As a manuscript

Shpak Olga Valentinovna

DEVELOPMENT OF COGNITIVE SKILLS OF HIGH SCHOOL STUDENTS BY MEANS OF INFORMATION TECHNOLOGIES

13.00.01 - general pedagogy, history of pedagogy and education

dissertations for competition degree

candidate pedagogical sciences

MaikopTs 2007

The work was done at the Department of Pedagogy and pedagogical technologies state educational institution higher vocational education l Karachay-Cherkess State University

Scientific adviser - doctor of pedagogical sciences, professor

Semenov Kurman Borisovich

Official opponents: Doctor of Pedagogical Sciences, Professor

Galustov Robert Ambartsumovich

Candidate of Pedagogical Sciences, Associate Professor

Aibazov Boris Adeyovich

Leading organization - Dagestan State

Pedagogical University

The defense will take place on November 13, 2007 at 2:00 pm at a meeting of the dissertation council DM 212.001.04 in the conference hall of the Adyghe state university at the address: 385000, Maykop, st. University, 208.

The dissertation can be found at scientific library Adyghe State University.

Scientific Secretary

dissertation council,

doctor of pedagogical sciences,

Professor M.R. Kudaev

GENERAL DESCRIPTION OF WORK

The relevance of research. The current state of social development is characterized by a constant increase in information, which makes higher demands in the dynamics of education. The problem of activating the learning process has been and remains important. It involves the improvement of methods and organizational forms academic work providing active and independent theoretical and practical activities of schoolchildren. The need to develop cognitive skills is dictated by the increased requirements for upbringing and education that are modern stage development of democratic Russia. At present, the problem of developing cognitive skills finds its solution in the practice of the best teachers.

Cognitive activity in the modern sense is defined as an active state of the student, which is characterized by the desire for learning, mental stress and the manifestation of volitional efforts in the process of mastering knowledge. In pedagogy, three levels of cognitive activation are distinguished - reproducing, interpreting and creative, and two meanings of the concept of activity are used: activity as a state associated with the implementation of some action or moment of communication and activity as a personality property associated with social tasks.

D.N. Bogoyavlensky and N.A. Menchinskaya note that the goal of educating the activity of a person is the formation of the ability for self-regulation (the student acquires independence in obtaining new knowledge, exercising internal control over what he has learned). This provision is of particular importance in modern conditions and is recognized at the state level. AT last years the traditional system of education in schools is inferior to new developing systems, an additional period of study has been introduced, video programs have appeared, congestion is observed educational information, academic subjects focus on the integration of knowledge about man, society, nature.

Analysis of the development of the use idea information technologies at home and abroad aims at the need for coordination curricula.

The problem of the development of the development of cognitive skills is devoted to the works of many scientists, starting from the ancient philosophers Heraclitus, Socrates, Aristotle, etc., the scientists of the Middle Ages were interested in Al-Khwarizmi, Ibn Sina, and others, was the subject of study in the Renaissance and New Age L. da Vinci , F. Bacon, R. Descartes, he was given a special place by the French enlighteners and encyclopedists Montesquieu, Voltaire, Rousseau and others. In domestic science, the problem of developing cognitive skills was considered by L.S. Vygotsky, S.L. Rubinstein, V.A. Sukhomlinsky. The didactic aspect of the problem (methods and forms of teaching) was studied by Yu.K. Babansky, B.P. Esipov, I.T. Ogorodnikov, M.N. Skatkin and others; cognitive independence of students was studied by F. Ya. Baikov, V. I. Andreev, T. V. Kudryavtsev, I. Ya. Lerner, V.N. Shatskaya, V.A. Levin, V.A. Slastyonin; interest and cognitive need - L.I. Bozhovich, V.S. Ilyin. N. F. Talyzina, G.D. Kirillova. Modern works are presented by G.I. Schukina, T.I. Shamova, I.F. Kharlamov and others.

The purposeful formation of a cognitive need for understanding and mastering the material being studied is a didactic regularity of the learning process. In the implementation of this regularity, as noted in the scientific works of P.I. Pidkasisty, L.P. Aristova, V. Okon et al., are of significant importance: excitation in schoolchildren of the need to acquire knowledge; the use of various methods of activation, including information technology; extension independent work on comprehension and assimilation of the studied material, etc.

There are a number of dissertations (V.I. Babiy, N.G. Kuprina, L.P. Ilyenko, L.V. Kurylenko, etc.) devoted to various aspects of activation creative process in terms of the use of information technologies, which are also of interest for our study: visibility and activation of students in learning; development of cognitive skills of students.

Well-known modern psychologists, teachers, and methodologists have been and are engaged in the study of the development of cognitive skills. However, despite numerous completed studies in this area, this problem remains one of the most urgent today.

There is a contradiction between the knowledge that the student receives through differentiation by subject matter and the trend in the use of information technology, which causes a change in existing didactic systems.

The possibilities of developing cognitive skills in modern pedagogy by means of information technologies have not yet been sufficiently studied.

Significant significance and insufficient development of the problem of developing cognitive skills of high school students by means of information technology determined the choice of the topic of our study: Development of cognitive skills of high school students by means of information technology.

Research problem: what are pedagogical conditions development of cognitive skills by means of information technology.

Solving this problem was the goal of our study.

Object of study: the development of cognitive skills of high school students in the educational process.

Subject of study: psychological and pedagogical conditions for the development of cognitive skills of high school students by means of information technology.

The hypothesis of the study was a system of assumptions that the development of cognitive skills of high school students based on information technology can be ensured if:

The cognitive activity of high school students will be carried out taking into account the specifics of modern information activity;

Process cognitive activity high school students are carried out within the framework of a student-oriented paradigm of education;

Sufficient level is provided pedagogical competence subject teachers in the educational process;

The construction of a methodological system for the development of cognitive skills of high school students will be carried out on the basis of:

• models of interaction between information and pedagogical technologies;
• student inclusion in different kinds educational and cognitive activity;
• wide use of various pedagogical technologies;
• encouraging the development of independence and cognitive activity students in the use of information technology;
• taking into account the personal and individual characteristics of students.

To achieve this goal and test the hypothesis put forward, the following tasks were defined:

1. Consider the essence, content and structure of the development of cognitive skills of students.
2. To identify the content characteristics of modern information and pedagogical technologies used in the educational process of a modern school.
3. To develop a model for the use of information and pedagogical technologies in the development of cognitive skills of high school students.
4. Develop and test a methodological system for the development of cognitive skills of high school students based on the use of information technology in the learning process.
5. To carry out an experimental verification of the author's model of the development of cognitive skills of high school students based on the use of information technology in the learning process.

The methodological basis of the study was: modern humanistically oriented philosophical, psychological and pedagogical concepts; conceptual provisions on the activity and creative essence of the personality and its multifactorial development; an axiological approach that considers a person as the highest value; fundamental provisions of general pedagogy; concepts of informatization of society and education; scientific and historical approach to the study of the phenomenon of information technology.

Theoretical basis research amounted to: concepts holistic approach to the formation learning activities students (Yu.K. Babansky, P.Ya. Galperin, L.V. Zankov, V.V. Kraevsky, I.Ya. Lerner, A.M. Matyushkin, M.I. Makhmutov, M.N. Skatkin, N.F. . Talyzina and others); theory of designing pedagogical technologies (V.S. Bezrukova, V.P. Bespalko, V.I. Bogolyubov, I.Ya. Zimnyaya, M.V. Klarin, V.Yu. Pityukov, G.K. Selevko, S.A. . Smirnov, etc.); scientific work on the problems of using information technologies in the educational process (Yu.S. Branovsky, V.I. Gritsenko, V.A. Izvozchikov, A.P. Ershov, I.G. Zakharova, Yu.A. Kravchenko, S.V. Monakhov , E. S. Polat, I. V. Robert, V. A. Trainev, etc.); theoretical and methodological foundations for the formation of information culture of students (V.A. Vinogradov, G.G. Vorobyov, M.G. Vokhrysheva, N.I. Gendina, A.A. Grechikhin, G.A. Zharkova, N.B. Zinovieva , Y. S. Zubov, G. M. Klimenko, S. M. Konyushenko, B. A. Semenovker, E. P. Semenyuk, L. V. Skvortsov, I. G. Khangeldieva, etc.).

To solve the tasks set, the following set of research methods was used:

• theoretical: analysis and synthesis of philosophical, sociological, psychological and pedagogical and methodical literature on the research problem; theoretical and methodological analysis of the state of the research problem; modeling and designing a system for the development of cognitive skills of high school students.
• experimental: observation, questioning, interview, testing, introspection, self-assessment, summarizing expert assessments, assessment - rating, stating and shaping experiments, studying and analyzing instructional and methodological documents, school, student documentation.
• methods of qualitative and quantitative analysis of experimental data: component analysis, statistical processing of the obtained data, methodical interpretation of the results.

The experimental base of the study was the secondary school No. 6 and the gymnasium No. 5, No. 9 of Cherkessk. The study involved 290 students of grades 10 and 11, 50 teachers of educational institutions.

The study was conducted during 2002 - 2007 and included three stages. At the first (exploratory-theoretical) stage, the following were carried out: study and analysis of the state of the study of the problem in science and practice; definition of goals, objectives, hypotheses, basic principles and directions of research search; designing a system for the development of cognitive skills of high school students based on the use of information and pedagogical technologies.

The second (experimental) stage included the organization and conduct of an experiment, during which the research hypothesis and the author's model of the development of cognitive skills of high school students based on information and pedagogical technologies were tested.

The third (final) stage included: generalization and interpretation of the obtained results of theoretical and experimental research; introducing corrections obtained at the first and second stages of the study into the conclusions and into the developed system for the development of cognitive skills of high school students; development of scientific and practical recommendations; preparation of the manuscript of the dissertation research.

The scientific novelty of the study lies in the fact that it:

• the author's classification of information technologies is presented, revealing the essence, content and possibilities of using information technologies in improving educational process modern school;
• a model for the development of cognitive skills of students based on information technology has been built, the basis of which is: factors of interaction between information and pedagogical technologies, theoretical and methodological justification of the main approaches to the use of information technology, principles, methodological system and conditions for using information technology;
• a methodological system for the development of cognitive skills of high school students based on information technology in the learning process has been developed, which includes target, content, operational and activity, control and adjustment and evaluative and effective components.

The theoretical significance of the study lies in.

Associated with the time of year, days of the week, as well as holidays;

The regularities of suicides depending on the region, type of settlements, social and hygienic characteristics of the family are analyzed:

For example Ryazan region a SWOT analysis was conducted to identify opportunities and problem areas in terms of implementing regional measures to prevent suicide among adolescents;

A system of measures aimed at reducing mortality from suicide at the individual, group and population levels has been developed.

The practical significance of the work. The materials contained in the dissertation have found the following practical application:

2. The materials of the dissertation were used to prepare a monograph "Adolescent mortality in Russia" commissioned by UNICEF (M., 2011).

3. Based on the results of the work, an information letter “Organization of the prevention of depression and suicide among adolescents” was prepared and published (Ryazan, 2013).

4. Research materials are used in the educational process: at the departments of GBOU VPO Ryazan State Medical University. acad. I.P. Pavlova, Nizhny Novgorod State Medical Academy, FGBOU VPO Russian University Friendship of Peoples, in the department of postgraduate professional education of the Federal State Budgetary Institution Scientific Center for Children's Health of the Russian Academy of Medical Sciences (Moscow).

Approbation of the research results. The dissertation materials were presented, reported and discussed at:

All-Russian scientific and practical conference "Demographic present and future of Russia and its regions" (May 30-31, 2012, Moscow);

International conference ITAR-TASS organized by UNICEF on the problem of suicides among adolescents in Russia (December 11, 2011, Moscow);

All-Russian scientific conference "Young organizer of healthcare" for students and young scientists, dedicated to the memory of prof. V.K. Sologuba (Krasnoyarsk, 2012);

Interdepartmental meeting of the Ryazan State Medical University. acad. I.P. Pavlova (Ryazan, 2013).

Author's personal contribution is to independently conduct an analytical review of domestic and foreign literature on the problem under study, the development of a program and research plan, the collection and development of information about the objects of study. The author developed a questionnaire for adolescents and conducted a sociological survey, performed statistical processing and analysis of the data obtained, formulated conclusions and suggestions.

The main provisions for defense:

1. Current levels of suicide mortality among adolescents aged 15-19 in Russia are determined primarily by their trends in the 1990s and significantly exceed previously predicted indicators.

2. The death rate of adolescents from suicides is of a pronounced regional nature, depending on the type of settlements and the age and sex characteristics of suicides.

3. In the Ryazan region, the actual death rates of boys and girls from suicide are higher than recorded by official statistics. In recent years, however, there has been a steady increase in the number of injuries with indeterminate intentions in this region, which indicates an underreporting of suicides among adolescents.

4. The proposed system of measures to reduce the mortality of adolescents from suicide, based on the early identification and elimination of their risk factors, as well as the formation of a benevolent information environment in the most popular social networks for young people, and taking into account the "social and hygienic portrait" of suicides.

The volume and structure of the dissertation. The dissertation consists of introduction, 5 chapters, conclusion, conclusions, practical recommendations, bibliography. The work is presented on 177 typewritten pages, illustrated with 28 tables and 18 figures. The bibliographic list includes 264 sources, including 124 foreign authors.
THE CONTENT OF THE WORK
In inadministered the substantiation of the relevance of the topic is given, the purpose and objectives, scientific novelty, scientific and practical significance of the study are indicated, the main provisions submitted for defense are stated.

AT Glava 1 a critical analysis of domestic and foreign literature on prevalence, risk factors, as well as modern approaches to the organization of suicide prevention in adolescence is presented.

AT Glava 2 "Materials and Methods of Research" considers the organizational and methodological features of the dissertation work, which was carried out in accordance with the plan of scientific research of the SBEE HPE "Ryazan State Medical University. Academician I.P. Pavlov” of the Ministry of Health of Russia and FBGU “Central Research Institute for the Organization and Informatization of Healthcare” of the Ministry of Health of Russia.

The object of the study were persons aged 15-19 years, who, according to the recommendations of the WHO Expert Committee (1977), belong to adolescents. This approach is also due to the fact that the work was carried out within the framework of the UNICEF international program. In addition, the statistical reporting of mortality presents data for 5-year intervals, including 15-19 years.

The information base of the study is represented by the following data:

On adolescent mortality in Russian Federation for 1965-2010 (in intensive indicators per 100 thousand adolescents, taking into account gender);

On adolescent mortality in Russian regions for 1989-2010. to study the typology of territories in terms of the level and trends of mortality in intensive terms per 100 thousand boys and girls;

Data on adolescent suicides (based on records of 25.7 thousand deaths of adolescents in the Russian Federation for the period from 2000 to 2010) used to study their characteristics by types of settlements, seasonality and distribution by day of the week;

Medical certificates of death (f. No. 106 / y) of adolescents from suicide in four Russian regions: with a low level (Moscow), an average (Tver and Ryazan regions) and a high level of mortality (Kirov region) - a total of 276 cases;

The results of a sociological survey of 352 adolescents in the Ryazan region on the features of anti-suicidal behavior.

SWOT analysis [A.A. Thompson, A.D. Strickland, 1998] in order to identify opportunities and problem areas in terms of measures used to prevent suicide on the example of the Ryazan region.

The study design is presented in Table 1.

Study design

The paper uses graphic images as a means of statistical analysis and visual generalization of the results of the study. When solving the tasks set, the corresponding relative performance. The significance of their differences was assessed using Student's t-test. The rank correlation coefficient was calculated.

The results of our own research are presented in the third-fifth chapters.

In the course of the study, the dynamics of suicidal mortality of Russian adolescents aged 15-19 from suicides in different periods of the country's socio-economic development was analyzed: Soviet period(1965-1984), the period of reforms and transformations (1985-2002) and modern period(2003-2010). Trends in adolescent mortality from suicide were assessed against the background of the dynamics of mortality from injuries and poisonings in general.

The distribution of subjects of the Federation by the level of suicides among adolescents was the basis for the allocation of basic territories in the course of this study.

It has been established that by 1970 the death rate of Russian boys from suicide increased by 67.1% compared to 1965 and amounted to 26.9 per 100 thousand male adolescents aged 15-19 years (R

In 1971-1984 there have been trends in which the rate of suicide among adolescents has been steadily declining. It should be noted a significant increase in positive trends during the anti-alcohol campaign of 1985-1987, when the studied indicator dropped to the level of 1965, amounting to 16.1 cases per 100,000 adolescents aged 15-19. During this period of time, the average annual rate of decline in mortality from suicide was 14.5%, while in 1971-1984. the average annual rate of decline of the studied indicator was 1%.

In 1988-1995 the death rate of Russian young men from suicide increased by 2.2 times, while there was no pronounced acceleration of negative trends after 1992. In 1995-1998 the indicator decreased by 8.8%, but these trends turned out to be unstable, and after the default of 1998, the death rate from suicides began to grow again, reaching an absolute maximum in 2001 - 37.9 per 100,000 adolescents aged 15-19 years.

In the 2000s, there was a decrease in adolescent mortality from suicide by 19.8%. However, in 2006-2010 there was a stagnation of the indicator at the level of 30-31 cases per 100 thousand young men (Fig. 1).

Mortality of girls in the Russian Federation from suicides in 1965-1984. was characterized by positive tendencies, like those of their male peers, but not always stable. In 1987, the rate reached an absolute minimum of 4.2 per 100,000 adolescents of the respective sex (P

During 1992-2010 trends in mortality of adolescent males and females in the Russian Federation from suicides were of a pronounced negative nature compared with mortality from injuries and poisonings in general. Thus, mortality rates from suicides increased by 20.6% and 23.2% against the background of a decrease in mortality from injuries and poisonings by 37.5% and 13.6%, respectively.

In general, in all subjects of the Russian Federation, the total number of suicides among adolescents varied from 1284 cases in 1989 to 2907 in 2001. Thus, the annual number of incidents in certain regions is quite small (often these are isolated cases). This is the reason for the significant annual variability of indicators in each of the Russian territories, which determined the choice of a three-year period for constructing a grouping of territories: at the turn and in the middle of the 1990s, at the turn of the 20th and 21st centuries, and also at the end of the first decade of the new century.

The regional profile of adolescent mortality from suicide is as follows. There is a wide range of indicators in both the male and female populations. At the same time, among young men, mortality from suicides varied from 3.6 in the Oryol region to 316.5 in the Chukotka Autonomous Okrug per 100 thousand of the corresponding population (P

table 2

Criteria for classifying Russian territories according to adolescent mortality rates from suicide (per 100,000 population of the corresponding age)

The upper limit of the range of low mortality rates from suicides among young men has significantly decreased compared to the beginning of the 21st century (from 23.8 to 12 per 100 thousand of the population of the corresponding age and sex), while among girls it has practically not changed (2.7 and 2.5, respectively). At the same time, the proportion of territories with low rates of male adolescent mortality from suicide was 11%, and for girls this figure is slightly higher -14%. This area included adolescents from Karachay-Cherkessia, North Ossetia, Moscow, Ryazan and Rostov regions, young men living in Dagestan, Kursk and Oryol regions, St. Petersburg, as well as girls from Mordovia, Pskov, Voronezh, Samara, Murmansk and Magadan areas.

The zone of increased risk of suicide in boys and girls aged 15-19 years is determined by two geographical clusters - the territories of the European North-West, as well as the Far Eastern and East Siberian regions of Russia. In other words, in relation to suicides among adolescents, the vector “prosperous West - dysfunctional East” formed in the late 80s of the twentieth century remains.

It should be noted a high degree of similarity of disadvantaged areas among boys and girls, which indicates the absence of gender-specific risk factors in extreme territories.

The most favorable socio-economic situation in the capital centers with a diversified production and social structure contributed to the low suicide rate. While the regional centers with a monofunctional industrial specialization (for example, Izhevsk and Kostroma) occupied the first ranking places in terms of the level of suicides. During the period of socio-economic transformations, the intensity of social stress was the highest in regions where enterprises are city-forming, which manifested itself in a more pronounced increase in suicides [Shafirkin A.V., Shtemberg A.S., 2007].

Suicide trends among adolescents in the Ryazan region were of a fundamentally different nature. The death rate of adolescents from suicide in the Ryazan region was declining throughout the 90s of the 20th century, despite the fact that they were growing across the country as a whole. Despite the small number of annual events, which determines the significant variability of annual indicators, one can clearly distinguish the trend of decreasing mortality, which is especially pronounced among young men (Fig. 2).

In the 2000s, the positive trend in the Ryazan region continued, moreover, among young men, the same rate of decrease in mortality from suicide can be noted as in the 90s of the last century. In girls, against the background of a single annual number of suicide cases, an increase in the indicator was noted in the period 1998-2004. Since 2005, there has not been a single case of death of girls aged 15-19 as a result of suicide in the region.

As a result of various trends in adolescent mortality from suicide in the Ryazan region and in the country as a whole, the rank position of the region in the all-Russian distribution has changed. If at the turn of the 90s of the XX century the level of suicide among young men in the Ryazan region was close to the national average, then in 2010 it became 2.7 times lower. Two decades ago, the situation with suicides among girls in the Ryazan region was slightly better than the national average: their level was almost 1.5 times lower than the national average. By 2004, when suicide cases among girls were last registered in the region, the suicide rate among them in the Ryazan region was 3.5 times lower than the national average.

In Russia, the first place in the structure of adolescent mortality due to the influence of external factors is occupied by transport injuries, the second - with a small margin - is suicide. In total, these two causes account for about half of all adolescent deaths from injuries and poisonings. In the Ryazan region, the mortality of adolescents from traffic injuries is more than 1.5 times higher than the national average, and their contribution to the mortality of 15-19-year-old boys and girls is more than a third - 34.5%.

At the same time, transport injuries do not take the first place among the external causes of death of adolescents in the Ryazan region. More than 40% of all cases of death from poisoning and injuries in the region are injuries with uncertain intentions (Table 3). From injuries of an unknown nature, the death rate of adolescents in the Ryazan region is four times higher than the national average. According to the ICD-X, "this block includes cases where there is not enough information available to allow medical and legal experts to conclude whether the incident is an accident, self-harm, or assault with intent to kill or injure." Thus, it cannot be ruled out that a significant proportion of suicides are not registered.

Table 3

The main external causes of death of adolescents in Russia

With a uniform distribution of incidents by months, their monthly frequency should be 8.3%. However, as can be seen from Figure 3, in the Russian Federation, the distribution of suicides by months among boys varies from a minimum of 7.4% to a maximum of 10.4%, and for girls from 6.7% to 11%, respectively. It should be noted that in girls this unevenness seems to be more pronounced.

Rice. 3. Distribution of suicides among boys and girls

The distribution of suicides by day of the week is also not uniform. So, on Sunday there were 16.5% of suicides among boys and 15.8% among girls, on Saturday - 14.8% and 14.9%, on Monday - 14.4% and 14.6%, respectively. On the rest of the week, the distribution of incidents was below the average of 14.3%. Thus, periods of increased risk of suicide for both boys and girls fall on Saturday-Monday.

An analysis of the distribution of suicides jointly by seasons of the year and days of the week showed that the frequency of suicides significantly increases on the days of all holidays that are somehow significant for adolescents, regardless of the season of the year ( New Year, St. Valentine's Day, February 23 and March 8, May holidays), which generally corresponds to the literature data.

To eliminate the hypothesis of the climatic and geographical determinant of suicides in adolescents, the situation in the Central Federal District of the Russian Federation was analyzed. The Central District was chosen for the following reasons. First, it is characterized by relatively homogeneous climatic and geographical conditions. Secondly, it is the most numerous and densely populated of all Russian territories (in particular, about 23% of Russian teenagers live in this district).

According to the data received, in general, in the Central federal district one can trace the following vector: the maximum of suicides was noted in rural areas - then there were small towns - urban-type settlements - medium-sized cities - big cities– the minimum of suicides was in the regional centers.

The study of the “social and hygienic portrait” of suicides showed that, despite all the differences in the levels of mortality from suicides in the four studied Russian regions (Moscow, Kirov, Tver and Ryazan regions), losses are formed, first of all, due to non-working adolescents. At the same time, there is a minimal contribution of suicides among university students to the overall mortality of adolescents.

It should be noted that in different territories, the contribution of suicides to the overall mortality of adolescents of similar social groups differs quite significantly. Thus, among university students it varies from 2% in the Ryazan region to 16% in Kirov region(R

In the course of the study, a survey was conducted among 352 students of the senior classes of a secondary general education school, a college and a vocational school in the city of Ryazan, including questions about their self-assessment of relationships with peers (Table 4).

It has been established that the differentiation of relationships with peers is based mainly on academic performance, rather than gender differences. Although, in general, girls study better than boys. At the same time, it can be noted that boys, in comparison with girls, are characterized by more high level conflict (6.6% and 3.8%, respectively). Girls, in turn, have a higher level of alienation (6.2% and 1.7%, respectively).
Table 4

Distribution of respondents according to self-assessment of relationships with peers

It has been established that the differentiation of relationships with peers is based mainly on academic performance, rather than gender differences. Although, in general, girls study better than boys. At the same time, it can be noted that boys, compared with girls, are characterized by a higher level of conflict (6.6% and 3.8%, respectively). Girls, in turn, have a higher level of alienation (6.2% and 1.7%, respectively).

The next block of questions concerned the state of health. The vast majority of adolescents (81.5%) reported that they do not have diseases that would limit them in Everyday life. 15.7% of respondents have diseases accompanied by certain restrictions, but with the help of various means (glasses, hearing aids, etc.) it is possible to minimize the consequences of existing health disorders. Only less than 3% of adolescents suffered from diseases that severely limited their participation in daily life. Note that, since the survey was conducted in normal educational institutions consequently, children with severe disabilities that prevent them from studying in a general school were not included in the sample.

Despite the generally favorable state of health, according to the respondents themselves, a significant part of them experienced a state of depression, a sense of the meaninglessness of life (41.4%), and every sixth teenager experienced these states quite often. About 40% of the respondents answered that they had never experienced depression. Girls somewhat more often than boys answered that they experienced depression (43.1% versus 39.5%), including often (18.4% versus 16.0%).

A significant differential sign of the incidence of depression is the composition of the family and, to an even greater extent, family relationships (Table 5).

Table 5

Distribution of respondents according to the frequency of experiencing depression
depending on the composition of the family and relations in the family of the respondents (%)

A kind of verification of the reliability of answers about experiencing depression is the question of the presence of people in the environment of a teenager who experienced such conditions. As follows from the answers of the respondents, there are no such people in the environment of 40.9% of adolescents, which corresponds to the proportion of those who themselves have never experienced such conditions. The fact that about 50% of the respondents indicated the presence of such people in the real environment, and only about 10% - in the virtual (Internet community), in our opinion, also indicates the reliability of adolescents' indications of the depressive feelings they experience.

The teenagers were asked if they had locality services where you can turn for help in case of depression, mood disorders. The most common answer was “difficult to answer”, in other words, “I don't know” - 57.0%. Answered that there are no such services at the place of residence -15.2% of respondents, and only a quarter of the respondents positively answered the question about the availability of such services. Characteristically, the awareness of boys and girls on this issue is almost the same. There is no difference in the awareness on this issue of those who have experienced depressive states, including often, and those who have never experienced them. Difficult to answer 53.0% of respondents who experienced depression, including 62.8% of those who experienced it repeatedly, and 58.8% of respondents who never experienced depressive feelings. 30.0% of adolescents who experienced depression, including 23.2% of adolescents who experienced it repeatedly, and 27.8% of adolescents who did not experience depressive feelings, are aware of the existence of services that can be contacted in case of depression, mood disorders.

10.7% of respondents have experience of communicating with a psychologist, 2.4% of respondents with a psychotherapist, and 15.1% and 2.4%, respectively, in the environment of respondents.

Thus, only slightly more than a quarter of adolescents are aware of the services available in the community to turn to in case of mood disorders; only a tenth of the respondents have experience of communicating with a psychologist and four times less - with a psychotherapist; but only a few, according to the survey, would go there in case of depression. Thus, lack of information about the availability of assistance, low accessibility even in the case of awareness, and the lack of positive experience from communicating with specialists, all this practically excludes qualified medical care for a teenager in case of depression, a sense of the meaninglessness of life.

The SWOT analysis carried out made it possible to identify problem areas in the creation of modern anti-suicidal barriers at the regional level, which we present in the original matrix (Table 6).

The most significant factors that characterize the identified organizational advantages and disadvantages of the current system for the prevention of teenage suicides in the Ryazan region were entered into the initial matrix of the SWOT analysis.

An assessment of the situation from the perspective of a SWOT analysis made it possible to identify the following unmodified risk factors for suicide:

Social anomie (old values ​​are lost in society and new ones are not formed), which is especially important for the formation of the personality of adolescents;

Table 6

Initial SWOT Analysis Matrix

External and internal migration flows that contribute to the popularization and distribution of drugs among adolescents;

Economically difficult circumstances in families caused by job cuts in small towns and rural areas of the country;

The absence of fashion in society for health, which is not considered as a commodity in the labor market and is not a priority among the values ​​of Russian families;

Unregulated information environment for adolescent communication (popular sites);

Lack of effective anti-suicidal barriers at the individual, group and population levels.

The WHO Regional Office for Europe (2004) proposes to distinguish the following three models of suicide prevention: population, group and individual.

Common to all models are:

Sustainable socio-economic and ecological environment;

Targeted primary prevention, including the formation of a healthy lifestyle;

Positive stereotypes of parental behavior;

Exclusion of domestic violence and other types of child abuse;

The possibility of realizing the social needs of adolescents in the municipality.

The structure of the models should be based on a longitudinal analysis of regional characteristics and seasonality of suicides, age and gender characteristics of adolescents, taking into account the socio-hygienic portrait of suicides.

population model includes a prevention strategy at the state level: vocational training medical professionals and other interested professionals, coordinating collaboration between the community and suicide prevention centers.

With that said, departments medical psychology, psychiatry, public health and healthcare, outpatient pediatrics, forensic medicine :

Pay attention to the study of the behavior and health of adolescents, depending on their social and gender differences;

Use the possibilities of inter-departmental integration in terms of conducting scientific research aimed at reducing mortality among adolescents and, in particular, from suicide;

Orient students and doctors in the system of postgraduate professional education to reduce preventable losses in the health of adolescents.

The creation of anti-suicidal barriers at the population level should be facilitated by:

Carrying out a large-scale campaign in Russia to combat child abuse, introducing a single helpline number into practice;

General medical examination of adolescents in Russia since 2011, designed to promptly identify somatic and mental disorders;

Organization since 2010 of 193 health centers for children in the constituent entities of the Russian Federation (at the rate of 1 center per 200 thousand children), whose work is focused on identifying risk factors for diseases and promoting a healthy lifestyle.

group model is focused on the prevention of suicidal behavior in adolescents with mental disorders and consists in the timely detection of endogenous behavioral disorders among them, as well as adequate medical rehabilitation. At the same time, preventive measures should be aimed at correcting broken family relationships, educational and social difficulties.

Individual model provides for the timely identification of adolescents who are in a suicidal state, and the provision of timely psychological assistance to them. Here it is important to ensure three-way integration: the family of a teenager - teachers of an educational institution - specialists of a children's clinic.

The system of measures for suicide prevention at the regional level should include:

Development of population, group and individual models of suicide prevention, including activities for primary and secondary suicide prevention;

Improving social conditions, education (improving skills to overcome life's difficulties, involving the media in suicide prevention);

Expansion of the socio-legal base of the worldview of adolescents;

Socio-hygienic factors (quality and regular nutrition, good sleep, physical activity, not using alcohol and drugs).

lies in the fact that the dissertation can serve as a methodological basis for subsequent scientific research in the field of ensuring public security, and its individual provisions significantly develop

relevant sections and institutions of the theory of administrative law, which deal with the basics of security.

The main provisions and conclusions of the dissertation can be used in the teaching process academic discipline administrative law in law schools, law faculties as well as in the preparation of lectures, teaching aids, textbooks, educational literature on administrative law.

Some conclusions and suggestions formulated in

dissertation research, reported on:

meeting of the Regional Public Chamber at the Regional Duma and

Administration of the Novgorod region,

conferences of members of the international police association IPA

law enforcement activities.

legal regulation of public safety put into practice

district police officers, patrol service of the Internal Affairs Directorate

Veliky Novgorod.

The results obtained can be important in the process of activity

police of public security of the Department of Internal Affairs of the Russian Federation.

The empirical base of the study was an analysis of 560 administrative cases in the internal affairs bodies in Moscow, St. Petersburg, Veliky Novgorod, Pskov for the period from 1998 to 2004, 1000 employees of the internal affairs bodies and expert assessments of 38 heads of internal affairs departments were surveyed.

Approbation of the research results was carried out in the following forms: the introduction of the main provisions of the dissertation into the software of the educational process within the framework of the state-legal specialization of the Novgorod State University, the Novgorod branch of the Russian State Humanitarian

university;

reported at the meetings of the department " Administrative law" St. Petersburg University of the Ministry of Internal Affairs of the Russian Federation;

giving lectures to scientific, practical workers, as well as students of educational institutions;

in the practical activities of the public security police: patrol service, district police officers of the Internal Affairs Directorate of Veliky Novgorod;

presentations with reports at international scientific-practical conferences and seminars; IV International Scientific Conference "Modernization of the Russian Economy: Social Context" (2003), VI International Conference "Science to Service" (2004); "New threats to international security - international cooperation of states in the fight against the financing of terrorism" 2004, "Security and human rights: problems, challenges, solutions" 2004, "Legal science: problems and development prospects (regional aspect)" - 2005.

The structure of the dissertation research. The dissertation consists of an introduction, two chapters, a conclusion, and a list of references.

school culture is systemic phenomenon, meaningfully representing the educational environment of an educational institution that ensures the personal development of school students, which is manifested in the interaction and mutual influence of the material, social and spiritual components of the school, represented by external, internal, specific and integrative indicators;

the process of forming the culture of the school is determined by a set of pedagogical conditions:

The presence of a leadership position of the school principal in a single educational team;

The presence of the formation of the value-oriented unity of the teaching staff, based on the existence of the value core of the organizational culture and manifested in the implementation of the pedagogical idea and pedagogical faith as the basis for the formation of an integrative indicator of the culture of the school - the spirit of the school;

Implementation pedagogical activity as value-oriented, aimed at the formation of value orientations of pupils of the school.

The theoretical and methodological basis of the study is:

Culturological and culture-creative approaches to the philosophy of humanitarian education (B.S. Gershunsky, A.P. Valitskaya, N.B. Krylova, etc.).

A systematic approach to understanding culture as a scientific category expressing a special area of ​​reality inherent in human society and having its own laws of functioning and development (P.S. Gurevich, B.S. Erasov, M.S. Kagan, L. White, etc.) .

A look at culture as a world of embodied values ​​and the qualitative originality of specific manifestations of human life in the process of forming a cultural environment (V.I. Kornev, N.Z. Chavchavadze, O.A. Shkileva, etc.).

Philosophical approach in the understanding of culture by Russian thinkers (N.A. Berdyaev, I.A. Ilyin, P. Florensky and others).

Provisions of cultural-historical pedagogy (M.V. Levit, M.M. Potashnik, E.A. Yamburg, etc.).

Ideas of humanistic pedagogy and psychology (A. Maslow, K. Rogers); provisions on the humanistic principles of organizing life with the aim of personal development of pupils.

Research methods:

Theoretical:

analysis of philosophical, culturological, sociological, psychological and pedagogical literature, as well as literature on management theory within the framework of the research topic aimed at studying the phenomenon of culture in general, organizational culture and school culture;

application of a systematic research method for modeling the idea of ​​school culture as a phenomenon of pedagogical practice and developing diagnostic tools to determine the state of school culture as an educational environment of an educational institution;

usage comparative method in order to study the historical experience of educational institutions in Russia in the 19th century.

Practical:

a stating experiment aimed at identifying pedagogical conditions and patterns of school culture formation;

analysis of the activities of subjects educational process on the formation of school culture;

testing and questioning of managers, teachers, students and parents of schools in Vladimir and the Vladimir region;

a retrospective analysis of the applicant's work experience in the formation of a school culture as a deputy school principal for educational work and educational psychologist.

Research Base

The research materials were: historical and pedagogical literature, archival sources reflecting the historical experience of domestic educational institutions with an established culture: the Tsarskoye Selo Lyceum, the Moscow Lyceum in memory of Tsarevich Nicholas (Katkovsky Lyceum), the men's provincial gymnasium of Vladimir, the Murom real school, as well as the results of direct experience , acquired in the conditions of a pedagogical experiment from 1995 to 2003 on the basis of schools in Vladimir (secondary school No. 16, No. 37, boarding school No. 1) and the Vladimir region (secondary school No. 9 in Kovrov, secondary school No. 16 in Murom).

Research stages

This study was carried out during 1995 - 2004. in several stages.

Stage I (1995 - 1997) - analysis of philosophical, cultural, sociological, psychological and pedagogical scientific literature in order to form conceptual approaches in the organization of experimental work.

At stage II (1997 - 2002), a stating experiment was carried out, during which the collection and accumulation of materials was carried out, confirming the effectiveness of the process of forming the culture of the school through organizational, pedagogical and diagnostic and analytical activities, archival materials were studied, and the historical experience of educational institutions of the 19th century was analyzed.

Stage III (2002–2004) included a theoretical understanding of the research data, their pedagogical analysis and generalization of the results.

Scientific novelty of the research lies in the fact that from the standpoint of a systemic and environmental approach, it presents the managerial and pedagogical interpretation of the concept of "school culture" in relation to the school as an educational institution. An iconic model of school culture has been developed as a theoretical basis for analyzing the state of development of the educational environment of an educational institution. Indicators of school culture formation as a qualitative characteristic of its development have been developed.

Theoretical significance of the study lies in the fact that it expanded the theoretical understanding of the culture of the school as the educational environment of an educational institution. Pedagogical conditions that influence the process of forming the school culture in the context of the development of an educational institution are determined. The idea of ​​the possibilities of diagnosing the state of the culture of the school has been expanded, which makes it possible to determine the level of development of the culture of the school and the degree of its harmony.

Practical significance of the study lies in the possibility of using its results in the system of advanced training in the training of leaders and teachers of educational institutions to master the basics of school culture as a phenomenon of pedagogical theory and practice.

The value of the iconic model of school culture and diagnostic tools for heads of educational institutions lies in the possibility of increasing the effectiveness of targeted management of the development of school culture, which provides conditions for the personal development of pupils.

Provisions for defense:

The culture of a school is a pedagogically expediently organized educational environment of an educational institution, based on the unity of value, traditional and symbolic components in material, social and spiritual presentations, in its totality representing a system aimed at ensuring the personal development of students, an integrative indicator of which is the spirit of the school. .

The iconic model of school culture as a result of a systematic and environmental approach to the study of this phenomenon and the description of its state in the process of analyzing the development of a school as an educational institution includes a set of structural, functional and backbone components in interconnection and mutual influence, indicators of formation and pedagogical conditions for the formation and development of school culture.

Pedagogical conditions for the formation of the culture of the school, including the presence of the specifics of the position of the headmaster, expressed in the generation and active implementation of cultural needs in the school environment; the presence of a basic system of values ​​shared by the majority of members of the teaching staff; the formation of the value-oriented unity of the teaching staff, manifested in the implementation of the pedagogical idea and faith among teachers and educators; the implementation of pedagogical activity from the standpoint of understanding it as value-oriented, aimed at the personal development of school students; understanding the role of traditions in creating the educational environment of an educational institution; the formation of the spirit of an educational institution as an indicator of the qualitative state of its culture, are the determinants of the emergence of this phenomenon in pedagogical practice and act as internal factors of its development.

Reliability and validity of the research results provided with initial theoretical and methodological positions; a systematic approach to the study of the stated problem; implementation of a complex of theoretical and practical methods corresponding to the goals and objectives.

Testing and implementation of research results. The course and results of the study were reported at annual scientific and practical conferences from 2000 to 2003. in Vladimir, at the All-Russian scientific and practical conference "Education as a scientific category and phenomenon of social practice" in 2001 (Vladimir), at the International Conference in memory of I.Ya. Lerner in 2002, 2004 (Vladimir), at the International Scientific and Practical Conference "Formation of the Aesthetic Experience of Students in the Educational Environment of School and University" in 2003 (Moscow).

The interim results of the study were discussed at meetings of the Academic Council of the Vladimir Regional Institute for the Improvement of Teachers, the Departments of Pedagogy and Psychology, Theory and Methods of Education, the Laboratory of Educational Systems of the Vladimir Regional Institute for the Improvement of Teachers, the Department of Social Pedagogy and Psychology of the Vladimir State Pedagogical University.

Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, applications illustrating and detailing the process of experimental work, a list of references.

The form of existence and development of science is scientific research. In Art. 2 of the Federal Law of the Russian Federation of August 23, 1996 "On Science and State Scientific and Technical Policy" the following definition is given: scientific (research) activity - is an activity aimed at obtaining and applying new knowledge.

In the general case, scientific research is usually understood as an activity aimed at a comprehensive study of an object, process or phenomenon, their structure and relationships, as well as obtaining and putting into practice useful results for a person. Any scientific research must have its own subject and object, which define the area of ​​research.

object scientific research is material or ideal system, but as subject maybe the structure of this system, the patterns of interaction and development of its elements, etc.

Scientific research is goal-oriented, so each researcher must clearly formulate the goal of his research. The purpose of scientific research is the projected result research work. This can be a comprehensive study of a process or phenomenon, connections and relationships using the principles and methods of cognition developed in science, as well as obtaining and putting into practice useful results for a person.

Scientific research is classified on various grounds.

By funding source distinguish:

Scientific research budgetary,

Contractual

And unfunded.

Budget research is financed from the budget of the Russian Federation or the budgets of the constituent entities of the Russian Federation. Contractual research is funded by customer organizations under economic contracts. Unfunded research can be carried out at the initiative of a scientist, an individual plan of a teacher.

In normative acts on science, scientific research is divided according to the intended purpose into:

fundamental,

Applied.

AT federal law dated August 23, 1996 "On science and state scientific and technical policy" the concepts of fundamental and applied scientific research are given.

Basic scientific research- this is an experimental or theoretical activity aimed at obtaining new knowledge about the basic laws of the structure, functioning and development of a person, society, the environment natural environment. For example, studies on the patterns of formation and functioning of the rule of law or on world, regional and Russian economic trends can be attributed to the number of fundamental ones.

Applied Research- these are studies aimed primarily at applying new knowledge to achieve practical goals and solve specific problems. In other words, they are aimed at solving the problems of using scientific knowledge obtained as a result of fundamental research, in the practical activities of people. For example, as applied, one can consider works on the methodology for evaluating investment projects, depending on their types, or work related to marketing research.

search engines called scientific research aimed at determining the prospects of working on a topic, finding ways to solve scientific problems.

Development called a study that is aimed at putting into practice the results of specific fundamental and applied research.

According to the timing of the implementation of scientific research can be divided into:

long-term,

Short term

and express research.

Depending on the forms and methods of research, some authors distinguish between experimental, methodical, descriptive, experimental-analytical, historical-biographical research and research of a mixed type.

In the theory of knowledge, there are two levels of research : theoretical and empirical.

Theoretical level research is characterized by a predominance logical methods knowledge. At this level, the facts obtained are investigated, processed with the help of logical concepts, inferences, laws and other forms of thinking.

Here, the objects under study are mentally analyzed, generalized, their essence, internal connections, laws of development are comprehended. At this level, sensory cognition (empiricism) may be present, but it is subordinate.

structural components theoretical knowledge are problem, hypothesis and theory.

Problem- this is a complex theoretical or practical problem, the methods of solving which are unknown or not fully known. Distinguish between undeveloped problems (pre-problems) and developed ones.

Undeveloped problems are characterized by the following features:

1) they arose on the basis of a certain theory, concept;

2) these are difficult, non-standard tasks;

3) their solution is aimed at eliminating the contradiction that has arisen in cognition;

4) ways to solve the problem are not known. Developed problems have more or less specific indications on how to solve them.

Hypothesis there is an assumption that requires verification and proof about the cause that causes a certain effect, about the structure of the objects under study and the nature of the internal and external connections of structural elements.

A scientific hypothesis must meet the following requirements:

1) relevance, i.e. relevance to the facts on which it relies;

2) testability empirically, comparability with observational or experimental data (with the exception of untestable hypotheses);

3) compatibility with existing scientific knowledge;

4) possessing explanatory power, i.e. a certain number of facts, consequences, confirming it, should be derived from the hypothesis.

The hypothesis from which the greatest number of facts is derived will have greater explanatory power;

5) simplicity, i.e. it should not contain any arbitrary assumptions, subjectivist accretions.

There are descriptive, explanatory and predictive hypotheses.

A descriptive hypothesis is an assumption about the essential properties of objects, the nature of the relationships between the individual elements of the object under study.

An explanatory hypothesis is an assumption about causal relationships.

A predictive hypothesis is an assumption about the trends and regularities in the development of the object of study.

Theory- this is logically organized knowledge, a conceptual system of knowledge that adequately and holistically reflects a certain area of ​​reality.

It has the following properties:

1. Theory is one of the forms of rational mental activity.

2. Theory is an integral system of reliable knowledge.

3. It not only describes the totality of facts, but also explains them, i.e. reveals the origin and development of phenomena and processes, their internal and external connections, causal and other dependencies, etc.

Theories are classified according to the subject of study. On this basis, social, mathematical, physical, chemical, psychological, economic and other theories are distinguished. There are other classifications of theories.

In the modern methodology of science, the following structural elements of the theory are distinguished:

1) initial foundations (concepts, laws, axioms, principles, etc.);

2) an idealized object, i.e. a theoretical model of some part of reality, essential properties and relationships of the studied phenomena and objects;

3) the logic of the theory - a set of certain rules and methods of proof;

4) philosophical attitudes and social values;

5) a set of laws and regulations derived as consequences from this theory.

The structure of the theory is formed by concepts, judgments, laws, scientific positions, teachings, ideas and other elements.

concept is an idea that reflects the essential and necessary signs certain set of objects or phenomena.

Category- a general, fundamental concept that reflects the most essential properties and relationships of objects and phenomena. Categories are philosophical, general scientific and related to a particular branch of science. Examples of categories in legal sciences: law, offense, legal responsibility, state, political system, crime.

scientific term is a word or combination of words denoting a concept used in science.

The set of concepts (terms) that are used in a particular science forms its conceptual apparatus.

Judgment is a thought that affirms or denies something. Principle is the guiding idea starting position theories. Principles are theoretical and methodological. At the same time, it is impossible not to take into account the methodological principles of dialectical materialism: to treat reality as an objective reality; to distinguish the essential features of the object under study from the secondary ones; consider objects and phenomena in continuous change, etc.

Axiom- this is a provision that is initial, unprovable and from which other provisions are derived according to established rules. For example, at the present time it is necessary to recognize as axiomatic the statements that there is no crime without an indication of it in the law, ignorance of the law does not exempt from responsibility for its violation, the accused is not obliged to prove his innocence.

Law- this is an objective, essential, internal, necessary and stable connection between phenomena, processes. Laws can be classified on various grounds. So, according to the main spheres of reality, one can single out the laws of nature, society, thinking and cognition; according to the scope of action - universal, general and private.

regularity- this is:

1) the totality of the action of many laws;

2) a system of essential, necessary general links, each of which constitutes a separate law. So, there are certain patterns of crime movement on a global scale:

1) its absolute and relative growth;

2) the lag of social control over it.

Position- a scientific statement, a formulated thought. An example of a scientific position is the statement that the rule of law consists of three elements: hypotheses, dispositions and sanctions.

Idea- this is:

1) a new intuitive explanation of an event or phenomenon;

2) the defining pivotal position in the theory.

Concept is a system of theoretical views united by a scientific idea (scientific ideas). Theoretical concepts determine the existence and content of many legal norms and institutions.

The empirical level of research is characterized by the predominance of sensory cognition (the study of the external world through the senses). At this level, forms of theoretical knowledge are present, but have a subordinate significance.

The interaction of the empirical and theoretical levels of research is that:

1) the totality of facts constitutes the practical basis of the theory or hypothesis;

2) facts can confirm the theory or refute it;

3) a scientific fact is always permeated with theory, since it cannot be formulated without a system of concepts, interpreted without theoretical concepts;

4) empirical research in modern science predetermined, guided by theory. The structure of the empirical level of research is made up of facts, empirical generalizations and laws (dependencies).

The concept of " fact" is used in several meanings:

1) an objective event, a result related to objective reality (fact of reality) or to the sphere of consciousness and cognition (fact of consciousness);

2) knowledge about any event, phenomenon, the reliability of which is proven (truth);

3) a sentence fixing the knowledge obtained in the course of observations and experiments.

Empirical generalization is a system of certain scientific facts. For example, as a result of studying criminal cases of a certain category and generalizing investigative and judicial practice, one can identify typical mistakes allowed by the courts in the qualification of crimes and the imposition of criminal penalties on the guilty.

empirical laws reflect regularity in phenomena, stability in relations between observed phenomena. These laws are not theoretical knowledge. Unlike theoretical laws, which reveal the essential connections of reality, empirical laws reflect a more superficial level of dependencies.