THE PRINCIPLES OF RESOURCE-ORIENTED TEACHING

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THE PRINCIPLES OF RESOURCE-ORIENTED TEACHING

Journal Title: Вісник Львівського університету. Серія психологічні науки - Year 2018, Vol 2, Issue

Abstract

The article is attracting attention of professional training of future psychologists. The assumption it possible to solve the problem by finding optimal correlation between the acquisition of special knowledge and formation of personal readiness of psychologists for professional activity. We have formulated the following principles of resource-oriented teaching. 1. Forming students’ feeling of opportunities. It is necessary to encourage creative author’s solutions of teaching tasks, i.e. motivate them to go beyond determined frames, favour the formation of abilities to ground their decision or answer not only on the basis of the knowledge, but from the position of their own experience. 2. To form and actualize psychological, communicative and general competence of students. With this aim while characterizing and evaluating the student’s work it is necessary to make emphasis on unique features of its author and his/her self-development and self- organization for achieving the learning aim. To demonstrate to the student how his/her competence was being formed: what has been learned due to other authors and fellow students, and what is the result of his/her own experience. 3. Forming students’ skills of self-management. For this it is advisable to teach students the methods of self-management and encourage their application in performing learning tasks. It is necessary to show how the knowledge and application of self-organization methods helps in achieving success and realizing life goals. 4. Formation of students’ ability to analyze their own experience of successes and failures. For this, while studying scientific theories students’ attention should be accentuated on the personalities of the authors of these ideas, on the way they achieved success, how they went through failures and managed to organize themselves. It is important to characterize the influence and axiological importance of scientists’ ideas for the development of science and human history. To favour the formation of students’ moral intention which will help them form their attitude towards successes and failures concerning main values. 5. Forming students’ position of co-operation in attitude towards others. It is important to demonstrate that co-operation is a way of learning from others. It is recommendable to help students realize that the character of influence of other people on a personality may be different, but it is only the person himself/herself who should decide what should be learnt from them. To motivate students value the experience of communicating with others. To draw their attention to the personal responsibility for accepting or rejecting the influences of others and his/her own influence on the environment. It is important to emphasize unique rather than competitive qualities of students. It is important for showing how achieving learning goals and self-development goals may influence a personality and the relations with others, namely: if he/she is ready for co-operating with others or builds competitive relations, if he/she may be altruistic or manifests Machiavellism. 6. Formation of students’ aspiration of self-development. It is important to organize psychological accompaniment of students for their formation of learning and scientific ‘challenges’ as life tasks, i.e. tasks of self-development. To encourage students in choosing way of resolving tasks or achieving learning goals make decisions based on moral principles. To encourage students to formulating life tasks as self-development tasks. To encourage their aspiration and ability to make independent choice and take responsibility for it. To help students see different ways of achieving goals based on moral principles.

Authors and Affiliations

Олена ШТЕПА

Keywords

EP ID EP569768
DOI -
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