Differential-Psychological and Psychophysiological Approaches to Learning in Modern School
Kabardov M.K. Doctor in Psychology, Head of Laboratory, Psychophysiology and Differential Psychology, Institute of Psychology, the Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org Aminov N.A. Ph.D., Leading Researcher, Institute of Psychology, the Russian Academy of Education, Moscow, Russia, email@example.com Zhambeeva Z.Z. Ph.D. in Psychology, Leading Researcher, Institute of Psychology, the Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org Burmistrova E.V. Ph.D. in Psychology, Associate Professor, Department of Psychological Counseling, Moscow State Regional University, Moscow, Russia, email@example.com Bedanokova A.K. Junior Researcher, Institute of Psychology, the Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org
The article shows the background and specifics of application of differential psychological and psychophysiological approach to learning in modern school. The revealed problems of the use of the process of individualization and differentiation of teaching, the necessity of taking into account the individual learning opportunities, individual style of pedagogical activity, as well as features the method used by the teacher during training at the modern stage of education development. Presents the advantages and disadvantages of the 3 paradigms of providing training and education of students in modern school in terms of educational and personal needs of the participants in the learning process. The study showed which may have the effect of environmental factors (primarily representations of teachers about the abilities of their wards, i.e., the performance assessment by teachers) on the results of the exam. And that is not unimportant, skills and abilities of teachers play an important role in the learning process. According to the authors, the effectiveness of the learning process depends on "valence" the following three factors against each other and their variability: styles of teaching; learning styles (types of teaching techniques or learning technologies); individual strategies to acquire knowledge, skills, skills.
Keywords: situational(environmental) factors, the paradigm of teaching, individualization and differentiation of teaching, educational and personal needs
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