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Ukraine, Kharkiv Gymnasium №14,
Ukrainian Engineering and Pedagogical Academy
Taisiia Mukii, the graduate student of psychology of Ukrainian Engineering and Pedagogical Academy, computer science teacher of Kharkіv gymnasium №14;
Oleh Siurin, computer science teacher of Kharkіv gymnasium №14, Ukraine.
Keywords
• reflective abilities
• personality development
• training process
• psychological and educational technologies
• ICT
• professional self-determination
2
Reflection Reflection
3
Reflection helps to shape the inner attitude and give answers to the questions
•
•
•
•
•
Reflection helps to shape the inner attitude and give answers to the questions:
• Who am I?
• What should I be?
• How do others perceive me?
• How to succeed?
• Which career to choose and how to become a
successful professional?
Psychological mechanism of personality, self-understanding of the
person, her consciousness, behavior in the past, in the present and in
the future, the ability to effectively interact with society and to
achieve success in life.
198 students of the Kharkiv gymnasium 14.
2 groups:
• I group - 75 students of 14-16 years old
• II group - 123 students of 16-18 years old
Basis of the experiment
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Results and discussion Results and discussion 1.Determination of school students’ reflexivity levels
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Among students 14-16 years Among students 16-18 years
High 0.00% 10.00%
Medium 60.00% 52.00%
low 40.00% 38.00%
Nu
mb
er
of
stu
de
nts
5
Results and discussion
different profiled groups of study.
Results and discussion 2. Comparison of school students' reflection level in
different profiled groups of study.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mathematics Computer Sciences Humanities
High 18% 10% 8%
Medium 50% 45% 54%
low 32% 45% 38%
Num
ber
of stu
dents
6
Virtual reflection
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is a type of common reflection, mental activity process of reflection and reconsideration by the person of relations with the virtual world, which are shown in his/her communication with other people and active assimilation of new behaviors and activities.
Results and discussion 3. Comparison of the general and virtual reflection
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0
0.5
1
1.5
2
2.5
3
3.5
4
General reflection Virtual reflection
Ave
rage
po
int
General reflection Virtual reflection
Results and discussion of target
Results and discussion 4. Comparison of the general and virtual reflection of target
groups of students
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3
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
cooperative communicative personal intellectual
Ave
rage
po
int
General reflection Virtual reflection
Determination of features Determination of features of reflective abilities’ development
1 group of factors: «reflective abilities according to temporary characteristics and life spheres».
2 group of factors: «ability to self-actualization».
3 group of factors: «educational abilities».
4 group of factors: «abilities to a self-reflection and socio-reflection».
5 group of factors: «creative abilities and motivational orientation».
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• planning
• modeling
• designing
• self-control
• self-motivation
• forecasting
• self-affirmation
• self-construction
• structuring activity
• abilities to establishment of deep and close emotional contacts
• to creative activity
• critical thinking
• to complete perception of the world and people 11
Development of students’ reflective abilities is Development of students’ reflective abilities is based on improvement of abilities to:
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Prospects of using diagnostics results of school students' reflection
The major pedagogical task is the designing of special problem situations and the organization of reflective activity of
the students
Development of reflective abilities
Psychological technologies Pedagogical technologies Computer technologies
The set of instruments and forms of the organization of pedagogical influence on the development of students’ personal qualities
Specialized trainings, psycho gymnastics
Complex of innovative teaching methods
Specialized computer programs
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Psychological Psychological technologies
The aim of the training sessions and psycho gymnastics is the development of reflective
abilities
•creating a highly professional, highly cultural personal content;
•filling the content with multimedia elements that would reflect the historical, cultural, artistic and social achievements and values of human civilization;
•taking into account the interrelationship of reflection and practice of philology studying;
•creating a positive and constructive atmosphere in a students’ environment. 14
Teacher as a member of students’ virtual community
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Student’s socially significant projects
The future of the planet is in our hands!
16
17
Mindmapping
Pedagogical technologies
Complex of means that help understand oneself, one’s actions and results in order to achieve success in the learning process
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Conclusions Conclusions
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1. Qualitative changes in personality reflection occur at the age of 15-18
2. Influences on the development of reflexivity depend on the profile learning
3. Social networks are an important environment for developing reflective abilities
4. The teacher can and should become a member of the virtual community