Application of the Typological Approach in the Educational Space of the Higher School
The purpose of this article is to generalize the ideas of teachers, psychologists, sociologists and acmeologists about the typological approach to students in the educational space of higher education. When writing the work, the tasks of systematizing existing students and building their own typolog...
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| Format: | Article |
| Language: | Chuvash |
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Publishing house "Sreda"
2022-03-01
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| Series: | Развитие образования |
| Subjects: | |
| Online Access: | https://doi.org/10.31483/r-101106 |
| _version_ | 1818024025301975040 |
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| author | Elena M. Lysenko |
| author_facet | Elena M. Lysenko |
| author_sort | Elena M. Lysenko |
| collection | DOAJ |
| description | The purpose of this article is to generalize the ideas of teachers, psychologists, sociologists and acmeologists about the typological approach to students in the educational space of higher education. When writing the work, the tasks of systematizing existing students and building their own typology of students were solved based on the generalization of personality types, learning opportunities, styles of learning activities, the leading representative system and other criteria for identifying student typologies for the implementation of educational, educational and developmental activities of the university.
The following scientific methods were used in the work: methods of analysis and synthesis, generalization and systematization, and the modeling method.
The article shows that the typological approach is applicable for identifying and describing the main types characteristic of the subjects of the educational process on the scale of higher education. Particular attention is paid to the mechanisms for the development and application of the typological approach and the possibilities on its basis to organize productive interaction between the teacher and the student, taking into account the strengths of the individual, the levels of actual development and the areas of immediate development of students. It is shown that the resource capabilities of the identified personality types of trainees are actualized with the help of a master teacher, who applies individual, differentiated and personality-oriented approaches to future professionals in the course of their professional and personal development in the cycles of readable disciplines and in the system of educational activities of the university.
The result of the study was the development of a comparative table of methods for typology of students (taking into account psychological-pedagogical and acme-oriented approaches and criteria for identifying typological groups) and their consideration in the organization of the educational process in higher education. The table systematizes the views of psychologists, sociologists, teachers and acmeologists on the educational process at the university over the past few decades and demonstrates the best ways for the educational activities of students. |
| first_indexed | 2024-12-10T03:53:39Z |
| format | Article |
| id | doaj.art-1119e6a7a5704760938ce2630a19a208 |
| institution | Directory Open Access Journal |
| issn | 2619-1466 2618-8910 |
| language | Chuvash |
| last_indexed | 2024-12-10T03:53:39Z |
| publishDate | 2022-03-01 |
| publisher | Publishing house "Sreda" |
| record_format | Article |
| series | Развитие образования |
| spelling | doaj.art-1119e6a7a5704760938ce2630a19a2082022-12-22T02:03:11ZchvPublishing house "Sreda"Развитие образования2619-14662618-89102022-03-0151152410.31483/r-101106101106Application of the Typological Approach in the Educational Space of the Higher SchoolElena M. Lysenko0https://orcid.org/0000-0003-3647-9925FSBEI of HE "Baltic State Technical University "VOENMEH" named after D.F. Ustinov"The purpose of this article is to generalize the ideas of teachers, psychologists, sociologists and acmeologists about the typological approach to students in the educational space of higher education. When writing the work, the tasks of systematizing existing students and building their own typology of students were solved based on the generalization of personality types, learning opportunities, styles of learning activities, the leading representative system and other criteria for identifying student typologies for the implementation of educational, educational and developmental activities of the university. The following scientific methods were used in the work: methods of analysis and synthesis, generalization and systematization, and the modeling method. The article shows that the typological approach is applicable for identifying and describing the main types characteristic of the subjects of the educational process on the scale of higher education. Particular attention is paid to the mechanisms for the development and application of the typological approach and the possibilities on its basis to organize productive interaction between the teacher and the student, taking into account the strengths of the individual, the levels of actual development and the areas of immediate development of students. It is shown that the resource capabilities of the identified personality types of trainees are actualized with the help of a master teacher, who applies individual, differentiated and personality-oriented approaches to future professionals in the course of their professional and personal development in the cycles of readable disciplines and in the system of educational activities of the university. The result of the study was the development of a comparative table of methods for typology of students (taking into account psychological-pedagogical and acme-oriented approaches and criteria for identifying typological groups) and their consideration in the organization of the educational process in higher education. The table systematizes the views of psychologists, sociologists, teachers and acmeologists on the educational process at the university over the past few decades and demonstrates the best ways for the educational activities of students.https://doi.org/10.31483/r-101106differentiated approachlearning opportunitiespersonal characteristicspersonality typology criteriastyles of learning activitiestypological approach |
| spellingShingle | Elena M. Lysenko Application of the Typological Approach in the Educational Space of the Higher School Развитие образования differentiated approach learning opportunities personal characteristics personality typology criteria styles of learning activities typological approach |
| title | Application of the Typological Approach in the Educational Space of the Higher School |
| title_full | Application of the Typological Approach in the Educational Space of the Higher School |
| title_fullStr | Application of the Typological Approach in the Educational Space of the Higher School |
| title_full_unstemmed | Application of the Typological Approach in the Educational Space of the Higher School |
| title_short | Application of the Typological Approach in the Educational Space of the Higher School |
| title_sort | application of the typological approach in the educational space of the higher school |
| topic | differentiated approach learning opportunities personal characteristics personality typology criteria styles of learning activities typological approach |
| url | https://doi.org/10.31483/r-101106 |
| work_keys_str_mv | AT elenamlysenko applicationofthetypologicalapproachintheeducationalspaceofthehigherschool |