Pupil Personality Research Articles

Воспитанность как социокультурная идентичность систем ценностей базовой культуры личности и традиционной культуры общества

The formation of a socio-cultural identity of the basic culture of the individual to the norms of the traditional culture of society is the most important task of education. At the same time, in this article, the upbringing of a person is considered as a measure of the identity of the content of the value systems of the traditional culture of society and the basic culture of the pupil's personality. This article proposes an institutional model for the formation of socio-cultural identity. Sociocultural identification of the basic culture of a person is carried out at various levels of socialization according to common identification features, which include traditions, language and a system of values characterizing the traditional culture of society.

Contexts for integrating classical music in vulnerable educational environments

Intersectional intervention on educational policies in 21st century society is noted as a viable alternative in disadvantaged educational settings. In this direction, a well-reasoned educational policy facilitates access to education and knowledge for a significant number of students. The vision of each teacher, and in general of an educator, must be aimed at comprehensive educational policies, consistent with educational ideals and the agreed school curriculum, the skills of each educator being evident in the way they can adapt and apply classical or modern educational strategies or concepts, capable of producing much needed change in the evolution and school performance of the beneficiaries of this social service. The involvement of music education in the formation of the modern pupil's personality can be the foundation on which to build an equitable and inclusive education system, providing pupils with valuable opportunities to develop cognitive, social and emotional skills.

Nauczyciel edukacji wczesnoszkolnej w opinii rodziców i nauczycieli

The period of early education is the time when a child goes through the process of development from childhood to the beginning of adolescence. This stage is the foundation on which to build education preparing the student to participate in social life. Thanks to the acquired knowledge and skills, he has the opportunity to achieve his goals in the future. The many tasks facing early school education include awakening intellectual interests as the basis for cognitive activity, as well as developing the ability to express one’s thoughts and understand others. Early childhood education teachers are assigned a special role in shaping the personality of pupils. They must ensure safety among students starting their education and develop the child’s motivation to continue learning. Their role is also to observe the student’s development, as well as to support the child’s extracurricular life environment so that he or she achieves the greatest possible educational achievements. Based on research, the article presents the teacher’s competences necessary in his or her work and attempts to show the most important personal characteristics necessary in performing this profession. In addition, factors conducive to the creation of social bonds between the teacher and students, as well as the activities of the educator which most strongly affect the education and upbringing of students, are indicated.

Teachers' Perspectives: Factors Causing Negative Personality Development in Students

The psychology and personality of pupils or children in elementary school became one of the interesting issues to work on. This issue relates to the children’s mental health and their personality development. Students in the elementary school are capable of absorbing everything around them, just like a sponge. Therefore, a good example of personality and the other way around can make up the students’ personality development, starting from an early age until they are adult enough to make their own personality through their wise sight. This case study aims to describe the students’ personalities; focusing on the factors that caused the development of negative attitudes. The results showed that there are four points or factors that developed negative attitudes: 1) parents 2) technology 3) friends 4) bullying.
 Keywords: attitudes psychology, social, elementary students

THE PROBLEM OF SUCCESS IN THE FOCUS OF THE PERSONALITY OF A PRIMARY AND SENIOR SCHOOL PUPIL

The article is dedicated to the problem of success in the focus of the personality of a modern pupil of a general secondary education institution. The tasks of the research are the analysis of theoretical data and the highlighting of the results of empirical research concening the content of the phenomena of success and social success, the content characteristics of the socially successful personality of the pupil, as well as the generalization of the results. In the research process, theoretical methods (analysis, reinterpretation and generalization of data, content analysis) and empirical methods (conversation, blitz survey, method of unfinished sentences) were applied. The author justified the difference between the concepts of «success» and «social success», emphasized the qualities and skills of primary and senior school pupils necessary for social success, and emphasized the importance of creating conditions in the educational environment that contribute to the formation of a socially successful personality.

Self-Concept of a Younger Pupil Within the Context of His or Her Personality Development

The effectiveness of primary education saturates a numberof pedagogic-psychological variables and predicts various situations, failure to manage which can negatively affect the self-concept process of the pupil. This self-concept of the pupil affects his or her relationshipto school, learning, school success, but above all, it can affect his or her relationship to himself or herself and can be a fundamental determining factor in the process of development of the pupil's personality. In this paper, we present a partial exploratory analysis of the results of the Piers-Harris 2 (PHCSCS-2) questionnaire survey of the self-concept of the school pupils, who attend thefourth year of the elementary school.

NARRATIVE AS A MEANS OF FORMING A SOCIALLY SUCCESSFUL PERSONALITY OF A HIGH SCHOOL PUPIL

The article is dedicated to the role of narrative in the formation of a socially successful personality of a high school pupil. The objectives of the research are to summarize data on the narrative approach and methods of narrative, highlight the pedagogical potential of narrative methods and the successful experience of their implementation in the practice of forming a socially successful personality of high school pupils. Theoretical methods (analysis, reinterpretation and generalization of data) and empirical methods (event analysis, content analysis) were used in the research process. The author clarifies the essence of the concepts of «socially successful personality of the pupil» and «narrative», the qualities and competencies of the pupil are emphasized which are necessary for social success, their development takes place through narrative methods. Based on the results, the importance of the narrative in the formation of a socially successful personality of a high school student is proved.

PEDAGOGICAL TECHNOLOGIES OF FORMATION OF SOCIALLY SUCCESSFUL PERSONALITY OF PRIMARY AND SECONDARY SCHOOL PUPILS

The article is dedicated to the problem of pedagogical technologies implemented in general secondary education institutions in the practice of forming a socially successful personality of a pupil. The objectives of the research are to summarize data on this problem, highlight the pedagogical potential of the most effective technologies and their successful implementation in working with primary and secondary school pupils. The research applied theoretical and methodological approaches in the formation of socially successful personality – axiological, acmeological, environmental, competence, design and technological, as well as the following methods – theoretical (analysis, comparison and reinterpretation of data) and empirical (event analysis). The author clarifies the essence of the concepts of "social successfulness", "socially successful personality of a pupil", "technology of forming socially successful personality of a pupil", revealed the pedagogical potential of art technologies in the formation of socially successful personality of a pupil, in particular, theater technology, outlined the defining characteristics of training, play, project technologies, "case-study" technologies and the experience of implementation of these technologies is presented. The proposed research highlights the importance of partnership between general secondary education institutions and families of pupils, focuses on the qualities and competencies of pupil's necessary for social success, which are developed in educational institutions using these pedagogical technologies. Based on the obtained results, the important role of pedagogical technologies in the formation of socially successful personality of primary and secondary school pupils is proved.

HUMANIZATION OF PEDAGOGICAL COMMUNICATION IS EFFECTIVE HARMONIOUS INFLUENCE ON STUDENT PERSONALITY DEVELOPMENT EDUCATIONAL PROCESS

The systematic approach of humanization of pedagogical communication as effective means of harmonious influence on the development of the pupil's personality in teaching process is shown in this article.

Managing assessment activities training results for high school pupils in Ho Chi Minh city

In high school, the training process of pupils is considered as the process of forming moral qualities. Therefore, the evaluation of training results is often based on specific manifestations of ethical attitudes and behaviors. Regarding the management of the evaluation of training and ethical results of pupils in high schools in Ho Chi Minh City, it has been implemented according to the regulations, circulars, and guidelines of the Ministry of Education and Training, and the Department of Education and Training has achieved the following results, contributing to reflect the quality of education, the quality and personality of pupils. This study will clarify the theoretical and practical basis for the content of activities assessment management of training results for high school pupils; survey, analyze and evaluate the current situation of management activities to evaluate training results; from there, develop appropriate measures to manage the evaluation of training results.

Reality of Primary Education Development in the Conditions of the New School

Under analysis in the following article there is the postmodern conception of primary education development in the New Ukrainian School given the relevant pedagogical principles of child-centrism, given the age and individual mental peculiarities of the pupil's personality, child's creative subjectivity actualization, social partnership in the inclusive environment and competence-oriented education. The postmodern orientation of the primary education rebuilding as a start for the New Ukrainian School innovative development has been enlightened. The competence approach to the vocational pedagogical activity in the conditions of the New Ukrainian School and the perspectives of the primary education development in Ukraine according to the state quality assessment standards have been taken into account. The teaching techniques and priorities in young pupils' education in the New Ukrainian School and elementary school in the European Union states have been studied. There has been observed a significant advantage of the new postmodern reality model, being formed on the ground of childcentrism (interest to the child's unique inner world rather than to the degree of his/her knowledge), techniques of «non-linear», critical, flexible and creative thinking of the partners in the inclusive educational process, vocational thinking, summarizing pedagogical knowledge as subjective fundamental construction – unique response to the postmodern education variability. There has been outlined that the elementary school system rebuilding and modernization in Ukraine is based upon the experience of the primary education in the European Union states.

PEDAGOGICAL ASSESSMENT MODEL OF TRANSDISCIPLINARY COMPETENCES OF PRIMARY SCHOOL STUDENTS

The use of inter-/transdisciplinarity in school curricula determines the design of integrative technology for the assessment of students' transdisciplinary competences at the end of primary education. This technology is focused on the application of the integrative vision on the different levels and areas of knowledge and/or curricular areas. Integrative assessment involves a complex process focused on creating connections between different entities, such as content units, competences, skill units, which are usually formed and assessed disparately within different subjects. The assessment of school competences in primary education must be carried out as an approach to the integral knowledge of the pupil's personality, through the balanced correlation of psycho-physical, moral, aesthetic, scientific, technological and social dimensions.

The formation of a polylingual personality in the school system of Kazakhstan

Understanding the role of languages ​​in the modern world poses before us the question of teaching languages ​​and raising the level of language teaching. Polylingual education in the Republic of Kazakhstan today is one of the main directions in the secondary education system. The aim of our study was to theoretically substantiate, develop and experimentally test the methodology for the formation of the polylingual personality of pupils in the process of organizing extracurricular work in a general education school. The research conducted an experimental and pedagogical work and analysed the collected data using comparative analysis and statisticalmethods such as percentages. The results of the research proved that the proposed theoretical foundations and methods of organizing extracurricular activities are useful in the formation of the polylingual personality of pupils. Keywords: multilingualism, polylingual education, formation of a polylingual personality, pupil, general secondary school, extracurricular work

Diagnostics of the school digital educational environment orientation

The digital educational environment has become an important part of the educational process, which has a strong influence on the forms and methods of teaching. The development of the pupil's personality is the main educational task. The orientation of the digital educational environment as a key component of the school educational process has a strong influence on the pupil’s attitude to the learning, the satisfaction with the acquired knowledge, the learning motivation, and on the future professional success. The purpose of the work is to diagnose the school digital educational environment orientation and to propose measures to strengthen its orientation towards the pupils’ personal qualities. The study involved 156 pupils and 56 teachers from two schools at the City of Ryazan. The author's questionnaire was used for diagnosing the school digital educational environment orientation. The questionnaire logic is presented in this article. The results obtained indicate that: 74 % of teachers and 72 % of pupils define the frontal form of work as the most frequently used in school; 83.3 % of teachers are confident that the proposed materials and assignments used in interaction in a digital educational environment correspond to the cognitive interests of pupils. 48.4 % of pupils believe that interaction with a teacher in an organised digital educational environment develops their cognitive interests. The results obtained make it possible to determine the necessary measures to modify the digital educational environment into a personality-oriented digital educational environment: creating conditions for self-presentation, establishing high-quality feedback in the process of performing productive type tasks, increasing the proportion of creative tasks.

Анализ учебных программ с точки зрения воспитания толерантности детей младшего школьного возраста

The subject programs of elementary school are analyzed in the context of tolerance education in children. The analysis criteria were the tasks of developing tolerance in junior schoolchildren and the ways (mechanisms) we identified for solving these problems. Professionally, a fully organized pedagogical process consists not only of didactic but also of educational foundations, which purposefully involves the organization of the classroom and extracurricular educational work. According to the authors, the main task of the school is to cultivate a sense of national identity, pride, honor and dignity in the younger generation. Only in the process of formation of the pupil's personality, some conditions of tolerance and separate ways of their realization were reflected in a superficial form.

РАЗВИТИЕ УНИВЕРСАЛЬНЫХ КОМПЕТЕНЦИЙ В СИСТЕМЕ ФОРМИРОВАНИЯ ВОЕННО-ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ВОСПИТАННИКОВ КАДЕТСКОГО УЧИЛИЩА

The article considers the conditions for the development of universal competencies in the system of military-professional orientation of the personality of pupils of pre-university educational organizations of the Ministry of Defense of the Russian Federation. An understanding of the military professional orientation of the individual, understanding and content of universal competencies to be developed in the system of the military professional orientation of the personality, as well as individual components, factors and psychological and pedagogical conditions affecting their effectiveness in the development of universal competencies in the cadet are disclosed. The military professional orientation of the personality is considered as a complex integrative personality formation, the core of which is motives, value orientations, interests, goals, beliefs and ideals that ensure personally significant involvement in military professional activity, the desire for active mastery and self-development in it. It is noted that the structure of the military professional orientation is closely interconnected with universal competencies, which are also formed in the educational process of the cadet school. The conditions for the development of universal competencies in the system of the military professional orientation of the personality of pupils include conducting methodological and consulting work with pupils, teachers, teachers, parents of cadets in the office of military professional consultation, and a psychologist-teacher conducting an individual training course with cadets on the basics of choosing a military profession, the organization of platoon and course activities for the military professional orientation of the cadets, parent-teacher meetings on the course “Choosing a profession is a serious matter”, “How to become an officer of the Russian Army”, etc.; individual consultations with the cadets weekly. It is also noted that one of the main ways of forming a military-professional orientation in the school is self-education. The article also presents the results of the development of the military-professional qualities of the pupils, indicating the effectiveness of the described conditions.

РОЗВИТОК МАТЕМАТИЧНИХ ЗДІБНОСТЕЙ СТАРШОКЛАСНИКІВ У ПРОЦЕСІ ФОРМУВАННЯ ОСНОВНИХ ПОНЯТЬ АЛГЕБРИ І ПОЧАТКІВ АНАЛІЗУ

The article provides a theoretical analysis of psychological and pedagogical and educational literature on the study of basic concepts of algebra and the beginnings of analysis. It is established that the issue of development of mathematical abilities of high school students in the process of forming the basic concepts of algebra and the beginnings of analysis remains insufficiently studied. The purpose of this study is to clarify the content and structural components of the methodology of development of mathematical abilities of high school students in the process of forming the basic concepts of algebra and the beginnings of analysis. To achieve the goal, the following research methods were used: theoretical analysis (psychological-pedagogical and educational-methodical literature); structural-system analysis (concepts of algebra and the beginnings of analysis); theoretical modeling (in the process of developing a theoretical-probabilistic methodological model of learning), content-theoretical generalization and design (in formulating conclusions and outlining the content of further research). According to the results of the research it is determined that the basic (system-forming) concept of algebra and the beginnings of analysis is the concept of “mathematical model”. The developed theoretical-probabilistic methodical model of development of mathematical abilities of senior pupils in the course of formation of concepts of algebra and the beginnings of the analysis represents a cycle of developmental training in which development of individual psychological qualities of the senior pupil's personality is reached in activity of cooperation with the teacher and peers. The defined stages of learning algebra and the principles of analysis involve the establishment of zones of actual mathematical development, the creation of zones of immediate mathematical development, the transformation of these zones (internalization process), long-term planning of zones of immediate mathematical development, and the matrix of matching zones of immediate mathematical development. This model embodies a task-based approach to the organization of the learning process, provides self-analysis, self-control, self-correction and self-assessment of both the process and the results of educational and mathematical activities. The essential characteristic of the presented model is the probabilistically (randomly) deterministic structural components that are determined at the first stage of its implementation and determine the content and specificity of the subsequent stages. Key words: the concept of algebra and the beginnings of analysis, the development of mathematical abilities of high school students, areas of current mathematical development, areas of immediate mathematical development, mathematical model.

DEVELOPMENT OF PRIVATE EDUCATION IN UKRAINE: SECOND HALF OF XIX-EARLY XX CENTURY

The article reveals the leading factors in the development of private education in Ukraine in the second half of the XIX - early XX century. It was found that the second half of XIX - early XX century becomes a period not only of social, scientific, national revival, but also a period of rapid development of private education. The purpose of the article is to reveal the leading factors in the development of private education in Ukraine in the second half of the XIX - early XX century. The historical-logical method made it possible to determine the socio-political and social features of social development and their impact on the development of private education in Ukraine in this historical period; constructive-genetic method made it possible to determine the socio-historical and cultural-pedagogical prerequisites for the development of private education in Ukraine in the second half of the XIX - early XX century and others. The leading area of implementation of pedagogical innovations in this period was a private school, which was explained by the strict legal regulation of the state educational system and at the same time the lack of real steps by the government to modernize it. The key innovations of the pedagogical concept in the innovative activities of a private institution were: the priority of the pupil's personality, the integration of family and school, increasing the requirements for the teacher, who must act as the personification of an active and creative personality. It is established that the leading factors in the development of private education in Ukraine in the second half of the XIX - early XX century were: the presence of legislative regulation of private education; establishment of public-state character of organizational bases of their activity; manifestation of public initiative in the opening of private educational institutions; taking into account in the organizational and substantive aspects of the activities of private schools the social and economic needs of the country's development.

Формирование полилингвальной личности учащихся общеобразовательной школы

The article is devoted to the consideration of the relevance of multilingual education in the Republic of Kazakhstan and the formation of a multilingual personality of students in secondary schools. The definition of the concepts of polylingualism and polylingual education is available in this article. The authors analyzed various approaches and definitions of the concepts of «linguistic personality», «polylingual personality» and «polylingual personality of pupil». Language education of a pupil as a linguometodic category is a process and result of cognitive activity aimed at mastering the basics of language theory for communication purposes, at speech, mental and aesthetic development, and at mastering the culture of a native speaker of a given language. The article presents the main aspects of language learning in the modern world. The authors considered the levels of formation of a polylingual personality according to the linguist G.I. Bogin. The authors analyzed and systematized the main requirements for the formation of a multilingual student's personality. In addition, the degree of proficiency in several languages of secondary school students is determined. To achieve the effectiveness of the pedagogical process aimed at the formation of a polylingual personality of the student, the necessity of using active teaching methods, developing special techniques and creating pedagogical conditions was shown.

Формирование духовно-нравственных основ личности младшего школьника на уроках русского языка и литературного чтения

Формирование духовно-нравственных основ личности младшего школьника на уроках русского языка и литературного чтения