Vestnik Vysshey Shkoly
Sign inSign upJoin
Submit an articleSubmit
2017, no. 8
PEDAGOGY AND PSYCHOLOGY

Specific of value-sense selection of students in educational process

N.N. Mironenkova

DOI 10.20339/am.08-17.033pp. 33–3780 RUB

PDF

Bookmark

Abstract

Presented is the study of the problem of meaning centered approach from the standpoint of which meanings “grow” at the point of their intersection (singularity) in value-semantic choice of students. Students depending on specificity of their personal potential, create alternatives (meanings for me and meanings of educational content) according to the criteria of value relationship, personal significance of the problem and orientation to meaning of the future (the content aspect of the approach is the quality of choice on the part of the students’ needs). For comparison of alternatives in educational process and choice of one of the preferred alternatives, students use intellectual, volitional and emotional abilities (the activity aspect of the approach is from the capabilities of the students). In accordance with activity of the personality of students, content of training and methods of it’s implementation unfolds in the logic of subjective construction of value-semantic choice, which provides educational process with character of natural flow, semantic centering and dialogic nature.

Keywords

  • meaning centered approach
  • students
  • educational process
  • types of choices
  • value-semantic choice
  • personal potential
  • subjective construction of choice
  • alternatives of meanings
  • positive and negative modalities of alternatives

References

  1. Fam A.H. Specific features of the choice in situations of various importance: Thesis diss. ... cand. psycol. sciences. M., 2014.
  2. Abakumova, I.V., Ermakov, P.N., Rudakova, I.A. Meaning centrism in pedagogics: new understanding of didactic methods. Rostov-on-Don, 2006.
  3. Snibbe, A.C., Markus, H.R. You Can’t Always Get What You Want: Educational Attainment, Agency, and Choice. Journal of Personality and Social Psychology. 2005, no. 4, pp. 703–720.
  4. Meshcheryakov, V.A. Choice as scientific category. Messenger of regional public institution. 2012, no. 2 (138), pp. 142–148.
  5. Fomin, V.N. To definition of a concept of personal potential. ZPU. 2013, no. 4, pp. 244–249.
  6. Magazeva, E.A. Meaning vital orientations as personal determinants of the choice of medical specialization by graduates of medical school. ONV. 2014, no. 2 (126), pp. 126–129.
  7. Fylonik, M.S. Valuable bases of personally significant choice: analysis of a case. Advisory psychology and psychotherapy. 2011, no. 1, pp. 156–179.
  8. Bliznetsova, O.I., Shapenkova, I.P. Studying of valuable and semantic sphere of the personality as mental new growth of youthful age. Messenger of Tomsk state university. 2009, no. 329, pp. 197–200.
  9. Mandrikova, E.Yu. Alternatives of the personal choice in the procedure of his semantic argument. News of SFU. Technical science. 2005, no. 7, pp. 73–74.
  10. Zimbardo, P.G., Boniwell, I. Balancing One Time Perspective of Optimal Functioning. Positive Psychology in Practice. Hoboken: Wiley, 2004, pp. 165–178.
  11. Noskova, N.V. The problem of the choice of ageing development of person. Vestnik PSTGU. Series 4: Pedagogic. Psychology. 2008, iss. 3 (10), pp. 59–70.
Rubrics
PEDAGOGY AND PSYCHOLOGY