Psychological and pedagogical support of the Gos LLC.
The priority direction of the federal educational standard of the second generation is the implementation of the developing potential of basic general education, in connection with this, the urgent task is to ensure the development of universal educational actions as a psychological component of the fundamental core of education along with the traditional presentation of the subject matter content of specific disciplines.
The change in the paradigm of pedagogical education and turning it essentially into the education of psychological-pedagogical, made it possible to carry out the process of learning oriented to the development of students, accounting for their characteristics and the comprehensive disclosure of their intellectual and personal potential in our school.
An important place in the educational process is occupied by the mental health of students, the individualization of educational routes, the creation of a psychologically safe and comfortable educational environment.
The introduction of GEF LLC significantly changes the entire educational situation at school, through the organization of psychological support of teachers, students, parents at the stage of its introduction, the development of the psychological culture of all participants in the educational process.
The main directions of psychological support of students under the introduction of GEF LLC.
Preventive direction
Prevention is prevention of the appearance of decadation of students, developing specific recommendations to pedagogical workers, parents to assist in education, training and development, taking into account age and individual characteristics.
Psychophylactic work - ensuring solving problems related to learning, education, mental health of children:
· Development and implementation of educational programs for students, taking into account the tasks of each age stage;
· Detection of the psychological characteristics of the child, which may continue to determine deviations in intellectual or personal development;
· Warning of possible complications in connection with the transition of students to the next age step.
Diagnostic direction.
Identifying the peculiarities of the child's mental development, the most important features of activity, the formation of certain psychological neoplasms, compliance with the level of development of skills, knowledge, skills, personal and interpersonal entities with age orientations and the requirements of society.
Diagnostics can be individual and group.
Stages of individual diagnostics:
- studying the appeal to a psychologist coming from teachers, parents, students (definition of the problem, choice of research method);
- The formulation of the conclusion about the main characteristics of studied
components of the mental development or the formation of the student of a schoolboy (formulation of a psychological diagnosis);
- Development of recommendations, psychocorrection programs with students, drawing up a long-term plan for the development of abilities or other psychological entities.
Consultative direction
(Assistance in solving the problems with whom teachers, students, parents are addressed to the psychologist).
Individual consulting - assistance and creation of conditions for the development of the personality, the ability to choose and act at its own discretion, will be trained in new behavior.
Group consulting is informing all participants in the educational process on issues related to the peculiarities of the educational process for this category of children in order to create an adaptive environment to ensure full-fledged integration and personal self-realization in an educational institution.
4. Developing direction.
Developing work (individual and group) is the formation of the need for a new knowledge, the possibility of its acquisition and implementation in activities and communication.
5. Correction direction.
Correctional work (individual and group) - organization of work, primarily with students who have problems in training, behavior and personal development identified in the diagnostic process.
Aims to: reduce the severity of pathology, its behavioral consequences; prevention of the emergence of secondary deviations in development; Ensuring the maximum implementation of the rehabilitation potential of the child.
6.
Educational direction.
Psychological education and education - the formation of the need for psychological knowledge, the desire to use them in the interests of their own development; Creating conditions for the full-fledged personal development and self-determination of students, pupils at each age stage, as well as in the timely prevention of possible violations in the formation of the individual and development of intelligence.
Also, the acquisition of a pedagogical team, students and parents to psychological culture.
7.
Professional guidance.
Psychological and pedagogical support makes the process of professional self-determination by students consistent, conscious and reasonable; It is aimed at self-knowledge, identifying the true motives for their choice, real possibilities and educational needs. The result of the pedagogical leadership by professional self-determination is the readiness for the choice of profession, understanding, designing options for vocational life paths.
Main school: support for the transition to the main school, adaptation to new learning conditions, support in solving the tasks of personal and value-semantic self-determination and self-development, assistance in solving personal problems and problems of socialization, the formation of life skills, prevention of neurosis, assistance in building constructive relations with parents, peers, educators, prevention of deviant behavior.
Solution of the tasks is carried out through:
Organization and conduct of psychological and pedagogical consultations on issues related to the transition to the main school;
Individual and group psychodiagnostics;
Individual consulting;
Individual educational classes with children experiencing various kinds of difficulty of transition to new training conditions;
Group consultations, thematic meetings on issues relevant for children of this age group;
Network interaction with specialists of medical and correctional and educational institutions.
Psychological and pedagogical conditions for the implementation of the main educational program of basic general education should provide:
Continuity of the content and forms of organizing the educational process in relation to the initial level of general education;
Accounting for the specifics of the age psychophysical development of students, including the peculiarities of the transition from younger school age into adolescence;
Formation and development of psychological and pedagogical competence of students, pedagogical and administrative workers, parental public;
The variations in the directions of psychological and pedagogical support of the participants of the educational process (maintaining and strengthening the psychological health of students;
Formation of the value of health and a safe lifestyle; development of its environmental culture differentiation and individualization of training; monitoring the possibilities and abilities of students, identifying and supporting gifted children, children with disabilities; Psychological and pedagogical support of participants in the Olympics; ensuring a conscious and responsible choice of further professional activities;
The formation of communicative skills in a multi-age medium and a peer environment; support for children's associations, student self-government);
Diversification of levels of psychological and pedagogical support (individual, group, class level, level of institution);
The variability of the forms of psychological and pedagogical support of the participants of the educational process (prevention, diagnosis, counseling, corrective work, developing work, education, examination). BUTactual use of modern pedagogical technologies, including
the number of information and communication, as well as the prevention of physical, mental and psychological overloads of students, compliance with sanitary regulations and norms, allow educational teachers to carry out educational activities at the optimal level, work on psychological and pedagogical support of participants in the educational process is carried out by teacher - psychologist and school teachers .
The federal state educational standards of the new generation ask a qualitatively new idea of \u200b\u200bwhat should be the content of general education and its educational result. In this regard, not only the content of the UMC, the requirements for educational programs of institutions and curricula, but also the idea of \u200b\u200bthe criteria for the professional skill of the teacher, the objectives and methods of its work. GEF determines the exact place of the forms and types of psychological knowledge in the content and organization of the educational environment of the school, which makes a mandatory, specific and measurable activities of the teacher-psychologist as a full-fledged participant in the educational process. The work of the psychologist, thus, becomes the necessary element of the management system of the educational process of the school, since the results of its activities involve assessing the quality of education in school.
The new standard allocates competence as the main educational results: subject, meta-and-personal and personal. The need to measure meta-delta competencies and personal qualities will require the creation of a national system for diagnosing the results of the educational process, and the formation and measurement technology of these competencies should be the main subject of the school teacher-psychologist.
To enjoy previewing presentations, create yourself an account (account) Google and log in to it: https://accounts.google.com
The psychological - pedagogical accompaniment model under the conditions of introducing GEF at different age stages. MBOU SOSH №12 Pedagogian-psychologist MBOU SOSH №12 Grishanin N.V. Arzamas, 2014.
2 Personal readiness and ability to self-development Motivation for learning and knowledge of value-semantic installations Social competences, personal qualities Meta-submissible universal learning activities: Cognitive regulatory communication subjects Specific activities for this subject area The system of fundamental elements of scientific knowledge The new standard allocates as the main educational results Competences:
In accordance with the standard, psychological and pedagogical conditions for the implementation of the main educational program of basic general education should ensure: the continuity of the content and forms of organization of the educational process in relation to the initial level of general education; Accounting for the specifics of the age psychophysical development of students, including the peculiarities of the transition from younger school age into adolescence; Formation and development of psychological and pedagogical competence of students, pedagogical and administrative workers, parental public; variations in the directions of psychological and pedagogical support of the participants of the educational process; diversification of levels of psychological and pedagogical support (individual, group, class level, level of institution); Variability of species of psychological support of participants in the educational process
it is promoting the creation of a social development situation corresponding to the individuality of students and providing psychological conditions for successful training, health and development of the personality of students, their parents (legal representatives), pedagogical workers and other participants in the educational process. The purpose of psychological support:
Objectives of psychological support of the educational process: Psychological analysis of the social situation of development in general education institutions Monitoring the psychological and pedagogical status of the child and the dynamics of its psychological development to promote the implementation (implementation) of the requirements of the Federal State Educational Standard for Personal, MetaPered and Substantiation Development and Implementation of Psychological Programs and Projects Assistance Formation of educational universal training actions to promote pedagogical workers, parents participation in comprehensive psychological - pedagogical examination Dissemination and implementation of educational institutions of achievements in the field of domestic and foreign psychology in the field of educational institutions in the field of domestic and foreign psychology
The main activities of the teacher-psychologist: - Work with students; - work with the pedagogical team of the school; - work with the school administration; - Work with parents of students.
The tasks of psychological accompaniment on different levels of education are different: 1. Preschool education - early diagnosis and correction of violations in development, ensuring readiness for school. 2. Primary school - determination of readiness for school training, ensuring adaptation to school, increasing schoolchildren's interest in training activities, the development of cognitive and educational motivation, the development of independence and self-organization, support in the formation of desire and "skills to learn", the formation of universal educational actions, Development of creative abilities. 3. The main school is supported by the transition to the main school, adaptation to new learning conditions, support in solving the tasks of personal and value-grant self-determination and self-development, assistance in solving personal problems and problems of socialization, the formation of life skills and competences, neurosis prevention, assistance in Building constructive relationships with parents and peers, prevention of deviant behavior, drug addiction. 4. Senior School - Help in profile orientation and professional self-determination, support in addressing existential problems (self-knowledge, search for the meaning of life, achieving personal identity), development of the time perspective, the ability to go, the development of psychosocial competence, prevention of deviant behavior, drug addiction. At the same time, special attention should be paid to transitional stages in the development and education of children.
Psychological model - pedagogical support
Main types of work and maintenance of psychological and pedagogical support: Psychological education (and education) - the formation of educational and their parents (legal representatives), pedagogical workers and managers of general educational institutions of psychological knowledge, the desire to use them in the interests of their own development and timely warnings possible violations in the formation of a person; Prevention - prevention of the appearance of decadation of students, professional burnout of teachers; identification and neutralization of factors negatively affecting the health of teachers and students; Formation of all participants in the educational process of need for a healthy lifestyle; developing specific recommendations to pedagogical workers, parents (legal representatives) to assist in matters of education, training and development;
Diagnostics (individual and group) - psychological and pedagogical study of students throughout the period of training, the definition of individual characteristics and personal inconsistencies, its potential opportunities in the process of learning and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in training, development, social adaptation; Developing work (individual and group) - the formation of the need for a new knowledge, the possibility of its acquisition and implementation in activities and communication; The main types of work and the content of psychological and pedagogical support:
Main types of work and maintenance of psychological and pedagogical support: Correctional work (individual and group) - Organization of work with students who have problems in training, behavior and personal development identified in the diagnostic procedure; active impact on the process of personality formation and overcoming difficulties in the assimilation of software material based on integrated interaction of a psychologist with teachers, defectologists, spectacles, doctors, social educators; correction of deficiencies mental and (or) physical development of children with disabilities, overcoming difficulties in the development of the main educational program of basic general education; Advising (individual and group) - assistance to the participants of the educational process in the awareness of nature of their difficulties, in analyzing and solving psychological problems, in updating and intensifying personal characteristics; promoting conscious and active assignment of new social experience; assistance in the formation of new installations and making their own decisions; The solution of various kinds of psychological problems associated with difficulties in interpersonal relationships, self-consciousness and self-development.
Main types of work and content of psychological and pedagogical support: Examination - psychological analysis of educational and curricula, projects, benefits, educational environment, professional activities of specialists of the educational institution; Evaluation of alternative solutions and allocation of the most preferred options for organizing an educational process. Given the main provisions of the Federal State Standard with priority types of work when organizing accompaniment, education, diagnostics (monitoring research), correction and expertise are becoming important.
In implementing psychological support, the following activities are required (they need to be reflected in planning): In each parallel, the annual study of the psycho-emotional state of students, psychological climate in the class team; When switching from elementary school to the middle link (4-5th grade) and from the middle of the senior school (grade 10), conducting a diagnostic minimum for studying adaptation to new learning conditions; Correctional and developing work with students who have limited health care opportunities for psychological correction and development of educational special (correctional) classes of VII form; - psychological support of gifted children - the psychological support of prefigure preparation and profile training of high school students, professional orientation of students; Psychological training of student 9 and 11 classes for final certification in the form of GIA and EGE; support of teachers in the attestation period; Preventive measures with parents and teachers to overcome conflict situations in the educational environment, prevention of suicidal behavior and addiction, the creation of a favorable psychological climate in the family and the establishment of favorable child-parent relations; Placing stands for psychology and psychological assistance to various organizations to conduct organizational and methodological work, analysis of the effectiveness and effectiveness of psychological support.
Adaptation period support scheme
Diagnosis of Wood Grade 5 E. M. Aleksandrovskaya, Art. Humble "Scheme of monitoring adaptation and efficiency of students' training activities" (modified E.S. Eskina, T.L. Bolot) Test for an assessment of the formation of reading skills (cognitive Wood) from the methodological complex "Forecast and prevention of training problems in 3-6 grades »L.A. Yasyukov test for assessing independence of thinking. (Cognitive Wood) from the methodological complex "Forecast and prevention of learning problems in 3-6 classes" L.A. Yasyukov. Methods of self-assessment and level of claims Debo-Rubinstein Modified version of the school motivation profile N.G. Luskanova (Personal Wood) Determination of the level of development of verbal and logical thinking Love of transfers, Tatyana Plekova (Cognitive Wood) Methods of studying the motivation of schoolchildren's training in the transition from primary classes to the average according to M. R. Ginzburg "Study of Training Motivation" (Personal Wood) Personal Quttella Questionnaire in Modification L. A. Syasyukova (Regulatory Wood)
Diagnosis of Wood Grade 10 Express methodology for the study of the dominant exercise motives (M.V. Motyukhina); Methodology for diagnosing anxiety level (R. Kondash, modification A. parishioners); Methods "Feeling to School" Questioning of teachers
The psychological - pedagogical accompaniment model under the conditions of introducing GEF at different age stages.
Pedagogian psychologist MBOU SOSH №12
Grishanin N.V.
The federal state educational standards of the new generation ask a qualitatively new idea of \u200b\u200bwhat should be the content of general education and its educational result. In this regard, not only the content of the UMC, the requirements for educational programs of institutions and curricula, but also the idea of \u200b\u200bthe criteria for the professional skill of the teacher, the objectives and methods of its work. GEF determines the exact place of the forms and types of psychological knowledge in the content and organization of the educational environment of the school, which makes a mandatory, specific and measurable activities of the teacher-psychologist as a full-fledged participant in the educational process. The work of the psychologist, thus, becomes the necessary element of the management system of the educational process of the school, since the results of its activities involve assessing the quality of education in school.
The new standard allocates competence as the main educational results: subject, meta-and-personal and personal. The need to measure meta-delta competencies and personal qualities will require the creation of a national system for diagnosing the results of the educational process, and the formation and measurement technology of these competencies should be the main subject of the school teacher-psychologist. Concerning P the acuteness of an effective escort system will solve problems of development and teaching children within the educational environment of the institution, to avoid unreasonable redirection of the problem of the child to external services, reduce the number of children sent to special educational institutions.In accordance with the standard, psychological and pedagogical conditions for the implementation of the main educational program of basic general education should provide:
Continuity of the content and forms of organizing the educational process in relation to the initial level of general education;
Accounting for the specifics of the age psychophysical development of students, including the peculiarities of the transition from younger school age into adolescence;
Formation and development of psychological and pedagogical competence of students, pedagogical and administrative workers, parental public;
The variability of the directions of psychological and pedagogical support of the participants of the educational process (maintaining and strengthening the psychological health of students; the formation of the value of health and a safe lifestyle; development of its ecological culture; differentiation and individualization of training; monitoring the possibilities and abilities of students, identification and support of gifted children, children with limited health capabilities; psychological and pedagogical support for participants in the Olympics; provision of a conscious and responsible choice of further professional field of activity; the formation of communication skills in a multi-industrialized environment and peer environment; support for children's associations, student governance);
Diversification of levels of psychological and pedagogical support (individual, group, class level, level of institution);
The variations in the psychological support of the participants of the educational process (prevention, diagnosis, counseling, corrective work, developing work, education, examination).
The purpose of psychological accompaniment It is promoting the creation of a social development situation corresponding to the individuality of students and providing psychological conditions for successful training, health and development of the personality of students, their parents (legal representatives), pedagogical workers and other participants in the educational process.
Tasks of psychological support of the educational process:
Psychological analysis of the social development situation in general education institutions, identifying major problems and determining the reasons for their occurrence, ways and means of their permission, promoting the pedagogical team in the harmonization of the socio-psychological climate in educational institutions;
Monitoring the psychological and pedagogical status of the child and the dynamics of its psychological development in the process of schooling; promoting the individualization of the educational route;
Promoting the implementation (implementation) of the requirements of the Federal State Educational Standard for personal, meta-concrete and subject results of the development of the educational basic educational program of basic general education;
Development and implementation of psychological programs and projects aimed at overcoming deviations in social and psychological health and prevention of asocial phenomena (drug addiction, social orphans, domestic violence, etc.), difficulties in adaptation, training and education, violations in behavior, delays and abnormalities in the development of students, pupils;
Promoting the formation of educational universal educational actions as the ability of a subject to self-development and self-improvement through conscious and active assignment of new social experience, a totality of a student's actions that ensure its cultural identity, social competence, tolerance, the ability to independently assimilate new knowledge and skills, including the organization of this process ;
Promoting pedagogical workers, parents (legal representatives) in the education of students, as well as the formation of the principles of mutual assistance, tolerance, mercy, responsibility and self-confidence, the ability to actively interact without infringement of the rights and freedoms of another person;
Participation in the comprehensive psychological and pedagogical examination of the professional activities of specialists of educational institutions, educational programs and projects, educational benefits held on the initiative of the education management bodies or individual educational institutions;
Dissemination and implementation into the practice of educational institutions of achievements in the field of domestic and foreign psychology;
Interaction with public education units (health service, psychological and medical-pedagogical consultation, the Council of Prevention, etc.), with educational institutions, institutions and organizations of health and social protection of the population.
The main activities of the teacher psychologist:
Work with students;
Work with the pedagogical team of the school;
Work with the school administration;
Work with parents of students.
It should be noted that the effectiveness of the entire activity of the psychologist in the system of psychological and pedagogical support of students in the process of education will depend on the coincidence of the goals and objectives solved by the psychological and methodological services of the School.
The tasks of psychological accompaniment on different levels of education are different:
1. Pre-school education - early diagnosis and correction of violations in development, ensuring readiness for school.
2. Primary school - determination of readiness for school training, ensuring adaptation to school, increasing schoolchildren's interest in training activities, the development of cognitive and educational motivation, the development of independence and self-organization, support in the formation of desire and "skills to learn", the formation of universal educational actions, Development of creative abilities.
3. The main school is supported by the transition to the main school, adaptation to new learning conditions, support in solving the tasks of personal and value-grant self-determination and self-development, assistance in solving personal problems and problems of socialization, the formation of life skills and competences, neurosis prevention, assistance in Building constructive relationships with parents and peers, prevention of deviant behavior, drug addiction.
4. Senior School - Help in profile orientation and professional self-determination, support in addressing existential problems (self-knowledge, search for the meaning of life, achieving personal identity), development of the time perspective, the ability to go, the development of psychosocial competence, prevention of deviant behavior, drug addiction.
At the same time, special attention should be paid to transitional stages in the development and education of children.
Psychological and pedagogical accompaniment model
The main types of work and the content of psychological and pedagogical support:
- Psychological Education (and Education) - the formation of students and their parents (legal representatives), pedagogical workers and managers of general educational requirements for psychological knowledge, the desire to use them in the interests of their own development and timely prevention of possible violations in the formation of a person;
Prevention - prevention of the occurrence of phenomena of the decadation of students, professional burnout of teachers; identification and neutralization of factors negatively affecting the health of teachers and students; Formation of all participants in the educational process of need for a healthy lifestyle; developing specific recommendations to pedagogical workers, parents (legal representatives) to assist in matters of education, training and development;
Diagnostics (individual and group) - psychological and pedagogical study of students throughout the training period, determination of individual features and personal inconsistencies, its potential opportunities in the process of learning and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in training, development, social adaptation;
- Developing work (individual and group) - the formation of the need for a new knowledge, the possibility of its acquisition and implementation in activities and communication;
Correctional work (individual and group) - organization of work with students who have problems in training, behavior and personal development identified in the process of diagnostics; active impact on the process of personality formation and overcoming difficulties in the assimilation of software material based on integrated interaction of a psychologist with teachers, defectologists, spectacles, doctors, social educators; correction of deficiencies mental and (or) physical development of children with disabilities, overcoming difficulties in the development of the main educational program of basic general education;
- Consulting (individual and group) - assistance to the participants of the educational process in the awareness of them nature of their difficulties, in the analysis and solving psychological problems, in updating and intensifying personal characteristics; promoting conscious and active assignment of new social experience; assistance in the formation of new installations and making their own decisions; The solution of various kinds of psychological problems associated with difficulties in interpersonal relationships, self-consciousness and self-development.
Expertise - psychological analysis of educational and curricula, projects, benefits, educational environment, professional activities of specialists of the educational institution; Evaluation of alternative solutions and allocation of the most preferred options for organizing an educational process.
Given the main provisions of the Federal State Standard with priority types of work when organizing accompaniment, education, diagnostics (monitoring research), correction and expertise are becoming important.
When implementing psychological support, the following activities are compulsory (they must be reflected in planning):
In each parallel, the annual study of the psycho-emotional state of learning, psychological climate in the class team;
When switching from elementary school to the middle link (4-5th grade) and from the middle link to the elder school (grade 10), the diagnostic minimum for studying adaptation to new training conditions is to carry out adaptation activities with training 5, 10 classes , including individual and / or group work with students who have difficulty adaptation;
- correctional and educational work with learning, having limited health opportunities, Including with children with disabilities. In the concept of modernization of Russian education, it is noted that "children with disabilities should be provided by medical and social accompanies and special conditions for training in a secondary school at the place of residence." The most important condition for the effectiveness of integration is the presence of a competent system of psychological and pedagogical support, which includes, in addition to systematic observation of individual training programs and correction, such an important component, as work with the environment (social environment), in which the child integrates. The construction of an effective maintenance system will solve problems of development and teaching children within the educational environment of the institution, to avoid unreasonable redirection of the problem of the child to external services, reduce the number of children sent to special educational institutions.
Special attention should be paid topsychological correction and development of educational special (correctional) classes VII types: To systematically diagnose their development, conduct group and individual correctional and educational classes with students, increase the psychological competence of the teacher and parents on the development of children, preservation and health promotion, to monitor the effectiveness of the training of children in the program. All the work with this category of children should be carried out through the organization of the activities of psychological and medical-pedagogical consultation with the mandatory development of the individual support program, which is implemented by the teacher and all the necessary accompaniment specialists.
- psychological support of gifted children. To preserve the mental and physical health of gifted students, the development of their best practices, the teacher-psychologist, together with the pedagogical team, it is necessary to solve the following tasks: the development of individual educational routes; formation of adequate self-esteem; protection and strengthening of physical and psychological health; prevention of neurosis; Preventing isolation of gifted children in the peer group; development of psychological and pedagogical competence of teachers and parents of gifted children;
- psychological support of children "risk groups", including families in a difficult life situation;
Psychological support of prefigure preparation and profile training of high school students, professional orientation of students (taking into account the specifics of the school on these issues it is possible to support 7-11 classes. For example, the following directions are possible for the lyceum: the choice of a lyceum profile of students' future 8 grades; professional orientation of studying 9 grades; psychological support of profile learning student 10-11 classes);
- psychological training of student 9 and 11 classes for final certification in the form of GIA and EGE, educational events with parents and teachers;
- accompanying teachers in the attestation period.A teacher-psychologist participates not only at a meeting of the school attestation commission, but also participates in the study of the results of the teacher's activities. At the request of a certificate teacher, psychological assistance in preventing stress arising during the passage period;
- preventive measures with parents and teachers to overcome conflict situations in the educational environment, prevention of suicidal behavior and addiction, the creation of a favorable psychological climate in the family and the establishment of favorable child-parent relations;
- placing stands for psychology and psychological assistance to various organizations (children's confidence telephone, etc.) for students, teachers and parents;
- conducting organizational and methodological work, analysis of the effectiveness and effectiveness of psychological support.
If we figured out 1 step, let's try to deal with the rest.
The transition of a student to a new level of education
Psychological and pedagogical support of studying 5 classes is aimed at creating conditions for successful learning students in the middle of the school. Of particular importance is attached to the creationconditions for successful socio-psychological adaptation to a new social situation. According to its tasks, this stage is provided by psychological programs and forms of working with children. The main thing is to create psychological conditions of successful adaptation within the framework of the educational environment.
Frontal and individual diagnostics are carried out. Its results are entered by "final forms of analytical reports"(See Appendix 1). Thus, a data bank is being created on intellectual and personal development, on the formation of the Wood students. Individual diagnostics is carried out at the request of teachers or students' parents. The set of adaptation period survey methods includes the most indicative processes for adaptation:motivation of teachings, well-being, anxiety.
fourth | fourth | fourth | fourth |
|||
Diagnostic minimum adaptation | In-depth diagnostics, correctional and developing work | Correctional adaptation work |
As part of this stage (from September to May), it is assumed:
1. Conduct psychological and pedagogical diagnosticsaimed at studying the level of psychological adaptation of students to the learning process.
2. Consulting and educational work with parents of fifth-gradersaimed at familiarizing adults with the main tasks and difficulties of the adaptation period.
3. Conducting group and individual consultations with teachers To identify possible difficulties in the formation of Wood and the implementation of GEF. This area allows you to direct the work of teachers for building a learning process in accordance with the individual characteristics and opportunities of schoolchildren.
4. Correction and developmentcT the two target groups: studying with the OOP (developed and implemented by the OS specialists based on the results of the work of the Consilium), students experiencing the temporary difficulties of the adaptation period. Classes are carried out both individually and in group form. Their task is to configure the system of requirements for the primary school, to remove excessive mental stress, to form students with the communicative skills necessary to establish interpersonal relations, communication and cooperation, to assist students in the assimilation of school rules.
5. Analytical workaimed at understanding the results of the psychological and pedagogical support of the GEOS LLC, work planning for the next year.
Bibliography
Developing work, enlightenment, examination).
The program of psychological and pedagogical support of the educational process in the conditions of introducing GEF in the Oktyabrsky rural lyceum
Psychologist teacher
Psychological and pedagogical support GEF
The school has created psychological and pedagogical conditions for the implementation of the main basic general education. The educational process is carried out on the basis of educational training programs, taking into account the individual characteristics of each child, compliance with a comfortable psycho-emotional regime. The active use of modern pedagogical technologies, including information - communication, as well as the prevention of physical, mental and psychological overloads of students, observance of sanitary and hygienic rules and norms, allow lyceum teachers at an optimal level.
Work on the psychological and pedagogical support of the participants in the educational process is carried out by a teacher - psychologist and school teachers. A promising plan for the work of the psychological school of the school has been developed, which includes measures to Popcent-pedagogical accompaniment.
accompaniment.
collaboration with teacher and peers, adequately transfer information and display subject content. The main directions of psychological and pedagogical support:
^ preservation and strengthening the psychological health of students;
^ formation of the value of health and a safe lifestyle;
^ and individualization of learning;
^ monitoring the possibilities and abilities of students, identification and support of gifted children, children with disabilities;
^ formation of communicative skills in a multi-age medium and a peer environment;
^ Support for children's associations, student self-government.
The main directions of psychological accompaniment of students as part of the introduction of GEFs.
Prevention is prevention of the appearance of decadation of students, developing specific recommendations to pedagogical workers, parents to assist in education, training and development, taking into account age and individual characteristics.
Psychophylactic work - ensuring solving problems related to learning, education, mental health of children:
Identifying the peculiarities of the mental, most important features of activity, the formation of certain psychological neoplasms, compliance with the level of development of skills, knowledge, skills, personal and interpersonal formations of age-related landmarks and the requirements of society.
Diagnostics can be individual and group.
Stages of individual diagnostics:
Individual consulting - assistance and creation of conditions for the development of the personality, the ability to choose and act at its own discretion, will be trained in new behavior.
Group consulting - informing all participants in the educational process on issues related to the peculiarities of the educational process for this category of children in order to create an adaptive
environments to ensure full-fledged integration and personal self-realization in an educational institution.
Developing work (individual and group) is the formation of the need for a new knowledge, the possibility of its acquisition and implementation in activities and communication.
Correctional work (individual and group) - organization
works primarily with students who have problems in learning, behavior and personal development identified in the diagnostic process.
Spending on: reduce the degree of expression of pathology, its behavioral consequences; prevention of the emergence of secondary deviations in development; Ensuring the maximum implementation of the rehabilitation potential of the child.
Psychological education and education - the formation of the need for psychological knowledge, the desire to use them in the interests of their own development; Creating conditions for the full-fledged personal development and self-determination of students, pupils at each age stage, as well as in the timely prevention of possible violations in the formation of the individual and development of intelligence.
Also, the acquisition of a pedagogical team, students and parents to psychological culture.
Psychological and pedagogical support makes the process of professional self-determination by students consistent, conscious and reasonable; It is aimed at self-knowledge, identifying the true motives for their choice, real possibilities and educational needs. The result of the pedagogical leadership by professional self-determination is the readiness for the choice of profession, understanding, designing options for vocational life paths.
Forms of work of psychological support of the school as part of the introduction of GEF.
The solution of the tasks of psychological and pedagogical accompaniment of students cannot be limited to the area of \u200b\u200bdirect interaction of a psychologist with a child. It requires the organization of work with teachers and parents as participants in the educational process.
In systematic work, goals are achieved: self-realization, self-determination, vocational guidance of middle-level students.
Expectations and achieved goals: educational work, personal growth information. Diagnostic material, the creation of a comfortable psychological atmosphere in the pedagogical team.
