Factors that determine the socio-psychological portrait of a student and to a large extent
degrees that affect learning success can be divided into two categories: those with
by which the student came to the university - they can only be taken into account, and those
that appear in the learning process - they can be controlled.
attitude to learning, awareness of university realities, ideas about
professional future.
These factors are largely determined by the general atmosphere in the country and specific
"everyday knowledge" of those who were the direct source of information.
You can influence them only indirectly, stating and using them as a starting point.
point of impact on students.
freshmen are trying to understand "where I got" and "who surrounds me." "Into someone else's
they don’t go to a monastery with their charter,” students hear at every step,
each teacher sets his own rules and requires them to be followed, in
groups between the guys there is a "war" for the right to lead, the search for "their" people.
The student must very quickly orient himself and, from new positions, master the methods and
methods learning activities understand the system of norms and rules that exist in
faculty and in study group develop your own value system
attitude towards studies, upcoming work, teachers.
Gradually, the influence of the factors of the first group weakens and the decisive role begins
play factors of the second group. These include: organization of educational
process, the level of teaching, the type of teacher-student relationship, and
It is this, to a large extent, and not the baseline, that will determine
professional and psychological appearance of a person who in five years
leave the walls of the university. They come to the university completely various people with different
settings and different "starting conditions". Some ideas about such
The diagrams below (fig. 2.1-2.4) can give the differences.
1 Miloradova N. G. Student in the mirror of psychology // Architecture and construction
Russia. 1995. No. 9.
In this regard, the analysis of student youth is very interesting in connection with
their chosen profession. The entire population of modern students quite clearly
is divided into three groups.
The first group consists of students oriented towards education as a profession. V
this group, the largest number of students for whom interest in future work,
the desire to realize oneself in it is the most important thing. Only they noted the tendency
continue their education in graduate school. All other factors are less
significant. In this group, about a third of the students.
The second group consists of business-oriented students. She is
about 26% of the total number of respondents. Their attitude to education is quite different:
for them, education acts as a tool (or a possible starting point)
steps) in order to further try to create their own business,
engage in trade, etc. They understand that over time this area will also require
education, but they are less interested in their profession than
first group.
The third group consists of students who, on the one hand, can be called
"undecided", on the other hand - crushed by various personal problems,
household plan. They come to the fore household, personal, housing, family
Problems. One could say that this is a group of those who "go with the flow" -
they cannot choose their own path, for them education and profession are not
are of the same interest as the first groups. Possibly self-determination
students of this group will happen later, but it can be assumed that in this
group included people for whom the process of self-determination, choice of path,
purposefulness is uncharacteristic.
The process of choosing a profession, studying at a university has become today for many students
pragmatic, purposeful and appropriate change. Value
education as an independent social phenomenon with sociocultural,
personal and status attractiveness, retreated more distant plan.
It is possible that the difference between the values of education of past and current years is the main
this is exactly what it is.
With the advent of "commercial" recruitment, wealthy students came to the university,
not accustomed to deny themselves anything, confident in the correctness of their
professional choice (62-77%), well aware of the specifics of the future
professional activity(self-esteem is on average 10% higher than that of
"state employees"). These students, inspired by the example of entrepreneurial parents,
they look without fear into the future, which has a clearly defined future for them.
professional perspective.
There are also qualitative differences, in particular, the results of the analysis
statistical data show that "commercial" students have more vivid
the desire to achieve success in the field of business was expressed (9-18.5%), in connection with which
they are higher than "budget" students, appreciate the importance of a good education,
professional training (30.5-40%), fluency in foreign languages
(22-37%), spiritually and culturally rich life (36-44%).
Differences were revealed in the structure of motivation for obtaining higher education among
compared groups of students: "budgetary" students in general expressed more
traditional attitudes - get a diploma (4-14%), acquire a profession (56-62%),
conduct scientific research (5-15%), live a student life (8-18%), then
how "commercial" students are dominated by the desire to achieve material
well-being (43-53%), fluent in foreign languages(17-41%), become
cultural person (33-39%), get the opportunity to study, work abroad
(20-29%), master the theory and practice of entrepreneurship (10-16%), achieve
respect in the circle of acquaintances (10-13%), to continue the family tradition (6-9%).
The contingent of "commercial" students is mostly represented by graduates
secondary schools, although among them there are slightly more people with work experience
(production) activities in sectors of the national economy than among
"state employees". There are significantly more entrepreneurs among their parents,
businessmen (14-16%), employees of cooperatives, joint-stock companies, joint
enterprises (11-17%), senior civil servants. It is for this
social group is able to pay for higher education. Prosperity in these families
significantly higher. Every seventh "commercial" student has his own
monthly earnings, and every tenth - income from independent
entrepreneurship.
In terms of the number of university "excellent students", they are inferior to "budget" students.
Several more types of modern students should be distinguished than a simple
division into "budgetary" and "commercial", and these types are found in both
other of the described groups.
The first type can be conditionally called "entrepreneur". This student prefers
achieving success in business higher education in order to
master the theory and practice of entrepreneurship, quickly advance in the service,
engage in managerial, organizational activities, he is confident in the correctness
choice of specialty, training, compliance with his abilities, but at the same
time he is more critical of his educational institution, knows the specifics better
professions (opportunities for professional growth, wages, conditions
work, career prospects), is not afraid of unemployment, he has more
developed (according to self-assessment) such relevant personal qualities as individualism,
professionalism, enterprise, independence, ability to change views
under changing circumstances, quick adaptation and easy adaptation to new conditions.
The second type is called "emigrant" with the same degree of conventionality. Higher education
"emigrants" receive to a greater extent in order to freely master
foreign languages, get the opportunity to study, work abroad. They
confident in the correctness of their own choice of specialty and in accordance with it
their abilities, as well as the ability of the university to give them training in the necessary
level. They have well-developed (according to self-assessment) individualism, life optimism,
easy adaptation to new conditions.
Both of these types are opposed by the "traditionalist". He values a good education
vocational training, higher education in order to
get a diploma, conduct scientific research, is less critical in relation to the university,
knows the realities of further professional activity worse, is more afraid
unemployment, he has highly developed professionalism and efficiency, less -
entrepreneurial spirit, the ability to take risks, to change views when circumstances change,
to get used to new conditions, vital optimism.
"What are the current students compared to students who studied 5-8 years ago,
those. at the dawn of market reforms?" 86% of teachers surveyed believe that
students have changed. Formed qualities that make it easier for them
adapt to the complexities of life in a market that makes them more
competitive: they have acquired entrepreneurial spirit, greater
independence, high demands on teachers (knowledge -
required item). But something has been lost: the students have become less erudite,
less industrious (in studies), less intelligent, less demanding of
There are three main types of activity and behavior of students in the field of
learning and knowledge:
The first type of personality is distinguished by an integrated approach to the goals and objectives of learning in
university. The interests of students are focused on a field of knowledge wider than
provided by the program, the social activity of students is manifested in everything
variety of forms of university life. This type of activity is focused on a wide
specialization, for versatile professional training.
The second type of personality is distinguished by a clear focus on narrow specialization. AND
here the cognitive activity of students goes beyond the curriculum.
However, if the first type of behavior is inherent in overcoming the framework of the program, then
say, in breadth, then in this case this exit is carried out in depth. System
spiritual inquiries of students is narrowed by the framework of "near-professional interests".
The third type of cognitive activity of students involves the assimilation of knowledge and
acquisition of skills only within the boundaries of the curriculum. This type of activity is
the least creative, the least active - characteristic of 26.8% of respondents
students. Thus, already as a result of general approach to the analysis
educational and cognitive activity of students, there are three typological
groups, each of which has its own patterns of behavior.
In relation to learning, a number of researchers distinguish five groups.
The first group includes students who seek to acquire knowledge,
methods independent work acquire professional knowledge and skills,
looking for ways to streamline learning activities. Learning activities for them -
a necessary path to a good mastery of the chosen profession. They study well
in all subjects of the curriculum. The interests of these students cover a wide range of
range of knowledge, wider than provided by the program. They are active in all
spheres of educational activity. The students of this group are actively looking for arguments,
additional justifications, compare, contrast, find the truth, actively
exchange opinions with comrades, check the reliability of their knowledge.
The second group includes students who seek to acquire knowledge in all
spheres of educational activity. This group is characterized by a fascination with many species
activities, but they quickly get tired of delving deeply into the essence of certain 12*
subjects and academic disciplines. That is why they are often limited
superficial knowledge. The main principle of their activity is the best
little by little. They don't put a lot of effort into specific things. Usually,
study well, but sometimes get unsatisfactory grades in subjects,
which they are not interested in.
The third group includes students who show interest only in their own
professions. The acquisition of knowledge and all their activities are limited
narrow professional framework. This group of students is characterized
purposeful, selective acquisition of knowledge, and only necessary (according to their
opinion) for future professional activity. They read a lot
additional literature, deeply study special literature, these students
study well and excellently in subjects related to their specialty; at the same
time do not show due interest in related sciences and disciplines of the educational
The fourth group includes students who study well, but
program are selective, show interest only in those subjects,
which they like. They attend classes irregularly, often
skip lectures, seminars and workshops showing no interest in
any types of educational activities and disciplines of the curriculum, as they
professional interests are not yet formed.
The fifth group includes loafers and lazy people. They came to the university at the insistence
parents or "for company" with a friend, or in order not to go to work and
don't get into the army. They are indifferent to studies, constantly skip classes,
have "tails", they are helped by comrades, and often they reach the diploma.
Among the excellent students, only three subtypes can be distinguished: "versatile",
"professional", "generalist". The most common among excellent students is the first
subtype. This student is inquisitive, proactive, with a broad outlook. He
systematically reads literature beyond the program and in related disciplines.
The motive for the activity of this category of excellent students, as a rule, is
irresistible desire for knowledge, they like the process of learning new things,
unknown, solving complex problems.
Honors students, oriented towards the profession, concentrate their attention on the main
way on major subjects, mastering general subjects more
superficially, although they try not to fall below "5". Allocate "narrow"
an excellent student who studies program material only in the amount of lectures, a textbook and
required primary sources. As a rule, the last option is
students of average ability, but with a strong sense of duty,
"obsessed". Such students are often very aware of the importance
versatile knowledge for a full-fledged professional activity, but they
there is simply not enough time to study something else beyond the program.
Among the "narrow" honors students can sometimes meet such students, educational
whose cognitive activity is stimulated by selfish interests
(self-affirmation, career).
positive aspects of "versatile" and "professional". Unfortunately, such
students who are distinguished by great diligence and at the same time exceptionally
gifted, talented, with brilliant natural abilities (primarily
with an excellent memory, enriched during school years), there are not so many.
Among the "good" students, two subtypes can be distinguished: 1) students with good
abilities, but not hardworking enough. Most of the time they learn
unevenly, they may have excellent grades in major subjects, while
time as for general education sometimes even "three"; 2) students with average
abilities, but with great diligence. As a rule, they study exactly in all
items. Representatives of this subtype diligently record all lectures, but
often answer only according to notes, a textbook or a mandatory
original source.
Depending on academic performance, there are several
subtypes: 1) not adapted to the specific conditions of university education
freshmen. Practice shows that a well-thought-out system of work on adaptation
freshmen is still being formed, this process often takes place
spontaneously, the course "Introduction to the specialty" is in its infancy; 2) not
capable of perceiving the quality or logic of the presentation of the proposed material.
The keys to helping such students are in the hands of departments and teachers - application
scientific organization of the educational process, improvement of the quality of teaching,
implementation of an individual approach to learning, etc.; 3) made a mistake in
choosing a profession, which makes you think about improving career guidance
schoolchildren and the selection of university applicants; 4) dishonestly related to studies.
As a rule, these are students representing their future activities (and life)
easy and carefree, not requiring special knowledge and skills. Therefore, in the university they
tuned not to work, but to rest and entertainment, strive to "come to a diploma" with
the least stress. They use time irrationally, dodge,
are engaged only during the session, they try to deceive the teacher during
exams (cheat sheets, etc.).
Taking practical activities as the starting point of the analysis, 4 groups were selected
qualities that should most fully, according to V. T. Lisovsky,
characterize the student, namely the orientation to:
1) study, science, profession;
2) socio-political activity (active life position);
3) culture (high spirituality);
4) team (communication in a team).
The typology of students developed by V. T. Lisovsky is as follows:
1. "Harmonic". I chose my profession consciously. Studying very well
actively participates in scientific and social work. Developed, cultured, sociable,
deeply and seriously interested in literature and art, social events
life, playing sports. Irreconcilable to shortcomings, honest and decent.
2. "Professional". I chose my profession consciously. Usually learns
well. He rarely participates in research work, as he is oriented
for postgraduate practice. Takes part in public
work, conscientiously fulfilling orders. Engage in as much as possible
sports, is interested in literature and art, the main thing for him is a good
studies. Irreconcilable to shortcomings, honest and decent. Respected in
team.
3. "Academician". I chose my profession consciously. Studying only "excellent".
Focused on graduate studies. Therefore, he devotes a lot of time to scientific
research work, sometimes to the detriment of other pursuits.
4. "Public man". He has a pronounced propensity for social
activities that often take precedence over other interests and sometimes
negatively affects educational and scientific activity. However, I am sure that
chose the right profession. Interested in literature and art, a ringleader in the field
5. "A lover of the arts." As a rule, he studies well, but in scientific work
rarely participates, since his interests are mainly directed to the field of literature and
art. He is characterized by a developed aesthetic taste, a broad outlook, deep
artistic erudition.
6. "Diligent". I chose a specialty not quite consciously, but I study
conscientiously, with the utmost effort. And although it does not have developed
abilities, but debts, as a rule, does not have. Unsociable in
team. Literature and art are of little interest, since a lot of time
studies, but loves to go to the cinema, pop concerts and discos.
She is engaged in physical education as part of the university program.
7. "Medium". Learns "as it turns out", without making much effort. And even
proud of it. His principle: "I will get a diploma and I will work no worse than others."
When choosing a profession, I didn’t think much. However, I am convinced that once he did, then
university needs to be completed. Tries to study well, although he does not feel from studying
satisfaction.
8. "Disappointed". A person, as a rule, capable, but a chosen specialty
turned out to be unattractive to him. However, I am convinced that once he entered, then the university
need to finish. Tries to study well, although he does not feel from studying
satisfaction. Strives to assert itself various kinds hobby, art,
9. "Lazy". He studies, as a rule, weakly, according to the principle of "least expenditure of effort."
But quite pleased with myself. He does not think about his professional recognition
seriously. Does not take part in research and public work.
In the collective of the student group, he is treated as a "ballast". Sometimes
Strives to speak, use a cheat sheet, adapt. Circle of interests in
mainly in the leisure sector.
10. "Creative". He is characterized by a creative approach to any business - be it study
or social work, or the sphere of leisure. But those classes where necessary
perseverance, accuracy, performing discipline, he is not carried away. So,
as a rule, studies unevenly, according to the principle "I'm interested in this" or "I don't like it
interesting". Being engaged in research work, he is looking for an original
independent solution of problems, regardless of the opinion of recognized authorities.
11. Bohemian. As a rule, he successfully studies at the so-called prestigious
faculties, looks down on students studying mass professions.
Strives for leadership in the company of his own kind, to the rest of the students
treated with disdain. "About everything" heard a lot, although his knowledge is selective. V
The field of art is interested mainly in "fashionable" trends. Always has
"their opinion", different from the opinion of the "masses". A frequenter of cafes, trendy disco
If in the 80s according to the results of the research, the majority of students
referred themselves to the types: "professional", "academician", "art lover", i.e. To
types of students, mainly focused on learning, then in the 90s. painting
began to change: about 30% of the students surveyed classified themselves as "middle peasants",
about 15% - to the "lazy". ("Laziness is my permanent state," they added.)
Some - to the type of "centric", the defining feature of which is
pursuit of the pleasures of life.
It is interesting to cite the opinions of students regarding themselves and teachers: in
In their student environment, they distinguish groups:
1) excellent students - "zubrnly" - those who constantly attend classes and through labor
achieve good results, they are very disciplined, they choose
"headman";
2) excellent students - "smart" - those who have high intelligence, strong
school base and their questions can put some teachers in
awkward position. They think: "Why go to every class, because we already
smart". In general, they study according to the principle of "a little of everything";
3) "workers" - students who are constantly studying, but because of their mental
abilities do not shine with academic success;
4) "casual" - a diverse contingent: girls who want to become
certified wives, guys "mowed from the army", hooligans whose parents
"stuck in a university", if only they were doing something, etc.
And among modern teachers, students distinguish the following groups:
1) teachers are "eternal students" - they understand students, they see students
personality, willingly discuss various topics, have high intelligence and
professionalism;
2) teachers - "former sailors" - trying to establish military discipline in
university; by the word "discipline" these people understand the total unconditional
acceptance of their point of view, they value "slavery" rather than intelligence and the ability to logically
to think, trying to crush the personality, "I"-student through administrative measures;
3) a group of teachers who serve hours, let students do everything,
as long as they don't get in the way.
Senior students among teachers see "indifferent", "envious",
"limited", "master gentlemen", "robots", etc., but they also notice those who
"does his best at work", "enjoys working with students - "gourmets",
"friends". According to them, the most common type of teacher in higher education
school - "teacher-standard": "knows the subject, lives by his work, difficult in
communication, stubborn, ambitious, not interesting either to himself or to students.
In other words, there is a student problem and there is an equally important
teacher's problem.
A teacher, like any other person, lives in a certain system
coordinates given by previous knowledge and often the ongoing changes do not
reacts. And the specific situation changes every time, for the same
external manifestations hide various reasons. It is well known that the most
conservative and most resistant to the new at all times were
people remain in the educational system. It's good they keep
continuity of traditions and transfer time-tested knowledge and skills. WITH
on the other hand, it slows down and delays the process of adaptation of the younger generation to
new conditions, especially in times of rapid social change. changes,
taking place in society have an uneven impact on people's lives, their work,
therefore, the expediency of restructuring and the very possibility of restructuring
perceived by people in different ways. Each person solves this problem in their own way,
specifically for yourself. From this it is obvious that teachers are like no other
need information about those being trained. Sometimes we hear teachers
they say: "They don't want anything, they don't know anything." False - they want, but not
what teachers think they should want. They know, but not what they
should, again according to teachers, know.
"And what should be the ideal student?" - to this question modern
teachers respond differently than in previous years.
Fifteen years ago, building a socio-psychological portrait in such a way
called the ideal student (a conditional term that defines a student, with
which most teachers would like to work), university teachers
in the first place were put mainly such qualities as
discipline, diligence, responsibility, in a real portrait they
noted the insufficient level of development of desired qualities among students and the presence
such undesirables as infantilism, social immaturity, academic
passivity. One of the most characteristic features of the student body of that time
teachers called his orientation towards higher education.
At present, the number of teachers, who are the most important
discipline was called the quality of a student, and gradually it became
increase the number of those who in the "ideal" student saw primarily
independent thinker.
This position determines the time. Young people today face challenges
the solution of which is absent in the life experience of the parents. They are not in the content.
neither general education nor higher education. Today's young people should
not only to find a way out on your own, but also to learn the ability to solve new,
contemporary tasks. At the same time, old experience today can be just a hindrance,
a barrier to the search for an original solution. And if earlier
"discipline" as obedience and following ingrained patterns,
most of all contributed to success, now it is precisely
independence and originality of thought.
However, in practice, everything is far from being so harmonious. According to students,
namely, independence of opinions and judgments, originality of assessments, dissimilarity
behavior provokes a negative reaction from the teacher. "Freethinking is not
Particularly striking are the students' descriptions of conflicts with teachers. In them
often there are definitions such as hatred of the teacher, cruelty,
revenge, humiliation of the dignity of a student.
The materials of the study conducted in the 1998/99 academic year contain
such statements of students: "In response to students' questions, teachers often
answer with some disdain", "The greatest pleasure for some
teachers is an exam. If you come dressed - humiliate if someone is dressed
poor - they accept it as a girlfriend, "etc.
Materials issued by the head council of the State Committee for Public Education -
"Public opinion", "The image of the past and the future in the minds of students",
"Students: social guidelines and social policy", convincingly
show that 60% of teachers adhere to purely authoritarian positions and do not
they are interested in the opinion of students, not to mention taking it into account. university
still habitually uses the forms and methods of authoritarian pedagogy, or, as
it is also called, pedagogy of total exactingness, and in short - threats: if
you won’t pass if you don’t learn, etc. In this sense, it can be stated that for
real progressive changes in higher education conditions are far from favorable.
And as a result, the well-being, health of both students and teachers is deteriorating:
45% of students suffer from certain chronic diseases; majority
young people get tired quickly, they need twice as much rest time as their
parents 20-30 years ago, which means that they are less successful in mastering
program; 50% of teachers experience negative emotions, dissatisfaction,
insecurity, suffer from neuroses, somatic diseases...
Conducted by the Department of Pedagogy and Psychology of the Higher School of Moscow State University. M.V.
Lomonosov's studies allow sketching portraits of a teacher and a student
each other's eyes, both ideal and real.
Students called the ideal teacher, first of all, an expert on what they teach
subject and relevant field of science, an honest, just person,
a good psychologist who knows how to understand another person. At the same time, junior students
the first place was given to the ability to understand the student, while
senior students valued competence the most. And this is natural: complex
the period of adaptation of first-year students to new conditions requires psychological
support, which can only be provided by an understanding and respectful student
teacher. In general, the aristocracy of professors, teachers, everyone
an employee of the university, on whom the student depends to some extent, especially this
concerns first-year students, consists in never, under any circumstances,
allow encroachment on the sovereignty, personal dignity of students. Enough
remember the atmosphere of the old Russian universities. "Hello, gentlemen, students," -
the professor greeted the audience, thereby emphasizing his respect for them and
their equality with themselves as individuals and future colleagues in the profession.
Well, when a student gets comfortable and learns to solve his problems on his own, he
becomes less strict in assessing the personal qualities of the teacher and more
demanding in relation to his scientific competence.
For the first time in decades, both sides - students and teachers - are united
in the views on the model of the ideal teacher and student, i.e. desired
partner in the educational process of the university. The teacher model that the students named
"super" and which is unanimously accepted by teachers: a man of wide
outlook, successful in scientific research, independent in judgments and actions,
good psychologist. Well, the model of the ideal student is even more concise: young
a person who has an interest in science and is able to think independently. so few and
so elusive.
The decline in the general cultural level, as always, primarily affected the young.
At meetings of teachers, university teachers with pain stated
impoverishment of the intellectual stock of current students, simplification of thinking patterns,
underdevelopment of the sphere of feelings, which largely displaces
learning process, especially in the liberal arts, not only understanding, but
and knowledge. Our high school has traditionally been distinguished high level
theoretical thinking, a broad outlook of its graduates. Today this
tradition is being lost at an even faster rate than before...
Do these two facts contradict each other? On the one hand, the decrease
general cultural level of students, on the other hand, a high score in the model
teacher "broad-minded", "knowledge not only of the subject"? Not no
contradict each other, but condition each other. Precisely because cognitive
the need of a normally developing personality was not supported and satisfied
properly in the previous age period. Now it appears more
intense than before, the need to get something more from the teacher,
than the concrete facts of the subject taught - what we traditionally refer to
concept of "broad vision".
Due to the inherent social sensitivity of young people, they, albeit unconsciously, catch,
that the student period may be the last chance of a full-fledged
intellectual development, which includes not only purely professional knowledge
and skills, but also more important - general cultural, forming an understanding of the context
professional activity.
Student years are one of the brightest stages of a person's life. Any graduate remembers five or six years of study at a university with special warmth and nostalgia. During this time, the former student not only becomes a certified specialist, but also acquires something more - a sense of belonging to the student community, a special student fraternity. Students are united by common interests and needs in obtaining new knowledge, chosen profession and career aspirations, a high degree of sociability, mental and physical activity, a wide variety of life activities. Yet the student community is not homogeneous. Looking closely, you can see different types and types of students. We invite you to familiarize yourself with one of the ironic classifications of modern students. In some types, you may recognize someone you know.
Student - freshman
This type of student immediately catches the eye. Usually it is difficult to meet him alone, because freshmen move in "flocks", from building to building, from audience to audience. If a student with lost eyes meets at the university, eagerly looking for someone to ask about the location of the cherished audience, then it can be said with absolute certainty that he lagged behind the group when buying buns. This type of student is temporary and can be observed from September to Freshman Day.
Student - diligent
This view knows the schedule of all classes, the location of all classrooms. The library is the second home, and not only the university one. He is registered in all the libraries of Rostov-on-Don, where he is known by sight, and the cloakroom attendants treat him to tea. The presence of notes of all lectures makes him an extremely valuable representative of the student group. If a diligent student behaves in this way for five years, he is provided with a red diploma.
student is intelligent
The class schedule and classroom numbers are in the diary of every reasonable student. The library becomes a home for about an hour every two weeks. That's how long it takes to find information for a seminar. Texts of lectures in notebooks appear with enviable regularity. The desire to write them can only cause an intelligent lecturer and / or interest in the subject. Typically, such a student chooses a profession to his liking, listening little to the advice of relatives, so the goal of entering the university smoothly flows into the goal of finishing it.
Student is a dodger
A subspecies of a student is smart. He doesn't have a diary, but he does have an iPhone 3 (often bought on credit that pays for another five years) with a hundred numbers for every occasion. You can get any background information. Instead of a library - only the Internet. Instead of his lectures - only photocopies of the lectures of the student - reasonable. This student will always get out of any situation and successfully graduate from the university. The results depend entirely on the formula: dexterity and resourcefulness + luck.
The student is a resourceful intellectual
Another subspecies of a student is a reasonable one. The iPhone 5 diary has it all and more. Finds any missing contacts as soon as possible. Abstracts, for the most part, their own. His brain, like a sponge, absorbs absolutely everything, based on the consideration that someday this information will definitely come in handy. The presence of free time and the desire to constantly develop makes him find new ways to use his talents. Such a student will not only graduate from the university, but will also be able to find his place in the sun.
student is lazy
Usually he goes to bed late, and therefore there is no first couple in his schedule, and the last one too. Lectures are, of course, sometimes written by him, but no one can understand his scribbles mixed with abstract drawings, including himself. The library is an institution with an obscure location and purpose. If there is no reassessment of values, then a lazy student may not graduate from his native university.
Student is an idiot
A strongly neglected subspecies of a student - lazy. He never had a class schedule, and practically he does not know any of his classmates by sight. Dean and lecturers - even more so. This student is the storm of all students who make up the type of student - reasonable. Abstracts, once in his hands, never return to their owners. It rarely happens at my native university, mostly when there is nothing else to do. The names of these students are most often found in orders for expulsion.
Student is an active erudite
Outwardly, this representative of the student community is unremarkable. His eyes give out - they glow with intellect and erudition. An erudite student can support any topic of conversation, illustrating it with examples and quotes. Such a student is an interesting interlocutor, he can always save his own group at the seminar, when no one is ready for answers, actively involving the teacher in the discussion and "talking" the teacher. He is the pride of "classmates" and a godsend for any teacher and university.
Student - sports
A special kind of student with a pronounced desire for healthy lifestyle life. Regularly visits sports sections and fitness clubs, gyms. He is fond of several sports. Takes part in all sports events university. Often they play in university sports teams, for which they receive scholarships for education.
Student is a nerd
This species occurs among especially successful students. Extremely arrogant, because he considers himself a rare intellectual, he often believes that others do not underestimate his merits. If a smart student notices that others do not know something that he knows, his ambitions grow by leaps and bounds. He gives advice to everyone, even if he is not asked, he is sure of his superiority over any student, and sometimes even a teacher. He considers teachers to be a free application to the university, usually this “application” is unworthy to teach him. The main belief in life: "It's good where we are not." Outwardly, this type is distinguished by an eternally dissatisfied or arrogant look and a loudly indignant voice.
PhD student
Most Experienced Student. Differs in mind, ingenuity and excellent knowledge of most of the subjects studied. This is not only the oldest of the students, but also the most conscious, because the postgraduate student decided to continue his further education at the university. Sometimes he comes to the exam, pulls a ticket and starts writing off. Then he remembers that the teacher is himself. He loves science, and it hurts him greatly when other students neglect their favorite disciplines. He is afraid of his supervisor, although every week he goes with him to “kebabs” in the country. One day, in the process of writing a dissertation, he will invent a perpetual motion machine. Knowledge is power, and he really understands that.
As can be seen from this playful classification, students are different, and these are certainly not all possible types of students. Speaking seriously, since it is difficult to collect all the diversity of students, their characters and individual characteristics into a single system, sociologists, psychologists and teachers have proposed many criteria for classifying the student community. Criteria, as a rule, depend on the objectives of scientific research. For example, a quite obvious classification is according to the stages of training. According to scientists, in the first years of study, students need to communicate with large quantity people, there are new interests that require space for a variety of activities. The first stage of student education (the basic stage of education lasts an average of four years) is characterized by a high degree of communication, physical activity, a wide variety of hobbies and life activity. Graduate students and graduate students lead a more “sedentary” calm lifestyle. As a rule, by this time their interests become more narrowly specialized, less time is spent on communication, most students have a job (including homework), and some have families and children. So, the above classification, if desired, can be easily supplemented and expanded.
As it appears from the research, to the question: "What are the current students compared to students who studied 5-8 years ago, i.e. at the dawn of market reforms?" - 86% of the interviewed teachers noted that students have changed. Qualities have been formed that allow them to more easily adapt to the complexities of life in a market environment, making them more competitive: they have acquired entrepreneurial spirit, greater independence, greater demands on teachers (knowledge is a necessary commodity). But something has been lost: students have become less erudite, less industrious (in studies), less intelligent, less demanding of themselves.
There are three main types of activity and behavior of students in the field of learning and cognition:
First type personality is characterized by a comprehensive approach to the goals and objectives of education at the university. The interests of students are focused on a broader field of knowledge than provided for by the program, the social activity of students is manifested in all the variety of forms of life at the university. This type of activity is focused on broad specialization, on versatile professional training.
Second type personality is characterized by a clear focus on a narrow specialization. And here the cognitive activity of students goes beyond the curriculum. However, if the first type of behavior is inherent in overcoming the framework of the program, so to speak, in breadth, then in this case this exit is carried out in depth. The system of spiritual inquiries of students is narrowed by the framework of "near-professional interests."
Third type The cognitive activity of students involves the assimilation of knowledge and the acquisition of skills only within the boundaries of the curriculum. This type of activity - the least creative, the least active - is typical for 26.8% of the students surveyed.
Thus, already as a result of the most general approach to the analysis of educational and cognitive activity of students, three typological groups are distinguished, each of which has its own models of behavior.
A number of researchers define the types of students on the basis of their attitude to learning. They distinguish five groups.
To the first group include students who seek to acquire knowledge, methods of independent work, acquire professional skills, and are looking for ways to rationalize learning activities. Educational activity for them is a necessary path to a good mastery of their chosen profession. They excel in all subjects of the curriculum. The interests of these students affect a wide range of knowledge, wider than that provided by the program. They are active in all areas of educational activity. The students of this group are actively looking for arguments, additional justifications, compare, contrast, find the truth, actively exchange opinions with their comrades, check the reliability of their knowledge.
To the second group include students who seek to acquire knowledge in all areas of educational activity. This group is characterized by a passion for many activities, but they quickly get tired of delving deeply into the essence of certain subjects and academic disciplines. That is why they are often limited to superficial knowledge. The main principle of their activity is the best little by little. They don't put a lot of effort into specific things. As a rule, they study well, but sometimes they receive unsatisfactory grades in subjects that do not interest them.
To the third group include students who show interest only in their profession. The acquisition of knowledge and all their activities are limited to a narrow professional framework. This group of students is characterized by selective acquisition of knowledge, and only necessary (in their opinion) for future professional activity. They read a lot of additional literature, deeply study special literature, these students study well and excellently in subjects related to their specialty; at the same time, they do not show due interest in related sciences and disciplines of the curriculum.
to the fourth group include students who study well, but are only selective about the curriculum, showing interest in those subjects that they like. They do not systematically attend classes, often miss lectures, seminars and practical classes, do not show interest in any types of educational activities and disciplines of the curriculum, since their professional interests have not yet been formed.
to the fifth group are lazy and lazy. They came to the university at the insistence of their parents, either "for company" with a friend, or in order not to go to work and not join the army. They are indifferent to studies, they constantly skip classes, have “tails”, their comrades help them, and often they also reach the diploma.
Taking practical activity as the starting point of the analysis, V. T. Lisovsky chose 4 groups of qualities that should most fully characterize the student, namely, orientation towards:
1) study, science, profession;
2) socio-political activity (active life position);
3) culture (high spirituality);
4) team (communication in a team).
The typology of students he developed is as follows:
1. "Harmonic". I chose my profession consciously. He studies very well, actively participates in scientific and social work. Developed, cultured, sociable, deeply and seriously interested in literature and art, events public life, playing sports. Irreconcilable to shortcomings, honest and decent. Enjoys authority in the team as a good and reliable friend.
2. "Professional". I chose my profession consciously. He usually studies well. He rarely participates in research work, as he is focused on postgraduate practical activities. Takes part in social work, conscientiously fulfilling assignments. As far as possible, he goes in for sports, is interested in literature and art, the main thing for him is a good study. Irreconcilable to shortcomings, honest and decent. Enjoys respect in the team.
3. "Academician". I chose my profession consciously. Studying only "excellent". Focused on graduate studies. Therefore, he devotes a lot of time to research work, sometimes to the detriment of other activities.
4. "Public man". He is characterized by a pronounced propensity for social activities, which often prevails over other interests and sometimes adversely affects educational and scientific activity. However, I am sure that I chose the right profession. Interested in literature and art, a ringleader in the field of leisure.
5. "A lover of the arts." As a rule, he studies well, but rarely participates in scientific work, since his interests are mainly directed to the sphere of literature and art. He is characterized by a developed aesthetic taste, a broad outlook, and deep artistic erudition.
6. "Diligent". He chose a specialty not quite consciously, but he studies conscientiously, making every effort. And although he does not have developed abilities, he usually does not have debts. Not sociable in the team. She is not very interested in literature and art, as she takes a lot of time to study, but she likes to go to the cinema, to pop concerts and discos. She is engaged in physical education as part of the university program.
7. "Medium". Learns "as it turns out", without making much effort. And even proud of it. His principle: "I will get a diploma and I will work no worse than others." When choosing a profession, I didn’t think much. However, I am convinced that once entered, the university must be completed. He tries to study well, although he does not feel satisfaction from his studies.
8. "Disappointed". A person, as a rule, is capable, but the chosen specialty turned out to be unattractive for him. However, I am convinced that once entered, the university must be completed. He tries to study well, although he does not feel satisfaction from his studies. Strives to establish himself in various kinds of hobbies, art, sports.
9. "Lazy". He studies, as a rule, weakly, according to the principle of "least expenditure of effort." But quite pleased with myself. He does not seriously think about his professional recognition. Does not take part in research and public work. In the collective of the student group, he is treated as a "ballast". Sometimes he strives to speak out, use a cheat sheet, adapt. The range of interests is mainly in the field of leisure.
10. "Creative". He is characterized by a creative approach to any business - whether it is study or social work, or the sphere of leisure. But those classes where perseverance, accuracy, performing discipline are necessary, do not captivate him. Therefore, as a rule, he studies unevenly, according to the principle "I'm interested in this" or "I'm not interested in this." Being engaged in research work, he is looking for an original independent solution to problems, regardless of the opinion of recognized authorities.
11. Bohemian. As a rule, he successfully studies at the so-called prestigious faculties, looks down on students studying mass professions. Strives for leadership in the company of his own kind, while he treats the rest of the students with disdain. "About everything" heard a lot, although his knowledge is selective. In the field of art, he is mainly interested in "fashionable" trends. He always has "his own opinion", different from the opinion of the "masses". A frequenter of cafes, trendy disco clubs.
Fifteen years ago, building a socio-psychological portrait of the so-called ideal student (a conditional term that defines a student with whom most teachers would like to work), university teachers in the first place put mainly such qualities as discipline, diligence, responsibility, in a real portrait they noted an insufficient level of development of desirable qualities among students and the presence of such undesirable qualities as infantilism, social immaturity, and academic passivity. One of the most characteristic features of the students of that time, teachers called his orientation towards higher education.
At present, the number of teachers who called discipline the most important quality of a student began to decrease, and the number of those who saw in the "ideal" student, first of all, an independently thinking person, gradually began to increase.
Our higher school has traditionally been distinguished by a high level of theoretical thinking, a broad outlook of its graduates. Today, this tradition is being lost at an even faster rate than before. Unfortunately, the level of humanization of the educational process in higher education is also decreasing.
But it is precisely the creation of additional structures open education that allow a student to start learning at any time, plan it in time taking into account individual characteristics, take exams to any teacher who lectures in the relevant academic discipline, change the educational trajectory of his choice, taking into account personal interests and opportunities, is a real turn of education towards satisfaction humanistic needs of the student's personality. At the same time, freedom of choice is combined with the personal responsibility of the student himself for the level of his knowledge and professional skills.
Although adults enter the university, having consciously chosen both the university and the education they receive, being educated at school, some of the applicants (and sometimes students) are striking in their bad manners. It seems inconvenient to explain to adults the rules of behavior that they should have learned back in primary school, but this must be done by familiarizing applicants with the explicitly stated rules of conduct at the university. You can't rely on these rules by default. Of course, the very environment of the university, which should be the environment of a temple of science and culture, educates, but the rules of conduct in the temple must be clearly announced.
The educational impact is exerted by the need for five or six years to measure their plans and time with the schedule of classes and exams. It develops in the student certain skills of self-organization and value orientations.
Characteristic features Russian classical intelligentsia were considered humanity, service to the truth and the people. And in our time, the intellect without these moral principles can be directed to any, even to inhumane goals. Therefore, high spirituality, humanity, decency, commitment should become inalienable qualities of every graduate of higher education.
Control questions
1. Name some forms of student adaptation to the conditions
university education. What and how can a teacher provide
freshman in his adaptation?
2. What types of students exist on the basis of their attitude to
3. What kind of address of the teacher to himself does the student prefer:
referring to "you" or referring to "you"? Does it depend
preference from some circumstances (situations)?
We can talk about personal choice if it is carried out by a free, responsible and consciously acting person. An act or deed cannot be carried out under coercion, under the pressure of circumstances or in conditions of unclear consciousness; nor can they be the result of an automatic action or shifting responsibility for the decision to another person. In this way, personality in the narrow sense of the word at the highest stage of its development, it is a spiritual individual living in a broad context of culture and universal values, possessing a conscience and honor, beliefs and ideals, a sense of duty and responsibility.
Differences in the value systems of students and the degree of their personal maturity, precisely in connection with the success of training, find their expression in numerous typologies of students. The grounds for constructing these typologies are, first of all, the attitude to the profession, to study, to science and the entire system of life values and attitudes of students.
There are three types of students according to the nature of the educational activity and the corresponding behavior patterns.
- In the first type of students, the interests go beyond the limits of knowledge outlined by the curriculum and programs of disciplines. They are active in all spheres of university life and are focused on broad specialization, on versatile professional training.
- The second type is distinguished by a clear focus on narrow specialization. Here, too, the cognitive activity of students goes beyond the curricula, but rather not in breadth, but in depth. The whole system of activity is limited by the framework of "near-professional interests".
- In students of the third type, cognitive activity is aimed at mastering knowledge and skills within the framework of the curriculum. These students demonstrate minimal levels of activity and creativity.
There are five groups of students in relation to learning [ibid., p. 355 - 356].
- Students active in all types of learning activities. Thanks to diligence and creative attitude to business, they demonstrate excellent academic success.
- Students of the second type are also active in all areas of educational activity, but they are not focused on obtaining deep knowledge, acting on the principle of “the best is a little”.
- Students of the third type limit their activity to a narrow professional framework, they are aimed at the selective assimilation of only those knowledge that, in their opinion, are necessary for future professional activities. They do well in special subjects, but do not pay due attention to related disciplines.
- Students of the fourth type show interest only in those disciplines that they like and are easily given. They often skip classes, almost completely ignoring some disciplines.
- The fifth type includes “loafers and lazybones” who do not have expressed interests in any of the areas of knowledge. They, as a rule, enter universities "for the company", at the insistence of their parents or to evade military service, work, etc.
If we build a typology based on academic performance, we can distinguish the following types of excellent students [Ibid., p. 356–357]:
- "Versatile" - enjoys the very process of acquiring knowledge, studying primary sources and literature that goes beyond programs in all disciplines. This type of excellent student is the most common.
- "Professional" - focuses on major disciplines, mastering general education subjects more superficially, but at a level sufficient to get an excellent grade.
- "Universal" - combine the advantages of the two previous types. Thanks to their great diligence and talent, they achieve outstanding success in their main fields of knowledge. This type of student is the rarest.
- “Buzzards” (by the definition of the students themselves) do not have good abilities, but due to zeal and diligence they master the material at a level sufficient for an excellent grade.
Similar types can be distinguished among the "good guys", but with more low levels achievements.
The most complete classifications of a student's personality are built on the basis of taking into account the level and quality of students' activity in four areas: 1. Attitude to study, science, profession; 2. Attitude to social activities, the presence of an active life position; 3. Attitude towards art and culture (level of spirituality); 4. The severity of collectivist attitudes, positions in the team. , . .
- "Harmonious" (ideal student) - the most active in all four areas and everywhere achieves excellent results.
- "Professional" - chose his specialty consciously; academic performance is usually good; He does little research work, because after graduation he plans to work in the practical field. He conscientiously performs public assignments, moderately goes in for sports, is interested in literature and art. Honest, decent, respected by comrades.
- "Academician" - he chose the specialty consciously, he studies only "excellently". Focused on postgraduate study, so he devotes a lot of time to research work, often to the detriment of other activities.
- "Social activist" - the propensity for social activities prevails over other interests, which negatively affects educational and scientific activity. I am sure that he chose the right profession, he is interested in literature and art. V last years this type is less common.
- "A lover of the arts" - as a rule, he studies well, the main interests are concentrated in the field of literature and art, therefore, he does not pay enough attention to scientific work. He has a good aesthetic taste, a broad outlook and erudition in the field of art.
- "Diligent" - he chose the profession not quite consciously, but he studies conscientiously, making great efforts to study. Abilities are not developed enough, he is little interested in literature and art, he prefers light genres. Unsociable and not very popular in the team.
- "Average" - learns without much effort, and is even proud of it. When choosing a profession, I didn’t really think about it, but I am convinced that since I have already entered a university, I need to finish it, although I don’t get pleasure from studying.
- "Disappointed" - has good abilities, but his chosen specialty does not attract him. I am also convinced that since I have already entered a university, I need to finish it, although I do not get pleasure from studying. Strives to establish himself in hobbies, art, sports.
- "Lazy" - studies, obeying the principle of the least expenditure of effort and not very successfully, although he is pleased with himself. When choosing a profession, he did not seriously think about it, he almost does not engage in scientific and social work. Often tries to "speak" - the main thing is to get the right assessment. The team often refers to him as "ballast". The main interests lie in the field of leisure.
- "Creative" - inventive in everything he does - in his studies, scientific work, social activities or leisure. He does not like activities that require perseverance, accuracy, performance discipline, therefore he studies unevenly, succeeding only in those areas that are of interest to him. In scientific work, he strives for originality, often neglecting the opinion of authorities.
- "Erudite" - collects knowledge in all areas and loves to demonstrate it, but he himself is not very capable of creativity. Little is involved in social work and sports. The team often enjoys a reputation as a snob. scientific work performs in a strictly academic tradition.
- "Athlete" - studies according to an individual plan, acquiring knowledge at the minimum level necessary for passing exams. He counts on concessions for his sporting merits. In recent years, there have been much fewer such students.
- "Pseudo-contemporary" - the main thing for him - personal success. The main circle of interests is concentrated outside the university. Follows fashion in all spheres of life. He is almost not engaged in scientific and social work. As a rule, he also chooses a fashionable profession.
- "Bohemian" - Successfully studies in the so-called prestigious universities, looks down on students who acquire "mass professions". Strives for leadership. Knowledge is vast, but often superficial. A participant in fashionable "parties", a frequenter of clubs and discos. He is indifferent to sports, in the team the attitude towards him is polar - from admiring to dismissive.
This list can be continued, but any experienced teacher has his own similar typology, perhaps better reflecting the specifics of teaching at his university or in his professional environment. But the question remains - what should be the ideal student from the point of view of teachers and students themselves? This question can be reformulated as follows: what student would most teachers like to work with? In the "pre-perestroika" times in our country, the opinions of students and teachers differed significantly. University teachers in the first place put mainly such qualities as discipline, diligence, responsibility, and the majority of real students noted infantilism, social immaturity, educational passivity. Modern teachers began to appreciate the ability of students to think independently most of all. Students also put in the first place the ability to think independently and interest in science.
The factors that determine the socio-psychological portrait of a student and to a large extent affect the success of training can be divided into two categories: those with which the student came to the university - they can only be taken into account, and those that appear in the learning process - they can be controlled.
These factors are largely determined by the general atmosphere in the country and the specific "everyday knowledge" of those who were the direct source of information. You can influence them only indirectly, stating and using them as a starting point for influencing students.
Factors of the first category work mainly at the stage of adaptation, when first-year students are trying to understand "where I got to" and "who surrounds me." “They don’t go to a strange monastery with their own charter,” students hear at every step, each teacher sets his own rules and requires them to be observed, in groups there is a “war” between the guys for the right to lead, the search for “their” people. The student must very quickly orient himself and master the ways and methods of educational activity from new positions, understand the system of norms and rules that exist at the faculty and in his study group, develop his own system of values in relation to study, future work, and teachers.
Gradually, the influence of the factors of the first group weakens and the factors of the second group begin to play a decisive role. These include: the organization of the educational process, the level of teaching, the type of relationship between the teacher and the student, etc.
It is this to a large extent, and not the initial level, that will determine the professional and psychological appearance of a person who will leave the walls of the university in five years. Completely different people come to the university with different attitudes and different "starting conditions". Some ideas about such differences can be given by the diagrams below (Fig. 2.1-2.4).
1 Miloradova N. G. Student in the mirror of psychology // Architecture and construction of Russia. 1995. No. 9.
In this regard, the analysis of student youth in connection with their chosen profession is very interesting. The totality of modern students is quite clearly divided into three groups.
The first group consists of students oriented towards education as a profession. This group contains the largest number of students for whom interest in their future work, the desire to realize themselves in it is the most important thing. Only they noted a tendency to continue their education in graduate school. All other factors are less significant for them. In this group, about a third of the students.
The second group consists of business-oriented students. It is about 26% of the total number of respondents. Their attitude to education is completely different: for them, education acts as a tool (or a possible starting step) in order to later try to create their own business, engage in trade, etc. They understand that over time this area will also require education, but they are less interested in their profession than the first group.
The third group consists of students who, on the one hand, can be called "undecided", on the other - crushed by various problems of a personal, everyday plan. Their domestic, personal, housing, and family problems come to the fore. It could be said that this is a group of those who "go with the flow" - they cannot choose their own path, for them education and profession are not of the same interest as the first groups. It is possible that self-determination of students of this group will occur later, but it can be assumed that this group includes people for whom the process of self-determination, choice of path, purposefulness is uncharacteristic.
The process of choosing a profession, studying at a university has become pragmatic, purposeful and corresponding to changes for many students today. The value of education as an independent social phenomenon with sociocultural, personal and status appeal has receded into the background. It is possible that the difference between the values of education in past and current years mainly lies precisely in this.
With the advent of "commercial" recruitment, wealthy students came to the university, who were not used to denying themselves anything, confident in the correctness of their professional choice (62-77%), well aware of the specifics of their future professional activity (self-esteem is on average 10% higher than the "state employees"). Inspired by the example of entrepreneurial parents, these students look forward without fear to a future that has a clear professional perspective for them.
There are also qualitative differences, in particular, the results of the analysis of statistical data show that "commercial" students have a more pronounced desire to achieve success in business (9-18.5%), and therefore they are higher than "budget" students. students assess the importance of a good education, professional training (30.5-40%), fluency in foreign languages (22-37%), spiritually and culturally rich life (36-44%).
Differences were revealed in the structure of motivation for obtaining higher education among the compared groups of students: "budget" students in general expressed more traditional attitudes - to get a diploma (4-14%), to acquire a profession (56-62%), to conduct scientific research (5-15% ), live student life (8-18%), while "commercial" students are dominated by the desire to achieve material well-being (43-53%), become fluent in foreign languages (17-41%), become a cultured person (33-39% ), get the opportunity to study, work abroad (20-29%), master the theory and practice of entrepreneurship (10-16%), achieve respect among friends (10-13%), continue the family tradition (6-9%).
The contingent of "commercial" students is mostly represented by graduates of secondary schools, although among them there are somewhat more people with experience in labor (production) activity in the sectors of the national economy than among "state employees". Among their parents, there are significantly more entrepreneurs, businessmen (14-16%), employees of cooperatives, joint-stock companies, joint ventures (11-17%), senior civil servants. It is for this social group that payment for higher education is feasible. The wealth in these families is much higher. Every seventh "commercial" student has his own monthly income, and every tenth - income from self-employment.
In terms of the number of university "excellent students", they are inferior to "budget" students.
Several more types of modern students should be singled out than a simple division into "budget" and "commercial", and these types are found in both of the described groups.
The first type can be conditionally called "entrepreneur". This student prefers to achieve success in the field of business, receives higher education in order to master the theory and practice of entrepreneurship, quickly advance in the service, engage in managerial, organizational activities, he is confident in the correct choice of specialty, training, compliance with his abilities, but at the same time At the same time, he is more critical of his educational institution, knows the specifics of the profession better (opportunities for professional growth, wages, working conditions, career prospects), is not afraid of unemployment, he has more developed (according to self-assessment) such relevant personal qualities as individualism, professionalism, entrepreneurship, independence, ability to change views when circumstances change, quick adaptation and easy adaptation to new conditions.
The second type is called "emigrant" with the same degree of conventionality. "Emigrants" receive higher education to a greater extent in order to become fluent in foreign languages, to get the opportunity to study and work abroad. They are confident in the correctness of their choice of specialty and in accordance with their abilities, as well as in the ability of the university to provide them with training at the required level. They have well-developed (according to self-assessment) individualism, life optimism, easy adaptation to new conditions.
Both of these types are opposed by the "traditionalist". He appreciates a good education, professional training, gets a higher education in order to get a diploma, conduct scientific research, is less critical in relation to the university, knows the realities of his future professional activity worse, is more afraid of unemployment, he has highly developed professionalism and efficiency, less - entrepreneurial spirit, the ability to take risks, to change views when circumstances change, to get used to new conditions, optimism in life.
"What are today's students compared to students who studied 5-8 years ago, i.e. at the dawn of market reforms?" 86% of teachers surveyed believe that students have changed. Qualities have been formed that allow them to more easily adapt to the complexities of life in a market environment, making them more competitive: they have acquired entrepreneurial spirit, greater independence, greater demands on teachers (knowledge is a necessary commodity). But something has been lost: students have become less erudite, less industrious (in studies), less intelligent, less demanding of themselves.
There are three main types of activity and behavior of students in the field of learning and cognition:
The first type of personality is distinguished by a comprehensive approach to the goals and objectives of education at a university. The interests of students are focused on a broader field of knowledge than provided for by the program, the social activity of students is manifested in all the variety of forms of life at the university. This type of activity is focused on broad specialization, on versatile professional training.
The second type of personality is distinguished by a clear focus on narrow specialization. And here the cognitive activity of students goes beyond the curriculum. However, if the first type of behavior is inherent in overcoming the framework of the program, so to speak, in breadth, then in this case this exit is carried out in depth. The system of spiritual inquiries of students is narrowed by the framework of "near-professional interests."
The third type of cognitive activity of students involves the assimilation of knowledge and the acquisition of skills only within the boundaries of the curriculum. This type of activity - the least creative, the least active - is typical for 26.8% of the students surveyed. Thus, already as a result of the most general approach to the analysis of educational and cognitive activity of students, three typological groups are distinguished, each of which has its own models of behavior.
