the following conclusions can be drawn. An analytical study of the generic concept of "creative self-development of a personality" was carried out, a comparison of existing philosophical and psychological-pedagogical interpretations of the terms "personality", "creativity", "self-development" was made, and an own point of view was developed. When considering the personality in the dissertation, the emphasis is on its uniqueness, its own path of development and formation, which is the priority value of the educational process. For a detailed study of creativity as a pedagogical phenomenon, a systematic of different approaches to this concept has been built, based on the fundamental differences in the author's positions, taking into account the close relationship between creativity and self-development noted by many scientists. In the study, creativity is considered as the most important way of effective self-development, which determines its creative essence.
The concept of "self-development" is not disclosed in either philosophical or psychological-pedagogical dictionaries, which creates uncertainty in its understanding and complicates the introduction of students' independent activity into the educational process. The paper highlights three approaches to explaining the essence of self-development: through the universal concept of "development" (broad approach); with the help of philosophical identification with self-movement (ispecial); using a description of individual "self-" skills and abilities of the individual (discrete) - and also analyzed the advantages and disadvantages of each of them.
The author's understanding of the essence of self-development is proposed, the main characteristics, functional components, the degree of influence of internal and external factors are determined. A family chain has been built: self-development -> creative self-development of the personality (TCJ1) -> professional-creative self-development of the personality (PTSL).
Various mechanisms of self-development are combined into four functional block-stages - self-knowledge, self-organization, self-education and self-realization - with the rationale for their sequence and integral-functional interaction. Personal self-development is defined as a conscious process of personal formation with the aim of effective self-realization based on internally significant aspirations and external influences.
Creative self-development of a personality” is obtained not by a simple addition of its constituent concepts, but is a qualitatively new phenomenon as a result of integral interaction and internal interpenetration of the initial concepts. Creative self-development of a personality is an integrative creative process of conscious personal development, based on the interaction of internally significant and actively creatively perceived external factors. The process of creative self-development affects all internal spheres of a person and finds its expression in all personal manifestations.
When analyzing the features of this process for students, its professional orientation is implied. Then the professional and creative self-development of a student's personality (PTSL) is the creative self-development of his personality in the educational process of the university, which ensures further creative self-realization in professional activities. PTSL is carried out through the mechanisms of self-knowledge, self-organization, self-education as a desire for professional and creative self-realization, using creativity and intellectual and pedagogical activity aimed at oneself as ways to intensify this process.
The study draws attention to the fundamental content-semantic discrepancy between the terms "creative self-development of the individual" and "self-development of the creative abilities of the individual". For the effective use of creativity as a way of self-development, a certain level of development of the creative qualities and abilities of the individual is necessary, therefore the process of self-development (and development) of creative abilities is a necessary link and an integral part of the TCJI process.
The creative self-development of the personality is considered as a certain structural and procedural characteristic of the personality, which can be represented both as a process of increasing the efficiency of the processes of “selfhood”, and as a level and special quality of the personality (as the ability for creative self-development). This allows us to introduce the concept of the space of creative self-development of the individual, located in the multidimensional space of personal qualities, values and abilities. Self-development, creativity and intellect are taken as the basic vectors of the TCJI space. The space is permeated and provided with personal factors (for example, motivation for this process) that do not satisfy the principle of independence, and therefore are not independent coordinates.
Structurally, PTSL is a subspace of the TSL space, and its model can be built in the same coordinate system, taking into account the professional orientation of each axis. In the dynamic model of professional and creative self-development of the personality, four key stages of each of the directions are identified and substantiated, characterizing qualitative changes in the personality: self-knowledge, self-organization, self-education, self-realization - along the “self-development” axis; rational-mathematical thinking, semantic memory, verbal abilities, logic - along the "intelligence" axis; creative imagination, figurative memory, acting, intuition - along the "creativity" axis. When selecting stages, the principle of mutual complementarity and synchronization of the corresponding qualities at the same stages is implemented.
The features of the student's PTSL process are analyzed from the age point of view, external and internal contradictions associated with the personality of the student and the conditions of his professional and creative self-development are systematized. The paper identifies three groups of relevant contradictions: socio-pedagogical, reflecting the inconsistencies between social processes in society and the functioning of the pedagogical system, which is part of the social subsystem; organizational and pedagogical, arising in the educational system itself, in the process of organizing the educational and professional activities of students (within this group, an important subgroup of contradictions is identified, which is determined by the discrepancies between the professional skills, abilities and values of teachers necessary to ensure the PTSL process of students and the actual degree of preparedness of teachers ; these contradictions are designated as professional-pedagogical ones); personality-creative contradictions within the student's personality as a subject of the educational process at the university, reflecting the reasons for the formation and course of the student's PTSL process. The selected groups of contradictions complement each other and in general act as the driving forces of the student's PTSL process, determining its main pedagogical patterns and factors.
Based on the logical analysis of the identified contradictions and the study of special studies in this area, the external pedagogical conditions for the process of professional and creative self-development of the student's personality (socio-pedagogical and organizational-pedagogical) are formulated, the study and verification of the effectiveness of which, due to objective circumstances, is impossible within the framework of this study. The identified professional and pedagogical conditions, which are more related to the teacher's personality and the degree of its influence on the student's PTSL process, actualize the further direction of the study. The dynamic model of PTSL and its implementation is substantiated: - using the stages of basic processes, the stages of the process of professional and creative self-development of the individual are identified and described: trivial-adaptive (0), reflexive-semantic (I), organizational-cognitive (II), active-creative ( III) and the stage of dialectical self-realization (IV); the criterion for the transition from stage to stage is formulated: achievement of the corresponding (at least) stages of each of the coordinate components; the infinity and cyclicity of the PTSL process are shown;
A method of visual-schematic construction of individual (subjectively-optimal) trajectories of professional and creative self-development of students is proposed, focusing on the motives, personal abilities and goals of the future professional activity of each student as the main guidelines for educational activities at the university. Thus, the dynamic model of PTSL allows substantiating the possibility and provides specific ways to implement an individual and differentiated approach in the university when implementing the student's PTSL process;
Based on the characteristics of the degree of manifestation of basic abilities (creativity, intelligence and self-development), a typology of personality in the context of PTSD was developed, consisting of 8 qualitatively different groups;
Criteria /independence in professional (educational and professional) activities, professionally oriented thinking, creative attitude to professional (educational and professional) activities/ and indicators of PTSL are identified, on the basis of which, using the developed personality typology, the levels of formation of PTSL of students are revealed: very low , low, medium, high.
Within the framework of the ascertaining experiment, using the method of correlation pleiades and the method of transition to closer correlations, the integrity of professional and creative self-development was proved; the features and shortcomings of the spontaneous implementation of this process in the university are studied. Based on the study of the scientific and theoretical foundations and practical justification of the concept of "professional and creative self-development of the individual", the dissertation identified and experimentally tested the personal and creative pedagogical conditions for the implementation of the process of professional and creative self-development of the student's personality in the university, ensuring its existence and effective functioning: creating a student's attitude on the professional and creative self-development of the individual in the process of educational activities; ensuring technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual; increasing the share of reflective, creative forms of work in the university in order to increase the initiative and activity of students; organization of complementarity of dual qualities and abilities of the humanitarian and natural science areas to expand the totality of means and methods of professional and creative self-development; creation of an individual trajectory of the student's professional and creative self-development in the context of subject-subject relations at the university.
A technology for teaching students professional and creative self-development is proposed, based on the implementation of the individual PTSL trajectory of each student, but having the necessary degree of generality and universality when used by other teachers and in other circumstances (subject to the selected pedagogical conditions). Priority is given to the goals of professional and creative self-realization of students, then to the forms and methods of teaching, which allow both organizing the fruitful activities of students and teaching them the methods and means of PTSL. The technology includes six relatively independent blocks that are closely related to the stages of the process of professional and creative self-development, so the proposed sequence of their passage is recommended. At the same time, each block has a variable content that allows you to change the sequence of studying topics within the block, taking into account the individual trajectories and characteristics of students, their motivation, objective conditions, in particular, the profile of the faculty.
The effectiveness of the implementation of the technology for teaching students professional and creative self-development was assessed: changes in the control and experimental groups according to the levels of PTSL were studied; an analysis of specific qualities and abilities that influenced these changes was carried out; their reliability was statistically confirmed. For a more detailed study of the features of the relationship between the elements of PTSL at each level, the method of correlation pleiades and the method of transition to closer correlations were used: the integrity of the concept of PTSL was confirmed - the backbone element is professional self-realization and some elements specific to each level; the most stable bonds between the elements of PTSL are singled out. As a result, we can draw the following conclusion: when moving to a higher level of formation of professional and creative self-development of an individual, the integrity of this quality increases and vice versa: the interaction of all components of PTSL, while observing the selected personal and creative pedagogical conditions, contributes to an increase in the level of its formation, ensures the effectiveness of this process .
All of the above allows us to state that the research problem is sufficiently solved in the dissertation: the pedagogical conditions for professional and creative self-development of the student's personality are identified, scientifically substantiated and experimentally tested. The results of the theoretical analysis and experimental work have generally confirmed the hypothesis put forward by us.
We see further scientific research of this problem in the study of the professional and creative self-development of the personality of a university teacher, the features and conditions for the effectiveness of this process. This will allow generalizing the results of the study on the problem of professional and creative self-development of the subjects of the educational process of the university.
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The role of creativity in realizing the potential of the individual. Creativity, in fact, is a kind of activity that actualizes the potential properties and resources of the individual. It is in creativity that the essential features of the personality acquire the most complete expression. Creativity becomes the meaning-forming base on the foundation of which the entire life strategy of the individual is built.
Creativity implies a new vision of the subject, a new solution to emerging problems, a willingness to abandon the usual patterns and stereotypes of behavior, perception and thinking, i.e. willingness to change.
The solution to the problem of becoming a creative personality largely depends on the school, on how much the organization of the educational process contributes to the realization of the creative potential of students. Creativity "launches" the mechanism of self-development of a creative person.
Creativity is a complex, integral concept that includes natural-genetic, social-personal and logical components, which together represent the knowledge, skills, abilities and aspirations of the individual to transform (improve) the world around them in various fields of activity within the framework of universal human norms of morality and ethics.
The “creative potential” that manifested itself in a particular field of activity is the “creative abilities” of a person in a particular type of activity, as well as a complex personality-activity formation, including motivational-targeted, meaningful, operational-activity, reflective-evaluative components that reflect the totality of personal qualities and abilities, psychological states, knowledge, skills and abilities necessary to achieve a high level of its development.
The concept of creative abilities, their components. Creativity is understood as an integrative quality of a person, including motivational, activity and creative components, which provide a predisposition and readiness for activities to create an original product and contribute to the self-realization of the individual. formation of creative abilities.
The motivational component determines the attitude to creative activity, promotes the development of cognitive motives and interests of the individual, actualizes individual needs, inclinations for creative activity, creates a high personal interest in creating something new. This is, in fact, the creative orientation of the personality of students.
The activity component captures the involvement of the individual in different kinds creative activity: solving problem-creative problems and performing creative tasks, designing, modeling and other types associated with creative thinking.
The creative component provides a creative attitude and involvement in a creative search for the implementation of a plan and idea, determines the style of the student's activity and creative independence, and contributes to the manifestation of creative imagination.
The formation of the creative abilities of the individual is considered:
As an integral part overall process education;
Regular, purposeful change in the internal structure of creative abilities and external forms of their manifestation, as a result of which new qualitative states arise, the basis of which is the dialectical unity of the possible and the actual;
A self-regulating process, that is, an internally necessary movement, self-movement of students from the current level of creative abilities to a higher one in accordance with the individual characteristics and capabilities of each.
Techniques, methods, means of developing the creative abilities of the individual. Methods are the techniques and means by which the development of creative abilities is carried out.
One of the basic principles of teaching is the principle from simple to complex. This principle is the gradual development of creative abilities.
In the process of organizing training for the development of creative abilities great importance attached to general didactic principles: scientific, systematic, consistent, accessible, visual, active, durable, individual approach.
All classes for the development of creative abilities are held in the game. This requires games of a new type: creative, educational games, which, with all their diversity, are united under a common name not by chance, they all come from a common idea and have characteristic creative abilities.
1. Each game is a set of tasks.
2. Tasks are given to the child in different form, and thus introduces him to different ways of transmitting information.
3. The tasks are arranged roughly in order of increasing complexity.
4. Tasks have a very wide range of difficulty. Therefore, games can arouse interest for many years.
5. Gradual increase in the difficulty of tasks - contributes to the development of creative abilities.
6. For the effectiveness of the development of creative abilities in children, the following conditions must be observed:
The development of abilities must begin at an early age;
Tasks-steps create conditions that are ahead of the development of abilities;
Creative games should be varied in content, because create an atmosphere of free and joyful creativity.
Along with the principles, methods are also used: Methods - practical, visual, verbal.
Practical methods include exercises, games, modeling.
Exercises - repeated repetition by the child of practical and mental given actions. Exercises are divided into constructive, imitative-performing, creative.
The game method involves the use of various components of game activity in combination with other techniques.
Modeling is the process of creating models and using them.
Visual methods include observation - looking at drawings, paintings, watching movies, listening to records. Verbal methods are: storytelling, conversation, reading, retelling. In working with children, all these methods should be combined with each other.
Literature
See clause 1.7 №№ 1,2,3,4,5,6,7,8,9,11,12,13,15,19,22,29,32,36.38,39.