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  Previous issue (2019. Vol. 11, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Open Access Journal

 

Differential-Psychological and Psychophysiological Approaches to Learning in Modern School

Kabardov M.K., Professor, Head of Laboratory for Psychophysiology and Differential Psychology, Head of Chair of General Psychology, Moscow State University of Psychology & Education, Federal state budgetary scientific institution "Psychological Institute of the Russian Academy of education", Moscow, Russia, kabardov@mail.ru
Aminov N.A., Ph.D. in Psychology, Leading Research Associate, Psychological Institute, Russian Academy of Education, Moscow, Russia, aminov.pirao@yandex.ru
Zhambeeva Z.Z., Ph.D. in Psychology, Leading Researcher Associate, Institute of Psychology, the Russian Academy of Education,, Moscow, Russia, zarema-z@mail.ru
Burmistrova E.V., Ph.D. in Psychology, Associate Professor, Department of Psychological Counseling, Moscow State Regional University, Moscow, Russia, katerina64@list.ru
Bedanokova A.K., Junior Researcher, Institute of Psychology, the Russian Academy of Education, Moscow, Russia, asieta@mail.ru
Abstract
The article shows the background and specifics of application of differential psychological and psychophysiological approach to learning in modern school. The revealed problems of the use of the process of individualization and differentiation of teaching, the necessity of taking into account the individual learning opportunities, individual style of pedagogical activity, as well as features the method used by the teacher during training at the modern stage of education development. Presents the advantages and disadvantages of the 3 paradigms of providing training and education of students in modern school in terms of educational and personal needs of the participants in the learning process. The study showed which may have the effect of environmental factors (primarily representations of teachers about the abilities of their wards, i.e., the performance assessment by teachers) on the results of the exam. And that is not unimportant, skills and abilities of teachers play an important role in the learning process. According to the authors, the effectiveness of the learning process depends on "valence" the following three factors against each other and their variability: styles of teaching; learning styles (types of teaching techniques or learning technologies); individual strategies to acquire knowledge, skills, skills. This work was supported by grant RFH № 16-06-00887а

Keywords: situational (environmental) factors, the paradigm of teaching, individualization and differentiation of teaching, educational and personal needs

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2016080408

For Reference

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