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EN
The article presents a number of psycho-educational conditions to encourage teachers and pupils to create amicable relationships. The author concretizes pedagogical styles of communication in the context of a positive type of teachers and students’ dialogical collaboration. The author uses the theoretical research techniques to analyze psycho-pedagogical literature which allows distinguish the most important communication styles which can help to encourage children to take initiative and overcome feelings of distrust in regard to the teacher. The emotional state of the student plays the important role in the process of learning. If they feel a psychological comfort during interaction with the teacher, it allows express them in training more actively and creatively. The teacher can achieve this result only when he shows tact and patience in dealing with students, listens to their opinion and does not impose their own. Only the ability to listen to the interlocutor, to perceive his thoughts without judgment can help to create relationships that contribute to a fruitful cooperation. The conditions of development of the ability to carry on a dialogue or to soliloquize are highlighted in the following article. Special attention is paid to the trust method as long as in pedagogy this concept is quite similar to benevolence, which is one of the most important factors in the development and education of socially adapted personality that is capable of cultural development. A significant role is given to the use of pedagogic manipulation, the aim of which is not to develop student’s individuality management, but, on the contrary, it contributes to self-development. Tolerance, sense of humor, humanity, correctness of the statements contributes to the encouraging teachers and pupils to create amicable relationships. It is concluded that friendly attitude of the teacher towards the students is not only the perception and evaluation of the positive qualities of students, but also the unequivocal perception of his personality. This is possible with the application of positive dialogical type of interaction and cooperation between the participants of the educational process.
EN
This article summarizes the various attempts of the scientists to determine the feature interaction as a social mechanism. The analysis of the nature and structure of the concept of «interaction» during which it is important to turn to the consideration of the categories «educational cooperation» and «synergy» is given. It is shown that the interaction is an independent category of pedagogy which is different from «joint activity» and the problem of interaction between educational institutions is more multifaceted than the educational aspect of union forces in joint activity. School and family should work so that the children always felt unity as different and sometimes conflicting demands of adults, leading to uncertainty about the child. The concept of the unity of education, psychological and pedagogical aspects is analyzed. Psychological clarifications provide real opportunities and a full understanding of all teachers’ educational objectives. The teaching aspect aims to create educational situation in school and in the family that puts students to the need to behave according to the rules of conduct. Undoubtedly, the educational objectives should not contradict each other. The basis of interaction between school and family on the principle of «impact on the family because of the child» is presented. The centre of attention is teaching a child who thus becomes a kind of tutor own parents, though not always aware of it. The child is a link between school and family, a consolidating centre, the main figure of collective pedagogical work, which is built around a holistic educational process. The grounded structural components in the system of interaction between school and family, the functions specified interaction of school and family formation about environmentally sound behaviour of primary school pupils (diagnostic, prognostic, values, and organizational management, reflexive) and the definition of key concepts problems are characterized. The scientists and practicing teachers for the most part unanimous that the interaction of school and family is an important process that has a sufficient opportunity to provide a family psychological and educational assistance to the education of children, primarily due to increased pedagogical culture of the parents.
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