Module manual (for master degree)
Date: 2015-10-07; view: 572.
Appendics А2
Талдыкорган 2015
| № / Name of the module: | BМ- Psychology | |
| Semester: | 1,2 | |
| Responsible for the module: | PHD Sapargaliyeva A. | |
| Language: | English | |
| Correlation with the curriculum: | Basic discipline | |
| Form of education/number of hours: | Lectures– 15 h. Practical – 15 h. IWST – 15 h. IWS –45 h. | |
| The complexity/credits: | 90 h = 5 credits ECTS | |
| The admission requirements for education within the module: | Prerequisites: education, psychology and human development, methods of teaching pedagogy. | |
| Educational objectives/competencies: | ||
| The proposed course is based on the provisions of modern methodology, the achievements of domestic and world psychological science which reveal the essence of psychology of the higher school. The aim of the course: development of psychological and pedagogical creative thinking of master students on the basis of studying and mastering their knowledge of the course of psychology of the higher school, formation of skills necessary for future careers as University teachers and researchers. Course objectives: 1) systematization of knowledge of master students in the psychology of the higher school on the basis of the study of psycho-pedagogical patterns of activity of University teachers. 2) Development of skills necessary for future professional activity. 3) Familiarity with the basic principles, approaches and innovative methods of teaching in higher education. As a result of studying this course the master student should be aware of: - about the main directions and technologies on the psychology of the higher school; - about basic concepts of psychology. Special competencies: Master student who studied “Psychology” must possess the competencies of a teacher of the higher school;. To know: - the subject, objectives and tasks of modern high school; - modern methods and techniques of teaching in high school; - features of the pedagogical process in higher education institution; - the activities of the learning (teaching) and teaching in high school; - theoretical and practical bases of pedagogical skill; - psychological characteristics of students as a social group. To know how to: -prepare, organize and conduct classes in the student group; - focus on issues of methodology of teaching of individual disciplines; - to analyze and reflect their own work as a teacher of the higher school. - to determine the place and role of psychology as a subject in the education of pupils, students, master students, teachers; skills: - formation of various forms of cognitive activity and consciousness of students; - organization of productive interactions and holistic educational situations in general and high school; - having of motives of readiness for self-development and self-organization of activity of the teacher of psychology; - showing cognitive activity, discipline, self-discipline, responsibility, initiative, persistence, creativity, empathy, tolerance. Social competence: solving professional problems; professional communication and intercultural communication. | ||
| Content of the module: | ||
| Introduction to psychology. Subject, objectives and structure of psychology of the higher school. Education as a global object of psychology of the higher school. The role and place of higher education in vocational training. Main tendencies and psychological principles of modern education. Fundamentalization of education in higher education. Humanization and humanitarization of education in higher school. Formation of individualism, autonomy, rationality, activity. The modern development of education in RK. Gnoseological and ontological problems of the educational process in the conditions of market economy. Psychological education in higher school. Problem of the content of psychological education at the University. Psychology of the educational environment. Psychology of information environment. Professiogram and the psychogram of a worker in the sphere of future professional activity. Psychological structure of the learning process. The methodological structure of pedagogical activity. Teaching as an activity. Factors and patterns of teaching. The structure of the learning process as a didactic system. The structure of the learning process as a psychological system. Psychology of cognitive activity of students in the learning process. Methods of synthesis of cognitive processes (perception, memory, thinking) as the basis for innovative learning technologies. Activities and cognitive processes. The effectiveness of the learning process as the effectiveness of jointly-Dialogic cognitive activity. Psychological methods and means of improving the efficiency and quality of education in modern conditions. Psychology of interactive methods and jointly-Dialogic cognitive activity. The use of active learning methods in the University. Psychological reserves of increasing of efficiency of teaching at the University. Coaching as a new method of training and development. The lecture as a leading form of University education. Psychological features of the lecture. Psychological basis for the modeling of University lectures. The basic requirements for the content of the lecture. Psychological peculiarities of conducting workshops. Development of creative activity and independence of thinking of students as the Central task of the seminar. IWS and IWST. Psychological basis of educational process. Psychology of personality and students group. Personality as a psychological category. Development of personality. Psychological, social and biological characteristics of the personality. Age and psychological peculiarities of students. Students' social adaptation. The typology of student's personality. The concept of groups and collectivity. Peculiarities of formation and development of the student community in modern University based on two-stage learning model. The structure of interpersonal relations in the student team. The problem of upbringing in higher school. The means of upbringing as a means of psychological influence directed to changes in personality and behavior. Classification of methods of upbringing and their effectiveness. Types and capabilities of psychotherapy and their educational value. Objectives and methods of upbringing in the University. Psychological peculiarities of upbringing of students and the role of the student groups. Self-education of students. Students' self-management as a powerful factor in the educational process. Upbringing and the formation of professional identity. The UNIVERSITY as a system of formation of professional identity. The structure of professional identity: professional awareness of morality and ethics as a subject of professional activity. Functional and structural components of professional identity: cognitive, motivational, emotional, operational. The problem of self-actualization and the development of self-regulation. Professional skills and “self-concept”. Problems of psycho-diagnostics of professionally-oriented personality. Psycho-diagnostics in high school. The main functions of psycho-diagnostics in the system of modern higher education. Classification of psycho-diagnostic methods. Less formalized methods (observation, analysis of products of activity, interview, conversation). Highly formalized techniques (tests, questionnaires, surveys, etc.). A variety of tests. Method of sociometry. Formation of skills of writing psychological and pedagogical characteristics of the student's personality. Psychological consulting of students and teachers according to the profile of the future professional activity of a specialist. Psychological characteristics of pedagogical activity of the teacher of high school. The content, forms and characteristics of teaching. The basic functions of pedagogical activity. The concept of common and special pedagogical abilities. The structure of pedagogical abilities of teachers of high school. Styles of teaching. Educational and communicative abilities of a high school teacher. The management of the education process. Management of cognitive activity in the process of teaching. Diagnosis of cognitive activity in the process of teaching. Psychological peculiarities of management in the activities of the teacher. Problem of personality in the management. Styles of relationship of teacher to student: authoritarian, mild, humane, personal, affiliate. Stages of team development and management style. Targets of a teacher in a variety of styles of communication. Socially competent management in the modern market conditions of society. Pedagogical monitoring and evaluation of knowledge in the University. Basic forms and functions of pedagogical control. The structure of the assessment act. Types and functions of assessment acts. The student as a subject of educational activity. Learning as an important feature of the subjects of educational activity. Age and psychological characteristics of subjects of study in higher education. B. G. Ananiev about the development of the psyche of the subjects of educational activity. Features of development of students in various courses. Learning as a psychological characteristic. Self-education as a means of improving the effectiveness of educational, scientific and professional activity of future specialists. Psychology of pedagogical communication. The management of the learning process in conflict situations. Pedagogical communication (communication) as the main form of interaction of subjects of educational process. Function and structure of communication. The perception and understanding of each other in the process of communication. Empathy and reflection. Feedback in communication. The ability to listen man in the process of communication. Types and techniques of hearing. The nature and functions of pedagogical communication. The specificity of pedagogical communication. The communication barrier. Fundamental conflict studies at the pedagogical communication. The concept and functions of conflict. The structure of the conflict. Constructive and destructive conflicts. Objective and subjective causes of conflict. The development of the conflict. Methods of overcoming the conflict. The issue of the adequacy of reflection of the conflict. Psychology of pedagogical influence. Theoretical foundations of psychology of influence. Effects of psychological interactions and influence. Strategy of imperative influence (behaviorism). Manipulative influence strategies (cognitive psychology). Personal, interpersonal approach (humanistic psychology). Classification of the psychological influence. “Target of influence”. Contextual design of influence. Stereotypes of perception or perceptual distortions. The main methods of pedagogical influence on the audience and individuals. The problem of interpersonal interaction between the teacher and students. Psychological difficulties of the profession of high school teacher. Particularities of difficulties of young and Mature high school teachers. Stress and mental health of the teacher. Elements of psychotherapy in the work of the teacher. The problems of burnout and psychological adaptation of subjects of the educational process. Types of professional destructions: authoritarianism, demonstrative, professional dogmatism and indifference, professional aggression. Professional deformation of people socionomic professions as a kind of occupational diseases. | ||
| Learning results/Forms of final control: | ||
| In the process of teaching this discipline the current and final control forms are used in the rating system. Current control is carried out in lectures and practical classes (survey, test, lecture notes, knowledge of the original texts, Glossary, basic legal documents on education, execution of test tasks, the test classes in psychology); final – upon completion of the course (exam). The examination takes the form of an interview on theoretical issues in psychology. | ||
| Technical and e-learning means: | Interactive Board, multimedia projector, electronic textbooks | |
| Handout: | A collection of lectures, the syllabus | |
| Main literature: 1. Асмолов А.Г. Психология личности. - М., 1989. 2. Ананьев Б.Г. Человек как предмет познания. — Л., 1989. — 452 с. 3. Ананьев Б.Г. О проблемах современного человекознания. - М., 1977. 4. Абульханова-Славская К.А. Деятельность и психология личности. - М., 1980. 5. Аристотель Соч. в 4-х т. М. 1976 6. Брушлинский А.В. Проблемы субъекта в психологической науке. Псих. Жур. №6 1991 7. Берне Э. Развитие Я-концепции и воспитание. М. 1986 8. Божович Л.И. Личность и ее формирование в детском возрасте. М 1968 9 Бехтерев В.М. Объективная психология. - М. 1991. - 222 с. 10. Бодал ев А. А. Личность и общение. М 1994 11. Вачков И. Основы технологии группового тренига. - М., 2012. 12. Венгер Л.А. Восприятие и обучение. - М., 2013. 13. Веккер Л.М. Психические процессы. В 3-х т. ЛГУ., Л. 1974 14. Выготский Л.С. Избранные психологические труды. М 1999 15. Величковский Б.М., Зинченко В.П., Лурия А.Р. Психология восприятия. М.1973 16. Вилюнас В.К. Психологические механизмы мотивации человека. М. 1990. 17. Восприятие и деятельность под ред Леонтьева А.Н. М. 1976 18. Выготский Л.С. Собр. Соч. в 6-ти т. М. 1982-84 19. Веккер Л.М. Психические процессы Л. 1974 2О.Вартанян Г.А., Петров Е.С. Эмоции и поведение. М. 1957 (Л. 1989). - 325с, 289 с. 21. Василюк Ф,Е Психология переживания (анализ преодоления критических переживаний). -М.1986.-333с 22.Ганзен В.А. Инварианты восприятия. Вестник Московского университета №5 1978 23.Гальперин П.Я. Введение в психологию. Р.-на-Д. 1999 24.Гамезо М.В., Домашенко И.А. Атлас по психологии. М 1986 25.Гиппенрейтер Ю.Б. Введение в общую психологию. М. 1997 26.Годфруа Ж. Что такое психология. В 2-т. М 1992 27. Грегори. Глаз и мозг. М. 1970 28.Григорьян Б.Т. Основные тенденции и дилеммы современной буржуазной философской антропологии. - М. 1989. - 189 с. 29. Декарт Р. Избранные произведения. - М., 1950. 560 с. 30. Джемс У. Психология. М. 1991 31. Декарт Р. Рассуждения о методе. - М.,1953. - 457 с. 32. 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О взаимосвязи общения, отношения и обращения, как проблемы общей и социальной психологии - В книге: Социальная психология и лингвистические характеристики форм общения. - Л.,1970 60. Намазбаева Ж.И. Развитие личности умственно отсталых школьников. - Алма-Ата. 1976.-75 с. 61.Наенко Н.И. Психическая напряженность. - М.,1976. -111 с. 62.Нго Конг Хоан Эмоции в структуре мыслительного процесса. Автореферат кандидатской диссертации. - Л., 1984. - 33 с. бЗ.Омирбекова С.Ж. Особенности самооценки детей подросткового и раннего юношеского возраста Канд. Дисс. Алматы 1999 64. Психологические механизмы целеобразования. Под ред. Тихомирова- М., 1979. 65.Психология личности. Под ред. Ю.Б. Гиппенрейтер. М. 1982 66. Принципы развития в психологии под ред. Анцыфировой М. 1978 67.Психология формирования и развития личности. М. 1981 68.Психологические проблемы личности. Под ред. Шороховой Е.В. М 2013 69.Психология развивающейся личности. Под ред. Петровского А.В. 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| Supplementary literature 98. Асмолов А.Г. Психология индивидуальности. М. 1986 99. Адлер А. Практика и теория индивидуальной психологии. М. 1993 100. Аристотель. О душе. В кн -соч. в 4-х томах т!. - М. 1975. - 528 с. (369) 101. Анохин П.Н. Особенности афферентного аппарата условного рефлекса их значение для психологии. - В сб.: Вопросы патопсихологии - М., 1971. - (35- 54 с .) 102. Антология даосской философии. - М. 1994.-447 с. 103. Августин Аврелий, Исповедь. - М. 1992. - 302 с. 104. Авицена Книга указаний и наставлений. - Новосибирск. 1998. - 565 с. 105. Абульханова-Славская К.А. Стратегия жизни. М. 1991 106. Берн Э. Игры, в которые играют люди, люди, которые играют в игры 107. Василюк Ф.Е. Жизненный мир и кризис: типологический анализ критических ситуаций.//Психол. Жур. Том 16,№3, 1995 стр. 90-101. 108. Вопросы психологической адаптации. - Новосибирск, 1974. - 102 с. 109. Вилюнас В.К Психология эмоций ПО. Вененгер О. Пол и характер 111. Выготский Л.С. Развитие высших психических функций. -М.,1980.-406 с. 112. Вилюнас В.К. Эмпирические характеристики эмоциональной жизни.//Психологический Жур. Том 18№3 1997(стр.26-35) 113. Гальперин П. Я., Кабыльницкая С.Л. Экспериментальное формирование внимания. М. 1974 114. Ершов Г.Г. смысл жизни и социальное бессмертие. Л. 1981 115. Кант И. Критика чистого разума. - Л. 1963 .541 с. 115.Леонтьев А.Н Потребности, мотивы, эмоции. - М., 1989. 1 іб.Личко А.Е. Психопатии и акцентуации характера у подростков. Л. 1983 117.Лук А.Л. Юмор, остроумие, творчество. М. .1977 П8.Леви - Брюль Л. Сверхъестественное в первобытном мышлении. - М.,1967. 112с. Обратная сторона смерти. М., 1999 119. Психология личности. Под ред. Гиппенрейтер Ю.Б. СПб, 2000 120Практикум по общей психологии . Под ред Щербакова А.И. М. 1990 122. Практикум по общей психологии . Под ред Леонтьева А.Н., Гиппенрейтер Ю.Б. 123.Платон соч. в 3-х томах т. 2. - МЛ 970. - 505 с. 124.Проблемы человека в западной философии М. -1988.- 462с. 125. Прохоров А.О. Теоретические и практические аспекты проблемы психологических состояний личности.- Самара, 1991.-245 с. | ||
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