ORGANIZATION AND METHODS OF PSYCHOLOGY TRAINING
TABLE OF CONTENTS AND ORGANIZATION OF PSYCHOLOGY TRAINING
As a result of studying this chapter, the student must:
• what is the curriculum and what it includes;
• what is the curriculum and what it contains;
• Ways to build a curriculum;
• the goals of teaching psychology in different educational programs;
• principles of teaching psychology;
• what is the academic discipline;
• groups of disciplines and their differences from each other;
• the organization of the educational process in higher and secondary educational institutions;
• types of training sessions on psychology that are conducted in higher and secondary educational institutions;
be able to
• extract from the curriculum the information needed to compose the curriculum;
• make up the curriculum of psychological discipline;
• formulate learning goals for a particular academic discipline;
• apply the principles of teaching psychology to the selection of educational material;
• distinguish between scientific and academic discipline;
• justify the appropriateness of educational disciplines in the curriculum of the educational program;
• distinguish goals, functions and features of different types of training sessions;
• skills of drawing up the curriculum;
• skills in the formulation of learning objectives for psychological discipline;
• the skills of drawing up a thematic plan of training sessions.
Curriculum and program for the teaching of psychology
Based on state educational standards
educational institutions develop a curriculum that determines the list of subjects studied by students, their complexity and sequence of study. The curriculum includes: 1) a list of curricula studied under this program; 2) the distribution of disciplines for semesters and the sequence of their study; 3) labor intensity of educational programs; 4) forms of training sessions; 5) kinds of intermediate and final attestation.
1. List of educational disciplines studied under this program. Psychology as a subject area is represented in different degrees in the curricula of different programs. These can be fundamental psychological disciplines, such as general psychology, developmental psychology, personality psychology or applied disciplines, such as social, pedagogical, medical, legal psychology, or methodological disciplines, such as experimental psychology, the methodological foundations of psychology. In general education and non-core curricula this can be a general course of psychology, sometimes even a combined course of psychology and pedagogy. Practice in psychology or a psychological task within the framework of practice can also be an example of a discipline.
2. The distribution of disciplines by semester and the sequence of their study. The curriculum determines in which semester (or semesters) a certain academic discipline is being studied. This information helps the teacher of psychology to build his course with reliance on intersubject communications with other psychological courses, as well as with the academic disciplines of other subject areas. It also helps to take into account the level and breadth of knowledge of students at this stage of training.
3. The laboriousness of educational programs, as well as the study of each academic discipline, is usually measured in a United States higher school in academic hours. Based on the curriculum, the psychology teacher should know how many hours of study time are allocated to studying his discipline. To assess the complexity of specific educational programs and the importance of each of the academic disciplines, a system of credit (or credit) units is also used.
4. Forms of training sessions. The curriculum also defines the forms of training sessions for the academic discipline: lectures, seminars, practical classes, independent work, types of course work and practices. When planning the training course, the psychology teacher relies on this curriculum, determining the appropriateness of studying certain topics in lectures, seminars and practical classes or in the form of various forms of independent work.
5. Types of intermediate and final attestation. The curriculum defines the types of intermediate and final attestation (exam or test, essay, course, diploma work).
In this regard, the teacher of psychology needs to know what form of intermediate certification in the current semester is provided for by the curriculum and to what extent knowledge of his discipline is included in the content of the final state certification conducted after the completion of the entire educational program.
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