Yosh yetakchining rahbarlikka xos psixologik jihatlari

Аннотация

One of the actual tasks in the methodology of teaching psychology is the transition to an innovative path of development. To implement innovative activities, specialists are needed who have the methods, means and forms of managing innovative processes. This article is devoted to the consideration of innovative technologies in psychology in higher educational institutions. Keywords: method, conversation, explanation, problem-based learning, verbal learning. Currently, the problem of innovative searches in the educational process has become particularly relevant. Global educational trends, called ―Megatrends‖, are characterized, first of all, by such features as: mass character and continuity of education; orientation of training to the student‘s personality; development of creativity and ability to generate innovations; active development of human methods of cognitive activity. Active methods of teaching at the University, first of all, mean new forms, methods and means of teaching, called: problem lectures, seminars, discussions, business games, methods of mathematical modeling. As well as comprehensive course and diploma design, production practice, etc. As in other disciplines, when developing methods of teaching psychology, one should take into account the fact that the student is both an object and a subject. If the teacher does not cause the students to have a goal that is adequate to their goal, then the act of training will not be able to take place and the method of influence will not achieve the desired result. At the same time, the student‘s goal should not coincide with the teacher‘s goal, it should only correspond to it. The teaching of psychology is based, first of all, on the teaching methods known in the world pedagogical practice [2]. Updating the content of education, developing new training technologies allow us to solve such important tasks of professional training as acquiring deep and versatile knowledge; developing analytical abilities and critical thinking of future specialists; developing the ability to quickly and effectively solve emerging professional problems; developing a sense of responsibility for their actions; developing self-analysis and awareness of their own capabilities; awakening creativity, initiative, imagination; developing sociability; formation of a global vision of the world [5]. In this regard, the indisputability of using innovation as the basis for achieving the above- mentioned goals and solving these tasks, as well as the strategic competitive advantage of an educational institution, does not require special evidence. Over the past decades, research has been conducted to create a system of training with guaranteed high performance, which involves the development and implementation of innovative training technologies: personal-oriented, interactive, modular, reflexive-creative, information and computer training, etc. [1, p. 9]. Teaching psychology in higher education in the context of an innovative model of education is becoming more and more difficult. Modern teachers should not only be competent in the field of their specialty and ready to share a deep knowledge of the subject taught, but also 467