Psychological Content of the Problem on the Growth of Pupils as the Subjects of Studying Process

Abstract

The purpose of our research is to provide the experiment at secondary school with the aim to establish the degree of the development of pupils as Subjects of cognitive activity based on the analysis of the content of internal communication between schoolchildren and novels at different stages of understanding its content in situations of solving discursive creative tasks in a diverse literary and personal environment.

The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. As the experimental method we used author’s methodology «A questionnaire for schoolchildren».

The results of the research. We have to note that all levels of the Subject’s positions are concentrated in one person. Also we assume that depending on pupils’ activity, the individual manifests himself / herself functionally at one level or another one by his / her own subjectivity, remaining structurally at a certain level of spirituality.

Subjectivity as a tendency to reproduce, to create oneself in appropriate and sometimes unfavorable conditions, is a universal characteristic of a person. Man’s own activity is qualitatively transformed at each stage of ontogenesis, its role in mental development increases at the time of mental generation. Subjectivity does not arise suddenly and is not introduced from outside, it is a genetic consequence of the transformation of lower forms into higher ones due to the self-development of the subjective principle of a person who actively interacts with the outside world. In this case, the social environment of the individual as a subject of activity plays an adequate role of external factors, conditions, but not determinants, which do not cause a mental development of the Subject.

Conclusions. Thus, the subject of mental activity can be considered as the individual if the object for him / her is his / her own psyche in its functioning and development; the regulation of the development processes is carried out by the Subject himself / herself, and not by any external forces, both on the conscious and unconscious levels (in the direction from what is not realized to what is increasingly realized with the transition of learned forms of self-regulation to subconscious levels). The Subject of mental activity provides individual acts only by the conditions of the development of own Subjective structures and building of the corresponding potentialities. In such a way, we think, that mature subject of mental activity will be characterized by such needs and abilities: 1) «goal-setting» of pupils’ mental self-development as a regulators of this process; 2) providing «choice», «finding», «production» of psychological means which are necessary to achieve this goal; 3) «decision-making» about when and under what conditions the goal can be achieved by selected means to the maximum extent; 4) the implementation of decisions; 5) the «evaluation» of the results of implementation, the analysis of the causes of success and failure; 6) the «accumulation» of individual experience, the «fixation» of results and ways of the development of the psyche and the Subjective qualities of the person.