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THE CONCLUSION

In scientific researches, the standard documents defining the basic directions of reforming of systems of public health services and obrazova - nija, it is spoken about necessity of formation and development of mental abilities of pupils of system of average vocational training, in particular students of medical colleges.

In this connection, the given research by the purpose which working out of the conceptual bases was, model and organizational-pedagogical conditions of formation and development of mental abilities of students medical has been carried out kolle -

dzha.

Object in view realisation assumed necessity of the decision che - tyreh problems.

During realisation of the first research problem: «to allocate trebo - vanija to graduates of medical colleges according to calls of time new you -», following results have been received.

It is shown, that reform of system of public health services at federal level and municipal level of a city of Moscow assumes neobhodi - most changes of requests to medical shots and system of their preparation at all levels. On purpose to allocate change of requests to graduates of medical college (level of average vocational training) according to new calls us are systematised (on the bases social and intersystem) condition and development tendencies it is sensible - ohranenija in the Russian federation, defined necessity reformi - rovanija this system.

To the social bases are carried: high death rate of the population, including mothers at sorts and infantile death rate; a low average life; constant growth of disease in the country; a high level of suicides; low level of financing about - grammes of obligatory medical insurance and even serious nedofi -

nansirovanie this program in a number of territories of the Russian Federation; annual increase in death rate from oncological diseases; a high level alkogolizatsii the countries and quantities of death from the alcohol use.

To the intersystem bases are carried: not answering sovremen - nym to inquiries the organisation of system of public health services; the bias of doctors and average medical staff; low level of personnel maintenance of system average medical staff in quantitative and kachestven - nom the relation, high fluctuation of the personnel in this socially - professional group; insufficient motivation of a significant part of average medical staff on employment professional it is active - stju, that number owing to low material compensation for responsible enough and a hard work; low level of medical assistance nase - leniju in the country where the quantity of doctors per capita exceeds soot - vetstvujushchy an indicator of many developed countries of the world; system of preparation not meeting with - time requests and retrainings of personnel for public health services; low level of information of system of public health services and introduction in it of innovations.

Conditions of professional work medical ra - botnikov which should be reached as a result of reforming of system of public health services of the Russian Federation are allocated: maintenance motiviro - vannosti work of medical workers, not only material interest methods, but also creation of favorable conditions professional - ache activity; development of self-management on the basis of collective the answer - stvennosti each worker of establishment of public health services; development si - stemy preparations of medical workers through processing of standards of vocational training and development of system continuous obrazo - vanija; increase not only the status of average medical staff, but also its professional responsibility.

It is shown, that now in socially-professional grup - pe medical workers of an average link exist serious proble -

We: the prestige of a trade which is at low enough level in grup - pe; a high conflictness on work; a low yield; low motivation on increase of professional level and retraining on a speciality; difficult conditions of professional work; the subordination to the doctor which is holding down the initiative and interest to self-development; a dissatisfaction with professional work; insufficiently high responsibility at fulfilment of professional functions; low psychological stability and labour activity. In our opinion, the majority these problems is connected by that by preparation of this category of workers in medical college at them necessary personal and professional qualities are not formed.

It is shown, that requests to average medical staff povy - shajutsja. This process goes not only in the Russian Federation is obshchemi - rovaja the tendency. They join abilities: to conduct professional deja - telnost in medical institution on the basis of requests kvalifikatsion - ache characteristics, to apply is standard legal base of the country, oprede - ljajushchuju the rights and responsibilities of the expert; samomotiviroatsja on vypolne - nie official duties and professional self-development, increase of the labour activity, a healthy way of life and psychological uravnove - shennost; to develop model of the professional work in various situations through planning of the purpose, problems, actions for their realisation, a choice of indicators for a self-estimation of efficiency of the dej - stvy (including recalls of patients and doctors) with the subsequent samoanali - zom the actions during realisation medical or preventive me - roprijatija; Constantly to develop in professional sense on a basis sa - moobrazovatelnoj activity, using information resources, participating in conferences, raising qualification on rates, including portals offered on the Internet; to evaluate degree of conformity of the professional competence to modern requests and on perspek - tivu, through inclusion in innovative work; successfully to adapt

At change of working conditions; to form and develop psihologo -

Pedagogical competence.

New requests to graduates of medical college opredelja - jutsja requests not only reforms of system of public health services, but also re - education system forms. In education system documents requests to graduates of establishments of vocational training as a whole are shown. To them carry: competitiveness on a labour market; professio - nalnuju competence; responsibility; social and professional mobility; motivation on self-development; a high level sotsial - ache also professional culture.

From an item of necessity of fulfilment of requests to the graduate me - ditsinskogo college, we analyse the basic approaches, realizu - emye with that end in view in system of average vocational training. As the significant part of pupils of system of an average professional about - razovanija receives not only vocational training, but also complete secondary education, we allocate modern psihologo-pedagogical approaches of development of pedagogical systems of the general and professional obra - zovanija. To these approaches, in our opinion, it is necessary to carry: integrativ - nyj the approach; the algorithmic approach; the theory of stage-by-stage formation of intellectual actions; kompetentnostnyj the approach; technology of developing training Elkonina-Davydova; didactic system mental razvi - tija Zankova L.V.

Consideration acting in system of an average medical obrazo - vanija approaches to preparation of experts has allowed to draw a conclusion, that all of them are connected with perfection of cogitative activity of students, that is and with intellectual development.

During realisation of the second research problem: «to formulate concept« intelligence », to open its functions in professional training of medical workers of an average link», the following re - zultaty has been received.

The analysis of history of formation of concept "intelligence" and approaches to its development has shown, that there is no uniform treatment of this concept and it for - konomerno as there are some completely complete theories of the given phenomenon. The concept "intelligence" is in many respects defined by the purposes in which it use also a theoretical substantiation of it is

nija.

Theories psihometriche - skie were the very first theories of intelligence. At the heart of the psychometric approach the idea that the intelligence can be defined objectively through measurement of all entering in it kompo - nent lays. The Most exact measurements consider weight various a component.

In the beginning of the twentieth century the idea defining in - tellekt as «mental force» person has been put forward. This force allows it with oprede - lennoj success to solve various problems. It is important to notice, that if the person is better and faster than others solves one problem connected with a level of development of intelligence he inevitably will better decide the others and on the contrary: will worse decide one, will worse decide also the others. For the first time the idea about possibility of an estimation of powers of thinking of the person on speed of the decision of problems has been stated and reasonable by it in F.Galtonom's nineteenth century.

At the first stage of development it has been put forward only two factors: bases - ache, (G-factor) connected directly with intelligence and the factor, opre - deljaemyj features of the test for intelligence and conditions of realisation fathers-in-law - rovanija. Actually the indicators opening the second factor and steels of wasps - new creation of a factor analysis.

Research of the person from an item of definition of intelligence on the basis of psychometric theories has led to that quantity of criteria has increased - lo at first from seven to hundred twenty, and subsequently to hundred fifty.

The psychometric approach starts with necessity to measure intel - lektualnye ability of the person, from here was entered concept psihomet - richesky intelligence or intelligence factor – IQ. Already in the sixties the twentieth century defects of overwork hobby became obvious psi -

hometricheskim a method: conclusions consider results, but in any way do not explain the intelligence nature; uneasy enough objectively to evaluate the person by more than hundred criteria; results of the test can depend on readiness tested to check tests, etc.

The indicated problems and requirement peculiar to mankind to find an explanation to the unknown person have led in the second half twentieth centuries to creation kognitivnyh theories of intelligence which develop on the basis of the psychometric approach. Kognitivnye theories are under construction on idea about neobho - dimosti at intelligence research to consider simultaneously the general and specific features of the person. Kognitivnye intelligence theories are especially important at use in formation. These theories not only fix changes of intellectual development of the person, but also explain relationships of cause and effect of its development or stagnation according to a level of development of scientific knowledge.

In the early eighties last century in frameworks kognitiv - nyh theories the idea that the intelligence concept is plural - noe has been put forward and at its research it is necessary to consider following abilities (with - stavljajushchie): the linguistic; the logical-mathematical; spatial thinking; the musical; corporally-kinesteticheskie; the communicative; the intrapersonal.

The theory of plural intelligence has formed the basis for razvi - tija researches of intelligence and in traditional sense, to creation of many kognitivno-contextual theories. In 1985 the American psychologist and the teacher R.Stenbergom had been developed trierarhicheskaja the theory intel - lekta.

The Trierarhichesky theory of intelligence bases on three bases: vnut - renny the world, external circumstances, experience. Thus private world is understood as informative abilities and personal opinions – bases of cogitative activity (verbal intelligence: vi - to put a vocabulary, ability the main thing, erudition). Under external circumstances in the given theory

Not so much surrounding conditions, how many behaviour of the person in various conditions (ability to solve a problem) are understood. In trierarhicheskoj automation of fulfilment of tasks on the basis of experience is considered theories the fact, govo - rjashchem about bolshem potential of the examinee at adaptation in new conditions, that is about more developed intelligence. In other words: experience helps spra - to be twisted with new calls, it means an intelligence integral part. Trie - rarhichesky the approach says that the intelligence is, mainly, level of adaptation of the person in society.

Along with vysherassmotrennym the psychometric approach the intelligence is considered from the point of view, by adaptations of the person in various conditions - the social approach and biology – the biological approach. The biological approach developing mainly in medicine, carries the following to main criteria of an estimation of intelligence: physiological, biohimiche - sky, nejrologichesky, and also garmonalnye the bases kognitivnogo on - management. In other words it is possible to tell, that the biological intelligence first of all considers intellectual development level through activity of structures of a brain. That is at the social approach is - polzujut, defining intelligence social indicators, and in biological - touch.

There are some approaches to interference definition biolo - gicheskogo, psychometric and social intelligence. The first approach for - kljuchaetsja that for an objective estimation of a mental potential of the examinee at the first stage it is necessary to define its biological in - tellekt from which wider psychometric intelligence («mental force» - IQ) and already on the basis of use biological follows and psychometric approaches to define social intelligence of the person.

The domestic psychology always tended to definition of level of intellectual development through social intelligence. It is important to notice, that the last decades to such approach more and more began to be declined and foreign researchers. Naturally if the intelligence is defined as

Success of adaptation in difficult situations can seem to the most important - to define features of development of social intelligence.

In 1990 at intelligence research began to use - widely sja concept: «emotional intelligence». Emotional intelligence oprede - ljaet possibilities of the person to regulate the emotions; to operate (manipu - lirovat) emotions of associates; atkualizirovat the emotions and emotions of associates for the purpose of achievement of those or other purposes, including for the purpose of intellectual development.

Now the attention to communication not emotsio - nalnogo conditions, and emotional intelligence with the organisation of labour activity is even more often paid. So influence of emotional intelligence is marked on: ef - fektivnost and quality of professional work; creation psiholo - gicheskogo an organisation climate; mobilisation of a human resource.

Now it is considered, that the emotional intelligence of average medical staff directly influences quality of services rendered to it. While satisfaction work and even a level of development professi - onalnyh skills influence quality of medical services oposredovanno. Thus both satisfaction work and a level of development professional - nyh skills are a part of emotional intelligence as important kompo - nenty.

In our opinion in formation the intelligence should be defined sle - blowing image: cogitative activity, on the basis of the generated algorithms of thinking got in the course of education, I supply - shchaja successful adaptation in various circumstances. According to the offered definition of intelligence in formation, we consider it as ability of the pupil: to adapt to (adapt) for new conditions (in a trade, in a life, in non-standard situations); to receive but - vye knowledge on the basis of the analysis already available, including to analyze, recognise and correct errors; to use abstract thinking narja - du with logic; independently to receive new knowledge, skills;

On the basis of thinking to change the relation with an environment social, a techno - gene, and natural.

In psihologo-student teaching of studying of intelligence as a whole, and also formations and developments of intellectual abilities and abilities enough wide experience is accumulated. Thus and the Russian scientists and zaru - bezhnye come to uniform conclusions. That is now quite re - alno to build psihologo-pedagogical system of development of intelligence by concrete preparation for professional work. For example, as in our case, by preparation of average medical staff in me - ditsinskom college.

During realisation of the third research problem: «to define psihologo-pedagogical approaches and principles of formation and intelligence development in system of an average medical education», following results have been received.

The system of formation and development intellectual spo - sobnostej students of the medical college, consisting of the conceptual bases and remedial model is offered.

The conceptual bases of development of intelligence of students of medicine - skogo college include the purpose - development intellectual a method - nostej students of medical college, through development of the various parties of intelligence and the theoretical block.

In the theoretical block psihologo-pedagogical approaches (1) and set of the principles (2), supplying realisation are considered tse -

Whether:

1. The substantial filling correlating with requests to you - pusknikam of medical college from systems of public health services and formations, two groups of approaches:

Throughout many decades successfully, realised in system of average vocational training (integrativnyj the approach; algorit - michesky the approach; the theory of stage-by-stage formation of intellectual actions;

kompetentnostnyj the approach; technology of developing training Elkonina -

Davidov; didactic system of mental development of Zankova L.V.);

Developed or completely, or in a main part for the purpose of formation and development of mental abilities of pupils (akmeo - logic and dejatelnostnyj).

2. The set of principles defining effective formirova - nie and development of mental abilities of students of medical college (unity of consciousness and activity, sistemnosti, differentiations, integration, problematical character, motivation).

On dialectic idea that activity defines consciousness of the person, rather the reverse in the early thirties last century S.L.Rubinshtejn has formulated a principle «unities of consciousness and activity». The given principle asserts, that the human consciousness and its thinking develops in activity, in it it and is shown. Thus notices - sja, that, despite unity of activity and consciousness it is two components of formation of the person equal in rights, but they are not identical. Any the figure - nost is regulated by consciousness, instead of is only reaction to external stimulus. The consciousness is the reality represented to the person on protjazhe - nii lives.

The principle of unity of activity and consciousness defines, that development of mental abilities of students occurs in process uchebno - educational work which is specially directed on this development.

The principle sistemnosti says that in the conditions of diverse consideration of pedagogical technologies it is important to consider not only vzai - mosvjaz all of them of elements, but also their interrelation among themselves, including for the purpose of use of several technologies in one uchebno - educational process. According to a principle sistemnosti any pedagogical system should be considered as system multilevel - vaja in which it is necessary to allocate all elements and relationships of cause and effect of interference of elements. On the basis of a principle sistemnosti were

Are developed: structural, complete and structurally functional under -

Courses.

On the basis of a principle sistemnosti was the idea is stated about it is necessary - sti to build all functions of the person, its quality in hierarchical the ambassador - dovatelnosti. That is it is important to receive not simply system description kazh - dogo qualities (mental features can be carried to them chelove - ka, features of its knowledge, activity, communication it is possible - sti, features of thinking), and to build them in rigid hierarchy.

The differentiation principle is responsible for grouping of pupils in with - otvetstvii with their educational possibilities, a choice on this basis obrazova - telnyh technologies for training of each group for the purpose of increase ef - fektivnosti pedagogical effects.

The processes of integration expressed in our opinion in the greatest measure, in existence of State standards of the contents obrazova - nija in which irrespective of possibilities of the pupil it is supposed to - stizhenie it of concrete results, at least, not more low, fiksiro - bathrooms in state standard. Therefore an integration principle neobho - dimo to consider at the decision of any teaching and educational problems, in it is frequent - nosti at development of mental abilities of students.

Sistemoobrazujushchimi the factors, efficiency of times - vitija the professional, its features cogitative actively - sti, and also requirement for professional self-realisation are defining. That is si - stemoobrazujushchimi factors are those qualities of the person which from - rush according to the definition led above to concept «in - tellekt». The important quality of the professional, the expert of an average of copper - tsinskogo level is ability to solve problem problems.

According to it we consider, that the major principle of its preparation the problematical character principle should be. That - logic chain of whom of a conclusion, in our opinion, is obvious: from studying of algorithms of the decision

Problem problems in training to the decision of these problems in professional de - jatelnosti.

The problematical character principle defines possibility not only the general time - vitija the student, but also development of its individuality. At the decision about - blemy the student inevitably learns algorithms of the decision of those or other problems (podproblem). Set of algorithms forms experience of the decision of problems. Experience of the decision of problems reduces uneasiness level at their occurrence in professional work. It is gradually formed not simply mind - nija, and skills to apply those or other algorithms, including algorithms of cogitative activity, at the decision of new problems. And last - one of the major indicators of development of intelligence.

The motivation principle defines the relation of the student to received knowledge, and professionals to executed labour activity. In this connection through a motivation principle it is important to generate at students valuable reference points to a trade, not only as to the activity satisfying them social and economic requirements and as to activity, value koto - a plenty is highly claimed by company. In our case level of socially - economic maintenance of medical workers of an average link naho - ditsja it is very low. Therefore the motivation of the future experts is necessary for conducting constantly both on development and self-development, and on it is made - stvovanie itself in a trade. To begin this process follows already in obrazova - telnom establishment.

During realisation of the fourth research problem: «to develop and approve model and organizational-pedagogical conditions formirova - nija and developments of mental abilities of students of medical college», following results have been received.

It is shown, that to the greatest degree effective formation and development of intelligence of students can be carried out at "Physics" studying because:

- Knowledge on "Physicist" is a scientific device for studying of all este - stvennyh sciences and the nature as a whole;

- The physics with mathematics elements defines decision possibilities, both problems of the exact sciences, and all natural-science disciplines;

- Running in modelling methods at passage of a rate of physics, students receive algorithms of the decision of actual professional and household problems;

- Supervision over physical laws and processes, okru - zhajushchimi the person, the analysis of these laws and processes, attempts on - njat - why in the nature occur those or other phenomena from items sovre - mennoj physicists essentially expand intellectual possibilities che - loveka;

- At training to the physicist the habit to argue is produced, pytat - sja to explain surrounding phenomena. More precisely, at lessons of physics such vozmozh - nostej it is granted more than at studying of others educational distsi -

plin;

- Information-communication technologies of training widely applied today to the greatest degree define intellectual development of students at physics studying;

- In the field of physics teaching it is prepared significant koliche - stvo the works directed on development of intelligence of pupils which can be used and are already used.

Directions of realisation of the conceptual bases, formations and developments of mental abilities of students are offered at physics studying:

1. Formation of algorithms of cerebration. Knowledge and mind - nie to apply in standard and unfamiliar situations algorithms of the decision of problems largely defines an intelligence level of development.

2. Observation development. In the course of studying of physics at studen - tov at support of the teacher abilities correctly develop to observe of the phenomena – physical and not only. Ability correctly to observe under - affects correct decisions. Ability correctly to observe develops on the basis of algorithm formation: to allocate at supervision the main thing, to search for relationships of cause and effect between the phenomena, as a result there is a motivation on research of this or that phenomenon.

3. Development of analytical abilities. The analysis is necessary for vyde - lenija features of the various phenomena, on purpose to draw conclusions and zakljuche - nija. That stipulates necessity of realisation of analogies, allocation about - shchego and especial between those or other phenomena. Similar comparisons assume use, and for this purpose and studying of special kinds of cogitative operations, such as: the induction, deduction, the analysis, synthesis, to - torye have the major significance in cogitative activity, on otnoshe - niju to what it - was not applied.

4. Motivation development on informative and research deja - telnost. Without maintenance of deep internal motivation of students on development as a whole and intellectual development in particular efficiency of other offered directions will be sharply lowered.

Mechanisms of realisation of directions, developments intellek - tualnyh abilities of students are offered at physics studying:

1. Formation of the conceptual device of a science – the major means of development of cogitative activity of students, thus occurs razvi - tie logic thinking in the course of allocation of structure of the conceptual device, understanding of interrelations between concepts. In the course of realisation of the given mechanism it is conducted not only studying of concepts of a concrete science, but also research of general scientific concepts, approaches and methods, such as: the analysis, comparison, synthesis, ordering and classification.

Formation of the conceptual device of a science instrumentalno realizu - etsja through realisation of discussions and debates, which not only sposobstvu -

et to understanding of logic of a science and fixation of its basic positions, but also produce algorithms of ordering of many phenomena, develop a clod - munikatsionnuju culture.

2. The situational training realised through submission studen - there the concrete situations connected with history of development physicists and motive - tsija on their permission (the problemno-retrospective approach). Before studen - tami the problem having deep historical roots and already of time - decided in past is put. That is unlike the great predecessors students know: the problem has the decision that gives to them to reliance. As has shown our experience situational training, makes active as individual - nuju work of students, and work in group. On the other hand, forms - sja interest to science and history history as a whole.

The important tool of realisation of situational training is use of historical experiment. At training to the physicist under isto - richeskim experiment we understand: consideration of a level of development of a science for the historical moment of opening of the new physical law or the phenomenon; studying of the biography of the researcher; discussion in group of the importance of races - smatrivaemogo the phenomena for physics, other sciences, mankind as a whole. In the course of historical experiment students offer the variants of an explanation of the phenomenon or methods of the proof of the law.

3. Problem training. For development of powers of thinking of students in the course of physics teaching through formation of algorithms of cogitative activity it is supposed to use problem obu - chenie. Problem training is connected with necessity of availability of high psihologo-pedagogical preparation of the teacher, and also high mo - tivatsii students on the decision of problem research problems in a rate

"Physicists".

As the basic tool of realisation of problem training submission of the contents serves in our research in the form of problems which are allowed stage by stage. These stages concern: definition of contradictions,

Allocation in them main and minor on the basis of what deklariru - etsja a problem (a technique of stage-by-stage training); ways razreshe - nija problems are offered; the most effective directions of removal of the allocated contradictions for the purpose of the problem decision are defined; occurs nepo - sredstvenno the permission of the allocated contradictions, that is problems; about - the analysis of fidelity of the decision and submission to its companions and the teacher is found; conclusions, including forecasts, on rezulta - there permissions of those or other contradictions are produced; possibilities of use of the offered directions (mechanisms) for the permission of new problems as algorithms are analyzed

4. Creation of the special educational environment supplying time - vitie of various components of intelligence: cultures of thinking, memory, adaptability in various situations. To tools of realisation of the given mechanism by us are carried: the organisation of teaching and educational process on a basis kognitivnogo interactions of students among themselves and with prepodava - teljami; virtual training on the basis of use new informatsi - onnyh technologies.

At the organisation kognitivnogo interactions are staticized: ra - a boat with tests which largely has character game deja - telnosti, forming of algorithms of the decision of problems in group and individual - but with the subsequent discussion.

New information technologies in the course of training to the physicist most effectively supply intellectual development of students at use of the lichnostno-focused training, for the account posledo - vatelnogo complications of the virtual tasks represented to students, according to success of the fulfilment directly depending on a level of development of cogitative activity.

Thus, the formation and development model intel - lektualnyh abilities of students of medical college is developed at physics studying. The model consists of three blocks: directions of development to intelligence -

alnyh abilities of students of medical college at studying fizi - ki, mechanisms and tools of their realisation.

Realisation of model of formation and development intellectual spo - sobnostej students of medical college at physics studying predpo - lagaet necessity of fulfilment of following organizational - pedagogical conditions:

- Allocation of groups of students on the basis of differentiated podho - yes for realisation kognitivnoj works according to possibilities of pupils of each group;

- Carrying over of the centre of gravity on the mediated influence on students that does not deny necessity and direct effect on them;

- Working out and introduction as uniform system of diagnostics dostizhe - ny students in the field of intellectual development, and differentsiro - bathing approaches for each of in advance allocated groups of students, and in an ideal for each student;

- Definition of intellectual possibilities of students as is possible at earlier grade levels. Without realisation of the given position dosta - it will be precisely difficult to group students for effective joint informative activity;

- Use at division into groups of knowledge not only about intel - lektualnyh abilities of students, but also their psychophysiological oso - bennostej, and also the account of gender distinctions;

- Construction of educational process on the basis of technologies razvi - vajushchego, the lichnostno-focused and individual training;

- Use of diverse teaching materials (textbooks, about - blemnye tasks and problems, materials of laboratory works and practical works, multimedia materials) and organizational forms of their submission (lecture, a practical training, laboratory works, debates, performances with reports);

- Special preparation of teachers.

The last condition means necessity of increase kvali - fikatsii teachers, including through self-educational the figure - nost. Realisation of system of formation and development intellectual spo - sobnostej students of medical college puts forward to professional activity and to knowledge of the pedagogical case new requests:

- Constantly to evaluate intellectual development level studen - tov. Thus to motivate students on self-inspection that in rezul - tate the teacher became the assistant in self-inspection, and the student the real subject of educational process;

- Accurately to build during teaching and educational process of the purpose and a problem of development of cogitative activity of students;

- On the basis of the analysis of possibilities of students to develop to the individual - alnye training programs, through educational trajectories within the limits of the standardised contents of formation, and also variativnye the theme - ticheskie subroutines according to interests and possibilities learning - shchihsja;

- algoritmizirovat mechanisms of studying of a teaching material, vzai - modejstvija with companions and teachers that does not exclude working out of new mechanisms including on the basis of association of known or their elements;

- To build the problem situation specified through questions and the tasks, in the form of the consecutive stages requiring subsequent razre - shenija;

- To carry out on a constant basis monitoring of results teachers - cheskogo process. Monitoring is a comparison of results samoobsle - dovanija with conclusions of the teacher, companions on study and reception on this basis of the integrated estimation of achievements or failures.

For an estimation of a system effectiveness of formation and development of mental abilities of students of medical college we had been selected set of indicators. The qualities of the person defining development intellectual spsobnostej and fulfilment of problems of professional training in medical college have been carried to these indicators.

Following indicators have been included in set of qualities of the person in the form of levels: general educational preparation, preparation on professional disciplines, developments of informative interest, kognitivnyh abilities, abilities to use problem training, motivations on research activity, educational activity, development of logic thinking, development of analytical abilities, developments of abilities to systematise, developments of intelligence on the basis of factor measurement - IQ, developments of emotional intelligence - EQ.

For fixation of indicators following methods were used: questioning, testing, supervision, the analysis of success of results of training. On all offered indicators students of experimental group have shown higher results.

The main tasks of system of average vocational training are: preparation of the competent expert with a high level of general educational preparation. Therefore in research we studied results of introduction of system of development of mental abilities of students of medical college on relizatsiju these problems in experimental and control groups.

The quantity of students with a high level of estimations in general educational subjects has increased on 11 % in experimental group and on 4 % in the control. The quantity of students with low level of estimations in general educational subjects has decreased in eksperimental - ache to group on 18 % and on 5 % in the control.

Results of questioning of students concerning their estimation of the general educational preparation have shown, that they consider level of the general educational preparation, and also the companions a little above a real state of affairs. It allows to draw a conclusion that they do not consider the acting monitoring system of level general educational under - cooking enough objective on the one hand, and with other - pereotseniva - jut the successes in general educational subjects. It is important to notice, that this rupture much more low at students of experimental group in comparison with the control.

The quantity of students with a high level of estimations on professional disciplines has increased on 24 % in experimental group and on 6 % in the control. The quantity of students with low level of estimations on professional disciplines has decreased in eksperimental - ache to group on 15 % and on 9 % in the control.

The quantity of students with a high level professional a computer - tentnosti by results of their self-estimation in experimental group snizi - an elk on 4 % on the second year of experiment, and then raised constantly from

45 to 64 %. And in control group this indicator raised constantly from

58 to 83 %. On the basis of what it is possible to draw a conclusion, that students eksperi - mental group evaluate the successes in training more objectively, than students of control group.

Results of experimental work have allowed to draw conclusions that the offered system of development of mental abilities of students of medical college develops base components intellek - that, promotes more successful development general educational and about - fessionalnyh disciplines.

The basic conclusions on work:

1. Are systematised (on the bases social and intersystem) tendencies of a condition and public health services development in the Russian federation, and also problems in socially-professional group of medical works -

nikov the average link, interfering their effective professional work and defined necessity of reforming of system of public health services.

2. It is shown, that requests to average medical staff on - vyshajutsja is a universal tendency. Requests to you - pusknikam medical colleges according to new calls, svja - zannymi with reforming of systems of public health services and formation of Russia - skoj are presented Federation.

3. On the basis of the analysis of requests to graduates medical kolle - dzhej according to the new calls connected with reforming of systems of public health services and formation of the Russian Federation, and also wasps - novnyh the approaches realised in system of an average professional obra - zovanija, it is shown, that all of them consider development of mental abilities of pupils as one of the main tasks.

4. It is shown, that the concept "intelligence" at the present stage science developments is in many respects defined by the purposes in which it use and teoreti - cheskim a substantiation of this use. Thus now from - sutstvuet uniform treatment of concept "intelligence". Definition of concept intelligence Is offered, in the conditions of necessity of the decision of problems obrazovatel - ache spheres: the intelligence is a cerebration, on a basis sformiro - the bathing algorithms of thinking got in the course of education, obespe - chivajushchaja successful adaptation in various circumstances. The functions of intelligence shown through mental abilities are opened.

5. The system of formation of development intellectual spo - sobnostej students of the medical college, including is developed: the conceptual bases; remedial model and organizational-pedagogical uslo - vija realisations.

6. Position that to the greatest degree effektiv - noe development of intelligence of students can be carried out at studying «Fi - ziki» is reasonable and on this basis the formation and development model is developed intel -

lektualnyh abilities of students medical the college, including three blocks: directions of development of mental abilities of students of medical college at physics studying; mechanisms and tools of their realisation.

7. Requests to professional work and knowledge of the pedagogical case realising system formiro - vanija and developments of mental abilities of students of medical college, and also set of indicators for monitoring of its efficiency are allocated.

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A source: Vorob'yev Sergey Vladimirovich. FORMATION And DEVELOPMENT of MENTAL ABILITIES of STUDENTS of MEDICAL COLLEGE. 2014

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