What are the factors that influence student achievement? Dependence of academic performance on external factors. A student's performance will depend on the importance parents place on it, and this, in turn, depends on what future they see for their child.

There are many factors that affect school performance. Among them, three main groups of causes can be distinguished: social, psychological and pedagogical.

Social causes leading to academic failure

A strong influence on the child during schooling is exerted by his social environment. This includes parents, classmates, yard friends. If the family does not form the value of mastering knowledge, then most likely the child will not want to learn. It is important that parents own example showed that learning is an important and interesting process. If most family members have done poorly in school and are not particularly flattering about their time at school, then the child may assume in advance that learning will not bring him pleasure.

Financial problems of the family can lead to poor progress. A student who does not have a basic set of learning supplies will never be able to fully learn. Lifestyle also affects academic performance. Asocial families in which there are no norms of morality and ethics will not be able to create favorable conditions for learning.

Psychological reasons leading to academic failure

Progress can be influenced by the personality characteristics of the student, the features of his mental processes. Most often, younger students justify the low level of grades, referring to poor attention and memory. Senior students, on the contrary, see the basis of problems in personal qualities, such as laziness, passivity, lack of will. Deficiencies in the development of cognitive processes can indeed lead a student to poor grades. However, in most cases, with the help of a school psychologist, such functions as memory, attention and logical thinking can be brought to the required level. The situation is more acute with the personal qualities of students. If a child does not have adequate motivation for learning and does not show any activity in obtaining knowledge, then academic performance will be obviously low.

Pedagogical reasons leading to academic failure

The important person in most people's lives is their first teacher. If the teacher did not pay enough attention to individual work with the student, then in the future it is quite possible to get a developmental lag or a low level of academic performance.

However, the teacher can not always influence the personality of the student. Currently, there is a term pedagogical neglect, child's difficult education. At the same time, the student is healthy physically and mentally, but in principle he does not have the necessary knowledge and skills. Initially, signs of pedagogical neglect can occur in the form of a low level of communication, aggressiveness. In the future, this can develop into deviant or delinquent behavior.

Psychological factors of school success

The Ministry of Education and Science has determined what a teacher should know and be able to do in order to be able to work in a school. The main thing that a teacher should now be able to do is work with outstanding children. With young geniuses and inveterate hooligans, with the disabled and with the children of migrants. Consider today the causes of school difficulties and the problems of successful children.

Psychologists and educators have long dreamed of creating a school in which all children would be equally successful, and even offered specific ways to achieve educational balance.

All further development of psychological and pedagogical science and educational practice can be considered as a movement towards the goal - the search for such methods of education that would ensure the mastery of the curriculum by all children without exception. Subsequently, the development of issues of education and upbringing of children with developmental disorders of varying severity acted as an independent direction of theoretical and applied research, but today we will focus mainly on normally developing schoolchildren.

As practice shows, such an ideal school, in which there would be no underachieving students, so far exists only in our imagination. We are well aware of situations when children not only fail to cope with difficult learning tasks, but also make annoying mistakes when they need to answer simple questions.

Why do children not learn educational material, experience difficulties in communication, are sometimes aggressive, lazy, slow, etc.? These and many other questions concern teachers, psychologists, and parents. So far, they have not received an unambiguous answer, but even now it is possible to identify the conditions, the observance of which would contribute both to a better assimilation of the educational material and a noticeable increase in the cognitive interest of schoolchildren.

At the same time, it should be noted that current education is in a state of constant change, and this cannot but affect the work of the teacher and, as a result, the results of mastering the curriculum by students. One does not need to be a specialist to pay attention to the changes that have taken place and are taking place in recent decades in the modern school. This:

• transition from four years of primary education to three years and vice versa;
• the introduction of an eleven-year education and discussion of the expediency of a twelve-year;
• the emergence of new academic disciplines;
• availability of public and private schools;
• changing the content of education in the direction of increasing the information to be assimilated;
• exclusion in a number of schools from the curriculum of subjects of a general developmental nature: labor, music, drawing;
• the introduction of the subject nature of education in primary school;
• the introduction of specialized education in high school, which has both positive (in-depth study of a number of subjects) and negative consequences (reduction of time allocated for the study of other subjects; inconsistency between profile and non-core school programs; limited opportunities to choose a specialty after school);
• the introduction of mandatory final certification in the form of the Unified State Examination and State Examination;
• the emergence of a large number of children for whom Russian is not their native language: this creates difficulties both in the transfer of educational material and of a socio-psychological nature;
• changing the order of financing, etc.

These are the objective, real-life difficulties that the modern school faces, they complicate the work of the teacher and contribute to the emergence of a wave of distrust towards all those who are related to education. Nevertheless, it must be recognized that the presence of these and other difficulties does not release the school and teachers from responsibility for the quality of education, since education leads the development of society.

With regret, we have to state that the fight against poor progress begins when it has already acquired a clearly expressed and stable form, leaving an imprint on the entire personality of the student - self-esteem, motives for activity, the system of relations with teachers, comrades and parents. A whole complex of secondary and sometimes tertiary formations is built over the primary insufficient assimilation of any section of the program, and a thorough analysis is needed in order to decide where to start the correction.

Practice has shown that conducting additional classes does not always lead to a positive result - to the elimination of existing gaps in the assimilation of school knowledge. Thus, the question of what these classes should be and how to prevent the appearance of school difficulties is still open. At the same time, the data accumulated by domestic psychologists make it possible, if not to solve the problem posed, then at least to find possible approaches to its solution.

In the psychological and pedagogical literature, much attention is paid to the analysis of factors that influence school performance. Among them are two large groups: neuropsychological and psychological-pedagogical.

Minor deviations in the functioning of the nervous system, called minimal brain dysfunctions, are a variant of normal development. According to the data available today, the number of children with MMD is increasing and currently accounts for up to 30% of total number students.

The most common learning difficulties include:

• reduced efficiency, fluctuations in attention, memory weakness, insufficient speech formation;
• insufficient development of programming and control functions;
• visual-spatial difficulties;
• difficulties in processing auditory (auditory-speech) information;
• difficulties in processing visual (visual-speech) information.

The most widespread problems are the decrease in working capacity, increased fatigue and exhaustion of children. Increased motivation, care for the rest of children, and a well-thought-out system of educational tasks contribute to reducing fatigue. However, these accepted methods of pedagogical support of the child in some cases turn out to be ineffective, and then we have to state the presence of school difficulties due to pronounced unevenness in the development of higher mental functions.

The only way out in such a situation is developmental-correctional training, which is based on two principles:

• principle of work in the zone of proximal development;
• weak link principle.

Zone of Proximal Development is determined by the content of those tasks that the child cannot solve on his own, but which are available to him with the help of an adult, i.e., this is what a child today knows how to do with the help of an adult, and tomorrow he can do it on his own.

Zone of actual development is determined by those tasks that the child can perform on his own, without the help of an adult, that is, this is what he can do.

The teacher takes on the functions of the weak link, gradually transferring them to the child. To this end, he builds educational tasks "from simple to complex" and gives the child a hint. Tasks should be adequate to the child's abilities: equally useless and too easy, and too difficult tasks.

Such individually-oriented training can be realized only with the interaction of a teacher and a psychologist. If the psychological diagnosis of the school psychologist causes difficulties, you must contact the medical-psychological-pedagogical center. Incorrectly selected diagnostic methods and erroneous qualification of the data obtained will slow down the work on correcting school difficulties.

The difficulties experienced by children in learning are due to a violation in the development of the corresponding blocks of the brain.

First block- energy - maintains the necessary tone of the cortex, which is necessary in order to proceed successfully, firstly, the processes of obtaining and processing information, and secondly, the processes of forming programs and monitoring their implementation.

Second block- receiving, processing and storing information.

Third block- programming of behavior, regulation and control over the course of mental activity.

In accordance with the blocks of the brain indicated above, three main groups of school difficulties are distinguished.

The work of the first block of the brain ensures the general tone of the cortex. If this unit fails, it becomes difficult for the child to maintain an optimal level of activity.

Among these children, hyperactive and hypoactive children are distinguished. Hyperactive children have increased activity of these parts of the brain, while hypoactive children have decreased activity.

hyperactive children stand out noticeably among their peers. Even if there is only one such child in the class, he cannot help but attract attention, both teachers and classmates. Such children are mobile, emotional, easily distracted themselves by minor stimuli and distract their classmates. Difficulties associated with the assimilation of educational material are experienced to a greater extent by hyperactive schoolchildren who have a violation of voluntary attention - in this case, we are talking about a child with attention deficit hyperactivity disorder, i.e. hyperactive children who have preserved attention functions differ only in their behavior, which causes a lot of trouble for teachers and parents, however, as a rule, school performance does not suffer.

Hypoactive children slowly enter the working state, quickly get tired. They turn out to be productive in the first half of the lesson, and in the second they get distracted and even “turn off”. An analysis of their written work shows that they are not always able to complete the educational task, they make many mistakes, which tend to increase towards the end of the task.

The teacher often has great difficulty trying to increase the activity of the child.

It is possible to single out those activities that will help increase the overall performance of children:

• attention to the organizational side of the lesson;
• change of activities, avoidance of monotony in work;
• increasing motivation by including elements of the game and competition in the lesson, organizing work in groups;
• conducting physical exercises, performing movements for attention;
• control over the results of assimilation at the beginning, end and middle of the lesson: it is possible that children will be able to correctly answer the question after some time break.

The main thing that the teacher should pay attention to is the inadmissibility of monotony in work, which can lead to a decrease in efficiency.

The second block of the brain associated with the reception, processing and storage of information received by a person. In case of difficulty in processing information, reading and writing suffer. Pedagogical correction should be carried out in elementary school. However, such areas of work as increasing vocabulary and developing auditory memory remain relevant throughout the entire school education. A lot of problems that have not been solved in elementary school persist in secondary school, causing difficulties in mastering educational material. Children who have difficulty processing visual-spatial information make a large number of errors.

in written work in Russian and mathematics, but they can give good oral answers. The main reason for the problems experienced by children is the difficulties associated with operating spatial information and finding a strategy for its processing. This causes a slow mastery of holistic reading.

The third block of the human brain carries out programming, regulation and control of active human activity. Conscious human activity only begins with the receipt and processing of information, then there is the formation of intentions, the development of an appropriate program of actions and their implementation in external (motor) or internal (mental) acts. This requires a special apparatus that could create and hold the necessary intentions, develop action programs, carry them out and constantly monitor ongoing actions, comparing the effect of the action being performed with the original intention.

Children with a lag in the functions of programming and activity control are either characterized by increased activity - they are restless, stretching their hand without listening to the end of the question, or by inhibition - in this case, the children are slow and lethargic. If, when the first block of the brain is malfunctioning, children suffer from the fact that they are not able to maintain an optimal level of wakefulness and either quickly turn off or are overly excited, then action planning suffers in violations caused by a malfunction of the third block of the brain. For example, when performing a grammatical task, it is difficult for children with impaired cortical tone to start its implementation, and children with control difficulties jump from one task to another.

All children with a lag in control actions are easily distracted, slip into a simplified version of the action, hardly complete the action, do not compare the result of the action with a model or plan. They make many mistakes due to the simplification of programs and pathological inertia. According to the data obtained, this is based on the difficulties of switching and avoiding the stereotyped response, and a decrease in the amount of working memory. Such children are equally unsuccessful in the performance of all educational tasks, but the solution of mental problems suffers more than others.

School failures cause a negative reaction among teachers and parents, which further reduces learning motivation, which leads to an even greater backlog in learning. In this case, they are often ready to take on the role of a jester, which can subsequently lead to antisocial behavior.

The main corrective method with such children is work with materialized external supports, while a gradual step-by-step transition is made from a joint extended action with an adult to independent, collapsed internal actions. It is recommended to observe the following rules:

• organize workplace student;
• include the “attention!” sign in the work;
• write a lesson plan on the board;
• present a complex instruction in stages with its obligatory repetition;
• use visual teaching methods.

Thus, we see that some difficulties in mastering the school curriculum are connected not with the fact that the student does not want to study well, but with the fact that he cannot quickly and easily assimilate school knowledge due to the peculiarities of the development and maturation of brain regions. . Any child wants to be successful, but not everyone succeeds, at least without significant additional effort. And if there are no “fives” and “fours” expected and approved by adults, then the student’s interest in learning sharply decreases. And the task of teachers and psychologists is to see these individual features of the functioning of the brain structures of poorly performing schoolchildren and develop forms and methods of work that will help them compensate for these shortcomings.

in development.

In conclusion, it must be emphasized once again that working with children with developmental disabilities involves providing them with individual psychological and pedagogical assistance.

At least two participants are involved in the educational process - a teacher and a student, and the reasons for the difficulties experienced by the child can be equally due to both the insufficiency of the student's efforts and the peculiarities of the training organized by the teacher. Often, school success, as well as failure, is associated primarily with the characteristics of the student's activity: if the student copes with homework and control tasks, answers at the blackboard, then this is his merit. Otherwise, they talk about a negligent student, whose characteristic consists of only “not”: inattentive, dependent, incapable, does not listen to the teacher; does not know how to work with a textbook, etc., which is usually explained by his unwillingness to learn, insufficient diligence, etc.

However, such an understanding of the causes of school problems, firstly, relieves the teacher of any responsibility for the results of his actions, and secondly, it makes it difficult to understand how one teacher differs from another and why in the same class the success of students in

different subjects can differ significantly. In the latter case, due to the fact that the criteria for assigning marks are very subjective, we are talking not only about academic performance, but also about the performances of children at olympiads and tournaments, their participation in school conferences, etc.

In this regard, the question arises about the role of the teacher in organizing the successful learning activities of the child. There is still an opinion in the pedagogical environment that the possibilities of a teacher are very limited, and the idea of ​​achieving one hundred percent literacy is nothing more than a myth invented by idealistic teachers who have no teaching experience. However, psychologists managed to prove that dreamer teachers are not so far from reality. Psychologists have convincingly shown that it is possible to organize such education that would lead to the leveling of academic performance when the general education program becomes available to all normally developing children. There is a leveling off. Achievement, not ability.

Traditional teaching involves control mainly by the end result, which the student comes to feel. Therefore, it was relevant to clarify "the conditions under which the student will act in the way "as it should" and will inevitably come to predetermined results. Such a system was called the systematically phased formation of mental actions and concepts and included four large groups of conditions:

• formation of adequate motivation for the student's actions;
• ensuring the correct execution of the new action;
• education of its desired properties (an action can be performed at different speeds, depending on in full force operations or be abbreviated, etc.)
• the formation of an action in the desired form (it can be performed in a material, verbal or mental form).

Thanks to this organization of the learning process, a new action is formed much faster and easier than with traditional forms of learning. However, it is well known that not all training meets these requirements. Therefore, three types of teaching are distinguished, each of which is distinguished by “its own orientation in the subject, its own course of the learning process, the quality of its results and the attitude of children to the process and subject of learning”.

I type of teaching. With this type of teaching, not all the guidelines necessary for the correct performance of the action are given. The teacher, as it were, means that the student can think of some of the simplest things himself. This lack of reference leads to much trial and error. The student focuses on the final product, and the conditions, the observance of which leads to the desired result, often remain hidden from him. As a result, the correct action occurs by chance, and the student himself finds it difficult to repeat correct solution. Such learning is not accompanied by cognitive motivation; interest in learning remains external, not connected in any way with the acquisition of knowledge. A student studies in order to get a good mark, brag to his classmates, etc. Most children studying according to type I study accumulate narrow subject knowledge and skills. The development of thinking and abilities occurs, as it were, in addition to training. A lecture presented by a teacher in finished form can teach a lot, but it only brings up the ability and desire, without doing anything and without checking, to use everything from someone else's hands.

Type II training involves obtaining complete guidelines for a particular action in finished form, which practically eliminates trial and error. The systematic education of the desired properties allows you to achieve the intended results without a significant spread in academic performance. A significant disadvantage of type II teaching is that it is based on the characteristics of individual specific objects, and the transfer to new objects or new conditions is limited by their external similarity. However, the main disadvantage of this type of teaching is the formation in students of an attitude towards ready-made knowledge, and not towards the discovery of the unknown, which brings up not meaningful, but applied interest in knowledge.

When training according to type III the object is revealed not in isolation and not only in its difference from others, but as a particular phenomenon common system. The orientation scheme is compiled as a result of preliminary independent study objects in this area. The child's mastery of the research method opens up unlimited prospects, just as cognizable reality itself is unlimited. Again, the parallel suggests itself that "for today's education it is not so important to teach a certain amount of knowledge as to cultivate the ability to acquire this knowledge and use it." The main thing in the III type of teaching is the excitation of cognitive activity, the strengthening and development of cognitive interest, which results in the exclusion of other types of motivation.

Thus, when learning according to type I, there is no positive relationship between learning and mental development, and mental development not only does not depend on learning, but, on the contrary, determines its capabilities. When training according to type II, the influence of training on mental development is also not found. And only in the third type of teaching is there an effect of general development, which manifests itself not only in the distribution of learned techniques to sections of the same subject, but also in various forms of intellectual activity.

Based on these theoretical provisions, it is possible to develop a system of requirements for the organization of the process of assimilation of school knowledge. There is no doubt that the main efforts should be directed to the creation of a third type of doctrine. However, it should be borne in mind that this implies a fundamentally different approach to the content of training courses. As an example, we can cite the results of a study by M. Ya. Mikulinskaya, devoted to experimental teaching of the correct placement of punctuation marks in the Russian language. She analyzed the rules and showed that each of them performs one of three functions: connection, separation, or selection. Instead of memorizing separate rules, she taught children to recognize situations of connection, separation, and separation, and then showed punctuation marks to implement each of these functions. All students learned to punctuate almost accurately.

Building an education system that meets these requirements requires a lot of time and effort, so you should pay attention to those features of the content and methods of teaching that, even under conditions of traditional education, will help prevent school failure.

The minds and souls of scientists and practitioners have long been concerned about the problem "Why teach?" in deciding which they were unanimous in the main: the task of the school is to prepare children for adulthood. The task of the secondary school is not to teach, but to develop children, not to stuff their heads with useless ballast, but to prepare them for the life into which they must enter as mature people. A mature person is one who knows why he lives, how he relates to people and to the history of mankind, and acts according to this.

What to teach? What kind of school should be so that education and upbringing provide preparation for the future life? The main value of the entire education system lies in its ability to discover, form, and strengthen the individual values ​​of education in their pupils. It is known that nothing can be taught to anyone, you can only learn ...

If for centuries the main social task of mass education was to transfer general cultural knowledge and skills (to write, count, read), then in the current conditions such an orientation is “completely insufficient both for mastering the true spirit of modern science and the principles of a creative attitude to reality.”

Renovation of our school education should be aimed primarily at the priority in it of all forms of education of the student's personality, which themselves can act in it as genuine subjects of their activity. Thus, education is not limited to the accumulation of a sum of knowledge, it should be aimed at the formation of a creative attitude to the world around us, the ability to live and act.

according to constantly changing conditions. At the heart of such a skill, in our opinion, is a comprehensive orientation in the world and oneself. Hence, the extremely general formulation of the task of schooling can be presented as the task of forming in students a broad social orientation in all spheres of life around them.

The urgency of solving this problem is reflected in the Federal State Educational Standards IEO and LLC. Thus, the Federal State Educational Standard establishes requirements not only for subject results, but also for meta-subject and personal ones. The content of subject education is the factor that has a significant impact on school performance. Lessons that are not interesting for the child not only hinder the acquisition of knowledge in certain areas, but also form a negative attitude towards both a separate academic subject and the school as a whole, or, even worse, education and Knowledge in general. The opposite is also true: it is possible to build education in such a way that topics from physics or history that were traditionally considered boring cease to be such, and as a result, students master the relevant subject knowledge.

Thus, the prevention of school failure contribute to:

• mastering children with interdisciplinary knowledge;
• a clear allocation of the subject of the studied science; one cannot teach rationally if the subject itself is presented unintelligently.
• the quality of possession of basic information from all academic subjects is determined by the ratio of specific and general, non-specific actions to be mastered. If specific actions are the allocation of the main members of the sentence, the declension of nouns

and so on. - first of all, they are determined by the characteristics of the subject area under study, then general actions - subsuming under the concept, comparison and classification, derivation of the consequence - are used in solving various educational problems. Schoolchildren's mastery of common actions has a positive effect on the success of subsequent education. This instills in them the ability to independently compose a complete orienting basis for a specific objective action, on the psychological characteristics of which, as we have already seen, the quality of solving educational problems depends. Working with a textbook assumes that high school students have the skills to work with text, since the material to be learned is relatively new for students, and it is not enough to learn it.

How to teach? This question is closely related to the previous question What to teach? At the same time, it is useful to pay attention to some features of the organization of assimilation, insufficient consideration of which hinders the acquisition of subject knowledge by children and is one of the causes of school failure.

First. One of the undoubted merits of psychologists is their conclusion that for successful learning it is not enough to give a sample of the action product, it is also necessary to equip the student with a model of action to obtain a given product. In other words, it is necessary to show the child what and in what sequence he must do to get the result. At the same time, it is necessary not only to show, but also to explain why it is necessary to act in this way. This is called the scheme of the orienting basis of action, which is acquired step by step in the course of specially organized training. The teacher is faced with the task of tracking how the child gets the given result - for this, the student, performing the exercise, must tell what operations and in what sequence he performs. The transition to performing the task in the mind is possible only when the teacher has made sure that the student performs all the operations and in the right sequence.

A typical school situation is when a teacher, faced with students misunderstanding the topic of the lesson, repeats the same explanation, at best in slow motion. As a rule, this does not lead to success, which is still expressed in a large number of errors in solving educational problems. The reason for the observed phenomenon lies in the fact that the instructions of the teacher were inaccessible to the children, and remain so for the children precisely because they do not understand how to perform this or that action. For example, a teacher presents a sample of work with the rule of the Russian language, but children, even if the rule is in front of their eyes, make mistakes. This is due to the fact that no one taught the student how to work with the rule, as if it goes without saying that he is able to use the algorithm proposed to him. In practice, it turns out that one rule is clearly not enough and it is necessary to teach the student to work in accordance with this and other patterns. Such work should begin as early as possible, from the first years of schooling. In the case when it turns out that the student has not formed all the components of the action, it is possible to carry out targeted correction aimed at compensating for the missing, previously missed forms of those actions that students must master.

Second. The explanation of the educational material is followed by its development on educational tasks of varying degrees of complexity. Thus, the process of teaching all academic subjects is organized, but the sequence of presentation of training tasks in terms of their complexity may be different. The work of the teacher in the zone of proximal development of the child significantly increases the cognitive activity of the latter and thereby stimulates him to solve a new type of problem.

Conventionally, teachers can be divided into two groups: those working in the zone of actual and the zone of proximal development of the child.

Outwardly, it looks like this. One teacher, after explaining the new material, begins to work it out with the simplest tasks available to all children. Another teacher, after explaining, presents difficult tasks that they cope with

not all students. Most teachers work according to the first strategy. It turned out that in those rare cases when the teacher focuses on the zone of proximal development of children, they, firstly, feel more confident, and, secondly, they are much more willing to take on new tasks and, as a result, more often achieve a positive result.

In other words, it is desirable to present such tasks that would be, on the one hand, available to the student, and on the other hand, would not contribute to his feeling that "he already knows and can do everything." Such training prevents the appearance of intellectual passivity, which will be discussed below. Thus constructed training is focused on the immediate (zone of proximal development), and not the actual development of the student.

Third. The student learns the educational material not only in the course of the teacher's explanation at school, but also through homework. However, due attention is not always paid to the selection of homework assignments, which is especially true in relation to the so-called "oral" subjects. If for “written” subjects the student receives assignments for each lesson that are checked by a conscientious teacher (which is also not enough, since it is necessary to understand the reasons for erroneous performance), and thus regular control is ensured, then with “oral” subjects everything is different. The student has the opportunity to demonstrate how much he has learned the material, only a few times during the quarter, when he is called to the board. In addition, control or independent work is carried out, which is not so regular and numerous in comparison with such subjects as mathematics or the Russian language. In this regard, special attention should be paid to what tasks the child must complete at home, which is true for all academic subjects.

In the practice of school education, as observations show, insufficient attention is paid precisely to the formulation homework, as a result of which the student understands his duties as follows: solve problems in mathematics, do exercises in Russian and foreign languages, read a paragraph on history, geography and other "oral" subjects. The consequence of this understanding is, at a minimum, the following:

• written tasks are performed without relying on rules that exist, as it were, separately from exercises and equations;
• tasks are completed according to the scheme proposed in the lesson, often without a sufficient understanding of its essence, which causes the student's inability to solve educational problems presented in a form other than in the lesson;
• textbook materials are indeed read, but without any consequences in the sense that they are not included in the solution of educational tasks - as a result of such training, children cannot generalize the subject material, since they do not have the grounds for such a generalization;
• individual sections of the textbook do not form a whole, there are no ideas about the scientific field as a whole.

When listing the exercises that the student should do and the paragraphs that need to be read, it is advisable for the teacher not to limit himself to naming the numbers of exercises or paragraphs. It should be clear to the student how he should perform the exercises in terms of correlation with the rule, how to solve equations - focusing only on a sample solution in the class or on the rule as a whole, how to work with a paragraph - it is hardly easy to read.

Until now, in our lectures, we have dealt with children who experience difficulties in mastering the school curriculum. Among them there are those who cannot cope with the curriculum quite well. objective reasons, but there are those who do not want to: as practice shows, it is very difficult to distinguish one from the other, and often schoolchildren with attention disorders are classified as lazy and vice versa. Such children are usually talked about at teachers' councils, special classes are held with them, they are given assignments for the summer, they used to be left for the second year, but at the present time the institution of repetition is slowly dying out.

Against the background of chronically underachieving children, the rest of the students are perceived by all participants in the educational process as very prosperous and therefore do not need any special attention from teachers, let alone psychologists. Even those who cannot boast of good grades and belong to the category of average students do not cause much concern among teachers, except perhaps for parents who do not want to put up with the absence of fives and fours in their children's diaries. The only thing that worries vigilant teachers is the decline in academic performance, but this is often attributed to an increase in workload or the emergence of interests that lie outside the school. Both, indeed, take place, which, however, does not relieve the school of responsibility for learning outcomes and forces us to look for reasons for not very high school success and ways to change the current situation.

And it seems quite strange to pose the problem of the so-called motivated children. Teachers and psychologists are well aware of the request coming from the school administration about the need for an attentive and caring attitude towards motivated children. Initially, the question is bewildering: do children who are already all right need some special attention? However, gradually, as one penetrates into school life, it becomes clear that the idea of ​​these children as very prosperous is not entirely correct. It is not in vain that teachers are sounding the alarm: outwardly successful and balanced, they turn out to be very vulnerable to rapidly and very unpredictably changing learning conditions. This is manifested not only in the loss of interest in learning, but also in a decrease in reader activity, a radical change in cognitive aspirations, increasing difficulties in communicating with classmates, etc.

All of the above leads to the need to understand those motivating forces that determine not only the attitude of schoolchildren to their academic duties, but also the results of schooling in general.

Before talking about the problems of motivated children, it would be nice to have an idea of ​​who we are talking about in this case. This term is purely pedagogical, if not more precisely - school, it has become quite firmly established in the professional everyday life of teachers, especially those who have to take care of preparing students for the Olympiads and different kind competitions, prepare them for participation in children's conferences. In psychology, such a special concept does not exist, since it is known that any activity is stimulated by some motive, and the absence of a motive means the absence of activity. And in this sense, all children can be called motivated - they are all busy with their studies, although with varying degrees of success. Another thing is that the motives underlying educational activities are very diverse and, moreover, they can be hidden even from the student himself, and even more so from the adults around him.

There are three types of motivation: external, competitive and internal.

For external motivation it is characteristic that the true motives for learning lie in a wide social life, and the child learns not for the sake of the process of learning and gaining knowledge, but for the sake of getting marks, praise from parents and teachers. The situation with homework is very indicative in this respect. Often a student does homework in order to avoid punishment for what has not been done, which is why children quickly “figure out” that one teacher must complete the assignments - otherwise there will be deuces in the diary and journal, and the other turns to the work done at home from case by case. Also, often students have high final scores due to the fact that the teacher is ready to compensate for the lack of marks in the journal by evaluating homework. Such tactics of the teacher's behavior reinforces the external motivation of the student, setting him up, first of all, for the pursuit of grades, and interest in knowledge itself in this case inexorably falls. That is why homework should act only as a means of current control over the development of learning activities by the student, but by no means a source of their objective evaluation.

School teachers often have to deal with children who are able to cope with tasks designed for the material they have just studied, and questions on a recently studied topic take them by surprise and, moreover, cause offense. As a weighty argument in their favor, they bring a convincing, from their point of view, argument that they were not asked to repeat past topics. The situation is also well known when a student who missed a week or two due to a banal cold tries to avoid doing control work or answer at the blackboard, referring to his temporary absence. It would hardly be right in this case to insist on one's own, to demand from the student the immediate completion of educational tasks. Once in this position, the student will look for - and successfully find - a way out of the situation: write off, use a hint, etc., which only enhances the effect of external motivation. Correct in all respects will be the observance of the school rule, according to which children who missed classes have the opportunity to write a test later. It should be noted that not all students are determined to write the work on time, but at least some of them will not delay it until the end of the quarter, and then it is possible that studying the material for a pragmatic purpose will acquire a different meaning.

As for the external motivation of the teaching, it is naive to expect that it will cease to be such in an instant, but care must be taken not to reinforce it.

"Sports" or competitive motivation characterized by the desire to obtain the result that the student needs, raises him in his own eyes, in the eyes of his classmates, because he managed to achieve some high results compared to his previous successes. The student strives to improve his performance, but at the same time, knowledge itself does not interest him, he is focused only on the final result. From a psychological point of view, this type of motivation is external, however, distinguishing it as an independent one is explained by the fact that such motivation allows the student to strive to achieve high learning outcomes. In school practice, it is not uncommon for a student, initially focused only on the external side of the learning process - winning an Olympiad, entering a university or gaining long-awaited respect from classmates, penetrates so deeply into the basics of a particular field of scientific knowledge that he begins to be interested in it already. for her own sake.

Finally, intrinsic motivation is actually cognitive motivation, which is distinguished by a disinterested and insatiable passion for knowledge. Such students in the school

a little, and teachers can not help but pay attention to them. Among them there are children who are interested in not one but several academic subjects: they are equally attracted to history and biology, linguistics and probability theory. Others, on the contrary, are ready to spend hours looking for information related to one area, about which educators often have only a very general idea. And the teacher should not forget about those and others: otherwise, the first ones may get lost and ultimately be unable to make a choice in favor of one or another kind of professional occupation, and the second ones - so dig in that it will be difficult for them to cope with the educational program for other subjects.

It should also be specially noted that the presence of intrinsic motivation is not always accompanied by high academic performance: often in children - which is typical for younger adolescents - there is a persistent cognitive interest that does not need any external reinforcements.

We have already talked about different types teachings, each of which has its own specific type of motivation.

With type I teaching“interest in the subject and process of learning is not fed by their knowledge and remains external - the child learns for the sake of something else, which determines the direction and stability of the teaching.”

Due to the fact that school education is predominantly built according to type I, in which the main attention is paid to the presentation of ready-made, not always well-systematized knowledge, and the motivation of our students is, as a rule, external. In this case, the teacher usually does not set himself the task of inducing the student to self-derivation of knowledge, but is limited to presenting the information necessary, taking into account the requirements of the school curriculum.

II type of teaching“gradually brings up a certain attitude to the subject and the process of learning. The activity of the student is directed not to the discovery of the unknown, but to the assimilation of “ready knowledge” - the II type of teaching brings up not theoretical, cognitive, but applied interest in knowledge. home distinguishing feature Such learning consists in the fact that the teacher transmits in a generalized form a fairly large amount of information that in the near future can be used in solving various educational problems. This training gives good results, but does not contribute to the emergence of interest in knowledge as such: the student receives all the necessary information from the teacher, and he does not have to take care of obtaining them on his own.

III type of teaching significantly differs from the two previous ones - and first of all, the nature of the motivation that accompanies it. “... the first and most important thing in the III type of teaching is the excitation of cognitive activity, the ever-increasing strengthening and development of cognitive interest proper. And this requires the exclusion of other types of motivation, in particular, rewards or punishments. And failures should be treated in such a way as not to discourage the child, but to encourage him to search for new solutions.

In the III type of teaching, two principles are clearly distinguished: the method of researching objects and the method of involvement in this research. If the method of research is aimed at clarifying the basic structure of the objects under study, then the method of involvement in the study consists in arousing cognitive interest. This initial cognitive interest must be carefully and carefully, but at the same time consistently and persistently deployed, embodied in a stable, independent activity that carries a sequence of tasks. Only self-made "discoveries" reinforce interest in the studied subject area. The knowledge that the child receives should be interesting to him, their acquisition should be based on cognitive interest. Type III teaching meets this requirement.

As practice shows, children often study for the sake of their parents' praise and good grades, or in order not to be a black sheep among their classmates. The knowledge itself and the learning process are not very interesting for them, the result is important to them. Only a very small number of students are focused on obtaining knowledge, have a pronounced cognitive motivation - it is they who are called motivated in the pedagogical environment. They are willing and usually able to study well. Such students can be called eccentrics, because no other motivation can replace this passionate desire for knowledge.

There are few motivated children, and the school administration rightly believes that such wealth should be cherished and cherished. First-graders go to school for knowledge, but in fact, many of them are guided by the external attributes of school life, allowing them to approach the world of adults. Ideally, by the end of their stay in primary school, they should have formed learning activities with a pronounced cognitive motive. In practice, everything is different - most children go to school "because everyone goes", and some even develop a negative attitude towards the school as a whole, which they extend to the process of acquiring knowledge.

Concerned teachers turn their eyes towards psychologists in the hope of getting qualified help, but in this case, psychological methods themselves are not enough, correction of the content (what to teach?) and methods (how to teach?) of training is needed.

Observations of motivated children have shown that they are very different from each other. First of all, age features are striking. Motivated fifth- and sixth-graders study well, accurately perform all the tasks of the teacher. They always know what topic is being studied and when the test is expected. Expressed interest in any one subject area is an exceptional phenomenon. They have favorite subjects, which, as a rule, is determined by their attitude towards the teacher. The cognitive motive is very broad: they are equally interested in why it is impossible to divide by zero, and why in Russian and English language different number of letters. At this age, children are sensitive to marks. They hope that their work will be properly appreciated, and they put a lot of effort into achieving the desired excellent result.

By the end of the 6th grade, the picture is changing. Firstly, the tendency to highlight the range of interests, although initially very vague, becomes obvious. Children are not yet able to specifically identify the subject area that is most attractive to them, but they can already say for sure what they are not interested in. Some give a clear preference to the humanities, others - to mathematics, others are clearly drawn to nature. However, they can be equally successful in all school subjects.

Secondly, motivated children sometimes strive for knowledge itself, and not for evaluation for demonstrated results. They can possess a large amount of information on a particular subject and at the same time have satisfactory marks. In the circle of their peers, they often talk about the facts that surprised them, in the classroom they make vivid messages and reports, surprising teachers with the amount of information not even processed, but learned. At the same time, they sometimes do not make any efforts to answer all the questions of the test. One eighth-grader actively helped to understand computers not only to classmates, but also to older children, having good reason for that, since he had read at least a dozen books on programming, but in computer science he could not earn above three in any way.

Perhaps the main danger that awaits the school when meeting with such children is that they may remain unnoticed by the teacher. There is nothing left but to advise subject teachers to deal with the causes of weak answers.

in every specific case. The subsequent orientation of students towards achievements is the subject of joint work of the teacher, parents and psychologist. Appealing to parents is highly desirable, since they have a disorganizing, demotivating effect on the child both when they expect only high results from him, and when they are completely removed from participation in his school affairs.

During the transition to high school, teenagers are forced to decide professionally. Motivated high school students often find themselves in an advantageous position compared to undecided classmates who do not have a pronounced interest. As a rule, by this age, motivated teenagers not only possess knowledge, but also know how to correctly demonstrate it - they are no longer indifferent to how they appear before teachers and classmates. Moreover, by presenting the information available to them, they are able to reasonably defend their point of view. in the latter case, for the sake of scientific truth, they are ready to go into conflict with a teacher who is not very respected. A wise teacher will find a way to relieve tension - it is not worth proving that the teacher is always right: most likely, a meticulous teenager has dug to the very depths and is ready for further exploits in this field. It will be more useful in all respects to support the cognitive interest of a teenager, from time to time referring to his authoritative opinion.

Pedagogical support for cognitive motivation Obviously, work with motivated children cannot be the same throughout the school years. Growing up, children change, and, perhaps, the main task of the teacher and psychologist is to recognize these changes, to distinguish the declared motives from the real ones. This not an easy task can be successfully solved only if psychologists do not limit themselves to questionnaires, but turn to observing the behavior of children in the classroom, analyzing their written work, and also find time to conduct a confidential conversation with the child.

As for correctional work, at present psychologists cannot boast of ready-made programs for the formation of cognitive motivation, the appearance of which is more a natural result than the goal of pedagogical work. Cognitive motivation arises in the process of cognition itself, the acquisition of knowledge, and therefore cannot be introduced from outside. A child can be forced to learn by appealing to a sense of duty and responsibility, but how to make this process interesting in itself? The desire to learn, the thirst for knowledge presuppose a change in school education, and above all its content. This is what supporters of developmental education are constantly talking about, according to which the mastery of theoretical knowledge is a means of forming internal motives for learning.

However, the majority of children study in ordinary public schools according to traditional programs and standard textbooks. They will be discussed.

Firstly, motivated children, having studied very well in primary and secondary school, as a rule, are able to quickly and easily assimilate the school curriculum, which in itself can be assessed unambiguously positively. The reverse side of this is a decrease in their activity. Experienced teachers notice that they stop learning. At the same time, outwardly, everything may look very good, since they still do much better than their peers, and a small decrease in academic performance may well be attributed to the emergence of extracurricular interests. Such teenagers easily and quickly understand new material and in the future do not bother to penetrate deeper into it.

One such left-handed girl managed to write down formulas in a mathematics lesson with one hand, and play tic-tac-toe with her neighbor with the other. From a straight A student, she turned into a good student, which did not particularly bother anyone: neither herself - the joy from the fives was replaced by an indifferent attitude to success, nor the teachers, who, understandably, are concerned about poor students. It was the latter that was one of the reasons for this behavior of the girl: she became bored of listening to the same explanation several times. In this case, it helped that in the 10th grade the girl chose special courses and individual projects that corresponded to her interests and level of development.

Thus, subject teachers face two tasks: firstly, to pay attention to children who are initially interested in gaining knowledge, but gradually losing this interest, and, secondly, to find ways to encourage them to update existing information and search for new ones. . However, unfortunately, teachers who are preoccupied with pulling up the underachievers often do not get their hands on their gifted, formerly motivated, classmates. It is necessary to explain for a long time and monotonously that everyone should be comfortable at school, including motivated children, who, for example, can be given more complex tasks.

Secondly, there are children with a pronounced cognitive interest, but at the same time they are not inclined to use the accumulated wealth for pragmatic purposes - they have already been discussed above. In this case, special conversations on the formation of successful behavior, in other words, achievement motivation, may be useful. The question of who should organize such conversations remains open: it can be the teacher himself, and the psychologist, and the administrator, the main requirement is his authority in the eyes of a teenager. Especially effective are such conversations with high school students who are already focused on mastering a profession, which means they are ready to demonstrate their abilities and even some superiority compared to others. However, the excessive efforts of the teacher in this field can have the opposite result, when a teenager who believes in his “special” abilities will be in the grip of one desire - to prove to everyone around him and to himself his own exclusivity. There will be no time or energy left for further advancement in mastering the scientific foundations.

As for younger children - students of grades 5-7, they are deprived of vanity, they often refuse to participate in olympiads, do not strive to show themselves in a favorable light in front of their classmates. Observational data indicate that reinforcement of a child's successful performance at a conference or olympiad will be useful. Support from adults, whose opinion he values ​​very much, can be effective. It is important for a teenager to feel that his parents and younger siblings are proud of him, and teachers respect him and see him as a worthy companion.

Summing up, it should be noted that when working with such adolescents it is not possible to give advice that is equally suitable for all children, but perhaps the main difficulty lies in the fact that the problem itself often remains hidden. Teachers, as a rule, are worried about underachieving students, and the children themselves are not worried either about the decline in academic performance - and so they study no worse than most other students, or in connection with the appearance of unwillingness to do homework. However - and this primarily applies to subject teachers - one should pay attention not only to absolute, but also to relative indicators of school success. Otherwise, the current children who cope with the school curriculum will join the ranks of difficult and problematic ones. Internal cognitive motivation from rough treatment with it can easily turn into its opposite and become external.

Literature

1. Akhutina T.V., Pylaeva N.M. overcoming learning difficulties: a neuropsychological approach. SPb.: Peter, 2008.

2. Bozhovich L.I. Personality and its formation at school age. SPb.: Peter, 2008.

3. Galperin P.Ya. Lectures on psychology. M .: Book house "University": higher school, 2002.

4. Galperin P.Ya. Teaching methods and mental development of the child. M.: Publishing house Moscow. un-ta, 1985.

5. Vygotsky L.S. pedagogical psychology. M.: Pedagogy, 1991.

6. Davydov V.V. Lectures on educational psychology. M.: Academy, 2006.

7. Korchak J. Selected pedagogical works. M.: Pedagogy, 1979.

8. Elkonin D.B. Selected psychological works. M.: peda-

“Factors affecting school performance:

Pure Oksana Igorevna

Moscow, 2016

« Factors affecting school performance:

psychological and pedagogical factor "

Content

Introduction

1 .1. The system of performance indicators.

2.1. Mental development.

Conclusion

Bibliography

Introduction.

“A student is not a vessel,

to be filled

but a torch to be lit"

K. D. Ushinsky,

It is difficult to overestimate the importance of the school period of a person's life. Much in a person's life depends on how it develops - successfully or unsuccessfully, including many personal qualities that are formed under the influence and as a result of certain features of the school period of a person's life.

Many of the problems of an adult can be better understood by looking at his years of schooling. It’s not even a matter of whether a person studied successfully or unsuccessfully, but how comfortable he felt at school, whether he went to school with a desire every day, how his relationship with teachers and classmates developed. It is under the influence of these circumstances that certain personal qualities are formed. In many ways, this depends not so much on the student himself, but on what the school process itself is, how it is organized, and how society sees the goals and objectives of schooling.

Goal of the work: determine the psychological and pedagogical factors that affect school performance.

Tasks:

Define what school failure is;

To study success factors;

Define what is meant by psychological readiness for schooling;

Determine the impact of mental development on school performance;

Determine the impact of the age at which a child begins schooling on school performance.

It is known that schoolchildren, despite the same programs and conditions of education and upbringing at school, have unequal knowledge, different performance indicators. Progress as a concept means the degree of success of students in mastering knowledge, the school curriculum.

School performance is an important criterion for evaluating a child as a person by adults and peers. The role of academic achievement in the development of the student is huge! The relevance of this problem has always been and will be significant for students, teachers and parents.

The main success factors.

The study of relevant scientific data has made it possible to identify three main factors of academic achievement: the requirements for students arising from the goals of the school; psychophysical abilities of students; social conditions of their life, upbringing and education at school and outside of school.

The requirements for students form the basis for the development of tests and assessment criteria. The requirements of the content of education can only be met when they do not exceed the physical and mental capabilities of schoolchildren and are in accordance with the conditions for the education and upbringing of children.

In the capabilities of children, two closely related sides are distinguished - physical capabilities (the state of the body, its development) and mental (development of thinking, memory, imagination, perception, attention). When developing requirements for students, specialists in each academic subject are guided by a certain norm of the capabilities of children of a particular school age.

The psychophysical abilities of children change and improve under the influence of social conditions, including the influence of the educational work of the school. The content and methods of teaching increase (and sometimes delay, lower) the abilities of students.

Social conditions (in the broadest sense of the word) as a factor in academic achievement also interact with the abilities of children. These are the conditions in which children live, study, are brought up, living conditions, the cultural level of parents and environment, class occupancy, school equipment, teacher qualifications, availability and quality of educational literature, and much more. And this factor, one way or another, is taken into account when determining the content of training.

The same conditions of education and upbringing have a different effect on children brought up in different conditions, having differences in the body, in general development. Not only education, but the whole life of a child affects the formation of his personality, and personality development is not carried out under the influence of external conditions alone.

In determining the elements of poor progress, it is necessary to rely on didactic, methodological and psychological literature, using programs and textbooks, as well as the results of observations of pedagogical processes.

The most important task of pedagogical science is to reveal the essence of academic performance, to identify the structure of academic performance, the features by which its components can be identified, and the development of scientifically based methods for detecting these features. Without this, it is impossible to scientifically study the factors of academic failure and develop measures to combat it.

Modern Dictionary in pedagogy defines performance as the degree of assimilation of knowledge, skills, established by the curriculum, in terms of their completeness, depth, consciousness and strength. Finds its external expression in the estimated scores. Comparative data marks on individual items performance is characterized in each academic subject, in the cycle of subjects, in classes or in the school as a whole. High student achievement is achieved by a system of didactic methods, forms and means, as well as educational measures.

It is necessary to proceed from the fact that the content of education prescribed for the school is expressed not only in programs and textbooks, but also in the literature explaining them. Methodical materials, programs and textbooks reveal the specific content of each subject and partially - general principles and the ideas behind them. Psychological and pedagogical literature explains the goals and objectives of the new content, its features.

1.1. Performance Scorecard:

first - make at least one indirect conclusion, combine existing knowledge, skills and abilities in obtaining new knowledge;

second - apply existing knowledge, skills and abilities in a new situation, selecting them and combining them, performing separate indirect conclusions;

third - to strive for knowledge of a theoretical nature, for their independent acquisition;

fourth - actively overcome difficulties in the process of creative activity;

fifth - strive to evaluate their achievements in cognitive activity.

Failure to comply with the set of these requirements characterizes the poor progress of schoolchildren.

Psychological and pedagogical factors of development

and their impact on school performance.

2.1. Mental development.

One of the factors influencing the success of schooling and largely predetermining the difficulties of the student in learning is the level of mental development of children. Certain difficulties in teaching arise in the event of a discrepancy between the requirements imposed by the educational process on the level of implementation of the cognitive activity of the student, with the real level of his mental development.

Mental development is considered as one of the sides of the general mental development of a person. In schoolchildren, mental development plays essential role, since the success of educational activities sometimes depends on it. And the success of educational activity is reflected in all aspects of the personality - emotional, motivational, strong-willed, characterological. What influences mental development? To a certain extent, it takes place as a result of the natural maturation of the brain, which is an indispensable prerequisite for mental development in general. But mainly mental development occurs under social influence - training and education.

What is mental development (intelligence)? Different authors have different definitions of this concept. Thus, F. Klix defines intellect as the ability to organize cognitive activity in such a way that a given goal (problem) can be achieved in the most efficient way, that is, with the least amount of time and resources; Cold M.A. believes that intelligence is a system mental mechanisms, which determine the possibility of constructing a subjective picture of what is happening. From the point of view of Kolmykova Z.I. - this is a complex dynamic system of quantitative and qualitative changes occurring in the intellectual activity of the subject in connection with his mastery of human experience in accordance with the socio-historical conditions in which he lives, and the individual age characteristics of his psyche. The modern view of the content and ways of mental development of schoolchildren is closely connected with theoretical ideas about cognitive structures, with the help of which a person extracts information from the environment, analyzes and synthesizes all incoming new impressions and information. The more they are developed, the greater the possibility of obtaining, analyzing and synthesizing information, the more a person sees and understands in the world around him and in himself. In connection with this idea, the main task of school education should be the formation of structurally organized and well internally dissected cognitive structures, which are the psychological base of acquired knowledge. Only such a base can provide flexibility and mobility of thinking, the possibility of mental comparison of different objects in the most different ways and aspects, in other words, the acquired knowledge will not be formal, but effective, enabling a wide and versatile handling of them. Therefore, in the process of schooling, the child needs not only to be informed of the amount of knowledge, but also to form in him a system of knowledge that forms an internally ordered structure. This can be achieved in two ways: purposefully and systematically develop the thinking of students; offer for assimilation a system of knowledge, compiled taking into account the formation of cognitive structures, which leads to an increase in the quality of mental activity.

Having a significant impact on school performance, mental development does not always unequivocally determine the school success or failure of the child. In middle and high school, other factors begin to have a strong influence on the success of schooling, blurring the influence of the factor of mental development. In other words, a direct relationship between the level of mental development of a schoolchild and the average score of his school performance is not always confirmed in school practice. This means that a child who is characterized by a low level of mental development can study well enough, and a student who shows high results on intellectual tests can demonstrate average or below average success in learning. This testifies to the variety of reasons that give rise to school failure, where the level of mental development is only one of them.

2.2. Psychological readiness of children for schooling.

What is meant bypsychological readiness of children for schooling? We are talking about a radical restructuring of the whole way of life and activity of the child, about the transition to a qualitatively new stage of development, which is associated with profound changes in the entire inner world of the child, which cover not only the intellectual, but also the motivational, emotional and volitional spheres of the child's personality. Readiness for school education means the achievement of a certain level of development of cognitive abilities, personal qualities, socially significant needs, interests, motives.

The main condition for the formation of psychological readiness for school isfull satisfaction of the needs of each child in the game . It is in the game, as you know, that all the cognitive processes of the child are formed, the ability to arbitrarily control their behavior, obeying the rules set by the game roles, all psychological neoplasms of the preschool period of development are formed and the prerequisites are laid for the transition to a new qualitative level of development. However, in real life, especially in last years there is an alarming situation of psychological unpreparedness of a considerable number of children who come to study in the 1st grade. One of the reasons for this negative phenomenon is the fact that modern preschoolers not only play little, but also do not know how to play. Thus, a developed form of play occurs only in 18% of children. preparatory group kindergarten, and 36% of children in the preparatory group do not know how to play at all. This distorts the normal path of mental development and negatively affects the formation of children's readiness for schooling.

One of the reasons for this is the misunderstanding by parents and educators of the preparation of children for schooling. Instead of giving the child best conditions to develop his play activity, adults, taking time away from play activities and artificially accelerating child development, teach him to write, read and count, that is, those educational skills that the child must master in the next period of age development.

Psychological readiness for school education does not consist in the child's learning skills of writing, reading and counting. But her necessary condition is the formation of his psychological prerequisites for educational activity.

These prerequisites include the ability to analyze and copy a sample, the ability to perform tasks at the verbal direction of an adult, the ability to listen and hear, the ability to subordinate one's actions to a given system of requirements and control their implementation.

Without these, at first glance, simple and even elementary, but basic, psychological skills, training is impossible. .

Educational activity does not impose special requirements on the natural characteristics of the student, the innate organization of his higher nervous activity. Differences in the natural organization of higher nervous activity determine only the ways and means of work, the peculiarities of the individual style of activity, but not the level of achievement. Differences in temperaments are differences not in terms of the level of mental capabilities, but in the originality of their manifestations.

The natural basis of temperament are types of higher nervous activity. These properties include strength-weakness, mobility-inertia, balance-unbalance of nervous processes.

Without determining the level of the final result of training, the psychological characteristics of temperament to a certain extent can impede the learning process. That is why it is important to take into account the peculiarities of the temperament of schoolchildren when organizing educational work.

2.3. Age at which schooling begins.

The factor significantly influencing the success of children's assimilation of knowledge, and, consequently, their academic performance, is the psychological and pedagogical factor, the components of which are the age of the child who begins systematic education at school, and the didactic and methodological system within which schooling will be carried out.

Let's consider a number of questions related to this factor. Why does the age of a child starting school turn out to be closely related to his future school success or failure?

The need to start schooling at a certain age is due, first of all, to the presence of sensitive periods in mental development, which create favorable conditions for the development of mental processes, which can then gradually or sharply weaken. Not to use these opportunities means to cause serious damage to the further mental development of the child. The early start of schooling turns out to be ineffective due to the non-appearance of a period of special sensitivity to educational influences and the need for them. That is why, as school practice shows, it is so difficult to teach too young children who hardly perceive what is easily given to children aged 6-7 years. But the beginning of education at a later age (8-9 years) is also not very successful, because. the period of the child's best susceptibility to learning influences has passed.

L.S. Vygotsky attached great importance to the beginning of the process of schooling. He pointed to the existence of optimal terms for each type of training. This means that only in certain age periods, teaching a given subject, given knowledge, skills and abilities is the easiest, most economical and fruitful.

So, trying to understand the nature of a child's learning difficulties, it is necessary first of all to identify at what age he began systematic schooling, since there may already be a hidden reason for his school failure.

2.4. Didactic-methodical system of school education.

Another component of the psychological and pedagogical factor, as already noted, is the didactic and methodological system within which schooling is carried out. What role does this component play in determining the success and failure of training? Before answering this question, let us briefly consider the question of the relationship between learning and mental development. Vygotsky L.S. noted that the learning process should be considered not only as the formation of skills, but also as an intellectual activity aimed at identifying and transferring the structural principles found in solving one problem to a number of others. Learning some particular operation, the child thereby acquires the ability to form structures of a certain type, regardless of the material with which he operates, and of the individual elements that make up this structure. Consequently, by taking a step in learning, the child advances in development by two steps, i.e. learning and development are not the same.

It is undeniable that education must be in keeping with the developmental level of the child. To find out the real relationship of the development process to learning opportunities, it is necessary to determine at least two levels of a child's development: the first is the level of actual development and the second is the zone of proximal development.

Despite the recognition of the important role of education in the processes of mental development, school curricula for many years focused on yesterday in the development of the child, that is, on the level of his current development. Dissatisfaction with this situation has led many scientists and methodologists to develop developing curricula for elementary schools. The difference between developing programs is that they create a zone of proximal development of schoolchildren by means of special structuring of the content on the basis of the basic laws of mental development. This means that in the course of assimilation of knowledge a number of internal processes of development are set in motion, which would be impossible without such training.

Conclusion

The results of the study of literature and Internet sources in this area showed the significance of the influence of psychological, personal factors on the student's progress against the background of a much weaker influence of other factors. Therefore, a significant help in organizing a normal educational process will be to ensure continuity between the school and preschool periods of a child's education; taking into account the peculiarities of the psyche, educational difficulties and mistakes of children in their causal relationship; the focus of class work on the elimination training mistakes, group - to overcome educational difficulties, individual - to neutralize negative actions caused by the peculiarities of the psyche of individual children.

Achievement is a multifaceted phenomenon of school reality, requiring versatile approaches in its study.

I have identified the following reasons for the school performance of younger students: readiness for learning, which is expressed in three different aspects.

The first aspect: personal readiness. It is expressed in the child's attitude to school, to educational activities. The child must have developed motivation and good emotional stability.

The second aspect: the intellectual readiness of the child for school. He suggests:

Differentiated perception;

Analytical thinking;

Rational approach to reality;

Logical memorization;

Interest in knowledge, in the process of obtaining it through additional efforts;

Mastery of the ear colloquial speech and the ability to understand and apply symbols;

Development of fine hand movements and hand-eye coordination.

And third: socio-psychological readiness for schooling. This aspect includes:

The development in children of the need to communicate with others;

The ability to obey the interests and customs of the children's group;

Ability to play the role of a student.

For a child to study well, it is necessary:

1) the absence of significant mental deficiencies;

2) a sufficient cultural level of the family, or at least the desire to achieve such a level;

3) material opportunities to meet the most important spiritual needs of a person;

4) the skill of teachers working with the child at school.

Bibliography.

1. Babanovsky Yu.K. On the study of the reasons for the failure of schoolchildren. - "Soviet Pedagogy", 1972, No. 1

2. Bardin K.V. How to teach children to learn. - M., 1989.

3. Vakhrushev S.V. Psychodiagnostics of difficulties in teaching by teachers head of classes. - M., 1995.

4. Vygotsky L.S. Problems of study and mental development. – Fav. Research - M., 1974.

5. Internet sources http://www.psyh.ru/rubric/3/articles/8/

6. Stepanova O.A. Prevention of school difficulties in children: Methodological guide. - M.: TC Sphere, 2003. - 128 p.

The success of any activity, including educational, primarily depends on the level of intellectual development. The relationship between intellectual abilities and activity is dialectical: effective involvement in any activity requires a certain level of ability for this activity, which in turn properly affects the process of development and formation of abilities.

The progress of students depends not only on the general intellectual development and special abilities, which is understandable even from the point of view of common sense, but also from interests and motives, character traits, temperament, personality orientation, its self-awareness, etc.

An important condition for optimizing the potential of a person is his activity, focus on a certain type of activity. It is precisely what is especially significant for a person that ultimately acts as the motives and goals of his activity.

One of the basic needs of students is communication. In communication, they learn not only others, but also themselves, master the experience of social life. The need for communication contributes to the establishment of diverse connections, the development of camaraderie, friendship, stimulates the exchange of knowledge and experience, opinions, moods and experiences.

Another important need of the individual is the need for achievement. The life of students is specific in terms of the possibilities of meeting a number of needs. There are known limitations in meeting their spiritual and material needs. Research data show that increasing the efficiency of a student's activity is primarily associated with the development of their spiritual needs in accordance with the requirements of studying at a university and future profession.

As studies have shown and various samples have confirmed, the success of student learning depends on the characteristics of self-awareness and self-understanding, for example, on the degree of adequacy of self-assessment. With excessive complacency, carelessness and high self-esteem, students, as a rule, fall into the number of dropouts. Many students, even during the examination session, do not consider it necessary to work hard, they study only part of the days allotted for exam preparation (as a rule, they use 1-2 days “for lecturing”). This is 66.7% of first-year students, 92.3% of fifth-year students. Some students go to the exam, by their own admission, having prepared far from all the questions highlighted by the teacher (58.3% of first-year students, 77% of fifth-year students).

A significant part of students strives to rationalize their educational activities, to find the most effective methods of studying the material.

The success of their efforts in this area depends on the level of development:

1) intellect,

2) introspection,

An insufficient level of development of any of these properties leads to significant miscalculations in the organization independent work, resulting in a low level of regularity of classes, incomplete preparedness for exams.

Easily assimilating educational material, intellectually more developed students in ordinary, designed for the average student, do not strive to develop rational methods of assimilating knowledge. Their style of study - assault, risk, underlearning of the material - is formed at school.

The potential possibilities of such students remain undiscovered, especially with insufficient development of the will, responsibility, and purposefulness of the individual.

In this regard, there is a need for differentiated education, especially at the university. The principle “from each according to his ability” should be understood not as a reduction in requirements when comparing to the weak, but as an increase in requirements for capable students. Only with such training, the intellectual and volitional abilities of each individual are fully realized, and its harmonious development is possible. Students with a higher level of regularity of educational work are, according to self-assessment, more strong-willed, while those studying less regularly rely more on their intellectual capabilities.

There are two types of students - with high and low levels of regularity of educational activity. The ability to work systematically, even with average intellectual abilities, provides students with stable high academic performance. The lack of the ability to organize oneself, evenly distribute training sessions, even in the presence of a sufficiently developed intellect, reduces the ability to assimilate program material and hinders successful learning. Consequently, the lack of systematic training sessions is one of the significant factors in student dropout.

Psychology and pedagogy can approach the optimization of the educational process from different positions: improving teaching methods, developing new principles for constructing curricula and textbooks, improving the work of deans, creating a psychological service in universities, individualizing the process of training and education, provided that individual characteristics are taken into account more fully the student, etc. In all these approaches, the central link is the personality of the student. Knowledge of the psychological characteristics of the student's personality - abilities, general intellectual development, interests, motives, character traits, temperament, performance, self-awareness, etc. - allows you to find real opportunities to take them into account in the conditions of modern mass education in higher education.

On the success of teaching students in higher educational institutions many factors influence: financial situation, state of health, age, marital status, level of pre-university training, skills of self-organization, planning and control of one’s activities (primarily educational), motives for choosing a university, the adequacy of initial ideas about the specifics of university education cheniya; form of education (full-time, evening, part-time, remote, etc.), the availability of tuition fees and their amount, the organization of the educational process at the university, the material base of the university, the level of qualification of teachers and staff, the prestige of the university and, finally, individual psychological characteristics of students.

Why do some students work hard and willingly on mastering knowledge and professional skills, and the difficulties that arise only add to their energy and desire to achieve their goal, while others do everything as if under duress, and the appearance of any significant obstacles sharply reduces their activity up to the destruction of educational activity? Such differences can be observed under the same external conditions of educational activity (socio-economic situation, organization and methodological support of the educational process, teacher qualifications, etc.).

When explaining this phenomenon, psychologists and teachers most often appeal to such individual psychological characteristics of students as intelligence level(the ability to acquire knowledge, skills, abilities and successfully apply them to solve problems), creativity(the ability to develop new knowledge yourself); learning motivation, providing strong positive experiences in achieving learning goals, a high self-evaluation, leading to the formation of a high level of claims, etc. But none of these qualities taken separately, or even their combination, are sufficient to guarantee the formation of a student's attitude to everyday, hard and hard work in mastering professional and social competence in the conditions of fairly frequent or prolonged failures that are inevitable in any -fight complex activities.

IN Lately in psychology, as a relatively independent species, social intelligence, understood as a set of abilities that underlie communicative competence (competence in communication), which ensures the successful solution of tasks for an adequate perception of a person by a person, establishing and maintaining contacts with other people, influencing them, ensuring joint activities, occupying a worthy position in collective and society (social status).

A high level of social intelligence is important for mastering professions of the “man-to-man” type, according to the classification of E.A. Klimov. At the same time, there is evidence that a high level of social intelligence sometimes develops as a compensation for a low level of subject (general) intelligence and creativity. In favor of the fact that a high level of social intelligence often correlates with a low level of learning success, some typologies of student personality are also fixed, which will be discussed below. However, the formal performance of such students can be overestimated due to the skillful influence on teachers in order to obtain the desired higher grade.

In many studies, rather high correlations were obtained between the level of general intellectual development and the academic performance of students. At the same time, only slightly more than half of the students increase the level of general intelligence from the first year to the fifth, and, as a rule, such an increase is observed in weak and average students, and strong ones often leave the university with the same things they came with. This fact expresses the predominant orientation of our entire system of education towards the average (and in a sense, the average) student. All teachers are well aware of the phenomenon when a very capable and “brilliant” student in the first years has an inadequately high self-esteem, a sense of superiority over others, he stops working systematically and sharply reduces the success of training. This phenomenon also found its expression in almost all typologies of the student's personality.

The vast majority of authors consider high self-esteem and the associated self-confidence and high level of claims to be important. positive factors successful student learning. A student who is not confident in his abilities often simply does not take on the solution of difficult problems, and admits his defeat in advance.

The most important factor for successful study at a university is character of educational motivation, its energy level and structure. Some authors directly divide the motivation of educational activity into insufficient and positive, referring to the latter cognitive, professional and even moral motives. In this interpretation, a straightforward and almost unambiguous relationship between positive motivation and learning success is obtained. With a more differentiated analysis of the motives of educational activity, there are directions for obtaining knowledge, a profession and a diploma.

There is a direct correlation betweenfocus on acquiring knowledge and learning success. The other two types of orientation did not find such a relationship. Students aimed at gaining knowledge are characterized by high regularity of educational activities, purposefulness, strong will, etc. Those who are aimed at obtaining a profession often show selectivity, dividing disciplines into “necessary” and “not-necessary” for their professional formation, which may affect academic performance. The attitude towards obtaining a diploma makes the student even less selective in the choice of means on the way to obtaining it - irregular classes, “storming”, cheat sheets, etc.

Recently, significant differences have been revealed in the motivation of the educational activities of students of commercial departments or universities in comparison with "state employees". The students of the first group have about 10% higher self-esteem than the second, the desire for achievements in business is more pronounced (18.5% vs. 10%), the importance of a good education and professional training is higher (40% vs. 5%), greater importance given to fluency foreign languages(37% versus 22%).

The internal structure of the motivation for obtaining higher education for "commercial" and "budget" students. For the latter, the motives “get a diploma”, “acquire a profession”, “conduct scientific research”, “live a student life”, and for the first - “achieve material well-being”, “be fluent in foreign languages”, “become a cultured person”, are more significant. “to get the opportunity to study abroad”, “to master the theory and practice of entrepreneurship”, “to achieve respect among acquaintances”, “to continue the family tradition”. Nevertheless, the educational success of "commercial" students is significantly worse than that of "state employees", especially in prestigious universities, where high competition ensures the selection of the strongest and most prepared applicants.

As the authors of one of the most voluminous studies of the psychological characteristics of students note, the main factor determining the success of educational activity is not the severity of individual mental properties of a person, but their structure, in which volitional qualities play a leading role ( Ivannikov V.A. Psychological mechanisms of volitional regulation. - M., 1991). According to V.A. Ivannikov, a person shows his volitional qualities when he performs an action that is initially not sufficiently motivated, i.e. yields to other actions in the struggle for "behavioral output".

The mechanism of volitional action can be called filling the deficit of implementation motivation by deliberately strengthening the motive for this action and weakening the motives of competing actions. This is possible, in particular, by giving the action a new meaning. The big problem lies in the construction of the educational process in such a way that the student has to overcome himself as rarely as possible, to force him to join in educational activities. Apparently, it is impossible to completely exclude the need to appeal to the student's volitional qualities, but it is also unacceptable to blame all the problems and shortcomings in the organization of the educational process on students' laziness and lack of will.

The motive for learning should lie within the learning activity itself or as close as possible to its process. This can be achieved in this way: to make the learning process as interesting as possible for the student, bringing him satisfaction and even pleasure; help the student to form such motives and attitudes that will allow him to experience satisfaction from overcoming internal and external obstacles in educational activities.