M.O.Tuseev, Madzhuga A.G.

South-Kazakhstan state university named by M.O.Auezov, Kazakhstan

RESEARCH OF EFFICIENCY OF EDUCATIONAL PROCESS IN THE INTEGRATED ESTIMATION OF RESOURCE DEFICIENCIES

OF THE EDUCATIONAL ENVIRONMENT

Research of resource deficiencies of the educational environment is, in our opinion, an actual research direction in an education system. Until recently about deficiencies of the educational environment to speak it was not accepted, and in situations unsuccession of children the question was, as a rule, deficiencies of the child. Clearly, that this sight does not assume an opportunity of change in educational practice, and basically is aimed at correction of the child, that, naturally, not always is effective.

We, as a rule, find out the fact of alienation when it has already taken place - and cardinal measures on restoration of a situation are required, the problem of the teacher to find out it before the child has lost interest to training.

The information received from parents on start of training of the child at school (the given questionnaires - interviews, researches of resource deficiencies), allows us to predict possible difficulties at educational meetings and by means of special the organizations of interaction of the child with requirements of environment to provide efficiency of education and to compensate available deficiencies.

Now efficiency of educational process was estimated mainly by achievements of the child in subject domains, however it does not provide participation in educational process, is especial at children with a superfluous resource. Even modern approaches to an estimation of efficiency of education by the primary goal see check of a condition of training but to various subjects.

Thus, we are once again convinced, that in the daily activity to teachers one foreshortening of children's development - success in subject domains is seen mainly.

We consider that to estimate efficiency of educational process we can not help asking the child. How the child at school feels like? Is he good or bad? What kind of emotions do prevail at the child during stay in school? Researches of state of health of the child were not included in usual approaches at school, at the best it there were researches of the attitude to school.

Emotions are a special class of the mental phenomena shown in the form of direct, biassed experience by the subject of vital sense of these phenomena, subjects and situations for satifection of somebody’s needs. Emotions serve one of the main mechanisms of mental regulation of behaviour.

On S.L.Rubinshtejn’s opinion, emotional processes are not opposed processes cognitive as external, each other excluding contrasts. Emotions of the person represent unity emotional and intellectual the same as cognitive processes form unity intellectual and emotional.

The basic moment determining a nature and function of emotions, consists that in emotional processes connection is established, mutual relation between a course of the events made in conformity or counter with requirements of the individual, a course of its activity directed on satisfaction of these needs, and current of internal organic processes. In result the person is adjusted on the appropriate action or counteraction.

Thus, emotional processes get positive or negative character depending on, whether there is an action which the person makes, and influence to which it is exposed, in positive or the negative attitude to his needs, interests, installations.

The course and outcome of human activity cause usually in the person those or other feelings, on the other hand, feelings of the person, his emotional conditions influence his activity.

Emotional trouble of the child at school significally influences formation of educational activity and creation of motivation of the doctrine. In this sense emotional trouble can result in alienation from educational process. Without consideration changes of an emotional condition of the child, it is impossible to judge efficiency of educational process. Presence of negative experiences results in growth didactic-genealogical deseases, speaks about imperfection of educational planning. Not considered emotional well-being of the child at school results in loss of interest to education and alienation from educational process.

Research of emotional state of health of children in a class, on a parallel of classes, at school as a whole is the important component in research of efficiency of educational process.

The offered methodical course will allow to pay attention to the focus of children's development connected to state of health of the child at school. With the help of an offered technique it is possible to find out deficiencies and resources of the most pedagogical system, and also a problem and potential of teachers. At the similar approach well-being and a positive emotional background become not only a condition, but also the purpose of the organization of educational process.

The materials received during research are necessary at planning educational process, and also at certification of teachers. They can become the basis for joint activity of doctors, teachers and psychologists at the school directed on creation of an effective education system. Materials can form a basis for effective educational planning and improvement of quality of educational process.

Research of state of health of children at school is recommended to carry out not less than two once a year. The technique does not assume accustoming to stimulus to a material.

At an estimation of an emotional condition the substantial side of social life should be opened. In this sense components which influence emotional state of health, will be different depending on age. The general estimation of emotional well-being at school develops of emotional well-being in different significant disputes for the child. In our opinion, at younger school age it:

1. relations with schoolmates;

2. relations with teachers;

3. the relation to performance of the domestic task;

4. the relation to school as a whole.

On the average and the senior school age is:

1. Relations with teachers;

2. The contribution to life of school;

3. An estimation of own educational achievements;

4. An estimation of own communicative abilities.

At younger school age for research of a psychological climate the technique "Face-test" is used.

The analysis of the received results gives the basis to draw the following general conclusions.

1. Two types of alienation are established: in one case - deficiency of a disputed resource of the child and inability to overcome resistance of a material, in the other case - the educational system is tolerant to resources of the child and a material, offered to the child in quality task, the child easily copes with offered problems that does not promote occurrence of state of health through overcoming of resistance of a material, the material does not resist also the child loses interest to training. The school environment acts for such children as differentiated, poor, not containing breaks in the educational contents, not providing development of the child and not allowing to realize an available resource.

2. Presence of functional deficiencies is not the factor influencing reduction of educational motivation and causing alienation from school, in the certain conditions of training, in particular, in practice developing training. While in traditional system of training children having functional deficiencies, are inclined to lose interest to training within first two years of study at school.

3. The theory of educational activity and the subject domains constructed on its basis have excellent proved an opportunity of children's intervention in logic of subjects if to admit, that their creation is not completed and proceeds with participation of the child. The system of developing training supposing designing productively - guided conflict, assumes formation initiative, subjective, attitudes of the child to training and promotes preventive maintenance of alienation. And also allows to compensate difficulty as hyperactive, and hyperactive children, keeping interest to the educational contents.

4. Specially organized questionnaire - interview for the parents, aimed at revealing of features of transition periods of development of the child, allows to find out opportunities and restrictions of the child at the moment of receipt in school.

5. The method of regular monitoring of state of health of the child in educational process is, that, investigating state of health of the child to allocate zones of risk in technology of receptions and styles of training.

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