Thinking like a man special shape mental reflection of reality. Characteristics of the factors that influence the development of thinking. Professional thinking as a reflexive mental activity to solve professional problems.

INTRODUCTION

The professional type (warehouse) of thinking is the predominant use of methods for solving problematic problems adopted in this professional field, methods for analyzing a professional situation, making professional decisions, methods for maintaining the subject of labor, since professional tasks often have incomplete data, a lack of information, because professional situations rapidly changing in conditions of unstable social relations.

At present, when all aspects of the life of our society are being updated, the need for a deep scientific development of the psychological foundations for the formation of modern professional thinking of a specialist becomes more and more obvious. That's why this topic research is relevant in today's world.

The study of the literature has shown that the problem of the formation of professional thinking today is considered one of the most important in psychology and requires further development.

The formation of professional thinking should be carried out on the basis of the theoretical type of thinking. Under such conditions, it will be both creative and dialectical. Only such an approach will allow a modern specialist not just to work, but to improve production conditions, master new tools and design them - in other words, create opportunities for creativity. Professionalism can also be achieved on the basis of empirical thinking, but then it will be uncreative, because creativity is always associated with the ability to solve new, original, unexpected, non-standard tasks.

The purpose of the course work is to study the psychological characteristics of professional thinking.

Based on the above goal, it is possible to identify a number of tasks that need to be solved:

Consideration of thinking as a special form of mental reflection of reality;

The study of factors that affect the development of thinking;

Consideration of the features of the professional profile of thinking;

Study of the professional profile of thinking.

CHAPTER 1. PSYCHOLOGICAL FEATURES OF THE PROFILE OF INDIVIDUAL THINKING

1.1 Thinking as a special form of mental reflection of reality

Thinking is the highest stage of human cognition, the process of reflection in the brain of the surrounding real world, based on two fundamentally different psychophysiological mechanisms: the formation and continuous replenishment of the stock of concepts, ideas and the derivation of new judgments and conclusions. Thinking allows you to gain knowledge about such objects, properties and relationships of the surrounding world that cannot be directly perceived using the first signal system. The forms and laws of thinking are the subject of consideration of logic, and the psychophysiological mechanisms - respectively - of psychology and physiology.

The first feature of thinking is its mediated character. What a person cannot know directly, directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. Indirect knowledge is also indirect knowledge.

The second feature of thinking is its generalization. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete.

Thinking is a mental process of reflecting reality, the highest form of cognitive and transformative human activity.

The advantages that thinking gives a person also lie in the fact that with its help he can, “without leaving his place” and, thus, being in a safe position, “play out in his mind” various options for possible (and impossible) events that actually never happened anywhere; to anticipate the onset of the most probable events that are not sensually perceived at a given moment in a given place, and prepare for appropriate response actions, plan them and correct them in the process of their implementation, that is, thinking, being a part of the psyche, performs one of its main functions - the function event preemption. Thus, with the help of thinking, a person cognizes not only the existing, the real, but also the possible, he not only cognizes, but also creates it.

Thinking is the subject of study in many disciplines: philosophy, which explores the general relationship between thinking and matter; sociology, which studies the dependence of thinking on social structure society and the process of its development; logic, which explores regular connections between such basic forms of thinking as concept, judgment and inference; physiology and other sciences. Real thinking can be, and often is, wrong from the point of view of formal logic. It can be determined by subjective predilections, be inconsistent, curtailed, logical errors can be made in the process of its implementation, but it is this living, due to the psychological factors of thinking that interests psychologists. When studying the thinking of specific people in specific circumstances, very important facts were obtained. In particular, it was found that from the point of view of achieving the final result, "error" is a very relative concept, since it is "error" that can perform a very important preparatory function in solving problems. If logic studies the relationship between ready-made, already formed concepts, then psychology is also interested in the process of concept formation itself, in which, for example, the attribution of properties that they lack to things can occur. In addition, psychology is interested not only in advanced forms of thinking based on the operation of concepts, but also in its simpler forms. The main thesis about the relationship of mental phenomena is realized in the study of the influence on thinking of other mental processes, states and personality traits, such as emotions, attitudes, character, personality traits.

Thinking is understood as something that happens somewhere “inside”, in the mental sphere, and that mental “something” influences a person’s behavior in such a way that it acquires an unconventional, non-standard, non-repetitive character. Human thinking, having all its specific properties that are not found in the rational activity of animals, is at the same time not a sudden phenomenon and has certain prerequisites - biological and social.

The initial conditions for the emergence of thinking are two forms of activity: objective activity and communication. Within these conditions - joint action with the subject - both biological and social prerequisites participate in the formation of thinking. The biological prerequisite is a developed perception, which gives the subject the most adequate image of the object, without which it is impossible to adequately manipulate it and, accordingly, it is impossible to reflect the connections both within the object and between objects. Without the regulating function of images, the primary initial forms of objective activity and communication are also impossible: without images, people, figuratively speaking, simply would not find either an object for joint actions or each other. In turn, joint objective activity and communication, developing, become powerful. driving force and the main factor in the development of thinking. An exceptionally powerful means of forming thinking, therefore, is not contemplation at all, but activity, action, which, according to the figurative expression of S.L. Rubinshtein, "as if it carries thinking on its edge penetrating into objective reality." Breaking a bone, cracking a nut, digging the ground, throwing a stone, scratching and punching the soft with the hard, a person comprehends the connections between objects that open with all this.

The initial prerequisite for the development of thinking is the direct transformative activity of an individual. This activity leads to the formation of the first phase of the whole process - the formation and improvement of special organs of action. In humans, this organ is the hand. The improvement of the hand consisted in the gradual acquisition of such a form, in which one finger is opposed to the rest, which contributes to the performance of various and subtle actions. The second phase is determined by the fact that the action becomes instrumental and communicatively mediated, that is, the instruments themselves, and the goals, and the meaning of the action are determined jointly with other people. Further, the instrumental communicatively mediated activity itself becomes the main factor in the formation of thought processes. Both phases of this process are intertwined and mutually influence each other. Observations of children raised by animals fully confirm these ideas: they have a morphologically (biologically) developed organ of action - the hand - in fact, it is not such or is only partly, their thinking turns out to be undeveloped to the same extent.

So on early stages practical action is a powerful means of developing thinking. In the future, with developed thinking, thought already becomes a means of organizing action, preceding it with a factor that performs a programming and regulatory function. At the same time, practical action does not lose its significance and continues to play the role of one of the main means of improving thought. This should be remembered by everyone who, in his intellectual development, does not want to stop there.

In psychology, thinking is a set of mental processes that underlie cognition; Thinking refers to the active side of cognition: attention, perception, the process of associations, the formation of concepts and judgments. In a closer logical sense, thinking includes only the formation of judgments and conclusions through the analysis and synthesis of concepts.

Thinking is a mediated and generalized reflection of reality, a type of mental activity, which consists in knowing the essence of things and phenomena, regular connections and relationships between them.

Thinking as one of the mental functions is a mental process of reflection and cognition of the essential connections and relations of objects and phenomena of the objective world.

Thinking is a product of new knowledge, an active form of creative reflection and transformation of reality by a person. It generates such a result, which does not exist either in reality itself or in the subject at a given moment in time. Thinking (animals also have it in elementary forms) can also be understood as the acquisition of new knowledge, the creative transformation of existing ideas.

Thinking, unlike perception, goes beyond the limits of the sensuously given, expands the boundaries of knowledge. In thinking based on sensory information, certain theoretical and practical conclusions are drawn. It reflects being not only in the form of individual things, phenomena and their properties, but also determines the connections that exist between them, which are most often not given directly, in the very perception of a person. The properties of things and phenomena, the connections between them are reflected in thinking in a generalized form, in the form of laws, entities. In practice, thinking as a separate mental process does not exist, it is invisibly present in all other cognitive processes: in perception, attention, imagination, memory, speech. The higher forms of these processes are necessarily associated with thinking, and the degree of its participation in these cognitive processes determines their level of development.

1.2 Characteristics of the factors influencing the development of personality thinking

In the 19th century general patterns of development of biological systems were discovered, which began to be depicted using S-shaped curves. There are three stages in the development of any group of living beings:

a) a slow increase in numbers;

b) fast, avalanche-like growth;

c) stabilization (sometimes decrease).

In the XX century. it turned out that these stages also pass in their development and technical systems (Altshuller G.S., 1979).

Rice. 1.1. S-curve of development

On fig. 1.1 shows an S-shaped development curve, as well as a line that in technical systems reflects the so-called "retribution factors" associated with the operation of technical systems. The revealed law can be transferred to the development of psychological functions in ontogeny, in particular, the basic forms of thinking. At the same time, the factors of "retribution" should be understood as the costs of the formation and use of the corresponding psychological function.

AT early childhood first of all, the figurative-sensory reflection of reality and the figurative-sensory thinking associated with it develops.

a) Slow start. The inquisitiveness of the infant, the desire to learn new things (at the level of seeing - hearing - feeling) are opposed by his limited physical abilities, the concerns of adults about the safety of his life. The infant lives in rather limited conditions, usually knows his home, family members and their closest acquaintances.

b) The rapid development of psychological function. Then, as they grow, these restrictions gradually decrease, the child gets acquainted with more and more new phenomena, quickly expanding his ideas about the world. Apartment, street, quarter, city or village, surroundings of a city or village, dacha, forest, steppe, rivers, lakes, peers, relatives, new and new people, television films, performances, etc. Trips, excursions, travels help to expand ideas ...

c) slowdown. The world is endless. And in principle, a child, then a teenager, a young man (girl) could (could) be carried away by the reflection of the world at the level of feelings to infinity. In order for the knowledge of the world at the level of see - hear - feel to continue at the same pace, it takes too much effort, resources, so it slows down. Over time, there is a feeling of too much impressions that can be received, especially if they are developed "breadth" and "deep" (paying attention to finer details of what is observed), as well as the feeling that much of what is available is repeated. This feeling precedes the enthusiasm for a new, more compact approach to reflecting the world: many phenomena can be reflected in the same concept. Interest in the further accumulation of impressions decreases, attention switches to the development of abstract thinking.

a) Slow start. Apparently, all psychological functions in a rudimentary, potential form, in the form of developmental predispositions, are contained in the child's psyche, with all this, they "spread their strength", unfold, fully manifest themselves in different periods of life.

At the beginning of the development of the conceptual logical thinking the internal resistance to it is great: the concrete-associative connections in thinking are very strong (the connection of images, intonations, sensations by juxtaposition, linking with each other).

These connections compete with logic, often "interrupting" it. lead away from logical reasoning. The child is taught to think in kindergarten, in the elementary grades of the school, gradually the opposition to the development of conceptual and logical thinking begins to be overcome.

b) The rapid development of psychological function. Over time, as a teenager then a young man (girl) learns to push aside concrete-associative connections in thinking, not to attach importance to them, to slow down their manifestation (which is associated with the development of the abilities of internal inhibition of the functions of one hemisphere by another), internal barriers to the development of conceptual and logical thinking is drastically reduced. There is a period of rapid, one might say, rapid development of conceptual and logical thinking, enthusiasm for its development. External obstacles to its development are usually eliminated in parallel with the elimination of internal obstacles. As a rule, a developing person during this period studies in high school, then enters higher education. educational institution and learn from it.

c) slowdown. Over time, approximately after the 21st year (most often 21 plus or minus 3 years), there is a kind of “overaccumulation of thoughts”. There are so many concepts, the content of conceptual and logical thinking is so voluminous that it becomes cumbersome and difficult to use. The limits of its application become noticeable and tangible (insufficient realism, difficulties in applying knowledge to practice), there is a need to systematize knowledge, which is not satisfied. Enthusiasm further development conceptual and logical thinking is reduced.

The development of thinking and personality throughout life can be depicted as a "spiral staircase". The base of the spiral staircase is the state of the infant, which is as harmonious as it is undeveloped.

Then the development of figurative and sensory thinking, the development of conceptual and logical thinking after 14 years, usually reaching a maximum at 21 years.

The development of intuitive-heuristic thinking, the ability to synthesize knowledge, the ability to create is symbolized by going up.

Once in a transitional state, when both conceptual and logical thinking and figurative-sensory thinking are available, one can be frightened by the number of inferences, abstract knowledge, isolation of this knowledge from life and “slide” down, partially retaining the ability to turn to the transitional state, in which they try to pay tribute and to both, but returning to the sensory-accessible, taking figurative-sensory thinking as the basis for organizing behavior. On fig. 1.1, the "return" step in development is depicted as a shortcut leading away from full-fledged creativity. It is possible to move forward from the transitional state, to accumulate abstract-analytical knowledge, to reach their overabundance - but this must be reached! - the corresponding inferences should become available, there should be too many of them, they should be practiced, they should become habitual, even annoying, become "trivial" as a result of training, - after that they can be subjected to another negation, a negation with preservation. For some students, dissatisfaction with what has been achieved occurs in the second or third year of study at the university. Many students develop in this regard faster than their peers, so at the university they come into conflict with the education system, which basically teaches what they already know: abstract-logical, analytical thinking.

The development of abstract-analytical thinking is infinite, like the infinity of the number of images. But at the same time, abstract-analytical thinking is limited in the sense of a set of certain operations, actions in the mind that can be performed in it. Evidence of this is given in the works of J. Piaget (1969 and others) on formal intelligence. J. Piaget showed that there is a certain, rather limited set of actions or operations that characterize all abstract-analytical, logical thinking. If a person studies it long enough, with this variety of knowledge, he begins to notice: "something is repeated in this." Or: "it's all the same." It becomes "trivial" because it is learned, trained, habitual. This is non-trivial in the sense of mental operations that can endlessly give new results or for those who cannot master this thinking to the fullest, but it can be trivial for someone who has studied it, "learned" it, trained in it, in order to who felt the limited set of operations of abstract-analytical thinking, felt the internal limitations of this thinking, even if not everything in this limitation could be explained in words, because such an explanation requires psychological knowledge. Such feelings prepare the noted “denial with preservation”, it is usually available to pupils and students who in their youth for many years were among those who masterfully mastered abstract-analytical, logical thinking - and among teachers, and among students, and among students. For example, students in everyday communication with each other train abstract-analytical thinking even more than teachers. In addition, microsociological phenomena arise in groups of students that suggest to many the limitations of this thinking, the existence of limits in it. Some students, leaders in terms of the development under consideration, characterize this most clearly. They reach the point of open statements to the effect that “all this is ordinary, not interesting, not attractive, banal”, etc. Delight, admiration for the possibilities of abstract analytical thinking is replaced by the fact that everything becomes known, annoying, repeated. Emotional assessments serve to switch the development of thinking to a new direction. A new step in development may be the transfer of attention to thinking, which combines generalized knowledge around specific objects and phenomena, this is achieved through intuitive thinking, using the reserves of the subconscious. Observations, conversations, surveys show that many people have flashes of intuitive-heuristic thinking in childhood, from time to time they also occur in adolescence, adolescence, but there are still no conditions for its full development during these periods.

a) Slow start. The development of intuitive-heuristic thinking is associated with the development of knowledge synthesis abilities: primarily in terms of combining the figurative-sensory reflection of the phenomena of interest and their logical-conceptual comprehension. It arises after negation, overcoming the former forms of thinking, which were the main ones (Fig. 14).

Rice. 1.2. Denials and development

At the beginning of the development of intuitive-heuristic thinking, the internal resistance to the activated movements of the soul is very great, they are unusual. The lesser must win the greater. Often this is accompanied by resistance. environment development, an environment accustomed to perceiving a person from certain positions, accustomed to building relationships with him from these positions. The environment of a carrier of developed conceptual and logical thinking could be selected by him taking into account the prevailing (function and on its basis. Often people with contrasting features are included in the environment, partially compensating for the existing one-sidedness, but symbiotically connected with it. Gradually, due to emotions that support intuitive- heuristic thinking, and in cases of need and through the struggle with the environment, internal and external conditions for the manifestations of a new form of thinking are created.A person learns to go through all the stages of creativity.

b) The rapid development of a new psychological function. Then there is a period of passion for creativity. The number of results obtained to a certain extent can grow "like an avalanche".

With all this, the “circle of creativity” is often not completely traced: obtaining new results can be separated from the implementation of the results obtained in life, and sometimes for a long time. Subjective explanations for this may be different: “I want to make sure the results are correct”, “there is not enough time for everything”. They may be different, but, nevertheless, this happens often.

c) slowdown.

Intuitive-heuristic thinking is slowed down by the fact that there are many results; they are often not correlated with each other in everything, the task of “synthesis of areas of synthesis” arises (similarly: the need to create a poem after writing a series of poems), usually there is a contradiction in the number of results (concepts, new ideas) and the lack of their implementation in life - further quick creation more and more new results become not very reasonable, the need to implement new results in life becomes more acute. If such an implementation is being established, it is possible to strive for new results.

At the same time, some of the forces for the implementation of works, “inventions” (in the general sense of the word) are still diverted, so new results are not created as fast as it was before (the development curve reaches a plateau). This completes the development of thinking in terms of its main stages, followed by the development of the socio-psychological properties of the individual, bringing a person to the level of relations with society. Although it is beyond the scope of this section of the work, it can be seen that, in accordance with the S-curve, the marked stages usually appear in the development social activities person.

a) Slow start. At the beginning of the implementation of results in life, when new author(inventor, innovator) is not known, the resistance of the environment to his recognition is great. Then, if everything goes well, he is "noted".

c) The slowdown can be explained by the collisions of the new author, who in one way or another is a life changer, with the social environment (with "competitors" who have different views, etc.).

The ratio of the development of psychological functions throughout life can be depicted using the graph shown in Fig. 1.3. It shows the ratio of the development of psychological functions, which is close to ideal.

Figure 1.3 shows that:

* at each stage of a person's life - in childhood, in adolescence, in adulthood, in the period of psychological maturity - there are all the considered functions, although their ratio is different;

* the slowdown in the development of one psychological function coincides with the beginning of the rapid development of the next, if the development goes without delay;

* the level of the next function is shown higher than the previous one, which corresponds to the principle “the higher, developing on the basis of the lower, in turn becomes its regulator”.

Rice. 1.3. The ratio of the development of figurative-sensory reflection of the world (I), conceptual and logical thinking (II), intuitive-heuristic thinking (III)

Of interest is the moment on the chart when line III crosses line II. This transition in development can be explained with the help of the following example.

A research worker draws in his spare time in order to relax. Rest through drawing for him is a means of ensuring performance, the main goals are in analytical scientific work. Over time, it may turn out that, being carried away by drawing, experiencing more and more strong inspirations in it, obtaining more and more valuable results, perhaps accepted by some of those around him, the scientist will turn what was a means into an end. The former work, which assumes the use of rational analytical thinking as the main one, may remain the same at the beginning of the transformation, since it can “serve” new line behavior, create conditions for it. Since the determined artist may not be confident about selling paintings or may not want to sell them, ongoing scientific work may preserve the material conditions necessary for painting.

In the subjective-psychological sense, the noted transition usually also means a change in the systems of behavior regulation. The former rational regulation of behavior, associated with the proper, understandable, is restrained and "lets forward" behavior, controlled by intuitive-heuristic thinking, the main function of which is the creation of "episodes" of vision of the whole. Reasonable analytical thinking, which was the main one, turns into the stage of preparing intuitive-heuristic insights, creating holistic representations of phenomena of interest. Such a transformation can occur if a person is fond of free notes or if he talks a lot and with enthusiasm, trying to express what he feels more fully in the spoken word. Over time, approaches to creating holistic and multilateral representations can be brought to his scientific work. Some step aside in terms of the content of activities from scientific work to drawing or from scientific work to the free expression of experiences in the oral word is necessary in order to start developing new abilities in the field of reflecting reality, which is less influenced by rational stereotypes, and then already apply them in the activity that was previously engaged in. Scientific activity over time, it can be revived at a new level, but it will already be supplemented by other creative activities. In selected areas of activity, a person begins to move in a full circle of creativity (Fig. 1.3). Such a movement, i.e., full-fledged creativity, can eventually spread to all aspects of a person's life. Describing the development of thinking throughout a person's life, one can emphasize the "denial" of some forms of thinking by others, which manifests itself in denial with preservation.

In the transition from figurative-sensory thinking to conceptual-logical, the first does not disappear, but obeys the second, the first, as it were, “serves” it, forming the basis of general conclusions, and is also used in the implementation of logical conclusions in life. In the transition from the second stage of the development of thinking to the third, negation with preservation manifests itself in the fact that thinking, which manifested itself in words and actions as the main, i.e., rational, conceptual-logical, becomes important only as a stage of creativity, it prepares intuitive movements, which, in turn, become basic, are now given to them highest value and "given the right" to direct behavior. Rational thinking, so to speak, is “pushed aside from the central part of consciousness”, it is deprived of the right to direct behavior, this is its negation, but it continues to play the role of a necessary link in the preparation of intuitive movements, this is its preservation. Changing the ratio of psychological functions is carried out with the help of emotions. Emotions highlight the new (intuitive-heuristic thinking), emphasize its significance for a person, they also “overthrow the power” of other forms of thinking, push them aside, limiting their meaning and action. Emotions perform a switching role, change the ratio of the functions of thinking with behavior and with the body as a whole. This switch is essentially psychophysiological in nature. Therefore, in the initial stages of mastering creativity, emotions are often strong. It is only with time that what is denoted by the neutral words "denial with preservation" acquires calm forms.

CHAPTER 2. FEATURES OF THE PROFESSIONAL PROFILE OF THINKING

In some studies, professional thinking is defined as the process of solving professional problems in a particular field of activity, in others - as a certain type of orientation of a specialist in the subject of his activity. The first approach is related to the concept of S.L. Rubinstein about the determination of thinking "by external conditions through internal ones". Cast external conditions, according to this concept, there is a task that gives the thought process an objective content and direction. Therefore, in the process of the Study of professional thinking, the main attention is paid to the analysis of the specific features of professional tasks.

The second approach is associated with the concept of the phased formation of mental actions by P.Ya. Galperin, according to which the specific features of thinking, the content and structure of the mental image cannot be determined by the nature, features and content of tasks. Thinking is considered as one or another type of orientation of the subject in the subject of activity and its conditions, which in turn determines the nature of the tasks to be solved. Despite the attractiveness of this approach to the study of professional thinking, it is not without drawbacks. As one of them, we see the lack of a logically accurate description of the concepts of "orientation" and "generalization", as well as an underestimation of the specifics and originality of professional tasks solved by specialists of various profiles.

Professional thinking is, first of all, a reflexive mental activity to solve professional problems. If the specificity of professional thinking depends on the originality of the tasks to be solved various specialists, then the quality of professional activity or the level of professionalism depend on the type of thinking. High level connected, first of all, with a theoretical, reasonable type of thinking.

The concept of "vocational education" is identified with special education and can be obtained in vocational, secondary and higher educational institutions. Vocational education is associated with the acquisition of certain knowledge and skills in a particular profession and specialty. Thus, vocational education trains specialists in educational institutions of primary, secondary and higher vocational education, as well as in the process of course preparation and postgraduate education, which form the system of vocational education. Vocational education should be focused on obtaining a profession, which makes it necessary to study such problems. vocational training, as professional self-determination or choice of profession, professional self-awareness, stage analysis professional development subject and related psychological problems support of professional activity;

The organization of vocational education should be subject to a number of principles:

* the principle of compliance of professional education with modern world trends special education;

* the principle of fundamentalization of vocational education requires its connection with the psychological processes of acquiring knowledge, forming the image of the world (E.A. Klimov), with the formulation of the problem of acquiring systemic knowledge;

* the principle of individualization of vocational education requires the study of the problem of the formation of professionally important qualities necessary for a representative of a particular profession.

Based on these provisions, the subject area of ​​the psychology of vocational education includes:

The study of age and individual characteristics of a person in the system of vocational education;

The study of a person as a subject of professional activity, his life and professional path;

The study of psychological foundations vocational training and professional education;

The study of the psychological aspects of professional activity.

Being called upon to study the structure, properties and regularities of the processes of vocational training and vocational education, the psychology of vocational education uses in its arsenal the same methods as in other branches of psychological science: observation, experiment, methods of conversation, questioning, studying the products of activity.

Among the methods aimed at studying the labor activity of a person, the method of professiography, descriptive-technical and psychophysiological characteristics of a person's professional activity is widely used. This method is focused on the collection, description, analysis, systematization of material about professional activities and its organization from different angles. As a result of professiogramming, professiograms or summaries of data (technical, sanitary-hygienic, technological, psychological, psychophysiological) are compiled about a specific labor process and its organization, as well as psychograms of professions. Psychograms are a "portrait" of the profession, compiled on the basis of a psychological analysis of a specific labor activity, which includes professionally important qualities (PVK) and psychological and psychophysiological components that are updated by this activity and ensure its performance. The importance of the method of professiography and psychology of vocational education is explained by the fact that it allows you to model the content and methods of forming professionally important personality traits given by a particular profession and build the process of their development based on scientific data.

It is necessary to consider professional development as a process that lasts a lifetime.

The professional path of a person and its main stages are inextricably linked with age-related development and the general formation of a person.

One of the most important features of thinking in practical activity is a specific, different from theoretical thinking, system of structuring experience. Knowledge about the object with which the professional interacts is accumulated in the form that is most accessible for further use.

The presence of such a processing of the experience accumulated by a professional has been repeatedly mentioned in works on practical thinking. Despite this, today there are no studies specifically devoted to the study of the mechanisms that a professional uses to build an individual classification of the elements necessary to solve a mental problem. It is clear that obtaining information about these mechanisms, like any study of the procedural features of thinking, presents significant difficulties. Let us consider some kinds of individual classifications in practical thinking, making assumptions, if possible, about the ways in which these classifications are carried out.

Socio-economic trends in the development of society are making significant changes to educational policy in all countries of the world, including Russia. The priority direction in the development of a strategy for its long-term development is to improve the quality of education in order to train competitive specialists in the labor market.

One of the main factors of successful professional activity of the subject of engineering and technical work is thinking, as a component of the professionally important qualities of the future specialist.

The thinking of a specialist of the 21st century is a complex systemic formation, which includes the synthesis of figurative and logical thinking and the synthesis of scientific and practical thinking. The activity of an engineer combines these polar styles of thinking, requires equality of logical and figurative-intuitive thinking, equality of the right and left hemispheres of the brain. For the development of imaginative thinking of an engineer, art and cultural training are necessary. In the development of scientific thinking, the main role is played by the fundamentalization of education, the mastery of the basic sciences. Practical engineering thinking is formed, rotates between three points: basic fundamental sciences(physics, mathematics, etc.), the type of practical object and its technical model formulated in the technical sciences.

Thinking is a mediated and generalized reflection of reality, a type of mental activity, which consists in knowing the essence of things and phenomena, regular connections and relationships between them.

The first feature of thinking is its indirect character. What a person cannot cognize directly, directly, he cognizes indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge.

The second feature of thinking is its generalization. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other.

Markova A.K. rightly noted that developed professional thinking is an important aspect of the process of professionalization and a prerequisite for the success of professional activity.

The professional type (warehouse) of thinking is the predominant use of the methods of solving problematic problems adopted precisely in this professional field, methods of analyzing a professional situation, making professional decisions, methods of exhausting the content of the subject of labor, since professional tasks often have incomplete data, a lack of information, because professional situations are changing rapidly in conditions of instability of social relations.

The main qualities of a modern technical specialist include: creative understanding of production situations and an integrated approach to their consideration, possession of methods of intellectual activity, analytical, design, constructive skills, several types of activity. The speed of transition from one plan of activity to another - from verbal-abstract to visual-effective, and vice versa, stands out as a criterion for the level of development technical thinking. As a thought process, technical thinking has a three-component structure: concept - image - action with their complex interactions. The most important feature of technical thinking is the nature of the thought process, its efficiency: the speed of updating the necessary knowledge system to resolve unplanned situations, the probabilistic approach to solving many problems and the choice of optimal solutions, which makes the process of solving production and technical problems especially difficult.

Thinking is a generalized and mediated form of a person's mental reflection of the surrounding reality, establishing connections and relationships between cognizable objects. The type of thinking is individual way analytical-synthetic transformation of information. Regardless of the type of thinking, a person can be characterized by a certain level of creativity (creative abilities). The profile of thinking, which reflects the dominant ways of processing information and the level of creativity, is the most important personal characteristic of a person, which determines his style of activity, inclinations, interests and professional orientation.

There are 4 basic types of thinking, each of which has specific characteristics.

1. Objective thinking. Inextricably linked with the subject in space and time. The transformation of information is carried out with the help of subject actions. There are physical limits on the conversion. Operations are only performed sequentially. The result is an idea embodied in a new design. This type of thinking is possessed by people with a practical mindset.

2. Figurative thinking. Separated from the object in space and time. Information transformation is carried out with the help of actions with images. There are no physical restrictions on the conversion. Operations can be performed sequentially and simultaneously. The result is a thought embodied in a new image. This mindset is possessed by people with an artistic mindset.

3. Sign thinking. The transformation of information is carried out with the help of inferences. Signs are combined into larger units according to the rules of a single grammar. The result is a thought in the form of a concept or statement that fixes the essential relationships between the designated objects. This thinking is possessed by people with a humanitarian mindset.

4. Symbolic thinking. The transformation of information is carried out with the help of inference rules (in particular, algebraic rules or arithmetic signs and operations). The result is a thought expressed in the form of structures and formulas that fix the essential relationships between symbols. This thinking is possessed by people with a mathematical mindset.

According to D. Bruner, thinking can be viewed as a translation from one language into another. Therefore, with four basic languages, there are six translation options:

1. subject-shaped (practical),

2. subject-sign (humanitarian),

3. subject-symbolic (operator),

4. figurative-sign (artistic),

5. figurative-symbolic (technical),

6. sign-symbolic (theoretical).

In each of these six pairs, four transitions are possible. For example, in the first pair, the following transitions are formed:

1. subject turns into figurative,

2. figurative turns into subject,

3. the subject turns into the subject,

4. figurative turns into figurative.

As a result, 24 transitions are formed in all six pairs.

The following thinking factors stand out:

practicality - theoretical, humanitarian - technical, artistic - operator;

concreteness - abstraction.

Consider the stages of the professional path according to Super.

Whole professional path Super divided into five stages. First of all, the author was interested in finding out by the individual his inclinations and abilities and the search for a suitable profession that actualizes the professional "I-concept".

1. Stage of growth (from birth to 14 years). In childhood, the "I-concept" begins to develop. In their games, children play different roles, then try out different activities, finding out what they like and what they are good at. They show some interests that may affect their future professional career.

2. Stage of research (from 15 to 24 years). Boys and girls are trying to understand and determine their needs, interests, abilities, values ​​and opportunities. Based on the results of this introspection, they estimate possible options professional career. By the end of this stage, young people usually choose a suitable profession and begin to master it.

3. Stage of career consolidation (from 25 to 44 years). Now workers are trying to take a strong position in their chosen activity. In the first years of their working life, they can still change their place of work or specialty, but in the second half of this stage, there is a tendency to maintain the chosen occupation. In the working biography of a person, these years often turn out to be the most creative.

4. The stage of maintaining what has been achieved (from 45 to 64 years). Workers try to keep for themselves the position in production or service that they achieved at the previous stage.

5. Stage of recession (after 65 years). The physical and mental strength of the now older workers is beginning to wane. The nature of work is changing so that it can correspond to the reduced capabilities of a person. In the end, the work activity stops.

BIBLIOGRAPHY

1. Abulkhanova-Slavskaya K.A. Activity and personality psychology. -- M.: Nauka, 2000.

2. Psychophysiology / Ed. Yu.I. Alexandrova. St. Petersburg: Peter, 2001.

3. Anokhin P.K. Philosophical aspects of the theory of a functional system. - M.: Nauka, 2001. - S. 399.

4. Bekhterev V.M. Objective psychology. -- M.: Nauka, 2001.

5. Psychological workshop. Feeling. Perception. Performance: Teaching aid/ Compound. Generalova, O.Yu. Grogolev. - Omsk: Omsk. state un-t, 2004. - 68 p.

6. Kamardina G.G. Psychological difficulties of communication: the basics of psychotechnology: Textbook. - Ulyanovsk, 2000. - 52 p.

7. Kant I. From the manuscript heritage (Materials for the Critique of Pure Reason. - M., 2000. - 752 p.

8. Kuraev G.A., Pozharskaya E.N. Human psychology. Lecture course. - Rostov-on-Don, 2002. - 232 p.

9. Maryutina T.M., Ermolaev O.Yu. INTRODUCTION to psychophysiology. M.: Flinta, 2001.

10. Matyushkin A.M. Thinking, learning. Creation. - Voronezh: NPO MODEK Publishing House, 2003. - 720 p.

11. Psychophysiology of professional activity, O. N. Rybnikov, ed. Academy, 2010, 230s.

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13. Sorochan V.V. Psychology of professional activity: Lecture notes. - M.: MIEMP, 2005. - 70 p.

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The formation of professional thinking acts as component vocational education systems. If learning is a joint activity of the learner and the teacher, then learning activity characterizes the subject of learning itself. The term "assimilation" refers to the process of transition of elements of social experience into individual experience. Such a transition always presupposes the activity of a subject assimilating social experience. The term "formation" is also among the basic concepts - this is the activity of a teacher or an experimenter-researcher associated with the assimilation of a certain element of social experience by a student. Both formation and training are connected with the activities of the teacher and the student, but their content does not coincide. The concept of "training" is broader than the concept of "formation". When they talk about learning, they mean the subject area or what they teach.

Sample study card

T E M A: "Turning of external cylindrical surfaces"

Exercise: Turning the cylinder in the chuck with manual feed.

I. TASK ANALYSIS

To make a product - a cylinder: outer diameter, length, accuracy class, finish, material. Billet - analysis of its characteristics:

1. Compare the dimensions of the workpiece and the product and determine the size of the allowance: allowance for diameter, allowance for length.

2. Check the absence of marriage on the workpiece: cracks, potholes, shells, shape deformation.

3. Lathe A-281. Calculation of the cutting mode and the number of passes (according to the formula): cutting speed, the number of spindle revolutions, the depth of cut (in mm) of the limb division, the number of passes.

4. Cutting tool. Its characteristics: type, geometry, material.

5. Measuring tool. Its characteristics: name, measurement accuracy.

6. Preparation for the task - preparing the machine and cutting tool for work, fixing the workpiece.

7. Carrying out the technological process: obtaining the initial size of the diameter, obtaining the specified size.

8. Analysis of the product (product) for quality

II. PREPARATION FOR THE TASK

Training 1. Check and adjust carriage travel

machine to work: cross support.

2. Install given number spindle speed.

Training 1. Set exactly in the center, perpendicular-

cutting lar to the axis of rotation of the spindle.

tools: 2. Overhang 1.5 head height.

Setting the workpiece on the chuck:

3. Check the possibility of bringing the cutter along

the entire length of the treatment. 1. Install the workpiece in a chuck with an overhang that allows processing to the required length with an allowance.

2. Fix the workpiece firmly.

3. Apply a mark on the workpiece to the required processing length.

Technological operations	Actions and method. their implementation	Control
1. Getting the original size	See study card
2. Getting a given size	First pass: 1.Turn on the spindle. 2. Feed the cutter continuously and evenly with both hands. 3. Pull the cutter 1/2-1/3 turn towards you and out of the surface to the right. 4. Check the condition of the cutter - regrind if any defects are found! Second and subsequent passes: 1. Set the cutter to the specified cutting depth. 2. Turn the workpiece to the specified size: - if the cleanliness is insufficient, check the sharpening, fastening, cutter feed rate	for the entire length of the treatment. The cutter does not touch the surface, does not crumble, does not become dull. Control shape, size, cleanliness

III. PRODUCT (ITEM) QUALITY ANALYSIS

Measurement 1. Measure without removing from the chuck.

products 2. Write down the actual dimensions obtained:

and control: diameter, length.

3. Check for accuracy class.

Quality control 4 „ Check the purity of processing - compare the data for all parameters with the required ones and establish the presence or absence of deviations.

The term "formation" is usually used when it comes to what the trainee acquires (skills, concepts, methods of mental activity, labor operations, professional thinking).

The term "professional thinking" began to enter into practical and scientific use relatively recently, from the second half of our century, due to the significant intellectualization of everything social labor caused by the scientific and technological revolution. The concept of "professional thinking" is used in two senses. In one sense, when they want to emphasize high professional and qualification level of a specialist, here we are talking about the features of thinking, expressing its "qualitative" aspect. In another sense, when they want to emphasize features of thinking, due to the nature of professional activity, here the subject aspect is meant. But most often the concept of "professional thinking" is used simultaneously in both of these senses. So, it is customary to talk about the “technical” thinking of an engineer, a technical worker, about the “clinical” thinking of a doctor, the “spatial” thinking of an architect, the “economic thinking” of an economist and managers, the “artistic” thinking of artists, the “mathematical” thinking, the “physical” thinking of scientists working in the relevant fields of science, etc. Intuitively, we mean some features of the thinking of a specialist that allow him to successfully perform professional tasks at a high level of skill: quickly, accurately, in an original way to solve both ordinary and extraordinary tasks in a certain subject area. Such specialists are usually characterized as creative people in their professional field, as people who see the subject of their activity in a special way and are capable of rationalization, innovation, and discoveries of the new.

Along with the requirements of professional tasks that a specialist must solve, there are a number of requirements for his general intellectual development, his ability to capture the essence of the problem, not necessarily in the professional field, the ability to see the best ways to solve it, reach practical problems, forecasting.

This approach to professional intelligence requires the development of special educational psychology information models for the organization of vocational training, i.e., the transfer of a system of professionally demanded knowledge and the organization of their assimilation. The problem of psychology lies not in the selection of the content of vocational education, which

is the predominant competence of pedagogical science, and in solving the psychological problems of the formation and functioning of knowledge. In this regard, the psychological foundations of the information basis of learning are being developed, the formation of systemic thinking as the ability to see the subject of study from different positions and solve problems related to its assimilation creatively, independently, at the level of orientation in the whole complex of connections and relationships.

For the education system, the problem of ensuring the optimal amount of information and knowledge being transferred is especially relevant, but until recently it remains unresolved. in links of the system of vocational education. The lack of information transmitted in the learning process is associated With interference arising in the process of transmitting information (distortion, misunderstanding, misinterpretation). The redundancy of information that compensates for this deficiency also has a number of negative aspects: the connection of several information channels at once, the repeated repetition by the teacher of some material, the involvement of a large number of terms, synonyms, which makes the information terminologically overloaded, while the true meaning, as it were, goes to the second plan. The redundancy of educational information leads to a general overload of communication channels and, as a result, causes belated or irregular shapes response. In the conditions of vocational education, this possibility exists and in the force of an objective circumstance - a large amount of material on subjects that implement the curriculum. Construction of optimal information systems vocational education is the most important means of increasing the effectiveness of the students' assimilation of the knowledge transmitted to them.

Let us dwell briefly on the requirements that must be met educational information to ensure the optimization of the learning process:

- the adequacy of the information. AT the power of individual psycho
logical features of different students can be
built different images and ideas about the same
them and the same learning situations. Formed in humans
conceptual models and information images never
are not mirror image real environment and
learning situations. The degree of adequacy with which
subjective model reflects the real situation and situation
training, affects the effectiveness of the entire process
learning;

- completeness of information which is supported by the
past experience, the inclusion of a variety of information is-

accurate(excluding overload), compliance with the motivational expectations of students, their interests, goals, practical orientation of educational information, its compliance with the profile of education etc. d.;

- information relevance. The amount of information needed
for the successful organization of vocational training
should not include all information from each source
mation, but only that which is related to the goals of learning
niya. Weak differentiation of significant and low-value
information inevitably leads to its poor assimilation;

objectivity and accuracy of educational information. AT In this regard, objective reasons are singled out (failure of technical teaching aids or their absence) and subjective reasons (deliberate distortion or deliberate concealment by the teacher of information, individual psychophysiological characteristics of both transmitting and receiving information);

structured information. The multidimensional nature of information coming from all its sources makes it difficult to receive and process it, especially in conditions of time pressure. The structuring of information according to the principle of its hierarchization, the compilation of theoretical models facilitates the possibility of its perception and assimilation;

- information specificity. An example of this kind is
there is a diversity of information on various subjects,
included in the number of professionally studied in the system
education. At the same time, local information equivalents
valences should be comparable to the solution of common goals
vocational education;

- availability of information. Your developmental and educational
information can play a function only when it
content is understood by all learners. Her understanding of
tigated by accessibility, depending on the forms and methods of providing
putting information on the principles of information pas
rarity (when all students have the opportunity to access to
identical channels a also when the teacher and the student
we are equal in the right to use it, which creates opportunities
information dialogue on an equal footing);

Timeliness and information continuity. Any for
delayed information becomes either useless or
leads to actions that are not appropriate for the learning situation.
Thus, the basic requirements to educational information

relevant didactic principles, provide pe-

transmission and assimilation of didactically developed forms of scientific knowledge. When converting scientific information into educational information, a variety of ways of organizing, structuring and transferring scientific knowledge are also determined. At the same time, educational information, reflecting the subject area of ​​a person's future professional activity, is only one of the components of the general information basis of training,

The information basis of training in the system of vocational education requires the development and analysis of the problem of psychological mechanisms that provide the subject of the educational process with the assimilation of the entire volume of material and its successful use in their future activities.

Systemic knowledge about the subject being studied are one of such important issues of vocational education, in which the tasks of acquiring the necessary, accessible and practically oriented knowledge are solved.

The idea of ​​the connection between thinking and acquired knowledge, put forward by L.S. Vygotsky, became one of the fundamental ones in the activity theory of learning. This relationship is revealed in a meaningful way through the organization of the method of assimilation as a specific activity that "reproduces" knowledge about the object. Organization method cognitive activity how a systematic study of a subject determines the content of acquired knowledge about it, becoming a way of thinking. This approach is based on the use of the principle of consistency, i.e. building a conceptual system that describes the subject of study within the framework of the classical scheme of system analysis. At the same time, each element of knowledge acquires its functional meaning and meaning only in the system, its “role” - in integrity, in connection with other elements. Knowledge about the subject is not presented in a spontaneous descriptive form, but reveals the structure of the subject in a systemic perspective, containing the following points:

Disclosure of the prerequisites for the origin of the object and system
generally;

Description of its specific properties as a whole; - selection of the type of structure, system-forming connection;

Allocation of levels of the structure of the system;

Description of the originality of structures at each of the levels and the diversity of forms of existence of the system, -

Description of the system in "statics" and "dynamics";

Identification of the main contradiction underlying the development of systems of the main stages of its development.

Each of these elements contributes to a holistic theoretical description of the subject.

The concepts of system analysis do not "clog" the language of a particular science, they have the function of generalization, raising specific scientific knowledge to a higher level of generalization.

Knowledge with a systematic way of organizing their assimilation also has the following important characteristics:

Awareness expressed by attitude to activity
knowledge as an objective process that has its own
regularity;

Adequate expression by conceptual means of both the subject and the method;

The ability to use knowledge in any situation that provides a solution to problems related to this subject area;

Knowledge about a subject most fully expresses it as a qualitatively defined system;

Systematic disclosure of the subject significantly increases the worldview aspect of subject knowledge. The system under study appears not by itself, but in the aggregate of essential connections with other systems.

The cognitive activity of students in the process of assimilation of systemic knowledge acquires a reflexive character, since knowledge becomes for them a special “subject”, functioning according to its own laws. The acquired method of acquiring and appropriating knowledge becomes a way of organizing thoughts about the subject, expressing such a psychological formation as basic operational schemes.

Systemic orientation in the subject is important for solving heuristic problems, with the help of which the subject can anticipate the possible result and plan the achievement of the goal with a significant reduction in the path to it. A creative task is usually understood as a task, the method of solving which is unknown to the subject, and its solution is usually associated with the initial (even before the start of training) level of cognitive activity, the originality of thinking. Any task represents an object in the system of relations, their diversity and determines the degree of complexity of the task. At the same time, the “key” relation in a non-standard problem, as a rule, appears in indirect connections that are inaccessible to a simple search for patterns. The productivity inherent in creative thinking is the result of the upbringing of thinking in a certain way to explore the object, reflecting systemic connections and relationships in it.

Summarizing the above theoretical problems associated with the formation of professional thinking, it is necessary to cancel the following. At present, professional education is particularly acute in building such a system of knowledge that would meet the requirements of today's level of modern production. Knowledge should be fundamental, professionally and practically oriented. It is these provisions that underlie the development of didactic principles of vocational education.

Galperin's concept allows us to see the psychological foundations of professional activity in the peculiarities of a specialist's orientation in the subject of his activity. The peculiarities of orientation (the orienting basis of activity) can also be explained psychological differences in the thinking of a generalist and a multidisciplinary specialist: the variety of professional tasks is solved on the basis of a different way of reflecting their subject. A generalist reflects the subject in its general basis and the variety of specific forms of its expression in different tasks. A multidisciplinary specialist does not see the general basis and the subject, and each variant of the subject acts for him as miscellaneous subject. It is important to keep these features of orientation in mind when organizing the professional training of a generalist, with the task of forming his polytechnical thinking. In the process of learning, the subject of activity must be revealed to him in an invariant form and its diverse variants - specific forms of existence in which he acts in various tasks. So, technical objects for different purposes, with different principles of functioning, should act in a common basis - first of all, their systemic organization, general type structure and variety of species of this type in different technical objects.

Wide-profile professions are not a combination of former professions, they are new type professional activity, with a different content, functions and requiring a new way of orientation in the subject of its activity. A generalist worker is characterized by such a way of organizing cognitive activity that allows him to solve various types of professional tasks on a single indicative basis: design, construction, production, operation of technical systems.

Polytechnism as a "quality" of a generalist worker is manifested in a special way of his technical thinking - in a universal type of orientation in technical objects with

any kind of activity (both practical and theoretical): design, construction, operation, etc. Such possibilities are opened by the systemic type of orientation - the reflection of the object as a system.

Polytechnic education should not be opposed to professional education. On the contrary, vocational training, wherever it takes place: in high school, vocational school, college or university, in modern conditions should be polytechnic. Education should be "polytechnicalized" not on the principle of increasing the amount of general technical subjects (or expanding their volume), but on the principle of educating a polytechnical way of thinking in the study of each of them.

8.9. Psychological and didactic foundations for building educational courses

The problems of constructing an educational subject occupy a central place both in didactics and in the psychology of learning. From a didactic point of view, these are problems of the content of education, which implement the goals of education at different levels of education. From a psychological point of view, these are the problems of normative ways of transferring socio-historical experience to an individual and the organization of specific types and methods of activity for its assimilation, the problems of forming the ways of thinking of students, the boundaries of their intellectual development at different levels of learning and opportunities to correctly navigate in scientific picture peace. Both didactics and psychologists associate the improvement of the learning process as a whole with the development of the theory of the subject.

There are three points of view on the construction of the subject of an academic discipline.

The first one (it was mainly represented by scientists - representatives of various sciences) expressed the idea that the academic subject must be "an abbreviated and simplified copy of a particular science." The content of the subject does not represent the whole of science, but its foundations, however, these foundations must be disclosed, although in a somewhat simplified form, but still in the logic of the science being represented. At the same time, different aspects of science should be reflected in the subject: methodological, historical, logical.

The second point of view (it was represented mainly by teachers developing school didactics) expressed a different position, namely: the subject is not science, it has others

goals and objectives, and therefore it should be specially designed. It is necessary to "select" the material of science for the purposes of teaching, and not even the "fundamentals of the sciences", since it is not known what they are. Adaptation of the material of science in the subject should take place in accordance with didactic principles: the movement from simple to complex, the availability of material for understanding by students, the adaptation of the material to the current level of their cognitive activity. Therefore, an academic subject cannot “repeat” science either in structure or in logic. Its content and structure are independent of each other, and structure, i.e. logic, does not constitute a teaching method. At the same time, some authors see the impossibility of "repeating" science in an academic subject because pedagogy does not yet have the criteria for the "foundations of sciences" and does not have the means, methods of transferring the methods of science. Others appeal to the age capabilities of students and express concern that the focus on the development of abstract thinking can lead to "emasculation of the content of knowledge", to students' misunderstanding of specific material. Still others indicate that the subject must be considered in the system of the curriculum, in intersubject relationships, and cannot be considered on its own.

The third point of view was represented by philosophers and psychologists. The starting point is an indication of the ambiguous relationship between science and the subject (E.G. Yudin, V.V. Davydov), they have different functions. The problem is not, notes E.G. Yudin, so that the subject reflects the content of knowledge that constitutes the foundations of science and its actual problems, but in that its content and the way of mastering it form the necessary level of abilities and cultural values ​​of the individual. A subject matter cannot be reduced to knowledge. The student must learn them not contemplatively, but in the form of object-sensory activity. The content of the subject should also include theoretical activity, during which the student acquires knowledge. The content of education can be various functional units of science, but they must be introduced into the subject only through activity. The latter connects science and the subject. Science with all its achievements and history in the subject is presented in a revised form, but in all cases, at any level of education, the unity of the student's knowledge and activity is preserved. Processing of the material, notes V.V. Davydov, is not in the "selection" of fragments of science, but in the development of an introduction to science - the disclosure of that substantive activity

ty, which is behind the concepts, laws, theories of science and expresses a specific approach to the objects of this particular science. When processing the material of science into a subject, it is important to focus not on its adaptation to the existing abilities of students, but on human development, provided for by the goals of education of a particular historical era. The development of thinking presupposes, first of all, the mastery of certain methods of activity, which allow the student to learn independently.

As noted by V.V. Davydov, the problems of designing curricula require an integrated approach. This involves not only relying on the "positive content" of the relevant sciences (mathematics, physics, biology, history, etc.), but also on clear logical ideas about the structure of science as a special form of reflection of reality, on a developed understanding of the psychological nature of the connection of mental activity students with the content of acquired knowledge, on the possession of ways to form this activity. The curriculum fixes the content of the subject, its structure, the logic of presentation, to a certain extent determines the methods of teaching, the nature of didactic aids, the type of student's activity and his orientation in the subject, the way of thinking about the subject being studied. Therefore, the questions of constructing an educational subject are by no means narrowly methodological, but specific problems of education and upbringing.

The program should reveal the "constituting moments" of the subject, the specifics of the theoretical approach to it. After a thorough critical analysis of the logical and psychological prerequisites underlying the traditional methods of constructing curricula, V.V. Davydov notes that they are focused on the formation of "rational-empirical" thinking and that the traditional education system, although it declares the principle of scientific education, does not actually implement it. Davydov shows that even at the level primary school Maybe formation of theoretical thinking of students. Experimental programs presented the subject in a theoretical form of generalization, expressing the cognitive movement in it by the method of "ascent from the abstract to the concrete."

Made by V.V. Davydov's conclusion about the need to change . of the logical and psychological foundations of school curricula, which form a type of thinking in schoolchildren that does not meet the modern requirements of scientific thinking, we can equally refer to the system of vocational education (secondary and higher).

Scientific and technological progress requires education at modern specialists in the process of their professional training of a way of thinking that provides cognitive independence, search skills at a high level of generalization, the ability to apply knowledge in unfamiliar situations, include them in new systems to expand the boundaries of knowledge. However, the traditional system of vocational training does not provide the formation of such a way of thinking.

Consideration of the logical and psychological aspects in this problem is of essential importance for the scientifically grounded development of an educational subject. In this regard, attention is drawn to the logical psychological research principles of constructing curricula and psychological research on the principles of constructing an educational subject P.Ya. Galperin and his staff. The initial premise of these studies is the observation of the connection between the content of the acquired knowledge and the mental activity of students (methods of this activity). The level of intellectual abilities of the student, formed in the learning process depends on what cognitive means and, accordingly, methods of theoretical activity are provided for by the content of training and how their assimilation will be organized.

Having singled out three main types of learning with their specific characteristics as organizing the student's orienting activity in different ways, Galperin establishes their different relationship to intellectual development. intellectual development in in the proper sense of the word, he believes, takes place only with one of them - the so-called "third type". It is characterized, firstly, by the fact that the student's orienting activity does not develop spontaneously, as in the "first type", but is regulated the student performs the learning task, guided by an objectively necessary system of reference points, which allows him to perform the action successfully. Secondly, the student is allocated a different type of landmarks than with the "second type", namely, a generalized, opening new reality - the "structure" of the subject area as a whole, which is a specific class of tasks. When solving a specific problem the student is guided by the type of structure of objects in a given area, which is invariant to all their particular phenomena. Orientation on this general basis opens up the possibility of solving the entire set of problems covered by this area as special cases expressing variants of its objects. Orientation schemes in a given subject areas that make up basis

analysis of its specific phenomena, with their assimilation, turn into "operational schemes" of thinking. Generalization level

These schemes can be different: from schemes for analyzing the phenomena of a particular subject area to philosophical, "basic" schemes. With the "third type" of teaching, notes P.Ya. Galperin, there are two points. One of them is the assimilation of specific knowledge that constitutes the material of a particular science: facts, laws. The other is "operational schemes" of thinking about things that are socially given and which are also subject to assimilation. They condition a new vision of the world, a new way of orienting in it. The formation of such "operational schemes" characterizes the student's transition to a new way of organizing his mental activity. They represent a powerful tool of his intellectual activity, With by mastering them, the student rises to a new level of intellectual development. This type of learning presents the greatest prospects not only from the point of view of its productivity, but also from the point of view of influencing the development of the student's thinking, precisely because its program provides for the formation of "operational schemes" of thinking. However, its organization presupposes a significant restructuring of the subject, its content, the logic of presentation, the conceptual structure, and the forms of the student's activity.

The new principles of constructing a subject include: a) new principles of description and disclosure of the subject by the program academic discipline in the logic of the system analysis of the object; b) a description of the forms and types of learning activities that express the cognitive techniques of the method of system analysis; c) development of a system of training tasks, in which these activities are carried out.

The general principle of describing a subject and disclosing its content is the principle of system analysis. It is necessary to reveal its essential properties as a specific system. The content of different sections of the curriculum expresses different aspects of system analysis: integrative properties of the system, levels of its structure, structures of different levels, interlevel connections, static and dynamic state. Consistency is a universal property of all complex objects, expressing the subject in the unity of its integrity and internal discreteness, complexity and orderliness. Curriculum of the academic discipline must expound knowledge content about the subject this science in the logic of the system analysis.

The academic subject should be revealed to students in many dimensions: in its essential characteristics, in static and Dina-

mike, in invariant content and specific variants, in the unity of external and internal connections. The subject is described at different levels of abstraction and generalization, expressing the unity of the general, particular and singular. To differentiate these levels, the subject is described by three systems of concepts. Universal its form as a subject of science is generally described by the concepts of system analysis, as special subject (of a particular science) - by the concepts of this science, as its unit subject - the concepts of the relevant section of a particular science. Description of a subject in three languages ​​involves the development of requirements not only for the structure of the program, but also for the titles of its sections and topics. Sections and subsections, expressing the logic of the systemic disclosure of the subject, are described in two languages: systemic and the language of specific science. The specific content of the topics is in the language of the corresponding section of science. Let us give an example of a description of the subject of the curriculum of general and inorganic chemistry. A characteristic feature of the curriculum was the selection of the subject of chemistry as a chemical system and the disclosure of the determinism of its phenomena.

The program consists of an "Introduction" and three sections. The first section has the title: “Structure levels of matter. Chemical forms of its organization. Chemical bond. The second section is “Reaction system. Chemical reaction. Aspects of its analysis”. The third section is " Comparative characteristics structures and properties of chemical elements of the periodic system and their compounds”. The first section has subsections: 1. “Subatomic level of the structure of matter. The atomic nucleus is a system and a structural element of the atom. 2. “The atomic level of the structure of matter. The system of the atom. 3. " Molecular level the structure of matter. Chemical forms of its organization. Chemical bond (microforms: molecule, molecular ion, molecular radical). 4. "Supramolecular level of the structure of matter (macromolecules, coordination compounds, colloidal particles)". 5. "The level of macroforms of the structure of matter (crystals)". The topic highlights its object of analysis, which is analyzed in a uniform way: “structural elements”, “properties of structural elements”, “ chemical bond" (its features), "properties that characterize the system as a whole" (analyzed object). Accordingly, the subsections of the second section are expressed simultaneously in a general and special form: "Properties and characteristics of the reaction system", "Characteristics of the elements of the reaction system" and different levels chemical reaction: "thermodynamic", "structural-chemical", "kinetic".

Presentation of the subject at different levels of abstraction, fixed by different "languages", makes it possible to organize the assimilation of a particular subject at a high level of generalization, characteristic of modern theoretical thinking.

The systematization of knowledge about the subject is based on a new principle that gives them the property consistency, those. organization into a conceptual system that describes it with a theoretical scheme of system analysis. Each element of knowledge acquired its functional meaning and meaning only in the system.

Knowledge about the subject, systematized by the scheme of its system analysis, acquired a high measure generalizations. Knowledge was expressed in terms different levels abstractions and generalizations: the concepts of system analysis, the concepts of a specific science and the concepts of a separate section of it.

An important characteristic of effective curricula is that the subject is described not only by the system of knowledge, but also by the content of the activity for its analysis, which requires the description of the types of activity as to be mastered.

concept there is a thought that reflects the general, essential and distinctive (specific) features of objects and phenomena of reality. The content of concepts is revealed in judgments, which are always expressed in verbal form - orally or in writing, aloud or to oneself.

Judgment- this is a reflection of the connections between objects and phenomena of reality or between their properties and features.

Depending on how judgments reflect objective reality, they are true or false. A true judgment expresses such a connection between objects and their properties that exists in reality. A false judgment, on the contrary, expresses a connection between objective phenomena that does not really exist.

Judgments are general, particular and singular. In general judgments, something is affirmed (or denied) with respect to all objects of a given group, a given class (for example, "All trees are plants"). In private judgments, affirmation or negation no longer applies to all, but only to some subjects (for example: “Some students are excellent students”); in single judgments - only to one (for example, "This student does not study well").

inference- a conclusion about certain objects, phenomena, processes.

There are two main types of reasoning: 1) inductive(induction) and 2) deductive(deduction).

Induction is a conclusion from particular cases, examples, etc. (i.e. from private judgments) to a general position (general judgment).

Deduction is a conclusion that goes from a general position (judgment) to a particular case.

In psychology, there are types of mental opera-chiy: analysis, synthesis, comparison, abstraction, generalization, concretization, classification and systematization.

The essence of the operation of analysis is the decomposition of the whole into its component parts. After all, every object, phenomenon can be mentally regarded as elements.

Synthesis is the exact opposite of analysis. This is the restoration of what has been dissected into a whole on the basis of essential connections revealed by analysis. So, for example, numerous aerial photographic data are gradually combined and give big picture studied objects, large territories.

The comparison operation consists in comparing things, phenomena, their properties and identifying commonality or differences between them.

The operation of abstraction consists in the fact that a person is mentally distracted from the non-essential features of the subject being studied, highlighting the main, main thing in it. Thinking, ascending from the analysis of specific objects, phenomena, events to an abstract, generalized analysis of them, does not depart, if it is correct, from the truth, but approaches it: abstractions reflect the nature of phenomena, events deeper, or rather, more fully.

Generalization is reduced to the unification of many objects of phenomena according to some common feature.

Concretization is the movement of thought from the general to the particular, often this is the allocation of some specific aspects of an object or phenomenon.

Classification involves the assignment of an individual object, phenomenon to a group of objects or phenomena. This is the summing up of the particular under the general, usually carried out according to the most significant features.

Systematization is the mental arrangement of many objects in a certain order. Unlike classification, it can be carried out on many grounds, both essential and non-essential.

Depending on the nature of human cognitive activity in psychology, thinking is distinguished visual-effective, figurative and abstract.

Visual-effective thinking is manifested directly in the process of human activity.

Figurative thinking proceeds on the basis of images, ideas that a person perceived and learned earlier.

Abstract, abstract thinking is carried out on the basis of concepts, categories that have a verbal design and are not figuratively represented. Abstract thinking develops on the basis of a deep knowledge of the theory, the ability to operate with complex concepts, and also thanks to a large stock of ideas, which, as they are generalized, develop into concepts.

Thinking is connected not only with cognitive mental processes, but also with will, feelings, and other mental phenomena. Will affects the process of thinking, stimulates its activity, movement. After all, everyone knows that in order to solve a complex problem, you have to make great efforts of will.

Intellectual feelings such as surprise, doubt, confidence, curiosity also stimulate thought. However, feelings can also affect thinking negatively (for example, insecurity). Therefore, while developing thinking, one must take care that thought does not submit to the influence of negative feelings.

The thinking of each person is characterized by certain qualities, which are often called the qualities of the mind or the intellectual qualities of a person. These are depth, flexibility, breadth, speed, purposefulness, independence and some others.

deep mind behind the outer side of phenomena allows you to see connections, relationships and, therefore, penetrate into the essence.

flexible mind able to reveal contradictions in a particular phenomenon, process. The flexibility of the mind is manifested primarily in the ability to creatively use one's knowledge, the provisions of certain instructions and even orders.

wide mind can notice and constantly keep under his control a large number of connections between objects and phenomena.

Speed ​​of thought- this is the ability of a person to make correct and reasonable decisions in a short time. This quality is complex. Genuine speed of thought necessarily implies depth, flexibility, and breadth of mind, the ability to analyze in detail and skillfully generalize a lot of data.

Purposeful thinking means the ability to concentrate thought on a specific goal, without being distracted and without stopping the search for a solution. It is higher in a person who is convinced, who has a developed sense of duty, responsibility for the task assigned. The purposefulness of thinking also depends on the will, which ensures the concentration of thought, on intellectual feelings that help direct thought towards one goal.

Independence of thinking- is the ability to make decisions and act in accordance with one's own views and beliefs, without succumbing to outside influences. It manifests itself in a creative approach to solving various kinds of problems, in a critical assessment of possible solutions. As a rule, independent thinking is observed in people who know their business well, have a firm and clear goal.

A specific feature of the creative processes of problem solving is the presence in them intuition. With the help of intuition, Truth is revealed to a person by direct discretion without the use of logical definitions and evidence as intermediate links of knowledge. The effectiveness of making intuitive decisions in practice depends on the professional experience of a specialist, his knowledge, skills and abilities. His mental state also plays an important role - cheerfulness, elation has a positive effect on the generation of intuitive solutions, and vice versa, fear, depression, confusion reduce intuition to the level of pointless fortune-telling. Intuition, in addition, is associated with the individual psychological characteristics of a person: some people tend to act in many cases from the logic of facts (logical type), others very often rely on intuition (intuitive personality type). However, in all cases, the basis of intuition is experience: its strength or weakness is rooted in the life and professional experience of a specialist.

The solution of a mental problem usually goes through a series of stages:

- the occurrence of a problem;

Formation of hypotheses of its possible solution;

Their verification.

The activity of thinking, like any other activity, is always caused by some kind of needs.

It is not thinking itself that thinks, but a person, a specific individual, a person who has goals, interests, and possesses certain abilities. Any thinking is always the thinking of an individual in all the richness of its relationships with nature, society, and other people. And therefore, the development of thinking is closely connected with the development of the need-motivational and intellectual spheres of the individual, his will, the inclusion of a person in solving the ever-increasing difficulty of tasks.

3. Speech- This is the mental process of using language for the purpose of exchanging information, communicating and solving other problems. Human speech develops and manifests itself in unity with thinking. The content and form of a person's speech depend on his profession, experience, temperament, character, abilities, interests, states, etc. With the help of speech, people communicate with each other, transfer knowledge, influence each other, influence themselves.

Speech in professional activity is a carrier of information and a means of interaction.

In the speech activity of a specialist, speech can be distinguished oral and written, internal and external, dialogic and monologue, everyday and professional, prepared and unprepared.

Oral speech is further subdivided into dialogic and monologue.

Dialogic speech takes place in the conversation. The presence of contact with the interlocutor helps to omit certain points in speech. Facial expression, eyes, intonation, gestures, pauses, stress - all this allows you to understand each other perfectly. But in some cases, you need a complete and accurate design of dialogic speech, for example, when there is a scientific dispute.

monologue speech- performance of one person (lecture, report). Here the direct contact is weaker. Monologue speech requires great knowledge, a common culture, correct pronunciation self-control, active and systematic transmission of information, accurate descriptions, definitions, skillful comparison, etc.

The manifestation and use of oral speech (mainly dialogic) in everyday communication is called the speech of communication.

professional speech requires some education. This type of speech is typical for the communication of specialists. Various aspects of professional speech play an important role in this matter: the lexicon, the pronunciation of terms and special phrases, the logic of the statement, etc.

In the activities of a practitioner, a specialist speech must be prepared in advance. Preliminary work on the content and form of the forthcoming speech communication is important and necessary. At the same time, constant adherence to pre-designed verbal interaction fetters the creative thinking of the worker, makes him dogmatic. Therefore, a specialist with careful preparation of statements must also provide for improvisation.

4. Imagination- this is a mental process of creating new images, ideas and thoughts based on existing experience, by restructuring a person's ideas.

Imagination is closely connected with all other cognitive processes and occupies a special place in human cognitive activity. Thanks to this process, a person can anticipate the course of events, foresee the results and consequences of his actions and deeds. It allows you to create programs of behavior in situations characterized by uncertainty.

A kind of "building material" for the imagination are knowledge, thoughts, images of objects, phenomena, situations held by human memory.

From a physiological point of view, imagination is the process of the formation of new systems of temporary connections as a result of the complex analytical and synthetic activity of the brain.

In the process of imagination, the systems of temporary nerve connections, as it were, disintegrate and unite into new complexes, groups of nerve cells are connected in a new way. The physiological mechanisms of imagination are located in the cortex and in the deeper regions of the brain.

Imagination happens active and passive .

In the first case, it acts as a condition for the activity of the individual. In psychology, there are two types of active imagination: recreative and creative .

Recreating imagination is formed on the basis of nature, the urban landscape, a verbal portrait of a person, a diagram, a drawing, etc. In this sense, a person, as it were, fills the source material with the images he has. For example, an experienced lawyer on the basis of individual facts, traces of the incident, as it were, recreates a fairly complete picture of the situation.

creative imagination is the process of creating new images, i.e. images of objects that do not exist in reality. Invention, rationalization, development of new forms of education and upbringing are based on creative imagination. But it also happens that a person, creating something, does not know that it has already been created by someone else. All the same in their own way psychological features it will be a typical process of creative imagination.

Subjectively, this is new, but the objective result is not new. Therefore, in the imagination it is necessary to distinguish between the subjective and objective novelty of the result.

Creative imagination contributes to the development of initiative, human independence. It is of a professional nature.

Imagination can be passive leading a person away from reality, from solving practical problems. A person, as it were, goes into a fantasy world and lives in this world, doing nothing (Manilovism) and thereby moving away from real life. Such imagination can arise either unintentionally or intentionally.

passive imagination relaxes the will of a person, takes him into the world of dreams, empty dreams, dulls the sharpness of perception of reality, makes him passive and easily amenable to manipulative influences from others.

The value of a person is determined by what types of imagination prevail in it: the more active and significant, the more mature the person.

Imagination happens involuntary and arbitrary.

involuntary imagination there is a process in which new images arise in the mind of a person without a predetermined goal, by themselves. An unsatisfied material and spiritual need can involuntarily evoke in the mind a vivid representation of the situation in which it was satisfied.

Arbitrary imagination carried out deliberately, in connection with a predetermined goal. A person, imagining, seeks, selects, combines and transforms mentally his ideas, shows conscious efforts. This imagination is based on volitional effort and activity of consciousness. It is connected with the activity of the second signaling system.

Thus, imagination is one of the cognitive processes that characterizes a certain level of development of the consciousness of the individual, his creative potential.

Imagination plays an extremely important role in activity, and the development of its professional features among students is the most important condition for the formation of a specialist's personality.

In some studies, professional thinking is defined as the process of solving professional problems in a particular field of activity, in others - as a certain type of orientation of a specialist in the subject of his activity. The first approach is related to the concept of S.L. Rubinstein about the determination of thinking "by external conditions through internal ones". In the role of external conditions, according to this concept, there is a task that gives the thought process an objective content and direction. Therefore, in the process of the Study of professional thinking, the main attention is paid to the analysis of the specific features of professional tasks.

The second approach is associated with the concept of the phased formation of mental actions by P.Ya. Galperin, according to which the specific features of thinking, the content and structure of the mental image cannot be determined by the nature, features and content of tasks. Thinking is considered as one or another type of orientation of the subject in the subject of activity and its conditions, which in turn determines the nature of the tasks to be solved. Despite the attractiveness of this approach to the study of professional thinking, it is not without drawbacks. As one of them, we see the lack of a logically accurate description of the concepts of "orientation" and "generalization", as well as an underestimation of the specifics and originality of professional tasks solved by specialists of various profiles.

Professional thinking is, first of all, a reflexive mental activity to solve professional problems. If the specificity of professional thinking depends on the originality of the tasks solved by various specialists, then the quality of professional activity or the level of professionalism depend on the type of thinking. A high level is connected, first of all, with a theoretical, reasonable type of thinking.

The concept of "vocational education" is identified with special education and can be obtained in vocational, secondary and higher educational institutions. Vocational education is associated with the acquisition of certain knowledge and skills in a particular profession and specialty. Thus, vocational education trains specialists in educational institutions of primary, secondary and higher vocational education, as well as in the process of course preparation and postgraduate education, which form the system of vocational education. Vocational education should be focused on obtaining a profession, which makes it necessary to study such problems of professional training as professional self-determination or choice of profession, professional self-awareness, analysis of the stages of the subject's professional development and related psychological problems of accompanying professional activities;

The organization of vocational education should be subject to a number of principles:

* the principle of compliance of vocational education with modern global trends in special education;

* the principle of fundamentalization of vocational education requires its connection with the psychological processes of acquiring knowledge, forming the image of the world (E.A. Klimov), with the formulation of the problem of acquiring systemic knowledge;

* the principle of individualization of vocational education requires the study of the problem of the formation of professionally important qualities necessary for a representative of a particular profession.

Based on these provisions, the subject area of ​​the psychology of vocational education includes:

The study of age and individual characteristics of a person in the system of vocational education;

The study of a person as a subject of professional activity, his life and professional path;

The study of the psychological foundations of vocational training and professional education;

The study of the psychological aspects of professional activity.

Being called upon to study the structure, properties and regularities of the processes of vocational training and vocational education, the psychology of vocational education uses in its arsenal the same methods as in other branches of psychological science: observation, experiment, methods of conversation, questioning, studying the products of activity.

Among the methods aimed at studying the labor activity of a person, the method of professiography, descriptive-technical and psychophysiological characteristics of a person's professional activity is widely used. This method is focused on the collection, description, analysis, systematization of material about professional activities and its organization from different angles. As a result of professiogramming, professiograms or summaries of data (technical, sanitary-hygienic, technological, psychological, psychophysiological) are compiled about a specific labor process and its organization, as well as psychograms of professions. Psychograms are a "portrait" of the profession, compiled on the basis of a psychological analysis of a specific labor activity, which includes professionally important qualities (PVK) and psychological and psychophysiological components that are updated by this activity and ensure its performance. The importance of the method of professiography and psychology of vocational education is explained by the fact that it allows you to model the content and methods of forming professionally important personality traits given by a particular profession and build the process of their development based on scientific data.

It is necessary to consider professional development as a process that lasts a lifetime.

The professional path of a person and its main stages are inextricably linked with age-related development and the general formation of a person.

One of the most important features of thinking in practical activity is a specific, different from theoretical thinking, system of structuring experience. Knowledge about the object with which the professional interacts is accumulated in the most accessible form for further use.

The presence of such a processing of the experience accumulated by a professional has been repeatedly mentioned in works on practical thinking. Despite this, at present there are no studies specifically devoted to the study of the mechanisms that a professional uses to build an individual classification of the elements necessary to solve a mental problem. It is clear that obtaining information about these mechanisms, like any study of the procedural features of thinking, presents significant difficulties. Let us consider some kinds of individual classifications in practical thinking, making assumptions, if possible, about the ways in which these classifications are carried out.

Socio-economic trends in the development of society are making significant changes to educational policy in all countries of the world, including Russia. The priority direction in the development of a strategy for its long-term development is to improve the quality of education in order to train competitive specialists in the labor market.

One of the main factors of successful professional activity of the subject of engineering and technical work is thinking, as a component of the professionally important qualities of the future specialist.

The thinking of a specialist of the 21st century is a complex systemic formation, which includes the synthesis of figurative and logical thinking and the synthesis of scientific and practical thinking. The activity of an engineer combines these polar styles of thinking, requires equality of logical and figurative-intuitive thinking, equality of the right and left hemispheres of the brain. For the development of imaginative thinking of an engineer, art and cultural training are necessary. In the development of scientific thinking, the main role is played by the fundamentalization of education, the mastery of the basic sciences. Practical engineering and technical thinking is formed, rotates between three points: the basic fundamental sciences (physics, mathematics, etc.), the type of practical object and its technical model formulated in the technical sciences.

Thinking is a mediated and generalized reflection of reality, a type of mental activity, which consists in knowing the essence of things and phenomena, regular connections and relationships between them.

The first feature of thinking is its indirect character. What a person cannot cognize directly, directly, he cognizes indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge.

The second feature of thinking is its generalization. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other.

Markova A.K. rightly noted that developed professional thinking is an important aspect of the process of professionalization and a prerequisite for the success of professional activity.

The professional type (warehouse) of thinking is the predominant use of the methods of solving problematic problems adopted specifically in this professional field, methods of analyzing a professional situation, making professional decisions, methods of exhausting the content of the subject of labor, since professional tasks often have incomplete data, a lack of information, because professional situations are changing rapidly in conditions of instability of social relations.

The main qualities of a modern technical specialist include: creative understanding of production situations and an integrated approach to their consideration, possession of methods of intellectual activity, analytical, design, constructive skills, several types of activity. The speed of transition from one plan of activity to another - from verbal-abstract to visual-effective, and vice versa, stands out as a criterion for the level of development of technical thinking. As a thought process, technical thinking has a three-component structure: concept - image - action with their complex interactions. The most important feature of technical thinking is the nature of the thought process, its efficiency: the speed of updating the necessary knowledge system to resolve unplanned situations, the probabilistic approach to solving many problems and the choice of optimal solutions, which makes the process of solving production and technical problems especially difficult.

Thinking is a generalized and mediated form of a person's mental reflection of the surrounding reality, establishing connections and relationships between cognizable objects. The type of thinking is an individual way of analytical-synthetic transformation of information. Regardless of the type of thinking, a person can be characterized by a certain level of creativity (creative abilities). The profile of thinking, which reflects the dominant ways of processing information and the level of creativity, is the most important personal characteristic of a person, which determines his style of activity, inclinations, interests and professional orientation.

There are 4 basic types of thinking, each of which has specific characteristics.

1. Objective thinking. Inextricably linked with the subject in space and time. The transformation of information is carried out with the help of subject actions. There are physical limits on the conversion. Operations are only performed sequentially. The result is an idea embodied in a new design. This type of thinking is possessed by people with a practical mindset.

2. Figurative thinking. Separated from the object in space and time. Information transformation is carried out with the help of actions with images. There are no physical restrictions on the conversion. Operations can be performed sequentially and simultaneously. The result is a thought embodied in a new image. This mindset is possessed by people with an artistic mindset.

3. Sign thinking. The transformation of information is carried out with the help of inferences. Signs are combined into larger units according to the rules of a single grammar. The result is a thought in the form of a concept or statement that fixes the essential relationships between the designated objects. This thinking is possessed by people with a humanitarian mindset.

4. Symbolic thinking. The transformation of information is carried out with the help of inference rules (in particular, algebraic rules or arithmetic signs and operations). The result is a thought expressed in the form of structures and formulas that fix the essential relationships between symbols. This thinking is possessed by people with a mathematical mindset.

According to D. Bruner, thinking can be viewed as a translation from one language into another. Therefore, with four basic languages, there are six translation options:

1. subject-shaped (practical),

2. subject-sign (humanitarian),

3. subject-symbolic (operator),

4. figurative-sign (artistic),

5. figurative-symbolic (technical),

6. sign-symbolic (theoretical).

In each of these six pairs, four transitions are possible. For example, in the first pair, the following transitions are formed:

1. subject turns into figurative,

2. figurative turns into subject,

3. the subject turns into the subject,

4. figurative turns into figurative.

As a result, 24 transitions are formed in all six pairs.

The following thinking factors stand out:

practicality - theoretical, humanitarian - technical, artistic - operator;

concreteness - abstraction.

Consider the stages of the professional path according to Super.

Super divided the entire professional path into five stages. First of all, the author was interested in finding out by the individual his inclinations and abilities and the search for a suitable profession that actualizes the professional "I-concept".

1. Stage of growth (from birth to 14 years). In childhood, the "I-concept" begins to develop. In their games, children play different roles, then try out different activities, finding out what they like and what they are good at. They show some interests that may affect their future professional career.

2. Stage of research (from 15 to 24 years). Boys and girls are trying to understand and determine their needs, interests, abilities, values ​​and opportunities. Based on the results of this introspection, they consider possible options for a professional career. By the end of this stage, young people usually choose a suitable profession and begin to master it.

3. Stage of career consolidation (from 25 to 44 years). Now workers are trying to take a strong position in their chosen activity. In the first years of their working life, they can still change their place of work or specialty, but in the second half of this stage, there is a tendency to maintain the chosen occupation. In the working biography of a person, these years often turn out to be the most creative.

4. The stage of maintaining what has been achieved (from 45 to 64 years). Workers try to keep for themselves the position in production or service that they achieved at the previous stage.

5. Stage of recession (after 65 years). The physical and mental strength of the now older workers is beginning to wane. The nature of work is changing so that it can correspond to the reduced capabilities of a person. In the end, the work activity stops.

On the problem of studying the professional thinking of future teachers

Shaida Alexander Gennadievich,

Senior Lecturer, Department of General Psychology, Donbass State Pedagogical University, Slavyansk, Ukraine.

The high professional level of specialists is largely due to the development of professional thinking and is the result of a purposeful organization of the system for the formation of professional thinking of future teachers on a scientific basis, carried out during all the years of study at a pedagogical university. However, the formation of modern professional thinking during the period of study at a pedagogical university among students is not purposeful and scientifically organized. Moreover, according to the studies of scientists (O. A. Abdullina, S. I. Gilmanshina, Yu. N. Kulyutkin, M. M. Kashapov and others), the professional thinking of most teachers is far from creative, replete with stereotypes and methodological clichés. There is a need for systematic, specially organized work on the formation of this type of thinking in future teachers using the content, forms and methods of the psychological, pedagogical and subject block of disciplines.

Currently in a number pedagogical universities in the classroom in the disciplines of the psychological and pedagogical cycle and with the help of private methods, a certain work is carried out to form students' professional thinking. Workshops are being held to train future teachers in solving professional problems, and appropriate programs of special courses are being developed. The expediency of such a vision of the educational process is obvious. The theoretical generalization of this experience in scientific literature not enough.

All this necessitates the search for new approaches to the formation of professional thinking among students, the development of questions of the essence, features, structure, functions of the professional thinking of a subject teacher, as well as a holistic picture of its formation.

The purpose of the article is the analysis of theoretical approaches to the problem of studying the formation of professional thinking of future teachers.

For the concept of "professional thinking" the general, generic concept is the concept of "thinking". Any kind of professional thinking is a special case of thinking in general. Therefore, it is advisable to start research on the problem of professional thinking with an analysis of general scientific and general psychological problems of thinking.

Thinking has long been and remains one of the most important objects of philosophical research.

In psychological dictionaries, thinking is defined as “one of the highest manifestations of the mental, the process of cognitive activity and reflection of reality, problem solving; activity of a personality, an integral part and a special object of its self-consciousness”, “analysis, synthesis, generalization of the conditions and requirements of the problem being solved and methods for solving it”, any hidden cognitive or mental manipulation of ideas, images, symbols, words, judgments, “the highest form of creative activity person."

Studies of the personal component of thinking are presented in the framework of Gestalt therapy (F. Perls, I. Polster, M. Polster, D. Enright, R. Persons, D. Reinwater, K. Naranjo, etc.), which can be considered as a productive approach to increasing efficiency professional thinking of the teacher.

Within the framework of the psychology of thinking, important material has been accumulated on the mechanisms of decision-making, the patterns of development of an idea, and the features of creative activity (D. B. Bogoyavlenskaya, A. V. Brushlinsky, V. P. Zinchenko, S. N. Kulyutkin, V. N. Dushkin, Ya. A. Ponomarev, S. L. Rubinstein, I. N. Semenov, O. K. Tikhomirov, M. G. Yaroshevsky, etc.). At the same time, psychology has the necessary theoretical prerequisites for organizing complex studies of the formation of a specialist's professional thinking. A significant contribution has been made to the disclosure of the psychological mechanisms of professional activity (D.N. Zavalishina, E.A. Klimov, T.V. Kudryavtsev, A.M. Matyushkin, V.A. Molyako, B.M. Teplov, E.A. Faraponova, V. D. Shadrikov, I. S. Yakimanskaya and others), detailed characteristics of the types of thinking projected in educational activities are given (P. Ya. Galperin, V. V. Davydov, A. K. Markova, A. I. Podolsky, Z. A. Reshetova, V. V. Rubtsov, N. F. Talyzina, D. B. Elkonin, etc.). In foreign psychology, professional thinking is considered mainly in two aspects: as a study of the peculiarities of thinking of individuals engaged in certain types of practical activity (R. Wagner, J. Gilford, R. Sternberg, etc.) and as an analysis of wisdom, practical intelligence (S. Holliday, M. Chandler, and others), as well as within the framework of career psychology (S. Buhler, E. Spranger, E. Erickson, and others).

Fundamentals of general psychological theory of thinking in domestic psychology developed by S. L. Rubinshtein. The author saw the specifics of human thinking in the fact that it is the interaction of a thinking person not only with directly, sensually perceived reality, but also with a system of knowledge objectified in the word, socially developed system of knowledge, communication between a person and humanity. The fundamental position in the theory developed by S. L. Rubinshtein and his followers is the assertion that the main mode of existence of the mental is its existence as a process or activity.

post-positivism (K. Popper, W. Quine, P. Feyerabend). The ideas of the formation of positive pedagogical thinking, aimed at destroying one's own professional stereotypes, seem promising.

The thesis about the essential role of intellectual structures in the development of adaptation processes was developed in the theory of cognitive development by J. Piaget. In accordance with this theory, the organization of mental activity, developing from the simplest motor coordinations to abstract-logical reasoning, and the formation of hypotheses on this basis, provides a solution to the problems of adaptation of the individual. Developing the ideas of J. Piaget, W. Neisser focuses on the continuous dynamics of cognitive skills that undergo systematic changes. With the help of numerous experiments, it has been shown that the totality of cognitive schemes allows the subject to reflect reality and, therefore, adapt to environmentally more important environmental factors. The development of cognitive schemas is initiated and accompanied by both external research activity and internal restructuring.

AT cognitive approach(D. Norman, P. Lindsay, R. S. Lazarus, J. Kelly) as a unit of thinking analysis stands out "A New Look". According to R. L. Solso, with the help of thinking, a new mental representation is formed, which is achieved by transforming information in a complex interaction of mental attributes of judgment, abstraction, reasoning, imagination and problem solving. In other words, a person builds a subjective image of any problem situation even before he starts looking for a solution. The way reality is presented, the situation in individual consciousness, predetermines the nature of subsequent intellectual activity.

In this way, psychological foundations studies of professional thinking are characterized by positions in which thinking is considered as the highest form of active subjective reflection of objective reality, manifested in a purposeful, mediated and generalized knowledge by the subject of essential connections and relations of objects and phenomena. The ideas highlighted in classical concepts and psychological schools of thought are of value for understanding psychological nature precisely the professional thinking of the teacher.

The definition of new vectors for the study of professional thinking, their direction, not only does not deny, but also involves a wider use of the scientific experience of leading psychological schools and traditions, attracting the results of fundamental theoretical and practical developments of the problem, and their integration. Professionalization is the basis of professional thinking. On the one hand, professionalization generates modifications of thinking according to the occupation, i.e. forms professional types of thinking. On the other hand, with the division of mental and physical labor, mental activity itself becomes professional. Thus, professional thinking is found in two varieties: as thinking that has become a professional occupation, and as thinking modified by other professional occupations.

For the psychology of professionalism, it is traditional to understand professional thinking as one of the components of the operational sphere of professionalism, realizing the performing part of the professional activity of a specialist using means (labor actions, methods of professional thinking, etc.) and resources (professional abilities, professional consciousness, etc.) , which the specialist invests to implement existing professional motives.

Following this approach, A. K. Markova defines P professional thinking as a professionally important quality, consisting in the use of mental operations as a means of carrying out professional activities, “methods for solving problematic problems adopted precisely in this professional area, methods for analyzing professional situations, making professional decisions, methods for scooping out the content of the subject of labor” . Theories of the psychoanalytic direction make it possible to explain the psychological reasons for the teacher's transition to protective mechanisms in the process of analyzing complex pedagogical situations and resolving them.

According to T. F. Kuzennaya, professional thinking is “the performing part of professional activity transformed into the form of an internal cognitive (mental) process, adequate to the normative (reference) model of mental activity in relation to the object of labor in the corresponding subject-professional reality (philological, pedagogical, technical, etc.) ".

Professional thinking as a process of generalized and indirect reflection by a person of professional reality (object of labor, tasks, conditions and results of labor) includes: methods of setting, formulating and solving professional problems; stages of making and implementing decisions in professional activities; ways for a person to acquire new knowledge about different aspects of labor and ways to transform them; methods of goal formation and planning in the course of work, the development of new strategies for professional activity.

Thus, a professional task is included in the mental activity of a specialist as a structural unit of this process, and the functions of thinking in relation to practical activity are recognized as functions of analyzing specific situations, setting tasks and developing plans for their solution, regulating the implementation of planned projects, and evaluating results. At the same time, the specificity of professional tasks leaves a certain imprint on the mental activity of a person, making special demands on it, contributes to the predominant development of certain aspects of thinking, forms the necessary qualities of professional thinking. A professional, from the point of view of E. F. Zeer, is able to "detect a problem, formulate a problem and find a way to solve it."

The peculiarity of each type of practical professional thinking, according to A. V. Karpov, is associated with the structural organization of its properties. The author believes that this structure includes general properties for any kind of practical thinking; special properties corresponding to the subject-subject or subject-object type of activity; properties that are unique for each type of professional thinking. The last category of properties is determined by the content of a particular activity, the requirements for it, and is formed in the course of accumulating experience in independently resolving the main situations inherent in this species professional activity.

As part of pragmatism (W. James, D. Dewey) psychologists developed concepts that considered thinking, including professional, as means of adaptation environment for successful action. The function of thought, according to D. Dewey, is not in cognition as a reflection of objective reality and the orientation based on it and the implementation of activities, but in overcoming doubt, which is an obstacle to action, in choosing the means necessary to achieve the goal, or to solve the "problematic situations." The elements of thinking are maintaining a state of doubt and conducting systematic research.

Separate works of researchers of the problem are devoted to the analysis of the psychological characteristics of the constructive thinking of an engineer; professional thinking in working professions; operational thinking, managerial thinking of administrative workers; pedagogical thinking of a teacher, professional thinking of a psychologist; inventive and other specific types of professional thinking.

It should be noted that, despite the specifics of the subject, means, results of labor, the very processes of thinking in different specialists occur according to the same psychological laws, each type of professional thinking includes General characteristics and components. This fact is explained by the fact that any type of professional thinking is a special case of the thinking process in general.

A.V. Burshlinsky believes that, despite the generally accepted, classical division of mental activity into productive and reproductive, there is also a position according to which any thinking is creative to one degree or another. Any creative professional activity does not tolerate programming, stereotypes, restrictions in the choice of means and methods for solving tasks, blind copying of someone else's experience.

Professional thinking is attributed to such features of creative thinking as activity, exploratory, analytical-synthetic nature, the ability to think with "information voids", the ability to put forward hypotheses and carefully examine them, resourcefulness, flexibility, and creativity. We are talking about creative professional thinking when using the more common concept of professional creativity, which is understood as finding new, non-standard ways to solve professional problems, analyzing professional situations, and making professional decisions. In the process of creative thinking, problems are posed, new strategies are identified that, in addition to labor efficiency, provide resistance to extreme situations. Professional creativity is based on professional skills, experience of a specialist; the achievement by a specialist of the level of professional creativity may also precede the mastery of the skill.

In the context of professional pedagogical thinking, the position post-positivism (K. Popper, W. Quine, P. Feyerabend). The ideas of the formation of positive pedagogical thinking, aimed at destroying one's own professional stereotypes, seem promising.

Professional thinking can also be attributed to the categories that determine the competitiveness of a person, and be considered within the framework of this problem, which is especially relevant in our time. Ensuring competitiveness is largely predetermined by professional training, including the formation of professional thinking.

In the initial structure of the culture of a specialist who is able to compete in the labor market in the future, N. V. Borisova includes thinking, the ability to carry out mental operations (standard and non-standard) and the ability to use them. The author identifies three groups of personal qualities of a future specialist that determine his competitiveness: psychological (empathy, tolerance, stress resistance, development of perception, development of intuition); behavioral (sociability, ability to take risks, responsibility, ability to lead and obey); mental (analyticity, speed of reaction, observation, criticality, integrity of thinking).

The future specialist must master highly developed analytical thinking, intellectual skills, and have a high creative potential. Professional thinking appears as a result of cognition, comprehension of objective-subjective interactions between students and teachers, which directly affect the development and formation of the social maturity of the personality of a future specialist.

The professional thinking of students is formed as a professional mental ability that allows you to comprehend, analyze, generalize, compare, evaluate practice, make great discoveries, actively, creatively and effectively implement them.

Taking into account the results of processing scientific literature by students, it is possible to single out the parameters of professional thinking of a future specialist: the ability to analyze the phenomena of the surrounding reality and the facts of their integrity, interconnection and interdependence; the ability to correlate professional actions with the tasks and results of a particular situation; the ability to carry out in unity the analysis and synthesis of phenomena and processes, to distinguish between truth and untruth; the ability to observe the genesis of mutual influence of certain processes and phenomena; the ability to use in mental practice all types and ways of thinking; the ability to abandon patterns and stereotypes that exist, to find new assessments, generalizations, approaches, actions; the ability in theory and practice to move in the opposite direction; the ability to use theory and new ideas in a practical, creative search; the ability to correlate tactical and strategic actions; the ability to use in practice the logic of facts and convincing argumentation in dialogue; ability to show mental flexibility and efficiency.

The thinking of a specialist directly contains his practical activity and is aimed at adapting general knowledge to specific practical situations. Acquiring a future specialty in the learning process, students are characterized by the social aspect of thinking, and being qualified specialists, they must perform specific tasks and master subject thinking.

The development of students' professional thinking, in our opinion, can be represented, in a broad sense, as a transition from academic thinking to proper professional thinking, and, in a narrow sense, as a transformation of individual types and properties of human mental activity and obtaining their new compounds depending on the subject, ways, conditions, result of work, that is, in the formation of specific types of professional thinking - psychological, technical and others. The development of professional thinking of future specialists within the higher school will help solve the problem of training highly qualified specialists who are in demand on the modern labor market, who make decisions and bear responsibility for them, update, demonstrate the humanitarian and moral aspects of their activities, and are capable of independent self-development and self-education.

Thus, the concept of "professional thinking" does not have a clear and unambiguously recognized definition in science. Professional thinking is considered as a characteristic of the quality, the level of perfection of thinking, the peculiarities of the thinking of a specialist, which are determined by the nature of professional activity in relation to the object of labor; as a process of solving professional problems in any field of activity. Our experience in determining the process of formation of professional thinking will significantly improve the quality of training of a future specialist, which meets the requirements of society. However, this problem requires further theoretical and experimental research.

Literature

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