Ƙarfafawa a cikin pedagogy da ilimin kwakwalwa

Ƙasashen waje shine zurfin ci gaban mutum yayin hulɗa da wasu. Mutum zai iya yin la'akari da kansa, da zaɓar aiki da kuma kula da tafarkinsa, don daidaita dabi'un al'umma.Yaron ka'ida ta samo aikace-aikacensa a cikin ilimin kimiyya kamar haka: falsafanci, ilimin tunani, ilmin lissafi da zamantakewar zamantakewa.

Mene ne interiorization?

Ƙasashen waje shine kafa tsarin haɓaka ta ciki ta hanyar aiki na waje. Lokacin da matakan ƙwaƙwalwa ke faruwa:

• ci gaban tunani;
• maturation da kuma ci gaba da ayyuka na psyche a matsayin duka;
• kwarewar rayuwa ;
• zamantakewar mutum.

Mene ne rikice-rikice a cikin ilimin halin mutum?

Dukkan ayyukan waje na mutum an tsara ta ta hanyar tunanin mutum ta ciki. Ƙaddamarwa a cikin ilimin kwakwalwa shi ne nazarin hanyoyin tafiyar da bayanai da ke fitowa daga waje zuwa ciki. Mutum yana aiki tare da ayyuka masu ban sha'awa, don haka an kafa kwarewa wanda ya ba da izini don aiwatar da aikin da ya riga ya riga ya kasance a cikin tunani - aiki na motsa jiki ba tare da haɓaka abubuwa ba. Ginawar halayen sifofin hankali yana taimaka wa mutum ya "motsa" hankali a lokuta daban-daban.

Binciken da ake yi na haɗin kai ya hada da masu ilimin ilimin kimiyyar psychologist J. Piaget, L. Vygotsky a cikin ra'ayi wanda wani aiki na tunanin mutum ya fara kasancewa a matsayin waje, sa'an nan kuma a cikin hanyar ƙwarewa yana da tushe a jikin mutum. Gabatarwar maganganu yana faruwa a cikin hanyar internalization kuma an kafa shi a cikin matakai uku:

1. Mazan amfani da maganganunsu don tasiri ga yaro, ƙarfafa shi yayi aiki.
2. Yara ya amince da hanyoyin sadarwa kuma ya fara rinjayar mai girma kansa.
3. A nan gaba, yaron ya rinjayi kalma akan kansa.

Mene ne rikice-rikice a pedagogy?

Harkokin da ke cikin ilimin halayyar mutum shine muhimmin hanyar bunkasa fahimtar dabi'ar ɗalibi kuma an ba shi wani muhimmin wuri kuma sakamakon wannan tsari ne kawai ba'a samo shi ba kawai ta hanyar sayen sababbin ilmi ta ɗalibai, amma ta hanyar canza yanayin tsarin mutum . Harkokin da aka samu na 'yan makaranta ya dogara ne akan halin da malamai suke yi. An yi imani da cewa muhimmancin al'amura a cikin ilimin ilmin lissafi shine tsarin ilimin ilimi da kuma ƙwarewar dabi'un mutum wanda ke taimakawa wajen:

• haɓaka halayyar halayyar ɗaliban;
• kafa wani yanayi mai dorewa;
• da haɓaka dabi'un dabi'a da dabi'a da kuma ka'idojin al'umma.

Intiorization a falsafar

Maganin falsafanci sun karbi manufar rikice-rikice. Ayyukan aiki shine hanyar sanin duniya da kuma kasancewa. Sashin ilimin falsafanci-gnoseology yana ganin ka'idar gaskiya ne a aikace, amma aikin da kanta shine hanya ce kawai ta samar da ilimin gado. D.V. Pivovarov ya kammala: aikin ɗan adam ya samo shi daga aiki mai kyau ta hanyar kwatanta batun da ke ciki na ainihin batun. Ka'idodin rikice-rikice a fannin falsafanci yana nuna cewa aiki na hankali mutum shine hanya ta fahimtar zama.

Ƙarfafawa cikin ilimin zamantakewa

Tattaunawa na zamantakewar jama'a shine tsarin aiwatar da haɗin kai da kuma muhimmancin mutum a matsayin ƙungiyar zamantakewa ta hanyar ɗaukar dabi'u, al'ada da al'adun al'adu ta mutum. Ƙungiyar ta zamanto gaba daya kuma mutum dole ne ya dace da yanayin canji na al'umma. Masana ilimin zamantakewa sunyi imanin cewa ci gaba da mutum mutum yana faruwa ne saboda sakamakon hadin gwiwa. Hanyar yin amfani da juna tsakanin mutum ya ƙunshi abubuwa uku:

1. Musamman . Ka'idar L. Vygotsky game da ci gaba na ci gaba da yaron ya nuna yadda muhimmancin haɗuwa da juna tsakanin ayyukan da ba a sani ba game da yaron - wannan yana cikin aiki mai mahimmanci (mutum).
2. Intimization . "Mun" zama "I". Yara a ƙarƙashin shekara 2, suna magana akan kansu a cikin mutum 3 - suna kiran kansu da suna, kamar yadda ake kira su manya. Transition zuwa "I" - akwai sani game da kai da kuma ma'anar ma'anar ma'ana.
3. Samar da halayen ƙwarewar ciki ko ƙwarewar mutum . A wannan mataki, akwai fitarwa - tsari na badawa a waje da bayanin da aka sarrafa, bayani, kwarewa. Matsayi da kuma rinjaye ayyukan halayyar ci gaba.