EXPERIENCE OF SUMMARIZING STUDENTS' WORK WHEN STUDYING THE COURSE "METHODICAL AND THEORETICAL PROBLEMS OF DEPTH PSYCHOLOGY" IN THE CONDITIONS OF ONLINE LEARNING ON A REFLECTIONAL BASIS

Abstract

The article substantiates the relevance of finding ways to solve the problem of assessing students' academic performance in the process of online learning. The objective reasons that determine the introduction of online learning into the educational process of higher education, its positive and negative consequences are described. It is found that one of the challenges caused by this form of learning is the limitations of the traditional system of assessing the results of educational activity, which is associated with the inability of the teacher to control the independence of students in completing examination tasks. It is suggested that a promising direction for improving the methods of summing up students' academic work can be through the inclusion of reflective self-analysis procedures in the educational process, during which not only does the learning information become learned, but also the ability of students to comprehensively consider and analyze educational material and express their own views is formed. This is of particular importance in the professional training of future psychologists, as an important component of the process of forming the psychological foundations of their own professional worldview. The experience of developing and using reflective procedures in the educational process, the conditions for their implementation are analyzed.

Research methods are applied - theoretical (theoretical modeling, content and logical-structural analysis of curricula and textbooks, comparison, generalization) and experimental (observation, conversations, analysis of activity products, experiment) to identify the feasibility and determine ways to organize a system for assessing students' educational results.

The specificity of the course "Methodological and Theoretical Problems of Depth Psychology" is analyzed, its methodological significance for the training of future psychologists, its place in the structure of the initial process are revealed. Based on the analysis of existing plans and programs for its teaching, the normative content and general tasks (goal, scope of knowledge and skills, expected learning results) are determined. Based on the analysis, the set of reflective tasks performed during the semester and the basic examination task are determined. The implementation of these tasks involved a critical analysis of the leading theories of depth psychology, the historical and life conditions of their authors, which determined the formation of the corresponding theoretical positions, determining one's attitude to each theoretical system (questions with which the student agrees, questions with which he/she agrees). As an examination task, it is proposed to formulate one's own concept of the unconscious, analyze its consistency. Examples of students' performance of the corresponding tasks are provided.

The results of the study proved the feasibility and effectiveness of organizing the process of studying an experimental course and evaluating student activity in online learning conditions based on a reflective approach.