Methodical Principles of Designing Competitive Correctional and Developmental Classes

203

Abstract

The article discusses the methodological principles, on the basis of which the teacher-psychologist designs the lessons of the correctional and developmental orientation: the unity of diagnosis and correction, the orientation of development towards the realization of the psychophysical resources of the personality; the principle of normative development; the activity principle of the formation of students’ competencies; the principle of a reflexive approach to teaching; the principle of interaction and communication in joint activities; the principle of the unity of the tasks of development, correction and education; the principle of attracting psychologically significant subjects of educational relations to the solution of correctional and developmental problems. It is substantiated that the work of a teach-er-psychologist in the paradigm of the methodology of correctional and developmental activity in-creases the relevance and significance of the author’s project submitted to the test “Protection of the implemented psychological and pedagogical practice” of the All-Russian Professional Skill Contest “Teacher-Psychologist of Russia”.

General Information

Keywords: professional literacy of a teacher-psychologist, competition of professional skills, All-Russian Pro-fessional Skill Contest “Teacher-Psychologist of Russia”, correctional and developmental work, de-signing psychological classes, methodological principles, personal resources.

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2021180203

For citation: Egorova M.A. Methodical Principles of Designing Competitive Correctional and Developmental Classes [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2021. Vol. 18, no. 2, pp. 26–34. DOI: 10.17759/bppe.2021180203. (In Russ., аbstr. in Engl.)

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Information About the Authors

Marina A. Egorova, PhD in Education, Professor, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-0716-6858, e-mail: egorovama@mgppu.ru

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