Cite this article as:

Ткачева М. С. Interaction of Participants of Educational Process in Conditions of the Subject-Personal Approach. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 2, pp. 110-117. DOI: https://doi.org/10.18500/2304-9790-2018-7-2-110-117


Language: 
Russian

Interaction of Participants of Educational Process in Conditions of the Subject-Personal Approach

Abstract: 

The article presents the data of the theoretical analysis of the problem of interaction between participants in educational process in the context of the subject-personal approach. The content of the concepts of subject-subjective and polysubjective interaction is analysed. Characteristics of the main directions of interaction in educational process are presented. The features of establishing psychological contact in various situations of interaction between participants in the educational process are described, and the phenomena of emotional and intellectual empathy are revealed as mechanisms for the formation and maintenance of the state of the contact. Furthermore, the essence of the subject-personal approach is revealed, and we submit for discussion the question about the goals and objectives of the participants in the interaction within its framework. The main directions of the personality development of a student in the context of the subject-personal approach in education are analysed. The author proposes the system of assignments in psychology for pedagogical practical training, aimed at comprehending and developing by apprentice students their subjective position in the educational process. The additional goal of developing these tasks was to increase the level of independence of students’ fulfilment of assignments in psychology for pedagogical practical training. The hypothesis of the research was the assumption that through the performance of creative tasks on the psychological self-analysis of activities, an apprentice student becomes aware of his/her own subjective position in interaction with the students. For several years, apprentice students were asked to perform the following creative tasks: “My emotional state during lessons” for the first pedagogical practical training (N = 217) and “My relationship with the class” for the second pedagogical practical training (N = 92). The results of application of these tasks for students of the following different pedagogical specialties are analysed: Physics, Russian language and literature, Foreign language, and Physical education. As manifestations of the subjective position of the apprentice students, we singled out the ways the students used to manage their mental state and ways of establishing contact and optimizing interaction with pupils. The applied aspect of the problem under investigation can be realized in the psychological and pedagogical practical trainings of educational organizations.

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