Formation Of Mental Actions Research Articles

THE STAGED FORMING OF MENTAL ACTIVITIES AND CONCEPTS BY P.I. GALPERIN: INNOVATINAL APPROUCH

This article attempts to consider the value of the P. I. Galperin’s theory on phased formation of mental actions and concepts as the first stage in the development of the assimilation activity theory of social experience and to show the relevance of using it as the method in order to study the formation of human mental activation. The study presents significance of the fundamental assumptions of the theory of staged (planned) formation of mental actions by P.I. Galperin for the further development of the activity theory of learning The importance, relevance and effectiveness of the use of the theory of systematic step-by-step formation of mental actions and concepts created by P.I. Galperin in general practice of teaching and in the practice of school education, in particular, as well as other forms of education are substantiated. The role and importance of the scientist in the systematization of the so-called basic characteristics of subject-specific skills, methods of their development, as well as the connection of these characteristics with the actualization have been indicated. Thus, more than 60-year history of existence and development of the theory of step-by-step (planned) formation of mental actions of P.I. Galperin gives all grounds to assert that scientifically grounded use of this approach allows to successfully realize many theoretical and methodological and practical problems. Key words: activity approach, psychological theory of activity, activity theory of teaching, theory of step-by-step (planned) formation of mental actions, structure of activity.

Основные направления критики теории планомерно-поэтапного формирования умственных действий и понятий

The article presents main directions of the criticism of P.Ya. Galperin’s theory of the stage-by-stage formation of mental actions and concepts (SFMA) from the early days of its development (1950s) up to the present days. Four directions of the criticism are discussed: from the general psychological, educational psychological, pedagogical and developmental psychological perspectives. From the standpoint of general psychology, the main objections are related to the idea of internalization as the basic mechanism for the emergence of mental processes; it is argued that the transformation of the material form into the ideal form is not proven enough in the SFMA theory. From the standpoint of educational psychology, the main critical remarks refer to the explanation of the formation of new actions and concepts as not being supported by facts. The objections to this criticism are based on the idea of alternative research methodology. From the standpoint of pedagogy, critical remarks concern the stage-by-stage formation as a pedagogical method. Objections to this criticism are related to an alternative understanding of the correlation between learning and thinking. From the standpoint of developmental psychology, the basic objection is that the SFMA focuses entirely on the ‘aktualgenese’, ignoring the ontogenetic development. The paper concludes with an outline of the developmental perspectives of the SFMA theory.

МОДЕЛИРОВАНИЕ СИСТЕМЫ РАБОТЫ ПО ФОРМИРОВАНИЮ УСТОЙЧИВОГО ИНТЕРЕСА К ИЗУЧЕНИЮ НЕРОДНОГО ЯЗЫКА (НА ПРИМЕРЕ ИЗУЧЕНИЯ ТАТАРСКОГО ЯЗЫКА)

Цель. Статья посвящена одной из актуальных проблем в республике Татарстан – проблеме организации изучения татарского языка русскоязычными школьниками. Предметом анализа выступает методика обучения неродному языку русскоязычных школьников. автором ставится цель раскрыть возможности моделирования системы организации деятельности по формированию устойчивого интереса к освоению неродного языка.Метод или методология проведения работы. Основу исследования образуют культурно-историческая концепция (Л.С. Выготский), концепция поэтапного формирования умственных действий (П.Я. Гальперин), деятельностный подход, системный подход, проблемный подход в обучении (Д.В. Вилькеев).Результаты. Результаты работы заключаются в том, что автор смоделировал и реализовал в условиях образовательного учреждения систему формирования устойчивого интереса к освоению татарского языка русскоязычными школьниками на основе общения и игровой деятельности в органическом единстве с дидактическими условиями, входящих в целостную систему образования. Устойчивый интерес у русскоязычных школьников снижает негативное отношение к изучению татарского языка при условии, если усвоение языка происходит как процесс непосредственного общения школьников в различных социально-значимых ситуациях; учебная деятельность организована в игровых формах; обучение построено с применением практических предметных действий с переходом к речевым действиям.Область применения результатов. Результаты исследования могут быть применены в сфере образования не только в школах республики Татарстан, но и в других регионах, где организовано обучение языкам коренного населения.

МОДЕЛЬ ВИКОРИСТАННЯ СИСТЕМИ ПІДТРИМКИ E-LEARNING ДЛЯ РОЗВИТКУ ІКТ-КОМПЕТЕНТНОСТЕЙ ПРАЦІВНИКІВ ЦЕНТРІВ ДИСТАНЦІЙНОЇ ОСВІТИ УНІВЕРСИТЕТІВ

The article presents the e-learning support system’s construction for the university. It is provided the model of using the e-learning support system as a tool to increase ICT competence of employees of the distance education centres of universities. There are formulated main tasks that the e-learning support system should solve. It has been carried out analysis of the theory of knowledge, philosophy and psychology on the subject nature of human activity, the activity approach to the development of the person, didactic positions, the theory of the step-by-step formation of mental actions, didactic ideas of the problem approach to learning process. It was stated that one of the key problems of the informatization of society is a problem of a human interaction with various information systems. This problem is especially acute in education domain, where the role of the teacher as the most important source of knowledge was considered traditionally unconditional. The above mentioned challenges need to seek a new model of the educational process, to redefine the functions of its participants.

“Chess for overall development” software in the frame of Reflection and Activity

The paper discusses “Chess for overall development” project, which is based on Reflection and Activity Approach in helping overcome learning diÿculties. The project has been running for over 12 years now, putting theory of the approach into practice in several cities throughout the Russian Federation. One of the key elements in this project is developing the ability to think in mind using chess problems and sequential progress through material where solving of problems becoming more idea-based and less action-based using the notion of the stage-by-stage formation of mental actions. Unlike other methods teachers use to teach chess, the Chess for Overall Development project views chess primarily as a psychological instrument for helping develop the ability to think in mind. The basis for the ideas of the project is L. S. Vygotsky’s cultural-historical psychology. Vygotsky’s notions on the development of the human psyche are implemented and partially expanded as part of the project. In recent years the software “Chess for overall development” was made designed with full compatibility with the principles of the reflection and activity approach and implementing the notion of the ability to think in mind development and sequential transition from material to ideal plane of mental actions. We present detailed description of the software features as well as its approbation results collected in schools, universities and hospitals.

Подход к обучению стратегии анализа неструктурированных педагогических проблемных ситуаций

The work describes the training of future teachers with approximate basis of action on unstructured pedagogical problem situation analysis. Training is built on the basis of problem training in combination with the system-activity approach and the technology of step-by-step formation of mental actions. The empirical research involved graduate students from 10 diff erent postgraduate schools of the Higher School of Economics, past pedagogical practice, future teachers of higher education. The experiment shows that the content of knowledge on the composition and structure of steps which are to be implemented in order to analyze unstructured problems are the external cause of enhancing the eff ectiveness of the unstructured problem solving in number and categorical diversity of developed solutions.

The Cultural-Historical Development of Mental Processes and the Theory of Stepwise Formation of Mental Actions and Concepts

The article examines the problem of the relationship between universal and specific forms of cultural–historical development of mental processes. From different methodological approaches, the author prefers an activity approach which emphasizes genetic primacy of external practical activity. This approach allows, according to the author, universality of internalization and at the same time ethnic uniqueness of mental processes. The article clarifies the problem of internalization through two practical examples: 1) the development of mental counting actions and 2) the process of human goal setting.

PSYCHOLOGICAL AMORTIZATION FACTORS FOR MEDIA IMPACT IN DEVELOPMENT OF CHILDREN FROM DIFFERENT SOCIAL GROUPS

The aim of this publication is to analyze the domestic and foreign psychological researches on influence of TV-programs on social, cognitive and emotional development of children. Methods . Methods involve a comparative historical and psychological analysis of papers, manuscripts and archival records of television companies. Results . The present study demonstrates that educational television, subsequently on-line resources for children, affect operative cognitive functions, increase cognitive motivation, and contribute to the formation of other important cognitive and social skills. However, the impact on children on-screen resources depends on the status and education level of the family. Scientific novelty . Much attention is given to the fact that it is the first attempt to provide historical and psychological analysis of world-wide studies of the effects of children’s television, from the main countries-producers of TV and video programs for children of different age – Russia, USA, Germany, France, Israel, etc. Criteria and matrix for comparison of heterogeneous researches, the domestic theory of child development, cultural-historical approach, the theory of stage formation of mental actions, activity theory had been chosen. Practical significance of the research is that these criteria can be used to assess any of the videos, their educational potential. Psychologists involved in the process of television production, this article will help to simulate the learning process taking into account the age of the children and their socio-cultural origin.

Peculiarities of using the demonstration principle in ballet pedagogy

Demonstration is one of the most important teaching principles. The foundation for the scientific study of this principle was laid by the outstanding pedagogue Ya.A. Komensky, who called it the golden rule of didactics. Later, Komenskys ideas were developed by J.H. Pestalozzi, K.D. Ushinsky, and other pedagogues. A special role in clarifying and specifying the functions of demonstration belongs to Russian pedagogues and psychologists developing the ideas of the unity of consciousness and activity (S.L. Rubinstein), the theory of activity (A.N. Leontyev), and the theory of gradual formation of mental actions (P.Ya. Galperin). Demonstration has been used in teaching dance since the ancient times, when various visual aids were used to illustrate the teachers words. Yet, despite the presence of extensive literature in other areas, in ballet pedagogy the study of demonstration has been limited to just a few researchers N.I. Tarasov, E.P. Valukina, and A.A. Alferova. This paper presents the first attempt in ballet pedagogy to comprehensively analyse the use of the principle of demonstration in ballet teaching. Drawing on the historical traditions of ballet education, the author shows the leading role of demonstration in teaching professional skills to ballet artists and reveals the essence of the main types of demonstration figural/pictorial, verbal, image-based and natural. The paper highlights the leading role of figural demonstration, in which showing of movements is traditionally the main teaching tool. The combination of the four types of demonstration figural, verbal, image-based and natural facilitates the visual, audial and motor perception of a movement (or its model, image) by the students allowing them to internalize movements into their psyche and body.

ON THE QUESTION OF INCREASING THE EFFECTIVENESS OF PROFESSIONAL TRAINING OF STUDENTS-FUTURE TEACHERS

The article is devoted to improving the quality of professional training of students - future teachers, the development of their communication skills, which are the basis of the professional competence of the teacher. The relevance of this article is not in doubt. On the one hand we see many students, and even future teachers, with the low level of development of communicative skills, low self-control. Their skills are not sufficiently developed to analyze the problematic situations of communication. Very little attention is paid by teachers to the special work on the development of communicative abilities of students, teaching skills to analyze complex situations. All this has a negative impact on the level of their training. On the other hand, this problem is still poorly understood in psychological and pedagogical literature. It is justified the deliberate work of teaching students to solve communication problems as the development of pedagogical condition of their communicative abilities. Described are the basic stages of learning to solve educational problems, building on the concept of stage formation of mental actions and concepts by P. Galperin and N.F. Talyzina. The paper describes the learning analysis card of pedagogical situations that students have developed in conjunction with the authors. Based on this card, the students analyzed the situation of communicative teaching and pedagogical books of problems from their own experience gained during the passage of pedagogical practice, taking into account the family and gender characteristics of students. Is found a positive impact of the solving of pedagogical tasks in the formation of students' self-control.

Teaching Grammatical Aspects of the Turkish Language as Means of Students’ Communicative Competences Formation at the Initial Stage of Training

The relevance of this article is caused by the insufficient development of the research on learning the grammatical peculiarities of the Turkish language, which enhances the effectiveness of learning Turkish speech, which would be focused on the development of procedural communicative speech qualities of the student's personality. In this context, this article serves as the attempt to solve the problem of improving the effectiveness of teaching grammatical aspects of the Turkish language. The leading approach to the study of the problems stated in the article was the communicative approach based on the theory of stepwise formation of mental actions. The article deals with the psychological and pedagogical foundations and linguodidactic mastering of the foreign language (Turkish) speech activity of students at the initial stage of education. Overview of typical mistakes made by students in the study of particular grammatical phenomena of the Turkish language is provided in the article. Among the grammatical peculiarities of the Turkish language presented in this study we see the possessive case of the nouns, rules of agreement of the Turkish adjectives and numerals with nouns, as well as the order of words in a simple sentence. Materials of the article can be useful for teaching the Turkish language in gymnasiums, lyceums and can also serve as the basis for training the Turkish language specialists in higher education establishments.

On Scientific Status and Practical Significance of One Psychological Theory

Since the late 1950s, a significant number of authors tried to use Galperin’s approach (which is well-known as the “Theory of planned stage-by-stage formation of mental actions”, or the PSFMA Theory) to improve schooling processes and results. Looking back at the more than fifty -year history of Galperin’s approach, one may note that the 1960s and the early 1970s were the periods of the great optimism concerning effectiveness and efficiency of its practical application. It seemed possible to transform radically the way and the traditional results of learning/teaching process. To compare the 60s-70s and the 80s-90s publications one could easily discover a significant decrease of a wave of optimism concerning the PSFMA’s application. Besides the obvious social-economic and social-psychological reasons there exists a methodological reason concerning the ways and means of the Galperin’s approach use. Historically, the substantial pedagogical results of planned stage-by-stage formation of mental actions first came to the fore. However, the proponents’ enthusiasm about really unusual and hopeful results had a reverse side: it led to the serious misunderstanding of the status of Galperin’s approach and transformed the last to some absolute knowledge like a sort of “philosophers’ stone”. The successful application of the statements of PSFMA does not mean a literal reproduction of some abstract general procedure, but a creative design of a system of necessary and sufficient psychological conditions adapted to a concrete schooling situation. The elaboration of such a procedure occupies an intermediate position between the fundamental psychological knowledge and the real process of schooling. The three-model system is considered to bridge a gap between the fundamental knowledge introduced by Galperin and the real circumstances of learning/teaching situation.

Introduction: Pyotr Yakovlevich Gal'perin, 1902-1988

Pyotr Yakovlevich Gal'perin died on 25 March 1988, at the age of 85, in Moscow. He was the last representative of the generation of psychologists who had personal contact with L. S. Vygotsky, the founder of the cultural-historical school in Soviet psychology. Gal'perin contributed to the continuation of this school and, in addition, acquired an independent and influential position and gained a following. His name is especially associated with the theory he developed of the so-called stage-by-stage formation of mental actions.

Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

Well-specified problems of the type presented boxed in the introduction to this article are extremely common in science courses. Unfortunately, this does not mean that students find them easy to solve, even when a teacher provides model answers to problems which differ only marginally (in the teacher's eyes) from those put before the students. The central difficulty with such courses is that they do not embody instructional principles that reflect students' need for “direction” in problem solving. In this article, we describe how the necessary heuristics and strategic knowledge were built into the remake of a conventional thermodynamics course. In contrast to mainstream American work on learning problem solving we chose to direct our curriculum reconstruction using the Gal'perin theory of stage-by-stage formation of mental actions and Landa's description of the “through” systematization of knowledge. As indicated by both, we first developed an integrated system of instructional objectives: a programme of actions and methods (PAM) to solve problems in thermodynamics. Then the plan of instruction was designed. This plan indicates which instructional procedures and materials should be used to realize the instructional functions, derived from the learning theory. The evaluation design contained two control and three experimental courses. In discussing our main findings, we consider the generalizability of the procedures we followed in constructing the PAM and the instructional plan.

Psychological bases of programmed instruction

This paper puts forward an argument for using a cybernetic approach to programmed instruction in order to make the control of the teaching process more efficient. It argues the need for a micro-approach to program construction which takes into account not only the correctness of response but also the psychological activity of the learner. The author presents a summary of Prof. P. Galperin's theory of “stage by stage” formation of mental actions as well as presenting a method for putting the theory into practice in the construction of teaching programs. Finally, there is a presentation of the methodology and results of various teaching programs in which control over the cognitive activity of the learner was carried out.

知的行為の多段階形成理論

1950年代の初めに, ГаЛЬnepиH, П. Я. らによって提出された知的行為の多段階形成理論は, その後おおくの発展を示している。我が国でも, この理論のかなり詳細な紹介がすでになされているので (柴田, 1962-1964, 天野, 1968, 駒林, 1971等), ここでは簡単に概観するにとどめ, 2, 3の問題を中心にして考察することにする。