CREATIVE POTENTIAL DEVELOPMENT OF INDIVIDUAL STUDENTS IN THE LEARNING PROCESS
DOI: 10.23951/1609-624X-2018-5-166-174
The article reflects the ideas of development of creative potential of students‘ personality in the process of their professional training. The state of the studied problem in pedagogical theory and practice is studied, perspective approaches to its solution are defined, the conceptual apparatus of research is specified. The state of the problem of students’ creative potential is analyzed. In the process of its development, we have identified the stages in the logic of the main trends. Ideas about creative potential of students’ personality are developed. The aspects of development of creative potential of personality of students are considered, pedagogical conditions of its formation, creation of the creative environment, inducements of reflexive activity, dialogization of educational process are allocated. There was conducted the survey and testing of students of Altai State Technical University and Altai Economics and Law Institute. The results of the study of the creative potential of students in the process of training in public and private universities are presented. These surveys and tests allowed the author to conclude that the type of educational institution does not significantly affect the proportion of students with explicit and empirically fixed creative potential. A survey of students of different courses, as well as a repeated survey of the same panel with minor sample losses showed that the number of students with the author’s analyzed criteria of creative potential varies between 25–35 percent. No more than 10–12 percent of respondents in both universities have all the necessary qualities. Half of respondents express these qualities poorly or asymmetrically, the fifth part of the surveyed students focused on noncreative study and professional career, shows obvious conformism. The grounds for the conclusion about the development of the creative potential of students in General is not enough, as evidenced by the specific weight of creative personalities in different courses. The author sees the reasons in the fact that, firstly, the basis for such development is laid earlier, before entering the University, and secondly, some students with creative potential are eliminated from the educational process for various reasons: lack of money for education, conflicts with the administration, etc. in a private University, despite the action of various circumstances, the proportion of students with creative potential remains quite stable, and in a state University there is a tendency to reduce the number of such students.The article reflects the ideas of development of creative potential of students‘ personality in the process of their professional training. The state of the studied problem in pedagogical theory and practice is studied, perspective approaches to its solution are defined, the conceptual apparatus of research is specified. The state of the problem of students’ creative potential is analyzed. In the process of its development, we have identified the stages in the logic of the main trends. Ideas about creative potential of students’ personality are developed. The aspects of development of creative potential of personality of students are considered, pedagogical conditions of its formation, creation of the creative environment, inducements of reflexive activity, dialogization of educational process are allocated. There was conducted the survey and testing of students of Altai State Technical University and Altai Economics and Law Institute. The results of the study of the creative potential of students in the process of training in public and private universities are presented. These surveys and tests allowed the author to conclude that the type of educational institution does not significantly affect the proportion of students with explicit and empirically fixed creative potential. A survey of students of different courses, as well as a repeated survey of the same panel with minor sample losses showed that the number of students with the author’s analyzed criteria of creative potential varies between 25–35 percent. No more than 10–12 percent of respondents in both universities have all the necessary qualities. Half of respondents express these qualities poorly or asymmetrically, the fifth part of the surveyed students focused on noncreative study and professional career, shows obvious conformism. The grounds for the conclusion about the development of the creative potential of students in General is not enough, as evidenced by the specific weight of creative personalities in different courses. The author sees the reasons in the fact that, firstly, the basis for such development is laid earlier, before entering the University, and secondly, some students with creative potential are eliminated from the educational process for various reasons: lack of money for education, conflicts with the administration, etc. in a private University, despite the action of various circumstances, the proportion of students with creative potential remains quite stable, and in a state University there is a tendency to reduce the number of such students.
Keywords: creative potential of students personality, risk tendency, conscious choice of interesting and developing activities
References:
1. Davydova I. V. Razvitiye tvorcheskogo potentsiala studentov pedvuza v protsesse ikh sovmestnoy uchebnoy deyatel’nosti. Avtoref. dis. kand. ped. nauk [Development of creative potential of students of teacher training University in the process of their cocurricular activities. Abstract of thesis of cand. of ped. sci.]. Saint Petersburg, 2009. 24 p. (in Russian).
2. Medvedeva L. D. O podgotovke spetsialistov ekonomicheskogo profi lya v usloviyakh globalizatsii [About training of specialists of the economic profi le in the conditions of globalization]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2009, vol. 2 (80), pp. 76–79 (in Russian).
3. Malakhova O. Yu. Rol’ refl eksivno-obrazovatel’noy sredy v professional’no-lichnostnom samoopredelenii studenta vuza [The Role of refl exiveeducational environment in professional and personal self-determination of a student]. Obrazovaniye i obshchestvo – Education and Society, 2015, no. 1 (90), pp. 87–91 (in Russian).
4. Myasnikova T. V. Motivatsya obucheniya studentov posredstvom modelirovaniya [Motivation of students learning through modeling]. Molodoy uchenyy, 2014, no. 18 (77), pp. 614–617 (in Russian).
5. Andreev V. I. Pedagogika vysshey shkoly [Pedagogy of higher education]. Kazan, Tsentr innovatsionnykh tekhnologiy Publ., 2005. 500 p. (in Russian).
6. Khutorskoy A. V. Klyuchevyye kompetentsii kak component lichnostno oriyentirovannogo obrazovaniya [Key competencies as a component of learner-centered approach]. Narodnoye obrazovaniye – National Education, 2003, no. 2, pp. 58–64 (in Russian).
7. Blinov V. I., Batrova O. F., Esenina E. Yu., Faktorovich A. A. Sovremennyye podkhody k otsenivaniyu kvalifi katsiy [Modern approaches to qualifi cation assessment]. Vysshey e obrazovaniye v Rossii – Higher Education in Russia, 2013, no. 5, pp. 100–106 (in Russian).
8. Panov V. I. Rol’ gumanitarnogo obrazovaniya v professional’noy podgotovke tekhnicheskikh spetsialistov [The role of humanitarian education in professional training of technical specialists]. Chelovek – obrazovaniye – professiya: materialy V Mezhdunarodnoy nauchno-prakticheskoy konferentsii (6–8 iyulya 2009 g.) [Man – education – profession: the materials of the 5 international sci.-pract. conf. (6–8 July 2009)]. Moscow, MSPU Publ., 2009, pp. 34–38 (in Russian).
9. Sazonov B. A. Individual’no oriyentirovannaya organizatsiya uchebnogo protsessa kak usloviye vysshego obrazovaniya [Individual-oriented organization of educational process as a condition of modernization of higher education]. Vyssheye obrazovaniye v Rossii – Higher Education in Russia, 2011, no. 4, pp. 10–24 (in Russian).
10. Pozdeeva S. I., Obskov A.V. Diagnostika funktsional’no-smyslovogo soderzhaniya sovmestnoy deyatel’nosti i pozitsii prepodavatelya na uchebnom zanyatii po inostrannomu yazyku v tekhnicheskom vuze [Functional Semantic Diagnostics of Joint Activities and Teaching Positions at Technical University]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2017, vol. 1 (178), pp. 119–125. DOI: 10.23951/1609-624X-2017-1-119-125 (in Russian).
( 473.59 kB ) 
( 466.14 kB )
Issue: 5, 2018
Series of issue: Issue 5
Rubric: PERSONAL DEVELOPMENT
Pages: 166 — 174
Downloads: 1166