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Changes in the Content and Structure of Students'Life Projects in the Educational Reflexive Dialogue Изменения в содержании и структуре жизненных проектов учащихся в обучающем рефлексивном диалоге

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dc.contributor.authorLogutenkova, I. V.
dc.contributor.authorЛогутенкова, Ирина Владимировна
dc.date.accessioned2024-12-04T12:48:22Z
dc.date.available2024-12-04T12:48:22Z
dc.date.issued2024
dc.description.abstract"This article discusses the problem of developing new teaching methods that are based on the use of reflexive technologies. One of the key components of these technologies is systemic reflection as a condition for the realization of personal potential. The paper contains a brief overview of theoretical, methodological and applied developments in the field of studying the phenomenon of reflection in Russian psychological science, which serve as a theoretical basis for the development of reflexology. The main conditions of the organization of reflexive dialogue, the principles of its construction, the necessary structural components and a summary of the authors development - the reflexive training ""Life project of the individual"" are described. The authors development - refletrening ""Life project of personality"" contains a description of the basic conditions of its organization, the principles of construction and the necessary structural components. The results of an empirical study of the influence of educational reflexive dialogue on the formation of students life projects are presented. The use of reflexive practices (reflexive training) in reflexive dialogue for building life projects in adolescents is also justified. It has been empirically established that changes in the structure and content of life projects are noted equally in all subjects, regardless of their personal characteristics, but more likely in students with high scores on such personal characteristics as orientation in time (understanding the existential value of life), creative attitude to life (creativity), autosympathy, contact, systemic reflection"", volitional regulation of behavior (control-naturalness), the level of general reflexivity, the appropriation of socially significant roles, the availability of experiences, openness to new experiences and self-assessment of metacognitive activity.andlt;/pandgt;"
dc.format.extentС. 126-144
dc.identifier.citationLogutenkova, I. V. Changes in the Content and Structure of Students'Life Projects in the Educational Reflexive Dialogue Изменения в содержании и структуре жизненных проектов учащихся в обучающем рефлексивном диалоге / Logutenkova, I.V. // Psychological Science and Education. - 2024. - 29. - № 3. - P. 126-144. - 10.17759/pse.2024290308
dc.identifier.doi10.17759/pse.2024290308
dc.identifier.urihttps://www.doi.org/10.17759/pse.2024290308
dc.identifier.urihttps://www.scopus.com/record/display.uri?eid=2-s2.0-85199980425&origin=resultslist
dc.identifier.urihttps://openrepository.mephi.ru/handle/123456789/26183
dc.relation.ispartofPsychological Science and Education
dc.subjectReflexivity
dc.subjectPedagogy
dc.subjectLearning Motivation
dc.subjectEducational Environment
dc.subjectTeacher Training
dc.subjectAppropriation
dc.subjectReflection (computer programming)
dc.titleChanges in the Content and Structure of Students'Life Projects in the Educational Reflexive Dialogue Изменения в содержании и структуре жизненных проектов учащихся в обучающем рефлексивном диалоге
dc.typeArticle
dspace.entity.typePublication
oaire.citation.issue3
oaire.citation.volume29
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relation.isAuthorOfPublication.latestForDiscoveryd7f42fff-87db-4a92-a6a2-8eed8bc9e272
relation.isOrgUnitOfPublication4b108cd7-08a1-4350-ab3f-20450dec091d
relation.isOrgUnitOfPublication.latestForDiscovery4b108cd7-08a1-4350-ab3f-20450dec091d
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