Professional reflection of the teacher. The value of reflection in pedagogical activity
Professional reflection is a central component professional self-determination students. There are conditions and means for the development of professional reflection in the learning process. Modern educational standards are aimed more at equipping the future specialist with knowledge than at the formation of his professionally significant personal characteristics. Of great importance for the training of a specialist is the development of his professional reflection as a property of personality, thinking and the conditions necessary for his creative self-realization and achievement. high level professional excellence. And the learning process high school should be focused on task and problem levels. As a result of such a process, in the structure professional activity of a teacher-psychologist, reflection will acquire a system-forming character and become the personal basis of his professionalism.
reflexive-innovative process.
conditions and means of forming reflection
professional reflection
retrospective reflection
perspective reflection
situational reflection
reflection
1. Bodalev A. A. Personality and communication. M .: International Pedagogical Academy, 1995. - 320s.
2. Brief psychological dictionary / Ed.-sost. L. A. Karpenko; Under total ed. A. V. Petrovsky, M. G. Yaroshevsky. - 2nd ed., expanded, corrected. and additional - Rostov n / a: publishing house "Phoenix", 1999. - S.512.
4. Semenov I. N., Stepanov S. Yu. Problems of psychological study of reflection and creativity // Questions of psychology. - 1985. - No. 3. - P.31-40.
5. Slobodchikov V. I. Individual consciousness and reflection // Reflection in science and education. - Novosibirsk, 1984. - S.118-121.
6. Shadrikov VD Psychology of human activity and ability. - M., 1996. - 320 p.
7. Shchedrovitsky G. P. Reflection in activity // Questions of methodology. - 1994. - No. 4. - P.76-121.
Studying at a university, mastering the knowledge and skills necessary for future professional activity, contribute to the awareness of their professional maturation, the formation of professional reflection in students, which is the main, central component of students' professional self-determination.
AT domestic psychology the beginning of the study of reflection was laid by the works of I. M. Sechenov (1953), B. G. Ananiev (1976), L. S. Vygotsky (1986), B. V. Zeigarnik (1969), S. L. Rubinstein (2001) etc. In modern psychology methodological basis and conceptual problems of reflection are considered by A.A. Brushlinsky, V.A. Polikarpov (1999), E. P. Varlamova, S. Yu. Stepanov (2000), I. N. Semenov (2001), A. S. Sharov (2000) and others.
The volume and polyphony of the psychological content of reflection, its multifunctionality, a rich range of features and properties testify to the importance and uniqueness of the place and role of reflection in the integral structure of a person's personality.
In education, Bodalev A. A. distinguishes the following types of reflection:
- socio-perceptual reflection, aimed at rethinking and rechecking by the subject of his own ideas and concepts about a cognizable person;
- personal reflection of one's communication with other people and the qualities of one's own personality, manifested in communication with others (actual self-knowledge);
- communicative reflection, which consists in the representation of the subject about how he is perceived, evaluated, treated by others;
- meta-reflection, that is, the idea of what knowable people think about themselves.
Depending on the functions that reflexive processes perform in a given situation, three types of reflection are distinguished:
- Situational reflection - acts in the form of "motivations" and "self-assessments" and ensures the direct involvement of the subject in the situation, comprehension of its elements, analysis of what is happening.
- Retrospective reflection - serves to analyze the activities already performed, events that took place in the past.
- Perspective reflection - includes thinking about upcoming activities, understanding the course of activities, planning, choosing the most effective ways to perform, predicting possible results.
Some authors single out intellectual and personal reflection. Intellectual reflection is aimed at analyzing the subject content of the problem situation and one's place in it, which, in turn, is determined by the content of the life task, as well as the possibility of its transformation. Personal reflection is directed at the person himself, who finds himself in the process of searching, and, accordingly, leads to a rethinking of all his activities as a whole.
In our opinion, the theoretical significance of the classification of the main types and levels of reflection lies not only in overcoming the narrowing of the concept, but also in determining the dual (both personal and interpersonal) nature of reflexive phenomena, as well as the multi-level organization of reflexive processes as in the structure of a separate personality, and in the communicative and cooperative space.
As a conscious activity process, as a mechanism for the development of activity, reflection is considered in the works of G. P. Shchedrovitsky. The author points out that reflection is mentally organized with the help of linguistic means and is aimed at activity as its subject. The main psychological difficulty in this case is a reflexive going beyond the framework of one's own activity, which requires additional procedures and additional logical knowledge. The complexity of the process is associated with the fundamental difference between the means, knowledge and meanings of the reflective and reflective positions.
V. I. Slobodchikov, considering reflection as an integral act, passing through a number of levels in its formation and genesis, defines the essence of reflection as a gap, bifurcation, going beyond the limits of the process. The author singles out as the first condition for the deployment of reflection - stop process. This condition itself is the basis of the subject's distinction between himself and the movement he carries out. Next level - commits process in other material (speech-actions, thought-actions, path schemes). Stopping and fixing is at the core objectification (comprehension). It is this level of reflection that usually appears in the form of its own norm, rule. The implementation of subject-object relations in cognition is possible at the next level of reflection associated with generalization content in the form of law, principle, method and alienation from it.
Summarizing theoretical provisions a number of authors, we consider reflection as a mechanism of self-knowledge, active personal rethinking of individual consciousness, with the help of which self-improvement of the individual and the success of his activity and communication are ensured.
There is also a problem in the definition of the concept of "professional reflection". Of particular importance is the content this concept within the framework of the professions of the "man-man" system, the hallmark of which is a rich psychological background, which makes it difficult to any technological regulation of activity. Under these conditions, "practical reflection", as defined by D. Sean, as the ability to integrate existing theoretical knowledge and a research approach in order to find the optimal solution to ambiguous practical tasks and problems, becomes an indicator and manifestation of high professionalism, which is characterized by thoughtfulness and humanism.
It is a person's awareness of his professional claims, emerging skills and abilities, developing knowledge and skills in the work, that is nothing more than a professional reflection that manifests itself. Professional reflection along with intellectual and personal reflections form a holistic view of the individual about himself, his qualities, physical and intellectual prospects, significant social roles and functions, value orientations and goals, professional abilities.
Professional reflection is the correlation of oneself, the possibilities of one's "I" with what the chosen profession requires; including - with existing ideas about it. These representations are mobile - they develop. It helps a person to formulate the results obtained, to predetermine goals further work, adjust your professional path.
We believe that considering the ability to reflect in educational activity as a formed personal property that ensures successful simultaneous awareness of the activity being performed (its structure) and the means of regulating this activity in terms of their effectiveness, including the ability to identify the individual characteristics of one's own activity, analyze its results, allows determine the conditions and psychological and pedagogical means of forming this ability.
In a number of scientific studies, the conditions and means for the development of professional reflection in the learning process were formulated (Table No. 1).
Conditions and means of forming reflection
Table 1
Conditions for the development of reflection |
Means of formation of reflection |
1. Formation of motivational readiness for the development of reflexive abilities. |
Organization of special interaction with the student to discover the meaning and motivational significance of reflection, the development of a conscious desire to focus on the process and results of mental activity. |
2. Knowledge by students of the structure and content of educational activities, the presence of ideas about effective ways of its regulation. |
Assimilation of a complex of methodological knowledge: about the structure of activity, types of scientific thinking, logical principles underlying scientific knowledge, the logic of evidence and explanation. The system of external requirements for the organization of activities. |
3. Overcoming preoccupation with one's own activity, providing a position of analysis for performing additional mental actions. |
Inclusion of students in dialogues, disputes, contradictory situations, dialogue mode, conversation method, transition to a position new activity through modeling situations of future professional activity, setting the student in the role of a teacher. Combining the analysis of the subject content of activity with the analysis of one's own methods of activity (sign-symbolic, structural-logical schemes, generalizing tables for structuring large sections of the studied material). |
4. Teaching intellectual self-regulation. |
The development of conscious actions of self-control (analysis of the goal, conditions, methods, results, self-assessment training, correction of mistakes made, stimulation of self-analysis processes, etc. Development of evidence-based teaching aids, performing organizational-controlling and managing functions, creating conditions for self-control, self-correction, activation of educational activities (specially formulated questions, self-control algorithms). Development of self-observation processes, tracking the presence or absence of knowledge, the habit of evaluating results. |
5. Development creative component thinking. |
Stimulation of independent formulation of scientific problems in developmental education. The presence of problem situations that can be solved jointly, taking into account the results of individual creative activity("portfolio of achievements"). |
6.Developing content of control forms. |
Replacing the system of marks with a system of criteria, wording exam questions, focusing not on the reproduction of the finished, but on the search for a solution to the problem. Examination as a practical activity of a specialist, a set of basic actions included in the future specialty. |
7. Implementation of the principles of consistency and problematization in combination with the use of reflection as a method in every step of professional activity. |
Game learning(organizational and developmental games), group work (knowledge exchange, interpersonal skills), professional activities, solving educational and production problems. |
8. Subject-subject interaction and live communication. |
Dialogue forms of work, tasks for understanding the following development goals, setting goals for self-development, motivation to express actions in words. |
The training of highly qualified specialists at the modern level presupposes not only the organization of a deep, systematic and high-quality mastering of fundamental knowledge by them, the formation of relevant practical skills and abilities, but also the development of their motivational needs sphere, abilities for self-realization and creativity.
Unfortunately, modern educational standards are more aimed at equipping the future specialist with knowledge than at the formation of his professionally significant personal characteristics. Meanwhile in modern research in labor psychology, pedagogy and psychology, a transition to new educational and educational technologies, in particular, to personality-oriented and competence-based training and education.
In the light of this approach, it is important for the training of a specialist of any profile to develop his professional reflection as a personality trait, thinking and a condition necessary for his creative self-realization and the achievement of a high level of professional skill. And in this case, the learning process in higher education should be focused on task and problem levels.
S. Yu. Stepanov and I. N. Semenov developed the concept of a reflexive-innovative process, the essence of which is that a person, at the moment of a collision with a problem-conflict situation, performs an act of reflexive-innovative interaction. Conventionally, such interaction is designated as the "man-world" system. A problem-conflict situation is resolved when an innovative effect arises either in relation to a person (a person changes) or in relation to the world (a change in the surrounding reality, a change in the conditions of activity). The innovative effect occurs in the process of finding a creative solution, where as necessary condition a certain level of reflection of the conditions of the problem and the decisive subject itself appears.
Exactly problem situations in the process of studying at a university, they set the vector for the formation and development of professional reflection. This development becomes especially important for students - future teachers-psychologists. Since professional reflection is the most important component of the professionally important qualities of the chosen profession. But problem-conflict situations are important not only in the process of academic education (within the framework of seminars, training and advisory sessions), but also in practical activities within the framework of educational and industrial practice. As a result of reflexive-innovative interaction, either the student changes - in the direction of professional formation and development, or the activity changes - within the framework of the practical application of knowledge. According to this scheme, we work with students of the Faculty of Psychology, giving them the opportunity to solve problematic problems while at the learning stage. But the study is ongoing, and the results of the work done will be published by us in the future.
As a result of such a process, in the structure of the professional activity of a teacher-psychologist, reflection will acquire a system-forming character and become the personal basis of his professionalism.
Reviewers:
- Andropov Vladimir Petrovich, Professor, Doctor of Psychology, Head. Department of Psychology Mordovskiy state university them. N. P. Ogareva, Saransk.
- Rodionov Mikhail Alekseevich, professor, doctor pedagogical sciences, professor of the department general psychology Faculty of Psychology, PSPU named after V. G. Belinsky, Penza.
Bibliographic link
Romanova M.V. PROFESSIONAL REFLECTION OF PSYCHOLOGICAL STUDENTS: METHODOLOGICAL ASPECT // Contemporary Issues science and education. - 2012. - No. 2.;URL: http://science-education.ru/ru/article/view?id=6091 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
In the works of A.V. Karpova, I.N. Semenov and S.Yu. Stepanov describes quite a lot of types of reflection.
Stepanov S.Yu. and Semenov I.N. distinguish the following types of reflection and its areas scientific research:
- Cooperative reflection is directly related to the psychology of management, pedagogy, design, sports. Psychological knowledge of this type reflections provide, in particular, the design of collective activity and cooperation of joint actions of subjects of activity.
At the same time, reflection is considered as a “release” of the subject from the process of activity, as his “exit” to an external, new position both in relation to the previous, already completed activities, and in relation to the future, projected activity in order to ensure mutual understanding and coordination of actions in conditions joint activities. With this approach, the emphasis is placed on the results of reflection, and not on the procedural aspects of the manifestation of this mechanism;
- Communicative reflection- is considered in studies of the socio-psychological and engineering-psychological plan in connection with the problems of social perception and empathy in communication. It acts as an essential component developed communication and interpersonal perception, which is characterized by A.A. Bodalev as a specific quality of human cognition by human.
The communicative aspect of reflection has a number of functions:
cognitive;
Regulatory;
development function.
These functions are expressed in the change of ideas about another subject to more adequate for a given situation, they are actualized in case of a contradiction between ideas about another subject of communication and its newly revealed individual psychological traits.
- Personal reflection explores the subject's own actions, images of his own I as an individual. It is analyzed in general and pathopsychology in connection with the problems of development, decay and correction of the self-consciousness of the individual and the mechanisms for constructing the I-image of the subject.
S.Yu. Stepanov and I.N. Semenov identifies several stages in the implementation of personal reflection:
Experiencing an impasse and understanding the task, the situation as unsolvable;
Approbation of personal stereotypes (action patterns) and their discrediting;
Rethinking personal stereotypes, problem-conflict situation and oneself in it anew.
The process of rethinking is expressed, firstly, in a change in the attitude of the subject to himself, to his own "I" and is realized in the form of appropriate actions, and, secondly, in a change in the attitude of the subject to his knowledge and skills. At the same time, the experience of conflict is not suppressed, but aggravated and leads to the mobilization of the resources of the “I” to achieve a solution to the problem.
In the opinion of Yu.M. Orlov, the personal type of reflection has the function of self-determination of the personality. Personal growth, the development of individuality, as a superpersonal education, occurs precisely in the process of understanding the meaning that is realized in a particular segment life process. The process of self-knowledge, in the form of comprehending one's self-concept, which includes the reproduction and comprehension of what we do, why we do it, how we do it and how they treated others, and how they treated us and why, through reflection leads to the justification of the personal right to changing the given model of behavior, activity, taking into account the peculiarities of the situation.
- Intellectual reflection- its subject is knowledge about the object and methods of action with it. Intellectual reflection is considered mainly in connection with the problems of organizing cognitive processes of information processing and developing teaching aids for solving typical problems.
AT recent times, in addition to these four aspects of reflection, there are:
existential;
cultural;
Sanogenic.
The object of study of existential reflection is the deep, existential meanings of the personality.
Reflection arising from the impact of emotional situations leading to the experience of fear of failure, guilt, shame, resentment, etc., leading to a decrease in suffering from negative emotions, is defined by Yu.M. Orlov as sanogenic. Its main function is to regulate emotional states person.
N.I. Gutkina in the experimental study identifies the following types of reflection:
Logical - reflection in the field of thinking, the subject of which is the content of the individual's activity.
Personal - reflection in the field of the affective-need sphere, is associated with the processes of development of self-consciousness.
Interpersonal - reflection in relation to another person, aimed at the study of interpersonal communication.
Domestic scientists S.V. Kondratiev, B.P. Kovalev offer types of reflection in processes pedagogical communication:
Socio-perceptual reflection, the subject of which is rethinking, rechecking by the teacher of his own ideas and opinions that he has formed about students in the process of communicating with them;
Communicative reflection - consists in the subject's awareness of how he is perceived, evaluated, treated by others ("I - through the eyes of others").
Personal reflection - comprehension of one's own consciousness and one's actions, self-knowledge.
E.V. Lushpaeva describes such a type of reflection as "reflection in communication", which is a "complex system of reflective relations that arise and develop in the process of interpersonal interaction."
Personal-communicative reflection (reflection "I");
Socio-perceptual (reflection of another "I");
Reflection of the situation or reflection of interaction.
Most common ways reflections are an expression of certainty, assumptions, doubts, questions. At the same time, all types of reflection are activated under the condition of creating an attitude to observe and analyze one's own knowledge, behavior and understanding of this behavior by others.
levels of reflection.
A.V. Karpov identified different levels of reflection depending on the degree of complexity of the reflected content:
- 1 level- includes a reflective assessment by a person current situation, an assessment of one's thoughts and feelings in a given situation, as well as an assessment of behavior in a situation of another person;
- 2 level involves the construction by the subject of a judgment regarding what another person felt in the same situation, what he thought about the situation and about the subject himself;
- 3 level includes the representation of the other person's thoughts about how he is perceived by the subject, as well as the representation of how the other person perceives the subject's opinion of himself;
- 4th level includes the idea of another person's perception of the subject's opinion about the other's thoughts about the subject's behavior in a given situation.
Forms of reflection.
Reflection of the subject's own activity is considered in three main forms depending on the functions that it performs in time: situational, retrospective and perspective reflection.
Situational reflection acts in the form of "motivations" and "self-assessments" and ensures the direct involvement of the subject in the situation, understanding of its elements, analysis of what is happening at the moment, i.e. reflecting "here and now". The ability of the subject to correlate his own actions with the objective situation, to coordinate, control the elements of activity in accordance with changing conditions is considered.
retrospective reflection serves to analyze and evaluate activities already performed, events that took place in the past. Reflective work is aimed at a more complete understanding, understanding and structuring of the experience gained in the past, prerequisites, motives, conditions, stages and results of activity or its individual stages are affected. This form can serve to identify possible mistakes, to look for the reasons for one's own failures and successes.
Perspective reflection includes thinking about upcoming activities, understanding the progress of activities, planning, choosing the most effective ways designed for the future
The subject of activity can be represented as a separate individual or a group.
Based on this, I.S. Ladenko describes intrasubjective and intersubjective forms of reflection.
In intrasubjective forms, there are:
corrective;
electoral;
Complementary.
Corrective reflection acts as a means of adapting the chosen method to specific conditions.
Through selective reflection one, two or more ways of solving the problem are chosen.
By using complementary reflection the selected method is complicated by adding new elements to it.
Intersubjective forms presented:
Cooperative;
adversarial;
Counteracting reflection.
Cooperative reflection ensures the unification of two or more entities to achieve a common goal.
Adversarial reflection serves the self-organization of subjects in the conditions of their competition or rivalry.
Counteracting reflection acts as a means of struggle between two or more subjects for the predominance or conquest of something.
Academician M.K. Tutushkina reveals the meaning of the concept of reflection, based on the nature of its functions - constructive and control. From the standpoint of a constructive function, reflection is the process of searching for and establishing mental connections between the existing situation and the worldview of the individual in a given area; activation of reflection to include it in the processes of self-regulation in activities, communication and behavior. From the position of the control function, reflection is the process of establishing, testing and using links between the existing situation and the worldview of the individual in this area; a mechanism for reflecting or using the results of reflection for self-control in activities or communication.
Based on the work of B.A. Zeigarnik, I.N. Semenova, S.Yu. Stepanova, the author distinguishes three forms of reflection, which differ in the object of work:
Reflection in the field of self-consciousness;
Reflection of the mode of action;
Reflection of professional activity, moreover, the first two forms are the basis for the development and formation of the third form.
Reflection in the field of self-awareness- this is a form of reflection that directly affects the formation of a person's sensitive ability.
It has three levels:
1) the first level is associated with reflection and subsequent independent construction of personal meanings;
2) the second level is associated with the awareness of oneself as an independent person, different from others;
3) the third level involves awareness of oneself as a subject of a communicative connection, the possibilities and results of one's own influence on others are analyzed.
Reflection of the way of action- this is an analysis of the technologies that a person uses to achieve certain goals. The reflection of the mode of action is responsible for the correct use of those principles of action with which a person is already familiar. This analysis is a reflection (in its purest form) as it is presented in classical psychology when, immediately after any act, the reflecting person analyzes the scheme of action, his own feelings, results and draws conclusions about perfection and shortcomings.
developing in the process of interpersonal interaction”.
AT pedagogical activity reflection is the same necessary component as in any human activity. B.Z. Vulfov and V.N. Kharkin formulate the definitions of the most significant phenomena for us as follows: “If reflection is a chain of internal doubts, discussions with oneself caused by questions that arise in life, bewilderment, difficulties, the search for options for answering what is happening or expected , then professional reflection is the same internal work: correlating oneself, the capabilities of one’s Self with what the chosen profession requires, including with the ideas that exist about it ... In turn, pedagogical professional reflection is the same as any professional reflection, but in the content associated with the peculiarities of pedagogical work, primarily with one's own pedagogical experience» .
In the original interpretation by I. A. Trishkina, pedagogical reflection is described as the teacher’s ability to mentally imagine the student’s picture of the situation, and on this basis to clarify his idea of himself, therefore, reflection can be understood as the teacher’s awareness of himself from the position of the student in changing situations.
Professional pedagogical reflection is associated with the peculiarities of pedagogical work, with one’s own pedagogical experience, revising its foundations, redesigning methods of pedagogical actions (including in connection with emerging trends in modern education, sociocultural policy).
Researchers give reflection a leading place in the professional self-improvement of a specialist in training and education of the younger generations.
The pedagogical value of the professional reflection of the teacher-educator is largely mediated by the purposeful inclusion in the context of his self-improvement of mental activity associated with volitional self-regulation own social growth.
Yu. N. Kulyutkin convincingly demonstrates the need for the teacher to master reflection. He believes that the activity of the teacher is always the activity of managing other activities, namely learning activities students. The object of the teacher's activity, the subject of his management, leadership, organization is the activity of students, and the teacher himself looks at himself and his actions (and evaluates them) as if through the eyes of students.
The teacher does not just set goals, but strives to ensure that these goals are realized and accepted by students. Therefore, the teacher must be able to take the student's point of view, imitate his reasoning, anticipate possible difficulties in his activities, understand how the student perceives a certain situation, explain why the student acts this way and not otherwise. “Moreover,” writes Yu. N. Kulyutkin, “the teacher must reflectively display the “inner picture of the world” that the student masters, but also purposefully transform, deepen, develop it.”
A. K. Markova singles out a group of psychological and pedagogical knowledge and skills necessary for a teacher. The author refers to them the ability to register the process and result of work, the ability to correlate the student's difficulties with his shortcomings, the ability to evaluate his style and analyze his experience. It is easy to see that the formation of a teacher's skills is directly related to the development of his reflexive qualities, so the group psychological qualities teacher A.K. Markova includes pedagogical reflection, which she understands as the focus of consciousness on itself, taking into account the teacher's ideas about his activities and the student's ideas about how the teacher understands the student's activities. Pedagogical reflection, the author writes, is the teacher's ability to mentally imagine the student's picture of situations, on this basis to clarify ideas about himself. Reflection means the teacher's awareness of himself from the point of view of students in changing situations. It is important for the teacher to develop a healthy, constructive reflection, leading to the improvement of activity, and not to its destruction by constant doubts and hesitations. Pedagogical reflection is an independent appeal to introspection without being required by the administration.
A. K. Markova highlights special group perceptual-reflexive pedagogical abilities who are leading. It includes: the ability to study another person, understanding, empathy, the ability to stand on his point of view and look at yourself from the outside. This group of abilities is, according to the author, "nuclear", poorly compensated. It is characteristic of the work of the teacher, as it indicates his orientation towards psychological development student.
Conducted theoretical study allowed us to state that pedagogical reflection as a component of the teacher's activity began to be considered relatively recently. Attempts were made to design education using reflection: the development of design thinking; professional and educational activities.
One of the constructive approaches to solving the problems of continuous developmental and student-centered vocational education the concept of reflexive methodology (N. G. Alekseev, V. T. Opolev, I. N. Semenov), reflexive psychology (I. N. Semenov) and reflexive pedagogy of creativity (G. F. Pokhmelkina, I. N. Semenov, S.Yu. Stepanov).
We are based on the position that the teacher's reflexivity arises where a deviation from the previous model begins, blocking ineffective methods and methods of pedagogical activity, and opening up new opportunities for teacher activity forms, both at the individual-personal and at the social (collective) levels. This allows the teacher to respond flexibly to changing conditions and take into account social needs. Such reflection is a mechanism for organizing creative process leading to the generation of innovations in professional activity. Pedagogical reflection contributes to the connection of the internal activity of the teacher, sets the direction of his continuous self-education "as a chain of voluntary acts."
In the psychological and pedagogical literature, the connection between the teacher's professional growth and the level of development of his reflection is emphasized. Highlighting the levels of professional activity of a teacher, O.S. Anisimov emphasizes that in order for a teacher to move to the next, higher level of professional and pedagogical activity, it is necessary to develop pedagogical reflection. Thus, the author singled out the following levels of professional and pedagogical activity: 1) the formation of activity; 2) successful implementation of a fixed norm; 3) fulfillment of the norm with adequate reflection; 4) reflexive accompaniment of the action with the fixation of the problem and the correction of the norm (redesigning the methods of pedagogical actions); 5) participation in the reflexive formulation or reflexive removal of problems; 6) complete reflective self-organization.
The teacher's reflection is one of the most important components of pedagogical competence and professionalism. Reflection helps to identify the meanings of behavior, in conjunction with personally significant components of thinking, appears as a leading activity in solving productive problems.
Thus, reflection is the basis of the teacher's pedagogical activity at all its stages: from conceiving a goal to obtaining and analyzing results.
This can be represented as the following chain: the goal of pedagogical activity is a reflexive analysis of the situation - a choice; designing and constructing the means of pedagogical activity by the teacher on the basis of reflection on the adequacy of these means to the set goal - project implementation - reflection on the distinction between the project and its implementation (goal and result). The teacher's reflection can be directed to the subject of pedagogical activity, to the pedagogical activity itself, interaction with other people (teachers, students, parents), to identify their own means and ways of thinking, understanding, communication, as well as the actions and activities of students, understanding their ways of activity. , thinking, understanding, communication.
In the domestic educational psychology in the studies of N.V. Kuzmina and her school, A.K. Markova, S.V. Kondratieva, L.M. Mitina and other scientists, the problem of the teacher's personality traits that determine the effectiveness of pedagogical activity has become the subject of a special theoretical and experimental study. One of the leading, core formations of the teacher's personality, which determine its integrity and readiness for activity, is professional value orientations. They can be characterized as selective attitudes of the teacher to the teaching profession, to the personality of the pupil, to himself, as formed on the basis of a wide range of spiritual relations of the personality, in all types of activities that are professionally significant for her.
The professionally conditioned properties and characteristics of a teacher include:
the general orientation of his personality (social maturity and civic responsibility, professional ideals, humanism, highly developed, primarily cognitive interests, selfless attitude towards the chosen profession);
some specific qualities - organizational (organization, efficiency, initiative, exactingness, self-criticism), communicative (fairness, attentiveness, friendliness, openness, goodwill, modesty, sensitivity, tact), perceptual-gnostic (observation, creativity, intellectual activity, research style, flexibility, originality and critical thinking, the ability to make non-standard solutions, a sense of the new, intuition, objectivity and impartiality, careful and attentive attitude to the experience of senior colleagues, the need for constant updating and enrichment of knowledge), expressive (high emotional and volitional tone, optimism, emotional susceptibility and responsiveness, self-control, tolerance, endurance, sense of humor); professional performance; physical and mental health.
According to A.K. Markova, the structure of subject properties can be represented by the following blocks of characteristics:
objective characteristics: professional knowledge, professional skills, psychological and pedagogical knowledge;
subjective characteristics: psychological positions, motivation, "I"-concept, attitudes, personality traits.
A.K. Markova identifies three main aspects of the teacher's work: the actual pedagogical activity, pedagogical communication and the personality of the teacher. To important professional qualities, according to A.K. Markova, include: teacher portfolio reflection
pedagogical erudition;
pedagogical goal setting;
pedagogical (practical and diagnostic) thinking;
pedagogical intuition;
pedagogical improvisation;
pedagogical observation;
pedagogical optimism, pedagogical resourcefulness;
pedagogical foresight and pedagogical reflection.
In the model of the teacher's personality currently being developed, in the context of the same "activity - communication - personality" scheme, five professional significant qualities, revealing two groups of pedagogical abilities (according to N.V. Kuzmina)
1) Design-gnostic abilities:
pedagogical goal setting;
pedagogical thinking.
2) Reflexive-perceptual abilities:
pedagogical reflection;
pedagogical tact;
pedagogical orientation.
The problem of the teacher's knowledge of the student's personality is vital. More K.D. Ushinsky emphasized that if a teacher wants to educate a person, then he must, first of all, get to know him in all respects, understand the characteristics of the personality of the student. It is with the level of cognition by the teacher of the personality of the student, with the adequacy and completeness of cognition that the effectiveness of pedagogical activity is largely connected.
As it appears from the studies of S.V. Kondratieva, teachers of a low level of productivity are characterized by the perception of only the external pattern of an act, without penetrating into the true goals and motives, while teachers of a high level of productivity are distinguished by the reflection of stable integrative properties of the personality, the identification of the leading goals and motives of students' behavior, the objectivity of value judgments. The reflexive-perceptual skills of the teacher form an organic complex of cognition of one's own individual psychological characteristics, assessment of one's mental state, as well as the implementation of a versatile perception and adequate knowledge of the student's personality. Like any skills, they are based on a system of relevant knowledge (patterns and mechanisms of interpersonal cognition and reflection, developmental psychology children, teenagers, young men) and certain skills.
There are three types of skill structure:
social-perceptual skills;
reflexive;
intellectual.
Reflective-perceptual skills, which are associated with the specific sensitivity of the teacher to his own personality and to the personality of the student. The effectiveness of the teacher's knowledge of himself and the personality of another person depends on these abilities. The logical form of knowing the personal characteristics of oneself and other people is reflection. It involves an attempt to logically analyze certain signs and draw a certain conclusion about another person and his actions (generalization), and then, based on this generalization, draw private conclusions about specific cases of interaction, but often both generalizing and private conclusions are made on a small limited number. signs are incorrect and rigid (that is, they are not adjusted for specific situations). The process of understanding each other is "complicated" by the phenomenon of reflection. Reflection here is understood as the awareness by the acting individual of how he is perceived by the communication partner. This is no longer just knowledge or understanding of the other, but knowledge of how the other understands you, a kind of doubled process of mirror reflections of each other, deep, consistent mutual reflection, the content of which is the reproduction of the partner’s inner world, and in this inner world, in turn, is reflected your inner world.
The dictionary of a practical psychologist offers two meanings for the concept of "reflection" (from Latin reflexio - reflection) - 1. reflection, full of doubts, contradictions; analysis of one's own mental state; 2. the mechanism of mutual understanding - understanding by the subject of what means and why he made this or that impression on the communication partner.
The subject can reflect: a) knowledge about the role structure and positional organization of collective interaction; b) ideas about the inner world of another person and the reasons for certain of his actions; c) their actions and images of their own "I" as an individual; d) knowledge about the object and methods of action with it.
In pedagogical activity, reflection is the same necessary component as in any human activity.
A.K. Markova includes pedagogical reflection in the group of psychological qualities of the teacher and understands it as the focus of consciousness on itself, taking into account the teacher's ideas about his activities and the student's ideas about how the teacher understands the student's activities.
A. K. Markova identifies a special group of perceptual-reflexive pedagogical abilities that are leading: the ability to study another person, understanding, empathy, the ability to take his point of view and look at oneself from the outside.
In modern research, a lot of attention is paid to reflection in pedagogical process both in the activities of the teacher and in the activities of students.
Reflection characterizes the student's self-awareness, his understanding of his own communicative activity, it acts both as self-reflection and as the ability to look at oneself through the eyes of communication partners, to take their positions, objectively assessing oneself, to outline ways of self-improvement, self-correction, to create an "image of I".
Thus, reflection is the basis of the teacher's pedagogical activity at all its stages: from the idea of a goal to the receipt and analysis of results.
Pedagogical reflection.
Performed:
Zdorovenko E.V.
Nizhnevartovsk
2014
Table of contents
Introduction.
1. Concept reflections.
2. Types of pedagogical reflection.
3. Forms of reflection.
4. Reflection functions.
5. Pedagogical and professional reflection.
Conclusions.
Bibliography.
Introduction.
In the current socio-economic conditions for any educational institution the ability of the teaching staff to carry out activities of a reflexive nature has become one of the most important criteria for its survival, productivity and success. Problems and challenges that have been faced recently teaching staff, are more and more creative and do not have a template and unambiguous solution. In this regard, the most constructive way is a reflexive rethinking and transformation by teachers of their experience. The development of the ability to reflect helps a modern teacher to find an individual style of professional activity, allows you to achieve an adequate professional and personal self-esteem, predict and analyze the results of your activities, and increases the level of self-organization.
Carrying out reflection, the teacher determines how consistent, purposeful and effective his impact on students was, to what extent the previously planned result was achieved.
AT modern conditions the teacher needs not only to choose the appropriate methods and teaching methods in specific conditions, but also to create their own modifications. This is possible if the teacher has received appropriate training, has mastered the means and methods of reflection in relation to his activity, has mastered the means of transition from describing the activity to its criticism and regulation, as well as to comparing the methods he has developed with those already available.
1. Concept reflections.
Pedagogical reflection involves “mutual display”, mutual assessment of the participants in the pedagogical process, “penetration” of the teacher into the inner world of the student, identification of the state of development of students.
Reflection in the pedagogical process - this is the process of self-identification of the subject of pedagogical interaction with the current pedagogical situation, with what constitutes the pedagogical situation: students, teacher, conditions for the development of participants in the pedagogical process, environment, content, pedagogical technologies.
Understanding the essence and procedures for the implementation of pedagogical reflection is facilitated by the understanding of its structure. We consider it expedient to consider the structure of pedagogical reflection taking into account the structure of the pedagogical process, pedagogical interaction. Focusing on the fact that the pedagogical process involves the exchange of activities of the teacher and students, it is legitimate, in our opinion, to single out such components in the structure of reflection as: reflection by the teacher of the student's activity; reflection by the teacher of his activity; reflection by the teacher of pedagogical interaction; reflection by trainees of their activities; reflection by the trainees of the teacher's activity; reflection by the student of the pedagogical interaction that took place.
The pedagogical process is organized and carried out by the teacher in order to create conditions for the development of students. This means that all components of reflection in the pedagogical process are conditioned by the student's reflection of his own activity in the pedagogical process. This circumstance determines the expediency of reflection of the teacher's activity, reflection of the interaction carried out.
2. Types of pedagogical reflection.
The lack of a unified approach to understanding and studying the phenomenon of reflection involves the construction of various classifications.
I. Stepanov S.Yu. and Semenov I.N. distinguish the following types of reflection and areas of its scientific research:
1. Cooperative reflection is directly related to the psychology of management, pedagogy, design, sports. Psychological knowledge of this type of reflection provides, in particular, the design of collective activity and the cooperation of joint actions of subjects of activity. At the same time, reflection is considered as a “release” of the subject from the process of activity, as his “exit” to an external, new position both in relation to the previous, already completed activities, and in relation to the future, projected activity in order to ensure mutual understanding and coordination of actions in terms of joint activity.
2. Communicative reflection is considered in studies of the socio-psychological and engineering-psychological plan in connection with the problems of social perception and empathy in communication. It acts as the most important component of developed communication and interpersonal perception.
3. Personal reflection explores the subject's own actions, images of his own I as an individual. It is analyzed in general and pathopsychology in connection with the problems of development, decay and correction of the self-consciousness of the individual and the mechanisms for constructing the I-image of the subject.
4. Subjectintellectual reflection are knowledge about the object and ways of acting with it. At present, works in this direction clearly predominate in the total volume of publications reflecting the development of the problems of reflection in psychology. Intellectual reflection is considered mainly in pedagogical and engineering psychology in connection with the problems of organizing cognitive processes of information processing and developing teaching aids for solving typical problems.
II. N.I. Gutkina in the experimental study identifies the following types of reflection:
1. logical - reflection in the field of thinking, the subject of which is the content of the individual's activity.
2. Personal – reflection in the field of the affective-need sphere, associated with the processes of development of self-consciousness.
3. interpersonal - reflection in relation to another person, aimed at the study of interpersonal communication.
III. Domestic scientists S.V. Kondratieva, B.P. Kovalev offer types of reflection in the processes of pedagogical communication:
1. Socio-perceptual reflection , the subject of which is rethinking, rechecking by the teacher of his own ideas and opinions that he has formed about students in the process of communicating with them.
2. Communicative reflection consists in the subject's awareness of how he is perceived, evaluated, treated by others ("I - through the eyes of others").
3. Personal reflection - comprehension of one's own consciousness and one's actions, self-knowledge.
3. Forms of reflection.
Reflection of the subject's own activity is considered in three main forms, depending on the functions that it performs in time:
situational, retrospective and prospective reflection.
Situational reflection acts in the form of "motivations" and "self-assessments" and ensures the direct involvement of the subject in the situation, understanding of its elements, analysis of what is happening at the moment, i.e. reflecting "here and now". The ability of the subject to correlate his own actions with the objective situation, to coordinate, control the elements of activity in accordance with changing conditions is considered.
retrospective reflection serves to analyze and evaluate the experience already gained in the past; prerequisites, motives, conditions, stages and results of activities or its individual stages are affected. This form can serve to identify possible errors, look for completed activities, events that took place in the past. Reflective work is aimed at a more complete awareness, understanding and structuring of the reasons for one's own failures and successes.
Perspective reflection includes thinking about upcoming activities, understanding the course of activities, planning, choosing the most effective ways designed for the future.
4. Reflection functions.
design - involves modeling, designing upcoming activities, mutuallyThe allocation of the functions of reflection in the pedagogical process is the most important condition for optimizing the development of the participants in the pedagogical process.
Toreflection functions in the pedagogical process include:
diagnostic function - identifying the level of interaction between the participants in the pedagogical process, the level of effectiveness of this interaction, individual pedagogical tools;
interaction, goal-setting in activities;
organizational - identification of ways and means of organizing productive activities and interaction;
communicative - reflection as a condition for productive communication between the teacher and the pupil;
meaning-creating - formation in the minds of the participants in the pedagogical process of the meaning of their own activities, the meaning of interaction;
motivational - determination of the direction and targets of activities;
corrective - encouragement of the participants in the pedagogical process to adjust their activities, ongoing interaction.
Isolation of functions, their implementation helps to increase the developmental potential of reflection in the pedagogical process, allows you to build a procedure for the reflexive activity of the teacher and students.
Being a mechanism for resolving a problem, a conflict, reflection can be considered as a culture-creating ability of a person. Reflection is the process and result of self-analysis by the subject of consciousness, behavior, internal mental acts and states, own experience, personal structures.Reflection - this is a personal property and at the same time - the most important factor in the development of the individual, the formation of his culture and professionalism.
5. Pedagogical reflection.
It seems important to note several points that emphasize the role of reflection in professional activities:
firstly, reflection is necessary when mastering professional activity;secondly, on its basis, the control and management of the assimilation process is carried out; thirdly, reflection is necessary when changing the conditions of professional and educational activities; fourthly, it is one of the main mechanisms for the development of the activity itself.
A.A. Bizyaev underpedagogical reflection understands a complex psychological phenomenon, manifested in the teacher's ability to enter into an active research position in relation to his activity and to himself as its subject in order to critically analyze, comprehend and evaluate its effectiveness for the development of the student's personality.
In this way,reflective teacher is a thinking, analyzing, investigating teacher. This, as D. Dewey said, is “an eternal student of his profession” with an indefatigable need for self-development and self-improvement.
Domestic researcher S.S. Kashlev underreflection in the pedagogical process or pedagogical reflection understands the process and result of fixation by the subjects (participants of the pedagogical process) of the state of their development, self-development and the reasons for this.
Pedagogical reflection involves mutual reflection, mutual assessment of the participants in the pedagogical process, the interaction that took place, the display by the teacher of the inner world, the state of development of students and vice versa.
Conclusions.
Unconditional significance in the process cognitive activity has an intellectual reflection, which consists in the awareness and evaluation of their actions, which constitute the essence of the intellectual activity of the subject of knowledge. The criteria for the development of a student's reflective abilities, in our opinion, can be called the following: understanding for oneself the content educational material; possession of rational methods of assimilation of educational material; possession of techniques for working out the studied content (understanding the logic of presentation, highlighting key concepts, the ability to retell in your own words); possession of systematization techniques (compilation of reviews, summaries, annotations, diagrams, tables); the ability to carry out the logical qualification of the text (identification of facts, theoretical postulates, explanatory principles, put forward consequences); knowledge of the requirements that apply to the learned material; the ability to create a system of test tasks to determine the level of assimilation.
Reflection in the pedagogical process is:
a) the process and result of fixing by the participants of the interaction the state of their own development and the reasons that ensured it;
b) the process of self-identification of the subject of pedagogical interaction based on their current situation;
c) mutual display, mutual assessment of the interaction between the participants in the pedagogical process:
d) display by the teacher of the inner world and the state of development of the student and vice versa.
The importance of pedagogical reflection in the process of university training of specialists should be especially emphasized. The university teacher, reflecting - teaches, helps the student to move from one state of his development to another, higher one, and then to self-development, formation and self-improvement of his own personality, a future professional in a particular field of knowledge.
Bibliography:
1. Suvorova, N.G. Interactive learning: new approaches / N.G. Suvorov // Teacher (Russia). - 2000. - No. 1. - S. 25-27.
2. Kashlev, S.S. Interactive methods of teaching pedagogy / S.S. Kashlev. - Minsk: Higher School, 2004. - 176 p.
Reflection has always attracted the attention of thinkers since the time of ancient philosophy, in particular, Aristotle defined reflection as “ thinking directed to thinking". This phenomenon of human consciousness is studied from different angles by philosophy, psychology, logic, pedagogy, etc.
Reflection(from late lat. reflexio- turning back) - this is one of the varieties of acts of human consciousness, namely, an act of consciousness directed to its knowledge.
Reflection is often associated with introspection. One of the founders of the method of introspection, the English philosopher J. Locke, believed that there are two sources of all human knowledge: the first is the objects of the external world; the second is the activity of one's own mind.
To the objects of the external world, people direct their external senses and as a result receive impressions (or ideas) about external things. The activity of the mind, to which Locke ranked thinking, doubt, faith, reasoning, knowledge, desires, is known with the help of a special inner feeling - reflection. Reflection according to Locke is "observation to which the mind subjects its activity." He pointed to the possibility of "doubling" the psyche, distinguishing two levels in it: the first - perception, thoughts, desires; the second is observation or contemplation of structures of the first level. In this regard, introspection is often understood as a method of studying the properties and laws of consciousness with the help of reflective observation. In other words, any reflection that is aimed at studying the patterns inherent in the psyche of each person is introspection, and, in turn, individual self-observation that does not have such a goal is only reflection.
In domestic psychology, almost all authors of existing psychological concepts touched on the issues of reflection. Traditions of the study of reflexive processes in certain areas of psychology are currently taking shape. To reveal the psychological content of various phenomena, reflection is considered within the framework of research approaches:
- Awareness (L.S. Vygotsky, N.I. Gutkina, A.N. Leontiev, V.N. Pushkin, I.N. Semenov, E.V. Smirnova, A.P. Sopikov, S.Yu. Stepanov, etc.) ;
- Thinking (Alekseev N.G., Brushlinsky A.V., Davydov V.V., Zak A.Z., Zaretsky V.K., Kulyutkin Yu.N., Rubinshtein S.L., Semenov I.N., Stepanov S.Yu. . and etc.);
- Creativity (Ponomarev Ya.A., Gadzhiev Ch.M., Stepanov S.Yu., Semenov I.N., etc.),
- Communication (G. M. Andreeva, A. A. Bodalev, S. Kondratieva, etc.);
- personalities (Abulkhanova-Slavskaya K.A., Antsyferova L.I., Vygotsky L.S., Zeigarnik B.V., Kholmogorova A.B., etc.).
L.S. Vygotsky, for example, believed that “new types of connections and correlations of functions assume as their basis reflection, reflection of one’s own processes in consciousness.”
The psychological concept, in which reflection plays a leading role in the self-determination of a person, is the subject-activity approach of S.L. Rubinstein He emphasized that “the emergence of consciousness is associated with the isolation from life and the direct experience of reflection on the world and on himself."
With the concepts reflection" and " self-awareness» S.L. Rubinstein linked the definition of personality. Giving various definitions of personality, he pointed out: “Personality in its real existence, in its self-consciousness is what a person, realizing himself as a subject, calls his “I”. “I” is a person as a whole, in the unity of all aspects of being, reflected in self-consciousness ... As we see, a person is not born as a person; he becomes a person. Therefore, in order to understand the path of his development, a person must consider it in a certain aspect: what was I? - What I've done? - what have I become? All three positions of the "I", which are at the center of understanding the personality of S.L. Rubinstein are undoubtedly reflexive. In this concept, reflection has not only the functions of analyzing what was, but also represents the reconstruction and design of one's "I", life path and ultimately human life.
According to Ya.A. Ponomarev, reflection is one of the main characteristics of creativity. A person becomes an object of control for himself, from which it follows that reflection, like a “mirror” reflecting all the changes taking place in him, becomes the main means of self-development, a condition and method of personal growth.
Among the modern developers of the torii of reflexive activity, it should be noted A.V. Karpova, I.N. Semenov and S.Yu. Stepanova.
In the approach of A.V. Karpov's reflexivity acts as a meta-ability, which is part of the cognitive substructure of the psyche, performing a regulatory function for the entire system, and reflexive processes - as " third order processes”(considering cognitive, emotional, volitional, motivational processes of the first order, and synthetic and regulatory processes of the second order). In his concept, reflection is the highest degree of integration process; it is at the same time a way and a mechanism for the exit of the psyche system beyond its own limits, which determines the plasticity and adaptability of the personality.
A.V. Karpov writes:
“The ability to reflect can be understood as the ability to reconstruct and analyze a broadly understood plan for constructing one's own or someone else's thought; as the ability to single out its composition and structure in this regard, and then objectify them, work them out in accordance with the goals set.
In this approach, reflection is a synthetic mental reality, which is both a process, a property and a state. On this occasion, A.V. Karpov says:
“Reflection is both a property that is uniquely inherent only to a person, and a state of awareness of something, and the process of representing one’s own content to the psyche.”
Reflection functions
Reflection performs certain functions. Its presence:
- allows a person to consciously plan, regulate and control his thinking (connection with self-regulation of thinking);
- allows you to evaluate not only the truth of thoughts, but also their logical correctness;
- reflection allows you to find answers to problems that cannot be solved without its application.
In the works of A.V. Karpova, I.N. Semenov and S.Yu. Stepanov describes quite a lot of types of reflection.
S.Yu. Stepanov and I.N. Semenov distinguishes the following types reflection and areas of its scientific research:
- Cooperative reflection is directly related to the psychology of management, pedagogy, design, sports. Psychological knowledge of this type of reflection provides, in particular, the design of collective activity and the cooperation of joint actions of subjects of activity. At the same time, reflection is considered as a “release” of the subject from the process of activity, his “exit” to an external, new position both in relation to the previous, already completed activities, and in relation to the future, projected activity in order to ensure mutual understanding and coordination of actions in conditions joint activities. With this approach, the emphasis is placed on the results of reflection, and not on the procedural aspects of the manifestation of this mechanism;
- Communicative reflection - is considered in studies of the socio-psychological and engineering-psychological plan in connection with the problems of social perception and empathy in communication. It acts as the most important component of developed communication and interpersonal perception, which is characterized by A.A. Bodalev as a specific quality of human cognition by man.
Communicative aspect reflection has a number of functions:
- cognitive;
- regulatory;
- development function.
These functions are expressed in the change of ideas about another subject to more adequate for a given situation, they are actualized in case of a contradiction between ideas about another subject of communication and its newly revealed individual psychological traits.
Personal reflection explores the subject's own actions, images of his own "I" as an individual. It is analyzed in general and pathopsychology in connection with the problems of development, decay and correction of the self-consciousness of the individual and the mechanisms for constructing the I-image of the subject.
Several stages of personal reflection:
- experiencing an impasse and understanding the task, the situation as unsolvable;
- approbation of personal stereotypes (action patterns) and their discrediting;
- rethinking of personal stereotypes, problem-conflict situation and oneself in it anew.
The process of rethinking is expressed, firstly, in a change in the attitude of the subject to himself, to his own "I" and is realized in the form of appropriate actions, and, secondly, in a change in the attitude of the subject to his knowledge and skills. At the same time, the experience of conflict is not suppressed, but aggravated and leads to the mobilization of the resources of the “I” to achieve a solution to the problem.
At a glance Yu.M. Orlova, the personal type of reflection has the function of self-determination of personality. Personal growth, the development of individuality, as a superpersonal formation, occurs precisely in the process of understanding the meaning, which is realized in a particular segment of the life process. The process of self-knowledge, in the form of comprehending one's self-concept, which includes the reproduction and comprehension of what we do, why we do it, how we do it and how they treated others, and how they treated us and why, through reflection leads to the justification of the personal right to changing the given model of behavior, activity, taking into account the peculiarities of the situation.
intellectual reflection - its subject is knowledge about the object and ways of acting with it. Intellectual reflection is considered mainly in connection with the problems of organizing cognitive processes of information processing and developing teaching aids for solving typical problems.
Recently, in addition to these four aspects of reflection, there are:
- existential;
- cultural;
- sanogenic.
Object of study existential reflections are deep, existential meanings of personality.
Reflection resulting from exposure emotional situations leading to the experience of fear of failure, feelings of guilt, shame, resentment, etc., leading to a decrease in suffering from negative emotions, is determined by Yu.M. Orlov as sanogenic. Its main function is to regulate the emotional states of a person.
N.I. Gutkin in experimental study identifies the following types of reflection:
- logical- reflection in the field of thinking, the subject of which is the content of the individual's activity.
- Personal- reflection in the area of the affective-required sphere, associated with the processes of development of self-consciousness.
- interpersonal- reflection in relation to another person, aimed at the study of interpersonal communication.
Domestic scientists S.V. Kondratiev, B.P. Kovalev distinguish the following types of reflection in the processes of pedagogical communication:
- Socio-perceptual reflection, the subject of which is rethinking, rechecking by the teacher of his own ideas and opinions that he has formed about students in the process of communicating with them.
- Communicative reflection - consists in the subject's awareness of how he is perceived, evaluated, treated by others ("I - through the eyes of others").
- Personal reflection - understanding one's own consciousness and one's actions, self-knowledge.
E.V. Lushpaeva describes her type as “reflection in communication”, which is a “complex system of reflexive relationships that arise and develop in the process of interpersonal interaction”.
- personal-communicative reflection (reflection "I");
- socio-perceptual (reflection of another "I");
- reflection of the situation or reflection of interaction.
The most common ways of reflection are the expression of confidence, assumptions, doubts, questions. At the same time, all types of reflection are activated under the condition of creating an attitude to observe and analyze one's own knowledge, behavior and understanding of this behavior by others.
Reflection levels. A.V. Karpov identified different levels of reflection depending on the degree of complexity of the reflected content:
- 1st level - includes a reflective assessment of the current situation by the individual, an assessment of his thoughts and feelings in this situation, as well as an assessment of the behavior in the situation of another person;
- Level 2 involves the construction by the subject of a judgment about what another person felt in the same situation, what he thought about the situation and about the subject himself;
- Level 3 includes the representation of the other person's thoughts about how he is perceived by the subject, as well as the representation of how the other person perceives the subject's opinion of himself;
- The 4th level includes the idea of the other person's perception of the subject's opinion about the other's thoughts about the subject's behavior in a given situation.
Forms of reflection
Reflection of the subject's own activity is considered in three main forms, depending on the functions that it performs in time.: situational, retrospective and perspective reflection.
situational reflection acts in the form of "motivations" and "self-assessments" and ensures the direct involvement of the subject in the situation, understanding of its elements, analysis of what is happening at the moment, i.e. reflecting "here and now". The ability of the subject to correlate his own actions with the objective situation, to coordinate, control the elements of activity in accordance with changing conditions is considered.
retrospective reflection serves to analyze and evaluate activities already performed, events that took place in the past. Reflective work is aimed at a more complete understanding, understanding and structuring of the experience gained in the past, prerequisites, motives, conditions, stages and results of activity or its individual stages are affected. This form can serve to identify possible errors, search for the causes of one's own failures and successes.
promising reflection includes thinking about upcoming activities, understanding the course of activities, planning, choosing the most effective ways designed for the future.
The subject of activity can be represented as a separate individual or a group.
Based on this, I.S. Ladenko describes intrasubjective and intersubjective forms of reflection.
In within subjective forms distinguish:
- corrective;
- electoral;
- complementary.
Corrective reflection acts as a means of adapting the chosen method to specific conditions.
Through electoral reflection is the choice of one, two or more ways to solve the problem.
By using complementary reflection, the chosen method is complicated by adding new elements to it.
Intersubjective forms presented:
- cooperative;
- adversarial;
- counter-reflex.
Cooperative reflection ensures the unification of two or more subjects in order to achieve a common goal.
adversarial reflection serves the self-organization of subjects in the conditions of their competition or rivalry.
Opposing reflection acts as a means of struggle between two or more subjects for the predominance or conquest of something.
Academician M. K. Tutushkina reveals the meaning of the concept of reflection, based on the nature of its functions, - constructive and control. From the standpoint of a constructive function, reflection is the process of searching for and establishing mental connections between the existing situation and the worldview of the individual in a given area; activation of reflection to include it in the processes of self-regulation in activities, communication and behavior. From the position of the control function, reflection is the process of establishing, testing and using links between the existing situation and the worldview of the individual in this area; a mechanism for reflecting or using the results of reflection for self-control in activities or communication.
Based on the work of B.A. Zeigarnik, I.N. Semenova, S.Yu. Stepanova, the author identifies three forms of reflection that differ by object of work:
- reflection in the field of self-consciousness;
- reflection of the mode of action;
- reflection of professional activity, moreover, the first two forms are the basis for the development and formation of the third form.
Reflection in the field of self-awareness- this is a form of reflection that directly affects the formation of a person's sensitive ability. It has three levels:
- the first level is associated with the reflection and subsequent independent construction of personal meanings;
- the second level is associated with the awareness of oneself as an independent person, different from others;
- the third level involves awareness of oneself as a subject of communicative communication, the possibilities and results of one's own influence on others are analyzed.
Reflection course of action- this is an analysis of the technologies that a person uses to achieve certain goals. The reflection of the mode of action is responsible for the correct use of those principles of action with which a person is already familiar. This analysis is a reflection (in its pure form) as it is presented in classical psychology, when immediately after any act, the reflecting person analyzes the scheme of action, his own feelings, results and draws conclusions about perfection and shortcomings.