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the problem Urgency

the Major factor of creation of innovative system of the country becomes the higher vocational training which prepares the experts, capable to frame this system (V.G.Maracha, 2002). In the conceptual plan turn to innovative model means the new activity referred on manufacture of new type of a product (J.Shumpeter, 1982; P.G.Schedrovitsky, 1993), that in the project formation assumes change of the maintenance and the purpose of educational process in their interdependence.
It modern system transformations of educational space which concern, first of all, to the world tendency of search of the new paradigm referred on overcoming of limitation of classical model of formation, a withdrawal from an ideal rational, in many respects a mosaic image of the world (A.P.Liferov, 1997 speak; G.V.Zalevsky, 1999; G.N.Prozumentova, 2002, 2005). The analysis developed and designing of the new maintenance of the higher vocational training has shown variety of methodological and methodical approaches to its possible realisation in conformity with the educational paradigm focused on the person and creation of conditions for its development subektnosti: a humanistic paradigm of the is personal-focused formation (K.Jaspers, 1991; I.S.Jakimansky, 1996, 1999; E.J.Prjazhnikova, N.S.Prjazhnikov, 1996, 1998; A.P.Valitsky, 1997; V.N.Furs, 1997; G.M.Breslav, J.V.Vardanjan, 1998; Socks, 1998; N.S.Makoeva, D.V.Tyrsikov, N.M.Shvaleva, 1998; G.M.Borlikov, 2002, etc.) ; The individually-focused paradigm (h.p. Vygotsky, 1978; B.S.bratus, 1990; L.A.Petrovsky, 1990; A.G.Asmolov, 1992, 1993, 1997; I.N.Simeon, 1994, 1998; K.Rogers, 1997; A.Maslou, 1994, 1999; V.P.Zinchenko, 1996, 2003); a socially-focusing and is professional-developing paradigm of training (the higher vocational training from a position of the theory of management) (E.A.Yablokov, N.V.Borovikova, 1998); the higher vocational training as readiness of the expert to join in certain activity or as attribute of preparation dejatelnostnoj and a developing orientation (N.D.Nikandrov, 2001, 2003;); kompetentnostnyj the approach (I.A.winter, 2003, 2006; A.V.farm, 2003; A.G.Bermus, 2005).

However, in existing approaches, according to many researchers, dealing with problems of the higher vocational training, today's tendencies of its realisation "shade" vision of personal development as essentially mnogoetapnogo process (A.G.Asmolov, 1997; V.E.Klochko, 1999, 2005; V.I.Slobodchikov, 2000; V.P.Zinchenko, 2002, 2003; V.A.Fokin, 2005), in many respects remains the information approach to preparation of experts-professionals where the important problems professionalizatsii persons either are not put at all, or dare in the extremely insufficient volume (V.A.Mikheyev, L.V. Tarabakina, 1998), approaches and strategy of the higher vocational training correspond not only with already available scientific workings out, but, first of all, with occurring changes of the socially-psychological status of formation, prospects East European and vseevropejskoj integration, and also internal problems, restrictions and risks of development of the Russian validity (G.V.Zalevsky, 1996 a little; V.E.Shukshinov, V.F.Vzjatyshev, L.I.Romankova, 1996; A.A.Zabirko, 1998; A.M. Korbut, 1998; A.A.polonnikov, 1998; P.M.Novikov, V.M.Zuev, 2000; J.P.poholkov, M.A.Solovev, 2004; F. Kjersdam, S. Enemark, 1994; P. Eyerer, B.
Hefer, V Krause, 2000), tendencies to uzkoprofessionalnomu to knowledge and orientation to the decision of standard problems sample methods which appear not claimed in modern culture (M.Tede, 1989 remain; N.A.Ljurja, 1996; V.N.Turchenko, O.V.Remez, 2002, 2006; E.V. vodopjanova, 2004).

Thus, as the basic contradiction it is possible to allocate that fact, that the modern higher education where sotsiokulturnyj and the psychological sense of professional work often appears closed for the future expert, meets growing demands of a life and innovative strategy insufficiently.

The decision of a problem of is personal-professional formation in the conditions of modern higher vocational training becomes possible to the extent of maturing of philosophical and is concrete-scientific preconditions.

First, formation akmeologii as a science of the integratsionno-synthesising plan, sense and character to which posesses a special role in understanding and studying of the person, in judgement of its vital possibilities, the prime targets and meaning of the life. Akmeologija in its today's condition follows from system of filosofsko-psychological views on a phenomenon of a life and the person in the world, from teoretiko-methodological and practical studying of the person with paradigmalnyh positions of the philosophical anthropology which basic subject is the problem of creative activity and reserving of the person (M.Sheler, 1994; G.Plessner, 1988). Akmeologija as the theory of the higher achievements of the person and a civilisation (A.A.Bodalev, 1993, 1997, 2001; A.A.Derkach, N.V.Kuzmin, 1993; K.A.abulhanova, 1995, 1998; J.V.Sinjagin, 1996; O.S.Anisimov, 1997; A.S.Gusev, 1997; A.I.Antsyferova, 1999; A.A.Rean, 2000; E.N.Bogdanov, Century of Zazykin, 2001), owing to exclusively wide intersubject communications with many areas of knowledge and practice, qualitatively dilates an objective-subject field of the researches, recognising possibility of the higher achievements in different spaces of vital activity of the person. In explanation of base bases of formation of a modern education system obviously its reconsideration (formation) purposes from a position chelovekomernosti (V.E.Klochko, 1999, 2005; G.N.Prozumentova, 2005; T.A.polozova, 2006), formation of the person as Person. Thus, modern formation (including the higher professional) urged to provide formation of the person, its self-development, self-actualisation and self-realisation. Ideas of integrity, unity of personal and professional development of the person also underlie akmeologicheskogo the approach (B.G.Ananev, 1968, 1996; A.A.Derkach, N.V.Kuzmin, 1993; A.A. Bodalev, 1998, 2001) which consists in revealing of conditions of mobilisation at the person of the equipment on the highest achievements, on the fullest self-realisation of the person (A.A.Derkach, V.G.Zazykin, A.K.Markova, 2000). Opening themselves as special reality, significant and worthy studying, the reference first of all to themselves in search of possibilities of the progressive development pull together accents of the given approach and strategy of modern higher education. Akmeologija possesses the potential providing conformity of formation with patterns chelovekoobrazovanija and functioning human in the person.

Secondly, a science exit for limits of the classical psychology limiting the subject by empirical definition of mentality as reflexion of a reality. In domestic psychology ideas about multidimensionality psychological ontologii (A.N.Leontev, 1972, 1977 for a long time became appreciable; h.p. Vygotsky, 1978, 1982; B.F.Lomov, 1992, 1996; B.G.Ananev, 1996; S.L.Rubinshtejn, 1997), received the development in works of modern researchers (V.P.Zinchenko, 1981, 2003, 2006; A.G.Asmolov, 1984, 1990, 1996; K.A.abulhanova, 1977, 1991; A.V.Brushlinsky, 1982, 1994; F.E.Vasiljuk, 1984, 1995; B.S.bratus, 1988, 1990; D.A.Leontev, 1997, 1999; D.I.Feldshtejn, 1999; V.I.Slobodchikov, 2000). These ideas were embodied in the general theory of a rigidity and the fixed forms of behaviour of G.V.Zalevskogo (1993, 2004), in the theory of psychological systems of V.E.Klochko (1996; 2005), in the theory of system determination of processes of self-realisation of person E.V. Galazhinsky (2000), in thinking studying in O.M.Krasnorjadtsevoj's real vital activity (2000).

The presented explanatory principles frame possibilities of studying of variants of is personal-professional formation in the conditions of the higher vocational training on a way to "akme".

Thus, the urgency of the given work is defined by necessity (with the account akmeologicheskoj research orientations) resolutions of conflicts:

• confirmed in real experts new type of professionalism and the developed models of the higher vocational training;

• unilateral orientation of the higher vocational training to rising of "scientific character" and the increasing understanding of that it is impossible to provide preparation of the professional by information saturation;

• normirovannostju educational conditions and aspiration to self-determination, self-realisation;

• absence of the integrated theory opening intrinsic characteristics of is personal-professional formation on a way to "akme", an insufficient level of scrutiny and ordering psihologo-akmeologicheskih bases of is personal-professional formation and conceptual judgement of the general bases of movement to "akme" in the conditions of the higher vocational training.

The research objective consists in working out of the concept of the higher vocational training in which basis lays akmeorientirovannoe representation about forward progressive is personal-professional formation of the person.

Object of research is process of is personal-professional formation in the conditions of the higher vocational training.

Object of research – intrinsic characteristics of is personal-professional formation as akmeologicheskogo a phenomenon.

Research hypothesis:

In the conditions of the higher vocational training effective akmeorientirovannoe self-development is defined by features of is personal-professional formation which are shown in designing of a professional image of the world of students. Studying of is personal-professional formation from a position of postnonclassical methodology allows to survey the higher vocational training as akmeorientirovannyj the process promoting optimum formation of the tsennostno-semantic world of the person.

The parity of features of is personal-professional formation defines a choice of vital (educational) mediums that leads to development of is professional-personal neoplasms which cause is personal-professional formation on akme-type.

Research problems:

1. In theoretical research:

• to tap a problem field of research of is personal-professional formation in the conditions of the higher vocational training;

• to define on the basis of the theoretical and istoriko-scientific analysis of genesis and the maintenance of is personal-professional formation the basic contradictions and possible ways of their permission;

• to develop akmeorientirovannuju the concept of the higher vocational training, having formulated conceptual principles of is personal-professional formation from a position of the theory of psychological systems.

2. In an experimental research:

• to frame the research programs adequate to methodology, to specific goals and research problems;

• to tap conditions and the factors causing a choice of vital mediums, providing progressive forward is personal-professional formation;

• to tap the basic typological strategy of is personal-professional formation (a professional image of the world);

• to define character of is personal-professional formation in the conditions of various educational mediums.

The teoretiko-methodological basis of research defines principles and the approaches stated in works of domestic and foreign philosophers and psychologists concerning integrated and dialogical judgement of interaction of the person with the world, and the analysis of features of this interaction (by S.L.Rubinshtejn, 1976; N.F.Feodor, 1982; M.M.Bakhtin, 1986; V.S.Solovev, 1988; J.A.Shrejder, 1989; S.L.franc, 1990; M.Buber, 1993; M.Heidegger, 1993; N.A.Berdjaev, 1994; V.S.Bibler, 1998, etc.). The Important point of understanding of interaction of the person with the world for us was treating of the person of the person in relation to vital activity (to A.I.Scherbak, 1967; A.V.Petrovsky, 1981; V.A.Jadov, 1987; B.S.bratus, 1990; B.B.Kossov, 1997; L.I.Antsyferova, 1999; V.I.Slobodchikov, 2000).

The basic teoretiko-methodological basis of concrete research it is defined akmeologichesky the approach (B.G.Ananev, 1968, 1996; A.A.Derkach, N.V.Kuzmin, 1993; A.A.Bodalev, 1998, 2001;) in which basis ideas of integrity lay, unities of personal and professional development of the person, revealing of conditions of mobilisation at the person of the equipment on the highest achievements, on the fullest self-realisation of the person.

Leg on theoretical approaches to modern formation where process of acquisition of knowledge refracts through personal, tsennostno-semantic sphere of subjects of educational process (V.D.Shadrikov, 1980, 1999, 2003; N.V.Kuzmin, 1984; I.E.Unt, 1990; V.I.Slobodchikov, 1998, 2000; V.E.Klochko, 1999, 2005; B.S.Gershunsky, 2002; V.P.Zinchenko, 2002, 2003; V.A.Fokin, 2005), and also on the scientific concepts of vocational training presented in works by S.J.Batysheva (1987), M.Tede (1989), E.A.Klimov (1996, 2003, 2005), V.E.Shukshinova, V.F.Vzjatysheva, L.I.Romankovoj (1996), A.A.Derkacha, A.K.Markovoj, V.G.Zazykina (2000), O.M.Krasnorjadtsevoj (2002), V.N.Turchenko (2002), I.D.Chechel (2003), E.V.vodopjanovoj (2004), F. Kjersdam, S. Enemark (1994, 2002), P. Eyerer, B. Hefer, Century Krause (1994, 2000), define possibility to survey the maintenance of modern higher education in akmeorientirovannom a key.

Theoretically proved theses about possibility through achievement of certain level of consciousness to define a way of a life (V.N.Mjasishchev, 1966; A.N.Leontev, 1977, 1979, 1983; h.p. Vygotsky, 1982; B.S.bratus, 1990; A.G.Asmolov, 1996; S.L.Rubinshtejn, 1997; D.A.Leontev, 1999, etc.) Will allow in given research experimentally to construct model of a professional image of the world of students. Thus professional formation is surveyed as the certain system organisation of consciousness, an integrated image of the world, a way of life, social type of the person (E.A.Klimov, 1996, 2005; T.M.Bujakas, 1997, 2005). Introduction and development of concept of an image of the world, the self-consciousnesses bound to the major problem, are reflected in concepts of an image of the world of A.N.Leonteva (1979, 1983), V.V. Petuhova (1984), S.D.Smirnova (1985, 2003), J.K.Strelkova (1990, 2001), E.J.artemevoj (1999) where the special place is taken away to treating of system of value, to structure and levels of subjective experience, sphere of individual personal senses, its dynamics. The psychological maintenance of activity in the course of training is surveyed taking into account the theoretical bases which have been put in pawn in theories of self-organising (modern synergetrics), developed h.p. Vygotsky (1982) and activly postulated today E.A.Klimov (1995, 2005), A.K.Markovoj (1996. 1998), A.R.Fonarevym (1997), A.N.poddjakovym (1999), J.P.povarenkovym (2002) that allows to present a category of formation from a position of treating of the person as samoorganizujushchejsja systems.

Representations about the person as opened samoorganizujushchejsja to psychological system (V.E.Klochko, 1999, 2005), capable to self-movement, self-determination, and positions of the general theory of a rigidity and the fixed forms of behaviour (G.V.Zalevsky, 1993–2004), allowing to survey personal "rigidnost-fleksibilnost" as an exponent of "openness-closeness" of the person as systems, will allow to present a problem of is personal-professional formation as possibility transition to the validity and to understand is personal-professional formation in the conditions of high school as the basis of forward progressive development of the person as difficult, potentially opened in the world, samoorganizujushchejsja psychological system.
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A source: Kozlova N.V. . Formation in the conditions of high school formation: akmeorientirovannyj the approach. 2008

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