E ilyin psychology for teachers. Ilyin E.P. Psychology for teachers. Psychological characteristics of teachers
The textbook is addressed primarily to teachers: teachers, preschool educators, teachers of colleges and universities. Particular attention is paid to psychological information that is relevant for practical pedagogy and is absent in most textbooks on educational psychology.
The manual includes five sections: "Psychology of the teacher's activity", "Psychology of learning", "Psychology of education", "Psychological characteristics of teachers", "Preschoolers and students as subjects of play and learning activities and as objects of the teacher's activity." At the end of the book, an appendix is \u200b\u200bgiven in which there are two sections: methods for studying the characteristics of the activity and personality of teachers and methods for studying the psychological characteristics of pupils and students. The publication contains an extensive list of related literature.
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The textbook is addressed primarily to teachers: teachers, preschool educators, teachers of colleges and universities. Particular attention is paid to psychological information that is relevant for practical pedagogy and is absent in most textbooks on educational psychology.
The manual includes five sections: "Psychology of the teacher's activity", "Psychology of learning", "Psychology of education", "Psychological characteristics of teachers", "Preschoolers and students as subjects of play and learning activities and as objects of the teacher's activity." At the end of the book, an appendix is \u200b\u200bgiven in which there are two sections: methods for studying the characteristics of the activity and personality of teachers and methods for studying the psychological characteristics of pupils and students. The publication contains an extensive list of related literature.
Publisher: Peter, Serie: Masters of Psychology, 2012
ISBN 978-5-459-00338-3
Number of pages: 640.
Contents of the book "Psychology for Teachers":
- 9 Foreword
- 12 Introduction, or Why does a teacher need psychological knowledge
- 20 Section One: The Psychology of Teachers' Activities
- 20
Chapter 1. Activities of the teacher
- 20 1.1. Pedagogical activity and its structure
- 21 1.2. Stages of pedagogical activity
- 22 1.3. Pedagogical tasks and their solution
- 23 1.4. Functions of the teacher
- 25 1.5. Formation of motives for educational activities
- 27 1.6. Creation of an emotional background adequate to the pedagogical task
- 30 1.7. Stages of organizing educational activities
- 31 1.8. The teacher's study of students' personalities
- 33
Chapter 2. Pedagogical communication
- 33 2.1. The concept of "communication", its types
- 34 2.2. Characteristics of pedagogical communication
- 38 2.3. Communication means
- 41 2.4. Factors contributing to the effectiveness of pedagogical communication
- 47 2.5. Teacher skills that affect the effectiveness of communication
- 49 2.6. Pedagogical tact
- 50 2.7. The culture of the teacher's speech
- 53 2.8. Personal characteristics of teachers that make it difficult to communicate with students
- 57 2.9. Communication and relationship of teachers with parents of students
- 60
Chapter 3. Establishing mutual understanding between teacher and students
- 60 3.1. The essence of understanding and the stages of its establishment
- 61 3.2. Perception of students by teachers and the emergence of the first impression of them
- 66 3.3. Learning and understanding by the teacher of students
- 70 3.4. Features of the perception of teachers by students
- 74 3.5. Providing the teacher with understanding of his students
- 75 3.6. Rapprochement of the positions of the teacher and students
- 76 3.7. Establishing mutual understanding between teacher and students
- 82 3.8. Teacher cooperation with students
- 83 3.9. Typification of students by teachers
- 84
Chapter 4. Types and forms of influence of the teacher on students
- 84 4.1. Types of impacts
- 85 4.2. Showing attention to the student
- 85 4.3. Requests and requirements of the teacher
- 88 4.4. Persuasion and suggestion
- 89 4.5. Clarification
- 90 4.6. Compulsion
- 91 4.7. Assessment of the actions, deeds of students and the success of their implementation of educational tasks
- 96 4.8. Encouragement
- 98 4.9. Punishment
- 102 4.10. Use of humor, jokes
- 104
Chapter 5. Behavior of a teacher in conflict situations
- 104 5.1. Conflict situations and conflicts
- 105 5.2. Causes of conflicts between a teacher and students
- 108 5.3. Conditions conducive to conflict
- 109 5.4. Phases of conflict development
- 110 5.5. Outcomes of conflict situations
- 113 5.6. Basic rules of teacher behavior in a conflict situation
- 116 5.7. Pedagogical management of student conflict
- 118 Section two. Psychology of education and upbringing
- 118
Chapter 6. Psychological foundations of education
- 119 6.1. Education and its psychological patterns
- 120 6.2. Didactic principles
- 123 6.3. Psychological and pedagogical characteristics of educational material
- 125 6.4. Types of teaching influences
- 126 6.5. Monitoring student activities
- 127 6.6. Student survey and its psychological characteristics
- 129 6.7. Mark and its psychological impact
- 134 6.8. Psychological characteristics of various learning systems
- 145
Chapter 7. Psychological features of enhancing the cognitive activity of students in the classroom
- 145 7.1. Enhancing the cognitive activity of students
- 150 7.2. Ways to maintain sustained attention in the lesson
- 151 7.3. Inattention of students, its causes and consequences
- 152 7.4. Organization of effective perception of educational material in the classroom
- 154 7.5. Organization of conditions for better memorization of educational material by students
- 168 Section three. Parenting psychology
- 168
Chapter 8. Socio-psychological laws of the formation of a team and education of students in it
- 168 8.1. The concept of a social group and a team
- 172 8.2. The social status of students in the study group
- 179 8.3. Stages of development of a team of students
- 181 8.4. Psychological features of the upbringing of students in a team
- 184 8.5. Public opinion of the student body and psychological characteristics of its formation
- 192
Chapter 9. Psychological aspects of the formation of morality of students
- 192 9.1. What is morality and moral education
- 193 9.2. Discipline as a moral quality
- 196 9.3. Responsibility (sense of duty)
- 198 9.4. Psychological and pedagogical conditions for the formation of morality
- 203 9.5. Stages of the formation of moral behavior of students
- 204 9.6. Semantic barrier in education
- 207 9.7. Taking into account the age characteristics of the personality of students in the process of moral education
- 213 9.8. Psychology of education of students with deviant (deviant) behavior
- 217
Chapter 10. Psychological aspects of education in students of the desire for self-improvement
- 218 10.1. Psychological features of the development of students' independence
- 222 10.2. Formation of the standard (ideal)
- 224 10.3. Self-knowledge and self-esteem as stimuli for self-improvement
- 231 10.4. Stages and means of self-education for adolescents and senior schoolchildren
- 236 10.5. Age features of self-education
- 237 10.6. Typical mistakes of self-education
- 239
Chapter 11. Labor education and vocational guidance of students
- 239 11.1. Fostering a positive attitude towards work
- 242 11.2. Self-determination of students and their choice of profession
- 245 11.3. Age stages of the formation of professional interests of schoolchildren
- 246 11.4. Professional self-determination of schoolchildren of different sex
- 249 11.5. Career guidance work of a teacher
- 253 Section four. Psychological characteristics of teachers
- 253
Chapter 12. Components of a teacher's professional skill
- 253 12.1. Pedagogical orientation (vocation)
- 255 12.2. Knowledge (erudition) of the teacher
- 258 12.3. Teacher skills
- 261 12.4. Abilities and professionally important qualities of a teacher
- 274 12.5. The authority of the teacher
- 279
Chapter 13. Individual and personal characteristics of modern teachers
- 279 13.1. Personality features of people who have chosen the teaching profession
- 285 13.2. Features of the motivational sphere of teachers
- 287 13.3. Features of the emotional sphere of teachers
- 293 13.4. Resilience of teachers
- 293 13.5. Aggressiveness of teachers
- 296 13.6. Psychophysiological characteristics of teachers
- 297 13.7. Possibilities of using some tests for professional selection of teachers
- 299 13.8. Psychological characteristics of teacher-leaders
- 305 13.9. Image of teachers
- 309
Chapter 14. Style features of teachers
- 310 14.1. Kindergarten teacher activity styles
- 311 14.2. Working styles of teachers
- 317 14.3. Style of activity and properties of the nervous system and temperament
- 319 14.4. Pedagogical leadership styles and their perception by students
- 325 14.5. Styles of pedagogical communication
- 333 14.6. Psychological and pedagogical features of the survey of students by teachers with different styles of leadership
- 334 14.7. Peculiarities of assessment of students by teachers with different styles of leadership
- 336 14.8. Types of teachers
- 340 14.9. Gender differences in the activities and personality of teachers
- 343
Chapter 15. Psychological aspects of the formation of professional skills of a teacher
- 343 15.1. Stages of professional development of a teacher
- 345 15.2. Differences between young and experienced educators
- 351 15.3. Difficulties in the work of young teachers
- 354 15.4. Features of productive and unproductive teachers
- 360 15.5. Psychological characteristics of university teachers of different skill levels
- 365 15.6. Criteria for assessing pedagogical excellence
- 367
Chapter 16. Professional destruction of the personality of teachers
- 367 16.1. Professional destruction of the teacher and the factors that determine it
- 368 16.2. Types of professional destruction of teachers
- 369 16.3. Manifestations of professional deformation of teachers
- 373 16.4. The growth of aggression and aggressiveness as a reflection of the professional deformation of teachers
- 376 16.5. Mental burnout of teachers as a sign of their professional deformation
- 383 16.6. Psychological health of teachers
- 286 Section five. Preschoolers and students as subjects and objects of play and educational activities
- 386
Chapter 17. Psychology of the game
- 386 17.1. The role of play in child development
- 387 17.2. Psychological characteristics of the game
- 389 17.3. Types of games for children
- 394 17.4. Role play development levels
- 395 17.5. Age features of the game
- 398 17.6. Sex differences in children's play
- 402 17.7. Causes of conflicts between children in play activities. Childhood aggressiveness
- 408
Chapter 18. Psychological aspects of the arrival of children in kindergarten and school
- 408 18.1. Adaptation of children to preschool
- 409 18.2. Psychological problems of the transition of children from kindergarten to primary school. School readiness
- 415 18.3. Motives for going to school
- 416 18.4. School maladjustment
- 421 18.5. Didactogeny
- 422
Chapter 19. Psychology of learning
- 422 19.1. Cognitive activity as the basis of children's learning
- 424 19.2. Motives for learning activities at school
- 441 19.3. Learned Helplessness of Students
- 444 19.4. Psychological reasons for laziness and laziness of students
- 450 19.5. Psychological patterns of students' assimilation of educational material
- 454 19.6. Learning Styles of Students
- 455 19.7. Learnability and academic performance
- 457 19.8. Failure of schoolchildren
- 459 19.9. Psychological problems of the transition of students from primary school to secondary
- 462 19.10. Adaptation to studies in secondary vocational schools
- 462 19.11. Psychological problems of adaptation to the university
- 463 19.12. What students pay attention to when they first meet with a teacher
- 465
Chapter 20. Sex and gender characteristics of students
- 465 20.1. Individual and personal characteristics of students of different genders
- 472 20.2. Images of boys and girls in the minds of teachers
- 474 20.3. Differences in the interests of students of different genders to academic subjects
- 476 20.4. Abilities of students of different genders
- 481 20.5. Gender Differences, or Why Some Boys Act Like Girls and Girls Like Boys
- 483 20.6. Gender and student performance
- 488 20.7. Is there a psychological basis for heterosexual learning?
- 495
Chapter 21. What is the reason for the need for a differentiated approach to students
- 496 21.1. Typological features and success in performing various mental actions
- 502 21.2. Academic performance and typological characteristics of students
- 509 21.3. Difficulties experienced by students with different typological characteristics, and ways of overcoming them by the teacher
- 511 21.4. Techniques and teaching methods, taking into account the typological characteristics of students
- 516 21.5. Taking into account typological characteristics in the upbringing of students
- 521
Chapter 22. Gifted children (child prodigies): what should the teacher do with them?
- 521 22.1. The creativity of the child and his age dynamics
- 525 22.2. Creation of favorable conditions for the development of a gifted child
- 532 22.3. Difficulties in teaching gifted students
- 541 22.4. Pseudo-giftedness
- 543
application
- 543 The most frequent difficulties and shortcomings inherent in young teachers (according to V.A.Kan-Kalik)
- 545 The rules of the personal-humane approach of teachers to children (according to Sh.A. Amonashvili)
- 546 Self-study communication teachers
- 548 I. Methods for studying the characteristics of the activity and personality of teachers
- 581 II. Methods for studying the psychological characteristics of pupils and students
- 596 List of references
"Ilyin EP - SPb .: Peter, 2012. - 640 p .: ill. - (Series" Masters of Psychology ").
The textbook is addressed primarily to teachers: teachers, preschool educators, teachers of colleges and universities. Particular attention is paid to psychological information. relevant for practical pedagogy and absent in most textbooks on educational psychology.
The manual includes five sections: "Psychology of the teacher's activity." "Psychology of education", "Psychology of education". "Psychological characteristics of teachers", "Preschoolers and students as subjects of play and learning activities and as objects of the teacher's activity." At the end of the book, an appendix is \u200b\u200bgiven in which there are two sections of methods for studying the characteristics of the activity and personality of teachers and methods for studying the psychological characteristics of pupils and students. The publication contains an extensive list of related literature.
Foreword ................................................. ..... 9
Introduction, or Why does a teacher need psychological knowledge ................. 12
Section one
Psychology of the teacher's activity
Chapter 1. Activities of the teacher......................................20
1.1. Pedagogical activity and its structure ................................... 20
1.2. Stages of pedagogical activity ........................................... 21
1.3. Pedagogical tasks and their solution ........................................... 22
1.4. Functions of the teacher ................................................ ............. 23
1.5. Formation of motives for educational activities ................................. 25
1.6. Creating an emotional background adequate to the pedagogical task ............. 27
1.7. Stages of organizing educational activities ..................................... 30
1.8. The study by the teacher of the personalities of students ...................................... 31
Chapter 2. Pedagogical communication....................................33
2.1. The concept of "communication", its types ........................................... ...... 33
2.2. Characteristics of pedagogical communication ..................................... 34
2.3. Communication means ................................................ ............. 38
2.4. Factors determining the effectiveness of pedagogical communication ......... 41
2.5. Teacher skills that affect the effectiveness of communication ....................... 47
2.6. Pedagogical tact ................................................ .......... 49
2.7. The culture of the teacher's speech ............................................... .........fifty
2.8. Personal characteristics of teachers that make it difficult to communicate with students ... 53
2.9. Communication and relationship of teachers with parents of students ................ 57
Chapter 3. Establishing mutual understanding between teacher and students............60
3.1. The essence of understanding and the stages of its establishment ......................... 60
3.2. Perception of students by teachers and the emergence of the first impression of them ... 61
3.3. Learning and understanding by the teacher of students .................................... 66
3.4. Features of the perception of teachers by students ................................ 70
3.5. Providing the teacher with understanding of his students ............................. 74
3.6. Rapprochement of the positions of the teacher and students ...................................... 75
3.7. Establishing mutual understanding between the teacher and students .......................... 76
3.8. Cooperation of the teacher with students ......................................... 82
3.9. Typification of students by teachers .............................................. 83
Chapter 4. Types and forms of influence of the teacher on students...............84
4.1. Types of impacts ................................................ ............. 84
4.2. Showing attention to the student ............................................ 85
4.3. Requests and requirements of the teacher .............................................. .85
4.4. Persuasion and suggestion ............................................... ......... 88
4.5. Clarification ................................................. ................. 89
4.6. Compulsion................................................. ................ 90
4.7. Assessment of the actions, actions of students and the success of their implementation of educational tasks ......... 91
4.8. Promotion ................................................. ................... 96
4.9. Punishment................................................. ................... 98
4.10. Use of humor, jokes .............................................. 102
Chapter 5. Behavior of a teacher in conflict situations ................104
5.1. Conflict situations and conflicts ........................................ 104
5.2. Causes of conflicts between a teacher and students .................. 105
5.3. Conditions conducive to conflict ...................... 108
5.4. Phases of conflict development ............................................... .... 109
5.5. Outcomes of conflict situations ............................................. 110
5.6. Basic rules of teacher behavior in a conflict situation .............. 113
5.7. Pedagogical management of conflict between students .................. 116
Section two
Psychology of education and upbringing
Chapter 6. Psychological foundations of education..........................118
6.1. Education and its psychological patterns ............................ 119
6.2. Didactic principles ................................................ ... 120
6.3. Psychological and pedagogical characteristics of educational material .............. 123
6.4. Types of teaching influences ............................................... 125
6.5. Monitoring the activities of students ........................................ 126
6.6. Survey of students and its psychological characteristics ......................... 127
6.7. Mark and its psychological impact ................................... 129
6.8. Psychological characteristics of various training systems ................ 134
Chapter 7. Psychological features of enhancing the cognitive activity of students in the classroom ........145
7.1. Enhancing the cognitive activity of students ........................ 145
7.2. Ways to maintain sustained attention in the lesson ....................... 150
7.3. Inattention of students, its causes and consequences ..................... 151
7.4. Organization of effective perception of educational material in the classroom ........ 152
7.5. Organization of conditions for better memorization of educational material by students ......... 154
Section three
Parenting psychology
Chapter 8. Socio-psychological laws of the formation of a team and education of students in it ...............168
8.1. The concept of a social group and a team ....................................... 168
8.2. The social status of students in the study group ................................... 172
8.3. Stages of development of the team of students .............................................. .179
8.4. Psychological features of the upbringing of students in a team ...................... 181
8.5. Public opinion of the student body and the psychological characteristics of its formation ................... 184
Chapter 9. Psychological aspects of the formation of morality of students.............192
9.1. What is morality and moral education ........................ 192
9.2. Discipline as a moral quality ............................ 193
9.3. Responsibility (sense of duty) ............................................ 196
9.4. Psychological and pedagogical conditions for the formation of morality ........... 198
9.5. Stages of the formation of moral behavior of students .................... 203
9.6. Semantic barrier in education ............................................. 204
9.7. Taking into account the age characteristics of the personality of students in the process of moral education ..................... 207
9.8. Psychology of education of students with deviant (deviant) behavior .......... 213
Chapter 10. Psychological aspects of education in students of the desire for self-improvement.......217
10.1. Psychological features of the development of students' independence ....... 218
10.2. Formation of the standard (ideal) ............................................ 222
10.3. Self-knowledge and self-esteem as stimuli for self-improvement ....... 224
10.4. Stages and means of self-education of adolescents and senior schoolchildren ....... 231
10.5. Age features of self-education ................................... 236
10.6. Typical mistakes of self-education ......................................... 237
Chapter 11. Labor education and vocational guidance of students............239
11.1. Fostering a positive attitude towards work ............................ 239
11.2. Self-determination of students and their choice of profession ........................ 242
11.3. Age stages of the formation of professional interests of schoolchildren ....... 245
11.4. Professional self-determination of schoolchildren of different sex .............. 246
11.5. Career guidance work of a teacher ....................................... 249
Section four
Psychological characteristics of teachers
Chapter 12. Components of a teacher's professional skill..........253
12.1. Pedagogical orientation (vocation) ................................ 253
12.2. Knowledge (erudition) of the teacher ............................................. ... 255
12.3. Teacher skills ................................................ ........... 258
12.4. Abilities and professionally important qualities of a teacher ................. 261
Chapter 13. Individual and personal characteristics of modern teachers.....279
13.1. Features of the personality of people who have chosen the teaching profession .......... 279
13.2. Features of the motivational sphere of teachers .............................. 285
13.3. Features of the emotional sphere of teachers .............................. 287
13.4. Resistance to stress of teachers ............................................. 293
13.5. Aggressiveness of teachers ................................................ ... 293
13.6. Psychophysiological characteristics of teachers .............................. 296
13.7. Possibilities of using some tests for professional selection of teachers ........ 297
13.8. Psychological characteristics of teachers-leaders .................... 299
13.9. The image of teachers ................................................ ........... 305
Chapter 14. Style features of teachers...........................309
14.1. Stnli activities of kindergarten teachers ............................ 310
14.2. Styles of activities of teachers .............................................. 311
14.3. Style of activity and properties of the nervous system and temperament ............ 317
14.4. Styles of pedagogical leadership and their perception by students ............ 319
14.5. Styles of pedagogical communication ............................................ 325
14.6. Psychological and pedagogical features of the survey of students by teachers with different leadership styles ............ 333
14.7. Features of assessment of students by teachers with different styles of leadership .................... 334
14.8. Types of teachers ................................................ ............. 336
14.9. Gender differences in the activities and personality of teachers .................... 340
Chapter 15. Psychological aspects of the formation of professional skills of a teacher.............343
15.1. Stages of professional development of a teacher ............................... 343
15.2. Differences between young and experienced teachers ......................... 345
15.3. Difficulties in the work of young teachers ...................................... 351
15.4. Features of productive and unproductive teachers ................... 354
15.5. Psychological characteristics of university teachers of different skill levels ............. 360
15.6. Criteria for assessing pedagogical excellence ............................... 365
Ilyin Evgeny Pavlovich - Doctor of Psychology, Professor of the Russian State Pedagogical University named after V.I. AI Herzen, Honored Scientist of the Russian Federation; specialist in the field of general and differential psychophysiology, psychology of physical education and sports; author of over two hundred scientific publications, including fifteen textbooks and monographs.
Place of work, position: RSPU im. AI Herzen, Faculty of Psychology and Education, since 1991 - Professor of the Department of Development and Education.
Education: Leningrad Sanitary and Hygienic Medical Institute (1957)
Academic degree, scientific title: Doctor of Psychology, dissertation "Optimal characteristics of human performance" (19.00.03 - engineering psychology of labor; 1968), professor, candidate of biological sciences.
Areas of activity, professional interests and opportunities: general psychology; differential psychology and psychophysiology; sports psychology. He developed express motor methods for studying the properties of the nervous system (tapping test and kinematometric methods). Reviews about the author "Ilyin E.P."
