Psychology lessons. History of teaching psychology in Europe and the USA. Educational objectives in teaching psychology

countries, psychology students do not study general education subjects. Academic disciplines related to psychological education itself can be divided into two main groups: fundamental and applied. Typical fundamental psychological disciplines studied in most countries are psychonomics (which studies perception and cognition), biological psychology, social psychology, developmental psychology, individual differences psychology, theory, methodology, statistics. Typical applied psychological disciplines studied in most countries are clinical psychology, occupational and organizational psychology, educational and school psychology. The list of disciplines may be different in name and quantity, but the subject content that is revealed in them is largely similar. Professional practice under supervision experienced psychologists And research project, defended at the final stage of training, are mandatory components of the training of psychologists in all countries of Europe and North America. They improve the professional training of psychologists. 6. Two branches of professional psychological education are gradually emerging:knowledge: scientifically oriented and practically oriented. In both cases, faculties strive to support high level scientific However, at the end of the 60s. in the USA, and a decade later in Europe, due to the growing needs of society for practicing psychologists, schools of professional psychology began to appear, training in which is aimed at preparing for practical psychological activity (for example, in the field of clinical, school psychology) . Specialization in scientific research or practical psychology usually begins after completion of basic psychological education through a master's, doctoral or doctoral degree professional programs. Postgraduate (Graduate) Education in the field of psychology has two options. Master's degrees (Master degree) programs are usually designed for 2 years of study and are predominantly scientifically oriented (although recently practically oriented master's programs are increasingly appearing). Professional psychology school programs (Professional Schools) are aimed at practical training of psychologists for work in the field of clinical, school, and counseling psychology. Another type of research-oriented graduate education is graduate school or doctoral programs. Studying in graduate school (in Russia) or in a doctoral program (in many other countries of the world) is aimed at improving the scientific qualifications of a specialist. PhD in Psychology or Degree Ph. D. characterize the scientific maturity of the graduate. At the same time, in a number of countries there are programs for postgraduate professional development of practical psychologists (for example, 3-year programs in Germany, 5-year programs in Norway). They are often developed and conducted by national psychological associations and societies or universities. In the USA, universities offer doctoral programs in clinical, school, and counseling psychology. Training in this case is aimed at practical

Methods of teaching psychology is a discipline that studies the process of teaching psychology, its laws, connections with other sciences in order to increase the effectiveness of teaching. The purpose of this discipline is to translate the theoretical principles of psychology into the plane of specific phenomena.

The methodology of teaching psychology helps answer the questions of why to teach (learning goals), what to teach (content of training and education), how to teach (techniques, methods and means of teaching).

WHY TEACH?

The purpose of teaching psychology in secondary school defined as the formation of students’ ability to self-knowledge and self-regulation. Teachers note that the knowledge gained has a positive effect not only on the child’s behavior, but also helps him in his educational activities.

Teaching psychology in higher school is based on the fact that students in the future are scientists, teachers, managers, leading specialists of various industrial and other organizations, therefore the structure of the psychology course is focused on providing them with the knowledge and skills in psychology that relate to these roles and professional direction.

WHAT TO TEACH?

There are several problems with answering this question.

The first problem is voiced by professional psychologists who believe that the problematic and debatable nature of many of the provisions that make up the foundations of psychological theory (that is, the insufficient level of development of the methodology) also blocks ways to solve problems of the methodology. They believe that the methodology for teaching psychology should “wait” until psychological science itself reaches the proper level of development and the most important methodological problems are solved.

The second problem is the discrepancy between the content of the activity, the requirements of the state standard and the actual professional training of specialists during their studies at the university. Solving the problem is to find ways and means to eliminate this contradiction. The solution lies somewhere in the middle: the reserve for improving professional psychological training is the convergence of the values ​​of the traditional academic and practical orientations of the content of professional psychological education.

HOW TO TEACH?

In modern didactics, there are various approaches and classification options for teaching methods. Let's focus on active learning methods (AMT).

Understanding learning as a polymorphic, transformative activity, active learning methods should be understood as methods that allow us to form learning as a productive creative activity that provides students with the opportunity to achieve a socially valuable product in the conditions of both joint and individual learning activities.

Among modern AMO, three groups of methods can be distinguished, the most interesting in terms of their use in teaching psychology in order to control the formation of different types of thinking (subject-situational, visual-figurative, conceptual). These are methods of programmed learning, problem-based learning, and interactive learning. Each of these groups of methods creates its own tools of influence, which express the essence of the method and the boundaries of its influence.

Programmed training. The system of programmed learning methods includes a dosed program step and an algorithm. Programming facilitates the student’s independent movement along the main highway of knowledge and rapid receipt of feedback.

Problem-based learning. The system of problem-based learning methods includes a problem situation and heuristic programs. In domestic pedagogy, there are three main methods of problem-based learning:

• 1) problematic presentation of educational material in a monologue lecture mode, when the teacher poses problematic questions, constructs problematic tasks and solves them himself, and students are mentally involved in the process of finding a solution;
• 2) partial search activity (during problem-based seminars, practical classes, heuristic conversations). It gradually introduces students to independent problem solving under the guidance of a teacher, who draws up a system of problematic questions (possible “clues”, leading questions) that cause students intellectual difficulties and targeted mental search;
• 3) independent research activities.

Interactive training includes the following methods:

• 1) discussion methods (group discussion, case studies, analysis of moral choice situations, modeling of practical situations, case method, etc.);
• 2) gaming methods:
  • a) didactic, simulation and creative games, including business (managerial);
  • b) role-playing games (behavioral training, play psychotherapy, psychodramatic correction);
  • c) brainstorming;
  • d) counter-play (transactional method of awareness of communicative behavior);
• 3) sensitive training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

Methods of teaching psychology is a discipline that studies the process of teaching psychology, its laws, and connections with other sciences in order to increase the effectiveness of teaching. The purpose of this discipline is to translate the theoretical principles of psychology into the plane of specific phenomena. The methodology of teaching psychology helps answer the questions of why to teach (i.e., learning goals), what to teach (content of training and education), how to teach (techniques, methods and means of teaching).

So, why teach? When starting to study any scientific discipline, you should first of all understand its subject. Psychology (from the Greek psyche - soul) is the study of the soul, or, in more scientific terms, the psyche. However, it is necessary to take into account that the definition of the subject of psychology has undergone changes depending on which manifestations of the psyche were chosen as the object of study: consciousness, facts of behavior or unconscious mental processes. Revealing the very concept of the psyche as a special form of reflection by the subject of objective reality, it is important to pay attention to the function of the psyche as a regulator of activity, associated with its property of simultaneously reflecting the state of the surrounding world and the state of the subject himself.

When defining the mental criterion, it should be noted that, being a special form of reflection as a universal property of matter, mental reflection is connected according to the hypothesis of psychologist A.N. Leontiev with such a property of living organisms as sensitivity, i.e. the ability to reflect abiotic environmental influences associated with biologically significant ones. Sensitivity causes the highest form of activity of living organisms - signaling behavior. Considering activity as a directed, multimotivated activity of a subject, it is appropriate to dwell in more detail on the basic psychological properties of the subject, such as his activity, ability to develop and self-development, and the presence of internal contradictions. Since the subject is a perceiver and cognizer of objective reality, an object is something that has stable and constant signs, perceived by the entire community of subjects regardless of their individual desires. Thus, the interconnection of the concepts “activity”, “subject”, “object”, “reflection” can be traced.

When deciding on the subject of psychology, another problem of a methodological nature arises, called psychophysiological. One must be able to reveal its essence in the debatable relationship between physiological and mental processes. It is also important to understand why there is no final solution to this problem, despite the affirmation in the scientific consciousness of a materialistic view of the psyche. The psychophysiological problem gives rise to certain difficulties in understanding the subject of psychology. In particular, questions arise whether the psyche arises as a property of the brain or as a function of activity; is it permissible to talk about the materiality of the image as a unit of mental perception; what is meant by an objective method of study in psychology, if the specificity of mental phenomena is their subjectivity.

Students need to get an idea of ​​modern psychology as an extensive system of special disciplines or branches scientific knowledge, classification of which is possible on various grounds. The most significant among them are two criteria: a) the type (content) of the subject’s activity (engineering psychology, legal psychology, etc.); b) the subject himself, the nature of his development and connections with society (age psychology, psychology of individual differences, social psychology, etc.).

Psychology is designed to introduce students to the fundamentals general psychology and some social and psychological disciplines. Students should have a clearly differentiated understanding of the subjects and objects of study in both branches of psychological science.

The goal of teaching psychology in secondary schools is defined as developing students' ability to self-knowledge and self-regulation. Teachers note that the knowledge gained has a positive effect not only on the child’s behavior, but also helps him in his educational activities. Teaching psychology in higher education is based on the fact that students in the future are scientists, teachers, managers, leading specialists of various industrial and other organizations, therefore the structure of the psychology course is focused on providing them with the knowledge and skills in psychology that relate to these roles and professional direction. These are, in particular, modern scientific and scientific-hypothetical ideas about the nature of mental phenomena, their psychophysical, informational and energetic essence; psychology of research activities; psychology of creativity, development, training and education (age and pedagogical); psychology of personality, group and interpersonal communication.

Thus, the purpose of teaching psychology in higher education is to provide future researchers and university teachers with knowledge about the patterns of emergence, the peculiarities of the functioning of the psyche, the development and formation of the properties and characteristics of the individual as an “elementary part” of society, without orientation in which it is impossible to understand individual human behavior and behavior of people in social groups.

SECTION VIII. METHODS OF TEACHING PSYCHOLOGY

Subject. Subject, goals and objectives of the course.

Plan.

1. Features of the acquisition of psychological knowledge.

2. Subject of methods of teaching psychology.

3. Goals and objectives of the MPP course.

Question.

Modern society is not yet ready to actively and adequately perceive psychological knowledge, much less apply it. One of the main problems of modern practical psychology is ensuring psychological literacy of the population. To achieve this goal, qualified psychologists with good methodological preparation. Today there is a gap between theory and practice, reliance only on memory, poor methodological preparation and outdated methods of teaching the foundation of psychology. This is the situation in universities and schools. Need new active ones methodological developments, since the methodology of teaching psychology as an academic subject, as a scientific discipline, has been almost not studied. Prominent psychologists showed interest in this discipline: B.M. Teplov, Lyublyulinskaya A. A. From modern researchers in recent years V. Ya. Lyaudis and B. Ts. Badmaev began to work on this topic.

Teaching psychology has both features that distinguish it from other sciences and difficulties. They are associated with the specifics of the presentation of all knowledge and the specifics of their assimilation. Psychology students usually consider knowledge and assimilation of the science itself sufficient; they misunderstand specifics of methodological thinking And the complexity of its formation.

Psychological knowledge today is recognized as humanitarian, although over the past two centuries it was considered natural science.

Unlike other sciences, psychological knowledge has specific features: they must be known to teach psychology:

1. The subject of psychology is personality, which is only relatively constant: it changes with age, changes in the nature of activity, and in connection with this, the accuracy of cognition of personality is impossible, it cannot be fully known. V. Ya. Lyaudis believed that “knowing a person requires depth of penetration rather than accuracy.”

2. The process of cognition of psychological science is always dialogical: both the subject of cognition and the cognizing side of the personality. It turns out that the process of mental reality is necessarily refracted through the personal characteristics of the knower, there is a process of “trying on” cognitive properties to one’s own, and this does not exist in the knowledge of physical, chemical, and any non-psychological phenomena. It should be borne in mind that projection onto oneself usually prevents the assimilation of certain general laws of the psyche, so one must remember that the laws of individual development differ from the general ones.

3. The process of cognition of psychological phenomena requires not only logical, but also figurative, visual and effective thinking, developed imagination. A psychology student must learn to think in images, move them freely, combine them with images of the imagination, since, for example, a consultant psychologist needs the ability to freely operate with a client’s mental image, to include it in different situations(relationships in the family, at work, with friends). Such preparation allows you to better understand the client's problems and resolve them.

4. Psychological knowledge can be presented as a kind of generalized structure, convenient for methodological purposes. For a relatively complete characterization of any mental phenomenon, from the point of view of methodology, a competent approach to it, you can use the following algorithm:

· The system of concepts, definitions, descriptions should be illuminated;

· Identify the purpose and functions of a mental phenomenon;

· Identify the mechanisms of this phenomenon (show how it arises and how it functions);

· Describe the classifications of similar phenomena (types according to a certain criterion);

· Identify the laws, features and specific properties of this phenomenon, that is, the patterns of its formation;

· Identify individual characteristics, the phenomenon being studied, age and gender differences;

· Name the patterns of development and formation in ontogenesis (if necessary, in phylogeny);

· Identify possible disturbances of this phenomenon (pathological features)

· List psychological theories about this phenomenon, their main provisions;

· Describe methods for studying this phenomenon.

Understanding the structure of psychological knowledge will help the student understand the integrity of mental reality in all the diversity of its connections and relationships. From the point of view of MPP, such a scheme can serve as the basis for planning a topic or training course, and for analyzing the completeness of knowledge acquisition.

Question.

The subject of MPP are methods, forms and means of teaching psychology, their specificity. Teaching methods must correspond to the goals of the activity. Learning goals are achieved through a whole system of different methods.

The method (from Greek - path, way of knowing) of teaching is a system of consistent, interconnected actions of the teacher and students, ensuring the assimilation of the course content. The method is characterized by the following features: learning goals (education, upbringing, development); ways of mastering learning content; the nature of interaction between teacher and students. The effectiveness of the method also depends on the specifics of the educational subject.

In world practice there is quite a significant experience in studying teaching methods. There are many classifications of them. In the 70s 20th century Domestic teacher Yuri Konstantinovich Babansky developed a classification of the methods that are most popular now. He divided all teaching methods into 3 types, each type has a complex characteristic:

1. Methods of organizing and implementing educational cognitive activity: = verbal, (lecture, explanation, story, conversation);

Visual (experiments, demonstrations, illustrations);

Practical (exercises, problem solving).

2. Methods of stimulation and motivation of learning: = educational games;

Educational discussions;

Creation of learning situations (emotional and moral experience, novelty, entertainment);

3. Methods of control and self-control in training: = individual and frontal survey;

Tests and exams;

Programmed survey (testing)

Recently, this 3-component classification has been supplemented with new species. In particular, among the methods of teaching psychology one can distinguish: traditional methods (Babansky’s classification) and non-traditional methods (active teaching methods).

Traditional training based on reproductive activity as an independent value, it is focused on achieving clear standards of assimilation. The involvement of the teacher and students in the educational process is personally neutral, although a positive emotional background in learning is assumed.

According to V.Ya. Lyaudis to unconventional include: programmed learning method, problem-based learning method, interactive (communicative) learning method, educational discussion method, game as a method, problem-solving method. All these methods work to develop the potential of students, lead to independent search activity, make the teacher a partner in research, assume the personal involvement of all participants in the training, high professional preparedness of the teacher for flexible interaction with students, and this helps to expand the personal experience of the participants.

In his textbook “Methods of Teaching Psychology,” B. Ts. Badmaev offers historical background on each of the teaching methods and briefly characterizes the specifics of each.

Programmed training originated in the 50s in the USA. founder - B.F. Skinner. Programmed learning involves restructuring traditional learning by clarifying goals, objectives, methods of solution, forms of control and encouragement of students' learning activities and giving these actions the nature of clear operations accessible to management.

Thanks to programmed training, control over each of the stages has become available, and not just its result, as in traditional training.

The first versions of programmed learning were based on a behavioral approach, which was criticized, for example, for the use of the principles of programming materials proposed by Skinner. Not only were animal behavior data used in situations of learning and skill development, and they were transferred to human reactions, Skinner also proposed that all information be divided into portions, steps, and “step by step” this information was introduced into the student’s consciousness with mandatory and immediate reinforcement (encouragement). If these portions of material were successfully completed by the student, the next portion was presented for memorization. This standard of presenting material excludes failure to memorize, but at the same time it did not develop thinking. Step-by-step system or a linear program assume a clear sequence of actions and if the student did not perceive a piece of information, this portion was broken into smaller parts, passing through which the student reached the next portions of the material.

In Russia, this version of the programmed training method was widespread in the late 60s and early 70s. Special textbooks were created with the text divided into portions, parts, with questions for each part and several answer options, but only 1 answer option was correct (analogous to a test). Teaching machines were used for self-learning and knowledge control. In the early 70s, even exams at technical universities were taken using a computer.

The fascination with programmed learning by the end of the 20th century was explained by the possibility of strict control over the assimilation of knowledge, but it turned out that it made it possible to control only the formal side of learning - just the acquisition and memorization of knowledge, and students often simply guessed the answer or accidentally received the answer.

Negative consequences This method lies in the impossibility of shaping students’ creativity and independent thinking. The rational grain from this method was used in teaching concepts in the theory of the gradual formation of mental actions by P.Ya. Galperin and N.F. Talyzina.

By the 70s of the 20th century, their theory had established itself as competent programming for memorizing not individual portions of material, but the entire educational activity of the student. The main means of programmed learning according to this theory are as follows: diagrams orient the basic actions that allow you to correctly perform the mastered actions and, on the contrary, educational tasks that model a variety of situations in which these educational actions are performed, that is, knowledge is acquired in the course of their application in practice.

Problem-based learning methods. Students are confident that their goal should be knowledge of the theory of psychology, and that during the exam it will be enough to retell the material from lectures and textbooks. It turns out that without testing this knowledge in practice, it is worth nothing, and the mark will be formal - for the presence of certain knowledge in the student’s memory. But the degree of memorization does not always lead to the ability to apply knowledge in the profession, so it is important to develop psychological thinking skills in students: knowledge should cease to be an end in itself, it should become a material, a means or a result of thinking.

As a rule, solving thinking problems indicates that students attach great importance to formal orientation in a task and attach almost no importance to an ideal alternative mental orientation in a problem situation. Putting a student in a problematic situation means creating an interesting difficulty or problem for him. He can cope with it only with the help of thinking.

A. M. Matyushkin, who studies thinking, noted that there are always many opportunities for developing thinking in problem-based learning. In traditional training, only 15% of subjects solve high-level learning problems, but in problem-based learning, 70% of trainees solve the same problems. Analysis of experimental data from foreign and domestic psychologists (L. Szekely, M.E. Makhmutov) allowed us to conclude: with problem-based learning, intellectual activity increases and knowledge is absorbed in the form of general patterns, in the method of action when solving a whole range of problems.

Basic concepts in problem-based learning: problem-based task; problematic issue; problematic task and problem-solving as a teaching principle.

Problem task– this is a training problem with clear conditions and an endless search field; its content is the contradiction between known and unknown knowledge. A problematic task requires not just an answer, but also a justification for its correctness. A problem can only be solved with the help of logic and logical thinking.

Problematic question– a question for a problematic task or a separate question about a problem. If the question is not problematic, it only requires the recall of already known knowledge, which means that the problematic question is not addressed to memory, but the problematic one is addressed to thinking.

To do this, the words Why? are used in the formulation of problematic questions. Why? How to explain this? What explains this? How to understand this? How to prove that...? What follows from this?

Questions addressed to memory will begin with the question words Who? What? When? Where? How many? Which? How? Only the word "how" can be used in general question types.

Problem task – this is an educational task in the form of a problem task or in the form problematic issue with the aim of putting students in a problematic situation. Problem task: list the opposite or contradictory statements of 2-3 authors on any issue on the topic.

Problematicism as a principle of learning – This is a reorganization of teaching, which consists in not presenting the material in a ready-made form, but in presenting it as part of a problem task as something unknown and sought for. Thus, the principle of problem-solving dictates the main ways of mastering the material - through the student’s mental activity in searching for material, that is, using the operational side of thinking to answer the question.

According to B. Ts. Badmaev, the conditions for creating a problematic situation to trigger productive activity should be as follows:

1. The teacher gives such a practice-oriented task during which students gain new knowledge and learn to act with the material and understand how to act with it. Completing the task should evoke in students the need to gain the missing knowledge and arouse interest as a motive.

2. The task must correspond to the intellectual capabilities of the students, be difficult, but solvable using the skills the students already have. The teacher is obliged to know the real level of knowledge of the students.

3. The problem situation must be created by such knowledge when it is necessary to theoretically explain real psychological factors; when it fails practical tasks, in ways known to the students (then the students explain to the teacher that they lack knowledge and receive it from the teacher.)

4. In this case, the teacher himself explains, indicates the reasons why the student does not complete the assignments and explains the educational material that is needed for independent decision tasks. The teacher must manage the assimilation of knowledge, stages, and guide learning when using problem-based learning.

Interactive teaching method– these are methods based on the psychology of human relations and relationships.

When using interactive methods most powerful at intellectual development students and the activity of students gives a spirit of competition, with a collective search for the truth. A strong mechanism in this method is contamination. Someone else's point of view evokes one's own, similar or opposite. The teacher requires more activity and creativity than in traditional teaching, since the teacher’s reasoned point of view, showing his ideological position (but in no case imposing) is combined with managing the course of the discussion.

Using these methods, the teacher directs, leads a meaningful and intellectual-cognitive form of discussion of issues, constructs joint activities and influences educationally on the student’s personal position, because the personal components of learning during joint activities have a direct impact on the inner world of students.

Interactive learning methods include:

Heuristic conversation;

Brainstorming;

Method round table;

Business game method;

Competitions of practical works of students and their discussion, etc.

Heuristic conversation goes back to the method of Socratic conversations, when the student is encouraged to independently find the correct answer, the desire to open, find the answer (= eureka). Heuristic conversation performs the function of obtaining an answer from students through activating their thinking, asking questions - this is a search for answers.

Discussion – this is a specially programmed free discussion of issues as in a heuristic conversation, but turning into an argument. It is always an exchange of opinions in their clash; the birth of extraordinary alternative opinions. Discussion is generated by reflection, and in educational discussion, learning material is also absorbed as a result of mental activity.

A.K. Markova noted this psychological feature of discussion (discussion develops thinking), and a polemical situation “expands reasoning into a system of arguments and counterarguments.” Unfortunately, this scientific conclusion is little taken into account in teaching. The discussion method is used in group forms of assignments; colloquiums; seminars; lectures; laboratory work.

Method brainstorming(brainstorming) has not yet taken root in university teaching in the Russian Federation (the 50s of the 20th century in the USA A. Osborne introduced this teaching method).

It consists of searching for an answer to the problem posed through an active search for guesses, random analogies, and associations that spontaneously arise among those present. The main rule of brainstorming is not to criticize any of the ideas, complete freedom of expression. Such conditions make it possible for the most incredible answers to arise, which can become the most optimal.

Round table method borrowed from politics and science, serves to exchange opinions, to obtain an answer to a clearly formulated question, or to achieve stability in opinion about something. The teacher is usually the facilitator, guiding the conversation in the right direction. He also exercises control to go aside, stops reasoning for his own summary. Has the ability to analyze a certain problem in a multidimensional, multilateral way.

Business game method works well in management and vocational training. consists in modeling the situation of a specific professional activity, when students can try on the role of a professional (student, client, consultant, diagnostician, etc.). Given the practical orientation of the course, this method is more effective than the traditional one.

In recent years, training has often been used among interactive teaching methods. In the West, it is usually used for psychocorrectional work in small groups. All over the world, socio-psychological trainings are used as a form of training: it is easier to understand and master the laws of behavior within a group with the help of training. The training becomes an assistant in the study of psychotechnologies for people working in the commercial field, because it helps to develop specific skills and study models of situations similar to life in real relationships.

Non-traditional search methods turn out to be very productive in professional training. They not only allow you to understand basic knowledge, but also to master them in the context of a future profession.

In pedagogy, the following are considered appropriate: forms of training: frontal (lectures, watching films); group (seminars, practical exercises, educational games, trainings, exercises in pairs, in microgroups); individual ( term papers, tests, examinations, individual assignments).

Learning tools are everything that contributes to the growth of the quality of learning. these include: visual aids (tables, graphs, diagrams, drawings, images); technical means training (audio, video equipment; multimedia complex); printed teaching aids. All of the listed methods, forms, and means of teaching are selected in each specific case in accordance with each specific specificity or individual topic.

Question.

Psychology training is aimed at mastering ways of understanding the personality and behavior of other people; on developing a person’s ability to transform himself; self-improvement. The goals of teaching psychology are different: increasing the quality of teaching psychology in different areas activities of a psychologist.

Course objectives:

1. Give students knowledge about the specifics of teaching psychology.

2. To develop skills and abilities to manage a pedagogical subject;

3. Contribute to the development of students’ pedagogical and communication abilities;

4. Develop the need for educational activities and the ability to organize them effectively;

5. Help students master the techniques of professional self-education and self-education;

6. Contribute to the knowledge and development of students’ personalities in the context of their chosen profession.

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Methods of teaching psychology

Introduction

Chapter 1. History of teaching psychology in higher education

1.1 Teaching psychology in the 18th-19th centuries

1.2 Teaching psychology in the first half of the 20th century

1.3 Teaching psychology in the second half of the 20th century

Security questions

Chapter 2. History of teaching psychology in high school

2.1 Teaching psychology in the 19th century

2.2 Teaching psychology at the beginning of the 20th century

2.3 Teaching psychology in the second half of the 20th century

Security questions

Chapter 3. Modern psychological education

3.1 Main trends of modern psychological

education in the world

3.2 Basic psychological education

3.3 Teaching psychology to students of other specialties

3.4 Postgraduate psychological education

3.5 Teaching psychology in secondary schools

Security questions

Chapter 4. Regulatory support of education, goals and principles

teaching psychology in different types of educational institutions

4.1 General educational programs and teaching psychology

4.2 Professional educational programs and teaching of psychology

4.3 Curriculum and programs for teaching psychology

4.4 Objectives of teaching psychology

4.5 Principles of teaching psychology

Security questions

5.1 Psychology as a scientific and educational discipline

5.2 Branches of psychology as a scientific discipline

5.3 Academic disciplines in psychology

5.4 Main trends in the development of psychology in the world

and psychological education

Security questions

Chapter 6. Organization of training and types of training sessions in psychology

6.1 Organization of training sessions in psychology in higher and secondary educational institutions

6.2 Lectures on psychology

6.3 Seminars in psychology

6.4 Practical and laboratory classes in psychology

6.5 Psychology lesson

6.6 Independent study of literature, student preparation

for psychology classes

6.7 Preparation of abstracts, term papers and dissertations in psychology

6.8 Student practice in psychology

6.9 Extracurricular work in psychology at school and extracurricular

work at a university

Security questions

Chapter 7. Methods of teaching psychology

7.1 Taxonomy of learning objectives in the study of psychology

7.2 Verbal methods of teaching psychology

7.3 Visual methods for teaching psychology

7.4 Practical methods of teaching psychology

7.5 Characteristics of students’ cognitive activity

and students in psychology classes

7.6 Distance learning

7.7 Methods for consolidating learned material

Security questions

Chapter 8. Testing and assessing knowledge in psychology

8.1 Organization of testing and assessment in teaching psychology

8.2 Types of knowledge testing when teaching psychology

8.3 Forms of knowledge testing when teaching psychology

Security questions

Chapter 9. Development of a training course in psychology

9.1 Knowledge of scientific and practical psychology as a basis

training course

9.2 The place and role of everyday psychological knowledge, psychology of art, irrational psychology in the training course

9.3 Printed and electronic sources of knowledge for teaching psychology

9.4 Technology for developing a training course

Security questions

Chapter 10. Professional training and activities of a teacher

psychology

10.1 Training of psychology teachers

10.2 Functions of the psychology teacher and his roles

10.3 Knowledge, skills, abilities and personal qualities of a psychology teacher

Security questions

Literature

Introduction

As you know, there are three main goals of psychology as a discipline and the activity of psychologists:

Search for new psychological knowledge.

Application of psychological knowledge to solve practical problems.

Transfer of psychological knowledge.

Aimed at achieving the first goal scientific psychology, second - applied and practical psychology, third - methodology of teaching psychology.

Scientific psychology as an independent science was formed in the second half of the 19th century. and during the 20th century. has come a long way in development. It has become one of the recognized branches of scientific knowledge; Psychology departments and laboratories have taken their rightful place in university science in many countries.

Practical psychology as a field of professional activity began to take shape in the 60s. XX century in the USA, in the 70s. - in Europe, in the 80s. - in the Soviet Union. Despite the difficulties of initial development and assertion of its own status, it gradually became a recognized area of ​​​​professional activity. The strong position of psychological services in many areas of health and education is proof of this.

The methodology for teaching psychology in many countries is only in initial period its formation, despite the fact that the teaching of psychology itself has as long a history as psychology itself. Works on methods of teaching psychology were published throughout the 20th century, but they appeared quite rarely and concerned only certain aspects of this field of activity.

The periods when psychology was introduced as an academic subject in secondary schools (at the beginning and in the middle of the 20th century) were marked by increased methodological work in the field of teaching psychology (Samarin, 1950: Panibrattseva, 1971).

Interest in psychology as a science and field of practical activity clearly prevailed throughout the 20th century, although most psychologists, willy-nilly, had to work as teachers of psychology. It was assumed that for the successful teaching of psychological disciplines, deep knowledge of scientific and applied psychology is quite sufficient. However, recently all more specialists are aware of the fact that psychology as an academic subject and psychology as a science are not identical concepts. The psychology course has its own didactic objectives, therefore, for successful teaching, only psychological knowledge is not enough; the ability to teach is also necessary.

Works devoted to the methodology of teaching psychology in higher educational institutions began to appear in our country and abroad only recently (Boyarchuk, 1982, Ginetsinsky, 1983; Liaudis, 1989, Badmaev, 1998; Karandashev, 2001, 2002; Benjamin, Daniel , Brewer, 1985; Hartley, McKeachie, 1997; Peterson, 1997; In addition, special conferences or sections within other conferences are organized on issues of methodology for teaching psychology in different types of educational institutions ( Current issues Teaching Psychology, 1990; Developing psychology..., 1998; International Conference on Psychology Education, 2002). The interest of psychologists in teaching is growing.

Methods of teaching psychology are studied as a compulsory subject by students studying in the specialty “020400 - psychology”. Upon graduation, they are awarded the qualification “Psychologist.” Psychology teacher." Thus, this training course performs an important function of preparing students for teaching.

It is assumed that, in accordance with the acquired knowledge, skills and abilities, a specialist must be ready to participate “in solving complex problems in the system national economy, education, healthcare, management, social assistance to the population.” At the same time, he must be able to carry out the following types of professional activities:

diagnostic and corrective activities;

expert and advisory;

educational;

scientific research;

cultural and educational.

Please note that two of the activities listed above are educational And cultural and educational- directly related to certain forms of teaching activity. This is precisely what determines the importance of the course on methods of teaching psychology in the training of psychologists.

Let's consider the requirements for the professional preparedness of a psychology specialist (State educational standard..., 2000). The specialist must be able to solve tasks corresponding to his qualifications:

based on accumulated theoretical knowledge and skills research work and information retrieval, be able to navigate modern scientific concepts, competently pose and solve research and practical problems;

participate in practical applied activities, master the basic methods of psychodiagnostics, psychocorrection and psychological counseling;

possess a complex of knowledge and methods of teaching psychology in higher educational institutions.

Thus, the qualification “psychologist, psychology teacher” presupposes readiness for three types of psychological activity: scientific, practical and pedagogical.

By vocation or necessity, modern psychologists quite often engage in teaching activities, regardless of whether they work in a higher or secondary educational institution, in a scientific institution or in a practical psychological assistance service.

Currently, we have expanded significantly teaching opportunities psychology. This is due to the fact that in the last ten years there has been a significant expansion in the scope of psychological education both in Russia and abroad.

Psychology is taught in various types of educational institutions and is part of various educational programs:

At psychological faculties of universities and other higher educational institutions that train psychologists.

In philosophical, pedagogical, law faculties of universities, in faculties of social work, as well as in specialized universities, in particular pedagogical, medical, technical, military, training specialists who work professionally with people.

In secondary vocational educational institutions, in particular such as pedagogical, medical schools and colleges.

In secondary educational institutions (schools, gymnasiums, lyceums).

The methodology for teaching psychology in this manual is discussed in in a broad sense this concept as a method of teaching psychological knowledge and skills, a method of psychological education and training in practical psychological teachings. Psychologists working in scientific institutions often combine scientific research with teaching activities. Therefore, it is no coincidence that for many decades there has been a fairly stable expression - scientific and pedagogical activity. Psychologists working in the service of practical educational psychology very often receive requests to conduct conversations or lectures for parents, teachers, and students on various psychological topics. Psychologists working in industrial or commercial organizations are asked to conduct training seminars on the psychology of work and the personality of the employee, business relations in a team, as well as on various psychological aspects of commercial relations.

One of the most important forms of teaching psychology is psychological training. various types and topics. Practical psychologists are very often included in such learning activities.

The methodology of teaching psychology as a branch of scientific knowledge is now at the initial stage of its development. Related to this is the lack of empirical data on many issues. The authors of publications on methods of teaching psychology rely heavily on their own personal teaching experience and the experience of their colleagues. There are very few generalizing works. This is related to the peculiarities of the structure and content of this textbook. For the first time, it presents the topics of psychology teaching methods in a systematized form and describes the main content of this training course. Due to the fact that the textbook represents the first attempt at systematizing knowledge in a psychology course, and also due to its limited volume, some issues are discussed quite briefly. They can be studied in more detail during seminar classes.

The book is written like a textbook. It is intended primarily for students studying psychology teaching methods and beginning teachers. However, we believe that experienced teachers of higher and secondary educational institutions will also find information in it that may be useful in terms of their teaching activities. Methodological aspects of teaching psychology in secondary and higher schools are most often discussed in the same sections; Differences are emphasized where necessary.

The methodology of teaching psychology is a discipline that develops at the intersection of such subject areas as psychology and didactics. The content, forms, methods and techniques of teaching psychology, testing and assessment of knowledge are based on general didactic principles. However, the specifics of psychology as a scientific and practical discipline inevitably affect the characteristics of its teaching (Fig. 1.1).

The main purpose of this textbook is to familiarize readers with the principles and specifics of teaching psychology in secondary and higher educational institutions. The manual provides information about the history of teaching psychology in secondary and higher educational institutions, about the system of modern psychological education in Russia and abroad, about the legal and regulatory support of educational activities and the status of psychology as an educational subject. The book also examines the structure and content of psychological education, reveals the goals, objectives, and topics of classes that can be conducted with students. Particular attention is paid to the characteristics of such types of educational activities as lectures, seminars, laboratory and practical classes, psychology lessons, as well as methodological guidance for independent work of students. Methods and techniques for teaching psychology in different types of educational institutions are characterized, as well as methods for testing and assessing knowledge.

One of the main difficulties that the author encountered when writing this textbook was the desire to cover the methodological aspects of teaching psychology in different educational institutions. The principles of organizing training sessions and testing knowledge in secondary and higher educational institutions are largely similar, but there are also significant differences. Therefore, to write first about teaching psychology at school and then at university means inevitably repeating ourselves. In this regard, we preferred to describe in each chapter all methodological aspects of both the school and university systems of teaching psychology, pointing out specific differences as necessary. We hope that the reader will be able to select material that is useful to him, regardless of whether he teaches at a secondary school or at a higher educational institution. It is also possible to mutually enrich the methods of teaching school and university psychology.

In this regard, it is necessary to note one terminological aspect, which is important for a better understanding of the text of this book. In English literature the term student used to refer to individuals studying at both high school and universities. You can guess who exactly we are talking about only by the context { high school students, university students). IN Russian system education, the traditional designation for persons studying in secondary educational institutions is the word student, and those studying in higher educational institutions are called students. Translated from English language student -this is a student and student. This book often deals with the problems of teaching psychology, characteristic of both secondary and higher education. For simplicity, we will use both the word “pupils” and the word “students”, meaning both at the same time.

The author of this manual has recently paid a lot of attention to the problems of teaching psychology, as evidenced by his many publications, which summarized both domestic and foreign experience in teaching psychology accumulated in recent years. This book represents the first attempt at writing a textbook on the discipline “Methods of Teaching Psychology,” which covers all the main topics of the course. The need to collect into one whole the few and scattered works and to systematize knowledge on this topic is the main motive in the author’s work. The author will be grateful to readers for critical comments and suggestions for further improvement of the textbook, which can be sent to the publisher.

psychology theoretical methodological practical

Chapter 1. HISTORY OF TEACHING PSYCHOLOGY IN HIGHER SCHOOLLE

1.1 Teaching psychology inXVIII-XIXcenturies

In the history of teaching psychology at Russian universities, several periods can be distinguished. The statutes of universities were repeatedly amended, which affected the composition of the disciplines taught. Psychology, like philosophy, was more than once excluded from the program for many years and was reinstated again after some time. Naturally, over the years, personnel and accumulated teaching experience have been lost.

The teaching of psychology in secular educational institutions has long been strongly influenced by the traditions that have developed within the framework of theological education. In the theological school, psychology as an academic subject was introduced almost a century earlier than in the secular school, and the teaching process was more stable. Theological academies also provided for the training of psychology teachers.

The first Moscow University was founded on January 12, 1755. It had three departments, or faculties: law, medicine and philosophy. The Faculty of Philosophy employed four teachers: a professor of philosophy, who was also supposed to teach students logic, metaphysics and moral teaching; professor of physics, teaching experimental and theoretical physics; professor of eloquence, teaching oratory and poetry; professor of Russian and world history. Psychology as a separate subjectewas included in the cycle of the philosophical faculty of the first Russian university(Rybnikov, 1943).

Psychological knowledge was taught within other disciplines. Courses in eloquence and rhetoric also paid some attention to psychological issues. The tradition in this regard was already laid by Lomonosov in his book “Rhetoric,” published in 1748. Of particular interest was the presentation of the doctrine of passions, close to the concept of Spinoza. In later manuals, psychological aspects were discussed in more detail. So, for example, in the work of A. Glagolev “Speculative and experimental foundations of literature” (1834) there was a section entitled as follows: “The theory of literature, derived from the principles of psychology.” This section examined the following questions: “On the abilities of the soul”, “On the talents of the artist, poet and writer in general”, “On the trinity of goals and objects of eloquence, derived from the three powers of the mind” (quoted from: Rybnikov 1940, p. 93; Rybnikov, 1943, p. 43).

Psychology was also considered as an integral part of the philosophy course. Froman was the first to begin lecturing on philosophy in 1761-1765. he taught courses in logic, moral philosophy and metaphysics. Schaden a little later read “Elementary Fundamentals of Philosophy,” and Rost read “Natural Philosophy.”

At first, lectures on philosophy and psychology were actually reading aloud from “approved” textbooks. Froman read according to Winkler, others - according to Baumeister, Krieger, etc. (Rybnikov, 1943). Later in the 19th century. The books of Jacob, Snell, Lodia and others were used as philosophy textbooks.

The matter was complicated by the fact that teachers taught their courses in German or in Latin. The charter of January 12, 1755 left the question of giving lectures in Russian or Latin open. Paragraph 9 of this charter stated: “All public lectures should be offered in either Latin or Russian, depending both on the predominance of the materials and on whether the professor is a foreign one or a natural Russian” (quoted from: Rybnikov, 1943 , p. 44). But Russian professors also preferred to give lectures in Latin, since manuals were written in Latin. In addition, it was considered a sign of learning and good manners. The students knew these languages ​​poorly. Therefore, the effectiveness of such teaching was low.

The content of the philosophy and psychology courses was far from life. In this regard, there were few people willing to study these disciplines, much less prepare to teach them. Thus, at Kazan University, only 5 people listened to, or rather attended, lectures by one of the first philosophy teachers, Voigt. His successor Lubkin had 41 people listed as students, but only 14 attended regularly.

Professorial title in both the 18th and early 19th centuries. was considered humiliating for the Russian nobility. Karamzin in his article “About the right way to have enough teachers in Russia” (1804) wrote that “a learned nobleman is something of a rarity” and that “Russia can only expect scientists from the lower classes of citizenship” (Rybnikov, 1943, p. 43).

In 1796, Mikhailov’s “Science of the Soul” was published in Russia - the first original experience in systematizing psychological knowledge. According to B. G. Ananyev, “Mikhailov’s psychological treatise was written in the spirit of seriously understood English empiricism” (cited from: Ginetsinsky, 1983, p. 8).

The university charter of 1804 provided for the existence of four departments: 1) moral and political sciences; 2) physical and mathematical sciences; 3) medical, or medical, sciences; 4) verbal sciences. Philosophy was included in the cycle of sciences called “speculative and practical philosophy.” The 1804 statute also did not include psychology as a separate discipline. Issues of psychology were covered in philosophical courses. The programs of the courses taught then have not survived. Lectures continued to consist of reading aloud from available manuals.

On behalf of the Ministry public education Professor Jacob compiled a manual “Course of Philosophy”. In 1812, this book was translated into Russian and published in Riga.

In 1815, a book by the master of the local university, P. Lyubovsky, “A Brief Guide to Experienced Spirituality,” was published in Kharkov. This book became the next systematic work on psychology after Mikhailov’s book and was essentially empirical psychology. Lyubovsky's work consisted of three parts: 1) sensitivity; 2) cognition; 3) desire, attraction, will (cited from: Ginetsinsky, 1983, p. 9).

A little later, a manual by Professor P. Lodia was published. It was a course in logic, which bore the long and somewhat pompous title “Logical Instructions Guiding the Knowledge and Distinction of True from False.” In the preface to the book it was given short course psychology. These psychological chapters dealt with soul and body, the faculties of the soul, imagination, mind, reason, desire, memory, difference of minds and gymnastics of the minds; About 30 pages were devoted to these issues, on which the basic concepts of psychology were very briefly defined on the basis of Wolffian psychology (cited from: Rybnikov, 1943, p. 44).

This benefit, good for its time, turned out to be short-lived. Just two years after its publication, the book was banned, since the Main Board of Schools recognized it as “most dangerous due to its wickedness and destructive principles.” Jacob's philosophy, ordered and approved by the ministry, was also persecuted.

The teaching of psychology was affected by persecution against philosophy as a science “extremely dangerous in political and religious terms.” According to the regulations of October 14, 1827, only the teaching of logic, psychology and the history of philosophy was allowed.

According to the next university statute (1835), philosophy was not studied as a separate subject. The teaching of philosophy by secular professors was ordered to be abolished, and the teaching of courses in logic and psychology was assigned to professors of theology. Programs for these sciences were drawn up in agreement between the ministry and the ecclesiastical department (Ginetzinsky, 1983).

In 1834, A. I. Galich’s major work “The Picture of a Man” was published. According to B. G. Ananyev, Galich’s book differed from the theological standard of psychological writings of that time. In the first part of his work, Galich sets out “bodily didactics” (functions of the body, body systems, parts of the body), then moves on to bodily phenomenology (characteristics of health and illness, wakefulness and sleep, deformities and abnormalities of the body) and ends with a presentation of the doctrine of temperaments. In the second part (“Spirit”) he develops his psychological system. Following Locke, Galich begins the analysis of the psyche with “feelings”: contemplation, representation, imagination. The next stage is “free cognition,” which is considered in stages. As a result of the combination of “bound” and “free” cognition, memory is formed as a “way of intermediate and mixed cognition.” Based on the development of sensory experience, thinking and memory, through which a person cognizes external reality, self-knowledge is also possible. Self-knowledge, according to Galich, develops only on the basis of the development of consciousness. The transition from consciousness to self-awareness is associated with the “practical side of the spirit,” i.e., will (cited in: Ginetsinsky, 1983, pp. 10-11).

At Moscow University, in connection with the reorganization of the Faculty of Philosophy in 1850, the Department of Philosophy was abolished, and its teaching ceased; only logic and psychology “survived.” The teaching of these courses was entrusted to professors of theology.

In the second half of the 19th century. the Main Board of Schools considered it possible to restore the teaching of philosophy “if not in its entirety, then at least in one part of it - the history of philosophy as a science, primarily clarifying the truth and destroying prejudices and the desire for materialism” (quoted from: Rybnikov, 1943, p. 44).

As a result, on February 22, 1860, a regulation was approved on the restoration of the departments of history of philosophy, logic and psychology at universities. In 1861, the Department of Philosophy was restored at the Faculty of History and Philology of Moscow University. Professor P. D. Yurkevich was appointed its head. Since psychology, along with logic, ethics and the history of philosophy, was considered one of the philosophical disciplines, Yurkevich also taught a course in psychology (cited from: Zhdan, 1995, p. 137).

But only charter 1863 completely restored the teaching of philosophy and psychology at universities (cited from: Rybnikov, 1943, p. 45).

However, in accordance with the new charter of 1884, the number of teaching hours allocated to teaching philosophy was limited. During the first five years, only two hours a week for one year were allocated for its teaching, and teaching was limited to historical and philological commentaries on translations of passages from the works of Plato and Aristotle. There were no compulsory courses in logic and psychology in the program of the Faculty of History and Philology. True, the professor was given the right to teach a number of elective courses if the students had the time and desire to listen to them. But philology students, overloaded with ancient languages, did not have time to attend these optional courses (cited from: Rybnikov, 1943, p. 45).

The consequence of the expulsion of philosophy from universities was primarily the loss of teaching staff. The first problem that universities faced when restoring the departments of philosophy, logic and psychology was the search and training of personnel. The open pulpits were again occupied by people with theological education. P. D. Yurkevich was invited to Moscow University, M. I. Vladislavlev to St. Petersburg University, and S. S. Gogotsky to Kiev University.

A group of teachers was sent abroad to prepare for professorship. From this group of teachers who completed an internship abroad, M. M. Troitsky headed the department of philosophy at Moscow University, and M. I. Vladislavlev read philosophy and psychology at St. Petersburg University.

The activities of Troitsky, who headed the department of philosophy at Moscow University from 1874 to 1896, coincided with an important period in the development of psychology, when world and domestic psychology was experiencing the process of its formation as an independent science. The university played an important role in this process. During Troitsky’s work, teachers who had no connection with the theological academy appeared at the university. The first of them were professors N. Ya. Grot (since 1886) and Lopatin (since 1888). There were no specific requirements for the construction of psychology teaching programs at universities, so each teacher contributed to the course the content that he considered necessary, depending on his interests and level of training.

The content of the psychology course that Troitsky taught at Moscow University was determined by the ideas of English empirical psychology. This was a big step forward compared to the courses that were taught before him (Yurkevich) and after him (Lopatin). Troitsky’s teaching activities were of great importance for the development of psychological science in Russia. In his works that appeared in the 80s, Troitsky defended the position of psychology as an independent science. He believed that psychology, as a science of the spirit, should study the facts of consciousness using scientific (positive) methods, and above all subjective analysis, i.e., introspection (Zhdan, 1995, p. 137).

The psychology course as presented by Lopatin was a kind of step back: it was of a “philosophical” nature and took into account to a lesser extent the achievements of psychology of that time.

Close in content to what Lopatin gave at Moscow University was the psychology course by Professor E. Bobrov, which was taught at Kazan and Warsaw universities. Bobrov justified the content of the compulsory psychology course at the university as follows. Since psychologists themselves still cannot agree on what the science of psychology is, it is recommended to saturate the psychology course with historical content (quoted from: Rybnikov, 1943, p. 45). The program that Bobrov followed in his psychology course was noticeably different from what most psychologists of his time gave in their lectures. What was new was the emphasis on the historical interpretation of psychology.

Professor N. Ya. Grot began teaching a course in psychology in 1876, first in Nezhin (at the Historical and Philological Institute), then from 1883 in Odessa (at Novorossiysk University), and in 1886 he was invited from Odessa to the department philosophy of Moscow University. Here he taught until 1899. His course was a significant step forward compared to what higher school teachers gave before him. The peculiarity of Groth's lectures was that he chose as their subject questions that interested him. For Groth, the audience represented a kind of laboratory where he revealed his ideas to listeners. The listeners, together with the lecturer, went through the creative path of creating a psychological system that Grot himself had previously gone through.

Grot's course was not rich in empirical data, although he recognized that “psychology can achieve the ideal of accuracy and strict regularity in its research and conclusions only as an experimental science” (quoted in Rybnikov, 1943, p. 46).

The advantage of the course lay in the teacher’s skillful use of guidance in self-observation of students and psychological analysis of literary works, and in the widespread use of seminar classes.

Groth first used the seminar as a form of teaching psychology. This was a great innovation for university teaching. Three types of seminaries were held.

At the seminary of the first type, he invited listeners to criticize the lecture he gave. He willingly listened to the comments of his young listeners and entered into an argument with the audience. Seminaries of this type were directly related to the psychology course.

Groth also had another type of seminary, at which he offered topics for abstracts to listeners. There was no specific system in choosing topics. Grot did not always take into account the level of difficulty of the topics that were given to students. He proceeded from the belief that no topic is too difficult for students.

At the third type of seminary, students presented theses, which were read and discussed in the audience.

Here are some topics that were discussed at the Grotto seminaries: “On the tasks of psychology”, “On the position of psychology among other scientific disciplines”, “On the advantages and disadvantages of introspection”, “On the role of experiment in psychology”, “On the classification of mental phenomena”, “ On consciousness”, “On unrest”, “On character”, “On the criteria of moral life and activity”, “On utilitarianism”, “On theories of progress”. Sometimes a literary work became the subject of discussion (quoted from: Rybnikov, 1943, p. 46).

M.I. Vladislavlev was the rector of St. Petersburg University and taught a course in psychology there. An idea of ​​the content of the course he taught can be given by two volumes of his textbook “Psychology” (1881). This book provides a systematization of psychological, including experimental psychological, knowledge that had been accumulated by that time. He emphasized that, from his point of view, the will dominates in the mental organization. Among the methodological techniques that Vladislavlev widely used, it should be noted a thought experiment as a type of introspection, semantic analysis of psychological terms and psychological analysis of works of art (cited in: Ginetsinsky, 1983, p. 12). At the beginning of the 20th century. Such famous philosophers as A. I. Vvedensky, N. O. Lossky, S. L. Frank taught psychology at the philosophy department. The development of psychological science and education at St. Petersburg University at that time was influenced by great influence professors N. E. Vvedensky, V. A. Wagner, A. A. Ukhtomsky, V. M. Shimkevich (Loginova, 1995, p. 164).

Psychology was also taught as part of medical education. In 1888, at the Psychiatric Clinic of Moscow University, A. Ya. Kozhevnikov created a psychological laboratory, which at different times was led by S. S. Korsakov, A. A. Tokarsky, N. A. Bernshtein, F. E. Rybakov. The laboratory became the basis for conducting practical classes that were part of the psychology course taught by Associate Professor of Psychiatry A. A. Tokarsky.

In general, we can say that the teaching of psychology during this period played an educational role and did not prepare for independent research or practical work.

1.2 Teaching psychology in the first halfXXcentury

At the beginning of the 20th century. Intensive development of experimental and applied psychology begins, accompanied by growing interest in this science. Psychological education is also developing. After 1905, the teaching of psychology in higher education institutions underwent radical changes. The number of courses in psychology and the number of hours allocated to these courses are increasing. The number of teachers, as well as the number of students, is increasing. In addition to lectures, seminars and proseminars, practical classes in experimental psychology are organized. Lectures on psychology begin to be accompanied by demonstrations of instruments and the performance of illustrative experiments. This was a significant innovation in the practice of teaching psychology. Psychology began to be taught as an empirical science.

At Moscow University, these changes are associated with the name of G. I. Chelpanov (he began teaching at the university in 1907). His work became an entire era in the history of the development of psychology and psychological education. Experienced psychology was widely represented in his numerous courses, seminaries and workshops. From 1907 to 1922, the content of the main courses he taught at Moscow University changed all the time, although their names remained the same. These courses, especially in experimental psychology, were taught in Russia for the first time. There was no experience in teaching these courses; it was necessary to master the methodology for conducting a demonstration experiment. From year to year these courses became more and more meaningful and methodologically perfect. For example, practical classes in experimental psychology initially boiled down to mastering one or another apparatus and learning how to use it. Then, having mastered a certain area, students made a presentation at a general meeting of course participants.

Based on these collective works of the laboratory, a course in experimental psychology was formed (1909-1910). In subsequent years, the content of the course was refined. Practical acquaintance with the technique and methodology of experimental research at Moscow University was especially successful thanks to the Institute of Psychology founded by Chelpanov in 1912. A training system that was perfect in many respects was organized here. She was distinguished by a high level of theoretical training combined with experimental research. Teaching was inextricably linked with research activities. Chelpanov's school trained a whole generation of psychologists who later became major scientists - S. V. Kravkova, N. I. Zhinkin, A, A. Smirnov, N. A. Dobrynin, V. M. Ekzemplyarsky, P. A. Rudik, B . M. Teplova, N. A. Rybnikova and others (cited from: Zhdan, 1995, p. 139).

Later, Chelpanov’s book “Introduction to Experimental Psychology” was published (1915; 2nd ed. in 1918, 3rd ed. in 1925). This book was used as the main manual by students participating in a seminar on experimental psychology (Chelpanov, 1915).

The seminar was organized as follows. Only students who planned to major in psychology and therefore had an active interest in academic studies in the subject were eligible to participate. In the first year of study at the university, students took a propaedeutic course in psychology, and from other philosophical disciplines - an introduction to philosophy and logic. At the end of the year they took tests in these subjects and only after that they were accepted as members of the proseminar on experimental psychology. In the second year of study, students practically mastered experimental psychology as part of Chelpanov’s course “Introduction to Experimental Psychology.” At the same time, students continued to study the basic course of psychology and other philosophical disciplines. In the third year, students became members of the psychological seminar and participated in seminaries in general and experimental psychology. In addition, they necessarily acted as subjects in independent studies conducted by senior students. Such participation provided an opportunity to become practically familiar with how such research is conducted. Only in the fourth year of study were students offered topics for independent development. At the end of the workshop, they were recommended to choose a study and repeat it in all details (cited from: Rybnikov, 1943, p. 46).

As a rule, 18 people participated in the proseminar. Students were divided into 6 groups; In each group, participants changed roles; they took turns being experimenters, subjects, and protocol takers. The protocolist’s task was to carefully record the observation results and present them to the head of the proseminar within a week. The student had to prepare for each lesson in advance by familiarizing himself with the contents of the corresponding chapter. During the lesson, the student received a task, equipment and instructions regarding the completion of this task. When performing the task, a protocol was kept where the measurement results and self-observation data were recorded, as well as a description of how the experiment was carried out, what device was used, and other methodological and factual data related to the work performed.

Thus, the teaching of psychology at Moscow University at the beginningXXV. It was conducted very consistently, each course was connected with others that complemented and expanded it. First, a propaedeutic course in psychology was taught, then a proseminar in experimental psychology, a special course in psychology, a seminar in general and experimental psychology, etc. good preparation To independent work in experimental psychology. This teaching method, proposed by Chelpanov, was subsequently adopted by many other universities.

Chelpanov's undoubted merit was organizational and creative work in the field of using psychological experiments in teaching psychology. At the same time, the processes of teaching and scientific research were inextricably linked. The system of experimental psychology developed by Chelpanov and the creation of special manuals had a significant impact on all subsequent development of psychology and its teaching methods. Subsequent editions of manuals on experimental psychology were structured along the lines of Chelpanov’s “Introduction to Experimental Psychology.” As an example, we can name “Workshop on Experimental Psychology” edited by Kornilov, “Workshop on Experimental Psychology” by Lyubimov, a similar work by Artemov (cited from: Rybnikov, 1943, p. 47).

At other universities, psychology courses were also enriched with data from experimental psychology. At St. Petersburg University, the psychology course was taught by A. Vvedensky, at Novorossiysk University (Odessa) - by N. N. Lange, and at Kharkov University - by Leukfeld.

Professor Lange was a student of Wundt and one of the first Russian experimental psychologists. Lange's course was considered one of the best courses in psychology of the pre-Soviet period (cited from: Rybnikov, 1943, p. 47). In his course, Lange criticized traditional psychology and made an attempt to transfer this science to an experimental basis. The content of his lectures can be judged from his book “Psychology. Basic problems and principles" (1922).

At the Psychoneurological Institute in St. Petersburg, a psychology course was taught by Professor A.F. Lazursky. In his course, he used the results of experimental research and made an attempt to connect psychology with everyday life. The content of his course can be judged from his book “General and Experimental Psychology” (1912).

University courses at that time were most often taught by scientists who had experience in the best European laboratories. Thus, Lange and Chelpanov worked for Wundt, Belkin and Nechaev - for Muller. Foreign psychology textbooks were translated and published (Titchener, 1914).

A large number of psychology courses were taught not at all faculties, but only at the philosophical department of the Faculty of History and Philology. Although psychology specialists were not separated into a separate group, the students who were part of the philosophical group were actually divided according to the direction of their interests into philosophers and psychologists. Students of the philosophical group, in addition to psychological and philosophical subjects, studied a number of humanitarian (history, literature, languages) and natural science disciplines (physiology, physics, chemistry and mathematics). But such a load turned out to be unbearable for the students, and therefore a large number of natural science subjects had to be abandoned. All that remains is general physiology, physiology nervous system, as well as a course in psychopathology.

In St. Petersburg, psychology courses were created at the Experimental Laboratory educational psychology, at the Psychoneurological Institute, at the Pedagogical Academy, etc.

Since the fall of 1904, at the Laboratory of Experimental Pedagogical Psychology, courses have been taught according to the following program: “Introduction to Psychology” (A. F. Lazursky); “The Teaching of Characters” (A. F. Lazursky); “Introduction to Psychology” (A. P. Nechaev); "Story psychological problems"(A.P. Nechaev); “Education as a subject of scientific study” (D. A. Dril); “Children who are difficult in educational terms” (D. A. Dril); “Psychology of external feelings” (A. A. Krogius); “Pathological pedagogy” (A. S. Griboyedov); “History of Pedagogy” (I. I. Lapshin); “Hygiene of children and school age” (N. P. Gundobin); “Course of Physiology” (V. I. Bortanov); “Anatomy and physiology of the brain” (L. V. Blumenau); “General course of physiology” (I. R. Tarkhanov); “Anatomy” by I. E. (Shavlovsky); “Fundamentals of Statistics” (V. G. Yarotsky) (cited from: Rybnikov, 1943, p. 48).

In addition to lectures, the courses included practical exercises, which were in the nature of demonstrations, and partly- scientific research.

These courses were later transformed into the Pedagogical Academy, where the teaching of psychology expanded even more widely. Opened in October 1908, the Pedagogical Academy had a department of pedagogy and psychology. Only persons who graduated from higher educational institutions could become students of the academy. Practical classes were conducted not only in laboratories, but also in special experimental

no school. In the 10-20s. XX century Psychology was also studied in teachers' and then pedagogical institutes.

Almost simultaneously with the Pedagogical Academy, the Psychoneurological Institute arose in St. Petersburg (in 1907), where they also read large number courses in psychology. In the very first years of the institute’s existence, there was a psychological section (faculty) where it was supposed to train psychologists. Soon this section was transformed into a pedagogical faculty, but even after that, psychological disciplines occupied a central place in the institute’s curriculum (Loginova, 1995, pp. 164-165).

At the beginningXXV. In many higher educational institutions, additional branches of psychology were also taught. Along with courses in general and experimental psychology, courses in educational and differential psychology were taught. The content of other psychological courses of that time can be judged by the works published on their basis. Such, for example, are “Essays on Pedagogical Psychology” by private associate professor of Moscow University M. M. Rubinshtein. Three editions of this book were published (the last in 1920). In the 1915/16 academic year, private associate professor P. P. Blonsky taught a course on pedagogy at Moscow University; in the same year the book “A Course in Pedagogy” (“Introduction to Child Education”) (1915) was published. This was the most detailed course among the pre-revolutionary courses on pedagogy. In 1907, at Moscow University, private associate professor N.D. Vinogradov began teaching an optional course on educational psychology. The content of this course was presented in a two-volume publication - “Educational Psychology in Connection with General Pedagogy” (1916). The course provided quite extensive material (quoted from: Rybnikov, 1943, p. 48)

Lawyers were given special courses on legal psychology in general or on its individual branches. For example, E. Claparède in Geneva since 1906 taught a “course of lectures on legal psychology”, R. Sommer in Hesse read “ International course forensic psychology and psychiatry,” D. A. Dril at the Psychoneurological Institute - special course “Forensic Psychology” (Applied Legal Psychology, 2001, p. 42).

In the 20-30s. psychology developed in rather complex socio-political conditions. Its development as academic discipline after the revolution of 1917 it was closely connected with the general radical restructuring of the entire education system. University education system in the 20-30s. rebuilt several times, which affected the volume and content of psychology courses. At the end of 1919, as a result of the merger of the law and history-philology faculties of universities, the faculties of social sciences (FONs) were formed. In 1925, the university faculties of social sciences were reorganized into ethnological faculties and faculties of Soviet law. In 1930, medical faculties, faculties of Soviet law, chemistry faculties and geological departments were separated from universities as independent institutes. In Moscow and Leningrad, institutes of history, philosophy and literature (IFLI) were created on the basis of humanities faculties separated from universities.

Let's look at changes in the teaching of psychology using the example of Moscow University. After the abolition of the Faculty of Philology (1921), psychology was taught at the Faculty of Social Sciences, Physics, Medicine and Ethnology. In 1921, the department of medical psychology was created at the university, headed by Professor A. N. Bernstein.

In 1925, the Psychological Institute was withdrawn from the university. After the removal of humanities faculties from the university (1931), the teaching of psychology ceased. During the period 1931-1941. psychology was not taught at Moscow University; no scientific research was carried out. The existing system of training psychological personnel ceased to function (Zhdan, 1995, pp. 139-140).

The teaching of psychology reflected the ideological changes of the post-revolutionary period. Restructuring psychology to new methodological foundations covered in the book by K. N. Kornilov “A Textbook of Psychology, Presented from the Point of View of Dialectical Materialism.” In 1927, edited by Kornilov, a textbook on psychology was published as a textbook for higher education (cited from: Ginetsinsky, 1983, p. 15).

To teach psychology at pedagogical institutes in the 20-30s. A significant influence was exerted by the dissemination of the ideas of pedology as a complex science that combines knowledge about child development accumulated in pedagogy, psychology, and physiology. In the early 20s. pedology was persistently popularized in the press, at congresses, and conferences. In the 1924/25 academic year, it appeared in the curricula of pedagogical institutes and pedagogical faculties of universities. At first, its place was very modest - it was taught only as part of a workshop, but gradually this science strengthened its position, displacing psychology. Since the 1927/28 academic year, pedology has taken the place of a universal integral discipline, including information from general, developmental, educational psychology, school hygiene, human anatomy and physiology. This situation persisted until 1936, when pedology was banned.

Since 1934, humanities faculties began to be restored at universities. The history faculties were the first to be restored, then the philological faculties.

1.3 Teaching psychology in the second halfXXcentury

However, the resumption of teaching psychology at universities occurred later. Since the early 40s. In a number of universities, psychological departments were opened at the faculties of philosophy, and thus the training of professional psychologists began for the first time.

In 1941, the Faculty of Philosophy was restored as part of Moscow University, where in 1942 the Department of Psychology was established. Professor S. L. Rubinstein was appointed its head.

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