THEORETICAL PRINCIPLES OF PSYCHOLOGICAL ANALYSIS OF STUDENTS’ GROUP PROJECT ACTIVITY WHILE LEARNING FOREIGN LANGUAGE
Journal Title: Problems of Psychology in the 21st Century - Year 2016, Vol 10, Issue 1
Abstract
In this research the theoretical principles of psychological analysis of group project activity of students in the process of learning foreign language are defned on the basis of subject-activity, socio-psychological and cognitive paradigms. The approaches of different authors to the understanding of the concept of project and in particular group project activity are considered. The diffculties of the theoretical analysis of this specifc notion are indicated due to the considerable variety of subjects, types and forms of the pedagogical activity, academic disciplines regarding which the researches are being carried out. Not disclosed aspects of organizing the group project activity of students are being determined, among them is a project group as an autonomous subject of joint activity for the realization students’ project activity while learning a foreign language; forming psychological readiness of teacher and student to use project method; the role of metacognitive aspect in the surrounding, where the project activity is being carried out; group functioning through the project work as a subject of group examination. It has been indicated that the analysis of project activity as an innovative technology must include its assessment as a condition of student’s developing as a subject of learning activity, his personal, socio-psychological, intellectual and professional self-perfection. Three levels of subjectivity in group project activity are being distinguished: teacher; each particular student; and student project group. Interaction between teacher and student is based on subject-subject relations. An organization of a project activity while learning a foreign language is considered as the one in which the student is moving in order to get the manager position and to master the basis of expert knowledge. Hereby, the main stress is on the group role as a subject of group examination, and also on metacognitive character of the surrounding. On the basis of conducted theoretical analysis, the new understanding of the notion of a group project activity is proposed. It is claimed, that the effectiveness of a group project activity is determined by the level of psychological readiness of students and teachers to implement it.
Authors and Affiliations
Viktoriia Kalamazh
Keywords
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