@article {475, title = {INFLUENCE OF PSYCHO-PEDAGOGICAL SUPPORT ON LEARNING EFFICIENCY AND EDUCATION OF STUDENTS AT TECHNOLOGICAL UNIVERSITY}, journal = {Problems of Education in the 21st Century}, volume = {26}, year = {2010}, month = {November/2010}, type = {Original article}, chapter = {132-141}, abstract = {In the given work the problem of training and education of students at higher technological schools in the context of the personal formation of a future expert {\textendash} technologist under the influence of psycho-pedagogical support (PPS) is investigated. The basic criteria confirming the efficiency of PPS helped us to choose the following indicators of cognitive and personal development: thinking, intelligence, impulsiveness and morals. The primary PPS goals of training and education of students at higher technological school were: application of pedagogical diagnosis; use of various methods of education; consideration of merits and abilities of students; formation of a positive self-appraisal; training of the self-stimulation positive behavior technique. To solve the highlighted problems the following methods have been applied: the organization and holding of conversations and seminars on self-education within the limits of the developing at the university system of students{\textquoteright} moral education; holding some lectures on psychology and pedagogics for strengthening the liberal-moral component of vocational training; the socio-psychological training directed on the formation of communicative skills, the development of abilities to come into contact with associates, helping to remove the internal barriers, disturbing the effective interaction but promoting the consciousness of personal qualities; the self-reports of students stimulating internal activity and work of consciousness. The efficiency of PPS influence on training and education of students at the higher technological school is confirmed by the fact that students have increased their analyticity of thinking, have raised their IQ level while impulsiveness has decreased and the indicator of good manners has improved. The presented PPS model is a part of the innovative system of psycho-pedagogical support of vocational training of students at higher school that we have been developing throughout a number of years. }, keywords = {analyticity of thinking, intellectual development, psycho-pedagogical support}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594313}, author = {Olga Logashenko and Tatyana Shaposhnikova} } @article {148, title = {THE EFFICIENCY OF THE PSYCHOLOGY-PEDAGOGICAL ACCOMPANIMENT OF THE SCIENTIFIC-PRACTICAL ACTIVITY OF STUDENTS-PSYCHOLOGISTS}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {180-191}, abstract = {The presented work is the logical continuation of the research carrying the title {\textquotedblleft}The Motivation and Methodological Aspects of Psycho-Pedagogical Accompaniment of the Scientific-Practical Activity of Students-Psychologists{\textquotedblright} published in the scientific collection {\textquotedblleft}Problems of Education in the 21st Century{\textquotedblright}, Volume 2, 2007, {\textquotedblleft}Variety of Education in Central and Eastern Europe{\textquotedblright}. In addition to the two earlier presented stages of the psycho-pedagogical research (the diagnostic and forming) the results of the third stage devoted to the efficiency identification of the presented system of the scientific and practical activity of students have been analyzed. In our opinion the efficiency of the continuous system that is an integral component part for the training of qualified specialists and that was defined through the notion {\textquotedblleft}scientific and practical activity{\textquotedblright} is expressed in: 1) the development of the specialist{\textquoteright}s ability successfully project and discover earlier unknown ways to solve coming problems; 2) the ability to work out in the teaching process some evaluating mechanisms for the cognitive activity that include the modeling and comprehension of problem situations, the forming of aims, the planning and the evaluation of activities, the making of hypothesis and analogies; 3) the support in discovering of the research potential of a future specialist; 4) the development of the personal position in the educational and research activity; 5) the stimulation of the {\textquotedblleft}breaking{\textquotedblright} the limits of the curriculum, deliberate self-determination 6) the orientation of the educational process of a student to the individual research activity otherwise it is impossible to create the educational environment where a new type specialist {\textendash} teacher-researcher ready for the innovative activity, the participation in the reforming test {\textendash} research work by using individual creative approach as one of the productive interactive forms of teachers and students. The efficiency is proved by: {\textbullet} the increase in the quantity of students aimed at the pedagogical activity and having the formed general educational and pedagogical abilities; {\textbullet} the meaning growth of the educational and familiarization practice in students{\textquoteright} minds; {\textbullet} the increase of the creative activity; {\textbullet} the readiness for using the results of the educational and familiarization practice on the subsequent stages of the professional training. }, keywords = {creative activity, psychology-pedagogical accompaniment, research potential, scientific-practical activity}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392235691.pdf}, author = {Olga Logashenko and Tatyana Shaposhnikova and Lyudmila Lomakina} } @article {58, title = {THE MOTIVATION AND METHODOLOGICAL ASPECTS OF PSYCHOLOGO-PEDAGOGICAL ACCOMPANIMENT OF SCIENTIFIC-PRACTICAL ACTIVITY OF STUDENTS-PSYCHOLOGISTS}, journal = {Problems of Education in the 21st Century }, volume = {2}, year = {2007}, month = {September/2007}, type = {Original article}, chapter = {166-174}, abstract = {In the concepts of the national educational policy to Russian Federation mined priority directions of the development and the modernization of the system of education for 2004-2010 years have been determined. Special Emphasis is put on the creation of the conditions for professional training improvement of the trained, and on the formation not only skills and abilities, but also on the creative in use. Problems faced by psychologists are constantly becoming more complicated, that1s why the problem of the shaping for students-psychologists of the creative approach to the decision of research and practical problems is very topical. The Optima decision of this problem is the creation of the unceasing system of psychologo-pedagogical accompaniment of the scientific-practical activity (SPA) of student. Psychologo-pedagogical accompaniment of SPA provides: a) at the starting-up stage: the creation of scientific-methodical base, planning of organizational actions, the making of psycho-pedagogical diagnostics level of the qualification of student; b) at the stage SPA the improvement and personalization of psycho-pedagogical knowledge, skills and abilities; c) at the stage of analysis: the diagnostics of the results of psycho-pedagogical accompaniment, comprehension and comparison of the changes of the substantial base, the statistical processing of the received data; d) at the final stage: the generalization and the efficiency estimation of the offered psycho-pedagogical accompaniment SPA, the development of recommendations for students and teaching staff of Krasnodar Institute of Economics and Management in Medical and Social sphere. Psychologo-pedagogical accompaniment of SPA of students-psychologists, provides the availability of normative-legal, psycho-diagnostic; scientific-methodical, organizational, information-computer provision, as well as phased checking of knowledge. The realization of our designed system of psychologo-pedagogical accompaniment of educational-introductory practice of student-psychologists have shown its influence upon the process of the shaping of the professional, creating readiness for the future professional activity. }, keywords = {personal-oriented professional training, psychologo-pedagogical accompaniment, scientific-practical activity}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392220874.pdf}, author = {Tatyana Shaposhnikova and Olga Logashenko} }