Modern models and methods for diagnosing awareness of the educational environment. Examination of the educational environment at school Possibilities for diagnosing the effectiveness of the educational environment
In the concept of “school educational environment” we have identified three main aspects that characterize it. The first aspect is effective. It allows you to answer the question: “What does the school achieve by creating, maintaining and developing its specific educational environment?” The main result of the impact of the educational environment on schoolchildren is the effect they receive in their development. At the same time, as we have already noted, we are talking not only about the development of children’s intellectual abilities, but also about the influence of the educational environment on the characteristics of the social and individual personal development of students. The second aspect can be called procedural. He answers the question: “By what means does a particular school achieve its developmental effect?” These means can be very diverse; they cover all aspects of the internal life of the school. These include the organization of the educational process and methods of interaction in the “teacher-student” system, the psychological climate and relationships in the teaching staff, the socio-psychological structure of classes and the criteria for the formation of interpersonal relationships between students, the design of the school and its equipment, the extracurricular life of the school, the relations of the school and parents, etc. The third aspect of the educational environment is targeted. It allows you to answer the question: “Why?” Why does the school conduct additional physical education classes or require active participation in the History Olympiad, why does it introduce uniforms, organize an embroidery club or a trip to the mountains? This aspect characterizes the school from the point of view of those internal tasks to which its efforts, time and resources are actually directed. Diagnostic procedure It is obvious that a meaningful diagnosis of the educational environment of a school should be based on an analysis of all three identified aspects. Therefore, such diagnostics require a fairly long stay within the school walls, the ability to observe her life both during lessons and after their completion, as well as conducting a whole range of studies and tests.
1. Effective aspect. Diagnostics of the educational environment from the point of view of the effectiveness of its influence on development is based on a specially developed set of psychological tests and procedures. 1) To assess the intellectual abilities of children, data from two types of tests are compared: the first allows us to identify basic intellectual abilities, which, as is generally accepted in psychological science, minimally depend on the content of training and the type of organization of the educational process; the second is associated with those mental actions that develop precisely in the learning process and can be indicators of the effectiveness of the organization of educational activities. Comparing the results of both types of methods makes it possible to identify and evaluate the role of the school itself in the development of children’s intellectual abilities. To determine basic intellectual abilities (general intellectual development), we use the Cattell test for children CFT2. It makes it possible to assess a child’s ability to solve mental problems (establish connections, identify rules, etc.) using non-verbal graphic material of varying complexity. The characteristics measured by this test can be considered the child’s “own” intellectual abilities, independent of the specific features of the educational environment of a particular school. To qualitatively assess the formation of thought processes associated with the specific features of the inclusion of children in the educational process of a particular school, we use two methods (author A.Z. Zak). One of them (the “Who did what?” method) is aimed at identifying the level of development of mental actions of analysis and meaningful reflection. In another (the “Inference” method), the development of mental activity is assessed according to the criterion of holistic decision planning. The technique includes tasks in which, for a specified number of mental transformations, it is necessary to bring the initial combination of geometric elements to the final one, specified in the form of a sample. Based on the total number and quality of solved problems, the level of formation of planning and analysis actions is assessed. These techniques make it possible to distinguish two basic levels of development of thinking: empirical and theoretical, as well as to identify and evaluate the development of individual mental actions of planning, analysis, and reflection. 2) In the analysis of social aspects of development, we distinguish “objective” and “subjective” levels. The objective level characterizes the real relationships between children in the classroom, as well as the relationships between teachers and students. The subjective level characterizes the child’s attitude to the environment in which he lives (to the environment of his school). To study real relationships between children, we use a sociometric test. In it, students make a conscious choice of their preferred or rejected classmates according to criteria specified in the form of situations or types of joint activities. The version of the sociometric questionnaire we use, in addition to the general one, also includes business (educational) and emotional selection criteria. Sociometry makes it possible to judge the adaptability of each student in the system of business and informal interpersonal relationships, as well as the predominant motivational orientation of the class towards educational activities, communication or other areas of group activity. The actual competence of children in communicating with adults is assessed by two research procedures. Observation using a specially developed Lesson Analysis Scheme allows us to describe the ways of business interaction between the teacher and students. Analysis of the psychological climate of a school allows us to assess the style of child-adult relationships in informal situations. Both of these procedures are presented in more detail below. To identify the subjective side of schoolchildren’s socialization, a content analysis of children’s essays on the topic “My School” is carried out. We use four groups of categories for analysis: teachers (teacher as a person, teacher as a professional, my attitude towards the teacher, teacher’s attitude towards me), lessons (like/dislike; necessary/not necessary; how comfortable I feel in the lesson), classmates (like/dislike; their attitude towards me; my attitude towards them; friends/enemies; how I feel in class), myself (I want/don’t want to go to school; how I feel at school; how they treat me At school). 3) Assessment of the characteristics of individual personal development is carried out on the basis of the following diagnostic procedures: determination of self-esteem and level of aspirations; identifying the hierarchy of motives; assessment of the level of school anxiety. Study of self-esteem and level 11 1/02 ` – what didactic techniques and means are used (work with models, discussion, exercise). The organizational level describes how the teacher organizes the work of children: - what instructions are given for organizing the work; – what forms of work are presented in the lesson (individual, group, frontal); – how a teacher organizes a group discussion; – how, when and for what uses diagrams or modeling tools; – how the results are analyzed, knowledge control, etc. Interpersonal level: – describes the style of communication between the teacher and children; – ways for the teacher to stimulate student activity; – forms of assessment, reward and punishment; – discipline requirements and the teacher’s personal reaction to the behavior of children in the classroom. Analysis of observation results allows us to identify the specifics of the organization of the educational process in a particular school. The procedure involves observing the same class with different teachers, as well as observing the same teacher in different classes. The lesson analysis scheme allows you to create an “objective” picture of interactions in the “teacher-student” system. Additionally, to obtain a “subjective” picture of child-adult interactions, we use, firstly, a special questionnaire for teachers and, secondly, using content analysis of children’s essays, we identify the type of students’ preferences when choosing their favorite and least favorite teachers. 2) An important, although least amenable to formalization, manifestation of the specific features of the educational environment is the psychological climate of the school. aspirations of schoolchildren (in this method we use scales of various personal qualities, communication competence and social success) allows us to directly assess the basic characteristics of personal development and indirectly (through the selection of appropriate criteria for self-assessment, as well as comparison of self-assessments according to different criteria) - the type of school motivation and general personal orientation of children. To identify the content of primary school motivation (i.e., the answer to the question why a child goes to school), a content analysis of children’s essays on the topic “My School” is carried out. School anxiety is determined by the Parishioner questionnaire method. This technique allows you to assess the child’s emotional attitude towards school, the level of school anxiety and the degree of cognitive activity.
2. Procedural aspect. To determine the specific means by which the educational environment of a particular school realizes its developmental influences, we have developed original diagnostic procedures. 1) To analyze the organization of the educational process and methods of interaction in the “teacher-student” system, a special Lesson Analysis Scheme is used. It allows you to analyze the educational process at three levels: subject (content), organizational and interpersonal. The subject level shows how the teacher develops educational content in the lesson: - how the problem is posed; – at what level of generalization and in what form the information is presented; – what questions arise and what answers are given to them (problematic, specific questions, their number and place in the process of transferring and assimilating knowledge); 12 To record objective manifestations of the psychological climate, we have developed a special Observation Card. It includes 16 topics (type of school design, additional education opportunities, extracurricular communication between teachers and children, parents at school, information accessibility, leisure time at school, equipment, administration and teaching staff, administration and children, etc.). The data obtained using the Observation Card are compared with the results of a survey of the teaching staff and school administration (the questionnaires represent the subjective position of the “creators” of the educational environment), as well as with the results of the analysis of children’s essays (they express the subjective position of the “consumers” of the school’s educational environment).
3. Target aspect. To determine the internal goals of the school, we use a special questionnaire. The questions in it concern the tasks of the school, the teacher and the students. The survey procedure assumes that the school administration, teachers and students answer the same questions several times: once - expressing their own opinion, then - expressing the opinion of other participants in school life. A comparison of the answers to the questionnaire, given “for oneself”, with the answers given on behalf of other participants in the educational process, as well as a comparative analysis of the results of the questionnaire with other procedures, allows us to identify: a) the declared goals and objectives of the school; b) the degree of unity of the teaching staff in understanding the internal tasks of the school; c) each teacher’s satisfaction with the psychological climate of the school; d) compliance of declared and real internal tasks that determine the work of the school as an educational institution. The procedure for diagnosing the educational environment of a school, presented in this article, was tested by us in 24 schools. In 4 schools the survey was carried out twice in different classes. This made it possible in some schools to confirm the stability of the identified qualitative characteristics of the educational environment, and in others to evaluate the effectiveness of work on changing the target and procedural aspects of the environment that the school wanted to adjust. A thorough quantitative and qualitative analysis of the huge array of data that we received during the testing process allows us to make several general comments. 1. The complex of data obtained using the described package of methods makes it possible to comprehensively and fully characterize an individual school as a holistic entity from the point of view of the specificity of its educational environment. 2. With all the variety of specific manifestations and qualitative features of educational environments that we observed in different schools, statistical analysis made it possible to divide all schools into several main types, differing in internal goals and objectives. 3. The development indicators that schoolchildren demonstrate (based on testing results) depend both quantitatively and qualitatively on the type of school, i.e. from those internal tasks that the school sets and solves in its activities.
Home > DocumentSOCIO-PSYCHOLOGICAL TECHNOLOGIES FOR DIAGNOSTICS OF THE EDUCATIONAL ENVIRONMENT OF A MODERN RUSSIAN UNIVERSITY
Evenko S.L. Doctor of Psychology, Associate Professor, Professor of the Department of Organizational Psychology, Institute of Economics and Culture In the modern educational process, significant attention is paid not only to the subjects of learning, but also to the educational environment. A generalization of the views available in psychology that reveal the essence of the concept of “educational environment” made it possible to identify the following approaches that characterize the modern understanding of its essence: - the educational environment as a system of influences and conditions for the formation of a personality according to a given model, as well as opportunities for its own development contained in the social and spatial-object environment (V.A. Yasvin, 2001); - the educational environment as a systematically organized set of information, technical, educational and methodological support, inextricably linked with a person - the subject of the educational process (O.A. Ilchenko, 2006); - the educational environment as part of the information space, the closest information environment external to the individual, the set of conditions in which the individual’s activities directly take place (A.V. Bulgakov, 2009; V.V. Loginova 2009); - educational environment as one of the aspects of activity, including organizational and methodological tools, a set of technical and software means of storing, processing, transmitting information, providing prompt access to information and carrying out educational scientific communications (O.I. Sokolova, 2006); - educational environment as the totality of all opportunities for learning and personal development (S.D. Deryaba, 2007); - educational environment as a set of structural units of the educational process: a) physical environment, b) human factors, c) training program (G.A. Kovalev, 1991). However, it should be noted that the selected scientific approaches to the modern understanding of the educational environment do not fully take into account the role of the teaching staff as an object of management of the educational process, integration processes within the group and the influence of cultural and traditional aspects on the educational environment. Theoretical and methodological analysis of the educational environment made it possible to substantiate it as a set of organizational-managerial, collective-group and cultural-traditional conditions that determine the quality of training and education of students at Russian universities. During the study, an analysis of the conditions of the educational environment affecting the quality of student learning was carried out. The potential range of such conditions was outlined during a theoretical analysis of the problem. The studied environmental features of the educational space, correlated with the quality of student learning, can be determined in the role of an external resource (A. V. Bulgakov, 2009) – organization of educational work, stylistic features of the teacher’s application of disciplinary measures, moral and psychological climate in the group. The quality of the educational environment can enhance/weaken its impact, creating opportunities for students to experience quality learning. External conditions determine the specifics of students’ behavior, facilitating or hindering adequate orientation in certain circumstances that are significant for self-development and activity, increasing or decreasing the certainty of choice situations, and generally motivating or frustrating the satisfaction of learning needs. The conditions of the educational environment that determine the behavior of students included: a) cultural-traditional - the presence of traditions and customs aimed at creating a cult of learning, preventing the emergence of conflicts in student groups. The validity of including these conditions is due to the presence of traditions in educational institutions aimed at forming friendly and comradely relationships that reduce conflicts and increase activity in cognitive activity; b) qualities that influence the functionality of organizational and managerial conditions: regulation of relationships between students by the teaching staff. These qualities help ensure conflict-free behavior and effective implementation of students’ cognitive activity; searching and finding the necessary course of action, consistency with the regulatory requirements of the educational system, approved algorithms for meeting needs; c) features of collective-group conditions of the educational environment, characterizing the socio-psychological climate in the student group, relationships in the team, role regulation. These conditions contribute to the streamlining of the actions and actions of the subjects of the educational process, as carriers of action, maintaining its integrity, relieving tension and conflicts, ensuring the necessary level of socio-psychological comfort, the integrity of the student body, and a high quality of life. The listed conditions constitute an objective basis, providing essential prerequisites for quality training for students of Russian universities. The study of the conditions of the educational environment that contribute to improving the quality of student learning was carried out using a developed questionnaire that took into account the previously discussed components. Further comparative analysis made it possible to identify and describe factors in the educational environment of modern Russian universities. In this regard, a theoretically substantiated assumption about the three-component structural and functional composition of the educational environment was subject to verification. For this purpose, an individual measure of the severity of indicators of the conditions of the educational environment was initially studied. Determination of the level of expression of each of the indicators was carried out using factor analysis (FA). Using the principal components method, it was found that with three factors, the share of accumulated variance is equal to 67%, which is a completely acceptable option, i.e. more than 50% of cases of manifestations of various situations in the educational process are determined by selected factors (see Table 1).Table 1.
Characteristics of educational environment factors
| Factor number | Total weight | % variance | % accumulated variance |
| 1 factor | 2,5 | 23,6 | 23,6 |
| 2 factor | 2,3 | 21,7 | 45,3 |
| 3 factor | 1,6 | 19,7 | 65,0 |
INFLUENCE OF PROFESSIONAL SELF-DETERMINATION
STUDENTS ON VALUES ORIENTATIONS
Evstifeeva A.A.student of Moscow State Regional University, Faculty of Psychology, 2nd year, full-time. A psychological study examined the problem of the influence of self-determination on the value orientations of students. The study of changes taking place in the consciousness of modern youth is becoming especially acute today. Inevitable in the context of changes in established foundations, a revaluation of values is most manifested in the consciousness of this social group. The object of psychological research was the value orientations of students, the subject was the influence of self-determination on the value orientations of students. The study was conducted to study the relationship between students’ value orientations and self-determination. Achieving the set goal was carried out through sequential solution of research tasks: 1) to clarify the psychological essence of students’ professional self-determination; 2) experimentally determine the level of professional self-determination in student groups; 3) determine the relationship between self-determination and value orientations of students; 4) identify the features of value orientations in groups with different levels of self-determination. The following psychological research hypotheses acted as scientific assumptions: - self-determination influences the value orientations of students; - for self-determined students, in contrast to undecided ones, the predominant terminal values are development and cognition; - the characteristics of self-determined students are instrumental values - education, intransigence to one’s shortcomings, self-control, courage in defending one’s opinion. The main concept in the study was the concept of “value orientations”. Value orientations are elements of the internal structure of the individual, formed and consolidated by the individual’s life experience during socialization and social adaptation, delimiting the significant (essential for a given person) from the insignificant (unimportant) through the individual’s acceptance/rejection of certain values, recognized as a framework of ultimate meanings and fundamental goals of life, as well as determining acceptable means of their implementation. Professional self-determination is a person’s readiness to consciously and independently plan and realize the prospects for their professional development. The survey was conducted in two student groups of Moscow State Regional University N = 29 people. In the psychological study, psychodiagnostic methods were used - diagnostics of M.’s value orientations. Rokeach, method of professional self-determination - 20 statements “Who am I?” M. Kuna. AND
A study of the level of professional self-determination showed that the average values of the studied property in the groups are different: in the first group the average value, and in the second group it is equal. A comparative analysis of the distribution of value orientations in both groups made it possible to identify features in the distribution of terminal values (see Figure 1). 
1. active active life; 7. mat. provided life 13. entertainment; 2. life wisdom; 8. having good friends 14. freedom; 3. health; 9. public recognition; 15. happy family life; 4. interesting work; 10. cognition; 16. happiness of others; 5. beauty of nature; 11. productive life; 17. creativity; 6. love; 12. development; 18. self-confidence. Rice. 1. Distribution of terminal values in student groups (in ranks). In the student group with a higher level of professional self-determination, in contrast to the group of students who have not professionally decided, the predominant terminal values are development and cognition. The differences in the distribution of instrumental values in both groups of students are more pronounced (see Fig. 2).
1. accuracy; 7. hostility to one’s shortcomings; 13. strong will; 2. good manners; 8. education; 14. tolerance; 3. high demands; 9. responsibility; 15. open-mindedness; 4. cheerfulness; 10. rationalism; 16. honesty; 5. diligence; 11. self-control; 17. efficiency in business; 6. independence; 12. defending your opinion; 18. sensitivity. Rice. 2. Distribution of instrumental values in student groups (in ranks). There are significant differences among the group of professionally self-determined students in instrumental values - education, intransigence to one’s shortcomings, self-control, and courage in defending one’s opinion predominate. Conclusions: 1. Trends in terminal values in groups of students with different levels of professional self-determination do not differ significantly. 2. There are differences in the distribution of instrumental values: professionally determined students prefer to achieve their goals through learning, high demands on themselves, self-control, and courage in defending their opinions.
DIAGNOSTICS
Zhukova T. 2nd year student of the Faculty of Psychology, Institute of Economics and Culture. The study of personnel is based on the procedure of psychodiagnostics of people in relation to the psychological characteristics of the standard professional, formed as the image of a successful employee of a particular organization. That is, in the process of assessing a person joining an organization, the psychologist, first of all, pays attention to whether the potential employee is capable of optimally performing professional functions and how stable his motivation is. Therefore, he is forced to identify and evaluate mainly the activity characteristics of a person in relation to service specialization. If an employee is able to work well, but his desires are determined by external, random sources, then this person is unlikely to satisfy both the managers and the team.There is a fairly common misconception in educational psychology that the main thing in mastering a profession is a stable motive. Alas! One desire is not enough.So V.N. Druzhinin, referring to the theory of the “threshold of intelligence” by D. Perkins and W. Schneider, emphasized What For each profession there is a certain minimum required level of abilities, below which it is impossible to optimally perform professional activities, and Further labor success determined by motivation, characterology, value system etc. 1 One of the main tasks of psychodiagnostics is assessment of human abilities. In psychology, abilities are not a system of optimal movements or actions of people. The productivity of movements and actions can only act as facts of the relative realization of abilities. A person’s ability is interpreted as a formed, emerging image or a system of inclinations for forming an image of upcoming or current activity.An image is a mental scheme of human activity. That is ability in psychology is an intellectual, mental property of a person. That's why the methods of its research are based on ideas about measuring the characteristics of intelligence. This thesis is important to remember, since further discussions will be based on research specifically on intellectual abilities as an image of activity success. The problem of abilities occupies a very important place in psychological science. A huge amount of literature is devoted to it, 2 where the concept of “ability” is interpreted ambiguously from at least three theoretical positions. In the first approach the concept of “ability” is interpreted in the form general (integrative) and private, or specific abilities. General abilities underlie all kinds of individual abilities, where they approach the concept of “giftedness.” General abilities serve as a trigger for the development of particular abilities. Their non-core nature gives reason to believe that the presence of cognitive activity and adaptability, being the essence of these general abilities, determines the parameters for the development of human mental activity in general. Private abilities are interpreted as the realization of human capabilities in certain areas of life. This does not mean that they are part of the general abilities or their function. Their palette is wider. Their subject matter is more voluminous. Their capabilities are deeper. Their essence is the effectiveness of certain human activities. A classic example of the study of special abilities is the G. Münsterberg test, with the help of which the special function of the attention of carriage drivers was assessed - to constantly navigate in a rapidly changing situation on the street, to anticipate and adequately respond to all the diverse changes in a matter of moments. 1 In special abilities, general ones are specified. But this specification during diagnosis is achieved not by copying the external specific conditions of a specific activity, but by modeling the internal conditions of professional activity. B.M. Teplov wrote that abilities “are not all individual characteristics in general, but only those that are related to the success of performing any activity...” 2 Second theoretical approach based on understanding abilities as degrees of transition potential the individual's capabilities to their updating in real activities. This view, on the one hand, defines the understanding of abilities as the degree of a person’s ability to achieve a certain level of success in an activity. That is, based on some secondary characteristics, it is assumed that it is possible to see whether a person has the necessary potential or not, whether he will reach professional heights or whether he is unsuitable for this work. In the same time under the abilities of A.N. Leontyev understands “an established body for carrying out activities.” And if the conditions are created, then the abilities will be fully realized. 3 Secondly, Abilities refer to a person's actual achievements. That is, if he has achieved certain real results, it means that he has the ability to do so. M. Stirner pointed out that “what a person can be, that is what he becomes.” 1 In this sense, diagnosing abilities consists of identifying the level of a person’s achievements, for example, during training. In particular V.D. Shadrikov notes that abilities are “a property of functional systems that implement cognitive and psychomotor processes that have an individual degree of expression, and are manifested in the success and qualitative originality of the performance of activities.” 2 Within third paradigm stand out"crystallized"And"fluid"capabilities. 3 TO first can be attributed factors of intellectual abilities, formed as a result of learning and reinforced in the individual’s activities in the form of skills and abilities. Second type abilities are sometimes called “plastic” intelligence. This is the process of assimilating information and developing skills (see “zone of proximal development” according to L.S. Vygotsky). Of course, this division of views on the problem of abilities is conditional. And the listed paradigms themselves bring the concept of ability to different planes of theoretical analysis. For example, general abilities can directly correlate with crystallized abilities and capabilities. In the same way, private or special - represent experience. Some psychologists interpret capabilities as properties 4 or the totality of personality properties and characteristics. 5 This position in the literature is called: “personal-activity approach.” A.G. Kovalev and V.N. Myasishchev defines “abilities” within this tradition as an ensemble or synthesis of personality properties. K.K. Platonov, V.S. Merlin, B.M. Teplov and V.A. Krutetsky - as a structure. At T.I. Artemyev’s ability acts as a personal characteristic of a person as “the potential for new activity.” 1 If we consider the category “ability” from the point of view of the activity approach, then its content is presented in the form of assimilation of external influences through interiorization (P.Ya. Galperin, N.F. Talyzina). From the perspective of the concept of individual differences, these are internal formations (E.A. Golubeva, N.S. Leites, E.A. Klimov). Reconciling extreme views, S.L. Rubinstein defines abilities in the form of an alloy of natural and formed characteristics and qualities of a person. The problem of abilities is key in the process of professional diagnostics of personnel. Psychology is rich in various theoretical and experimental concepts of abilities. Just look at their list and description set out in the works of V.N. Druzhinina. 2 We will try to construct a research model for assessing abilities based on the views of L.S. Vygotsky.To study the educational environment, you can use a system of psychodiagnostic parameters developed for analyzing relationships ( Myasishchev, 1960;Lomov, 1984;Deryabo, Levin, 1994). This set of measurements is based on general metric categories and can be used to characterize the educational environment.
Five “basic” environmental parameters are identified: breadth, intensity, modality, degree of awareness and stability; as well as six “second order” parameters: emotionality, generality, dominance, coherence, integrity, activity. The integrity parameter is “attached” by V.A. Yasvin to the stability parameter, and also introduced a new parameter - “mobility of the educational environment”.
For each parameter, several rating scales are offered; you can select several parameters and several scales for work in the lesson.
You can invite each student to act as an expert, taking the environment under study - the educational environment of the school in which he studied, or the educational environment of the university (according to the chosen environment, select the necessary scales).
Modality of the educational environment is hers qualitative and meaningful characteristic. In the process of establishing the modality of a specific educational environment, its quantitative analysis according to selected criteria is often used.
The modality of the educational environment can be represented using vector modeling techniques. The presence or absence of conditions and opportunities in a particular educational environment is considered as a criterion indicator. to develop activity(or passivity) child and his personal freedom(or dependencies).
Thus, the educational environment can be classified into one of the four main types identified by J. Korczak:
1) "dogmatic educational environment" promoting the development of passivity and dependence of the child (“dogmatic educational environment” according to J. Korczak);
2) " career educational environment", promoting the development of activity, but also dependence of the child (“environment of external gloss and career” according to J. Korczak);
3) "a serene educational environment" promoting free development, but also causing the formation of the child’s passivity (“an environment of serene consumption” according to J. Korczak);
4) " creative educational environment", promoting the free development of an active child (“ideological educational environment” according to J. Korczak).
Can be used as an effective tool for psychological and pedagogical examination of the educational environment. modality coefficient, which shows the degree to which students use developmental opportunities(environmental resources).
So, in a dogmatic environment, not all possibilities are clearly used(that is, the modality coefficient must be less than 100% or less than one). You can cite a situation that is familiar to everyone, when a student does not prepare his homework because he was “asked yesterday.” In other words, to realize educational opportunities in this environment, total control on the part of teachers is required; when it weakens, students begin to “crash”, since they lack activity, they dependent and passive do not feel like subjects of their own development.
The degree of use of educational opportunities in serene environment even less than in a dogmatic environment. Here, students are not strictly controlled, they are left to their own devices, and at the same time they free to choose a passive lifestyle.
A completely different situation arises in creative environment when students free and active. Here, not only are the opportunities for personal development offered by the environment used, but the students themselves organize new developmental opportunities for themselves (ask questions, solve educational problems in the process of informal communication, look for additional literature, etc.). Thus, the modality coefficient in a creative environment exceeds 100% or greater than one.
IN career in an environment, environmental resources are used more intensively than in a dogmatic and, even more so, in a serene environment, but less intensively than in a creative one. Students are enough active and motivated to take from the environment what is offered to them and even a little more.
| ACTIVITY Creative environment Career environment Freedom ___________________________________________________ Dependence Serene environment Dogmatic environment PASSIVITY | activity high above average below average low |
Fig. 13. The significance of modality coefficients for personality types formed in various educational environments.
(the horizontal axis is between freedom and dependence and the vertical axis is activity and passivity)
So, modality coefficient,Firstly,the more, the higher the activity And, Secondly, with an equal degree of activity, it more in conditions of free activity less in conditions of free passivity. To determine the modality coefficient, the “vector of personality” formed in this type of educational environment is used. The average level of activity of the subject under external control is taken as a conventional unit (corresponds to a career environment of active dependence).
Based on this technique, the construction of vector models of educational environments at both the local and microlevels well diagnoses and clearly illustrates the pedagogical strategy implemented by an educational institution or a specific teacher. Thus, vector modeling seems to be an effective procedure for diagnosing the modality of the educational environment.
Quantitative parameters of examination of the educational environment
To carry out an approximate quantitative assessment of the parameters of the psychological and pedagogical examination of the educational environment, the following is necessary:
1. In each block (for example, the “Local excursions” block), mark the line in which, In your opinion, most accurately reflects the real state of affairs in the analyzed environment. The first (blank) column of the table is used to mark the corresponding rows. ATTENTION! In some blocks (for example, “Guests”), individual rows in the points column are marked with a “+” icon. This means that you can not be limited to selecting one line in a block, but mark several “suitable” lines.
2. Each block is provided with an additional blank line. You can write your content in this line if it differs significantly from that proposed in other lines of this block. ATTENTION! This new block content should only be considered instead of proposed in the table, but not summed with them.
3. The points received for this block (if necessary, they are summed up) are recorded in the line with the name of this block.
4. Next, the points received in all blocks of this parameter are summed up (this sum cannot exceed 10 points) and written in the “total score” line under the name of the corresponding parameter (for example, “Breadth of the educational environment”).
5. Using the diagram in Fig. 13, determine the modality coefficient for the analyzed educational environment and write it in the corresponding row of the table.
6. Multiply the value of the “final score” by the “modality coefficient” and write the resulting result (which should be a number no more than 13) in the free cell of the table next to the name of the analyzed parameter.
annotation
The article proposes a model and method for diagnosing the awareness of the educational environment, and identifies the corresponding evaluation criteria. It is known that the awareness of the educational environment is an indicator of the conscious involvement of all subjects of the educational process in it. From the authors’ point of view, when diagnosing the awareness of the educational environment, it is necessary to remember that it is an integral component of a higher order social system. In turn, a student’s awareness of the educational environment is one of the criteria of his patriotism; the awareness of the educational environment by its subjects largely depends on the effectiveness of educational work in an educational institution. Research methods: analysis of scientific and methodological literature and the practice of educational work in educational institutions, modeling, qualimetry methods, methods of set theory and relations. Methodological foundations of the study: systemic, sociological, qualimetric and competency-based approaches.
Keywords: students, educational environment, awareness, model, criteria, diagnostics.
DOI: 10.5930/issn.1994-4683.2016.05.135.p148-152
MODERN MODELS AND ASSESSMENT METHODS OF EDUCATIONAL ENVIRONMENT PERCEPTION
Valentin Sergeevich Matveev, the candidate of pedagogical sciences, lecturer, Dmitry Alexandrovich Romanov, the candidate of pedagogical sciences, lecturer, Kuban State Technological University, Krasnodar; Lyubov Alexandrovna Matveeva, the senior laboratory worker, Kuban State University of Physical Culture, Sport and Tourism; Valery Leonidovich Shaposhnikov, the candidate of physical and mathematical sciences, Krasnodar branch of Russian University of Cooperation, Krasnodar
Annotation
The article offers the model and assessment method for the educational environment perception, it reflects the adequate evaluation criteria. It is known that the educational environment perception is a parameter of the mental inclusion into it of all educational process subjects. According to the authors' view, during the educational environment perception assessment it is necessary to remember that it is a compulsory component of the higher hierarchy level social system. However, the educational environment perception by the student is one of the most important criteria of his patriotism; also, the educational environment perception by its subjects is critically determined by the educational work efficiency in the educational establishment. The methods of investigation: the analysis of the scientific-methodical literature and practice of the educational work in the educational establishments, modeling, quality measurement methods, methods of sets and relations theory. The methodological foundations of the investigation: the system, sociological, quality measurement and competence oriented approaches.
Keywords: students, educational environment, mention, model, criteria, assessment.
INTRODUCTION
Modeling (including design) and diagnostics of educational environments is one of the most rapidly developing areas of pedagogical science. Indeed, the educational environment is a fundamentally important external (socially conditioned) factor in the personal and professional development of a student, or more precisely, a set of opportunities for this process. Currently, such parameters of the educational environment are distinguished as modality, breadth, intensity, awareness, coherence, structure, generality, emotionality, dominance, stability, mobility, social activity, safety, maturity and efficiency (note that the first twelve parameters were identified back in 2000 by Academician of the Russian Academy of Education V.A. Yasvin).
At the same time, diagnostic methods (especially evaluation criteria) for most parameters of educational environments have not been fully developed; Awareness is no exception - the conscious inclusion of all subjects of the educational process in it (environment). One of the reasons is the insufficient development of models (especially mathematical ones) of educational environments. At the same time, it is obvious that an individual’s awareness of the social environment (society) to which he belongs is one of the aspects of his patriotism, and the educational environment is also a social system. The research problem is the question: what are adequate models and criteria for assessing the awareness of the educational environment? The purpose of the study is to develop a model and method for diagnosing awareness of the educational environment.
RESEARCH RESULTS
Let W- many pieces of information reflecting the historical experience of the educational environment, R- many connections between them, then
Accordingly, many pieces of information that have critical (fundamental), important and advisory significance, n- the number of time intervals relevant to the historical experience of the educational environment, W i- many pieces of information relevant i-th period of historical experience. The same model is true for the set R. For example, a piece of information “Moscow University is the first university in Russia, founded in 1755 by the great scientist M.V. Lomonosov” is fundamentally important (if we are talking about M.V. Lomonosov Moscow State University) . In many W also includes information reflecting the connection of the educational environment with environments of higher or lower levels of the hierarchy. For example, the information “Faculty X consistently occupies a leading position in university Y in terms of the level of research activity” reflects the connection between the mesoenvironment of faculty X and the macroenvironment of university Y.
Cognitive coefficient of awareness of the educational environment in a student
Here: R- the power of the set, w- many pieces of information about the educational environment that the student owns.
At the same time, it is obvious that possession of factual information about the educational environment is a necessary, but not sufficient condition for its individual awareness by the student. In addition to knowing the facts, it is necessary to see cause-and-effect relationships, interpret them adequately, have a value-based attitude towards the educational environment, see its relationship with other social systems, etc. We also note that it is possible for a student to assess his awareness of only a specific level of the educational environment. For example, a student may be highly aware of the macroenvironment of the university, but very weakly aware of the microenvironment of the department or the mesoenvironment of the faculty (or vice versa).
From the authors’ point of view, it is possible to identify individuals with very low (zero), low, average, above average, high, very high and highest levels of individual awareness of the educational environment. At a low level, there is a small amount of knowledge about the educational environment (re. }
