Secretary assistant related professions list. Profession "secretary". General characteristics of the profession

39. The concept of educational activity and its structure.

The concept of “learning activity” is quite ambiguous. In the broad sense of the word, it is sometimes considered as a synonym for learning, learning, teaching. In a narrow sense, according to D. B. Elkonin, this is the leading type of activity in primary school age. In his works, the works of V.V. Davydov, A.K. Markova, the concept of “learning activity” is filled with activity content and meaning, correlating with a special “responsible attitude, according to S.L. Rubinstein, of the subject to the subject of learning throughout its entire duration.

It should be noted that in this interpretation, educational activity is understood more broadly than the leading type of activity, since it applies to all ages.

Educational activity in this sense is the activity of the subject to master generalized methods educational activities and self-development in the process of solving educational tasks specifically set by the teacher, on the basis of external control and assessment, turning into self-control and self-assessment. According to Elkonin D.B., educational activity is an activity the content of which is the mastery of generalized methods of action in the field of scientific concepts. Educational activity is an activity that must be motivated by adequate motives. These may be motives for acquiring generalized methods of action, in other words, motives for one’s own growth and improvement.

Therefore, educational activity can be considered as a specific type of activity. It is aimed at the student himself as its subject - improvement, development, formation of him as an individual thanks to the conscious, purposeful appropriation of sociocultural experience in various types and forms of socially useful, cognitive, theoretical and practical activities. The student’s activities are aimed at mastering deep systemic knowledge, developing generalized methods of action and their adequate and creative application in a variety of situations.

The result of educational activity is the behavior of the subject, which is either the need he experiences (interest, involvement, positive emotions) to continue this activity, or reluctance, evasion, avoidance.

Educational activities have their own structure. D. B. Elkonin identified several interrelated components:

Components of educational activities (according to Elkonin):

motivation. Educational activity is polymotive. It is stimulated and directed by various motives. EDUCATIONAL-COGNITIVE motives (according to Elkonin) - interest in the content side of educational activity, in what is being studied, in the process of activity.

learning task. A system of tasks, during which the child masters the most common methods of action. Children, solving many specific problems, discover ways to solve them themselves. Developmental learning involves the joint discovery by children and the teacher of a common way of solving problems.

training operations – are part of the modus operandi of operations and training tasks. It is considered the main link in the structure of educational activities. Each training operation must be practiced. Often, according to the Halperin system. The student, having received complete orientation in the composition of operations, performs operations in material form under the control of the teacher, having learned to do this without errors, he solves the problem in his mind.

control. First, the teacher controls the learning activities, then the students control themselves. Without self-control, it is impossible to fully develop educational activities, so this is the most important pedagogical task. The child needs operational control over the process of learning activities.

grade - the child must learn to adequately evaluate his work with a general assessment - how correctly the task was completed, and an assessment of his actions - how much he has mastered the solution method, what has not been worked out...

Actions and operations in the structure of educational activities. Essential for the analysis of educational actions is the moment of their transition to the level of operations. According to A.N. Leontiev, operations are methods of action that meet certain conditions in which its goal is given. A conscious, purposeful action in learning, repeated many times and included in other more complex actions, gradually ceases to be the object of the student’s conscious control, becoming a way of performing this more complex action. These are the so-called conscious operations, former conscious actions turned into operations. The transition from the level of action to operations is the basis for the technologization of learning.

Along with conscious operations in activity, there are operations that were not previously recognized as purposeful actions. For such operations S.L. Rubinstein includes comparison, analysis, synthesis, abstraction, generalization. Let us note here that the corresponding internal mental operations determine the structure of perception (V.P. Zinchenko), memory (P.P. Blonsky, A.A. Smirnov, V.Ya. Lyaudis) and other mental processes.

Control over the execution of an action is carried out by a feedback mechanism in the overall structure of activity as a complex functional system. Two forms of feedback were identified - guiding and resulting. The first is carried out mainly by proprioceptive or muscle impulses. The second is always complex and covers all afferent signs related to the very result of the movement undertaken. Thus, control involves three links: a model, an image of the required, desired result of an action; the process of comparing this image and the real action and making a decision to continue or correct the action. These three links represent the structure of internal control of the subject of activity over its implementation.

This is the structure of educational activity in its expanded and mature form. Educational activity acquires such a structure gradually, but for a primary school student it is far from it. Sometimes a child strives to correctly assess his achievements, understand a task, or carry out control actions.

5.1. Learning activity concept

5.1.1. Interpretations of the concept of "learning activity"

IN general theory teachings, the foundations of which, as noted above, were laid by Ya.A. Komensky, I.G. Pestalozzi, A. Distverweg, in our country - K.D. Ushinsky, P.F. Kapterev, S.T. Shatskiy, P.P. Nechaev, M.Ya. Basov, P.P. Blonsky, L.S. Vygotsky, and also largest representatives domestic and foreign educational psychology of the mid-20th century - D.B. Elkonin, V.V. Davydov, I. Lingart, I. Lompsher and other scientists, was formed in its own right psychological theory educational activities, the priority in the scientific development of which belongs to Russia. Its developers are A.K. Markova, N.F. Talyzina and others (see the website of the Psychological Institute of the Russian Academy of Education).
“Learning activity” (AL) is a rather ambiguous concept. We can distinguish three main interpretations of this concept, accepted both in psychology and in pedagogy (see Fig. 1).
1. Sometimes UD is considered as a synonym for learning, teaching, teaching.
2. In “classical” Soviet psychology and pedagogy, UD is defined as the leading type of activity in primary school age. It is understood as a special form of social activity, manifesting itself through objective and cognitive actions.
3. In the interpretation of the direction by D.B. Elkonina - V.V. Davydova educational activities- this is one of the types of activities of schoolchildren and students, aimed at their assimilation through dialogues (polylogues) and discussions of theoretical knowledge and related skills in such spheres of social consciousness as science, art, morality, law and religion(; see group of psychology of education and development of junior schoolchildren PI RAO).
Below we consider the interpretation of educational activities according to Elkonin - Davydov.

5.1.2. The essence of educational activities

The concept of educational activity is one of the approaches to the learning process in psychology, implementing the position about the socio-historical conditionality of mental development (Vygotsky L.S., 1996; abstract). It was formed on the basis of the fundamental Dialectics (from the Greek dialektikê - the art of conversation, argument) is a philosophical doctrine about the formation and development of being and knowledge and a method of thinking based on this doctrine.");" onmouseout="nd();" href="javascript:void(0);"> dialectical-materialist principle psychology - the principle of the unity of the psyche and activity (Rubinshtein S.L. 1999; abstract ;) in the context of psychological activity (A.N. Leontyev) and in close connection with the Theory of the gradual formation of mental actions - the doctrine of complex multifaceted changes associated with education a person of new actions, images and concepts, put forward by P.Ya. Galperin.");" onmouseout="nd();" href="javascript:void(0);"> theory of the gradual formation of mental activity and types of teaching (P.Ya. Galperin, N.F. Talyzina) (see Fig. 2) (see Khrest.5.1). (; see Department of Pedagogy and Educational Psychology, Faculty of Psychology, Moscow State University), (; see Department of Developmental Psychology, Moscow State University)..

• How should training be organized to solve two main problems:
  • provision of cognition;
  • ensuring mental development?

This problem faced L.S. at one time. Vygotsky, who defined it as “the relationship between learning and development.” However, the scientist only outlined ways to solve it. This problem is most fully developed in the concept of educational activity (Davydov V.V., 1986; abstract; Elkonin D.B., 2001) (see Khrest. 5.2; 5.3).
Remaining within the framework of the cognitive paradigm, the authors of this concept developed the idea of ​​a reference UD as a cognitive one, built according to a theoretical type. Its implementation is achieved through the formation of theoretical thinking in students through the special construction of an academic subject and the special organization of educational learning.

• According to this concept, the student as a subject of cognition should be able to ():
  • master scientific concepts organized by theoretical type;
  • reproduce the logic of scientific knowledge in one’s own activities;
  • to ascend from Abstraction (from Latin abstractio - distraction) is one of the main operations of thinking, consisting in the fact that the subject, isolating any signs of the object being studied, is distracted from the rest. The result of this process is the construction of a mental product (concept, model, theory, classification, etc.), which is also denoted by the term "onmouseout="nd();" href="javascript:void(0);">abstract to concrete.

In other words, the student’s subjectivity is manifested in his ability to reproduce the content, path, method of theoretical (scientific) knowledge.
The concept of educational learning (as opposed to didactic concepts) contains the prerequisites for understanding the student as a subject of cognition. Myself educational process is interpreted not as the transmission of scientific knowledge, its assimilation, reproduction, but as the development cognitive abilities, major mental neoplasms. It is not knowledge itself that develops, but its special construction, which models the content of a scientific field and the methods of its knowledge.
An educational subject not only contains a system of knowledge, but in a special way (through the construction of subject content) organizes the child’s knowledge of the genetically original, theoretically essential properties and relationships of objects, the conditions of their origin and transformations. The student’s subjective activity (its direction, the nature of its manifestation) is determined by the method of organization cognitive activity as if from the outside. The main source of formation and development cognitive activity is not the student himself, but organized learning. The student is assigned the role of exploring the world in conditions specially organized for this. The better the learning conditions are created, the more optimally the student will develop. Recognizing the student's right to be a subject of knowledge, the authors of this concept essentially transfer the implementation of this right to the organizers of learning, who determine all forms of cognitive activity.
Organization of training based on a theoretical type, according to the opinion. V.V. Davydov and his followers, is most favorable for the mental development of the child, therefore the authors of such training called developing (Davydov V.V., 1986; abstract). The source of this development lies outside the child himself - in training, which is specially designed for these purposes.

• Indicators characterizing theoretical thinking are taken as the standard of development:
  • Reflex is a reaction to the excitation of receptors, a natural response of the body to a stimulus mediated by the nervous system.");" onmouseout="nd();" href="javascript:void(0);">reflexivity, goal setting, planning;
  • the ability to act internally;
  • the ability to exchange products of knowledge (see article by A.V. Brushlinsky “On the development of V.V. Davydov’s theory of mental development”).

In the concept, the purpose of education is presented more broadly, and most importantly, more psychologically. This is not just knowledge of the surrounding world, which exists according to its own objective laws, but the student’s appropriation of socio-historical experience accumulated by previous generations of people, reproduction educational culture, which includes not only knowledge, but also socially developed values, standards, and socially significant guidelines.
The formation of basic concepts of an educational subject in students in the process of educational activities is built as spiral movement from center to periphery, where in the center there is an abstract general idea of ​​the concept being formed, and on the periphery this general idea is concretized, enriched with private ideas and thereby turns into a genuine scientific and theoretical concept.
This structuring of educational material is fundamentally different from the usually used linear method (inductive), when learning proceeds from the consideration of particular facts and phenomena to their subsequent empirical generalization at the final stage of studying a particular concept. This general idea, which appears at the final stage, does not guide or help him in the study of particular ideas and concepts, and, moreover, it cannot be developed and enriched, since it appears at the end of the learning process (; see the group for constructing school textbooks )..
Otherwise, the learning process occurs through learning activities. Introduced at the initial stage of studying a fundamental concept, an abstract-general idea of ​​this concept in further training is enriched and concretized by particular facts and knowledge, serves as a guide for students throughout the entire process of studying this concept and helps to comprehend all particular concepts introduced in the future from the point of view of existing general idea.
The essence of UD is that its result is a change in the student himself, and the content of UD is the mastery of generalized methods of action in the field of scientific concepts. Further development this theory was obtained as a result of many years of experimental research carried out under the leadership of D.B. Elkonin and V.V. Davydov, who proved that the capabilities of younger schoolchildren in mastering scientific and theoretical knowledge were underestimated, and that such knowledge was quite accessible to them. Therefore, the main content of training should be scientific, not empirical knowledge; training should be aimed at developing theoretical thinking in students.
The systematic implementation of educational activities contributes to the intensive development of its subjects Theoretical thinking - knowledge and discovery of laws, principles.");" onmouseout="nd();" href="javascript:void(0);"> theoretical thinking, the main components of which are meaningful Abstraction (from the Latin abstractio - distraction) is one of the main operations of thinking, consisting in the fact that the subject, isolating any signs of the object being studied, is distracted from the rest. The result of this process is the construction of a mental product (concept, model, theory, classification, etc.), which is also denoted by the term "onmouseout="nd();" href="javascript:void(0);">abstractions, generalizations, analysis , planning and reflection. Educational activity cannot be identified with those processes of learning and assimilation that are included in any other types of activity (game, work, sports, etc.). Educational activity involves the assimilation of theoretical knowledge through discussions carried out by schoolchildren and students with the help of teachers and lecturers. UD is implemented in those educational institutions (schools, institutes, universities) that are capable of providing their graduates with a fairly comprehensive education and that are aimed at developing their abilities to navigate in various spheres of social consciousness (until now Since then, UD has been poorly represented in many Russian educational institutions) (see animation) (; see centers for developmental education of the International public organization- Association "Developmental Training").

5.1.3. Features of educational activities

According to, who was one of the first to develop the theory of UD,

• learning activity is ():
  • public in its content(in it the assimilation of all the riches of culture and science accumulated by humanity takes place);
  • public in its meaning(it is socially significant and publicly valued);
  • public in the form of its implementation(it is carried out in accordance with socially developed norms).

Educational activity is, first of all, an activity that results in changes in the student himself. This is an activity of self-change, that is, the product is those changes that occurred during its implementation in the subject himself (see Fig. 4).
Educational activity, as already indicated, is a directed activity, which has as its content the mastery of generalized methods of action in the sphere of scientific concepts. It must be stimulated by adequate motive (from the Latin movere - to set in motion, to push) - 1) motivation for activity related to meeting the needs of the subject; 2) object-oriented activity of a certain strength; 3) the object (material or ideal) that motivates and determines the choice of direction of activity, for the sake of which it is carried out; 4) the conscious reason underlying the choice of actions and actions of the individual.");" onmouseout="nd();" href="javascript:void(0);">motives . They can only be motives directly related to its content, i.e. motives for acquiring generalized methods of action, or, more simply, motives for one’s own growth, one’s own improvement. Personal success and personal improvement thereby acquire a deep social meaning ().
It is known that a person will acquire knowledge, skills and abilities not only at school and not only as a result of educational activities, but also by independently reading books, magazines, from radio and television programs, by watching films and visiting the theater, from the stories of parents and peers, and also in gaming and labor activity. Consequently, it is legitimate to raise the question of what knowledge, in what way and under what conditions should be acquired by a child at school, under the guidance of a teacher organizing educational activities.
The assimilation of knowledge, skills and abilities within the educational system has a number of characteristic features.
Firstly, the content of UD consists of scientific concepts and laws, universal methods of solving cognitive problems corresponding to them.
Secondly, the assimilation of such content acts as the main goal and main result of the activity (in other types of activity, the assimilation of knowledge and skills acts as a by-product).
Third, in the process of educational learning, a change occurs in the student himself as its subject, the mental development of the child occurs due to the acquisition of such a basic new formation as a theoretical attitude to reality. The product of educational activity is the changes that occurred in the subject itself during its implementation (see Fig. 5).

The task of the school is not just to develop the mental activity of schoolchildren, but to educate them to such a level. Thinking is the most generalized and indirect form of mental reflection, establishing connections and relationships between cognizable objects. Thinking is the highest level of human knowledge. Allows you to obtain knowledge about such objects, properties and relationships of the real world that cannot be directly perceived at the sensory level of cognition. The forms and laws of thinking are studied by logic, the mechanisms of its flow - by psychology and neurophysiology. Cybernetics analyzes thinking in connection with the tasks of modeling certain mental functions.");" onmouseout="nd();" href="javascript:void(0);">thinking, which most contributes to a person’s orientation in modern forms of consciousness. This requirement meets theoretical level thinking. The latter is not ensured in traditional education, when students learn only individual ways of solving specific problems and when for this they are given a ready-made sum of private knowledge. Schoolchildren’s thinking rises to the theoretical level during the formation of their educational activities, as it is understood in the concept Educational activity is one of the main types of human activity, aimed at acquiring theoretical knowledge in the process of solving educational problems.");" onmouseout="nd();" href="javascript:void(0);">UD. This activity, aimed at solving an educational task, has its own special needs and motives, its own special structure, in which the most important place belongs to specific educational tasks and actions.

5.2. Structure of educational activities

5.2.1. Determining the structure of educational activities

The structure of the management system is determined by the nature of the interaction of its elements. There is still no consensus in educational psychology regarding the main structural elements of UD. Below are some points of view.

• At the end of the 50s. XX century () put forward a general hypothesis about the structure of the UD, about its significance in the mental development of the child. In his opinion, the structure of the management system includes:
  • learning goal;
  • learning activities;
  • actions to control the assimilation process;
  • actions to assess the degree of assimilation.
• believed that the structure of UD includes:
  • learning situations (or tasks);
  • learning activities;
  • actions of control and evaluation (Davydov, 1986; abstract) ().

Let us dwell in more detail on the point of view of V.V. Davydova. In his opinion, one of essential components educational activity is student’s understanding of educational tasks (UT). An educational task is a type of problem in which students, through educational actions, discover and master the general method (principle) of solving a whole class of homogeneous particular problems.");" onmouseout="nd();" href="javascript:void(0);">Learning task is closely related to substantive (theoretical) generalization; it leads the student to mastering generalized relationships in the field of knowledge being studied, to mastering new methods of action. Schoolchildren’s acceptance of learning “for themselves” and independent implementation are closely related to the motivation of learning, to the transformation of the child into a subject of activity. The next component is implementation of educational activities by the student. With the correct organization of teaching, the student’s educational actions are aimed at identifying universal relations, leading principles, key ideas of a given field of knowledge, at modeling these relations, at mastering methods of transition from universal relations to their specification and back, methods of transition from model to object and back, etc. .d.
No less important, according to V.V. Davydova, has performance of control and evaluation actions by the student himself. The control part monitors the progress of the action, compares the results obtained with given samples and, if necessary, provides correction of both the indicative and executive parts of the action.

5.2.2. Characteristics of UD components

By need UD is the desire of students to master theoretical knowledge from a particular subject area (this knowledge reflects the patterns of the origin, formation and development of objects in the corresponding field; empirical-utilitarian knowledge, unlike theoretical knowledge, records only the characteristics of already established objects).
Learning task . The specificity of an educational task is that when solving it, students, through educational actions, discover and master the general method (principle) of solving a whole class of homogeneous particular problems. To set a learning task for students means to introduce them into a problem situation that requires orientation towards a meaningfully general way of solving it in all possible private and specific conditions.
An educational task is a type of problem in which students, through educational actions, discover and master the general method (principle) of solving a whole class of homogeneous particular problems.");" onmouseout="nd();" href="javascript:void(0);">Learning task- not just a task that a student completes in class or at home, it is a goal for mastering generalized methods of action, a task that is set before students in the form of a problem. An educational task differs from a specific practical task in that the goal of the second is to obtain a result-answer, and the goal of the first is for the student to master a general method of solving all problems of a given type.
Students' work on solving educational problems is carried out with the help of special educational tasks that require students to explicitly conduct research, analysis, independent study of some phenomena, construct some methods of studying or recording the results in the form of models of these phenomena and methods of studying them. The work of students on these tasks is theoretical in nature and thereby introduces them to the laboratory of scientific thought, helps them gain the experience of truly creative thinking and at the same time brings them the joy of learning, emotional satisfaction from overcoming all the difficulties that they encountered along the way these tasks.
Motives for educational activities. The motives for educational actions specify the need for learning, when the general desire of students to master theoretical knowledge is aimed at mastering a well-defined general method of solving a certain class of particular problems.
Learning activities , with the help of which educational tasks are solved, are carried out using many different educational operations. In order for students to master the methods of performing educational actions, it is necessary to first perform these actions with the full deployment of all operations included in this action. Moreover, these operations must first be performed either materially with the help of some objects, or materialized with the help of their symbolic substitutes, images. Only gradually, as certain operations are practiced, the process of performing an action is curtailed and, in the end, is performed immediately as a single action.
Let's consider the essence of educational actions in more detail.

5.2.3. Learning activities

• The fourth component of the structure of educational activities is educational actions, with the help of which schoolchildren solve educational problems.
  I. Lompsher and A. Kossakowski (Psychological..., 1981; abstract) identify the following educational actions in the structure of educational activities:
  • perception of messages (listening to the teacher or students, conversation between the teacher and students, reading and assimilating the text of a textbook or other source of information);
  • observations organized during lessons in or outside of school;
  • collection and preparation of materials on the topic proposed by the teacher or student;
  • subject-based practical actions;
  • oral or written presentation of learned material;
  • linguistic, subject-practical or any other embodiment of situations that reveal the content of a particular educational task or problem;
  • preparation, conduct and evaluation of experiments, nomination and verification Hypothesis (foundation, assumption) - a scientific assumption in the form of a statement, the truth or falsity of which is unknown, but can be verified experimentally (empirically). In psychology, a component of the thinking process that directs the search for a solution to a problem through the tentative addition (extrapolation) of subjectively missing information, without which the result of the solution cannot be obtained. Hypotheses may relate to the outcome itself or to the conditions on which it depends. An important part of solving the problem are Hypotheses regarding the principle (" onmouseout="nd();" href="javascript:void(0);">hypotheses);
  • performing various tasks and exercises;
  • assessment of the quality of an action, event, behavior.
• The training activities include:
  • acceptance by students or their independent formulation of a learning task;
  • transformation of the conditions of the educational task in order to discover some general relationship of the subject being studied;
  • modeling of the selected relation;
  • transforming the model of this relationship to study its properties “in its pure” form;
  • building a system of particular problems solved in a general way;
  • control over the implementation of previous actions;
  • assessment of mastering the general method as a result of solving a learning task.

• The training operations included in the action correspond to the specific conditions for solving individual subject problems. Such learning activities are:
  1. the action of identifying a problem (learning goal) from a given learning task;
  2. the action of identifying a general way to solve a problem based on an analysis of general relationships in the educational material being studied, i.e. a general method for solving problems of this type;
  3. the action of modeling general relationships of educational material and general ways of solving educational problems;
  4. the action of concretizing and enriching general relationships and general modes of action with particular manifestations;
  5. the action of monitoring the progress and results of educational activities;
  6. the action of assessing the compliance of the progress and results of students’ activities with the learning task assigned to them.

5.3. Psychological and pedagogical features of the formation of educational activities

5.3.1. Features of the formation of UD

Analysis of any type of activity involves isolating and describing the relationship of the following structural components - needs, motives, tasks, actions and operations. At the same time, psychology has established the following patterns of formation and functioning of various types of activities (Davydov V.V., 1986; abstract):
Firstly, there is a process of emergence, formation and collapse of any specific type of activity (for example, educational).
Secondly, its structural components constantly change their functions, turning into each other (for example, needs are specified in motives, an action can become an operation and vice versa).
Third, various private activities are interconnected with each other in a single stream of human behavior (therefore, for example, a true understanding of educational activity involves revealing its relationship with play and work, with sports and social and organizational activities, etc.).
Fourth, each type of activity initially arises and develops in its external form as a network of expanded relationships between people using various material and materialized means of organizing their communication and sharing experience; only on this basis are formed internal forms activities of an individual, folded in their structure and based on images and concepts.

• To develop educational activity in students, it is necessary to:
  • so that they master the learning activities mentioned above;
  • so that their activity becomes an activity to solve educational problems and at the same time they realize that they are not just completing the teacher’s tasks, not just writing, drawing, counting, but rather solving the next educational problem. “The most important thing in the formation of educational activities,” noted D.B. Elkonin, “is to transfer the student from focusing on obtaining the correct result when solving a specific problem to focusing on the correct application of the learned general method of action” ().
  • and finally, it is necessary to build this way educational process, organize it so that gradually the elements of self-study, amateur performance, self-development, self-education begin to occupy more and more place in this process. To do this, from the first days of classes, the educational process should be built on the principle of role-playing participation of schoolchildren in its organization and conduct. This means that gradually many of the teacher’s functions should be transferred to student government. “The formation of educational activities,” wrote D.B. Elkonin, “is a process of gradual transfer of implementation individual elements this activity is left to the student to perform independently without the intervention of the teacher." And further: "There is reason to think that it is most rational to start with the formation of independent control. Children, first of all, must learn to control each other and themselves" (Ibid. p. 49).

An activity that should be handed over to the students themselves to perform independently is assessment, i.e. “establishing whether this or that educational action has been mastered or not yet mastered” () (see the article by G.A. Tsukerman “Experience of typological analysis of junior schoolchildren as subjects of educational activity”).

• Formation of UD - This:
• Formation of UD there is management by an adult (teacher, parent, psychologist) of the process of developing a student’s educational attainment.
  Full management of the learning process always involves:
  • interrelation of UD components;
• The formation and formation of educational institutions go through several stages, each of which corresponds to certain stages of education. When moving from stage to stage, its main characteristics change:
  • specific content;
  • forms of organizing interaction between its participants;
  • features of their communication;
  • character psychological neoplasms.

Therefore, the maturity levels of educational learning as a whole and its individual components are important qualities that characterize the effectiveness of the work of teachers and students.
The extensive process of teaching complex educational actions is also applied to teaching actions to solve a class of specific problems. This method of teaching actions allows for monitoring the correctness and completeness of the operations included in the actions. But we will specifically consider the issue of monitoring and assessing students’ academic work in the next section (see Moscow Secondary School No. 91).

5.3.2. Age-related features of the formation of UD

At the first stage corresponding to primary education, the main components of the structure arise and are formed Educational activity is one of the main types of human activity, aimed at acquiring theoretical knowledge in the process of solving educational problems.");" onmouseout="nd();" href="javascript:void(0);">UD(preschoolers have only their prerequisites). At primary school age, UD is the main and leading activity among other activities. The systematic implementation of UD by junior schoolchildren contributes to the emergence and development of their main psychological new formations of this age.
Already in the 1st grade, it is necessary to introduce elementary theoretical knowledge into the content of educational activities - the concepts of number and words, which were absent in the experience of children’s preschool life, as well as the concept of composition, which is important for children’s subsequent mastery of the basics visual arts. The assimilation of these and other concepts in the process of collective solving educational problems contributes to the entry of children into the system of educational activities, allows them to master the methods and norms of participation in disputes and discussions, and to show initiative in inviting peers and teachers to educational dialogue. Throughout primary education in the conditions of a full-fledged and expanded learning environment, it remains collectively distributed, but at the same time, the majority of younger schoolchildren develop Skill is the ability to consciously perform a certain action.");" onmouseout="nd();" href="javascript:void(0);">skills on their own initiative, pose various meaningful questions to peers and teachers, the ability not only to participate in discussions, but also to be their initiators and even organizers. Children develop stable and generalized educational and cognitive motives (from the Latin movere - to set in motion, to push) - 1) motivations for activity related to meeting the needs of the subject; 2) object-oriented activity of a certain strength; 3) the object (material or ideal) that motivates and determines the choice of direction of activity, for the sake of which it is carried out; 4) the conscious reason underlying the choice of actions and actions of the individual.");" onmouseout="nd();" href="javascript:void(0);">motives (the main indicator of this is the children’s orientation not to the result of solving a problem, but to the general method of obtaining it), which indicates the formation of the very need for UD. By the end of primary education, children acquire the ability to consciously control their educational activities and critically evaluate their results (see the article by G.A. Tsukerman “What does the educational activity of younger schoolchildren develop and what does not develop?”)

At the second stage formation of educational activities (grades 6-9) loses its leading character, but retains significant importance in the development of students’ theoretical thinking, which occurs in the process of reflective assimilation, etc., allowing them, along with teachers, to take a certain part in organizing their educational activities peers. At this age, the content of educational activities becomes more complex - the subject of assimilation becomes integral systems of theoretical concepts, presented in abstract language using graphs, tables, and models. The presence of a sufficiently high level of theoretical thinking, achieved by teenagers in the lower grades, contributes to their mastery of complex material. There are significant changes in the implementation of educational activities. In grades 5-7, students still collectively solve educational problems and at the same time master various symbolic models of fixing their conditions and orientation in them, in order to subsequently use these models independently, for individual problem solving. In grades 8-9, students gradually begin to independently set educational tasks and independently evaluate their solutions. Each student becomes an individual subject of learning. His Educational activity is one of the main types of human activity, aimed at acquiring theoretical knowledge in the process of solving educational problems.");" onmouseout="nd();" href="javascript:void(0);"> educational activities takes shape internal dialogue with the authors of the educational material, and the discussion of the results in the class becomes a discussion when each participant can make adjustments to the proposed understanding of the educational task and to the ways of solving it.
In the process of internalization of UD in adolescents, as they master theoretical material, all educational actions are practiced and polished ( special meaning at the same time, they have control and evaluation, turning into self-control and self-esteem) and all meaningful mental actions functioning in them develop, among which Reflection (from late Latin reflexio - backward-facing) acquires a special role - 1) reflection, introspection, self-knowledge; 2) the process of self-knowledge by the subject of internal mental acts and states; 3) as a mechanism of mutual understanding - the subject’s understanding of by what means and why he made this or that impression on his communication partner; 4) (philosophical) a form of theoretical human activity aimed at understanding one’s own actions and their laws.");" onmouseout="nd();" href="javascript:void(0);">reflection . Thus, in adolescence, the process of development of theoretical thinking, which began in the elementary grades, continues. At this age, the UD loses its leading character; main role In the mental development of adolescents, socially significant activities of all types (artistic, sports, labor) acquire. But in the field of mental development in adolescence, it is UD that plays a decisive role.

Third stage. At high school age, the UD again becomes the leader, but with a professional bias, allowing high school students to carry out vocational guidance and outline their life path.
IN student years UD acquires its own research character and can be called an educational and cognitive activity. The assimilation of already accumulated theoretical knowledge is woven into the process of independent formulation of the results of individual or collective research, design and construction, produced in accordance with the requirements various forms knowledge, which leads students to clarify scientific concepts, improve artistic images, deepen moral values, etc. UD for students becomes the basis for the development of predictive and research theoretical thinking (see laboratory for the study of mental development in adolescence and youth).

(; see laboratory of teaching psychology of PI RAO).

5.4. Educational activity as the leading activity in primary school age

5.4.1. The concept of leading activity

The mental development of a person at all age levels is carried out in the process of various types of activities. It is in activity that he masters the social and historical experience accumulated by humanity - he assimilates Knowledge - the reflection in the child’s head of the properties of objects, phenomena of the surrounding world (knowledge of facts, concepts, terms, definitions, laws, theories) and ways of acting with them (rules, techniques, methods, methods, instructions).");" onmouseout="nd();" href="javascript:void(0);">knowledge , Skill is the ability to consciously perform a certain action.");" onmouseout="nd();" href="javascript:void(0);">skills And A skill is a way of performing actions that has become automated as a result of exercises.");" onmouseout="nd();" href="javascript:void(0);">skills and acquires the mental properties and abilities characteristic of a person. However, not all activities have the same importance for mental development. As indicated, activity as a whole does not consist mechanically of individual types of activity. Some types of activities at this stage play a major role in development, others are subordinate and play a secondary role (Leontyev A.N., 2001; abstract).
The main type of human activity, which determines the very emergence and historical development of man, the formation of his consciousness, is work; it represents an activity aimed at the production of certain socially useful (or at least consumed by society) products - material or ideal. Other types of activities, such as play, learning, and communication, arose in the course of history in close connection with labor, partly as serving labor, partly as forms of preparation for it. In modern society, along with work, the main activities are play and Teaching is the activity of a student in acquiring new knowledge and mastering methods of acquiring knowledge.");" onmouseout="nd();" href="javascript:void(0);">teaching.
These basic types of activity do not exhaust, however, all its wealth and do not have the same importance at all age levels. Labor in its mature forms is inaccessible to a child; as for play and learning, each of these types of activity acts as a leader only at a certain age level, while at other age levels other types of activity are leading.
Leading activity is an activity, the implementation of which determines the emergence and formation of the basic psychological new formations of a person at a given stage of development of his personality.");" onmouseout="nd();" href="javascript:void(0);"> Leading activity, as defined by A.N. Leontiev, is not just the activity that is most common at a given stage of development, the activity to which a person devotes the most time. It is characterized by three main features (Leontyev A.N., 2001; abstract).
1. Within the leading activity, other, new types of activity appear and develop, which themselves can acquire leading importance in the future, at the next age level. Thus, learning initially appears in the form of play: the child begins to learn by playing.
2. In leading activity, individual mental processes are formed and developed. In particular, imaginative thinking and active imagination are developed in the game, and abstract logical thinking in learning.
3. The formation of the child’s personality and its main changes in a given period depend on the leading activity. For example, it is in play that a preschooler, on the one hand, masters social functions and the corresponding norms of behavior of adults (“what a worker, a teacher, etc. is like”) and, on the other hand, learns to establish relationships with peers, to coordinate his own actions (see the work of D. B. Elkonin “On the historical emergence of role-playing games” (Chapter 2 from the book “Psychology of Game”).
At the beginning of its formation Educational activity is one of the main types of human activity, aimed at acquiring theoretical knowledge in the process of solving educational problems.");" onmouseout="nd();" href="javascript:void(0);"> educational activities is possible only on the basis of setting educational tasks for teachers, who also carry out the functions of control and evaluation. Developed forms Educational activity is one of the main types of human activity, aimed at acquiring theoretical knowledge in the process of solving educational problems.");" onmouseout="nd();" href="javascript:void(0);">UD imply the transition of control and assessment into self-control and self-assessment, independent specification of goals set from outside.

5.4.2. The leading nature of educational activities in primary school age

The structure of UD is formed in children of primary school age (preschoolers have only its prerequisites, one of which is preschool cognitive interest). At this age, UD is the main and leading activity among other types of activities (artistic, gaming, sports, etc.).

• The systematic implementation of UD by junior schoolchildren determines the emergence and development of their psychological new formations of a given age:
  • the subject of this activity;
  • fundamentals of theoretical thinking;
  • arbitrariness of educational and cognitive actions.

• The primary form of UD is its collectively distributed implementation by the entire class or its individual groups. In progress Interiorization is the process of transforming external, objective actions into internal, mental ones.");" onmouseout="nd();" href="javascript:void(0);">interiorization an individual UD is formed, the indicators of which are:
  • the ability of its subject to proactively and independently distinguish between known and unknown theoretical knowledge in the subject being mastered;
  • the ability to ask meaningful questions to peers and teachers;
  • the ability not only to constantly participate in discussions, but also to be their initiator and organizer.

Psychological and pedagogical research shows that when existing system primary education in Russia UD by the time of completion primary school(i.e. by the age of 9-10 years of a child’s life) has not yet acquired a truly individual form. The problem arises of prolonging it for one to two years so that at the end of primary school age the child develops the desire and ability to learn, i.e. the need for UD and the possibility of its individual implementation.
At subsequent ages, which correspond to certain stages of education (adolescence - primary school; early adolescence - high school; adolescence - higher school), UD undergoes qualitative changes on the content of theoretical knowledge acquired by students, on the nature of its implementation by them, on the methods of organizing learning activities by teachers and professors, on the role in the formation of psychological new formations inherent in each age (; see the article by A.O. Prokhorov, G.N. Gening “Features mental states of younger schoolchildren in educational activities").

5.4.3. Diagnostics of educational activities

• A.K. To study the level of development of learning achievement in students, Markova identified the following aspects of its diagnosis (Markova, 1990; abstract):
• State of the learning task and indicative basis:
  • the student’s understanding of the teacher’s task, understanding the meaning of the activity and active acceptance of the educational task for himself;
  • independent setting of educational tasks by the student;
  • independent choice of action guidelines in new educational material.
• Status of training activities:
  • what educational actions the student performs (change, comparison, modeling, etc.);
  • in what form he performs them (material, materialized, loud-speech, mental plane), expanded (in the full range of operations) or collapsed, independently or after promptings from an adult;
  • whether individual actions are combined into larger blocks - methods, techniques, techniques; does the student distinguish between the method and the result of actions;
  • whether the student knows several techniques to achieve one result;
• State of self-control and self-esteem:
  • whether the student knows how to check himself after finishing work (final self-control);
  • can he check himself in the middle and during work (step-by-step self-control);
  • is he able to plan work before it begins (planning self-control);
  • whether the student has adequate self-esteem;
  • is differentiated self-assessment of individual parts of his work available to him or is he able to assess himself only in general terms;
• What is the result of the educational activity:
  • objective (correctness of the solution, number of actions to achieve the result, time spent, solving problems of varying difficulty);
  • subjective (significance, meaning of this educational work for the student himself, subjective satisfaction, psychological cost - expenditure of time and effort, contribution of personal efforts) ().

When diagnosing the educational activity of schoolchildren, it is important to look at the integrity of this activity (or are there only fragmented links and operations), and whether there is a pronounced individuality in its implementation. Free and independent implementation of educational activities indicates a certain important level of mental development - the formation of cognitive activity as the basis of thinking. In school practice, it is proposed to take into account, when assessing learning results, not only knowledge, but also the activities of students that ensure it. Thus, the requirements for learning outcomes include: a system of knowledge and skills; types of activities in which the subject content of training is mastered; qualitative features of students’ assimilation of the subject and activity content of education (Markova, 1990. P. 9; abstract) (; see the article by V.V. Repkin, G.V. Repkina, E.V. Zaiki “On the system of psychological and pedagogical monitoring in construction of educational activities").
The state of a student’s activities can be identified by criterion-oriented tests, activity tests, long-term observation, as well as during psychologically thoughtful oral questioning and in written tests(; see Center for Psychological and Career Guidance Testing "Humanitarian Technologies").

Summary

• “Learning activity” (AL) is a rather ambiguous concept. We can distinguish three main interpretations of this concept, accepted both in psychology and in pedagogy: as a synonym for learning, teaching, learning; as the leading type of activity in primary school age; as one of the activities of schoolchildren.
  • The concept of educational activity is one of the approaches to the learning process in psychology, implementing the position about the socio-historical conditionality of mental development. It developed on the basis of the fundamental dialectical-materialist principle of psychology - the principle of the unity of the psyche and activity in the context of psychological activity (A.N. Leontiev) and in close connection with the theory of the gradual formation of mental activity and types of learning (P.Ya. Galperin, N.F. .Talyzin).
  • The concept of educational learning (as opposed to didactic concepts) contains the prerequisites for understanding the student as a subject of cognition. The educational process itself is interpreted not as the transmission of scientific knowledge, its assimilation, reproduction, but as the development of cognitive abilities and basic mental formations.
• Organization of training based on a theoretical type, according to the opinion. V.V. Davydov and his followers, is most favorable for the mental development of the child, therefore the authors call such training developmental.
  • According to D.B. Elkonin, who was one of the first to develop the theory of UD, educational activity is: social in its content; public in its meaning; social in the form of its implementation.
  • Educational activity is, first of all, an activity that results in changes in the student himself. This is an activity of self-change, i.e. its product is the changes that occurred during its implementation in the subject himself.
• The structure of the management system is determined by the nature of the interaction of its elements. There is still no consensus regarding the main structural elements of educational psychology in educational psychology. According to V.V. Davydov, the structure of educational learning includes: learning situations (or tasks); learning activities; control and evaluation activities.
• Becoming a UD is:
  • improvement of each component of the management system, their relationship and mutual transitions;
  • improving the motivational and operational aspects of learning;
  • turning the student into a subject of the educational process he carries out;
  • the need for developmental and educational effects of UD.
• The formation of UD is the management of an adult (teacher, parent, psychologist) in the process of developing a student’s UD. Full management of the learning process always involves:
  • training the student in each component of learning achievement;
  • interrelation of UD components;
  • gradual transfer of individual components of this activity to the student himself for independent implementation without the help of a teacher.
• The structure of UD is formed in children of primary school age. At this age, UD is the main and leading activity among other types of activities (artistic, gaming, sports, etc.).
• The state of a student’s activities can be identified by criterion-oriented tests, activity tests, long-term observation, as well as during a psychologically thoughtful oral survey and written tests.

Glossary of terms

1. Leading activity
2. Action of monitoring and evaluation
3. Activity
4. Educational activities
5. Learning task
6. Training operation
7. Learning action
8. Educational motive

Self-test questions

1. What interpretations of the concept of “learning activity” exist?
2. How is educational activity in the Elkonin-Davydov direction interpreted?
3. What is the essence of educational activity?
4. Name the authors of the concept of educational activity.
5. How is the concept of “subject of activity” interpreted in the concept of educational activity?
6. Name the main features of educational activities.
7. Name the characteristic features of assimilation of knowledge and skills within the educational system.
8. How does V.V. determine the structure of educational activities? Repkin?
9. Compare the points of view on the structure of UD V.V. Repkin and A.U. Vardanyan.
10. What components of UD were identified by D.B. Elkonin and V.V. Davydov?
11. What is the specificity of the learning task?
12. What educational activities in the structure of educational learning are identified by I. Lompscher and A. Kossakowski?
13. Name the patterns of formation and functioning of various types of activities according to V.V. Davydov.
14. What is meant by the formation of UD?
15. How does the formation of UD differ from its formation?
16. Name the main age-related features of the formation of UD.
17. What is characteristic of the formation of UD in early adolescence?
18. What is leading activity?
19. At what age is educational activity the leading activity?
20. What is the leading nature of educational activity at primary school age?
21. Name the main aspects of diagnosing educational activities.
22. What signs can be used to study the degree of formation of educational actions?

Bibliography

1. Vardanyan A.U., Vardanyan G.A. The essence of educational activity in the formation of creative thinking of students // Formation of creative thinking of schoolchildren in educational activities. Ufa, 1985.
2. Vygotsky L.S. Pedagogical psychology. M., 1996.
3. Gabay T.V. Educational activity and its means. M., 1988.
4. Galperin P.Ya. Teaching methods and mental development child. M., 1985.
5. Davydov V.V. Problems of developmental training: Experience of theoretical and experimental psychological research. M., 1986.
6. Davydov V.V. Developmental learning theory. M., 1996.
7. Ilyasov I.I. Structure of the learning process. M., 1986.
8. Leontyev A.N. Lectures on general psychology. M., 2001.
9. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.
10. Psychological features of personality formation in pedagogical process/ Ed. A. Kossakowski, I. Lompshera et al.: Trans. with him. M., 1981.
11. Repkin V.V., Repkina N.V. Developmental education: theory and practice. Tomsk, 1997.
12. Rubinstein S. L. Fundamentals of general psychology. St. Petersburg, 1999.
13. Selevko G.K. Modern educational technologies: Textbook. allowance. M., 1998.
14. Formation of educational activities of schoolchildren / Ed. V.V. Davydova. M., 1982.
15. Elkonin D.B. Psychology of teaching primary schoolchildren. M., 1974.
16. Elkonin D.B. Developmental psychology: Textbook. aid for students higher textbook establishments. M., 2001.

Topics of term papers and essays

1. Educational activity in the Elkonin-Davydov concept.
2. The essence of educational activity.
3. Main features of educational activities.
4. Structure of educational activities.
5. Learning actions in the structure of learning activities.
6. Regularities of formation and functioning of educational activities.
7. The main age-related features of the formation of UD.
8. The leading nature of educational activity in primary school age.
9. Basic aspects of diagnostics of educational activities.

General characteristics of educational activities.

The learning process can be carried out in the form of incidental learning or in the form of targeted learning. Incidental learning occurs during activities that have a different goal. Thus, a child, performing an action with an object, simultaneously becomes acquainted with its properties - color, shape, size. Learning as an activity takes place where a person’s actions are controlled by the conscious goal of acquiring certain knowledge, skills, and abilities.

The founder of the activity theory of teaching is L.S. Vygotsky, who made fundamental changes to the theoretical ideas about this process. He considered activities aimed at learning as a specific activity in which the formation of mental new formations occurs through the appropriation of cultural and historical experience. The sources of development, therefore, lie not in the child himself, but in his learning activities aimed at mastering the methods of acquiring knowledge.

Purposeful learning is possible either in the form of educational activities or in the form of independent work. The actual psychological theory of educational activity was formed in the general theory of learning. Its developers include D. B. Elkonin, V. V. Davydov, P. Ya. Galperin, N. F. Talyzina, A. K. Markova. Educational activity is a special form of learning aimed at mastering generalized concepts of educational actions and self-development in the process of solving educational problems specifically set by the teacher. Educational activity can be considered as a specific type of activity. It is aimed at improving, developing, and shaping the student’s personality through a conscious, purposeful appropriation of social experience. Let us note the main characteristics of educational activity that distinguish it from other forms of learning:

1) it is specifically aimed at mastering educational material and solving educational problems;

2) it masters general methods of action and scientific concepts;

3) general methods of action precede the solution of problems (I. I. Ilyasov);

4) educational activities lead to changes in the subject himself (D. B. Elkonin, I. Lingart);

5) changes in the mental properties and behavior of the student depending on the results of his own actions (I. Lingart).

Educational activity has a certain subject (psychological) content. It highlights the subject of educational activity, means, methods, product and result. The subject of educational activity is the assimilation of knowledge, mastery of generalized methods of action, development of techniques and methods of action, their programs, algorithms, in the process of which the student himself develops. The means of educational activity are intellectual actions (signs, language, verbal means), in the form in which knowledge is acquired, as well as background knowledge, with the help of which the child’s individual experience is structured Methods of educational activity can be completely different. These include reproductive, problem-creative, research and cognitive activities. The product of educational activity is structured knowledge, new formations in the psyche and the behavior of the student, his individual experience. The result of educational activity is the need to continue it or a withdrawal from it.

D. B. Elkonin highlights the activity characteristics of this form of teaching. Educational activities are of a social nature: in content, as they are aimed at mastering the social experience accumulated by humanity; in meaning, because it is socially significant and socially assessed in form, because it corresponds to socially developed norms of communication and takes place in special public institutions. In addition, educational activity, like any other, is characterized by subjectivity, activity, objectivity, purposefulness, and awareness. It has a certain external structure.

Structure of educational activities.

The external structure of educational activities includes five main components:

Motivation;

Learning objectives presented in the form of learning assignments;

Educational activities with the help of which educational tasks are solved; ,

Actions of control that turn into self-control;

Actions of assessment that turn into self-assessment.

Let's analyze each of the components in more detail. Educational motivation is defined as a particular type of motivation included in the activity of learning. When analyzing learning motivation, it is important to study the motives that encourage a child to acquire knowledge, skills and abilities. Motives for learning activities can be external or internal. If the motivators of educational activity are some external incentives (encouragement, reward, punishment), then in this case it will only be a means to achieve other goals - personal success, satisfaction of ambition, avoidance of punishment. At the same time, educational activity is to some extent forced and acts as an obstacle that must be overcome on the way to the main goal. If a student treats learning activities as his main goal, they say that he has internal motivation. In this case, educational activity can be guided by interest in the knowledge itself, methods of obtaining it, curiosity, and the desire to improve one’s educational level. Such learning situations do not contain internal conflict. Although they are also associated with overcoming difficulties and require volitional efforts, these efforts are aimed at overcoming external obstacles, and not at fighting oneself. Such learning situations are optimal from a pedagogical point of view. In the works of L. I. Bozhovich and her colleagues, who studied the educational activities of schoolchildren, it is noted that some students are more motivated by the process of cognition itself during educational activities, others - by the relationships with people that develop within it. Accordingly, it is customary to distinguish two large groups of motives for educational activities - cognitive and social.

Cognitive motives are associated with the content of educational activity and the process of its implementation. Among them are:

Broad cognitive motives, consisting of students’ orientation towards mastering new knowledge;

Educational and cognitive motives, reflecting an orientation towards mastering methods of acquiring knowledge;

Motives for self-education, consisting of a focus on independently improving methods of acquiring knowledge.

Social motives also fall into several subgroups:

Broad social motives reflecting the desire to gain knowledge in order to be useful to society, understanding

the need to learn, a sense of responsibility, the desire to prepare well for a future profession;

Narrow social motives (positional), which manifest themselves in the desire to take a certain position in relations with others, to gain their approval;

Motives for social cooperation are associated with orientation towards other people. At the same time, the student not only wants to communicate and interact with others, but also strives to be aware of, analyze the ways of his cooperation, and constantly improve them.

All types of motives are closely related to each other and are formed in direct dependence on each other. When analyzing educational activities, it is important to take into account the entire structure of the motivational sphere of the individual.

The most important component in the structure of educational activities is the learning task. It is offered to the student as a specific educational task, the formulation of which is essential for the solution and its result. According to A. N. Leontiev, a task is a goal given under certain conditions. The main difference between a learning task and various other tasks is that its goal and result are to change the subject of learning activity himself, and not to change the objects with which he acts (D. B. Elkonin).

Almost all educational activities can be presented as a system of educational tasks (D. B. Elkonin, V. V. Davydov, A. G. Ball). They are given in certain educational situations and involve the implementation of appropriate educational activities - subject, control and auxiliary. The structure of any learning task must have two components (A. G. Ball):

1) the subject of the task in the initial state;

2) model of the required state of the educational task.

A procedure that provides a solution to a learning task,

is called the method of solving it (A. G. Ball). If a learning task can be solved in only one way, then the student’s goal is to find it. In other cases, when a problem can be solved in several ways, the student is faced with choosing the most concise and economical one. At the same time, a certain amount of experience in applying knowledge is accumulated, which contributes to the development of logical search techniques and the improvement of the child’s thinking abilities.

Mashbits formulated the basic psychological requirements for educational tasks:

1. Not one educational task should be designed, but a set of them.

2. When designing a system of educational tasks, it is necessary that it ensures the achievement of not only immediate, but also distant educational goals.

3. Educational tasks must ensure the assimilation of the system of means necessary for the successful implementation of educational

activities.

4. The learning task must be designed in such a way that the means of activity that need to be learned act as a direct product of learning. In most educational tasks, according to E. I. Mashbits, the executive part acts as a direct product, and the indicative control part acts as a by-product. The implementation of this requirement also involves the use of tasks for students to understand their actions, that is, to develop their reflection.

“Initially, students do not yet know how to independently set and solve educational problems, so at the beginning of training, this function is performed by the teacher.

Acceptance of a learning task by a student occurs when the teacher explains why it is necessary to complete the learning task. At this time, the student always (consciously or unconsciously) compares the learning task with the meaning of learning for himself, with his capabilities, that is, he redefines or redefines it. This stage determines the degree of readiness of the student for educational activities.

Solving a learning task is possible only with the help of learning actions, which constitute the third component of learning activity. Educational actions are the child’s active transformations of an object to reveal the properties of the subject of learning (D. B. Elkonin, V. V. Davydov, A. K. Markova). The assimilation of each fundamental concept in the study of any academic subject corresponds to a certain system of educational actions. The composition of educational activities is heterogeneous. A psychologist most often has to deal with insufficient or irrational use of those educational activities that are common to various educational subjects. Specific learning activities reflect the characteristics of the subject being studied and are therefore used within a given field of knowledge. Such educational activities are taught by the teacher. Examples of specific learning activities include sound analysis of a word, addition, and the ability to read music text.

According to another classification - from the position of the subject of activity in learning - the actions of goal setting, programming, performing actions, control actions (self-control), evaluation (self-esteem) are distinguished. Each of them correlates with a certain stage of educational activity and implements it. Thus, awareness of the purpose of solving a problem as an answer to the question “why am I doing this?” refers to goal-setting actions. Performing actions are aimed at solving a problem. These include verbal practical (actions with objects or their images), mental (perceptual, mnemonic, mental).

Correlating learning activities with mental activity students allows us to identify such varieties as perceptual, mnemonic, mental, and intellectual. Each of these actions breaks down into a number of smaller ones. Perceptual actions include recognition, identification, analysis of the appearance of objects; Mnemonic involves capturing, filtering information, structuring it, storing it, updating it. Mental actions contain comparison, analysis, synthesis, abstraction, generalization, classification.

The set of learning actions forms a way to solve a learning task. It is the formation of methods of educational work that is the main indicator of the maturity of educational activity.

The next component of educational activity is control (self-control) actions. These actions have a special role, since mastering them characterizes educational activity as a voluntary process controlled by the student himself (D. B. Elkonin). Control involves correlating the progress and result of a completed educational action with a model. Consequently, three parts can be distinguished in the control action:

Model of the desired result of an action;

The process of comparing this image and real action;

Making a decision to continue or correct an action.

Initially, the teacher controls the implementation of educational activities. He divides the obtained result into certain elements, compares them with a given sample, points out possible discrepancies, and correlates them with the nature of educational actions. As you can see, comparison of the result with the sample is the main point of the control action. Gradually, as students master control, self-control develops.

P.P. Blonek examined four stages of self-control in relation to the assimilation of material. The first stage is characterized by the absence of any self-control. The student at this stage has not mastered the material and cannot control anything. The second stage is “full self-control,” at which the student checks the completeness and correctness of the reproduction of the learned material. The third stage is selective self-control, when the student controls only the main thing in questions. The fourth stage is characterized by a lack of visible self-control. The student exercises control based on past experience, on the basis of some minor details, signs.

Thus, the formation of self-control occurs

as a step-by-step process. It is prepared by the teacher’s questions, fixing the main thing, the main thing. The teacher, as it were, creates a general program for such control, which in the future will become the basis of self-control.

Similar to the formation of self-control, assessment (self-assessment) actions develop in the structure of educational activities. Assessment makes it possible to determine to what extent the method of solving a problem has been mastered and to what extent the result of educational actions corresponds to their goal. In school practice, the assessment process appears either in the form of an expanded judgment in which the teacher justifies the mark, or in a compressed form, as a direct assessment grades. A teacher's assessment should serve as the basis for the formation of a student's self-esteem in educational activities. A. V. Zakharova notes that in the process of forming subject self-esteem in the structure of educational activities, self-esteem transitions into quality, a characteristic of the subject of the activity - his self-esteem. This indicates special significance of this component of educational activity.

Students’ assimilation of increasingly complex forms of self-control and self-esteem is the psychological basis for the formation of their independent work.

SECRETARY-ASSISTANT

Performs technical functions and instructions from the manager, applies rational methods of working with visitors and documents, thereby contributing to the successful solution of the main tasks of the organization.

Registers and analyzes letters, documents, systematizes them according to importance, maintains telephone conversations, writes down and transfers the manager’s tasks as intended, monitors their implementation. Participates in the preparation of meetings and conferences, keeps transcripts of them, and regulates the reception of visitors.

On behalf of the manager, prepares information on telephone messages, letters, documents, abstracts on printed and handwritten materials, organizes their replication, and draws up draft letters and documents.

Works on a personal computer, typewriter, and organizational equipment.

Work may be irregular, business trips are possible.

What is required are normal hearing, good visual and figurative memory, a tendency to work with people and documents, moderate sociability, organization, goodwill, focus, emotional-volitional stability, and pleasant appearance.

The activity is contraindicated for people suffering from cardiovascular diseases, diseases internal organs(liver, thyroid gland, etc.), disorders nervous system manifested in irritability, mental illnesses, speech defects and obvious physical disabilities.

The secretary-referent needs good knowledge in the field of the Russian language, literature, awareness of computer science, communication psychology, aesthetics, and knowledge of a foreign language is desirable.

He should know:

basics of scientific organization of labor, office work, shorthand, typing;

rules for the operation of personal computers, typewriters, office equipment, voice recorders, tape recorders;

spelling and punctuation rules;

internal regulations, the structure of the institution and the functions of responsible employees.

The assistant secretary must be able to:

use a computer, typewriter, office equipment and other equipment;

independently (on behalf of the manager) prepare draft orders, responses to letters and requests;

maintain a card index of addresses of organizations and persons with whom correspondence or negotiations are conducted;

prepare abstracts on assigned issues;

keep minutes of meetings.

5.Ways to obtain a profession

Professional training can be completed at secretarial assistant training courses, or on-the-job training is possible.

The assistant secretary can create a structure for the preparation (execution), printing, reproduction of business papers, petitions, statements, etc.; a company that carries out translations from foreign languages, preparation of abstracts, etc.

In conditions of home work, it is possible to carry out some of these functions.

Hotel administrator, clerk, order registrar, assistant, secretary-typist.

NURSE OF MERCY (SOCIAL ASSISTANCE NURSE)

I. General characteristics of the profession

Provides nursing care and treatment to the elderly, lonely, seriously ill and disabled people at home or in a hospital.

Performs medical appointments, monitors the patient's condition, provides emergency pre-hospital medical care, administers medications in various ways, produces subcutaneous, intravenous and intramuscular drip infusions, etc.

Makes beds, performs morning toilet, changing clothes, feeding, dressing and treating skin, etc.

Collects information about patients at their place of residence. If the patient does not have a guardian, draws up the appropriate documents for transferring the patient to disability, assigning a pension, guardianship.

Trains the population in caring for the sick, rents out care items, rehabilitation equipment (wheelchairs, canes, etc.).

Reviews requests for medical services. Provides lonely elderly people with first aid kits.

Works in a team of medical and social services for the population, indoors, in shifts, with night and holiday duty, most spends time on his feet.

2. Requirements for the individual characteristics of a specialist

What is required is a sustained interest in working with people, activity, hard work, selflessness, high concentration, quick reaction, precise hand-eye coordination, emotional stability, and physical endurance.

3.Medical contraindications

The activity is contraindicated for people suffering from chronic infectious diseases, severe functional disorders of the cardiovascular and nervous system, allergic diseases that are bacteria carriers, with serious speech, hearing, and vision impairments.

4.Requirements for professional training

A sister of mercy needs good general educational training in biology, anatomy, physiology, botany, physics, and chemistry.

She needs to know the characteristics of diseases in old age, the basic concepts of ethics and deontology, be able to navigate the legal issues of charitable services and social security, master the technique of performing medical procedures for care and treatment, and resuscitation methods.

5.Ways to obtain a profession

Professional training can be obtained at a medical school (day and evening training, three years of study based on the 11th grade), as well as at specialized medical courses.

6.Opportunities for entrepreneurial and self-employment activities

It is promising to create a “nursing room of mercy” service to care for seriously ill patients at home on a commercial basis or provide private medical care to people in need.

7. Related professions (specialties)

Midwife, dental technician, pharmacist, paramedic, teacher at a medical school.

INVESTIGATOR

The main task of the investigator is to solve the crime, find and expose the criminal. The main means for this is collecting and securing evidence. The evidence collected must be convincing for the court, objective and must make it possible to double-check it if necessary. A criminal, no matter how hard he tries, always leaves traces. It is important for the investigator to examine the scene of the incident to identify these traces. It often happens that during the inspection process, decisive evidence is discovered. Investigators are armed with the latest forensic technology; Mobile forensic laboratories are used to travel to incident sites. Investigators are equipped with tape recorders, video recorders, film and photographic equipment. The investigator sends the evidence found for examination, depending on the result of which the evidence becomes or does not become evidence. Next, the investigator is obliged to take testimony from the accused, victims, and witnesses. To do this, he must conduct an interrogation, establish psychological contact with the person, obtain from him the maximum necessary information and evaluate it correctly. Having completed the investigation of the case and solved the crime, the investigator presents it to the prosecutor with an indictment. If the prosecutor approves the indictment, he sends the case to court.

2. Knowledge, skills.

Must know: The Constitution of the USSR, civil and criminal law, forensic methods, psychology, basics of physics, chemistry, biology and medicine.

The investigator must be an honest, decent, and highly moral person. Constant search and comparison of evidence requires intense mental work and a large amount of attention; the need to select the necessary information from incoming information is impossible without selectivity of attention, and the constant change of different versions is impossible without its switchability. An important quality of an investigator is long-term structured memory, which allows him to remember facts, evidence, evidence, and case procedures that happened many years earlier. The need to constantly compare and analyze requires well-developed logical thinking. Solving crimes requires personal initiative, tenacity, perseverance and responsibility for one’s actions.

Neuropsychiatric diseases, severe forms of hypertension.

You can obtain the profession of an investigator at law faculties of universities, legal institutes, as well as in educational institutions and the Academy of the Ministry of Internal Affairs of the USSR.

TOOLMAKER

In the tool shops of mechanical engineering and metalworking enterprises, he manufactures and repairs tools, fixtures, equipment for the production of mass products, for example, for installing and securing the workpiece and cutting tools (chucks, faceplates, mandrels, etc.). They also create large technological equipment, dies for cold and hot stamping, and molds. They perform heat treatment, straighten parts, cut threads, mark and draw dies, and adjust optical instruments.

2. Knowledge, skills.

Must Know: Basics technical drawing, geometric and trigonometric constructions, properties and methods of processing various types of steels, methods of heat treatment of precision control tools, a system of tolerances and fits, classes of accuracy and cleanliness of processing.

3. Professionally important qualities.

A tool maker must have developed visual technical thinking, the ability for spatial representation, motor short-term memory, distribution and switching of attention. A penchant for manual labor, efficiency, speed of reaction, manual dexterity, accuracy and coordination of movements are very important.

4. Medical contraindications.

Bronchial asthma, tendency to colds, severe cardiovascular diseases, poor eyesight, flat feet.

MECHANICAL ASSEMBLY WORKER

Carries out the assembly of machines and mechanisms, operations for fitting, connecting, and fastening individual parts.

Uses hand and mechanized plumbing (wrenches, files, chisels, pneumatic impact wrenches, etc.) and measuring (calipers, micrometers, etc.) tools.

A mechanic of 2-3 categories performs cutting blanks from rods, drilling holes on a simple drilling machine, cutting threads with taps and dies, connecting parts and assemblies by soldering and riveting, grinding in parts of medium complexity, testing assemblies and mechanisms on special installations. These works are performed with a low accuracy class (5-7).

A mechanic of 4-6 categories has more responsible and complex work. Assembles and adjusts particularly complex machines, performs static and dynamic balancing of critical parts and assemblies, calculates gear clutches, identifies and eliminates assembly defects, and participates in the preparation of passports for assembled and tested machines.

Works individually or as part of a team, most often indoors.

At large enterprises it is possible to work on a conveyor belt.

The main working position is the “standing” position.

For successful professional activity What is needed is sufficient physical strength, good muscle sensitivity, mobility of the hands, fingers and coordination of their movements, good linear and three-dimensional eye measurement, the ability to concentrate, good figurative memory, developed technical and visual-effective thinking, spatial imagination (the ability to mentally manipulate objects, the ability present them in different projections).

The activity is not recommended for people suffering from diseases of the heart, joints, lungs and respiratory tract, diseases of the musculoskeletal system, skin, visual and hearing defects (low visual acuity, stability of clear vision, etc.), allergies to the smell of engine oils, emulsions, etc., neuropsychiatric diseases.

Knowledge of the basics of physics (especially mechanics, hydraulics), mathematics (geometry), and technical drawing is required.

Training in the field of metal technology is required, knowledge of the principles of operation of machines, mechanisms and machine tools, the design and purpose of control and measuring instruments, skills in metal processing, their marking, heat treatment, and welding.

5. Paths to obtaining a profession

A profession can be obtained at a vocational school, training center or technical school.

It is possible to organize your own business - a production workshop, workshop, etc.

Toolmaker, adjusters, machine operators and electromechanics of various types and types of mechanisms, machines, units; repairmen of various profiles, mechanics of other specialties. .

CAR REPAIR WORKER

1. General characteristics of the profession

Performs maintenance, disassembly, repair, replacement, welding, assembly and adjustment of vehicle components.

Sorters parts after disassembly and washing, carries out static and dynamic balancing of parts and assemblies. Performs operations such as lubricating and changing springs and radiators, drilling holes and cutting threads, and making gaskets.

Carries out the installation of devices and electrical equipment units according to the diagram, connecting them to the network, installing the ignition on the distributors, checking them on the stand, adjusting and eliminating defects. Performs cutting, splicing, insulation and soldering of wires, checking spark plugs for sparking, impregnation and drying of insulating windings of devices and electrical equipment units.

Performs running-in and run tests of cars after repair.

Prepares acceptance documentation.

Work in categories 2-3 includes filing, washing, cleaning and lubricating parts, removing burrs, changing brake pads, clutches, and oils.

Metalworking is carried out according to 4-7 accuracy classes.

A mechanic of the 5th-6th category performs overhaul of engines, gearboxes and other complex and critical components of cars. In this case, class 1 processing accuracy must be ensured.

The work is predominantly shift work, individual, indoors and outdoors. Characterized by uncomfortable working postures, lifting and moving heavy objects, the presence of odors of oils, gasoline, etc.

2. Requirements for the individual characteristics of a specialist

Physical endurance and strength, good vision and eye (linear and volumetric), mobility, coordination and accuracy of movements of the hands and fingers, fine muscle and auditory sensitivity, good figurative and operational skills are required. memory, technical intelligence, high volume and distribution of attention, as well as observation, patience, discipline and responsibility.

3. Medical contraindications

Work is not recommended for people with severe cardiovascular and respiratory system, diseases of the musculoskeletal system, allergic diseases, severe visual and hearing defects, serious neuropsychic disorders.

4. Professional training requirements

Good training in physics (especially mechanics and hydraulics), as well as mathematics and drawing at the level of high school is required.

The following knowledge is required:

safety regulations;

fundamentals of electrical engineering and metallurgy, current technical conditions, tolerances, fits, classes of accuracy and purity of processing;

fundamentals of economics and organization repair work;

device and technology for repairing cars of various brands;

operating rules for the equipment used.

Metal cutting skills are required and driving skills are desirable.

5. Paths to obtaining a profession

Specialty training can be completed in vocational schools, technical colleges and lyceums, and training centers. Persons with incomplete secondary education are accepted. The duration of study is three years with secondary education and two years without secondary education. .

6. Opportunities for entrepreneurial and self-employment activities

7. Related professions (specialties)

Toolmaker, repairman, mechanical assembly mechanic, rolling stock mechanic, track machine and mechanism mechanic, road construction machine and tractor repair mechanic, machine operator.

ROLLING STOCK REPAIRMAN

For uninterrupted transportation, rolling stock must always be in working condition. This task is assigned to a mechanic who specializes in repairing diesel and electric locomotives.

All work is carried out in depots or factories by integrated teams. Their member is a mechanic for repairing rolling stock with the help of special devices identifies faults and dismantles traction motors, auxiliary machines and chassis. He disassembles the components, selects the necessary materials, uses lifting and transport devices. Upon completion of the repair work, the mechanic assembles the engine components and mechanisms and, after testing on special stands, participates in their installation at the site of operation.

2. Knowledge, skills.

Must know: the structure of components and devices, the technological process of their repair, tools, fixtures and instrumentation used in repairs, the properties of metals and auxiliary materials, have a good training in physics, drawing, and mathematics.

3. Professionally important qualities.

To successfully cope with the job, a mechanic must be attentive, observant, careful and efficient, and have a developed sense of responsibility. Well-developed technical thinking and the ability for spatial representations are of no small importance.

4. Medical contraindications

Poor vision, poor coordination of movements, diseases of the musculoskeletal system that interfere with working with the hands, diseases of the joints.

The profession of a mechanic for repairing rolling stock can be obtained at SPTU.

REFRIGERATION REPAIR WORKER

1. General characteristics of the profession

Works at cold storage plants and food processing plants. Serves refrigeration units for the production of artificial cold. Identifies and eliminates malfunctions, disassembles and assembles individual components and mechanisms, lubricates, cleans, tightens bearings, and tightens belts. Checks the serviceability of starting mechanisms. Uses hand and mechanized tools (chisels, files, wrenches, micrometers, etc.). The profession includes operations of 2-6 levels of complexity. The 2nd category charges for relatively simple preparatory operations (rinsing, lubrication, cleaning), metalworking of parts according to accuracy classes 5-7. The 5th category is charged for technical diagnostics of particularly complex components of mechanisms subject to repair, metalworking and fitting of parts and components according to 1-2 accuracy classes. According to the 6th category, the most critical stage of repair is performed - checking for accuracy and testing the unit under load. The work is performed indoors, as a rule, as part of a team. 24-hour duty is possible. Some operations are performed in an awkward position. Works in unfavorable microclimatic conditions (low air temperature), exposure to toxic explosive substances is possible. The profession is male.

2. Requirements for the individual characteristics of a specialist

Physical endurance, normal visual and hearing acuity, good linear and three-dimensional vision, concentration and switching of attention, good spatial imagination, good working memory, quick response to emergency signals, emotional-volitional stability, discipline, responsibility, accuracy, caution.

3. Medical contraindications

Work is not recommended for people suffering from diseases of the cardiovascular system, respiratory system, kidneys and urinary tract, musculoskeletal system (impeding movement), nervous system, with reduced vision and hearing, or allergies to refrigerants.

4. Compatibility with health conditions and disabilities

Persons with slightly limited leg mobility, who have chronic diseases internal organs with rare exacerbations, it is possible to perform individual operations that do not require significant physical effort (for example, filing, while sitting, small parts with a file manually or on a table-top filing machine).

5. Professional training requirements

Training in the field of physics (mechanics, thermal physics), organic chemistry, drawing. Knowledge of the principles of operation, structure and operating rules of refrigeration units, machines, apparatus; standards for filling refrigeration equipment with ammonia and ammonia-water solution. Ability to perform disassembly, repair and assembly of components and mechanisms.

6. Paths to obtaining a profession

Trade and industrial technical schools, vocational schools, training centers.

7. Opportunities for entrepreneurial and self-employment activities

It is possible to create a small enterprise for the repair of refrigeration equipment.

REPAIRMAN

I. General characteristics of the profession

A widespread, cross-cutting profession with a wide variety of objects, materials, conditions, tools and work methods.

A repairman performs current, overhaul and scheduled preventive repairs, as well as installation, testing and adjustment of equipment, machines and units.

To identify faults, carries out technical diagnostics of mechanisms and outlines a repair plan.

He gets acquainted with the vehicle's passport, drawings of its main parts, and then proceeds to disassemble.

During the repair process, he performs metalwork work: chopping, straightening, cutting, drilling, filing, threading, etc. At the same time, he uses a variety of plumbing tools (wrenches, hammers, electric drills, drilling and grinding machines, scrapers, etc.) and instrumentation.

During the assembly process of the equipment, it adjusts the parts, observing their exact relative position in accordance with the technical specifications; regulates and improves the operation of mechanisms.

A repairman must not only set up and test the repaired equipment, but also fully prepare it for work.

Works indoors, individually or as part of a team.

The work requires significant physical effort. The profession has 1-6 categories.

2. Requirements for the individual characteristics of a specialist

A repairman must have physical strength and endurance, fine muscle and auditory sensitivity, and good eyesight.

He needs mobility, coordination and accuracy of movements of the hands and fingers, an accurate eye (linear and three-dimensional), developed spatial imagination, good figurative and motor memory, and technical acumen.

3. Medical contraindications

The profession is contraindicated for persons suffering from diseases of the musculoskeletal system, respiratory organs (bronchial asthma), cardiovascular system, a predisposition to allergic diseases, severe visual defects and mental illnesses.

4. Professional training requirements

A repairman must have good knowledge of physics, chemistry, and metallurgy.

He should know:

safety regulations;

design principles of operation of the equipment being repaired, power plants, units and machines;

properties of processed materials, anti-corrosion lubricants and oils;

preventive maintenance technology;

methods for restoring worn parts;

technical specifications for testing, adjustment and acceptance of components, mechanisms and equipment after repair;

tolerances, fits and accuracy classes;

device and methods of using special devices and instrumentation.

A repairman must be able to:

establish the degree of equipment wear;

draw up defective lists for components and parts to be repaired;

make sketches of parts that need to be replaced;

perform a complex of plumbing and repair operations (scraping, lapping, drilling, heat treatment, threading);

check machines and mechanisms for accuracy;

5. Paths to obtaining a profession

The specialty can be obtained in vocational schools, technical colleges, training centers and courses.

6. Opportunities for entrepreneurial and self-employment activities

A repairman can create a small enterprise for the repair and adjustment of various types of industrial, household and other equipment.

7. Related professions (specialties)

Various metalworking and machine tool specialties.

Contents of work. Secretary-referent - an employee in charge of documentation and current affairs of an individual or institution, a consultant on certain issues. Performs technical functions and organizational work on behalf of the manager. Applying rational methods of working with visitors and documents, contributes to the successful and prompt solution of the main tasks of the organization. The assistant secretary establishes connections between the manager and employees, delegates tasks to performers, and monitors their implementation. Participates in the preparation and servicing of various meetings, sessions, conferences. Organizes and regulates the reception of visitors. Having a good understanding of the structure of the institution and the functions of responsible employees, he “filters” appeals to the manager, addressing them to officials competent in this matter. Conducts telephone conversations.

Works with documentation - analyzes letters and documents, systematizes them according to importance. Prepares information messages and abstracts on assigned issues. Draws up draft orders, responses to letters and requests. Takes shorthand notes of meetings, maintains minutes, a file of addresses of organizations and persons with whom correspondence or negotiations are conducted.

Actively uses technical means in his work - computers, office equipment, communications, audio recordings, etc.

Working conditions. In different institutions, the work of a secretary-assistant may have its own specifics. The work may be irregular and involve business travel. May be in demand specialized knowledge in any area (for example, knowledge of technological processes, technical knowledge, etc.).

The work of a secretary-assistant takes place in a very rich information and communication environment. During the day, he has to come into contact with a large number of people, while monitoring and regulating various information flows. The assistant secretary must be flexible and adapt well to changing conditions.

Areas of use. Secretaries-assistants work in all more or less large organizations and institutions that receive visitors and have document flow.

Dominant professional orientation– to work with people and documents.

Professional personality type– social, exploratory, conventional.

Dominant interests– to the Russian language and literature (impeccable knowledge of spelling, punctuation, stylistics); to the psychology of communication, ethics; to office work, shorthand, typing; to work with technical means.

Related interests– to aesthetics, law, economics, foreign languages, special knowledge.

Required qualities: ability to get along with people, sociability, goodwill, emotional stability, self-control; business qualities: responsibility, organization, good working memory, ability to concentrate and distribute attention, good hand-eye coordination. The assistant secretary must have a high general culture and speak correctly. Knowledge of a foreign language is desirable (in some cases necessary).

Unacceptable: short temper, rudeness, irritability, tendency to frequent mood changes.

Medical restrictions. The activity is contraindicated for people suffering from cardiovascular diseases, diseases of internal organs (liver, thyroid gland, etc.), mental illnesses, nervous system disorders manifested in irritability; as well as people with speech defects and obvious physical disabilities.

Related professions: administrator, assistant, secretary, office manager, clerk, order taker, registrar, court secretary, assistant manager.

The profession of a secretary-assistant is in demand in the labor market of St. Petersburg and the Leningrad region.

Prospects professional growth – advanced training, continued education in colleges and technical schools in the specialty “Office management and archival science”, “Government and municipal government”, continuing education in higher educational institutions in the specialties “Documentation and documentation support for management”, “Organizational management, personnel management”, “Public relations”, “State and municipal management”. Administrative growth.

Paths to obtaining a profession - professional lyceums and schools, courses.