Unusual lessons in psychology. General psychology

The Psychology category contains free online video lessons on this topic. Psychology is the science of behavior and mental processes in humans and animals. Psychology studies the features of the emergence and functioning of mental processes (perception, memory, thinking), mental states (tension, emotions, motivation, frustration) and mental properties (character, temperament, abilities, inclinations). Knowing the basics of psychology, you can learn how to competently get out of conflict situations, convey your thoughts to your interlocutor, build relationships, manage your emotions, understand the motives of people's behavior and generally avoid many mistakes in your life. Learning psychology from video lessons will be useful for both beginners and more experienced psychologists. You can watch video lessons from the Psychology heading for free at any convenient time. Some video lessons in psychology are accompanied by additional teaching materials that can be downloaded. Happy learning!

Total materials: 1
Shown Materials: 1-1

Pages: 1

General psychology course. Lecture 1. Introduction, psyche, consciousness

In this online lesson we will talk about general psychology - the first lecture of the training course. The author of the video lecture is Lomonosov Prize laureate Professor V.V. Petukhov. First theme - general characteristics psychology as a science. Psychology is the science of the mind. The first characteristic of the psyche is that it is a subjective reflection of reality, i.e. reflection of the world in which the subject lives and acts. A reflection of objective reality, no matter what it is about, perception, thinking...

In secondary general education and special educational institutions (schools, gymnasiums, lyceums, technical schools, colleges), a lesson is a traditional type of class work. A lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time. This definition (cited in: Pedagogy, 2002) reflects certain aspects of this rather general concept. The main characteristics of the lesson is that it is a form of learning organization:

groups of students of the same age;

permanent composition;

class on a fixed schedule;

with the same curriculum for all.

The essence of the lesson comes down to "the collective-individual interaction of the teacher and students, as a result of which students acquire knowledge, skills and abilities, develop their abilities, experience, communication and relationships, as well as improve the pedagogical skills of the teacher" (Pedagogy, 2002, p. 327).

From the point of view of the teacher, the lesson is the management of the cognitive activity of students. From the point of view of the student, this is the assimilation of scientific, practical and social experience and development. The function of the lesson is to achieve certain, relatively completed, goals on the path of knowledge and development. Goals are intended, pre-planned results of activities. The lesson contributes to the achievement of certain didactic goals, the solution of specific tasks in each individual time period of the educational process. Features of the lesson as an organizational form of learning are determined by its goals and objectives.

A typical lesson involves the following forms of educational work and the solution of the corresponding didactic tasks:

checking homework and reviewing what has been learned;

explanation of new educational material;

consolidation and application of new material.

The sequence of solving these didactic tasks may be different. The traditional combined lesson plan includes the following points:

organizational moment;

checking homework;

a survey of students on previously covered material;

learning new material;

its consolidation;

home assignment.

126 Chapter 6. Organization of training and types of training sessions in psychology

However, there is no need to always strictly adhere to this sequence in lesson planning. A flexible and variable approach to the structure of the lesson eliminates the pattern in its conduct. The elements of the structure of the lesson can be various activities of the teacher and students.

The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by great variability:

in one lesson, it may include a teacher's story, posing questions for students to reproduce the information they have communicated, performing exercises according to the model, solving problems, etc .;

I am now 11 years old and courageously moving forward, and next to me is my favorite foreign language school. I also enjoyed the very helpful course on interpersonal communication. Atmosphere, attitude, professionalism, EVERYTHING on high level! LANGUAGE TRAINING AND COMPUTER EQUIPMENT.

To the Intellect team, many thanks! Great professional, well organized, modern communications! My son and daughters attend the school for about four years. Continue to be still committed to your work! During my two year period, my son attended the school day center at your center. At the same time, we also benefited from individual tutoring in mathematics. He is now an eighth grade student and we will still be happy to help you if needed. Very professional and quickly solves every problem.

on the other - demonstration ways of doing things, their reproduction by students, solving problems using the same method in new, non-standard situations, etc .;

on the third - the solution of search problems, with the help of which new knowledge, generalizations of the teacher, etc. (Pedagogy, 2002, pp. 333-334).

Lesson types. In modern didactics, there are several approaches to the classification of lessons, each of which has a defining feature. Let us dwell on one of them, the most generalized. Makhmutov proposes to classify lessons according to the purpose of the organization, determined by the general didactic goal, the nature of the content of the material being studied and the level of preparedness of students. In accordance with this approach, five types of lessons are distinguished (Makhmutov, 1985).

Lessons in learning new material. The purpose of this type of lessons is to master new material by students by explaining the new material by the teacher, streamlining and consolidating what was previously learned. It is impossible to learn new material without remembering the material already covered, without relying on it and without applying it. Forms of studying new material can be:

• explanation of the teacher with the involvement of students in the discussion of individual issues;

  heuristic conversation;

  independent work with the textbook and other sources;

  setting up and conducting experiments and experiments.

Within the framework of this type, teachers can apply such types of lessons as:

lesson-lecture;

lesson-seminar;

What we do every day, which we show to the world around us, is appearance and a reflection of the most superficial layer of our consciousness. But there is also a deeper layer of consciousness that is inaccessible to the surface, namely codes, archetypes, or, as in yoga, are called samskara. These are the keys to our spontaneous reactions, actions and any mental blockage.

Simply put, the deep layer is the cause and the surface is the effect. There is a heavy curtain between our psychic essence and its outward manifestation. The main rule in the field of the psyche is the truth. Truth is one, but it has different sides, and one is universal driving force creations. For life to exist in order to survive in the human race, without even suggesting that we bet on this aspect of truth, but we look at it from its point of view, which is the result of everything we have to understand life and death.

movie lesson;

lesson of theoretical and practical independent work;

a mixed lesson (a combination of different types of lessons in one lesson) (quoted from Pedagogy, 2002, pp. 336-337).

6.5. Psychology Lesson 127

Lessons to improve knowledge, skills and abilities. The main didactic tasks that are solved in these lessons are as follows:

♦ systematization and generalization of new knowledge;

repetition and consolidation of previously acquired knowledge;

application of knowledge in practice to deepen and expand previously acquired knowledge;

skills formation and skills;

control over the course of studying educational material and improving knowledge, skills and abilities (Pedagogy, 2002, p. 337).

The real reasons for everything we do and which is the reason for our choices at critical moments is the psyche. WITH in small steps, confident in the direction, we can change our point of view. It's a change, and it's life changing. No one can know if it will be better, but it is definitely a change, an awareness and a desire. This is a difficult task of yoga psychology.

Yoga is an ancient teaching about the body and mind

Yoga achieves inner harmony. Yoga is not something that can be explained in words and not in practice. It forces us to explore deep human nature and the path of self-discovery. Typical for yoga are. There is also a concept - a transcendental state of consciousness, which means a degree of consciousness up to the top of human abilities. Also considered are theories of the qualities of the material world, such as Satva, Rajas and Tamas, which exist together in absolutely everything, since one of them is predominant. These qualities exist both in our thoughts and in our actions. Each of our events can be viewed from the point of view of those forces of material construction. Each of the yoga theories affects a variety of aspects of life as well as the universe. Moral principles - accepted and conscious moral views. Everything we do is intentionally done and is the best possible at the moment. The people we associate with meet our requirements, even when we don't understand why we have conflicts with them. We have made our choice in our relationships based on those hidden preferences that have fallen into the unconscious layers of consciousness. Exercises for the physical body - asanas. This part of yoga increases self-discipline and will, as well as increases self-esteem and improves the body. Last but not least, exercise is extremely healthy and all organs and systems feel refreshed and toned. Breathing practices - let's delve into the realm of spirituality. Breathing practices strengthen us, they are not just breathing exercises, they are a higher spiritual practice. Through them we learn to control our minds, learn to master our breath and use the life force we have and take on. Through breath control we can control our thoughts, our lives! Mediation methods are the essence we are striving for. There are different views on meditation - some are positive, others are not. Through meditation, we can come to know the side of ourselves that is veiled: conventions in life, habits, religion, education, lifestyle. This is the practice by which yoga touches the human psyche. For this reason, yoga psychology is a unique system of internal change and development. The practice of yoga nidra is one of the most easily attainable methods and has a strong influence on the inner world. In a targeted way, it can influence the potential of each person, and can help relieve anxiety and other forms of anxiety.

• The theory of multidimensional man.
• He explores various states of consciousness with their characteristics.
• These four states are wakefulness, insomnia, sleep and deep sleep without dreams.

Change within is change and exit.

In this type of lessons, several subtypes are distinguished: lessons for consolidating the material being studied, lessons for repetition, lessons for the integrated application of knowledge, skills and abilities.

The main types of lessons of this type include:

lessons of independent work (reproductive type - oral and written exercises);

lesson-laboratory work;

lesson of practical work;

lesson-excursion;

lesson-seminar (Pedagogy, 2002, p. 337).

Lessons of generalization and systematization. Such lessons encourage students to repeat large sections and blocks of educational material, allow them to realize its systemic nature. The lessons of generalization and systematization provide for all the main types of lessons.

Combined lessons. This is the most common type of lesson in existing school practice. It solves various didactic tasks from among those discussed above, which is why this type of lesson is called "combined". The methodological structure of such a lesson includes the following main elements:

organization of students at the beginning of the lesson;

repetition and testing of students' knowledge, revealing the depth of understanding and the degree of strength of everything studied in previous lessons and updating the necessary knowledge and methods of activity for subsequent work on understanding the newly studied material in the current lesson;

the introduction by the teacher of new material and the organization of the work of students to comprehend and assimilate it;

primary consolidation of new material and organization of work to develop students' skills and abilities to apply knowledge in practice;

formulation homework and instructions for its implementation;

summarizing the lesson.

128 Chapter 6. Organization of training and types of training sessions in psychology

The listed components of the methodological substructure of the combined lesson interact with each other and often pass into each other; they can change the sequence depending on the organization of the cognitive process. In such cases, the structure of the combined lesson becomes flexible and mobile (Pedagogy, 2002, pp. 339-340).

Lessons of control and correction of knowledge, skills and abilities. Lessons of this type are designed to assess the results of learning, the level of assimilation of educational material by students, diagnosing the level of learning of students, correction in the learning process. Such lessons might look like this:

oral survey (frontal, individual, group);

written survey;

dictations;

presentations;

problem solving;

credit work;

control independent work;

These types of lessons are conducted after studying the volume sections and topics of the training course.

After the control lessons, a special lesson (or part of the lesson) is conducted on analysis and explanation common mistakes, advantages and disadvantages in the knowledge, skills and abilities of students.

Preparing a teacher for psychology lessons is:

in the selection of information material for use in the classroom;

in highlighting the basic facts, phenomena, concepts, patterns that make up the knowledge that must be mastered by students;

in choosing ways to explain this knowledge;

in the selection of examples and illustrations for concepts and patterns;

in the development of types of practical activity aimed at mastering and consolidating knowledge;

in the development of developing types of student activity;

in the distribution of tasks for classroom and independent work.

The most important task in preparing for a psychology lesson should be the selection and formulation of knowledge that will be the subject of study:

mental phenomena;

1. regular connections of mental phenomena;

   psychological facts.

It is inappropriate to saturate the lesson with a large number of concepts, facts, patterns. It is much more important to ensure the understanding of the new material and its consolidation in practice, to show the possibilities of practical application of the acquired knowledge.

6.5. Psychology Lesson 129

As sources in preparing for the lessons, those textbooks, scientific and popular science books that are listed in the program are used. In addition, articles in scientific and popular science journals (which are usually not indicated in the program) can also be used.

As a basis for preparing for psychology lessons at school, textbooks published in our country and study guides for schools (Kolominsky, 1986; Nemov, 1995; Klimov, 1997; Rean, Gatanov and Baranov, 2000), for elementary school - a textbook edited by I. V. Dubrovina (1998). In addition, textbooks for junior university students can also be used as teaching aids (Godfroy, 1996; Introduction to Psychology, 1997; Maklakov, 2001).

Sometimes teachers find it difficult to choose one teaching aid, which, from their point of view, would be most suitable for students. Therefore, when preparing for lessons, it is possible to combine materials from different books.

The benefits listed above have the undoubted advantage that they present psychological knowledge in a systematic way. However, the completeness and accessibility of the presentation of individual issues in them is not the same. Therefore, many teachers use them selectively.

In addition to teaching aids, when preparing for lessons, you can use popular science books and articles in popular science magazines and newspapers. They are written in an accessible language and are accompanied by examples. Therefore, they are convenient to use when preparing for lessons. Interesting AND useful materials on psychology are published from time to time in such journals as "Science and Life", "Knowledge is Power", "Health"; the heading "Psychologist at the blackboard" is in the newspaper "School Psychologist".

There are a lot of popular scientific publications on psychology. Most of them are devoted to a certain area of ​​psychology, so the names of specific books that are useful in preparing for lessons will be given in the appropriate sections.

Books and articles on psychology for children and youth may be most useful, since they are already adapted for the appropriate age category. We will list the titles of books on relevant topics below when considering individual topics.

Scientific publications and articles in scientific journals present a description of scientific research, intended, as a rule, for specialists. You can find the latest scientific data in them, however, when preparing for lessons, the teacher needs to present this material in a didactically accessible form for students of the appropriate level of education. The most famous scientific journals in psychology in our country: "Questions of Psychology", "Psychological Journal", "Bulletin of Moscow University Series 14, Psychology". In recent years, the journals "Foreign Psychology", "Psychological Review", "World of Psychology", "Children's Practical Psychologist", "Journal of a Practical Psychologist" began to appear. From time to time they publish articles that are useful and interesting not only for professional psychologists, but also for teachers.

As a result of such preparatory work, a summary of the lesson is developed, which is a concise, coherent presentation of the content of the educational material that the teacher teaches students and the types of activities that are used.

130 Chapter 6. Organization of training and types of training sessions in psychology

Lesson outline. The type of design of the abstract of the lesson in psychology may be different, but in any case it should include:

the wording of the topic;

description of the goals and objectives of the lesson;

listing the main stages of the lesson;

a brief description of the content and activities of the teacher and students at each stage of the lesson;

description of visual aids and methods of their use in the lesson;

an indication of the approximate time that individual fragments of the lesson will take according to the teacher's assessment.

The most important feature of a good abstract is the possibility of its practical use for the lesson. To do this, it must be readable enough in any conditions of the lesson, with any location of the teacher in the classroom. The outline should be a clear and concise guide to the lesson for the teacher and help in its conduct.

Organization of educational activities of students in the classroom: In pedagogical literature and school practice, there are three main forms of learning activity:

frontal, which involves the joint actions of all students in the class under the guidance of a teacher;

individual, which involves the independent work of each student individually;

group, which involves the work of students in subgroups of 3-6 people or in pairs; tasks for groups can be the same or different (Pedagogy, 2002, pp. 344-354).

When organizing and conducting psychology lessons, it is necessary to take into account a number of psychological and pedagogical principles of education. In particular, it is important to manage the attention of students in the lesson, its stability and switching. Maintaining a high level of attention for a long time is a difficult task for most children. As practice shows, from time to time there is a decrease in attention, which is often called an attention crisis. The frequency of crises depends on the age of students and the degree of interest in the studied educational material; usually a crisis comes about every 15 minutes. At these moments, it is advisable for the teacher to activate involuntary attention, to switch students' attention to new types of activity.

Since the study of psychology at school is primarily of developmental importance, the planning of developing types of student activity in the classroom should be given special attention. As developmental tasks, tasks can be used to master the means of understanding other people and self-knowledge, to master effective methods of intellectual work (development of observation, mnemonics, mental operations and problem solving strategies), to master the methods of mental self-regulation (relaxation, auto-training).

6.6. Studying literature, preparing students for classes in psychology 131

Homework in psychology should be creative and not create additional learning overloads. The main emphasis in the study of psychology should be done in the classroom.

In conclusion, we note that in the literature on psychology, the concept of "lesson" sometimes means different types of classes: both subject-oriented and student-oriented. In this section, we have considered mainly the organization of psychology lessons of a subject-oriented type. The lessons of the student-oriented type, in terms of the content of the activity and the methodology of conducting, are rather extracurricular activities. The methodological aspects of their planning and organization are similar to psychological trainings.