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Self-education and self-development methods. Methods of self-education Bibliographic guide yu methodology of self-development and self-education

Introduction ………………………………………………………………………… ..3

1.1 The essence of the concept of self-education ... ...………………………………5

1.2 Ways, methods and means of self-education….…. …………………… ..8

1.3 Features of self-education of schoolchildren .. ……………………… 12

Conclusion ………………………………………………………………….… 15

Bibliography ………………………………………………………………… .16

Introduction

In the context of the development of the rule of law and a democratic society, an objective need arose to increase the requirements for a modern person, which indicated the demand for a socially active, independent, creative personality. In this regard, the problem of improving the activities of state institutions, which are responsible for the upbringing and education of the younger generation, is becoming more acute. it is they who have the potential to purposefully create the most favorable conditions for the formation of a new person. In this regard, we have chosen the following topic term paper "Ways, methods and means of self-education of younger students."

The phenomenon of self-education is widely represented in the research of many sciences related to the development and formation of a person. Among them are general, school and social pedagogy (V.I. Andreev,N. F. Kapterev,A. G. Kovalev,A. I. Kochetov,P.F.Lesgaft,A. V. Mudrik,A. S. Novoselova, K. D. Ushinsky); general, developmental and social psychology (A.Ya. Aret,L. S. Vygotsky,I. S. Kon,V. G. Maralov,L. I. Ruvinsky, N. P. Chesnokov); sociology (N. Smelzer); valeology (A.A. Dubrovsky,V. V. Kolbanov, SV. Popov); psychology and theory of physical education and sports (A.I. Babakov,E. P. Ilyin,A. Ts. Puni, M. I. Stankin); hygiene (S.N. Popov, D.A. Farber). But this literature does not sufficiently highlight the possibilities of the educational process in its focus on the self-education of schoolchildren.

The relevance of research: Attention to the problem of personal self-improvement is due to the relevance of issues related to the study of the inner activity of the individual, its reserves, their maximum use to increase the independence of the individual in the process of its development. A developed personality is characterized by activity, which includes the desire to realize oneself, to consciously transform the ideals of society into deeply personal value orientations and beliefs. The reason for internal mental activity determines the nature of mental development, which manifests itself in self-development, self-activity, self-improvement.A. A. Bodalevcalled this fact as an essential phenomenon - the need and ability of a person to self-development and self-movement.

Object of study: self-education of younger students.

Subject of study: ways, means and methods of self-education of younger students.

Purpose of the study: Consider the features of the process of self-education of younger students.

Research objectives:

Study the psychological and pedagogical literature on the research topic;

Determine the features of self-education of modern junior schoolchildren;

Methodological basis of the research made up ideas for the humanization of education; provision on the relationship between the social environment and personality development on the basis of its active inclusion in personal interaction and activities; personality-oriented approach to the actualization of self-education of younger students.

Research methods : collection of the necessary literature; analysis of the received material; classification and systematization of data on the designated problem; personality-oriented approach to the actualization of self-education of younger students.

Research stages :

On thefirst stage, the topic of the course work was determined, studied, analyzed, summarized psychological, pedagogical, philosophical, sociological literature; analyzed the theory of self-education of schoolchildren in the conditions of the educational process. The research topic was substantiated, the object and subject, goal and objectives were determined, a working hypothesis was put forward, and research methods were indicated.

On thesecond This stage revealed the essence of the process of self-education in children of primary school age.

On thethird stage, the main conclusions, conclusions were formulated and the course work was formalized.

Chapter 1. Theoretical basis problems of self-education in scientific literature

1.1 The essence of the concept of "self-education"

Self-education is a conscious activity aimed at the fullest possible realization by a person of himself as a person. Based on the activation of self-regulation mechanisms, it presupposes the presence of clearly realized goals, ideals, and personal meanings. It is inextricably linked with education, not only reinforcing, but also developing the process of personality formation. The necessary components of self-education are self-analysis of personal development, self-report and self-control. Self-education techniques include self-order, self-approval and self-hypnosis.

A necessary condition for self-education is the presence of true knowledge about oneself, correct self-esteem, self-awareness. Self-education is conditioned by a number of subjective and objective reasons: the desire to become better, the requirements of society for citizens, their education and qualities; the pedagogical influences to which the student was exposed in the process of teaching and upbringing. Under the influence of these reasons, internal preconditions for self-education are created, needs, views and beliefs are formed, life ideals and goals are clarified or formed.

The importance of self-improvement in the formation of a personality is recognized by many modern leaders of pedagogical and psychological science. In the research of A.G. Kovalev, the substantiation of the essence of the processes of self-regulation and self-improvement is given. In the works of V. G. Kutsenko, A. A. Bodalev and other scientists, the relationship between the upbringing and self-education of children, the method of organizing the process of self-education is considered. In the works of P. M. Yakobson, the problem of self-education of feelings, psychological characteristics of self-regulation in the sphere of emotions are analyzed. Theories, including basic concepts, description of motives, goals, tasks, means, methods of self-education and self-improvement, factors influencing the development of these processes, were created by P. Ya. Aret, A. G. Kovalev, L. I. Ruvinsky, I. I. Chesnokova, SM. Kovalev.

In the concept of "self-education", pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - upbringing - are only conditions, means of awakening them, putting them into action. That is why philosophers, teachers, psychologists argue that it is in the soul of a person that the driving forces of his development are laid. In the process of upbringing, it is necessary to encourage a teenager to carry out self-education.

Self-education presupposes a certain level of personality development, its self-awareness, the ability to analyze it while consciously comparing one's own actions with the actions of other people. A person's attitude to their potential capabilities, the correctness of self-esteem, the ability to see their shortcomings characterize a person's maturity and are prerequisites for organizing self-education.

Self-education is a conscious activity of a subject, aimed at the fullest possible realization of himself as a person, changing his personality in accordance with clearly perceived goals, ideals, personal meanings. Self-education is based on adequate self-esteem, which corresponds to the real abilities of a person, the ability to critically assess their individual characteristics and potential. As the degree of awareness increases, Self-education becomes an increasingly significant force for the self-development of the individual. The necessary components of self-education are self-analysis of personal development, self-report and self-control.

Self-education goes through a certain path of development.

The initial stage of self-education - the stage of external demand - is characteristic of the younger adolescence and partly falls on the younger school age. Self-education arises as a result of upbringing, the stimuli of the child's active attitude to this process are the requirements of adults. The child fulfills the requirements of adults, initially focusing on patterns of actions (imitation) or on the "instructions" of educators; then the ability to choose a variant of an action appears; later, these social demands begin to act as external regulators of behavior and as a means of self-regulation.

The next stage - the stage of compulsion - is characterized by the fact that a person is forced to change, submitting to this or that situation. At this stage, personality changes begin with their awareness and are already arbitrarily regulated. In this case, imitation and obedience to instructions do not completely disappear.

The third stage of personality development in this context is conscious self-education. It is driven by the inner needs of the individual. Motivation becomes the leading component of self-education. This motivation appears as a result of a process called interiorization: under the influence of external conditions, structures of self-educational actions are formed - self-belief, self-motivation, self-order, etc., which then turn into the internal, ideal.

Self-education involves the use of such techniques as self-commitment; self-report; understanding their own activities and behavior; self-control. Self-education is carried out in the process of self-government, which is built on the basis of goals formulated by a person, an action program, monitoring the implementation of the program, evaluating the results obtained, and self-correction.

Self-education, systematic human activity aimed at developing or improving moral, physical, aesthetic qualities, habits of behavior in accordance with a certain socially conditioned ideal. The content of self-education always depends on the socio-historical conditions in which the individual lives and develops. His requirements for himself and the qualities that he seeks to form are determined by the conditions of life, determining the ideological foundations, the ideals of self-education, as well as the means of achieving them. “... My own being,” wrote K. Marx, “is a social activity; and therefore what I do out of my person, I do out of myself for society, realizing myself as a social being. "

A.I. Kochetov gives the following definition to the concept of self-upbringing - this is a conscious and personality-driven self-development, in which, in accordance with the requirements of society, the goals and interests of the person himself, the forces and abilities projected by him are formed. "

Thus, self-education is a systematic and conscious human activity aimed at self-development and the formation of one's basic culture. The problem of self-education has been and is now being dealt with by many teachers and psychologists. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the collective, to form moral feelings, necessary behavioral habits, volitional qualities. Self-education is an integral part and result of education and the entire process of personality development. It depends on the specific conditions in which a person lives.

1.2 Ways, methods and means of self-education

When a person has a need to overcome certain shortcomings in his character and behavior, it is important to set a clear goal and justify the need to achieve it. It is useful to say this goal out loud or to yourself for several days, until it is firmly fixed in consciousness. In addition, you need to draw up a detailed self-education program and determine what exactly needs to be achieved. Of course, it is better to start with simple programs, for example: do not commit rash acts, overcome the bad habit of interrupting your interlocutor, keep your word. As you gain experience in self-education, the programs should become more complicated, improved, and more long-term.

Self-education is based on the principle of anticipatory reflection in the mind of a person of those actions and deeds that he is going to perform, the definition of those traits and qualities that he intends to develop in himself. If such a "mental program" is formed, it encourages the person to take practical actions to implement it, creates incentives for the manifestation of volitional efforts. That is why, when a person has a need to overcome certain shortcomings in his character or behavior, it is important to set a clear goal and substantiate the need to achieve it, sometimes it is even useful to define deadlines.

Self-education is carried out in the process of self-government, which is built on the basis of goals formulated by a person, an action program, monitoring the implementation of the program, evaluating the results obtained, and self-correction.

Self-education methods– ways to achieve the goal of self-education, to solve self-educational tasks set by a person.

Self-education methods are presented in a sequence corresponding to the logic of the implementation of self-education activities.

1. Determination of goals and directions of self-education .

The main methods at this stage are as follows.

Self-knowledge - studying oneself, determining the level of development of personal qualities.

Introspection – fixation and analysis of actions for a certain period of time and the facts of one's own life. When analyzing the data of self-observation, a person pays attention to the expression of which thoughts, feelings, qualities and relationships were actions. Self-observation is often carried out in the process of self-testing.

Self-test - a deliberate immersion of oneself by a person in a situation requiring the manifestation of a particular quality. The situation of self-testing can be specially created by him.

Introspection - a critical assessment of the facts of behavior, their correlation with the ideal. Self-analysis is facilitated by the definition of the ideal - moral, labor, aesthetic, etc. school age real people can also be ideals - parents, a teacher; in older ages - idols of cinema and show business, comrades.

Self-assessment - the ability of an individual to assess himself, his capabilities, qualities, place among other people (A. V. Petrovsky), as well as as a fixation of the result of knowing himself (I. I. Chesnokova). This is a multicomponent personal education, which includes schoolchildren's ideas about self-esteem, about individual qualities and skills, about standards of actions and actions; needs, interest and creativity in self-knowledge and self-esteem activities.

2. The stage of developing a plan for self-education.

Self-commitment (self-programming) - a plan of work on oneself, including an idea of \u200b\u200bspecific qualities, the degree of their formation and a system of specific actions for their acquisition.

Self-stimulation - this is self-criticism, the presence of specific goals defined in time.

3. The stage of implementation of the self-education plan.

Self-instruction - a person foresees his actions in a given situation.

Self-belief - consideration of arguments and counter-arguments, self-discussion, self-justification, building a chain: I must - I want - I can on the basis of logical methods of analysis, synthesis, comparison, generalization.

Self-hypnosis - pronouncing in the affirmative form, on his own behalf, in the present tense of the final or intermediate result of self-education. It can be carried out in the form of auto-training, before falling asleep or immediately after waking up.

Self-enforcement. Its main method is: self-order - a tough, framed decision; presupposes the presence and use of certain volitional efforts, self-confidence.

Self-encouragement - softer form; sometimes a person uses ways of self-encouragement: a diary entry, a long-awaited event, self-praise.

4. The stage of summing up the work on self-education.

Self-control - rational reflection and a person's assessment of his own actions on the basis of personally significant motives and attitudes. This is a complex of autonomous, but interrelated actions - comparison and collation, comparison, analysis, synthesis, planning, foresight, transfer and subsequent correction of the relationship between the goals, means and consequences of actions.

Self-report - increases the efficiency of self-control. In the process of practical activity on self-education, a person is aware of his actions, makes adjustments, stabilizes behavior in the right direction, thereby making his personality an object of his consciousness and arbitrariness.

Self-education - this is the activity without which the development of the human personality is impossible. To achieve meaningful results, activities must be purposeful and planned. This is served by self-education programs that people make up explicitly or implicitly.

The organization of self-education at school is carried out in three main areas:

1) the formation of a firm conviction of students about the need and exceptional importance of self-education;

2) an explanation of the methods and methods of self-education, with the aim of equipping students for the implementation of this process;

3) helping students and regulating the process of self-education.

The essence of the first direction is to instill in students an understanding of how important self-education is. Many are ashamed to do this and do it in secret from their comrades, parents, teachers. The tasks of teachers include explaining the positiveness of this lesson and the mood for conducting a continuous process of self-education.

The second direction is related to the implementation of this process. Starting work in this direction, you need to help children find their ideals, choose goals, identify weaknesses in their character, insufficiently developed qualities. Then, various conversations are held on topics of self-education, during which questions about the methods and means of self-education are covered, examples of their use are given. Various performances of teachers, students and guests, who are outstanding people, heroes of labor, leaders of production who have achieved significant success in various activities, have a good effect. At such speeches, they talk about the importance of self-education and provide examples from their own lives. All this strengthens the understanding of the need and effectiveness of self-education in the minds of students, gives knowledge about practical application methods of self-education and encourages them to implement self-education.

The third direction of organizing work on self-education is of a practical nature. At this stage, students are taught to set goals correctly, develop a program to achieve it, and execute it, using the well-known and most effective methods of self-education. An effective tool is keeping a diary, in which the results of the work to eradicate the bad and develop the good are recorded. Such a diary allows you to control the process of self-education, analyze the effectiveness of certain methods for one's own personality, and choose the most optimal ways to solve the problems of self-education.

So, self-education is a systematic and conscious human activity aimed at self-development and the formation of one's basic culture. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the collective, to form moral feelings, necessary behavioral habits, volitional qualities. Self-education is an integral part and result of education and the entire process of personality development. It depends on the specific conditions in which a person lives.

1.3 Features of self-education of schoolchildren

When a newborn is born, we say: “A man was born”, ie. we are talking about his biological birth. However, the further process of biological development is closely combined with the acquisition of such qualities and properties, which by their origin are not related to the biological nature of a person (for example: mastering skills, habits, behavior, etc.). The named properties and qualities can be formed only in vivo and characterize the social development of a person. Thus, the general concept of "person" includes a narrower and more specific concept - "personality".

We judge personality by the following features:

1. Certain formed social qualities. For example: responsibility, dignity, individuality, social activity, firmness of views and beliefs.

2. Personality is characterized by such a level of mental development that allows her to control her own behavior and activities. The ability to think over your actions and be responsible for them is an essential and main sign of personality.

AI Kochetov in his book "Organization of self-education of schoolchildren" says that like any developing phenomenon, personality is contradictory, in its inner world collisions, conflicts, periods of decline and intensification of development are inevitable. The concept of personality is impossible without isolating its driving forces. Scientists are unanimous that certain contradictions are the driving forces in the self-education of the individual.

At present, science has accumulated sufficient factual material to penetrate into the essence of the process of self-education. The mechanism of self-education has the following features: the pupil chooses the goals of life, ideals in accordance with social criteria, prepares himself for life in society, improves in collective activities to improve the world around him. There are complex interrelationships and contradictions between these factors of self-education: the goal of life may be one, and passion - in another area, as a result of which a discrepancy arises between the desire to improve oneself and real self-education, etc. and contradictions can not always be resolved by the efforts of the pupil himself.

In his work A.I. Kochetov defines the parameters of self-education:

a) directionality, i.e. motives of work on oneself.

c) stability (random, episodic, permanent).

d) efficiency in the formation of personality (performs the main and auxiliary functions).

The main educational task in the leadership of self-education is that it is necessary to form those positive qualities on which the resolution of these contradictions depends, and to bring into action such factors as: self-awareness, enthusiasm, focus, the ability to manage oneself, etc.

In the book by A.I. Kochetov, Organization of self-education of schoolchildren, it is said that in primary school age the boundaries of self-education are determined by the emergence of a new type of activity - learning.

It is aimed at developing strong-willed qualities, responsibility, collectivism and is associated with teaching the child to regularly and conscientiously perform educational tasks.

A.I.Kochetov proposes rules conducive to self-education"Five need":

1. Always help parents.

2. Fulfill the requirements of teachers to study in good faith.

3. Be honest.

4. Subordinate personal interests to collective ones.

5. Always and everywhere exercise good faith.

"Five is possible":

1. Have fun and play when the job is great.

2. Forget grievances, but remember who and for what you offended yourself.

3. Do not lose heart in case of failures, if stubborn, it will still work!

4. Learn from others if they work better than you.

5. Ask if you don’t know, ask for help if you don’t manage yourself.

"You need it yourself!":

1. Be honest! A person's strength is in truth, his weakness is a lie.

2. Be hard working! Do not be afraid of failure in a new business. The one who is persistent will create success from failures, from defeats will forge victory.

3. Be empathetic and caring! Remember, you will be treated well if you treat others well.

4. Be healthy and clean! Do morning exercises, temper yourself, wash yourself to the waist with cold water every day, keep your hands clean, take an hour a day for walks and give another hour to work or sports.

5. Be attentive, train attention! Good attention protects against mistakes in learning and failures in play, work, and sports.

"This cannot be done!":

1. Learning effortlessly, lazy and irresponsible.

2. To be rude and to fight with peers, to offend the younger ones.

3. Tolerate your shortcomings, otherwise they will destroy you. Be stronger than your weaknesses.

4. Pass by when they offend the kid nearby, mock a friend, blatantly lie in the eyes of honest people.

5. Criticize others if you yourself suffer from the same disadvantage.

"Five is good":

1. To be able to control oneself, not to get lost, not to be afraid, not to lose temper over trifles

2. Plan your every day.

3. Assess your actions.

4. Think first, then do.

5. Take on the hardest things first. The rules are being introduced gradually.

First, the child learns to live in accordance with the five must. This means that increased requirements are imposed on it when fulfilling precisely these rules. At the same time, it is indicated what not to do and why. After a while, you can connect five well, since they are much more difficult to understand and teach.

Conclusion

So, self-education is a pedagogically guided process. Psychological and practical preparation for working on oneself is one of the most important tasks of education. I tried to highlight the main stages of the emergence and development of self-education.

First, it is the students' awareness of their way of life, the understanding of the significance of the activity that requires self-education. At this stage, the class teacher helps students to realize their positive and negative qualities, to understand the intolerance of their shortcomings.

Second, mastering skills independent work in the area of \u200b\u200bactivity in which the student wants to succeed.

Third, drawing up a self-education program. This is a very important stage in working on yourself. Here help is needed to assess how objectively the student judges himself, whether he sets the right goals and whether he chooses the necessary techniques.

Fourth, the organization of self-education in the chosen activity. This is the most crucial stage in the transition from education to self-education. Without concrete activity, the desire to become better will remain only a desire.

Fifth, it is necessary to include self-education in the integral process of personality formation. The highest stage of the transition of upbringing into self-upbringing begins when the student wants and knows how to work on himself, when the motives, goals and methods of self-upbringing have taken shape.

Thus, if you convince students of the need for self-education and help them in organizing it, then the process of personality formation will proceed more efficiently.

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The organization of diverse, creative and emotionally rich activities of students, strengthening their interest in life, love for their country, the need to improve is the most important task of the class teacher. It is implemented most systematically, consistently and deeply by the way of life in school. At all times, the biggest problem is the need to figure out where is Good and where is Evil. Therefore, the problem of self-knowledge, self-education and self-expression is relevant and requires a solution. As the folk wisdom says: “Live and learn”, that means educate yourself for a whole century. In a constantly changing world, only he finds his place who is constantly changing himself, improving, educating and realizing.

P.P. Blonsky wrote at one time: "We must educate a person capable of creating his own life, capable of self-determination ... The upbringing of the future creator of a new human life is only a rational organization of self-education." [1, p. 34]

Psychologist S.L. Rubinshtein expressed the same idea in somewhat different words: “Any effective educational work has as its inner condition the individual's own work, which, naturally, is tied in every somewhat thoughtful and sensitive person around his own actions and the actions of other people ... Success work on the formation of the spiritual image of a person depends on this inner work. From the extent to which education is able to stimulate and direct it. "

We consider the position of the class teacher in the school - a protector, friend, advisor and source of faith, fortitude, which students may sometimes lack. Therefore, we have created a program of educational work "Light your star". The leading idea of \u200b\u200bthe program is the creation in the classroom community of a comfortable atmosphere of life, awakening the interest of students in realizing the need for self-knowledge, self-improvement and self-realization, that is, the manifestation and development of their abilities, individual and collective creativity, mastering the skills and abilities of self-construction, self-determination and self-expression.

According to the principles of the continuity and continuity of education, students taking into account age characteristics, the education program "Light your star" provides levels and directions. Level "Luck" 5-7 grade includes four areas of educational work. The level "We live among people" Grade 8-9 includes four areas of educational work designed to solve the progressively more complicated tasks of upbringing a teenager. The third level "Academy of Success" Grades 10-11 is based on the psychological characteristics of adolescence.

Educational work on moral self-education is effective with a systematic approach that assumes:

pedagogical diagnostics;
using a variety of methods of self-education;
inclusion of students in social and intra-collective relationships;
formation of objective self-esteem.

In our work with children, we use collections of various techniques, diaries, questionnaires. Filling out page by page, our students move higher and higher up the ladder of self-knowledge. This is the name of the first collection of the ladder of self-knowledge: "The ABC of Success" 5-7 grade. Album: "I live among people" Grade 8-9, orients children to life self-determination, to search for their place in our complex rapidly changing world. The magazine: "Academy of Success" 10-11 grade, reveals many secrets for self-presentation, self-manifestation, self-realization.

As in geometry, the position of bodies is determined by three coordinates, so the position of a person in society determines the right, duty and responsibility. Working as the Commissioner for the Protection of the Rights of Participants in the Educational Process, I came to the conclusion that many students know their rights, but forget about their duties and responsibilities. Hence, many conflict situations at school, at home and on the street with peers. Therefore, in our work we use the collection of methods "The rights of the child - through the eyes of children." It contains helpful reminders: How to avoid conflict; How to defend your rights; Partner persuasion technique. As well as the program of practical classes “Human rights are my rights. Safe Behavior and Partnership ”.

Nature is wise. She has put into human nature a holistic and self-sufficient mechanism of self-construction, based on the needs of a person:

development goals set - needs for the meaning of life, for self-realization, for happiness;
means of development - the need for activity, innate activity;
conditions for development - the need for health, security, achievement, respect;
internal stimuli - the need for pleasure, pleasure.

The need, that is, the need of a person for something, causes his activity, activity both in the classroom and on the street. The sum of the needs determines the intensity and direction of personality development.

Needs are at the core of the interests of the child. Interest is a need that coincided with the inclinations and abilities of the student, who found himself in a certain type of activity, one child loves to draw another to sing the third to dance. Needs form the basis of the motives of the child's behavior. Successful fulfillment of needs forms a healthy, prosperous basis for our children's behavior. Unfavorable - deforms these foundations; false motives are born, in which feelings of resentment, fear, guilt, revenge prevail. An inadequate self-esteem, a flawed image of oneself, a distorted image of the world are formed.

At the heart of the program of self-development, self-realization the child's personality is based on needs. Climbing its steps to his own "I", the student becomes equal to himself, able to fulfill himself, finds and achieves the true goals and meanings of life. He becomes a PERSONALITY. The ability to think over your actions and be responsible for them is an essential and main sign of personality.

Human nature is perfect, unfortunately human society is imperfect. The thirst for satisfaction is very strong. If the desires of our children are not satisfied, then they find a way out in asocial behavior, an irrepressible desire for power, money, fame, possession of something else, in any way, even by deception.

It is important for us class teachers to understand that the main thing is the "internal conditions" of the child, which are characterized by either freedom - freedom of choice, freedom self-manifestation, self-development, self-affirmation, self-creation, or lack of freedom - obstacles to self-actualization in the form of insecurity, fear, guilt and complexes. Therefore, the main mental factor in human development is self-education, and upbringing plays a decisive role in the development of a personality only if it has a positive effect on the internal stimulation of her activity in working on herself. The path of a student's ascent from upbringing to self-upbringing, which means to upbringing, should be organized on the interaction of two systems - upbringing and self-upbringing. This means that it is possible to influence the processes of self-development and self-improvement if we establish a connection with the inner world of the individual and contribute to the formation of a major self-concept.

The child must learn and live victoriously, it is very important to encourage him in the extracurricular environment. And then we can contribute to the formation of a self-improving personality.

Educational work on moral self-education is effective only with a systematic approach. We class teachers need to carry out pedagogical diagnostics. Use a variety of methods of self-education, which implies the inclusion of children in social and intra-collective relationships; intensive involvement in activities, taking into account the existing positive qualities and abilities. This will help build objective self-esteem. Thanks to the Light Your Star program, we can teach methods of self-stimulation of positive behavior (self-hypnosis, self-approval, self-condemnation).

The most important task of education is to stimulate students to actively work on their own development and self-improvement. It should be noted that neither the mastery of knowledge, nor the formation of personal qualities can occur without the student's desire to learn, without the manifestation of educational and cognitive activity and work on the development of his morality, physical and aesthetic culture. The statement that a student is not only an object, but also a subject of education is the foundation on which both teaching and the formation of students' personal qualities are based. That is why the primary task of educational and educational work is the development and maintenance of high cognitive, labor and moral and aesthetic activity.

One of the main tasks of upbringing is: skillful internal stimulation of the activity of a growing personality in work on oneself, there is an incentive for her to develop and improve herself. In other words, in the process of education, self-educational work of students takes place.

Self-education a conscious, purposeful human activity aimed at self-development, self-education, improving positive and overcoming negative personal qualities.

The source and motive of self-education, according to Russian psychologists, is awareness human contradictions, on the one hand, between their needs, interests, goals, desires, and on the other, real opportunities, the current level of development of the personal forces necessary for their implementation, as well as contradictions between "I-real" and "I-ideal".

The understanding that the desired cannot be achieved without the application of certain efforts, and, therefore, the existing shortcomings cannot be overcome, and encourages a person to active actions,aimed at self-knowledge, self-esteem, self-improvement. Italicizing the phrase "Active actions", we tried to emphasize the active (not passively contemplative!) nature of self-education - it is and only a person's own activity that is a way of his self-development, a condition for achieving his goals.

Figure 6. The main motives of self-education at different stages of its implementation

The motives and purposefulness of a person's self-education change, as a rule, as he grows up as a result of development self-awareness. Self-awareness - awareness, assessment by a person of his knowledge, moral character and interests, ideals and motives of behavior, a holistic assessment of himself as a feeling and thinking being, as a doer.

Scientists identify the following age levels of self-education:

Childhood (before adolescence) - during this period, the child's first attempts to adapt to the requirements of others are discovered by correcting actions, causing their negative reaction. The main feature is the child's desire to change specific forms of behavior, that is, his external manifestations, not qualities personality (according to psychologists, the child is not yet aware of his qualities).

Adolescent age - a period, a distinctive feature of which is "self-affirmation of qualities through individual actions." Self-education is manifested in the form of frequent, impetuous (in terms of an explosion of activity and short duration), situational (in terms of motivation and sequence of actions) attempts to change what has become recognized as personality traits , reflecting its advantages and disadvantages. The hypertrophied feeling of adulthood, the desire to be independent, equal provokes a contradiction between the maximalism of the adolescent's demands on himself and others and the limitedness of his capabilities, the unpreparedness for prolonged volitional efforts, to overcome difficulties ... This process is much softer, more restrained in adolescent girls. The task of adults is to support adolescents in their good intentions, help with advice, inspire optimism, self-confidence. It is very important to help the growing person choose a worthy role model.

Youth - during this period, the social role and the nature of relationships with others change, experience accumulates and, as a result, comes the realization that not only actions, but also individual qualities do not yet characterize the personality of a person as a whole. The main motive for self-education in adolescence is “to make oneself”, to provide an opportunity to fully realize oneself in social and professional terms. Activities in this direction are becoming more independent and consistent. Psychologists call the work of young men and women on themselves, on improving their personality conscious self-education.

There are two main source of self-education: 1) external demand , passing into the inner plan of the personality and actualizing contradictions, which, in turn, give rise to the need for self-education; 2) internal requirement personality to itself, conditioned by the awareness of the contradictions between "I-real" and "I-ideal", between the goals that the personality sets for himself, and the possibilities of their implementation, etc.

The most important prerequisite for making a decision on the need for self-education and a condition for its successful implementation is the ability of an individual to objectively analyze and evaluate his behavior and his qualities, to formulate real goals and a program of action.

In introspection and self-esteem, it is important to avoid self-deprecation and self-flagellation, which can lead to a loss of optimism, self-confidence and capabilities.

An important stage in self-education is the acceptance of self-commitment, in which the goals and program of activity are modeled, the requirements for its organization are established. This is how the outstanding Russian teacher K.D. Ushinsky:

1. Perfect calm, at least external.

2. Straightforwardness in words and deeds.

3. Deliberate action.

4. Decisiveness.

5. Do not talk about yourself unnecessarily a single word.

6. Do not spend time unconsciously; do what you want, not what happens.

7. To spend only on what is necessary or pleasant, and not to spend out of passion.

8. Every evening, honestly give an account of your actions.

9. Never brag about what was, what is, or what will be.

The main way of self-education is an managing your actions ; self-duress, self-order, self-punishment, etc. should be seen as a means of achieving results.

The most important function of any management is control; in self-education, self-control acts both as a way to determine the results achieved, and as a basis for adjusting the program, plan and methods of activity.

If what a person has inherited can be considered as a factor predetermining his development, and the influence of the environment and upbringing as the determining factors, then the decisive factor is undoubtedly the activity of the individual, aimed at creating himself and the world around him.

Self-education is based on the principle of anticipatory reflection in the mind of a person of those actions and deeds that he is going to perform, the definition of those traits and qualities that he intends to develop in himself. If such a "mental program" is formed, it encourages the person to take practical actions to implement it, creates incentives for the manifestation of volitional efforts. That is why, when a person has a need for the manifestation of certain shortcomings in his character or behavior, it is important to set a clear goal and justify the need to achieve it, sometimes it is even useful to define deadlines.

At the same time, you need to draw up a detailed self-education program and determine what exactly needs to be achieved. It is, of course, better to start with simpler programs, for example: get rid of the use of swear words; do not commit rash acts; overcome the bad habit of interrupting the interlocutor in a conversation; always keep your word, etc. As you gain experience in self-education, programs, naturally, should become more complicated, improved and become more long-term.

The programs and rules of self-education developed by the individual are of great importance. And the more detailed and clearer the self-education program and the rules of behavior are developed, the more effective work on oneself will be.

Outlining self-education program, it is also necessary to define it methods. The most important of them are:

Self-belief and self-hypnosis;

Self-commitment;

Self-criticism;

Mental transfer of oneself to the position of another person (empathy - i.e. empathy);

Self-coercion (self-order);

Self-punishment, etc.

Let us briefly characterize these methods.

1. Self-persuasion method . Its essence lies in the fact that the student, having revealed his shortcomings, convinces himself of the need to get rid of this shortcoming, and this cannot be limited only to mental self-conviction. It becomes much more effective when the student convinces himself aloud, i.e. speaking out loud the flaw he is working to eliminate.

2. Self-hypnosis method . Its essence lies in the fact that a person himself seeks to influence his own psyche and feelings, he himself, as a rule, aloud inspires himself how he will behave or what actions he will not do. The impact of self-hypnosis is due to the fact that, being fixed in the consciousness and feelings of the student, it determines his behavior.

3. Self-commitment . This method is in essence close to the self-persuasion method. Its essence lies in the fact that the student, having set himself the goal of overcoming this or that disadvantage or developing some kind of positive quality, takes on a certain obligation. For a more solid fixation of it in the mind, it must also be repeatedly spoken aloud. in this case, it will encourage the student to achieve the intended goal and contribute to the formation of the corresponding habit.

4. Self-criticism method . Its essence lies in the fact that a student who has revealed this or that shortcoming in himself and has set himself the goal of getting rid of it, subjects himself to self-criticism in order to mobilize his volitional efforts to overcome it as quickly as possible.

5. Empathy method , or mentally transferring yourself to the position of another person, empathizing with his feelings. This method is very good when it comes to self-education, responsiveness to people, the desire for mutual help. Its essence is reflected in the name itself. It lies in the fact that in the process of self-education, the student develops positive qualities in himself and overcomes negative ones, putting himself in the position of another person, empathizing with his feelings, and thus encourages himself to improve himself. When, for example, a student sees with what hostility people perceive callousness, heartlessness, rudeness, and empathizes with their feelings, he thinks about how to overcome these shortcomings in himself.

6. Self-compulsion , or self-order ... This is a very effective method of self-education. It is used in cases where a student has determined certain rules, norms of his behavior, but does not show sufficient willpower in observing this rule. Therefore, this method is applicable for the development of the necessary volitional qualities.

7. Self-punishment method . As its name implies, it is used when, in the process of self-education, a person makes certain deviations from the rules of behavior that he himself has outlined. Having discovered such deviations, it is imperative to use certain sanctions in relation to oneself and apply one or another punishment.

The foregoing shows that if we imagine the process of self-education as a whole, then in its structure a number of components :

Critical analysis, assessment of one's own shortcomings and setting a specific goal for self-education;

Development of a self-education program;

Definition of his methods;

Self-training, i.e. direct (suggestive plan) work of the individual on himself;

Self-control.

Figure 7. The structure of the self-education process

An important basis in the process of self-education and self-development of a student is pedagogical guidance. The content and forms of the teacher's work on the organization of self-education can be very diverse. Much depends on how competent the teachers themselves are in matters of self-education and its methods, to what extent they are familiar with scientific and popular literature on this issue, and how responsibly they are in fulfilling their pedagogical duties.

Generally organization of pedagogical guidance of self-education carried out in three main directions:

Self-education as an important direction of personality self-development. Development of highly positive moral-volitional and moral-volitional activity in a person, aimed at civic personal, as well as professional psychological and pedagogical development.

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Course work

Self-education of the individual: ways, means and methods

Introduction

Chapter 1. Theoretical foundations of the problem of self-education of adolescents

1 The essence of the concept of "self-education"

2 Ways, methods and means of self-education

3 Features of self-education of adolescents

Chapter 2. Study of the peculiarities of self-education organization in adolescents

1 The degree of propensity for self-education in adolescents

2 Organization of the process of self-education in adolescents

Conclusion

Bibliography

Applications

Introduction

In the context of the development of the rule of law and a democratic society, an objective need arose to increase the requirements for a modern person, which indicated the demand for a socially active, independent, creative personality. In this regard, the problem of improving the activities of state institutions, which are responsible for the upbringing and education of the younger generation, is becoming more acute. it is they who have the potential to purposefully create the most favorable conditions for the formation of a new person. In this regard, we have chosen the following theme of the course work "Self-education: ways, means and methods."

The phenomenon of self-education is widely represented in the research of many sciences related to the development and formation of a person. Among them are general, school and social pedagogy (V.I. Andreev, N.F. Kapterev, A.G. Kovalev, A.I. Kochetov, P.F. Lesgaft, A.V. Mudrik, A.S. Novoselova , K.D. Ushinsky); general, developmental and social psychology (A.Ya. Aret, L.S.Vygotsky, I.S.Kon, V.G. Maralov, L.I. Ruvinsky, N.P. Chesnokova); sociology (N. Smelzer); valeology (AA Dubrovsky, VV Kolbanov, SV. Popov); psychology and theory of physical education and sports (A.I. Babakov, E.P. Ilyin, A.Ts. Puni, M.I. Stankin); hygiene (S.N. Popov, D.A. Farber). But in this literature, the possibilities of the educational process in its focus on the self-education of schoolchildren (in particular, adolescents and high school students) are not sufficiently highlighted.

The relevance of research. Attention to the problem of personality self-improvement is due to the relevance of issues related to the study of the inner activity of the personality, its reserves, their maximum use to increase the independence of the personality in the process of its development. A developed personality is characterized by activity, which includes the desire to realize oneself, to consciously transform the ideals of society into deeply personal value orientations and beliefs. The determinant of internal mental activity determines the nature of mental development, which manifests itself in self-development, self-activity, and self-improvement. A.A. Bodalev called this fact as an essential phenomenon - the need and ability of a person to self-development and self-movement.

Purpose of the research: To consider the features of the self-education process of modern adolescents.

Object of research: self-education of adolescents.

Subject of research: ways, means and methods of self-education of modern adolescents.

Research objectives:

1.Study the psychological and pedagogical literature on the research topic.

2.Determine the features of self-education of modern adolescents.

.Develop and conduct a cycle of self-education classes with adolescents.

Research methods and techniques. To solve the research problems at the theoretical level, the analysis of psychological and pedagogical literature was used, at the empirical level - a questionnaire survey of adolescents.

Base of the research: the study involved 30 adolescents at the age of 14 years of secondary school No. 8 of the Smorgon region.

Work structure. Course work consists of an introduction, two chapters, a conclusion, a list of used literature (25 sources), annexes (titles). The total amount of work without an attachment is 38 pages.

Chapter 1. Theoretical foundations of the problem of self-education in scientific literature

1 The essence of the concept of "self-education"

A necessary condition for self-education is the presence of true knowledge about oneself, correct self-esteem, self-awareness. Self-education is conditioned by a number of subjective and objective reasons: the desire to become better, the requirements of society for citizens, their education and qualities; the pedagogical influences to which the student was exposed in the process of teaching and upbringing. Under the influence of these reasons, internal prerequisites for self-education are created, needs, views and beliefs are formed, life ideals and goals are clarified or formed.

Based on the activation of self-regulation mechanisms, self-education presupposes the presence of clearly perceived goals, personal meanings. The necessary components of self-education are: reflection of personal development, self-report, self-control. Self-education techniques include: contentment, self-judgment, self-hypnosis, self-belief, and self-order. During adolescence, self-esteem plays a decisive role in self-education. An important motive is dissatisfaction with oneself, one's achievements, and inconsistency with one's ideals. Most people practice self-education practically all their lives.

The importance of self-improvement in the formation of a personality is recognized by many modern leaders of pedagogical and psychological science. In the studies of A.G. Kovalev, the substantiation of the essence of the processes of self-regulation and self-improvement is given. In the works of V.G. Kutsenko, A.A. Bodalev and other scientists consider the relationship between the upbringing and self-education of children, the methodology for organizing the process of self-education. In the works of I.I. Chesnokova, L.S. Sapozhnikova examines the features of the use of self-improvement tools in adolescence. In the works of P.M. Jacobson analyzes the problem of self-education of feelings, psychological characteristics of self-regulation in the sphere of emotions. Theories, including basic concepts, description of motives, goals, objectives, means, methods of self-education and self-improvement, factors influencing the development of these processes, were created by P.Ya. Aret, A.G. Kovalev, L.I. Ruvinsky, I.I. Chesnokova, SM. Kovalev.

In the concept of "self-education", pedagogy describes the inner spiritual world of a person, his ability to develop independently. External factors - upbringing - are just conditions, means of awakening them, putting them into action. That is why philosophers, teachers, psychologists argue that it is in the soul of a person that the driving forces of his development are laid. In the process of upbringing, it is necessary to encourage a teenager to carry out self-education.

Self-education presupposes a certain level of personality development, its self-awareness, the ability to analyze it while consciously comparing one's own actions with those of other people. The attitude of a person to his potential, the correctness of self-esteem, the ability to see his shortcomings characterize the maturity of a person and are the prerequisites for organizing self-education.

Self-education is a conscious activity of a subject, aimed at the fullest possible realization of himself as a person, changing his personality in accordance with clearly perceived goals, ideals, personal meanings. Self-education is a relatively late acquisition of ontogenesis, associated with a certain level of development of self-awareness, critical thinking, ability and readiness for self-determination, self-expression, and self-improvement. Self-education is based on adequate self-esteem, which corresponds to the real abilities of a person, the ability to critically assess their individual characteristics and potential. As the degree of awareness increases, Self-education becomes an increasingly significant force for the self-development of the individual. The essential components of self-education are self-analysis of personal development, self-report and self-control.

Self-education goes through a certain path of development. If we try to cover its main age stages, then the whole path of its transformation with age seems to be as follows. The first stage is physical and volitional self-education, adolescence. A typical goal at this age is the strong-willed and physical self-improvement of a teenager, and the task is to improve the volitional qualities of a person, such as courage, endurance, self-control, endurance, self-confidence, etc., through the use of special means and exercises. The same applies to physical development, in connection with which many children at this age begin to engage in physical education and sports. The second stage is moral self-improvement, early adolescence. The most common goal of self-education at this time is spiritual, moral development, understood as the development of noble personality traits: decency, kindness, generosity, loyalty to a friend, devotion to a loved one, willingness to help, etc. The third stage - professional self-education - intermediate and late adolescence, early adulthood (from 20 to 40 years).

This period of life can be considered as a time of business self-improvement associated with the development of a whole range of professionally necessary qualities in a person, including abilities, skills and abilities that are important for successful work in the chosen specialty. The goal of professional self-improvement, having arisen at this age, is fixed in many people and becomes one of the main goals in life. The fourth stage is social and ideological self-education, the period of life after 40-45 years. Here, the task of self-improvement becomes the development of a social position, worldview, a certain outlook on life. Sometimes the fifth stage is also encountered, corresponding to the formulation and realization of the goal of self-actualization by a person, noted as the highest stage of personal development in humanistic psychology.

Two of the five listed steps in the development of human self-education fall on adolescence and early adolescence. The success of personal self-improvement in these years, its results determine the character of a person as a person.

Self-education involves the use of such techniques as self-commitment; self-report; understanding their own activities and behavior; self-control. Self-education is carried out in the process of self-government, which is based on the goals formulated by a person, an action program, monitoring the implementation of the program, evaluating the results obtained, and self-correction.

Self-education, systematic human activity aimed at developing or improving moral, physical, aesthetic qualities, behavioral habits in accordance with a certain socially conditioned ideal. The content of self-education always depends on the socio-historical conditions in which the individual lives and develops. His requirements for himself and the qualities that he seeks to form are determined by the conditions of life, determining the ideological foundations, the ideals of self-education, as well as the means of achieving them. "... My own being," wrote K. Marx, "is a social activity; and therefore what I make of my person, I make of myself for society, realizing myself as a social being."

In an antagonistic society, the goals of self-education and the conditions for their implementation are different for different classes. In a socialist society, its general goals - building communism and ensuring the all-round development of all individuals - also determine the goals of self-education of every conscious citizen. Self-education is an integral part of the entire process of spiritual development of people. In social, labor and educational activities, when a certain level of consciousness and self-knowledge has been reached, a person develops the ability for introspection, self-observation and self-esteem, the ability to understand the actions of other people, realizes the need for personal qualities, their behavior to correspond to the requirements of a socialist society, communist morality.

Conscious and purposeful self-education usually begins in adolescence. Adolescents have significant experience in independent activities. They develop skills of self-control and introspection. They try to understand their actions, strive to be like adults. They form the foundations of character, develop stable behavioral habits.

The older the schoolchildren, the better they understand that self-education begins, first of all, with a self-critical assessment of their actions, with an awareness of shortcomings and ways to overcome them. In adolescence, self-education is combined with self-education, with the independent acquisition and expansion of knowledge about nature, society and man. In high school, students learn to be more critical about their actions. Compared to adolescents, they have a more developed ability to analyze and critically evaluate their actions and actions.

In adolescence and early adolescence, the role of self-education in the formation of a personality is especially important, since during this period the preparation for an independent life of a person, the formation of values, worldview, the choice of professional activity and the assertion of the civic importance of the individual are completed. Under the influence of these factors, the entire system of the young man's relations with the people around him is rebuilt and his attitude towards himself changes. As a result, his attitude to school, to study changes, a certain relationship is established between the interests of the future profession, educational interests and motives of behavior.

Already in adolescence, acquaintance with such forms and methods of self-education as self-criticism, self-belief, self-hypnosis, self-commitment, emotional-mental transfer to the position of another person, etc. occurs. Consciously overcoming obstacles on the way to noble goals, competition with other individuals in achieving such goals, intransigence to one's own shortcomings, systematic critical examination of one's behavior - all this contributes to the formation of correct views on reality, hardens the will, and raises the consciousness of citizens of a socialist society.

The formation of personality traits through self-education occurs in the family, in educational, production teams. The demands of the team, the desire to earn a positive assessment of their actions, the desire to raise authority among comrades are important motives of S.

The result of self-education is tested by the practice of life, the role it plays in improving the individual and the collective in accordance with the requirements of communist morality. Under the conditions of a developed socialist society, social demands and the aspirations of the individual for self-education on the basis of communist ideals are being combined more and more closely and harmoniously.

L.N. attached great importance to self-education. Tolstoy. In his youth, he started a diary in which he recorded his shortcomings and outlined ways to overcome them. Thanks to work on himself, he managed to overcome laziness, vanity, deceit and many other bad inclinations and developed in himself philanthropy, observation, creative imagination, memory. The famous French philosopher J.P. Sartre even argued that “a person is only what he makes of himself,” emphasizing the defining role of self-education in his personal development.

All this speaks about the extremely important role of self-education in the development and formation of the personality and the need for its organization in the conditions of school education. That is why the theoretical and methodological foundations of self-education are being actively developed in psychology and pedagogy and, in particular, by such scientists as A.G. Kovalev, D.M. Grishin, A.I. Kochetov, L.I. Ruvinsky and others.

A.I. Kochetov gives the following definition of the concept of self-education - it is a conscious and personality-driven self-development, in which, in accordance with the requirements of society, the goals and interests of the person himself, the forces and abilities projected by him are formed.

2 Ways, methods and means of self-education

When a person has a need to overcome certain shortcomings in his character and behavior, it is important to set a clear goal and justify the need to achieve it. It is useful to say this goal out loud or to yourself for several days, until it is firmly fixed in consciousness. In addition, you need to draw up a detailed self-education program and determine what exactly needs to be achieved. Of course, it is better to start with simple programs, for example: do not commit rash acts, overcome the bad habit of interrupting your interlocutor, keep your word. With the acquisition of experience in self-education, the programs should become more complicated, improved, become more long-term.

Self-education presupposes a certain level of personality development, its self-awareness, the ability to analyze it while consciously comparing one's own actions with the actions of other people. The attitude of a person to his potential, the correctness of self-esteem, the ability to see his shortcomings characterize the maturity of a person and are the prerequisites for organizing self-education.

Self-education is carried out in the process of self-government, which is based on the goals formulated by a person, an action program, monitoring the implementation of the program, evaluating the results obtained, and self-correction.

Among the methods of self-education, the following can be noted: self-persuasion, self-hypnosis, self-commitment, self-criticism, empathy, self-enforcement, self-command, self-punishment.

Self-belief is a method based on self-esteem. Having revealed the bad in himself, a person usually mentally convinces himself of the need to eradicate this deficiency. The most effective is to say aloud what needs to be done to eliminate this deficiency. S. Ya. Doletskiy wrote about the importance of pronouncing his faults aloud, that it is much more difficult to forgive oneself and ignore what is said aloud. This statement is based on the fact that it is very important to clearly define the ideal of striving and your present state.

The self-hypnosis method also uses speaking out loud, but no longer its shortcomings, but only goals. At the same time, it is more effective to discover the right paths for yourself, and not close the wrong ones. Eradicating the bad, it is necessary to find a replacement for it with the good, and this is the good one should talk about, instilling in oneself a program of actions, showing the consciousness the path to the goal, without focusing on the wrong paths. Acting in this way, a person sees himself as good more clearly and increases his inner faith in his own strengths and capabilities. For example, to eradicate the habit of foul language, you need to say to yourself: “I speak beautifully, cleanly, competently. My speech is pleasant to others. It is pleasant to hear my every word ”. Saying this, a person fixes in his mind these rules, which are a guide to action and determine his behavior in the future.

Self-commitment. This method consists in the person speaking out the obligation that he makes to himself. While constantly reminding oneself about it, the consciousness strives to fulfill it, which leads to the gradual formation of the corresponding habit.

Self-criticism is a method that gives rise to an internal contradiction in the consciousness of a person, which encourages one to work on oneself, improve personal qualities, and eradicate the bad.

Empathy is the mental transfer of oneself to the place of another person. This method is especially effective in fostering moral qualities, the ability to sympathize, empathize, strive to provide help, etc. Applying this method, a person tries to see himself from the outside, trying to understand how others perceive him, and, based on this, strive to develop in yourself such qualities that cause a positive assessment in people.

Self-enforcement and self-order. This method should be applied when training the will. In cases where a person realizes the need to perform some action, but does not have enough will to perform it, you need to give yourself a mental, and, if possible, verbal order to do what is necessary. The order must be confident, firm, harsh, not tolerant of objections. Constantly forcing himself to do something, each time it becomes easier for a person to obey his will and the lack of volitional efforts is gradually eradicated.

Self-punishment is a method based on self-control over the observance of the outlined rules. Without using this method, a person, once deviating from what was planned, will not feel the proper regret, and the next time he can do the same again. By imposing punishment on himself, a person, in addition to striving to avoid it in the future, makes volitional efforts to fulfill it, which is of great importance in the formation of personality.

The organization of self-education at school is carried out in three main areas:

) the formation of a persistent conviction of students about the need and exceptional importance of self-education;

) explanation of the methods and methods of self-education, with the aim of equipping students for the implementation of this process;

) helping students and regulating the process of self-education.

The second direction is related to the implementation of this process. Starting work in this direction, you need to help the children find their ideals, choose goals, identify weaknesses in their character, insufficiently developed qualities. Then, various conversations are held on topics of self-education, during which questions about the methods and means of self-education are covered, examples of their use are given. Various performances of teachers, students and guests, who are outstanding people, heroes of labor, leaders of production who have achieved significant success in various activities, have a good effect. At such speeches, they talk about the importance of self-education and provide examples from their own life. All this strengthens the understanding of the necessity and effectiveness of self-education in the minds of students, gives knowledge about the practical application of self-education methods and encourages them to implement self-education.

The third direction of organizing work on self-education is of a practical nature. At this stage, students are taught to set goals correctly, develop a program to achieve it, and execute it, using the well-known and most effective methods of self-education. An effective tool is keeping a diary, in which the results of the work to eradicate the bad and develop the good are recorded. Such a diary allows you to control the process of self-education, analyze the effectiveness of certain methods for one's own personality, choose the most optimal ways to solve the problems of self-education.

The self-education process includes several interrelated stages.

Stages Name Stage content Stage 1 Decision making It all starts with making a firm decision about the need for personal self-improvement. Without this important element, the implementation of purposeful self-education is impossible. This is followed by a study (understanding) of the possibilities of self-education and an assessment of the prospects for working on oneself. An important element of the first stage is the choice or formation of an ideal (model) to which one can strive in the process of self-education. On the basis of an already formed vision of the possibilities of self-education, his own worldview and under the influence of the environment, a person himself chooses an ideal or an example to follow. Sometimes a person creates an abstract image (model) that he would like to imitate or what he would like to become. The ideal can be quite clearly represented in the person of a specific person, or be present in his consciousness in the form of certain manifestations (appearance, communication, competence, etc.). Stage 2 Self-knowledge The person, in accordance with the chosen ideal (example to follow) or his ideas about the possibilities of self-education, seeks to know himself. In the process of self-knowledge, the level of development of a particular quality or personality trait is identified and assessed. The degree and accuracy of their diagnosis depends on the person himself, his desire to really know himself, his strengths and weaknesses, or to satisfy his private interest. Within the framework of this stage, the formulation and refinement of human value orientations also occurs. Stage 3 Choice of means and drawing up a plan A person makes a responsible choice of ways, methods and means of self-education. Some means most fully correspond to the personal characteristics of a person, the specifics of educational or professional activities. This stage also includes the formation of the necessary self-attitudes that can help a person to ensure the achievement of certain goals of self-education. These include, for example, personal rules and principles that determine the behavior and actions of a person in various situations. On the basis of the chosen paths, methods and means of self-education, as well as the formulated personal rules, the planning of work on oneself is carried out. A person draws up a program or plan, which reflects what is to be worked on, what methods and means to use, the approximate time frame for achieving the target. Stage 4 Implementation of plans Active practical work aimed at achieving the previously formulated values .

The effectiveness of self-education is revealed in the process of subsequent personal self-assessment.

So, self-education is a systematic and conscious human activity aimed at self-development and the formation of its basic culture. Self-education is designed to strengthen and develop the ability to voluntarily fulfill obligations, both personal and based on the requirements of the collective, to form moral feelings, necessary behavioral habits, volitional qualities. Self-education is an integral part and result of education and the entire process of personality development. It depends on the specific conditions in which a person lives.

self-education personality teen

1.3 Features of self-education of adolescents

Self-education as a process of human assimilation of the experience of previous generations is widely represented in studies of various sciences related to human development. Among them are general, developmental and social psychology (A.Ya. Aret, L.S.Vygotsky, I.S.Kon, V.G. Maralov, L.I. Ruvinsky, N.P. Chesnokova); sociology (N. Smelzer); hygiene (S.N. Popov, D.A. Farber). Self-education of the individual is reduced to the gradual formation of readiness to respond to something in the proper way, that is, to the formation of attitudes that are useful for a person and for society.

Adolescence is a period of development between childhood and adulthood, which has a biological origin and a culturally defined end. It can be concluded that the chronological framework for this period is conditional, indicative.

Adolescence is marked by the rapid development and restructuring of the child's social activity. Powerful shifts occur in all areas of a child's life, it is no coincidence that this age is called "transitional" from childhood to maturity.

Adolescence is viewed as a stage in the development of a personality, a process of transition from dependent, fostering childhood, when a child lives according to special rules established for him by adults to an independent life. At this time, they add up, take shape stable forms behaviors, character traits and ways of emotional response, which in the future largely determine the life of an adult, his physical and mental health. That is why the role of the family environment is so important in providing conditions that do not hinder, but, on the contrary, contribute to the healthy development of the teenager's personality.

A teenager does not want to play as an adult (like a preschooler), not to appear to him, but to be him, to be recognized by others. This is the age of formation of independence, self-esteem. Claiming to be mature, to be respected and recognized by adults, a teenager cannot help but see his weaknesses and his own limitations, which he often disguises behind external independence and swagger in behavior.

One of the most notable phenomena associated with adolescence is the strong desire for self-education. The active process of self-education begins precisely at this age and usually continues in one form or another throughout the entire subsequent life of a person. Speaking about the beginning of self-education in adolescence, we mean the fact that, upon reaching the age of 12-13, children first begin to think about the possibilities of intellectual and personal self-improvement and make conscious, purposeful efforts to achieve this goal.

The teenager does not act as a passive object of educational influences. He forms an internal position to these influences, depending on which he can either actively work on his improvement (self-development) or remain passive.

The teenager seeks through self-education:

eliminate shortcomings in their own behavior;

to form positive qualities that give him the right to be considered strong, skillful, independent.

To cultivate the qualities of a person of strong will: courage, courage, endurance, perseverance. Less often there is a desire to develop intellectual qualities.

The goals of self-education change with age - they become more realistic, prosaic, more and more vital.

In adolescence, self-education is often combined with self-education, aimed at mastering mental operations, at the formation of those skills and abilities that are associated with the profession, at the formation of high moral qualities.

By adolescence, when a person begins to become aware of himself, he finds in his psyche a lot of fixed feelings, opinions, views, attitudes that affect the attitude towards the world around him and the assimilation of new information. These unconscious attitudes act on a person with tremendous force, forcing him to react to the world in the spirit of the attitudes learned from childhood. Pedagogy under the concept of self-education implies the ability of a person's inner spiritual world to develop independently. Philosophers and psychologists argue that it is in the human soul that the driving forces of its development are laid. In the process of upbringing, it is necessary to encourage the teenager to educate himself. Adolescence is the most favorable period in which the foundations are laid to ensure the further improvement of self-regulation. The process of self-education presupposes a certain level of personality development, its self-awareness, the ability to analyze with a conscious comparison of one's actions with the actions of other people.

Youth is the time of choosing a life path, working in the chosen specialty (searching for it), studying at a university, creating a family, for young men - serving in the army. In adolescence, a profession is mastered, there is an opportunity to create one's own family, a choice of style and place in life.

Adolescence is considered to be between 15 and 17-18 years old. Most of the boys and girls of this period are students. This age can be characterized as the entry into life, into adulthood. Already at the end of the 9th grade, students make their first responsible choice: to continue their studies at school, go to a technical school or college, or start working.

Reflection and introspection are characteristic of this age. Adolescence is characterized by increased emotional excitability (imbalance, sudden mood swings, anxiety, etc.). At the same time, the older the young man, the more pronounced the improvement in the general emotional state. The development of emotionality in adolescence is closely related to the individual - personal properties of a person, his self-awareness, self-esteem. During this period, the formation of a stable self-awareness and a stable image of "I" - the central psychological new formation of adolescence, takes place. During this period, a system of ideas about oneself is formed, which, regardless of whether it is true or not, is a psychological reality that affects behavior.

During this period, they must already decide where they belong in this adult world. Speaking about students of this age, N.S. Leites notes: “Their psychological appearance most often combines the activity of analyzing thoughts, a tendency to reasoning and a special emotionality, impressionability. This combination of features of the "mental" type and features of the "artistic" type characterizes the unique originality of age and, apparently, is a guarantee of many-sided development in the future. " And in fact, if you compare a teenager and a young man, then the latter have a more developed ability to analyze, reason, critically evaluate their actions and actions. Also at this age, interest in learning is noticeably increased. Pupils are clearly aware that knowledge, skills and abilities are a prerequisite in their future life. Therefore, teaching acquires a vital meaning for young men, and as a result of this, there is a need for independent acquisition of knowledge. But what is explained above is the ideal role model for a young man.

Boys and girls strive to understand more deeply their character and their feelings, in their actions and deeds, to correctly assess their characteristics. They often ask teachers to explain to them: “How do you know your character in order to properly evaluate it?”; “Can a person with poor health have sensitivity, sensitivity to the moral assessment of his personality on the part of the collective and the desire to show indifference to this assessment, to act in his own way (“ Just think, they give advice, I myself know what to do ”); striving for the ideal and adherence to principles in large, responsible matters and lack of principle in small, insignificant; the desire to form endurance, endurance, self-control and at the same time the manifestation of high school students childish spontaneity, impulsivity in behavior, speech, a tendency to exaggerate personal grief, insignificant trouble.

Thus, at a certain stage in the development of the personality, its intellectual abilities and social self-awareness, the child begins to understand not only external goals for him, but also the goals of his own upbringing. He begins to treat himself as a subject of education. With the emergence of this new factor, very peculiar in the formation of the personality, a person himself becomes an educator.

Conclusions on the first chapter

Based on the analysis of psychological and pedagogical literature, the following conclusions were drawn:

Self-education is a pedagogically guided process. Psychological and practical preparation for working on oneself is one of the most important tasks of education.

The main educational task in the management of self-education is that it is necessary to form those positive qualities on which the resolution of these contradictions depends, and to bring into action such factors as: self-awareness, enthusiasm, focus, the ability to manage oneself, etc.

Chapter 2. Study of the peculiarities of self-education organization in adolescents

1 The degree of propensity for self-education in adolescents

An increase in the level of self-awareness in the adolescent period of a schoolchild is due to the fact that it is at this time that his next transition to a new social status occurs. From the state of childhood, adolescents pass into the state of adolescence, and this process is associated with certain changes in thinking, worldview and feeling of their own "I".

With an increase in the level of self-awareness in adolescents, there is a need for self-improvement and self-education, and the teacher needs to stimulate and develop this need in every possible way. Work to stimulate self-improvement and self-education begins with diagnosing students' readiness for self-education. This allows you to find out if the teenager is familiar with the methods of self-discovery and self-regulation. Does he want to know more about himself, change himself, does he undertake anything for this.

The purpose of this course work was to study the characteristics of the ways, means and methods of self-education of adolescents and young men. In this regard, at the empirical stage of the study, we solved the following tasks:

· Determine the degree of readiness of adolescents and young men for self-education.

· Select and conduct a cycle of classes to stimulate the process of self-education of adolescents.

The work on stimulating the process of self-education in adolescents began with a questionnaire, which allowed us to find out whether the adolescent was familiar with the methods of self-knowledge and self-regulation. Does he want to know more about himself, change himself, does he undertake anything for this. We conducted a survey with teenagers of the 8th grade of secondary school №8 of Smorgon district. The experiment involved 30 children aged 14 years. The survey helped us to identify the level of adolescents' readiness for self-education (Appendix 1).

Based on the analysis of the data obtained during the questionnaire survey of schoolchildren, the following conclusions can be drawn:

To the question of what is meant by the concept of "self-education", we received the following answers: educating oneself, learning something new, working on oneself for self-improvement, cultivating new qualities, developing willpower. Answers in percentage terms are reflected in table 2.1.

Table 2.1 - Distribution of answers to the question "What do you understand by the word" Self-education ""

Place Answers Amount% 1 place Upbringing of oneself46.7% 2nd place Learning something new26.7% 3rd place Work on oneself for self-improvement 10% Cultivate new qualities in oneself 4th place Development of willpower6.6%

To the question why it is necessary to engage in self-education, the following answers were received: in order for: friends to appreciate, to be educated, to be educated, to be respected, to achieve success in life, to achieve an ideal. The results are shown in Figure 2.1.

Figure 2.1 - Distribution of answers to the question "Why is it necessary to engage in self-education"

To the question "Are you engaged in self-education?" the following answers were received: yes - 63.3% (19 people), no - 36.7% (11 people). The data obtained are shown in Figure 2.2.

Figure 2.2 - Distribution of answers to the question "Are you engaged in self-education"

To the question: “Why do comrades and adults value you?”, The following answers were received in Figure 2.3:

Figure 2.3 - Distribution of answers to the question "Why do comrades and adults value you"

Least of all adolescents mentioned such qualities as responsibility, diligence, initiative.

The positive qualities that the guys would like to develop in themselves are primarily distributed by frequency of occurrence (in descending order) in Table 2.2.

Table 2.2 - Distribution of answers to the question "What positive qualities would you like to develop in yourself at the present time"

Place Answers Amount% 1st place Hard work 26.6% 2nd place Sense of humor 23.3% 3rd place Courage 16.7% 4th place Willpower 10% 5th place Sociability 6.7% Purposefulness Perseverance 6th place Endurance 3.3%

Disadvantages that give the guys the most trouble:

irascibility;

inattention;

forgetfulness, absent-mindedness;

stubbornness

mistrust.

The guys also found it difficult to answer this question and answered “I don’t know” or “none”.

To the question: "How do you strive to overcome your shortcomings?" the guys replied that they are trying to develop willpower, perseverance, trying to work more on themselves, to watch their behavior, attitude

Thus, the results of the analysis of the questionnaire show us that adolescents are trying to look into themselves more seriously, to be critical of their shortcomings.

2 Organization of the process of self-education in adolescents

Self-education of adolescents and young men needs the participation and encouragement of adults, because it is they who create the main opportunities for this. Adults - both parents and educators - should actively support children's self-education, starting with the first signs of it.

Teachers and class teachers should be actively involved in organizing the process of self-education, given its important role in the development and formation of students. In the process of organizing self-education, it is necessary to tactfully manage this process. This work should include three main areas:

· Formation of public opinion of students about the necessity and great importance of self-education;

· Providing assistance to students in understanding the essence of self-education, its methods and ways of implementation;

· Practical assistance to students in the development of goals and programs for self-education, as well as the implementation of these programs.

Working in this direction, the following stages can be distinguished in the process of self-education management:

· Encouraging students to strive to become better, to develop positive personality traits, to get rid of negative qualities,

· Assisting students in assessing themselves, in analyzing their lives, in knowing their positive qualities and shortcomings,

· Assisting in the development of a self-education program,

· Arming students with methods and examples of self-education,

· Organization of self-control.

At the stage of awareness, the educator:

· helps students to realize their positive and negative qualities, to understand the intolerance of their shortcomings;

· teaches to master the skills of independent work in the area of \u200b\u200bactivity in which the student wants to succeed;

· helps to draw up self-education programs.

Educators should set themselves the following tasks:

· Stimulate students' interest in their own inner world, desire

· Improve yourself as a person.

· Equip schoolchildren with a system of knowledge on self-education.

· Equip students with self-education techniques.

The purpose of our course work was to study the characteristics of the ways, means and methods of self-education of adolescents. One of the objectives of the course work was to develop and conduct a cycle of classes to stimulate the process of self-education of adolescents (Table 2.3).

Table 2.3 - Cycle of classes to stimulate the process of self-education of adolescents

Title Purpose 1 week Activity 1. My needs Purpose: Learning by adolescents of their needs, acquaintance with the structure of basic human needs. Lesson 2. About values \u200b\u200band goals Purpose: Awareness by students of goals that give a person the meaning of life. Students 'awareness of what is most important to them in life. Lesson 3. How I evaluate myself and how others evaluate me Purpose: To study adolescents' own self-esteem. Formation of adequate self-esteem, establishing a harmonious relationship between desires and possibilities. Week 2 Lesson 4. My best self Purpose: Forming adequate self-esteem, establishing harmonious relationships between desires and possibilities. Awareness of the goals of self-education. Lesson 5. My character Goal: Formation of the concept of character as a set of stable personality traits that determine a person's attitude to people, to the work performed. Lesson 6. If you are a young man, if you are a girl Goal: Formation of concepts about the experiences of adolescents, their individual differences, attitudes in love, establishing rapport with parents. Week 3 Lesson 7. I am learning to plan Purpose: Exploring adolescents of their readiness for unexpected changes in life, for active actions. Lesson 8. How to manage themselves Purpose: Teens to study their state in terms of fatigue. Formation of the ability to regulate one's mental state, to manage feelings. Lesson 9. How to educate yourself Purpose: To form the concept of means and methods of self-education, goal setting, drawing up a specific program of self-education and its implementation. V.G. Maralov.Lesson 11. Basics of communication Purpose: Awareness of the moral foundations of communication between people. Lesson 12. How to avoid conflicts Purpose: Acquaintance with the ways of resolving the conflict. Revealing the qualities necessary for productive communication.

After analyzing the results of the survey, the following task of pedagogical work was set: to conduct a cycle of classes to stimulate the process of self-education of adolescents (Appendix 2).

So in the first week, the first three lessons on self-education for adolescents were held. The lesson "My needs" presupposed the study by adolescents of their needs, acquaintance with the structure of basic human needs. In the course of the lesson, adolescents revealed their level of aspirations using such methods as "My needs and the world around you", "Who are you?"

The second lesson on values \u200b\u200band goals gave students the opportunity to realize goals that give a person the meaning of life. The purpose of this lesson was for adolescents to understand what is most important for them in life, what kind of relationships they want to establish with other people and the world around them. The following methods were used here: "What are people striving for in life", "What was the main thing in life", analysis of situations - samples, "Diary of self-education". "Self-education diary" involves dividing a sheet of paper into two parts, one of which is called "My goals and objectives", and the second - "My steps to achieve goals." In the first column, students write down their main goals and objectives that lead to the achievement of the goal. In the second half of the sheet - the signs "+" and "-" mark successes and failures in achieving goals. The diary involves an analysis of your achievements and failures after each lesson.

The third lesson "How I Assess Myself and How Others Assess Me" gives students an idea of \u200b\u200bself-esteem as a regulator of behavior. Introduces them to the connection between self-esteem and the level of ambition.

Lessons four and five - "My best self" and "My character", were aimed at the formation of adequate self-esteem, the establishment of harmonious relationships between desires and opportunities, the study of adolescents of their volitional qualities. Conducting the sixth lesson "If you are a boy, if you are a girl" presupposed acquaintance of adolescents with the manifestations and characteristics of puberty, individual differences; psychological differences between boys and girls. Teens were introduced to concepts such as femininity and masculinity, and how it is formed in girls and boys. The students were offered options for establishing mutual understanding with their parents.

The seventh lesson "I am learning to plan" gave the adolescents the opportunity to study their readiness for unexpected changes in life, to realize the need to plan their actions, how to plan, presenting certain requirements to themselves and their observance. The eighth lesson "How to manage yourself" involved the formation of students' ability to regulate their mental state, the ability to manage their emotions and feelings.

Classes "How to educate yourself" and "Educating yourself" were aimed at forming in adolescents the concept of the means and methods of self-education, setting goals, drawing up a program for self-education, developing the ability to control and analyze their emotions and feelings, relationships with people, control of conscious and self-transformation of their bodily forces, mental properties, social qualities of the individual to fulfill their destiny.

The lessons "Basics of Communication" and "How to Avoid Conflicts" helped to form the skills of conflict-free communication and acquaint adolescents with methods of resolving conflicts.

In the process of stimulating the process of self-education, students were introduced to the ten commandments of introspection, self-hypnosis and self-development (Appendix 3), helping to achieve the best results in work on themselves.

Also, adolescents were given handouts with rules that contributed to the process of self-education (Appendix 4). This memo included: "Five" Must ", reflecting the rules of conduct in the family and society; "Five" You can ", aimed at improving your attitude to various kinds of life situations; "You need it yourself!" and "This must not be done", designed to improve personal qualities, etc.

The students familiarized themselves with the "Complex of Virtues" (Appendix 5) with the corresponding instructions compiled in his youth by Benjamin Franklin, based on the moral values \u200b\u200bof his time, and at the end of each week noted cases of their violation.

Thus, for one month, a cycle of classes was held with the students to stimulate the process of self-education. Conducting classes of this type helped the formation of adequate self-esteem of adolescents, the establishment of harmonious relations between desires and possibilities, the study of adolescents of their volitional qualities, the formation of the ability to communicate and resolve conflict situations.

Conclusions on the second chapter

Based on the experimental work carried out, the following conclusions were drawn:

diagnostics of the level of readiness of adolescents for self-education showed that 63.3% (19 people) are engaged in self-education;

in the process of experimental work for a month, pedagogical work was carried out with the students, which was aimed at stimulating the process of self-education through the use of specially selected classes;

pedagogical guidance of the process of self-education has an important basis in the process of self-education and self-development of a student;

Conclusion

Based on the analysis of psychological and pedagogical literature, the following conclusions can be drawn:

self-education is a pedagogically guided process. Psychological and practical preparation for working on oneself is one of the most important tasks of education, and if you show students the need for self-education and help them in organizing it, then the process of personality formation will proceed more efficiently. The self-education process takes place individually. However, the team at the same time plays a very important role, since in the team the teenager finds role models, learns himself, and is evaluated in the team. Therefore, in organizing self-education, the central place should be occupied by the development of students' abilities to volitional effort, so that any reasonable decision turns into action. The lack of the necessary volitional qualities interferes with the implementation of the tasks set for oneself. And here, again, the teacher-psychologist comes to the aid of the teacher. He can arrange individual and group lessons with students.

In general, the self-education of a person goes through several stages of development that go far beyond adolescence and adolescence. In addition to physical and moral self-improvement, a person makes efforts for professional and socio-ideological self-education and achieving the goals of self-actualization. This process continues throughout the entire conscious life of a person.

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Appendix 1

Application form

.What do you mean by the word "self-education"?

.Why do you think it is necessary to engage in self-education?

.Why do your comrades and adults appreciate you?

.What positive qualities would you like to develop in yourself at the present time?

.What shortcomings give you the most trouble?

.How do you strive to overcome your shortcomings?

Appendix 2

Self-education cycle program

Lesson 1. My needs

Needs are the main source of human and animal activity; an internal state of need, expressing dependence on the specific conditions of existence.

The level of personality claims. Teens study their needs, get acquainted with the structure of basic human needs. Formation of environmentally sound needs.

Methods: "My needs and the world around", "Who are you?"

Lesson 2. About values \u200b\u200band goals

Students' awareness of goals that give a person the meaning of life. Understanding the difference between tangible and intangible goals. Awareness of their own goals and aspirations. Students' awareness of what is most significant for them in life, what kind of relationships they want to establish with other people, the natural world around them.

Methods: "What do people strive for in life", "What was the main thing in life", analysis of situations - samples, "Diary of self-education".

Note: a self-education diary can be several pages of a notebook, each sheet of which is divided into two parts. The first column will be broader, it can be called: "My goals and objectives." The second can be called: "My steps to achieve goals." The first column contains the main goals. It also records tasks that lead to the achievement of goals. In the second column, "+" and "-" marks the successes or failures in achieving the assigned tasks. After each lesson, you need to look into this diary and analyze your achievements and failures.

Lesson 3. How I evaluate myself and how others evaluate me

What is self-esteem. Self-esteem as a regulator of behavior. Its connection with the level of claims. Teens' self-esteem study. Formation of adequate self-esteem, establishment of harmonious relationships between desires and possibilities.

Methods: "Self-perception scale", "Accept yourself!", LM Mitina's method "Who am I?" (on self-esteem, assessment by "well-wishers - ill-wishers" of your character traits), "Self-education Diary".

Instructions: "Look in the diary of self-education. Has anything changed in your plans since the last time you filled it out? If changes have occurred, this is not scary. Each of you after class has new desires and motives. Specify your tasks. Write them down in the diary. ".

Lesson 4. My best self

Self-esteem study by adolescents. Formation of adequate self-esteem, establishment of harmonious relationships between desires and possibilities. Awareness of the goals of self-education.

Methods: "My best self", "Ladder", "Self-representation", projective methodology "Symbolic tasks to identify the" Social I "(according to B. Long, R. Ziller, R. Henderson), ranking method," Self-education Diary " ...

Instructions: "Open the diary of self-education. Specify your goals and objectives. Write new ones, if any. Mark what steps you have taken to achieve your earlier goals."

Lesson 5. My character

Character as a set of stable personality traits that determine a person's attitude to people, to work performed. Traits. Strong-willed personality traits. Will is perseverance, perseverance in activity, in overcoming obstacles encountered. Teens study their volitional qualities. How to develop willpower. Methods for developing will: psychological attitude, overcoming difficulties. Self-education activation.

Methods: Test "What is your character", test "Are you a strong-willed person?", Assignment to yourself: "Outline a program for the development of your will: five - six main character flaws that could be eliminated by everyday effort of will", "My day" , "Parkinson's Law", "Self-Education Diary".

Instructions for filling out a self-education diary: "Open a self-education diary. Specify your goals and objectives. Write new ones, if any. Mark what steps you have taken to achieve your previously set goals. Think again if you have willpower. Do you do it? the steps you are planning? "

Lesson 6. If you are a boy, if you are a girl

The onset of puberty. Its manifestations and features. Experiences and doubts of adolescents. Individual differences. Puberty problems in adolescents. Contradictions between social, physical, psychological and sexual development. Psychological differences between boys and girls What is femininity, and how it is formed in a girl from childhood. What is masculinity and how is it formed in a young man. Attitudes in love. Sexual abstinence. Establishing rapport with parents.

Methods: "Answers to notes", "What parents are silent about", "Portrait of your ideal of a real man", "Code of male honor", "Portrait of your ideal of a real woman", compiling a list of "Feminine dignity", analysis of situations - tests.

Session 7. I am learning to plan

The study by adolescents of their readiness for unexpected changes in life, for active actions. Awareness of the need to be able to plan their actions. Making demands on yourself. How to learn to plan.

Methods: "My margin of safety", "How to make dreams come true", "Self-education diary".

Lesson 8. How to manage yourself

Long-term and short-term mental states. Stress, fatigue. Teens' study of their condition in terms of fatigue. The ability to regulate your mental state, manage your feelings.

Lesson 9. How to educate yourself

Means and methods of self-education. Goal setting: drawing up a specific self-education program for a month, a year, several years, for a lifetime; delineating a circle of ideals; drawing up rules that must always be strictly followed. Implementation of the program: keeping a calendar-diary, diary; self-commitment; letters to yourself directed to the future. Control and analysis: analysis of the day lived, analysis of relationships with people, control of feelings and emotions, self-regulation of behavior, self-assessment of the course of self-education. The choice of assistants and like-minded people.

Methods: "Wise thoughts", "Psychological attitude", "Rules of life", "Self-education diary".

Instructions for filling out the self-education diary: "Open the self-education diary. Specify your goals and objectives. Write new ones, if any. Mark what steps you have taken to achieve your earlier goals."

Lesson 10. Educating yourself

Self-education as a purposeful action of the person himself; deliberate change, a person's elevation of himself to a higher level of perfection; the process of a conscious and independent transformation by a person of his bodily forces, mental properties, social qualities of a person in order to fulfill his destiny. Self-education as a relatively independent process, as well as the result of education. Acquaintance with the humanistic technology of self-education (according to V.G. Maralov), which includes:

• eradication of fear, envy, despondency in oneself;

• clarification of your problem, its meaning;

· Determination of its direction of "movement";

• free choice of a moral goal;

· Collecting your image - I: abilities, opportunities, skills;

• cultivation of positive feelings, self-confidence, hopes for overcoming obstacles, efforts to self-build their actions;

• harmony of self-love and a sense of power over time;

· A conscious choice of a specific problem to be solved, aspiration to solve the problem;

· The ability to find your own tempo of creative action;

· The ability to adjust the program of their actions;

• clear self-control of their actions and relationships;

· Critical self-analysis of their successes and achievements.

Methods: Self-analysis, "Interview with oneself", "Choosing a goal, or a goldfish", Methodology "Awareness of the strengths and weaknesses of one's personality. Teaching self-acceptance" (according to V.G. Maralov), psychodrama method for self-acceptance and harmonization of yourself.

"Self-education diary".

Lesson 11. Basic Communication

Awareness of the moral foundations of communication between people. Content and means of communication. Communication and self-confidence.

Methods: "Is it pleasant to communicate with me", the game - reincarnation "If I were:", analysis of the circle of your contacts according to a given scheme, a letter to yourself: "Write a letter that you would like to receive, analysis of situations - samples," Diary self-education ". Instructions for filling out the self-education diary:" Open the self-education diary. Clarify your goals and objectives. Write new ones, if any. Mark the steps you took to achieve your earlier goals. "

Lesson 12. How to avoid conflicts

The concept of "conflict personality". The need to harmonize communication. Ways to resolve the conflict. Identifying the qualities necessary for productive communication. Communication and self-confidence. Communication is a necessary component of a person's life, a means of self-realization, psychological assistance others.

Methods: "Are you a conflict person", "Group assessment method", analysis of situations - samples, "Self-education Diary".

Appendix 3

Ten commandments of introspection, self-hypnosis, self-development

In a person, his countless mental and physical capabilities slumber and go out, not finding a way out to the surface.

A believer relies on a powerful external force, not suspecting that the power is in himself.

Helping others is easier than helping yourself.

Penetration into the essence and connection of things helps to see the chain of cause and effect, to calculate the course of the process, its results.

Everything that transforms us from animals to people, from children to adults, from individuals to personality, which marks human maturity, is a conscious volitional control of behavior.

In the mood of each person there is always something for oneself and something for others.

The main thing in self-hypnosis is the growing belief in oneself.

Define in yourself what needs to be eliminated and - most importantly - what you want to achieve.

With self-hypnosis, words addressed to oneself, regardless of tone, should be internally meaningful, instilling confidence in their strengths and capabilities.

Appendix 4

Rules contributing to self-education (according to A. Kochetov)

Five need

Always help your parents.

Fulfill the requirements of teachers to study in good faith.

To be honest.

Subordinate personal interests to collective interests.

Always and everywhere exercise good faith.

Five can

Have fun and play when the work is done on fine .

Forget offenses, but remember who and for what you hurt yourself.

Do not be discouraged by failures; if persistent, it will still work!

Learn from others if they work better than you.

Ask if you don't know, ask for help if you can't cope yourself.

You need it yourself!

To be honest! A person's strength is in truth, his weakness is a lie.

Be hard working! Do not be afraid of failure in a new business. The one who is persistent will create success from failures, from defeats will forge victory.

Be empathetic and caring! Remember, you will be treated well if you treat others well.

Be healthy and clean! Do morning exercises, temper yourself, wash yourself to the waist with cold water every day, keep your hands clean, take an hour a day for walks and give another hour to work or sports.

Be attentive, train attention! Good attention protects against mistakes in learning and failures in play, work, sports.

This cannot be done!

Learning effortlessly, lazy and irresponsible.

To be rude and to fight with peers, to offend the younger ones.

Suffer your shortcomings, otherwise they will destroy you. Be stronger than your weaknesses.

Pass by when they offend a kid nearby, mock a friend, blatantly lie in the eyes of honest people.

Criticizing others if you yourself suffer from the same disadvantage.

Five well

Be able to control oneself (not to get lost, not to be cowardly, not to lose temper over trifles)

Plan your every day.

Evaluate your actions.

Think first and then do.

Take on the hardest things first.

How to work on yourself.

Stage th. Determine your social purpose and meaning in your life.

My moral ideal.

Life motto.

The ultimate goal of my aspirations and activities.

What I love about people and what I hate.

Spiritual values \u200b\u200bof a person.

Stage th. Know yourself.

What I am.

My virtues.

My flaws.

My interests and hobbies.

The purpose of my life.

Attitude towards learning.

Attitude towards work.

Attitude towards people.

Objective self-esteem.

Define a self-education program. What should I become.

Requirement of parents and teachers to me.

Requirements for me, comrades, team.

Create your own lifestyle.

Schedule.

Respect for time.

Hygiene of work and rest.

Rules of life.

Train yourself, develop the necessary qualities, knowledge, skills and abilities. Training, exercise.

Self-commitment.

Assignments to yourself for the day, week, month.

Self-persuasion.

Self-enforcement.

Self-control.

Self-order.

Evaluate the results of work on yourself, set new tasks for self-education.

Self-control.

Self-analysis and self-assessment of working on oneself.

Self-encouragement or self-punishment.

Improving the self-education program.

What does a person gain from knowing himself?

Objectively assess yourself, your capabilities and abilities. Based on this, determine the goals of life.

Avoid mistakes, disappointments, unfounded claims, collapse of life plans.

Determine your vocation, choose a profession unmistakably.

Do not claim special attention to yourself from others; modesty and dignity are indicators of objective self-esteem.

Look for the causes of trouble in yourself, and not in others.

Ways of self-knowledge

Judge yourself by your deeds. Success at work is an indicator of your strengths, failure is a characteristic of your weaknesses and weaknesses.

Compare yourself with others, not with those who are worse, but with those who are better than you.

Listen to criticism in your address ·

ü if one criticizes - think

ü if two - analyze your behavior,

ü if three - remodel yourself.

Compare your opinion with the opinion of the outsider. Be more demanding of yourself than others. The enemy of your flaws is your friend.

Appendix 5

Benjamin Franklin's "Virtue Complex"

Benjamin Franklin (1706-1790) - an outstanding American educator and statesman, one of the authors of the US Declaration of Independence, relying on the moral values \u200b\u200bof his time, in his youth compiled for himself a "complex of virtues" with appropriate instructions and at the end of each week noted cases of their violation ... This complex is:

Abstinence. You should not eat until you are full and drink not until you are drunk.

Silence. It is only necessary to say what can benefit me or another; avoid empty talk.

Order. Keep all your belongings in place; for each activity to have its own place and time.

Determination. One must decide to do what must be done; strictly follow what is decided.

Hard work. There is no time to waste; you need to always be busy with something useful; all unnecessary actions and contacts should be discarded.

Sincerity. You cannot deceive, you must have pure and just thoughts and thoughts.

Justice. You cannot harm anyone; you cannot avoid doing good deeds that are among your duties.

Moderation. Extremes should be avoided; restrain, as far as you deem appropriate, feelings of resentment from injustice.

Purity. Body dirt must be avoided; observe neatness in clothing and in the home.

Calmness. You shouldn't worry about trifles.

Modesty, etc.

“But on the whole,” this is how Franklin summed up at the end of his life, “although I am very far from the perfection to achieve which my ambitious plans were directed, my efforts made me better and happier than I would have been without this experience ... ".

Questions and tasks

Number all the points of the "virtue complex" in the order in which they are important to you, starting with the most important.

Create your own set of rules reflecting your own Self-Image.

To draw up a personal development plan, you need to express your own attitude to the four main areas of a person's life, answering the questions:

Activity - training at the university and self-realization of the student's personality.

Do I represent my chosen specialty well?

Does college education help me achieve my life goals?

What kind of work would I like to do after graduation?

What guides me and pushes me to acquire knowledge now? And in five years?

What can convince me that my future job will meet my personal requirements?

Human relations - in the family, at the university, in communication with friends.

Am I sincerely interested in other people's opinions and points of view?

Am I interested in other people's concerns and problems?

Do I know how to listen?

Am I imposing my opinion and my thoughts on others?

Do I know how to appreciate the people with whom I communicate?

Health is a psychophysical state.

How do I feel?

Do I follow the daily routine, work and rest routine?

Do I play sports?

What is my weight (body mass)?

Am I getting enough sleep?

Do I care about my body?

Mental comfort is a mental state.

Am I engaged in self-development?

Do I strive to be well informed? In what?

Do I attend exhibitions, concerts, theater?

Do I have any hobbies?

Do I know how to control myself, my emotions and states?

Is my will sufficiently developed?

What can I do for peace of mind?

The great Russian teacher K.D. Ushinsky in his youth made up for himself the following rules of self-education.

Calmness, at least outwardly, in all circumstances.

Straightforwardness in words and deeds.

Deliberate action.

Decisiveness with the right to take responsibility for an act

Don't talk about yourself unnecessarily.

Do what you want to do, not what happens.

Expend your strength only on what is necessary or pleasant, and not on passions to spend.

Every evening, conscientiously give an account of your actions.

Never brag about what was, what is, or what will be.

Self-education and self-development methods. Methods of self-education Bibliographic guide yu methodology of self-development and self-education

Self-education as an important direction of personality self-development. Development of highly positive moral-volitional and moral-volitional activity in a person, aimed at civic personal, as well as professional psychological and pedagogical development.

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