Actional potential of a pupil’s personality: theoretical-methodological basics of the research
In the article the importance and possibilities of introduction of action approach in the system of education are described. The essence of the psychological- educational matter of the definition of "actional potential of pupil’s personality" have been discvered. The psychologically-educational principles of evaluation of actional potential of senior pupil have been developed and proved. The basic criteria of them have been recognized as the following: pupil’s cognitive and emotional percetion of the significance of their actional activity, subjective and objective incentives and the possibilitiesof their actualization, subjective experience of actional activity in the different spheres of life. An empirical research program was developed, tested and covered the following stages: collecting empirical material, fixing and forming experiments, analyzing and interpreting the results. According to the resuls of empiric investigation the summary has been made about that teachers and senior pupils don’t have a clear idea of the main goals and criteria of modern school education; don’t link it with the formation of readiness of action. The psychological characteristics of situational, motivational, active and afteractive components of the actional potential of school youth are revealed. The level of the development of the actional potential has been revealed the individually-typological characteristics of actional potential of senior pupils according to the components: “I am in a situation”, “I want”, “I can”, “I react”. There are three main clusters, which appropriate of the formation of actional potential in senior pupils: low, medium and high. The psychological peculiarities of the development of actional potential of senior pupils have been elucidated and they have proved principal possibility of the development and actualization of their actional activity in the conditions of an educational establishment. Teachers are involved into action-oriented measures more contribute to the development of humanistic approach to the education of the pupil's personality.
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