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Counseling Psychology and Psychotherapy

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2075-3470

ISSN (online): 2311-9446

DOI: https://doi.org/10.17759/cpp

License: CC BY-NC 4.0

Started in 1992

Published quarterly

Free of fees
Open Access Journal

 

Lesson planning on the principles of reflectiveaactivity approach 1532

Antonova N.V.
PhD in Psychology, Associate Professor of organizational psychology, National Research University “Higher School of Economics”, Moscow, Russia
e-mail: nvantonova@hse.ru

Antonova A.N.

Abstract
The article deals with technology of planning a lesson on the principles of reflective-activity approach. It describes basic steps of planning such lesson: establishing emotional contact with students, defining the general intent of the lesson, establishing cooperative relationships, when student becomes the subject of his own activities, developing mode of action, its testing, error correcting, modifying the mode of action. It is emphasized that establishing a cooperative relationA ships, when a child is a subject of the learning activities, considerably changes position of a teacher, who actually becomes a consultant for mastering the mateA rial, developing a plan and making modifications in case of errors and difficulties. Special emphasis in helping the student is put on developing of reflection and work with context.

Keywords: reflectiveAactive approach, meaning, reflection, mode of action, awareness and transformation process, cooperation, development.

Column: Opinions, positions, discussions

For Reference

References

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