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Features of the Thematic Organization of the Learning Content Units in the Implementation of the Activity Approach to Learning 613
Chernushevich V.A., Associate Profes, chair of legal psychology and law, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
In the paper the learning process is considered as a form of students’ individual experience through the inclusion in the evolving professional activity. The principles of organization of the educational activities are described, and the main among them is the principle of activity-theming of the learning content units. It allows to select a unit of learning activity, which takes into account the initial state of the student experience, actualization of that experience in the educational situation, problematization and changing the experience to a professionally meaningful state. It is shown how during the professional training of psychologists the “non-activity” topics can be transformed into “activity” related ones. A scheme of an educational module for training the researchers and applied psychologists is proposed. The basic principles of the educational process organization necessary to form the competencies are formulated: principles of practice-orientation, early professional self-determination, reflexive-activity interaction between theoretical disciplines and practice (the associated training courses).
Keywords: activity approach, activity theming, educational theme, educational situation, educational contents, unit (module) of training activities, professional self-determination, practice, development of experience, professional competences.
Column: Juridical Psychology