"Conditions for the formation of the student's personal potential"

Understanding the problem of personality lies at the heart of key approaches to determining personal potential.The life of a student of an educational institution is a characteristic feature of his being for 4-5 years, and this cannot but be reflected in changes in his personality. Dependencies here are natural, inevitable and necessarypurposefully, fully, competently use the potential of personality formation students. It is also worth paying attention to the pedagogical monitoring of those influences on students that affect the motives of their attitude to learning, mastering the heights of professionalism and shaping themselves as a worthy, cultured, civilized person and professional. Motivation is the driving force of human behavior, acting as a "drive belt" between the student and the educational process. There are only two ways to get certain actions from a person: to force (order, demand) and to interest, induce. Positive motivation significantly improves the results of the case and elevates the personality itself, provides self-realization and civilized self-affirmation. A student may sit in a lecture looking outwardly disciplined and attentive, but mentally far away from the classroom; listen to the teacher's beliefs, remaining on your mind, but not objecting; to know how to solve this or that professional task, to do it successfully in the right way in a learning environment and get “excellent”, being internally convinced that in fact in the service it is necessary to act in a completely different way and he will do it differently, etc. Coercion is easier, there is no need for skill, less hassle, but worse in terms of shaping the student's personality. Educational institutions - humanitarian organizations and the global trend in the development of education on the threshold of the 21st century. - humanization of education. The humanistic atmosphere, style, methods in an educational institution should be organically inherent in it and dominate in it (this does not mean at all that exactingness should be completely excluded).

The conditions that affect the formation of the personality of students and are subject to psychological and pedagogical assessment, use, improvement and compensation include:

common features educational institution: professional profile, status, its scientific and educational authority, history, location, accommodation, equipment (sometimes they say: “It is not your specialty that is important, but which college you graduated from”);

leadership features educational institution: personality traits, style of leaders, their authority, personal example, decisions and measures taken to optimize the educational process, concern for favorable conditions for teaching, nutrition, supplies, leisure, life of teachers and students, their professional and scientific growth;

features of the organization of the entire pedagogical process and classes: planning, planning and academic discipline; the provision of the educational process with everything necessary (study rooms and their technical equipment, libraries, reading rooms, places for independent work, computer support, a hostel, etc.); providing students with educational and methodological materials, the state of their educational and research and research work; state of control, criteria for assessing the success of students, exactingness, justice, assistance in overcoming difficulties, organization of practices and internships, etc.;

features of the teaching staff, its acquisition, the personalities included in it, attitudes towards work, towards students, the state of affairs in the country and the educational institution, scientific activity, pedagogical culture, professionalism, authority, exemplification, disinterestedness, moral cleanliness; general level of teaching; work of faculties, scientific and educational libraries; the work of the psychological service of the educational institution;

features of the student team as a whole and individual study groups: features of individuals forming groups, leaders, authoritative students; relationships between and within study groups; motives, interests, moods, norms of behavior, attitudes towards the profession and mastery of it, the presence of a “cult of study” prevailing in the team and study groups; work with the student team;

features of household arrangement of students: financial situation, nutrition, hostel, hygiene, satisfaction of cultural needs, sports, care of the management and providing services to improve the living conditions of students, etc.

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1 Research potential of the student Head N.V. Bordovskaya Performers S.N. Kostromina, N.L. Moskvicheva, S.I. Rozum, L.A. Darinskaya, N.N. Iskra, T.A. Dvornikova, M.A. Pakhmutova, D.S. bay

2 Research problem An analysis of the literature and educational practice made it possible to highlight the contradictions between: understanding the importance of psychology in increasing the level of readiness of young specialists for scientific creativity in order to effectively solve professional problems and further scientific education and the lack of research that reveals the psychological characteristics of students' research activities; the study of individual psychological factors and conditions that affect the effectiveness of students' research activities and the need for educational practice to take into account the main psychological factors or their entire complex. Problem: what is meant by IP, how to study it and by what methods

3 Methodological apparatus of research Object of research is the subject of research activity. The subject of the study is the psychological structure of the research potential of students and the factors of its change. The hypothesis of the success of the implementation of the research potential of students is provided by certain psychological factors. The goal is to build a theoretical model of the psychological structure of the research potential, to develop a methodology for studying and identifying the factors of its implementation among students at the stage of training in the magistracy. Methods: modeling, psychodiagnostic methods for studying motivation, cognitive and personal characteristics of students, method of expert assessments, content analysis, questioning, statistical methods. Achievement of the set goal was carried out in three stages.

4 First stage (2011) Task: development of a theoretical model of the student's research potential and methodology for studying it. Methods: theoretical analysis of psychological and pedagogical literature on the research problem; method of modeling, design and search experiment; bibliometric methods; questioning content analysis expert evaluation statistical methods of processing research results using the method of hierarchical clustering and the method of multidimensional scaling.

5 Methodological bases of research Potential theory, scientific approaches to the study and development of potential, the principles of studying potential in psychology as a self-actualizing opportunity; General provisions of the domestic theory of activity and the subject-activity approach in psychology; A systematic approach to the study of psychic reality.

6 Research potential is considered as achieved as a result of previous education and development (intellectual and creative, personality development) of a person's ability to successfully master the requirements (norms) of research activity and self-development of the individual in the role of a researcher is understood as a qualitative characteristic of the psychological resource of the subject of activity, which develops under favorable conditions structurally, the research potential is a three-level system

7 Theoretical postulates of building a structural-functional model of the research potential of the subject of research activity "research potential" necessarily includes an idea of ​​research activity and its subject; research potential is considered by us as achieved as a result of previous education and development (intellectual and creative, personal development) human capabilities; research potential is based on the internal resources of a person, but is not limited to them; structurally, the research potential is a three-level bio-socio-psychological system; research potential is a developing phenomenon; research potential is characterized by at least three properties: the qualitative content of distinctive features, quantitative characteristics as a measure of implementation, the level of change.

8 Research potential of a student Research potential of a student is a combination of psychological qualities (motivational, cognitive and behavioral spheres, determined by social, socio-psychological and university conditions), as well as their personal arrangement, providing an effective solution of research problems (within the framework of educational research and research activities)

9 STAGES OF CREATING THE METHODOLOGY STUDENT'S RESEARCH POTENTIAL Formation of a primary list of 260 characteristics; Expert evaluation of the primary list of characteristics hierarchical cluster analysis; Formation of the second list of characteristics (90 characteristics); Expert evaluation of the list of characteristics of the research potential at the second stage and initial verification of the content validity of the questionnaire 48 characteristics (51); Formulation of judgments based on the selected characteristics. Initial testing and validation of the questionnaire. Revision of the content of the questionnaire and the formation of the final version of the questionnaire 51 characteristics.

10 Questionnaire 51 characteristics 10-point scoring system 14 reverse judgments Consistency (α-Cronbach = 0.870); External validity is a representative sample. Convergent validity (relationships with cognitive and personality characteristics). Criteria-based validity (the level of IE varies in relation to R&D experience). Construct validity (factor analysis)

11 Studying the characteristics and identifying differences in the research potential of students Sample: 172, of which 79 are 3rd year students of the Economics Faculty of St. A.I. Herzen, 25 undergraduates of Natural Geographic and 15 undergraduates of the Faculty of Physics, Mathematics and Informatics of the Nizhny Novgorod State Pedagogical University.

12 The results of the study of IP and the degree of severity of indicators The development of the cognitive component of the research potential of undergraduates is significantly higher than that of bachelors, the dynamics of the development of other components of the research potential is ambiguous and requires additional research. Undergraduates revealed significant differences in the research potential in general, as well as some differences in the values ​​of the cognitive and behavioral components.

13 Conclusion of stage 1 Differentiation in the development of undergraduates as researchers of the studied three profiles of education is determined, first of all, by such psychological factors as the features of the development of the cognitive sphere of the individual and the self-organization of research activities.

14 Stage 2 (2012) Purpose - to determine the cognitive characteristics of students that affect the realization of their research potential Sample: 40 undergraduates of the 1st and 2nd courses of the Faculty of History and Psychology, among them 23 undergraduates of the Faculty of Psychology and 17 undergraduates of the Faculty of History, and supervisors of undergraduates - teachers corresponding faculties - 39 people.

15 Characteristics of the cognitive sphere convergent and divergent abilities; cognitive styles; conceptual system and features of operating with concepts; flexibility or rigidity of thinking; creativity; reflective thinking.

16 Techniques R. Amthauer's Intelligence Structure Test. Questionnaire "Thinking Style" Verbal Creativity Test (RAT) by S. Mednik Methodology of Lachins "Investigation of the influence of past experience on the way of solving problems" Methodology for diagnosing an individual measure of development of the property of reflexivity A.V. Karpova Determination of the degree of implementation of the student's research potential to test various types of validity methods for studying the research potential were used: the methodology “Ability of self-government” by N. M. Peisakhova, “Innovative thinking” by M. Kirton; "Self-actualization test" adapted by Yu.E. Aleshina, L.Ya. Gozman, research competence test by E.V. Lebedev; questioning of students and teachers (supervisors of undergraduates); mathematical methods of data analysis: statistical and comparative analysis (application of the Mann-Whitney, chi-square, Kruskal-Wallis criteria), correlation analysis (Spearman), hierarchical cluster analysis, regression analysis, factorial analysis.

17 Indicators for determining the degree of realization of the student's research potential indicators of the student's participation in research activities: the number of scientific publications, the number of reports (co-reports) at conferences, participation in the implementation of scientific projects, grants (according to the results of a survey of students regarding the degree of their activity in research activities) ; the results of an expert assessment by the supervisor of the level of the student's research potential and the level of realization of his research potential in the process of studying and preparing a master's thesis (both indicators were asked to be evaluated in points from 1 to 10).

18 Correlations between the components of the research potential and the cognitive characteristics of students (Spearman, p 0.05) Analytical style of thinking Flexibility of thinking Verbal intelligence Motivational component General level of IP Practical abilities Cognitive component Behavioral component The ability to allocate common. signs and properties, subtest 2 Theoretical abilities Ability to abstract, subtest 4

19 Groups of students (low, medium, high level of IE) simultaneously differ significantly (p 0.05) in the following characteristics 4 Amthauer subtest (generalization, level of development of abstract thinking), verbal intelligence coefficient, theoretical abilities, analytical style indicators, motivational, cognitive and behavioral components of research potential.

20 HIGH LEVEL OF ABILITY TO UPDATE KNOWLEDGE, GENERALIZATION OF KNOWLEDGE HIGH LEVEL OF FLEXIBILITY OF THINKING EXPRESSION OF ANALYTICAL STYLE OF THINKING HIGH LEVEL OF RESEARCH POTENTIAL Ignoring PRAGMATIC STYLE OF THINKING HIGH LEVEL OF UNIQUENESS

21 Correlation analysis of interrelations between assessments by supervisors of the research potential of students with their cognitive characteristics (Spearman, p 0.05) Stock and actualization of knowledge, subtest 1 abilities Reflexivity

22 Conclusion 1. Throughout the choice, undergraduates have an average level of logic and quickness of thinking, a low level of flexibility of thinking and a high level of critical thinking; 2. There is a gap between the external manifestations of research performance and the real research capabilities of undergraduates.

23 Stage 3 (2013) Purpose: to study the personal characteristics of undergraduates as a specific psychological factor that affects the effectiveness of their research potential implementation

24 Sample Students (220 people, age (20.1±3.4)): faculties: Philology (17.6%), Physics and Mathematics (8.6%) RSPU im. A.I. Herzen, pharmaceutical (6.4%), medical (17.1%), psychological (9.1%), philosophical (16.2%), medical (14.1%), historical (10.9%) faculties St. Petersburg State University Undergraduates (40 people, age (25.0±1.2)) Faculties: Psychology and History

25 Methods "Five-factor personality questionnaire" R.Mak Craya, P. Costa (adapted by A.B. Khromov, 2000) "Questionnaire of time perspective" F. Zimbardo (adapted by O.V. Mitina, A. Syrtsova, 1996) " Methodology for the study of self-attitude "(MIS) S.R. Pantileeva Questionnaire "Research potential" (IP51) N.V. Bordovskaya, S.N. Kostromina, N.L. Moskvicheva, S.I. Rozuma, N.N. Iskra research potential of students mathematical methods of data analysis: statistical and comparative analysis (application of Mann-Whitney, Kruskal-Wallis criteria), correlation analysis (Spearman), factorial, regression and discriminant analysis.

26 Correlations of the research potential of students with personal characteristics (Spearman, p 0.05) Extraversion- Introversion Internal conflict Self-confidence Self-control- Impulsivity Emotional stability Instability Expressiveness- Practicality Research potential Future Fatalistic present Negative past

27 Students with a high level of IP are characterized by high rates of Extraversion, Self-Control, Emotional Stability and Expressiveness (Big Five), focus on the Future dominates, high rates of Self-Confidence and Self-Value.

28 Students with a low level of IP are characterized by Introversion, Impulsivity, Emotional instability and Practicality, Time perspective, oriented to the Negative past and the Fatalistic present, indicators of Self-acceptance and Internal conflict.

29 IP implementation predictors In a sample of bachelors (180 people), IP implementation predictors are the following characteristics: personal factors: no predictors; time perspective: focus on the negative past (p=0.037), focus on the future (p=0.009); indicators of self-attitude: no predictors. The predictors of academic performance are the following characteristics: personal factors: no predictors; time perspective: no predictors; indicators of self-attitude: Self-confidence (p=0.089).

30 The degree of the contribution of personal characteristics to the realization of the research potential of undergraduates Function 1 Future, 342 Self-guidance, 316 Fatalistic present -, 285 Expressiveness - Practicality, 248 Self-confidence, 239 Self-worth, 214 Emotional stability - Instability, 193 Self-blame, 173 Negative past, 162 IP level, 158 Closedness -,155 Positive past -,129 Anxiety - Carelessness,114 Self-acceptance,092 Hedonistic present,071 Extraversion Introversion,041 Self-control - Impulsiveness,040 Reflected self-attitude -,031 Internal conflict,016 Attachment - Separation -,014 Self-attachment,002

31 Typology of students

32 Conclusions Stage 3 psychological factors of IE growth are time perspective, character traits (self-control/impulsivity, emotional stability/instability, expressiveness/practicality), self-attitude, as well as cognitive variables (originality, reflexivity, and theoretical abilities). future orientation, practicality and self-worth are the predictors of the implementation of IP in the university.

33 Results Bachelors are characterized by the lowest indicators of flexibility of thinking, critical thinking, logic and quickness of thinking; Undergraduates have an average level of logic and quickness of thinking, a low level of flexibility of thinking and a high level of critical thinking; Graduate students and young teachers of higher education are distinguished by high marks for all characteristics of the cognitive component of the research potential.

34 Summary Bachelors and masters significantly differ in such characteristics of research potential as intolerance to novelty, self-control, adaptability, assertiveness and critical thinking. Curiosity, self-control, critical thinking, logic and quick thinking are characteristics that develop linearly at each subsequent level of education. That is, it can be assumed that they develop as the subject of research activity becomes established.

35 THANKS FOR YOUR ATTENTION

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HIGHER SCHOOL OF ECONOMICS NATIONAL RESEARCH UNIVERSITY А. C. Àðêééééçççççççççåååååååååååååååååååèåååååå 1 1ê 1 1êßßßßßßßßßßßßßßßßààÒààêêêêàààààññààääääèäèèèèèèèîîîîîîîîîîîîîîî

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The list of control questions for the test in the discipline "Methodology of scientific research" For students of the direction of preparation 08.04.01 "Construction"

Description of study participants. The sample consisted of 220 students studying at various faculties: philology (17.6%), physics and mathematics (8.6%) of the Russian State Pedagogical University. A.I. Herzen, pharmaceutical (6.4%), medical (17.1%), psychological (9.1%), philosophical (16.2%), medical (14.1%), historical (10.9%) faculties St. Petersburg State University. Of these, 180 people are students of 1-3 courses, the average age is 20.12±3.38; 82.5% of the sample were girls, 17.5% - boys.

A separate category of study participants consisted of 40 undergraduate students of 2 years of study in the history (60%) and psychological (40%) departments of St. Petersburg State University, the average age was 25.02±1.17. 82.1% of this sub-sample were girls, 17.9% were boys. The selection of these participants was due to the task of describing the typology of undergraduates who have successfully realized their research potential during their studies at the university and the real possibility of collecting documented data on such implementation (on grades for previous term papers and final qualification papers, for research practice during their studies at the magistracy , participation in additional types of research activities - in conferences, research on grants, availability of publications, etc.).

Research methods and techniques.

• 1. Methodology for studying IP51(Bordovskaya N.V., Kostromina S.N., Rozum S.I., Moskvicheva N.L., Iskra I.I.).
• 2. Five-factor personality questionnaire R. McCraya, P. Costa (adapted by A.B. Khromov, 2000) . The five-factor personality questionnaire, known as the "Big Five", was developed by American psychologists R. McCrae and I. Costa in 1983-1985, and includes five independent variables (neuroticism, extraversion, openness to experience, cooperation, conscientiousness), isolated on the basis of factor analysis. In 1992, the questionnaire acquired its final form as the NEO PI test (an abbreviation for the English phrase: "Neuroticism, extraversion, openness - a personality questionnaire"). A five-factor test questionnaire is a set of 75 paired, opposite in meaning, stimulus statements that characterize human behavior. The stimulus material has a five-point Likert rating scale (-2; -1; 0; 1; 2), which can be used to measure the severity of each of the five factors (extroversion - introversion; attachment - isolation; self-control - impulsiveness; emotional instability - emotional stability ; expressiveness - practicality).

At present, the questionnaire has gained great popularity and practical significance, both abroad and in Russia. In the Russian translation, the questionnaire was adapted to the conditions of Russian culture by V.E. Orel in collaboration with A.A. Rukavishnikov and I.G. Senin. The Japanese version of 5PFQ, (compiled by Hiijiro Teuin) was translated and adapted in 1999 to the domestic conditions of the social environment by psychologists of the Kurgan State University, and published as a methodological manual, which describes the necessary validation procedures and norms obtained on the Russian sample (Khromov A.B.). This version of the five-factor personality questionnaire in the interpretation of A.B. Khromova was used in the study.

3. Time Perspective Questionnaire F. Zimbardo (adapted by O.V. Mitina and others). The “temporal perspective of the personality” is considered as an integral part of the subjective (personal) experience of “lived time” (Gorman, Wessman, 1977), an individual attitude to the psychological concepts of the past, present and future: time and its characteristics are not considered as objective stimuli that exist separately from of a person, but as psychological concepts constructed and reconstructed by him (Block, 1990), "the relative dominance of the past, future or present in the thoughts of a person" (J. Hornik and D. Zakay (Homik, Zakay 1996, p. 385); stable an individual tendency to emphasize one or another time frame and, thus, develop a persistent temporary “addiction”, i.e. orientation to the future, present or past (Zimbardo, Boyd, 1999).

In its most complete form, the concept of VO appears in the methodology developed by A. Gonzalez and F. Zimbardo. In their extensive study, performed on 12,000 respondents, five aspects (factors) of VO were identified. Two factors concern the past: the negative past, where the past is seen as mostly unpleasant and disgusting, and the positive past, where past experiences and times are seen as pleasant, through rose-colored glasses, and with a touch of nostalgia. Two factors concern the present. On the one hand, this is the hedonistic present, when it is seen as full of pleasure, and enjoying the moment without regret about the further consequences of behavior is valued. On the other hand, the present can be fatalistic: people with such VO strongly believe in fate, they are sure that they cannot influence either the present or future events of their lives. The fifth factor is an orientation to the future, characterized by the presence of goals, plans and the orientation of behavior towards the implementation of these plans and goals (Gonzales, Zimbardo, 1985; Zimbardo, Boyd, 1999). The technique is easy to use; it has a clear reproducible factorial structure; has acceptable reliability; has good validity; evaluates various dimensions of time perspective; has a theoretical basis connecting motivational, emotional, cognitive and social processes (Zimbardo, Boyd, 1999).

Linguistic and cultural adaptation of the F. Zimbardo Personality Time Perspective Questionnaire (ZTP1) on the Russian-speaking sample was carried out by A. Syrtsova, E. Sokolova, O. Mitina in 2008. At the stage of adaptation of the questionnaire, 1136 people took part in the study, aged 14 years to 81 years old, from large cities of the Russian Federation (Moscow, St. Petersburg, Novosibirsk, etc.), as well as from the regions. During the adaptation of the questionnaire, the psychometric properties of the Russian version of the questionnaire were assessed, its scales were tested for internal consistency and reproducibility. The structure of the Russian version of the questionnaire was analyzed using exploratory and confirmatory factor analysis, almost complete reproduction of the factor structure of the original was obtained, convergent and discriminant validity was proved using correlation analysis (Syrtsova A., Sokolova E., Mitina O.).

• 4. Self-relationship research methodology Pantilesva S.R. (MIS). Features of the internal dynamics of self-consciousness, the structure and specificity of the relationship of the individual to his own "I" have a regulatory influence on almost all aspects of human behavior, playing a crucial role in establishing interpersonal relationships, in setting and achieving goals, in ways of forming and resolving crisis situations. A multidimensional questionnaire for the study of self-attitude (MIS - a methodology for studying self-attitude) was created by S.R. Panteleev in 1989, contains 110 statements distributed on 9 scales. The technique is designed to identify the structure of the self-attitude of the individual, as well as the severity of individual components of the self-attitude: closeness, self-confidence, self-guidance, reflected self-attitude, self-worth, self-attachment, internal conflict and self-accusation. The technique allows in-depth study of the sphere of self-awareness of the individual, including various (cognitive, dynamic, integral) aspects (Pantileev S.R.; Handbook of a practical psychologist).
• 5. Analysis of documents and questioning of students and supervisors to identify the level of implementation of the research potential of students. The assessment of the implementation of the research potential of students was initially based on the data:
• 1) questioning students regarding the degree of their activity in research activities (the number of publications, participation in conferences, grants, joint research with a supervisor, etc. was taken into account).
• 2) an expert assessment of the student's supervisor of the implementation of his research potential on a 10-point scale.

However, in the course of the study, a need arose for a more complete, differentiated and reliable assessment, as a result of which information (Chuvgunova O.A.) on the achievements of students was included in the indicators of the implementation of the research potential:

• in the compulsory types of research activities at the university (grades for previous term papers and final qualifying works, as well as for research practice during study at the magistracy). For a more accurate assessment, a scale for converting educational grades into points was developed (1 point was awarded for every tenth of the average grade for previous term papers and theses, for example, grade 3.4 was translated into 4 points, and grade 4.5 - into 15 points ).
• in optional (additional) types of research activities (participation in conferences, research on grants, availability of publications) obtained as a result of a questionnaire and refined on the basis of students' documents and the university's electronic database. Estimates for each of the parameters, as well as for mandatory indicators, were converted into points, in proportion to the level of publication, conference, role in a research project or grant (for example, 1 abstract - 0.5 points, 1 article in a journal of the VAK list - 6 points ).

To determine the overall level of realization of the research potential, all scores for the main and additional parts were summed up into a summary indicator of the realization of the student's research potential. Further, this indicator was used to compare with expert assessments (assessments of the supervisor) and establish relationships with the individual psychological characteristics of undergraduates (cognitive and personal characteristics), as well as the level of academic performance.

6. Mathematical methods of data analysis. Mathematical analysis of the data was carried out using the SPSS 17 program. In accordance with the objectives of the study, at different stages of the analysis of the results, methods of descriptive statistics, comparison of samples using the Mann-Whitney U test, correlation analysis (Spearman's), factorial, regression and discriminant analysis were used. The rationale for the selected criteria is given in the relevant sections of the description of the results.

Description of the research procedure. The study included the following steps:

• 1. Selection of methods in accordance with the theoretical construct and objectives of the study. Collection of empirical data. The following procedure was used: students were asked to take part in the study and offered a printed package of methods, which included them in the following sequence: questionnaire, questionnaire "IP51" (Bordovskoy N.V., Kosgromina S.N., Iskra N.N. , Moskvicheva N.L., Rozuma S.I.), “Five-Factor Personality Questionnaire” by R. McCray, I. Costa, “Time Perspective Questionnaire” by F. Zimbardo, “Methodology for Researching Self-Attitude” by S.R. Pantileev. The students were asked to complete the questionnaires according to the instructions in the text. There was no time limit for completing the questionnaires. The time and place of collection of the completed packages, which the researcher came for, were discussed, the department was indicated where the package could be brought in case of untimely filling. In order to conduct an expert assessment of the research potential and the degree of its implementation, the supervisors of the students were asked to fill out the appropriate Questionnaire form. Information about academic performance, grades for term papers, theses, research practice was obtained from the educational department of the relevant faculties; information about publications, participation in conferences and scientific grants was checked against the electronic database of the IAS SPbGU.
• 2. Primary processing of the received data. All the data obtained were entered into the database, the raw data were converted into normalized ones using the keys to the methods, the indicators of the implementation of the research potential were converted into summary scores.
• 3. Mathematical analysis of the data was carried out using the SPSS 17.0 program and included methods of descriptive statistics; correlation analysis (g Spearman); comparison of samples using the U-Mann-Whitney test; dispersion analysis; factor analysis; regression analysis, discriminant analysis.
• 4. Description of the results obtained, their discussion and preparation of report materials.

Results. Plan for processing the results obtained:

• 1. Checking the distribution for normality by the graphical method and the Kolmogorov-Smirnov criterion.
• 2. Identification of differences in the personal characteristics of students in groups with a high, medium and low level of the total IP score (research potential) using the Kruskal-Wallis and Mann-Whitney criteria.
• 3. Carrying out a correlation analysis of the identified characteristics to identify the relationship between the level of research potential and personal characteristics.
• 4. Factor analysis of data.
• 5. Multiple linear regression analysis to identify the influence of students' personal characteristics on their research potential.
• 6. Multiple linear regression analysis to identify the influence of students' personal characteristics on the realization of their research potential.
• 7. Discriminant analysis of groups of undergraduate students with different levels of research potential realization.
• 8. Factor and regression analysis of the joint influence of cognitive and personal characteristics of undergraduates on the realization of their research potential.

Allocation check on normality by the graphical method and the Kolmogorov-Smirnov test showed that some of the data obtained are distributed normally, and some have a distribution skewed to the right, as a result of which it was decided to use nonparametric criteria for processing the data obtained.

Since the sample included students studying at the first stage of higher education (bachelor's) and students studying at the second stage of higher education (master's), a comparison was made of sub-samples data on the level of development of research potential, components of research potential, and the severity of personality factors , indicators of self-attitude and time perspective. Comparative analysis was carried out using the Mann-Whitney test. Significant differences between the two groups are presented in Table. 21.

Table 21

Significant differences between groups of bachelors and masters in terms of research potential and personal characteristics

Differences were found in the general level of research potential (338.22±6.75 for undergraduate students and 323.60±3.04 for bachelors) and the level of development of the cognitive component of research potential (118.27±2.32 and 112.45±1.21, respectively). Those. both indicators are more developed among magistracy students, which is probably due both to the greater formation of conceptual thinking and the cognitive sphere in general, and to the greater experience in conducting scientific work and readiness for it among students studying in the magistracy.

The severity of the “temporal perspective” has the following differences: orientation to the “Negative past” (2.65±0.10 for undergraduates and 2.88±0.05 for bachelors, significance only at the trend level), “Positive past” (3.54±0.09 and 3.66±0.05, respectively) , and “Fatalistic present (2.28±0.09 and 2.59±0.049, respectively) is less pronounced in undergraduate students. At the same time, no significant differences were found in the orientations to the "Hedonistic present" and "Future".

In terms of self-attitude, undergraduates have greater closeness, lower indicators of internal conflict and self-blame: indicators of closeness (6.28±0.19 and 5.86±0.11, respectively, significance - trend), internal conflict (4.12±0.25 and 4.97±0.14, respectively) and self-blame (4.17 ±0.30 and 5.13±0.16, respectively). An additional correlation analysis of these indicators showed that they are all interconnected with age, which is confirmed by literature data on changes in personality characteristics with age.

The subsequent comparative and correlation analysis separately in the subgroups of bachelors and masters did not reveal differences in the established relationships between the research potential and personal characteristics of students from different groups, and therefore, in the further presentation, the results for the combined group are presented. The results of the study of the relationship between personal characteristics and the implementation of research potential are given separately for groups of bachelors and masters, which is indicated in the relevant sections.

Comparison between groups with high, medium and low levels of research potential using the Kruskal-Wallis and Mann-Whitney tests revealed the following differences between these groups.

Differences in personality factors(based on the Five Factor Personality Questionnaire).

1. Selected groups of students with low, medium and high levels of research potential differ in the level of severity Factor 1 Extraversion-Introversion(p=0.042). Significant differences were found in the level of the Extraversion-Introversion factor (higher values ​​of extraversion) when moving from a group with a low level of research potential to groups with an average (p=0.048) and high level of research potential (p=0.028), while no differences were found between groups with an average and high level of research potential (Fig. 48).

Rice. 48.

Differences by primary components within the Extraversion-Introversion factor:

According to the Activity-Passivity indicator (Fig. 49): a significantly lower level of activity was revealed in the group with a low level of research potential when compared with a group with an average (p=0.010) and high levels of research potential (p=0.004); however, no differences were found in the transition from a group with an average level of research potential to a group with a high one.

Rice. 49.

• In terms of the Sociability-Closedness indicator, significant differences were found between groups with low and medium levels of research potential (p=0.060), i.e. there is an increase in sociability, with no differences between groups with low and high levels and between groups with medium and low levels of PI.
• In terms of Attracting Attention-Avoidance, significant differences were found between groups with low and high levels of exploratory potential (p = 0.038), avoidance of attention was most pronounced in the group with a low level of exploratory potential, while differences in the transition from a group with a low level of PI to a group with an average level of PI and from a group with an average level of PI to a group with a high level of PI are not significant.
• In terms of Dominance-Subordination and Search-Avoidance of impressions, no significant differences were found between students from groups with different levels of research potential.
• 2. By factor II Attachment-Isolation differences between groups with different levels of research potential were not revealed, while partial differences were found in the following indicators within this factor (Fig. 50):

• In terms of the Collaboration-Competition indicator, significant differences were found between groups with low and high levels of research potential (p=0.013) and between groups with medium and high levels of research potential (p=0.033). Namely, there is a decrease in the tendency to Collaboration and an increase in the tendency to rivalry when moving from groups with low and medium levels of PI to a group with high levels of PI.
• Significant differences between groups with low and medium levels of research potential (p=0.001) were revealed in terms of the Trusting-Suspiciousness indicator, students of the group with a low level of PI have a greater tendency to be gullible compared to the group with an average level of PI.
• In terms of Warmth-Indifference, Understanding-Misunderstanding, Respect for others - Self-esteem, no significant differences were found between groups with different levels of research potential
• 3. By factor III Self-Control-Impulsivity there were significant differences in the transition from the group with a low level of PI to the group with an average level of PI (p=0.031). As can be seen in Fig. 51, with an increase in the level of IP, there is an increase in the level of self-control - volitional regulation of personality behavior (Fig. 51).

Fig.51.

Within the Self-Control-Impulsivity factor, there were significant differences in terms of:

• Persistence-No persistence: higher levels of persistence were found when comparing the medium and high PI groups with the low PI group (p=0.005),
• Responsibility-Irresponsibility: there is an increase in responsibility when moving from a group with a low level of PI to groups with medium and high levels of PI (p = 0.020), (Fig. 52).

There were no significant differences in the indicators Neatness-Inaccuracy, Self-control of behavior Impulsiveness, Prudentness-Carelessness.

4. According to factor IV Emotional stability -

Instability significant differences were found between groups with low and high levels of PI (p=0.002) and between groups with medium and high levels of PI (p=0.003). Groups with low and medium levels of PI have a greater severity of emotional instability (Fig. 53).

Within the factor Emotional Stability - Instability, groups of students with different levels of IE differ in the following indicators (Fig. 54):

In terms of the Anxiety-Carelessness indicator, significant differences were found between groups with low and medium levels of PI (p=0.002) and between groups with low and high levels of PI (p=0.003). The group with a high level of PI is more characterized by emotional stability.

Rice. 52.

In terms of the Tension-Relaxation indicator, significant differences were also revealed between groups with low and medium levels of PI (p=0.003) and between groups with low and high levels of PI (p=0.0001). A group with a high level of PI is more characterized by composure and calmness.

Rice. 54.

• Significant differences were revealed between groups with low and medium levels of PI (p=0.003) and between groups with low and high levels of PI (p=0.022) in terms of the indicator Depressiveness - Emotional comfort. The group with a low level of PI has more pronounced depression.
• According to the indicator Self-criticism-Self-sufficiency, significant differences were revealed between groups with low and high levels of PI (p=0.041). The group with a high level of PI has more pronounced Self-sufficiency.

Rice. 55. Average values ​​for indicators Depressiveness-Emotional comfort, Self-criticism-Self-sufficiency, Emotional lability-Emotional stability in groups with low, medium and high levels of Research potential

• In terms of Emotional lability - Emotional stability, significant differences were found between groups with low and high levels of PI (p=0.027). The group with a high level of PI has more pronounced emotional stability (Fig. 55).
• 5. By Factor V Expressiveness-Practicality significant differences were found between groups with low and medium levels of PI (p=0.002), with low and medium levels of PI (p=0.0001), a trend towards significant differences between groups with medium and high levels of PI (p=0.057). In the group with a high level of PI, Expressivity is more pronounced (Fig. 56).

Rice. 56.

Within the Expressivity-Practicality factor, the following differences were identified for individual indicators:

In terms of Curiosity-Conservatism, there were significant differences between groups with low and medium levels of PI (p=0.001) and groups with low and high levels of PI (p=0.0001). The group with a low level of PI has more pronounced conservatism.

• Significant differences were found between the groups with low and high levels of PI in terms of Dreaminess-Realism (p=0.027). The group with a low level of PI has a more pronounced Realism (Fig. 57).
• Significant differences were revealed between groups with low and high levels of PI in terms of Artistry-Lack of artistry (p=0.001). The group with a high level of PI has more pronounced artistry.
• In terms of Sensitivity-Insensitivity, significant differences were found between groups with low and medium levels of PI (p=0.028) and groups with low and high levels of PI (p=0.006). In the group with a high level of PI, Sensitivity is more pronounced (Fig. 58).

Fig.58.

Thus, the personal factors included in the "Big Five" have ambiguous relationships with the level of the student's research potential. It was revealed that students with a higher level of research potential were characterized by higher indicators for the following factors: Extraversion, Self-control (including perseverance, responsibility), Emotional stability (including emotional stability, relaxation, self-sufficiency) and Expressiveness ( including artistry and sensitivity), as well as a greater tendency to compete and less gullibility (as separate indicators included in the Isolation factor). Students with a low level of research potential are more likely to have high rates of Introversion (passivity, avoidance of attention), Impulsivity (including lack of perseverance), Emotional instability^ incl. tension, depression, self-criticism) and Practicality (including conservatism, realism).

Differences in personality time perspective between groups of students with different levels of research potential.

A comparative analysis of the characteristics of the time perspective of students (“Questionnaire of Time Perspective” by F. Zimbardo adapted by O.V. Mitina, A. Syrtsov (1996)) revealed the following differences (Fig. 59):

• - between groups with low and high levels of research potential, there were differences in focus on the negative past (p=0.001), focus on the fatalistic present (p=0.0001) and focus on the future (p=0.009).
• between groups with medium and high levels of research potential, there were differences in the focus on the negative past (p=0.001), the future (p=0.009) and the fatalistic present
• (p=0.0001);
• between groups with a low and medium level of research potential, differences were found in the orientation towards the future (p = 0.098).

Rice. 59.

Thus, a group with a low level of research potential is characterized by a high degree of orientation towards the negative past and a fatalistic present, and a low degree of orientation towards the future. And for a group with a high level of research potential, on the contrary, there is a low degree of orientation towards the negative past and a fatalistic present, and a high degree of orientation towards the future. A group with an average level of research potential is characterized by an average severity of orientation in the time perspective.

Differences in indicators of self-attitude in groups of students with different levels of research potential. Comparative analysis of the data obtained according to the "Methodology for the study of self-attitude" S.R. Panteleeva (MIS) revealed:

in terms of self-confidence, there are significant differences between groups with low and high levels of PI (p=0.0001) and groups with medium and high levels of PI (p=0.001): there is an increase in the indicator in the group with a high level of PI;

Significant differences between groups with low and high levels of PI were revealed in terms of the Self-worth indicator (p=0.050): it is significantly higher in the group with a high level of PI (Fig. 60).

Rice. 60.

in terms of Self-acceptance, significant differences were found between groups with medium and high levels of PI (p=0.046): the group with a high level of PI has a lower level of self-acceptance;

Significant differences were found in terms of the Internal conflict indicator between groups with low high levels of PI (p=0.007): in the group with a high level of PI, the Internal conflict is less pronounced (Fig. 61).

Fig.61.

A group with a high level of research potential is characterized by higher levels of self-confidence and self-worth of the individual, and at the same time lower levels of self-acceptance and internal conflict of the individual.

Results of regression analysis. Multiple linear regression analysis to identify the influence of personality characteristics on IP. The influence of personality characteristics on PI was tested by multiple linear regression analysis (stepwise method with the inclusion of variables). It was found that predictors of the level of PI

Personal factors: Self-control-Impulsivity,

Emotional Stability-Instability, Expressiveness-Practicality (p=0.0001);

• -Variable perspective: low severity of negative past orientation (p=0.021), future orientation (p=0.012), fatalistic present orientation (p=0.003);
• -[^indicators of self-attitude: Self-confidence (p=0.0001), Internal conflict (0.005).

The results of multiple regression analysis confirm the previously identified personal characteristics that are significant for research potential, obtained by comparing groups with different levels of research potential, when conducting correlation and factor analysis.

Multiple linear regression analysis to identify the impact of students' personal characteristics on academic performance and IP implementation. The influence of personal characteristics of students on the implementation of IP and academic performance was tested by multiple linear regression analysis (stepwise method with the inclusion of variables) on samples of undergraduate and graduate students separately.

On a sample of bachelors (180 people), using the data of student surveys and the assessment of the supervisor as indicators of IP implementation, the following results were obtained: predictors IP implementation are the following characteristics:

• time perspective: focus on the negative past (p=0.037), focus on the future (p=0.009);
• indicators of self-attitude: no predictors.
• It has been found that the predictors academic achievement are the following characteristics:
• personality factors: no predictors;
• time perspective: no predictors;
• indicators of self-attitude: Self-confidence (p=0.089).

Results of discriminant analysis. The data received was

clarified on a sample of undergraduates, where as an indicator of the implementation of the research potential, a summary indicator of the implementation of the student's IP was used, which included documented information about the achievements of students in the compulsory (grades for previous WQRs and research practice during their studies in the master's program)

and optional (additional) types of research activities (participation in conferences, research on grants, availability of publications). The algorithm for calculating the indicator of the implementation of the research potential, developed during the implementation of the master's thesis by O.A. Chuvgunova is given above. Her analysis showed that master students are characterized by high results of research activity both in the process of obtaining a previous higher education (average score for term papers and theses) and during their studies in a master’s program (average score for research practice for the period of study in magistracy).

Right-sided asymmetry in all indicators indicates that the majority of undergraduates have results above the average score.

At the next stage of the research, using discriminant analysis, prognostic formulas were constructed that allow, based on a combination of personal risk factors, to predict the assignment of students to a group with different levels of research potential realization.

In discriminant analysis, it is assumed that there is a set of individuals for whom measurements are taken x r..., x r parameters (in our case, personality factors). The purpose of the analysis is to construct a discriminant function y = ax t +... + ss r x p, where a r..., a r- coefficients, which are determined on the basis of the observed values, allowing the individual to be assigned to one of two groups (in our case, with a high and low level of research potential), depending on whether y > c or y, With- constant.

Fig.62.

It is assumed that individuals are divided into two groups W, and W2 on some basis. The task is to predict whether an individual belongs to one of the two groups according to other parameters in such a way that the probability of an erroneous prediction is minimal.

After analyzing the distribution of the realization of the research potential (Fig. 62), two groups of students were distinguished: 1 - poorly realizing their research potential (21-33 points) and 2 - successfully realizing their research potential (34-66 points).

The canonical correlation score of 0.817 indicates a good difference between the two groups.

The test of equality of "group averages" showed that the informative signs for the realization of the research potential were distributed as follows (Table 22)

Table 22.

Results of the “Group Means” Equity Test

Extraversion Intro-
Attachment -
Separation Self-control - Im-
pulsation Emotional stability
stability - instability Anxiety - Bezza -
activity Expressiveness -
Practicality negative past
Hedonistic
the present Future
positive past
fatalistic
the present closeness
self-confidence
self-guidance
Reflected self-reflection
Self-worth
self-acceptance
self-attachment
Internal conflict
Self-accusation

In table. 22 it can be seen that the most significant informative feature is "Future Orientation" in time perspective (p=0.005), followed by "Self-Guidance" (p=0.010), then "Fatalistic Present Orientation" in time perspective (p=0.019) , then the personal factor "Expressiveness-Practicality" (p=0.039) (the group with a high level of implementation of IP has more pronounced Practicality), then "Self-confidence" (p=0.046) and "Self-value" (p=0.072).

The contribution of each of the studied features (personal characteristics) to the implementation of the research potential is presented in Table. 23 in descending order.

Table 23

The degree of contribution of personal characteristics to the implementation of research potential

self-guidance
fatalistic present
Expressiveness - Practicality
self-confidence
Self-worth
Emotional Stability - Non-
sustainability
Self-accusation
negative past
IP level
closeness
positive past
Anxiety - carelessness
self-acceptance
hedonistic present
extraversion introversion
Self Control - Impulsivity
Reflected self-attitude
Internal conflict
Attachment - Isolation
self-attachment

The results of the discriminant analysis show that it correctly discriminated 94.9% of the students as belonging to one group or another.

Diagnostic prediction formula assignment of students to one of the two groups of realization of the research potential is as follows: y=-0.25 x (Extraversion-Introversion) - 0.62 x (Attachment- Separation) + 0.31 x (Self-Control-Impulsivity) + 0.45 x (Emotional Stability - Instability) - 0.25 (Anxious-Carefree) + 0.46 (Expressive-Practical) + 0.350 x (Negative Past) = 0.447 x (Hedonistic Present) - 1.471 x (Future) - 1.353 x (Positive Past) - 0.668 x (Fatalistic Present) + 0.069 ( Closedness) - 0.373 (Self-Confidence) + 0.484 (Self-Guidance) = 0.048 (Reflected Self-Rejection) +0.315 (Self-Value) + 0.304 (Self-Acceptance) - 0.049 (Self-Attachment) + 0.241 (Internal Conflict) + 0.360 (Self-Recrimination) - Level 3) .

If the result obtained by the diagnostic formula is > 0.1065, the student can be attributed to a group with a high level of realization of research potential with a probability of 94.9%, if it is lower, then to a group with a low level of realization of research potential.

Factor analysis of informative indicators. Factor analysis was carried out on the selected informative indicators of IP implementation using discriminant analysis.

Table 24

Results of factorization of informative indicators of IP implementation

ComponentMatrix(a)

Extraction Method: Principal Component Analysis, a 3 componentsextracted.

As a result, 3 groups of students successfully realizing their research potential were identified.

• 1 group- with the highest estimates of IP implementation. It is characterized by a high level of research potential, practicality, focus on the future, a low level of focus on the fatalistic present, high levels of self-confidence.
• 2 group- with high implementation rates IP. This group, with an optionally high level of research potential, is characterized by low indicators of future orientation, high indicators of orientation to the fatalistic present, high indicators of Self-confidence, Self-leadership and Self-worth.
• Handbook of a practical psychologist / Comp. S.T. Posokhova, S.L. Solovieva.- M.: ACT: Guardian; St. Petersburg: Sova, 2008. S. 141-157.
• Chuvgunova O.A. Educational strategies as a factor in realizing the research potential of students: master's degree, diss. - St. Petersburg State University, 2013.

UDC 378+159.9 doi: 10.20310/1810-231X-2017-16-4-102-105

STUDENTS' RESEARCH POTENTIAL: DEVELOPMENT OPPORTUNITIES IN A MODERN UNIVERSITY

Prosolupova Natalya Alexandrovna

Kursk State University, Russia, Kursk e-mail: [email protected]

The article considers changes in the system of higher education associated with the process of globalization and transformations in the socio-economic sphere. The change in the role of universities and the university teacher in the era of globalization is substantiated. The possibilities of research activities in the professional training of a graduate of a new formation university are considered. The necessary changes in the educational process that contribute to the realization of the research potential of students are analyzed.

Keywords: research potential, student, globalization, higher education, research competencies

The modern paradigm of the Russian education system is focused on the integral development of the personality of a university graduate as an active subject of professional activity. The main reason for reforming the system of vocational education was the innovative transformation of the socio-economic sphere. A high level of theoretical training will no longer provide a university graduate with competitiveness in the labor market, so the knowledge-oriented concept is becoming a thing of the past. The most significant for the subject of professional activity are the formation of universal learning skills, the ability to independently master new material, the ability to rationally organize their activities in the face of time pressure.

Another reason for reforming the education system in the last decade is globalization, which means “blurring the boundaries” between states, that is, integration processes at the level of culture, economy and politics. The new educational standards of the third generation of the Federal State Educational Standards are distinguished by a fundamentally new approach to the results of the educational process. V. I. Blinov and M. V. Artamonova identified five main components of the result of vocational education:

Formation of basic professional skills;

Education of a person capable of taking responsibility for decisions made;

Education of a value attitude to professional activities and experience in solving problems, the formation of professional and intellectual motives;

Awareness of the economic significance and degree of demand for acquired skills and abilities;

Willingness for continuous education, the ability to independently master new tasks put forward by the "economy of tomorrow" .

These requirements were included in the new educational standards in the form of competencies. The competence-based approach involves the formation of the ability of a university graduate to independently solve cognitive, professional, organizational, social tasks based on existing knowledge, skills and experience.

The era of globalization is also changing the role of universities in society. If earlier fundamental knowledge was considered as an absolute value, as a “scientific picture of the world”, then in modern society, economically profitable knowledge, limited from abstraction and aimed at a specific result, is valuable. Universities should become communication centers of society, business and the state for the exchange of advanced knowledge and solving global problems, centers for the integration of teaching, learning and research, "powerful sources of

formation of innovative ideas and new technologies”. The “Concept for the Development of Research and Innovation Activities in Russian Universities” speaks of the need to include a teacher in research activities, which should be considered as a priority to the actual teaching work. As a result, the task of continuously increasing the research capacity of the university should be solved in order to provide it with the position of a generator of applied ideas and developments that are in demand by modern society.

NE Pokrovsky draws his attention to the change in the role of the university and the university teacher. The author highlights the trend of interdisciplinarity and emphasizes that fundamental knowledge in a certain science in its pure form does not suit society in the era of globalization. Accordingly, the university must provide the consumer (student) with interdisciplinary programs, and a teacher, a specialist in several related fields, easily adapting to an audience of any level. In addition, the importance of independent work of students increases, while the number of teaching hours in the classroom is reduced to a minimum. In this regard, distance learning programs and various virtual educational platforms are gaining more and more weight. And there is a new requirement for a university in the context of globalization - for any student, the university and the teacher must be promptly accessible. And at the same time, the university should provide the student with opportunities for creative self-realization and participation in research projects and competitions.

As the reforms of the higher education system in the last decade show, it is becoming increasingly important to educate a specialist who is able to competently solve professional problems in the face of continuously changing requirements for an employee. In this regard, there is a change in key trends in the system of vocational education, namely: the orientation of the graduate to the independent development of new methods and technologies, social and professional mobility and readiness for professional research activities. The success of preparing students for research activities directly depends on the initial research potential of the individual and the possibilities

its development in the educational space of the university.

However, training in the Federal State Educational Standards began in 2011, and a significant increase in the quality of scientific and research works of young scientists (this idea is emphasized by L. N. Makarova, I. A. Sharshov, O. A. Chuvgunova and others) still no. Some scientists see the reason for this phenomenon in the absence of a unified system for evaluating the quality of university research activities, and therefore the teachers themselves, in the management of research activities, may pay insufficient attention to some important component of training. Other scientists believe that the modern system of higher education is mainly aimed at developing the skills and abilities of research work, while the issue of developing research potential remains without due attention. Assuming that the second reason is primary, let us analyze the features of the work aimed at becoming a future specialist researcher.

Purposeful work on the formation of readiness for research activities of students should take place from the first days of study at the university. The readiness for research activity of a graduate in the humanities is a systemic personal education that ensures successful professional research activities. In our opinion, the formation of readiness for research activities at the university will be more effective if the learning process at the initial stage is filled with tasks with professional content, professional research and creative situations. The initial foundations of readiness for research activities are laid in the educational process of a secondary school, as well as at a university, and represent the research potential of the individual.

The research potential of a student is an integral property of a person, reflecting a set of resources important for the subject of research activity (research, methodological, reflective, creative skills, as well as necessary personal qualities), which serve as the initial basis for the formation of research competencies at the university. "Foundation-

volume" of the research potential are the student's analytical thinking, reflective skills and creativity. Work on the development of these areas is carried out in institutions of general secondary and secondary vocational education, and the applicant comes to the university with a certain “baggage” of research potential. The task of a university teacher is to form sustainable professional research motives and to design an educational trajectory for the development of a student's research potential. Since the initial level of this phenomenon is different for all students, the educational trajectory is individual and personal in nature.

The specificity of the learning process aimed at the formation of research competencies is that the student does not act as a passive object, ready to perceive systematized information, but as a subject of the cognitive process, able to critically evaluate the material, see contradictions in it, and carry out independent search activities. It follows that in order to develop the research potential of students, it is necessary to use active teaching methods.

Firstly, for the development of creativity and independent thinking, it is necessary to move away from solving problems according to a model or algorithm, it is important that when solving each problem, the student relies on the analysis of available data and realizes what information he lacks. It is often difficult to find a way to solve a problem, and not all students participate in the discussion. Here it is important for the teacher to think over the forms of the educational dialogue in such a way that there are as few passive listeners as possible in the audience, to fill the educational process with problem-heuristic and creative situations.

Secondly, it is important to purposefully develop critical thinking, self-regulation and self-control skills, this will allow in the future to generalize one's own research experience and plan educational and research activities.

And, thirdly, it is necessary to gradually increase the level of independence in working with educational material, the introduction of individual creative and research tasks. The effectiveness of self

the work of students will increase significantly if they have an idea of ​​the usefulness of the work being done, the applicability of the material obtained in the future (the results can be used in a lecture course, in a teaching aid or in preparing a speech, publication). In addition, it is important to control the process of completing assignments, providing the student with occasional assistance if necessary.

Thus, the student's immersion in the university educational and research space should be gradual and at the first stage it is important to pay special attention to the development of flexibility, creativity, critical thinking, while gradually increasing the level of independence and encouraging original ideas and creative initiative in the student's approach to completing tasks. The success of the formation of research competencies among students, of course, is directly dependent on professional and cognitive research motivation, but it is important to cultivate not a situational, but a value attitude to the result of the activity, and to stimulate interest not so much in the result as in the research process itself.

Summarize. On the one hand, the modern paradigm of education is focused on continuous self-improvement and self-education to solve new professional problems. At the same time, the process of globalization of higher education dictates the requirement for its accessibility and ease of educational programs. But with such an approach, the development of the research potential of the individual remains without attention.

Literature

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2. The concept of development of research and innovation activities in Russian universities. URL: https://momgraphies.ru/en/book/section?id=4757

3. Pokrovsky N. E. A by-product of globalization: universities in the face of radical changes // Social sciences and modernity. 2005. No. 4. S. 148-154.

4. Sharshov I. A., Makarova L. N. Scientific activity in the context of modernization of the university’s research infrastructure: assessment problems // Socio-economic phenomena and processes. 2012. No. 7-8 (41-42). pp. 225-230.

5. Chuvgunova O. A. Realization of the research potential of students in the conditions of the educational process of the university // Bulletin of St. Petersburg University. 2015. Series 12. Issue. 1. S. 78-86.

6. Makarova L. N., Koroleva A. V. Characteristics of problem areas in the development of critical thinking of students of humanitarian specialties. Bulletin of the Voronezh State Pedagogical University. 2013. No. 2(261). pp. 103-108.

1. Blinov V. I., Artamonova M. V. Chego zhdut v Rossii ot professional "nogo obrazovaniya // Voprosy obrazovaniya. 2012. Vyp. 1. S. 291-308.

2. Kontseptsiya razvitiya issledovatel "skoj i innovatsionnoj deyatel" nosti v rossijskikh vuzakh. URL: https://monographies.ru/en/book/section?id=4757

3. Pokrovskij N. E. Pobochnyj produkt globali-zatsii: universitety pered litsom radikal "nykh izmenenij // Obshchestvennye nauki i sovremennost". 2005. No. 4. S. 148-154.

4. Sharshov I.A., Makarova L.N. 2012. No. 7-8 (41-42). S. 225-230.

5. Chuvgunova O. A. Realizatsiya issledo-vatel "skogo potentsiala studentsov v usloviyakh obrazovatel" nogo protsessa vuza // Vestnik Sankt-Peterburgskogo universiteta. 2015. Seriya 12. Vyp. 1. S. 78-86.

6. Makarova L. N., Koroleva A. V. Kharak-teristika problemnykh zon razvitiya kriticheskogo myshleniya studentov gumanitarnykh spetsial "nostej // Izvestiya Voronezhskogo gosudarstvennogo pedago-gicheskogo universiteta. 2013. No. 2(261). S. 103-108.

RESEARCH POTENTIAL OF STUDENTS: POSSIBILITIES OF DEVELOPMENT AT MODERN HIGHER EDUCATION INSTITUTION

Prosolupova Natalya Aleksandrovna

Kursk State University, Russia, Kursk [email protected]

In article the author considered changes in the system of the higher education connected with the process of globalization and transformations of the social and economic sphere, proven change of a role of the universities and the teacher of higher education institution in communication during a globalization era, also considered the possibilities of research activity in vocational training of the university graduate of a new formation and analyzed the necessary changes in the educational process promoting the realization of research potential of students.

Key words: research potential, student, globalization, the higher education, research competencies

Prosolupova Natalya Aleksandrovna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Mathematical Analysis and Applied Mathematics, Kursk State University, Kursk

Prosolupova Natalya Aleksandrovna, Candidate of Pedagogics, Associate Professor of the Mathematical Analysis and Applied Mathematics Department, Kursk State University, Kursk

Dissertation abstract on this topic ""

Gaponova Galina Ivanovna

As a manuscript

ii>zy8v2e

REALIZATION OF THE STUDENT'S PERSONAL POTENTIAL IN THE PROCESS OF FORMATION OF PROFESSIONALISM

13 00 08 - theory and methodology of vocational education

Krasnodar 2007

The work was carried out at the Department of Social Work, Psychology and Pedagogy of Higher Education, Kuban State University

Supervisor Candidate of Pedagogical Sciences, Associate Professor

Vasilovsky Vladimir Ignatievich

Official opponents Doctor of Pedagogical Sciences, Professor

Sazhina Natalya Mikhailovna, Doctor of Pedagogical Sciences, Professor Ignatova Valentina Vladimirovna

The leading organization of the State Educational Institution of Higher Professional Education "Shuisky State

Pedagogical University"

The defense will take place on May 26, 2007 at 10 o'clock at a meeting of the dissertation council D 212 101 06 at the Kuban State University at 350 040, Krasnodar, Stavropolskaya st., 149.

The dissertation can be found in the scientific library of the Kuban State University

Scientific Secretary of the Dissertation Council

A N Kimberg

general description of work

The urgency of the problem. In modern educational concepts, emphasis is placed on the development of personal qualities of students who implement the social order "to be a person" scientists to the problem of professionalism and studying the personal potential of students

E.E. Adakin, O.A. Blokha, V.V. Ignatova, M.I. Ridnyak, E.M. Razinkina, V.I. Slivkin, I.E. potential - L Yu Averina, L A Popova, M M Telemtaev, integrative processes of formation of professionalism of students - LD Deulina, A K. Kozybay, problems of competence as a component of professionalism - A L Fatykhova, V I Shapovalov and others

For pedagogical understanding and clarification of the subject field of the problem, the works of scientists in the field of interdisciplinary research on the acmeological foundations of the development of a professional (A. A. Bodalev, A. A. Derkach, V. G. Zazykin, N. V. Kuzmina, L. A. Rudkevich, A. K. Markova, V. N. Markov), about the role of the personal and professional position of the teacher in the development of the subjective potentials of students (V P Bederkhanova, I F Berezhnaya, A V Belo-shitsky, N M Borytko, A K Osnitsky), about the importance of the educational environment in which the development of personal potential takes place student (I F Ametov, LD Berezhnova, G B Gorskaya)

The process of professional development of a person at the stage of studying at a university is considered from different positions in the context of the specifics of student age as an important stage in personal development (K A. Abulkhanova-Slavskaya, B G Ananiev, A A Verbitsky, S G Vershlovsky, L N Granovskaya, V G Lisovsky , L I Ruvinsky and others), identifying the essence of the stages and determining factors in the formation of a specialist as a subject of activity (L I Antsifirova, E F Zeer, E A Klimov, A K Markova, L M Mitina, O V Kuzminkova), studying the development of a professional self-awareness as the central line of the process of becoming a professional (VN Koziev, T L Mironova, L M. Mitina, A I Shuteiko and others), the role of abilities, interests, motives, individual and personal characteristics of the formation of professionally important qualities of a specialist (A G Asmolov, F N Gonobolin, E A Klimov, N V Kuzmina, L M Mitina, K K Platonov, M I Stankin, B M Teplov, V D Shadrikov).

Issues of professional suitability and professional competence are studied by N. S. Glukhanyuk, S. L. Lenkov, E. Yu. Pryazhnikova, R. X. Tugushev, S. N. Fedotov, L. B. Schneider, and others; P Povarenkov

The formation of professionalism is considered either as the appropriation of experience, i.e. knowledge, skills, abilities, qualities necessary for the performance of professional activities (E. A. Klimov, A. E. Shcherbakov), or as a process

based on the development and self-development of the individual (N S Pryazhnikov, F 3 Kabi-rev), or as a combination of both approaches (N V Kuzmina, I N Semenov, E F Ze-er)

Despite the presence of a large array of studies on the problems of professional training, the pedagogical aspect of the formation of student professionalism on the basis of personal potential is insufficiently studied. methodological tools that ensure the formation of student professionalism

There is a need to resolve the contradiction between the satisfaction of the leading needs of young people in self-knowledge, the actualization of personal potentials (BG Ananiev, L S Vygotsky, E F Zeer) and the existing educational situation in universities of a socio-economic profile due to the lack of disciplines that carry knowledge about the psychology of personality, professional pedagogy, career growth, methods of self-development, insufficient development of methods for the formation of professionalism This led to the choice of the research topic - "Realization of the student's personal potential in the process of forming professionalism"

Object of study: formation of professionalism in the university Subject of study: personal potential in the process of formation of students' professionalism

The purpose of the study: to theoretically substantiate, develop and test a model for the realization of personal potential in the process of forming the professionalism of students, to determine the methodology for the formation of professionalism in the university. Hypothesis of the study:

Insufficient methodological support of the educational process in the development of the student's personal potential, apparently, slows down the process of forming professionalism

The formation of students' professionalism based on the development of personal potential has the prospect of success if

The process of vocational education is based on the development of personal and professional independence,

Pedagogical technologies and methods are being improved that form professionalism through solving professional problems,

The methodology for the formation of professionalism is included with the program for preparing students through a special course on the development of personal potential,

The educational work of the university is aimed at the formation of professionalism based on the development of personal potential

Research objectives: 1 Analyze the psychological and pedagogical literature and summarize the theoretical and methodological approaches to the problem of professionalism 2. Determine the essence of the basic concepts of the study, identify the role of personal potential in the formation of professionalism 3 Give a theoretical justification for the model of personal potential realization and test it in experimental work

4 Develop and test a methodology for the formation of professionalism based on the development of personal potential and the success of solving professional problems

The methodological and theoretical basis of the study is

humanistic and anthropological approaches to the cognition of pedagogical phenomena, general methodological approaches systemic, complex, subjective, fundamental principles of personality development based on the theory of LS Vygotsky, general methodological principles of the unity of consciousness and activity

The study is based on the methodological principles of a systematic approach in pedagogy (V. I. Zagvyazinsky, N. V. Kuzmina, V. V. Kraevsky), the provisions of philosophy and psychology about the potential of a person (B. G. Ananiev, L. S. Vygotsky, M. S. Kagan, I. T. Frolov, B. G Yudin), psychological and pedagogical theories of vocational education (E F. Zeer, E A Klimov)

As a theoretical basis, the concepts of professional development of the personality of K A Abulkhanova-Slavskaya, B G Ananiev, A G Asmolov, A A Bodalev, Yu M Zabrodina, E F. Zeer, E A Klimov, T V Kudryavtseva, B F Lomova, V Ya Laudis, A K Markova, A Maslow, N N Nechaeva, N S Pryazhnikova, J Super, V D Shadrikov, J Holland

The study is based on the theoretical positions of the activity approach in vocational education, which addresses the individual experience of students, their needs for self-organization and self-development, which contributes to the development of personal potential (E.F Zeer, VV Serikov, I.S. Yakimanskaya), a person as a subject of his own life from the position of independence (K A Abulkhanova - Spavskaya, B G. Ananiev, A V Brushlinsky, V V Znakov, S L Rubinshtein, 3 I Ryabikina), an interdisciplinary acmeological approach that clarifies the understanding of a person in the dynamics of his self-improvement, self-determination in various areas of self-realization (A. A. Bodalev, A. A. Derkach, N. V. Kuzmina), potential-oriented approach (E. E. Adakin, N. V. Martishina, I. E. Yarmakeev)

Research methods. Theoretical, analysis of scientific literature, pedagogical experience, designing results at different stages of research work, empirical observation, questioning, conversation, testing motivation according to the method of T.I. Ilyina, the method of studying the motives of educational activity of students A.A. Eysenck, the method of Yu M Orlov "The need for achievement", the method of A. A. Yarulov, A. K. Markova for diagnosing the possession of pedagogical skills, experimental pedagogical experiment, methods of quantitative (non-parametric statistical criteria, the Wilcoxon-Mann-Whitney inversion test) and qualitative analysis of experimental data, mathematical and statistical data processing. Base and stages of research.

Experimental work was carried out on the basis of the Kuban Socio-Economic Institute, students of the faculties of economic, legal, engineering, socio-cultural service and tourism took part in the process of empirical research.

qualifications and professional retraining of KubSU - teachers of the Kuban College of Culture, Economics and Law, Medical Institute of Higher Nursing Education

The first stage of the study (1997-2001) was theoretical and exploratory, during which the state of the problem was studied, the methodological and theoretical foundations of the study, its parameters were determined, the conceptual apparatus and research methods were clarified.

The second stage of the study (2001-2004) - experimental work was carried out, a model for realizing the student's personal potential was determined and tested, professional training methods were developed that contributed to the development of personal potential, a special course for students "Personal potential and its development" was tested

The third stage of the study (2004-2006) - analysis of experimental data, systematization of research results and conclusions Scientific novelty of the research results:

1 The concept of “personal potential” has been clarified as the disclosure, acquisition, deployment, development of personal qualities (based on the available resource) in educational and professional activities

2 The role of personal potential as a source, means, base, conditions for the formation of professionalism is substantiated

3 From the standpoint of pedagogical management, which allows to effectively achieve the planned result, a model for the realization of personal potential has been developed, which includes social, psychological, pedagogical, methodological components. These components embody the unity of social relations, potentialities, and activity principles of the individual

4 The concept of personal and professional independence has been introduced as an integrative quality of a person, the essence of which lies in the formation of readiness to perform professional actions

5 The typology of tasks (perceptual-mnemonic, productive-heuristic, reflexive) aimed at the formation of professionalism is specified

6 Game methods have been developed that form a competitive professional: a conceptual and terminological game, a business game, an educational and heuristic dialogue

7 A methodology has been created for the formation of professionalism based on the development of personal potential and the solution of professional problems

Theoretical significance of the study

The inclusion of three components (social, psychological-pedagogical, methodological) into the model of realization of the personal potential is theoretically substantiated, their interdependence and interrelation allow to form the personal qualities of the student, the relations demanded by professional activity,

The concept of professionalism (at the stage of pre-professionalism, when a person studies at a university) is clarified as an acquired ability to successfully solve professional problems with the simultaneous development of personal potential,

The levels of professionalism are substantiated on the basis of the development of skills to solve professional problems - initial, elementary, independent and creative,

The stages of solving a professional task in the process of forming professionalism are determined: installation, motivation, involvement in activities, self-organized activities, partnership, reflection

The practical significance of the research results lies in the creation and implementation of an author's special course for students on the realization of personal potential, in the development of a collection of educational and professional tasks, game methods for the formation of professionalism based on personal potential, in the creation of methodological procedures for student self-assessment of their personal qualities that contribute to the formation of professionalism ( questionnaires for assessing the level of manifestation of personal qualities, for a comparative assessment of one's properties and reference persons, assessment of the level of expression of personal qualities in the current and potential state, etc., procedures for student self-assessment of success or failure in solving problems), guidelines for students and teachers on the development of personal potential , which determines the formation of the student's professionalism

The developed scientific and methodological tools can be used by both students and teachers of universities and colleges

The reliability of the research results is ensured by clear methodological positions, a set of empirical and theoretical methods that are adequate to the goals and objectives of the study, the use of quantitative and qualitative methods for analyzing factual material, the successful implementation of recommendations in the educational process, comparable positive results in the formation of students' professionalism based on the development of personal potential, obtained by the applicant and other researchers working according to the method of the author

The personal contribution of the applicant in obtaining scientific results is determined by the development of the main theoretical provisions, the creation of an author's model for the realization of the personal potential of students, the development of scientific and methodological support for the educational process for the formation of students' professionalism based on the development of personal potential, independent conduct of experimental work

The following main provisions are put forward for defense: 1. A model for realizing personal potential in the process of forming a student's professionalism,

The social component, which provides for the creation of a favorable environment for the development and implementation of social, life, cultural, professional experience This component determines the actions of the I - for myself, the Other, the Other - for me I - create a favorable environment for my professional development and the Other, the Other - helps to create favorable environment for my professional development,

The psychological and pedagogical component, which forms the ability to get involved in professional activities and include the Other, the Other - helps me

engage in professional activities, the ability to achieve high results,

The methodological component, which provides for the methodological support of the process of professional development, the search for means, methods, methods for realizing personal potential for the formation of my professionalism and the Other, the Other helps me to realize the opportunities that form professionalism

2 The basis for the formation of professionalism is personal and professional independence, the essence of which lies in the readiness to independently perform professional actions. The core of personal and professional independence is the formation of qualities that make a person competitive, the ability to learn, work in a team, quickly join the work decisions, be responsible for those decisions

3 The result of professional readiness is preparation for professional activity - professionalism We consider professionalism as an acquired ability to successfully solve professional problems in the process of developing personal potential

Testing and implementation of research results. The main provisions and results of the study were presented by the author at international conferences (Krasnodar, 2004, Saratov, 2006), at all-Russian conferences (Izhevsk, 1999, Krasnodar, 2003, 2005, Chelyabinsk, 2006), at interregional conferences (Krasnodar, 2005, Pyatigorsk , 2006), at regional (Krasnodar, 2000, Krasnodar, 2005, 2006) The main provisions and results of the study in 2001-2006 were discussed at meetings of the Department of Social and Humanitarian Disciplines of the Kuban Socio-Economic Institute, the Department of Social Work, Psychology and Pedagogy of Higher Education Kuban State University The course on the development of personal potential was tested at the Kuban Socio-Economic Institute at the Faculty of Economics and Law and included in the curriculum at the Kuban College of Culture, Economics and Law at the Law Department

The program for the formation of professionalism through the development of personal potential and the solution of professional problems was implemented in the educational process of the Kuban Socio-Economic Institute, in the Kuban College of Economics, Culture and Law, the Kuban Socio-Economic College

Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, including 198 sources, 8 applications, 23 tables, 3 figures

In the first chapter "General scientific aspects of the formation of professionalism based on personal potential" an analysis is given of the definitions of "potential of personal

sti”, “professionalism”, questions of the formation of professionalism are considered, the author’s model of the realization of personal potential is substantiated, pedagogical conditions are identified that contribute to the formation of professionalism based on personal potential

Following E.A. Klimov, we consider professionalism as a property, process, state of a person. However, in our dissertation research we focus on professionalism as a process of vocational training. We take into account the ideas of A.K. mastery of a profession in the form of mastery, E F Zeer, who defines professional development as “a productive process of development and self-development of a personality”; In S Bezrukova, who believes that "professionalism is determined by the degree of mastery of both the content of labor and the means of solving professional problems"

Taking into account what has been done in the studies of professionalism by leading scientists and specialists, based on our practical experience and experimental work, we clarify some aspects of the problem of professionalism.

Sharing the point of view of E F Zeer on such a factor of personality development as time, we consider the professionalism of a student at the stage of pre-professionalism, when a person does not have a full set of qualities of a true professional, undergoes intensive training in conditions of higher professional education Professionalism is understood by us as a "process, in which a person, based on the internalization of social and professional norms, stereotypes of professional behavior, taking into account his own potential, forms a set of personal properties, professional traits that determine his professionalism

The term "potential" is widely used in psychology, pedagogy, philosophy, acmeology and is characterized by such components as human resources, life potential, personal potential The potential is considered either in line with personalization and individualization (BM Bekhterev, P P Blonsky, KD Ushinsky, S T Shatsky , A. Adler, McDougall, G Tarde and others), or in connection with the definition of specific private potentials of creative, reflective, motivational - in the absence of appropriate theoretical interpretations of these definitions Often, the definition of potential is used not as a scientific concept, but as a synonym for words "resources", "opportunities", for example, aesthetic potential, economic potential, development potential, the potential of science, etc. activation", Hull uses the concept of "reaction potential"

Appeal to the problem of studying the potential in a person, domestic scientists combine with the study of abilities and motivation (T I Artemyeva, VG Aseev), BG Ananiev explores the reflexive-innovative and creative potential of an adult, ways to develop it. Serious studies on the study of the professional potential of personnel can be noted Department of the Civil Service (A A Derkach, T A Zhavoronkova, V G Zazykin, V N Mar-

kov, Yu V Sinyagin, E G Chirkovskaya et al), VN Markov believes that potential has a systemic quality (it is itself a complex self-developing system and at the same time an element of a social system) Valuable methods of measuring, for example, moral potential, intellectual, social, developed by L. D. Kudryashova and A. F. Kudryashov

Studying the problem of the realization of personal potential, the features and patterns of this process, we found out that scientists consider the concept of "personal potential" ambiguously I T Frolov understands personal potential as the ability to be creative, the desire for self-improvement and self-development, D A Leontiev presents personal potential as an integral characteristic personal maturity, which reflects the degree to which a person overcomes “oneself”, tasks and circumstances, E F Zeer considers personal potential as a resource opportunity for a person’s professional development, his ability to successfully carry out professional activities, based on the nature of work activity, which is “served” by personal potential , V S Bezrukova believes that through professional education, vocational education and training, the personal potential of the future specialist is developed

We have found that common to all studies of the potential is its characterization as a self-developing system of human internal resources Under the resource of the individual is understood everything that belongs to her In the aspect of personal potential - these are character traits, abilities, values, motives, etc.

Based on the theoretical concept of L S Vygotsky, E E Erickson about the stages of development as a sequence of sensitive periods, referring to the ideas about the personal and professional development of E F Zeer, we came to the conclusion that personal potential changes, transforms, according to age characteristics, is formed due to the direction personality on the development of potential opportunities given by age limits

We consider personal potential as a set of internal capabilities, needs, characteristics and means of achieving the goals set by the individual, tasks that are positively identified, constructively affecting the student's personal and professional independence.

Given the opinion of BG Ananiev, Yu M Zabrodina, N S Pryazhnikov that personal potential is an important factor in professional development, we believe it is necessary to expand the idea of ​​professionalism as a developing ability and orientation (aspiration) of the individual to discover and use potential opportunities in the formation of professionalism

The unit of professional activity, according to N. V. Bordovskaya, A. K. Markova, A. A. Rean, S. L. Rubinshtein, G. S. Sukhobskaya, and others, is a professional task. acquired ability to successfully solve professional problems

As a result of studying the scientific and methodological literature, our own experience and the experimental work carried out, we came to the conclusion that the basis for the formation of professionalism is personal and professional self-

capacity as an integrative quality, the essence of which lies in the readiness to perform professional actions

Dictionaries do not contain the term “personal and professional independence” There is a phrase “professional independence”, but there is no single interpretation of it In the modern encyclopedia of pedagogy, professional independence is interpreted as “active and purposeful activity in the practical mastery of the profession” Based on the understanding of the individual as a subject of activity ( A V Brushlinsky, 3 and Ryabikina), then by the degree of manifestation of independence one can judge about active or passive self-realization, the criteria of which are behavior, activity, initiative and responsibility. In this aspect, it is appropriate to talk about the formation of a student's personal and professional independence, since in its structure responsibility dominates, which allows the individual to strive to comprehend himself and form professionalism through the realization of his personal potential

Personal and professional independence, including a personal component, allows you to develop the student's emotional sphere, emotional, personal, moral attitude to interactions with Others in the study group when performing professional tasks that can be of a game or training nature

The process of formation of professionalism requires the construction of a model for the realization of personal potential.

The model developed by us for the realization of the student's personal potential from the standpoint of pedagogical management includes three components

The social component involves the development of the ability to master social experience, socialization and adaptation to the professional and social environment, the ability to navigate and interact with different people, the highest level of this interaction is cooperation

In the process of realizing his potential, a person acts as a subject of activity, communication, manages a life situation, creating his own versions of scenarios of behavior and communication In the process of social interaction, when a person realizes his potential, when choosing ways to rization of one's own version), I-for Others (interacting with Others) - there is a development of one's own personality, Others - for me (creation of a "significant situation" (VN Myasishchev), a favorable environment for development)

The psychological and pedagogical component manifests itself as the ability and readiness to know oneself, to study, it requires the formation of motives that set the direction for professional activity, the ability to get involved in activities oneself and include Others, the desire to achieve high results in professional activity, forms a personal quality - desire and ability self-education, independence

The methodological component requires the search for means, methods for the individual to realize his capabilities (potentials), skills, independently master new knowledge and actions, develop professionally, includes methodological support for the effective solution of professional problems based on personal potential [Fig. 1]

Model for the realization of the student's personal potential

Social component

Psychological and pedagogical

Social adaptation Communication skills

Creation of a favorable environment for the professional development of oneself and the Other

Tolerance Cooperation

Cognition

Ability to learn

Inclusion in activities of oneself and others

Personally

professional

independence

Methodical

Ability to plan activities

Ability to organize and organize one's own work and that of others

A responsibility

organization

Ability to achieve results, be successful Ability to self-development

Figure 1 - The model for the realization of the student's personal potential

The implementation of the components of personal potential contributes to the step-by-step formation of the student's professionalism

By formation, we mean a change in the characteristics demanded by the development situation, society, the person himself, which are not yet in the personal structure, or exist, but need to be supplemented.

We identify five steps in the formation of professionalism. The first one is the definition of the system of pedagogical priorities for the development of personal potential focused on the formation of student professionalism by the strategy of the educational process of the university. As a result, the content characteristics of the projected model are concretized. Third - through the components of the model for the implementation of personal

potential, the logical and content basis of the stages of formation of professionalism is set. The fourth is a model representation of the realization of personal potential, which makes it possible to systematize pedagogical tools, methods and techniques, forms of training and education. The fifth is the definition of pedagogical technologies, through which the process of forming the student's professionalism is included.

In the second chapter "Experimental work on the realization of personal potential based on the methodology for the formation of students' professionalism" the role of personal potential is substantiated on the basis of the methodology for the formation of student professionalism, the experience of implementing the model of personal potential is described experimentally through the solution of professional problems, gaming and non-gaming means on On the basis of the development of personal potential, the characteristics of the formation of personal and professional independence are considered, the methodology that forms the foundations of professionalism is substantiated

The experimental work included a number of preparatory stages, at which diagnostic procedures were carried out that determined the level of readiness of the subjects of the educational process to study and understand the role of personal potential in vocational education, the main stage, including all subjects (students and teachers) in educational and professional activities in academic disciplines and the developed author's special course "Personal Potential and Its Development", a program for improving the psychological and pedagogical qualifications for novice teachers based on the activation of the role of personal potential in the professional development of the student, the final systematization of methodological procedures and evaluation of their effectiveness

In the experimental part, the formation of professionalism was considered through the success of solving the educational and professional situation. According to S. D. Smirnov, this is “an organized system of variables of the educational process, which includes the goal, content, activity, the core of which is the interaction, relationship and communication of the teacher with students and students with each other. with a friend" We proceed from this position, defining the direction of studying professionalism through the development of personal potential (personal characteristics, motivation, professionalism of teachers, pedagogical technologies that develop professionalism)

When conducting a study at the preparatory stage, personal characteristics of students, interests, motives, values, continuity of work to activate the motives of self-knowledge and self-development aimed at revealing personal potential, the interaction of subjects of the educational process to update the resources of professional education were taken into account

The experimental work was carried out in a project mode and began with a study of the role of personal potential, its significance and place in the formation of students' professionalism at the stage of university education.

personal potential and self-assessment of the ability to develop personal potential

The processing of the obtained results revealed the following picture: 48% of the respondents show a low level of ideas about personal characteristics, do not have knowledge of the potential, 36% - an average level of ideas about their potential, 16% - a high level (they know, strive, are familiar with the means of development potential) Then the motivation for the development of personal potential was studied according to the methods of A A Rean, V A Yakunin.

a) the desire to become a highly qualified specialist, to ensure the success of future professional activity - 63% (motive aimed at the profession), b) the desire to acquire deep and solid knowledge - 69% (cognitive motive aimed at knowledge), c) the desire to independently replenish knowledge - 32% (motive that activates independence), d) desire for self-knowledge, self-education - 42% (motive aimed at developing personal potential)

An analysis of the motivational sphere allowed us to determine that students have sufficient motivational potential that can be updated under certain pedagogical conditions.

With the help of content analysis, obstacles in the development of personal potential, named by students, were identified. They were classified into groups a) poor understanding of the potential, features of personal development (lack of knowledge in this area), b) lack of knowledge and skills in self-development tools (how to do it). ), c) negative or indifferent attitude to the process of self-education and self-development, d) lack of support from teachers in the development of personal potential

The preparatory stage of the experimental work made it possible to conclude how students represent the role of personal potential in professional and personal development at the cognitive, motivational, emotional and evaluative level

At the main stage of experimental work - the formation of professionalism through the development of personal qualities - the student is an active subject of the educational process

This stage showed that for the successful formation of professionalism, a special course on the development of personal potential is needed, which would allow understanding and accepting the values ​​of potentials, it is necessary to develop a methodology for organizing the educational and professional activities of students, it is necessary to activate the personal, reflective position of students in learning to solve professional problems

The special course “Personal potential and its development” developed by us was tested at the economic and law faculties of the Kuban Socio-Economic Institute. in introspection and psychological observation, participation in intellectual and

creative events, determination of self-esteem through questioning, reflection, conversation

An experimental test of the special course showed the expediency of the final educational and creative seminars, at which students share their experience of trial and search actions in solving life problems, situations, the results of mini-research and small experimental work, creative projects of various types (literary texts, fairy tales, a story about themselves , a psychological portrait of a friend, a pedagogical project of a future family), make up individual plans for self-development of potential opportunities for the near and long term. The experiment showed that the methodology for the formation of professionalism requires the inclusion of reflective exercises that are carried out at each lesson and create an opportunity for expressing feelings, analyzing the work done, attitude towards oneself and fellow students These exercises are dominant in the process of professional self-development

The results of the implementation of the special course show that involvement in educational and professional activities helps students to realize their own potentialities, creates a need to study personal potential qualities, which triggers the processes of goal setting, drawing up a plan for self-development, self-control, which leads to self-movement, the transformation of the potential into the actual for the individual

An important part of the experimental work was the formation of professionalism as an acquired ability to successfully solve professional problems

Learning to solve professional problems is based on the actualization of the student's personal potential and the experience of interaction in the process of solving. First, the skills of collective problem solving are acquired, then - individually-group and individual, accompanied by discussion, dialogue, written review

In order for a task to include a student in the solution process, it must arouse interest, activate the technological steps of a professional solution, update and expand knowledge and skills in the disciplines studied, develop professional thinking, and be personally significant.

Based on the taxonomy of educational tasks by D. Tolingerova, taking into account the methodological ideas of V. Ya Lyaudis, we have developed a set of professional tasks, consisting of three groups that contribute to the self-regulation of the individual, the development of its potential, and the “building up” of professionalism

The first group includes tasks of perceptual-mnemonic reproduction and simple mental operations aimed at familiarization, modeling actions. The second group includes tasks that perform a productive-heuristic function, they are aimed at solving simple and complex professional situations. The third group includes tasks of a reflexive nature that serve to generalize and systematize previous knowledge and experience, contribute to the understanding of the professional and personal position The solution of the professional problem includes four stages

At the first stage, which we called "attitude, motivation", the actions of the teacher are aimed at introducing students to the identified problem, creating a motivational basis for inclusion in activities. Students' actions include updating knowledge to solve a problem, turning to personal and other people's experience. At the same time, students can use various means to solve the problem, attract their knowledge, use life experience, interact with others.

At the second stage - "involvement in activities" - the teacher creates conditions conducive to the inclusion of students in solving a professional problem. He can instruct and explain, encourage independence, observe, creating an atmosphere of cooperation that encourages students to become independent. their personal qualities that help the productive solution of the problem independence, the ability to regulate their emotional states, to cooperate and self-development The educational problem situation contributes to the appeal to the internal reserves and capabilities of the student's personality If he owns the methodology for developing these qualities, he will be successful and productive in solving a professional problem At this stage, the means of solving the problem can be texts, manuals, reference books.

At the third stage, which we called "self-organized activity", the actual process of solving a professional problem takes place. The teacher observes (students with a high level of independence), supports (students with an average level of independence who need support), helps (students with a low level of independence, motivation, lack of operational skills, poor knowledge) A student can a) independently solve a professional problem, b) with the help of, in collective interaction, c) only with the help of Others

The fourth stage is "partnership, reflection" The actions of the teacher are aimed at analyzing the professional task in a situation of mutual partnership, taking into account the subjective position of the participants in the educational process, with the formation of reflective skills. The actions of students are focused on discussing the task. The means of implementation can be a written answer, speech, dialogue or completing a task with creativity

Taking into account the theoretical provisions of KK Platonov, NV Kuzmina, E A Klimova, we determined the levels of formation of professionalism in solving professional problems and experimentally tested them at the university. It is advisable to talk about four levels

Creative - complete independence in solving a problem with a fixed time, possession of a solution technology, the maximum number of operations performed that a professional task requires, responsibility for the productivity of one's work, non-trivial ways of solving,

Independent - the task is solved independently, with awareness (ability to explain) the goal, the method of solution All the dominant operations required to complete the task are named, 1-2 non-dominant operations are missing;

Elementary - the problem is solved with the involvement of some methods of solving, asking for help or support from another classmate, book, synopsis, reference book, discussed in cooperation with classmates, the necessary minimum of operations on the task is performed,

Initial - determined by a weak level of personal and professional independence, unformed motive for action, inability to address one's personal potential qualities and actualize them, passivity The student mainly counts on the help of others

We compared the results of acquiring the skills to solve professional problems (taking into account the number of necessary operations performed for each task) in the same groups of students at the beginning and end of the academic year. The results of the initial and control sections are presented in Table 1

Table 1 - Results of solving professional problems

Performance levels Initial cutoff (beginning of the year) Control cutoff (end of the year)

Creative 6% 11%

Independent 18.5% 55%

Elementary 17.4% 15.3%

Primary 21% 17%

In our experimental work, it was important to determine the complex of qualities that form the basis of personal potential, which activates the formation of professionalism. Through numerous trials and checks, 20 qualities were identified that are necessary for a specialist in a socio-economic profile. Of these, based on expert assessments, the most significant were five independence, responsibility, organization, the desire for self-education, the ability to cooperate

Purposeful work on the development of these qualities really contributed to the formation of professionalism, but market conditions put forward the task of preparing a competitive specialist quickly join the working rhythm of the enterprise, make decisions independently, be responsible for these decisions

Taking into account the focus on the mental qualities of the individual, it was necessary to make appropriate changes to the methodology for the formation of professionalism. In particular, for the preparation of a competitive professional, active learning methods turned out to be the most successful.

The number of works devoted to role-playing and business games cannot be counted. However, the inclusion of role-playing and business games separately in the educational process requires a lot of time, which is not so much at the disposal of the teacher. We experimentally tested the possibility and expediency of combining both games into one. the results of two business games "I am a lawyer", "Analysis of conflicts" are analyzed,

which simultaneously form both interpersonal relationships and professionalism through the solution of production situations

In the formation of professionalism among students, it is important to create a situation of success of activity by pedagogical means, which contributes to the manifestation of positive emotional states, overcoming difficulties in solving professional problems.

We have made an attempt to measure this state of students when they are included in the activity. For this purpose, a self-assessment sheet of "success-failure" was developed when learning to solve problems of three levels of difficulty. Students themselves chose the level of difficulty of the task, assessed their state of success from situational tasks to participation in professional role-playing situations that involve the ability to be embodied in roles, to tasks that require the organization of one's own activities from independence to creativity

The results of our self-assessment sheet were compared with the method of the need to achieve success developed by Yu M Orlov. This contributed to obtaining objective results of achieving success Situations of success were created throughout the years of students' education using a variety of psychological and pedagogical means

At the same time, students were trained in reflexive exercises to enrich the experience of self-study, auto-psychodiagnostic skills, formed favorable interpersonal relationships through collective forms of work, game simulation and non-imitation techniques.

Table 2 presents the means and methods that contribute to the realization of personal potential in the formation of professionalism of students from the 1st to the 5th year

Table 2 - Means and ways of realizing the personal potential of KSEI students

Course Pedagogical process focused on the formation of professionalism through the development of personal potential of students

1st year Special course for students "Learn to learn", training for the student's socio-psychological adaptation to new learning conditions, the "Best Student" competition, subject departmental circles, olympiads, a rally of excellent students on the basis of the Orlyonok All-Russian Center, using the potential of disciplines to form independent work skills

2nd year Personal growth training, youth club "My family", involvement in socially significant social activities (patronage of an orphanage in Labinsk), volunteer movement, leadership school, scientific and creative student society "Creativity of the Young", student newspapers " Campus”, “Tourist trails”, “Rescue Service”, detachment to help the Ministry of Emergency Situations “Rescuer”

3rd year Development of the student's personality through the potential of academic disciplines of the social, humanitarian and special profile, the formation of professional independence through the solution of professional problems, training in planning and organizing future professional activities, a special course "Personal potential and its development", a rally of student activists, a student labor team

4th, Professional tests, research activities of students

5th dentists and teachers, implementation of educational and professional project courses, educational and industrial practices, profession fair, presentation of specialties, club of future lawyers_

Theoretical and methodological analysis of the literature, experimental work allowed us to specify the methodology for the formation of professionalism through the development of personal potential and the solution of professional problems

This methodology includes a set of methodological procedures

Creating a situation of success in the formation of professionalism,

Realization of acquired personal properties in the process of social and educational interaction, creation of a psychological portrait through autopsycho-diagnostics, analysis and discussion of professional and personal problems,

The use of methodological recommendations, which included a set of self-assessment questionnaires and tables with developed criteria and levels of manifestation of various personal properties that contribute to the formation of professionalism Independent work with this methodological support stimulates the study of the student's actual and potential

Implementation of the program for studying the motives of activity, achieving goals, diagnosing the possession of psychological and pedagogical skills,

Providing the educational process with a set of methods, tools, pedagogical tools that contribute to the formation of professionalism based on the development of personal potential (solving professional problems, game and non-game methods, trainings, watching videos with fragments of professional situations and their analysis), joint individual creative activity of the teacher and students ,

Organization of a system of special classes to involve teachers and students in the development of personal potential in the studied disciplines and special courses,

Pedagogical organization of the entire educational process of the university, aimed at the formation of students' professionalism through the development of personal potential and the solution of professional problems

In conclusion, the conclusions and results of the study are presented.

1 The role of personal potential as a source, means, base, conditions for the formation of professionalism is substantiated. Personal potential provides an opportunity for professional development of a person. Success is determined not so much by the potential opportunities themselves, but by the degree of productivity of their use and the active independence of a person as a subject of life as a whole.

2 Professional formation can be represented in the form of two main lines a) as the development of activity - its structure, a set of methods and means, the sequence of which one after another has a target

termination, b) as a process of development of a professional person These two approaches are complementary

3 From the position of pedagogical management, a model for the realization of personal potential has been developed, including social components (creating a favorable environment for the professional development of oneself and others, using society to realize personal potential), psychological and pedagogical (formation of skills to engage in professional activities, skills to achieve goals, be successful in the profession), methodical, aimed at methodologically providing oneself, others with the means of successful professional development It is proved that the implementation of these components sets the professional orientation of the educational process

4 The concept of personal and professional independence has been clarified as an integrative quality, the essence of which is the formation of readiness to independently perform professional actions, includes goal-setting, planning, the ability to make decisions and be responsible for them

5 The characteristics of the student's professionalism as an acquired ability to successfully solve professional problems and aimed at developing personal potential are given. The stages of solving problems are substantiated installation, motivation, inclusion in activities, self-organized activities, partnership, reflection

6 The levels of professionalism are determined by the ability to solve professional problems - initial, elementary, independent and creative. It is proved that the solution of professional problems develops personal potential, contributes to the formation of personal and professional independence, increases the need for self-education

7 A methodology for the formation of professionalism based on the development of personal potential and the solution of professional tasks has been created, which includes the creation of a situation of success, a program for studying personal properties, motives for activity, a set of methods, means that form professionalism, and the pedagogical organization of the entire educational process of the university

8 It was revealed that according to the traditional scheme of education, the emphasis is on the assimilation of knowledge, skills, and abilities that indirectly affect personal development. However, it is necessary to create pedagogical conditions for the development of personal potential, personal and professional independence, which contributes to successful professional development.

9 A generalized opinion of employers was revealed that professionalism requires the formation of mental qualities that make a person competitive (the ability to learn, work in a team, quickly join the work rhythm, the ability to make decisions, be responsible for these decisions) So far, our educational standards do not pay enough attention to the formation of these qualities , therefore, in reality, it takes from two to three years for a young specialist to professionally “debug”

Our study has not exhausted all the possibilities for solving this problem. Further research is required on the issues of training a competitive specialist; development of special pedagogical concepts that determine personal potential, the relationship of personal potential and professional development crises

The main provisions of the dissertation are reflected in the following publications

1 Gaponova, G I Psychodynamic features of medical students during the period of study / G I Gaponova, T Ya Starosotskaya, V Ya Starosotsky // The first congress of nursing staff of the Udmurt Republic materials of the congress - Izhevsk, 1999 - 0, 1 p l

2 Gaponova, G.I. On the problems of social and psychological adaptation of hearing-impaired and deaf students in the conditions of vocational training / G.I. Gaponova, N.A. Mironova // Improving the system of education and upbringing of children with disabilities Collection of materials of the first regional scientific and practical conference. - Krasnodar, 2000 - 0.3 p l

3 Gaponova, G I Conversations by candlelight / G I Gaponova // Pedagogical Bulletin of the Kuban, 2000 - No. 2 - 0.2 p l

4 Gaponova, G I Psychological approach to understanding forgiveness as a factor in interpersonal relations of students of the law faculty of KSEI / G I Gaponova // Economics Law Print Bulletin of KSEI - 2003 - No. 2 - 0.2 p l

5 Gaponova, GIK on the study of some features of relationships in a student family / GI Gaponova // Economics Law Print Vestnik KSEI. - 2003 - No. 2 - 0.2 p l

6 Gaponova, G I The role of the teacher as an intermediary in the professional socialization of the individual / G I Gaponova // Economics Law Print Vestnik KSEI - 2004 - No. 4 - 0, 2 p l

7 Gaponova, G I Studying the influence of emotional stress on the professional activity and health of law enforcement officers / G I Gaponova, N Petruk, A L Poskunko // Economics Law Print Bulletin of KSEI -2004 - No. 4 -0, 3 p l

8 Gaponova, G. I. Teacher and student as subjects of the educational process / G. I. Gaponova // Economics Law Print Bulletin of KSEI -2005, No. 1-3 -0, 2 p

9 Gaponova, G I Dialogue cooperation in teaching psychology to students - future journalists / G I Gaponova // Student as a subject of the educational process Proceedings of the interregional scientific and practical conference - Krasnodar, 2005 -0.3 p l

10 Gaponova, G. I. The role of the teacher in the development of personal potential and the formation of students' professionalism / G. I. Gaponova // Modernization of the system of vocational education based on controlled evolution Materials of the 4th All-Russian Scientific and Practical Conference - Chelyabinsk, 2005, part 3 - 0, 3 p l

11 Gaponova, GI Pedagogical conditions for the formation of students' personal potential / GI Gaponova // Modernization of the system of professional education

education based on controlled evolution Proceedings of the 4th All-Russian Scientific and Practical Conference - Chelyabinsk, 2005, part 4 - 0, 3 p l

12 Gaponova, G.I Personal potential and its development teaching aid / GI Gaponova - Krasnodar, 2005 - 10 p l

13 Gaponova, G. I. Studying the relationship between students' self-assessment and the psychological climate in the group / G. I. Gaponova, I. Timofeeva // Resorts Service Tourism -2006 - No. 1 (7) - 0.4 p l

14 Gaponova, GI Professionalism and Competence in Modern Approaches to Education/ GI Gaponova //Economy Law Print Vestnik KSEI - 2006 -№1-3 - 0.4 p l

15 Gaponova, G. I. Methods of formation of independence as a component of the personal potential of students / G. I. Gaponova // Integration of methodical (scientific and methodological) work and the system of advanced training of personnel Materials of the 7th All-Russian part-time scientific and practical conference - Chelyabinsk, 2006 - 0 , 3 p l

16 Gaponova, G. I. Formation of students' professionalism through the system of educational work / G. I. Gaponova // Philosophical - pedagogical and religious foundations of education in Russia history and modernity Fourth Intercession Educational Readings - Ryazan, 2006 - 0, 3 p l

17. Gaponova, G.I. Realization of personal potential in students' ideas about family relationships / G. I. Gaponova // Social pedagogy dialogue of theory and practice Proceedings of the international scientific and practical conference - Saratov, 2006 - 0.3 p l

18 Gaponova, G I Actualization of students' self-development as a condition for revealing personal potential / G I Gaponova // Economics - legal and spiritual problems of our time Materials of the regional scientific and practical conference - Pyatigorsk, 2006 - 0, 4 p l

19 Gaponova, GI Psychology and pedagogy teaching aid / GI Gaponova - Krasnodar, 2006 - 9.5 p l

20 Gaponova, G I Psychological and pedagogical workshop (a collection of educational and professional tasks and exercises, gaming simulation techniques for the formation of student professionalism) Methodological guide / G I Gaponova - Krasnodar, 2006 - 5.3 p l

21 Gaponova, G. I. The results of experimental work on the formation of students' professionalism / G. I. Gaponova // Human Community Management (Appendix Issues of social and humanitarian knowledge) - Krasnodar, 2006 - 0.4 p l

22 Gaponova, G I Methodological substantiation of the pedagogical idea of ​​developing personal potential as a factor in the professionalization of a student / G I Gaponova // Vocational education (Appendix New pedagogical research) - M, 2007 - No. 2 - 0.9 p l

Gaponova Galina Ivanovna

REALIZATION OF THE STUDENT'S PERSONAL POTENTIAL IN THE PROCESS OF FORMATION OF PROFESSIONALISM

Signed for printing 13 04 2007

Format 60 x 84 Paper type No. 1 Printed 1 39 Circulation 100 copies Order No. 94 Printed on the computer complex of the Kuban Socio-Economic Institute 350018, Krasnodar, Komvolnaya st., 3/1

Dissertation content author of the scientific article: candidate of pedagogical sciences, Gaponova, Galina Ivanovna, 2007

INTRODUCTION

CHAPTER 1 GENERAL SCIENTIFIC ASPECTS OF THE FORMATION OF PROFESSIONALISM ON THE BASIS OF PERSONAL POTENTIAL

1.1 Analysis of the problem of professionalism and potentials of the individual.

1.2 Personal potential as a psychological and pedagogical category.

1.3 Pedagogical foundations for the formation of a student's professionalism in the process of vocational training.

1.4 Theoretical aspect of the implementation of the model of personal potential.

1.5 Conditions for the formation of professionalism based on the development of the student's personal potential.

1.6 Justification of the choice of methods for the formation of professionalism.

CHAPTER 2 EXPERIMENTAL - EXPERIMENTAL WORK ON THE REALIZATION OF PERSONAL POTENTIAL ON THE BASIS OF THE METHODOLOGY FOR FORMING PROFESSIONALISM OF STUDENTS

2.1 Justification of experimental work.

2.2 The study of students' readiness for the development of personal potential in the educational process.

2.3 Experimental verification of the implementation of the model of personal potential.

2.4 Formation of the student's personal and professional independence.

2.5 Implementation of the special course "Personal potential and its development" in the program of professional training of students.

2.6 Experience in learning to solve educational and professional problems.

2.7 Methodology for the formation of professionalism based on the development of personal potential.

Dissertation Introduction in pedagogy, on the topic "Realization of the student's personal potential in the process of forming professionalism"

The relevance of research

The relevance of the problem of formation of professionalism on the basis of the development of personal potential is primarily due to the state order for the modernization and renewal of the higher education system. The declared focus on the development of the individual, its potentials entails changes in many traditional educational technologies. In the conditions of the labor market, university graduates are not primarily required to have a ready-made set of professionally important personality traits, but the activity-organizational ability to "grow" in the profession, the ability to analyze their activities, quickly construct professional skills, master new professional areas, which is possible, in our opinion, due to the actualization of personal potential.

According to sociologists, no more than 40% of university graduates are employed in their specialty. The rest either join the ranks of the unemployed, or are engaged in other work than they originally planned (G. Zborovsky). Considering that young specialists will have to enter an increasingly complex world and dynamic socio-cultural transformations, withstand not only competition in the labor market, but also be ready for a change of profession, we consider it especially important in professional training to form the foundations of a student's professionalism through the realization of personal potential. We believe that for this it is necessary to increase the attention of students to their awareness of the role of their own personal potentials, the study and their actualization, which in the process of educational and professional activities can develop into the personal qualities of a successful professional.

The theoretical substantiation of this pedagogical task is the concept of B.G. Ananiev about the development of personality, potential in it; JT.C. theory.

Vygotsky, which found its psychological and pedagogical completion in the works of A.N. Leontiev, D.B. Elkonina, V.V. Davydov; works by E.F. Zeer, E.A. Klimov. The process of professional development in this case refers to the formation of a student as a subject of educational activity, the ability to organize independent, professionally and personally significant actions.

In modern educational concepts, emphasis is placed on the development of personal qualities of students who implement the social order "to be a person". Psychological and pedagogical research has created the prerequisites for vocational education, the purpose of which is the development of the individual, the realization of its potentials in the process of vocational training. The requirements for professional training have increased the interest of scientists in the problem of professionalism and the study of the personal potential of students.

Of great importance in pedagogical science for studying the potential and its role in professional activity are the works of scientists studying the development of the personal-professional and creative potential of students (E.E. Adakin, O.A. Blokha, V.V. Ignatova, M.I. .M Razinkina, V.I. Slivkin, I.E. Yarmakeev); features of the organization of the pedagogical process in the formation of students' needs for self-development of physical potential (L.Yu. Averina, M.M. Telemtaev, L.A. Popova), integrative processes of the formation of students' professionalism (L.D. Deulina, A.K. Kozybay); problems of competence as a component of professionalism (A.L. Fatykhova, V.I. Shapovalov).

For pedagogical understanding and clarification of the subject field of the problem under study, the works of scientists in the field of interdisciplinary research took a significant place: on the acmeological foundations of the development of a professional (A.A. Bodalev, A.A. Derkach, N.V. Kuzmina, L.A. Rudkevich, A. .K. Markova, V.N. Markov); about the role of the personal and professional position of the teacher in the development of the subjective potentials of students (V.P. Bederkhanova, I.F. Berezhnaya, A.V. Beloshitsky, N.M. Borytko, A.K. Osnitsky); about the importance of the educational environment in which the development of the student's personal potential takes place (I.F. Ametov, L.D. Berezhnova, G.B. Gorskaya).

Based on the analysis of studies that study the problems of professional development of a person at the stage of studying at a university, it has been established that this process is considered from different positions: in the context of the specifics of student age as an important stage in personal development (K.A. Abulkhanova-Slavskaya, B.G. Ananiev , A. A. Verbitsky, S. G. Vershlovsky, JI. H. Granovskaya, V. G. Lisovsky, L. I. Ruvinsky and others); revealing the essence of the stages and determining factors in the formation of a specialist as a subject of activity (L.I. Antsifirova, E.F. Zeer, E.A. Klimov, A.K. Markova, L.M. Mitina, O.V. Kuzminkova); study of the development of professional self-awareness as the central line of the process of becoming a professional (V.N. Koziev, T.L. Mironova, L.M. Mitina, A.I. Shuteiko, etc.); the role of abilities, interests, motives, individual and personal characteristics of the formation of professionally important qualities of a specialist is studied by such scientists as A.G. Asmolov, F.N. Gonobolin, E.A. Klimov, N.V. Kuzmina, L.M. Mitina, K.K. Platonov, M.I. Stankin, B.M. Teplov, V.D. Shadrikov.

Questions of professional suitability and professional competence were investigated by N.S. Glukhanyuk, S.N. Fedotov, E.Yu. Pryazhnikova, R.Kh. Tugushev, L.B. Schneider, S.L. Lenkov and others; criteria of professionalism are studied by M.A. Dmitrieva, S.A. Druzhilov, Yu.P. Povarenkov, E.P. Ermolaeva.

The formation of professionalism is considered in the context of various theories and approaches. Professionalism is studied either as the appropriation of social experience necessary for the performance of professional activities (E.A. Klimov, A.E. Shcherbakov); or as a process based on the development and self-development of the individual (N.S. Pryazhnikov, F.Z. Kaberev); or as a combination of both approaches (N.V. Kuzmina, I.N. Semenov, E.F. Zeer).

Despite the presence of a large array of studies of various directions and different levels on the problems of professionalism and professional training, as we have found, the pedagogical aspect of studying student professionalism through the development of personal potential is poorly studied.

Scientists theorists and practitioners of education note that the pedagogical equipment, the methodological elaboration of the educational process of higher education in the context of providing conditions that contribute to the actualization of the role of personal potential in the professional development of a student are not yet given due importance.

There is a need not only to actualize the role of personal potential at the stage of mastering professionalism, which encourages the development of a model for the realization of personal potential, but also in a thorough pedagogical study of methodological tools that ensure the formation of student professionalism.

The foregoing characterizes the relevance of the theoretical analysis of the pedagogical conditions for the formation of professionalism through the development of personal potential and further experimental research of these influences on the student's professionalization.

There was a need to partially resolve the contradiction between the satisfaction of the leading needs of youth in self-knowledge, the actualization of personal potentials (B.G. Ananiev, JI.C. Vygotsky, E.F. Zeer) and the existing educational situation in universities of a socio-economic profile due to the lack of disciplines, carrying knowledge about personality psychology, professional pedagogy, career growth, methods of self-development, as well as the lack of development and experimental verification of pedagogical conditions for the formation of professionalism.

An experimental study of the difficulties of students in self-knowledge and self-development of potentialities revealed that they are: lack of knowledge in the field of psychology and pedagogy; lack of knowledge about the methods of self-knowledge, lack of skills in self-diagnosis, lack of a mentor in stimulating these processes, complacency, uncriticality, stereotypes of thinking and behavior. Thus, the theoretical analysis of existing contradictions, the experience of experimental verification of students' difficulties influenced the choice of the research topic: "Realization of the student's personal potential in the process of forming professionalism."

Object of study: the formation of professionalism in the university.

Subject of study: personal potential in the process of forming students' professionalism.

The purpose of the study: to theoretically substantiate, develop and test a model for the realization of personal potential in the process of forming the professionalism of students, to determine the methodology for the formation of professionalism in the university.

Research hypothesis:

1. Insufficient methodological support of the educational process for the development of the student's personal potential, apparently, slows down the process of forming professionalism.

2. The formation of students' professionalism based on the development of personal potential has the prospect of success if:

The process of vocational education will be based on the development of personal and professional independence;

Pedagogical technologies and methods are being improved that form professionalism through solving professional problems;

The methodology for the formation of professionalism is included with the program for preparing students through a special course on the development of personal potential;

The educational work of the university will be aimed at the formation of professionalism based on the development of personal potential.

Research objectives:

1. Analyze the psychological and pedagogical literature and summarize the theoretical and methodological approaches to the problem of professionalism.

2. Determine the essence of the basic concepts of the study, identify the role of personal potential in the formation of professionalism.

3. To give a theoretical substantiation of the model for the realization of personal potential and test it in experimental work.

4. Develop and test a methodology for the formation of professionalism based on the development of personal potential and the success of solving professional problems.

Methodological and theoretical foundations of the study

The methodological basis of the study was the philosophical foundations of the humanistic and anthropological approaches to the knowledge of pedagogical phenomena; general methodological approaches: systemic, complex, subjective; a system of fundamental principles of personality development based on the cultural-historical theory JI.C. Vygotsky; general methodological principles of the unity of consciousness and activity, the principle of determinism.

The study is based on special methodological principles of a systematic approach in pedagogy (V.I. Zagvyazinsky, N.V. Kuzmina, V.A. Slastenin), the principles of humanistic psychology (A. Maslow, K. Rogers); philosophy and psychology of human potentialities (L.S. Vygotsky, B.G. Ananiev, I.T. Frolov, M.S. Kagan, B.G. Yudin); psychological and pedagogical theories of vocational education (E.F. Zeer, E.A. Klimov).

The theoretical basis of the concept of professional personality formation is the study of the personality and activities of K.S. Abulkhanova - Slavskaya, B.G. Anan'eva, A.G. Asmolova, B.F. Lomova, N.N. Nechaeva, V.D. Shadrikov, as well as the work of A.A. Bodaleva, Yu.M. Zabrodina, E.A. Klimova E.F. Zeera, T.V. Kudryavtseva, A.K. Markova, N.S. Pryazhnikov, works of foreign scientists A. Maslow, J. Super, J. Holland.

This study is based on the theoretical positions of the personal-activity approach in vocational education, which addresses the individual experience of students, their needs for self-organization and self-development, which contributes to the development of personal potential (E.F. Zeer, I.A. Zimnyaya, V. V. Serikov, I.S. Yakimanskaya); subjective approach, which allows studying a person as a subject of his own life, from the standpoint of independence and activity (K.A. Abulkhanova-Slavskaya, B.G. Ananiev, A.V. Brushlinsky, V.V. Znakov, C.JI. Rubinshtein, Z .I. Ryabiki-on); an interdisciplinary acmeological approach that clarifies the understanding of a person in the dynamics of his self-improvement, self-determination in various areas of self-realization (A.A. Bodalev, A.A. Derkach, N.V. Kuzmina), potential - oriented approach (E.E. Adakin, N. V. Martishina, I.E. Yarmakeev).

Research methods. Theoretical: analysis of scientific literature, pedagogical experience, designing results at different stages of research work; empirical: observation, questioning, conversation, testing motivation according to the method of T.I. Ilyina, the methodology for studying the motives of educational activity of students A.A. Reana and V.A. Yakunin, self-assessment of mental states by G. Eizenk, Yu.M. Orlov "Need for achievement", A.A. Yarulova, A.K. Markova on the diagnosis of possession of pedagogical skills; experimental: pedagogical experiment, methods of quantitative (non-parametric statistics criteria: Wilcoxon-Mann-Whitney inversion criterion) and qualitative analysis of experimental data, mathematical and statistical data processing.

Base and stages of research.

Experimental work was carried out on the basis of the Kuban Socio-Economic Institute, students of the faculties of economics, law, engineering, socio-cultural service and tourism (250 people) took part in it. Teachers from the Kuban Social and Economic Institute were involved in the process of empirical research; at the faculty of advanced training and professional retraining of KubSU

Teachers of the Kuban College of Culture, Economics and Law, Medical Institute of Higher Nursing Education (73 people).

The first stage of the study (1997-2001) was a theoretical and exploratory one, during which the state of the problem was studied, the methodological and theoretical foundations of the study, its parameters were determined, the conceptual apparatus and research methods were refined.

The second stage of the study (2001-2004) - experimental work was carried out, the model for the realization of the student's personal potential was determined and tested; developed and implemented methods of vocational training that contribute to the development of personal potential; a special course for students "Personal potential and its development" was tested.

The third stage of the research (2004-2006) - analysis of experimental data, systematization of research results and conclusions, preparation of a dissertation work.

Scientific novelty of the research results:

1. The concept of “personal potential” has been clarified as the disclosure, acquisition, deployment of personal qualities (based on the available resource) in educational and professional activities.

2. The role of personal potential as a source, means, base, conditions for the formation of professionalism is substantiated.

3. From the standpoint of pedagogical management, which allows achieving the planned result, a model for the realization of personal potential that forms professionalism, which includes social, psychological, pedagogical, and methodological components. These components embody the unity of social relations, potentialities, activity principles of the individual.

4. The concept of personal and professional independence has been introduced as an integrative quality of a person, the essence of which lies in the formation of readiness to perform professional actions.

5. The typology of tasks (perceptual-mnemic, productive-heuristic, reflexive) aimed at the formation of professionalism is specified.

6. Game methods have been developed that form a competitive professional: a conceptual and terminological game, a business game, an educational and heuristic dialogue.

7. A methodology for the formation of professionalism based on the development of personal potential and the solution of professional problems has been created.

Theoretical significance of the study:

The inclusion of three components (social, psychological-pedagogical, methodological) into the model of realization of personal potential is theoretically substantiated, their interdependence and interconnection make it possible to form the student's personal qualities, relationships demanded by professional activity;

The concept of professionalism (at the stage of pre-professionalism, when a person studies at a university) is clarified as an acquired ability to successfully solve professional problems with the simultaneous development of personal potential;

The levels of professionalism are substantiated on the basis of the development of skills to solve professional problems: initial, elementary, independent and creative;

The stages of solving a professional problem in the process of forming professionalism are determined: attitude, motivation; involvement in activities; self-organized activity; partnership, reflection.

The practical significance of the research results lies in the creation and implementation of the author's special course for students "Personal potential and its development"; in the development of a collection of educational and professional tasks, game methods for the formation of professionalism based on personal potential; in the creation of methodological procedures for student self-assessment of their personal qualities that contribute to the formation of professionalism (questionnaires for assessing the level of manifestation of personal qualities, for a comparative assessment of their properties and reference persons, assessing the level of severity of personal qualities in the current and potential state, etc.; procedures for student self-assessment of success - failure to solve problems); guidelines for students and teachers on the development of personal potential, which determines the formation of a student's professionalism.

The developed scientific and methodological tools can be used by both students and teachers of universities and colleges.

The reliability of the research results is ensured by clear methodological positions; a set of empirical and theoretical methods adequate to the goals and objectives of the study; the use of quantitative and qualitative methods of analysis of factual material; successful implementation of recommendations in the educational process; comparable positive results of the formation of students' professionalism based on the development of personal potential, obtained by the applicant and other researchers working according to the author's methodology.

The personal contribution of the applicant in obtaining scientific results is determined by the development of the main theoretical provisions, the creation of the author's model for the realization of the personal potential of students, the development of scientific and methodological support for the educational process for the formation of students' professionalism based on the development of personal potential; independent carrying out experimental work.

The following main provisions are put forward for defense:

1. A model for the realization of personal potential that forms the professionalism of a student, including:

A social component that provides for the creation of a favorable environment for the development and implementation of social, life, cultural, and professional experience. This component determines the actions: I - for myself, for the Other; The other one is for me. I - create a favorable environment for my professional development and the Other, the Other - helps to create a favorable environment for my professional development;

The psychological and pedagogical component that forms: the ability to get involved in professional activities and include the Other, the Other - helps me to get involved in professional activities; the ability to achieve high results;

The methodological component, which provides for the methodological support of the process of professional development: the search for means, methods, methods for realizing personal potential for the formation of my professionalism and the Other, the Other - helps me to realize personal qualities that form professionalism.

2. The basis for the formation of professionalism is personal and professional independence as an integrative quality of the individual, the essence of which lies in the readiness to independently perform professional actions. The core of personal and professional independence is the formation of qualities that make a person competitive: the ability to learn, work in a team, quickly join the work pace, the ability to make decisions independently, and be responsible for these decisions.

3. The result of professional readiness is preparation for professional activity - professionalism. We consider professionalism as an acquired ability to successfully solve professional problems in the process of developing personal potential.

Testing and implementation of research results. The main provisions and results of the study were presented by the author at international conferences (Krasnodar, 2004; Saratov, 2006), at all-Russian conferences (Izhevsk, 1999; Krasnodar, 2003,2005; Chelyabinsk, 2006), at interregional conferences (Krasnodar, 2005; Pyatigorsk , 2006), regional ones (Krasnodar, 2000; Krasnodar, 2005; 2006). Main provisions and results of the study 2001-2006. discussed at meetings of the Department of Social and Humanitarian Disciplines of the Kuban Socio-Economic Institute, the Department of Social Work, Psychology and Pedagogy of Higher Education of the Kuban State University. The course on the development of personal potential was tested at the Kuban Socio-Economic Institute at the Faculty of Economics and Law and is included in the curriculum at the Kuban College of Culture, Economics and Law at the Department of Law.

Dissertation conclusion scientific article on the topic "Theory and methods of vocational education"

Conclusions on the second chapter of the dissertation research.

The study of the experimental base of the study was carried out, diagnostic procedures were carried out to study the preparedness of students for experimental work on the development of personal potential. On the basis of self-assessment methods, a general trend in the educational process of the university was revealed in terms of the state of pedagogical conditions that contribute to the development of professionalism. The model of personal potential was supplemented and tested in experimental work; developed and implemented methods of formation of personal and professional independence, professionalism of students based on the development of personal potential. Criteria and indicators of personal and professional independence have been developed. The paper presents pedagogical technologies that contribute to the formation of students' professionalism, gives solid methodological recommendations for their use. A program has been developed and implemented that activates the educational process of the KSEI on the formation of professionalism. Thus, the effectiveness of the pedagogical efforts organized by us can be assessed by changes in the conditions of the educational process aimed at the formation of professionalism: - to improve didactic provision (preparation and publication of teaching aids, guidelines for students and teachers), which enhances psychological and pedagogical training students, focused on the development of personal potential, which as a result positively changes the quality of professional training; - on the change in the personal sphere of students with an increased focus on the development of their potential, emotional-volitional, motivational aspects of the personality (which is confirmed experimentally); to improve methodological skill, an indicator of which are changes in the dynamics of personal and professional independence.

CONCLUSION

I. Initial theoreticians - methodological positions of our research.

The personal potential of a person includes, on the one hand, real potentialities, his readiness for their effective implementation, on the other hand, unrealized, unclaimed, internal reserves of a person. There is a certain connection between the reserves and potentials of a person. In the process of activity, conflict relationships may arise between the conditions of activity and the ability of a person to perform it. The human psyche, which plays the role of an integral regulator, ensures adequate spending and maintenance of all types of human resources at the proper level.

Professional activity is considered as a system of human relations with the surrounding educational and professional environment, with its decisive role in the formation of human professionalism. Psychological and pedagogical science recognizes the determining role of activity in shaping the personality of a professional. In this regard, educational and professional activities should be considered as a resource for the formation of a person's professionalism. Based on this provision, we believe that the educational process is a resource for optimizing vocational training.

Professional development is characterized as the resolution of internal and external contradictions. The contradictions that arise in a person's life between goals, tasks - and the means available to achieve them, between the aspirations, capabilities, potentials of a person - and his interests, relationships and orientation are resolved in activity and serve as the driving forces for the development of a person's individuality.

Professional formation can be represented in the form of two main lines: a) as the development of activity - its structure, a set of methods and means, the sequence of which one after another has a target determination; b) as a process of development of a professional person. These two approaches are complementary.

Personal potential provides an opportunity for professional development of a person. The paths he chooses may be different. Success in this case is determined not so much by the potentialities themselves, but by the degree of productivity of their use and the activity of a person as a subject of life as a whole.

II. The results of the study:

1. The role of personal potential as a source, means, base, conditions for the formation of professionalism is substantiated.

2. From the standpoint of pedagogical management, a model for the realization of personal potential has been developed, including the following components: - social (creation of a favorable environment for the professional development of oneself, Others, Others for me);

Psychological and pedagogical (formation of skills to be included in the professional activity by Himself and to include Others, Others help Me to be included in the activity); - methodical, aimed at methodological support of Myself, Others, methodical assistance of the Other in my professional development.

3. The concept of "personal-professional independence", understood as an integrative quality, the essence of which lies in the formation of readiness to perform professional actions, is characterized.

4. The characteristics of the student's professionalism as an acquired ability to successfully solve educational and professional tasks and focus on the development of personal potential are given.

5. The levels of professionalism are determined through the ability to solve professional problems: initial, elementary, independent and creative. It is proved that the solution of professional problems develops personal potential, contributes to the formation of personal and professional independence, increases the need for self-education.

6. A methodology has been developed for the formation of professionalism through the solution of three groups of educational and professional tasks: perceptual - mnemonic, productive - heuristic, reflexive.

7. It was revealed that according to the traditional system of education, the emphasis is on the assimilation of knowledge, skills, abilities, which indirectly affect personal development. We consider it necessary to create conditions for the development of personal potential, personal and professional independence, which contributes to successful professional development.

8. A generalized opinion of employers was revealed that professional qualities are not the main thing, that a profession can be learned, personal, mental qualities that make a person competitive are much more important (the ability to learn, work in a team, quickly join the work rhythm, the ability to make decisions, be responsible for these solutions).

Unfortunately, our educational standards do not pay enough attention to the formation of these qualities, therefore, in reality, it takes a young specialist from two to three years to professionally “finish”.

9. We believe it is necessary to consider one of the key indicators of the quality of the work of the university - the formation of the career of each graduate of the university, his accomplished professionalism. Further research requires the problem of training a competitive specialist.

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184 Mangan, K.S. Harvard law school tries to figure out why many of its students are not happy / K.S. Mangan // The chronicle of higher education.- N.Y., 1999.-V.XI.VII.- №6.- P. A55-A56.

185. Maslow, A. Motivation and personality / A. Maslow. N.Y.: Harpers, 1954.-IX.- 453 p.

186. Maslow, A. Toward psychology of being / A. Maslow. N.Y., 1968. - 117

187. Reeve, J. Autonomy-Supportive Teachers: How They Teach and Motivate Students / J. Reeve, H. Bolt, Y. Cai // Journal of Educational Psychology. -Washington, DC: APA, 1997.- V.91. No. 3. - P. 537-548.

188. Rogers, C. On becoming a person / C. Rogers Boston, 1961.

189. Basic concepts on the research topic

191. Becoming a personality This is the "shaping" of a personality, adequate to the requirements of society and the needs of the individual in the development and self-realization. E.F. Zeer. Psychology of vocational education. M.2003

192. Form completeness, generate; create, compose, organize. S.I. Ozhegov Explanatory Dictionary of the Russian Language.

193. Professional qualifications These are the levels of a worker's professional readiness to perform one or another type of labor of a certain quality and a certain complexity. B.C. Bezrukov. Pedagogy. Yekaterinburg 1996

194. Professional competence This is "the main cognitive component of the subsystem of professionalism of activity, which allows to carry out professional activities with high productivity" Derkach A.A. 2003

195. Resource Reserve Stocks, sources of something. A reserve from where new forces and resources are drawn. S.I. Ozhegov Explanatory Dictionary of the Russian Language.

196. Personal resource Everything that belongs to it, in particular, character traits, abilities, values. V.N. Markov "Personal Potential" // World of Psychology. -2000.-№1s.250

197. Competence Considered as a “personality trait” that allows a person to act independently and responsibly N.V. Kuzmin. Professionalism of the personality of the teacher and master of industrial training. 1990

198. Competence "Knowledge-based, intellectually and personally conditioned experience of social and professional life" Zimnyaya I.A. 2003

199. Key qualifications General professional knowledge, skills and abilities, as well as the abilities and qualities of a person necessary to perform work in a certain group of professions. E.F. Zeer. Psychology of vocational education. M.2003

203. Questionnaire for the study of assessing the ability to develop personal potential

204. Are you able to organize your activities without external coercion from others (group teacher)? a) is basically capable; b) is capable only in cooperation with the teacher; c) unable to.

205. Are you capable of self-education, self-development of your personal potential, do you show this inclination? a) is clearly visible; b) manifests itself, but from case to case; c) does not appear.

206. Are you independent enough when performing cognitive professional tasks and solving problems? a) quite independent; b) I prefer to work with the help of a teacher; c) I work only with the help of others, with support, according to the algorithm.

207. Are you able to control the process of implementation and the result of your cognitive professional work? a) is basically capable; b) able only with the help of a teacher; c) is not capable, the control of others is necessary.

208. Are you able to independently evaluate the results of your cognitive professional activity? a) is basically capable; b) able only with the help of a teacher; c) as a rule, I rely on the assessment of others, the teacher.