Психолого-педагогічні умови розвитку уяви у здобувачів вищої освіти

Abstract

Розглянуто поняття «уява», його форми, основи класифікації, показники продуктивності, механізми створення. Вказано, що це індивідуально-психологічний процес, основою якого є відповідні рушії. Охарактеризовано психологічні й педагогічні умови розвитку уяви здобувачів вищої освіти: творчий потенціал, стиль спілкування між викладачем і здобувачами вищої освіти, здобувача вищої освіти як творчу особистість, мотиви навчальної діяльності, інтелектуальну емоційність, творчу активність, розвиненість цілеспрямованості, творчого мислення тощо. The formation of imagination is a component of the studying and upbringing processes. The development of imagination causes acquiring new knowledge and forms of higher education applicants’ thinking. Imagination is a process of creating by a person, on the basis of his experience, a new image of objects he has never perceived. The emerge of the imagination of current type is forerun by its genesis and can be differentiated through various forms, in particular: objective – sensitive, primarily – socializing, primarily – artistic level of imagination, imagination of current type. The functions of imagination are covered in the article. The basis of classifcation, productivity indices, mechanisms of imagination formation are analyzed in the work. We refer the following images of imagination to classical mechanisms: agglutination, exaggeration, litotes, addition, combination, emphasizing, qualitative changing, typifcation, schematization, transference, reconstruction, analogy etc. Imagination is also considered as an individual and peculiar process. People differ from each other by wide-spread, contextual, speed, easiness and power of imagination image, by its vividness, reality and activity, as well as by dominating one or another image of the imagination. It is individual psychological process the basis of which lies in particular motive forces of personality. The following psychological conditions of higher education applicants’ imagination are characterized by the author: creativity, communication style between higher education applicants’ and a teacher, artistic personality of a higher education applicant, motives of learning activity, intellectual emotions, creative activity, development of purposefulness and creative thinking. The main pedagogical conditions of higher education applicants’ imagination are shown in the work: organization of learning and upbringing processes, formation of particular professional knowledge, skills and abilities, teachers’ professionalism, the ability of teachers to combine various methods of teaching (informational – presentative, algorism – activated, self – searched) and follow its principles, setting atmosphere of creativity in teaching process etc.