Purpose of the study: to theoretically substantiate and experimentally test the system of organizational and pedagogical conditions of project designing, which is regarded as a mechanism for creating the reflecting thinking in the students of psychology and education. The research uses the methods of theoretical review and analysis of psychological and pedagogical literature related to the subject, expert view on the development of students’ reflective abilities following a theoretical and systemic model of reflection and statistical data processing. We have theoretically stated and experimentally confirmed that project activity is a mechanism for the development of such reflection components as creativity, pattern construction and objectification, provided that the project’s concept includes formulation and solution of divergent tasks by the project participants; implementation involves work on a strategy and tactics of cooperation between all the project participants; and the results are realized by all participants in the process of joint and objective assessment. A formative experiment has been carried out and resulted in identification of the requirements for the project activities’ organization among the students majoring in psychology and education, there have been revealed conditions contributing to their reflective activity; questionnaires for expert assessment and monitoring the development of reflection during the project activities have been created, theoretically supported and tested. Novelty is determined by insufficient study of the development of reflection in the process of project activities designed by the students of psychology and education field
Introduction. The aim of the study is theoretical substantiation and experimental confirmation of the efficiency of the compiled programme for the development of reflexive analysis in high schoolers, as based on media content material. This goal is relevant in practical and theoretical aspects, since its achievement is aimed at solving the problem of creating organisational and pedagogical conditions for the formation of reflexive analysis in high school students. The development of reflexive analysis in adolescence is important for a teenager to understand himself/herself, his/her internal state, feelings, emotions, to control and regulate his/her actions, develop his/her internal world, communication sphere and interaction with others. Materials and research methods. The following methods were used in the research: analysis of psychological and pedagogical literature on the problem of research, generalisation of pedagogical experience of creating conditions for the development of reflexive analysis in the process of mass media education, questioning in a group of students, pedagogical observation, expert evaluation method, group work organisation methods, group discussion, analysis of the process, results and products of students’ activity. Methods of mathematical and statistical processing: χ2 test. The survey involved 29 high school students of the municipal budget-funded educational institution Secondary School № 12 of Krasnoyarsk (Russian Federation). Research results. A concept for the development of reflexive analysis based on the material of media content was developed. An attempt was made to develop a unique complex for teaching the basics of media education to the students within the framework of preparation for the work at the school press centre. This process focuses on the development of students’ reflexive abilities within three stages: theoretical, polemical and practical. An original media course is presented, where the students master six components of reflexive analysis: the intension to master own activity, a component involving constructing, schematisation, organisation, objectivation, and a creative component (according to N.V. Galkina). The media course consists of three blocks: exploring concepts, modelling of discussion and creation of own media product. The efficiency of the developed course was proved (χ2 = 12.882; p < 0.05), which enables us to confirm a connection between the effective testing of the special media course and the increased levels of reflexive analysis: intension to master own activity, construction, organisation, schematisation, objectivation, creativity. Conclusion. New data have been obtained that allow creating due organisational and pedagogical conditions for the development of reflexive analysis in high school students. They can be based on a reviewed concept of reflexive analysis relative to the work with media content; on a complex media course, developed and tested, in which high school students master the components of reflexive analysis by discovering new media concepts, modelling discussions in the media sphere, creating unique media products.
The article empirically substantiates the hypothesis about the severity of the characteristics of avoiding psychological intimacy in young people: low autonomy, self-doubt, the presence of an avoidant type of attachment, counter-dependence, the experienced lack of intimacy in relationships with significant adults in childhood and the needs for isolation and security in subjective perceptions of psychological intimacy. These characteristics were compared in two groups of boys and girls aged 20-25 years, the sample was 60 people. Methods were used: "Questionnaire of interpersonal dependence" (p. Girshfield, adapted by O.P. Makushina), the questionnaire "The experience of close relationships" by K. Brennan and R.K. Fraley, adapted by T.V. Kazantseva, the test for counter-dependence (B.K. Weinhold, D.B. Weinhold). The severity of closeness by significant adults in childhood, the peculiarities of subjective ideas about psychological closeness were revealed by the method of conversation and through the creation of a drawing "The image of the desired relationship". The results of the study showed that the differences between the groups are significant in all parameters stated in the hypothesis (p ≤ 0.01). Subjective ideas about intimacy differ in the severity of the needs to be the center of your world in a relationship; in community; in observing personal boundaries; (p ≤ 0.01); to feel safe in a relationship (p ≤ 0.05).
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