Herald SUrSHPU
The Herald of South-Ural state Humanities-Pedagogical University ЧГПУ

ISSN: 2618–9682; ISSN 1997-9886
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BACK TO ISSUE CONTENT | HERALD OF CSPU 2019 № 7 (153) Pedagogical sciences
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DOI: 10.25588/CSPU.2019.153.7.006
UDC: 378
BBC: 74.480
T. V. ZHabakova ORCID
Candidate of Pedagogical Sciences, Associate Professor, South-Ural state Humanities-Pedagogical university
E-mail: Send an e-mail
EXPECTIONAL APPROACH TO THE PROBLEM OF STUDENTS ' SELF-REALIZATION IN THE LEARNING PRO-CESS
Abstracts

Introduction. The article substantiates the relevance of the introduction of the projection approach to the problem of self-realization of the personality of students in the learning process. Building your own professional self-concept requires the activity of a person, realism and flexibility of projections, active self-realization. From the perspective of the projection approach, it allows us to consider the self-realization of the personality of students in the learning process as a process of realizing professional ideas and expectations of the future teacher through specific educational actions in the present time.

Materials and methods. The main research methods are the analysis of scientific literature on the problem of students self-realization in the learning process, as well as diagnostic methods, including a multi-dimensional self-realization questionnaire S.I. Kudinova, a modified method of «unfinished offers». For statistical processing of the measurement results, the SPSS v 17.0 software, descriptive statistics, and correlation analysis (according to Pearson) were used.

Results. As a result of a qualitative analysis of the «Unfinished offers» methodology, it was revealed that most of the respondents' expectations are associated with ideas about self-fulfillment in educational activities. The main characteristics of the projections were: «standardized» emotional assessment, lack of awareness of the importance of learning activities, unrealistic ideas about oneself and the goals of life, polarity of respondents about themselves. A statistically significant relationship was found between personal self-actualization and perceptions reflecting ideas about the future, about the «I» by active self-realization and perceptions reflecting ideas about learning, about professional activity, social self-realization and expositions, reflecting ideas about the family.

Discussion. The axiological (general scientific level), acmeological (concrete scientific level) and situational (methodological and technological level) components of the projection approach are identified, which determine the multi-level and hierarchical nature of the problem.

Conclusion. It is concluded that the implementation of the projection approach to the problem of self-realization of the personality of students in the learning process allows you to actualize the potential of students and carry out «objectification» in the activities of professional expectations of the subjects of the educational process.

Keywords

learning process, projection approach, self-realization of students personality

Highlights

Personality of students in the learning process were identified;

The relationship between personality, activity, social self-realization and experience is investigated;

The results of evaluating the effectiveness of the axiological, acmeological and situational components of the projection approach to describe the self-realization of the personality of students in the learning process are presenter.

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