Формирование мотивационных основ научно-исследовательского компонента профессионального становления студентов-психологов. Лисова Е.Н. - 33 стр.

ɧɚ ɜɤɥɸɱɟɧɧɨɫɬɶ ɜ ɮɨɪɦɚɥɶɧɭɸ, ɭɱɟɛɧɭɸ «ɨɛɨɥɨɱɤɭ», ɜɵ ɜɫɟ ɠɟ ɩɪɨɜɨɞɢ-
ɬɟ ɧɚɫɬɨɹɳɭɸ ɧɚɭɱɧɭɸ ɪɚɛɨɬɭ, ɪɟɡɭɥɶɬɚɬ ɤɨɬɨɪɨɣ ɢɦɟɟɬ ɬɚɤɭɸ ɠɟ ɰɟɧ-
ɧɨɫɬɶ, ɤɚɤ ɥɸɛɨɟ ɞɪɭɝɨɟ ɧɚɭɱɧɨɟ ɢɫɫɥɟɞɨɜɚɧɢɟ. ȼ ɫɜɹɡɢ ɫ ɷɬɢɦ ɜɵ ɫɬɪɟɦɢ-
ɬɟɫɶ ɧɟ ɬɨɥɶɤɨ ɫɨɨɬɜɟɬɫɬɜɨɜɚɬɶ ɭɱɟɛɧɵɦ ɬɪɟɛɨɜɚɧɢɹ, ɧɨ ɢ ɧɚ ɫɚɦɨɦ ɞɟɥɟ
ɩɨɥɭɱɢɬɶ ɧɨɜɵɟ ɞɚɧɧɵɟ, ɨɬɤɪɵɬɶ ɡɚɜɟɫɭ ɬɚɣɧɵ ɧɚɞ ɬɟɦ ɹɜɥɟɧɢɟɦ, ɤɨɬɨɪɨɟ
ɧɟ ɢɡɭɱɟɧɨ, ɱɬɨɛɵ ɡɧɚɬɶ, ɤɚɤ ɫɩɪɚɜɥɹɬɶɫɹ ɫ ɬɟɦɢ ɢɥɢ ɢɧɵɦɢ ɬɪɭɞɧɨɫɬɹɦɢ,
ɤɨɬɨɪɵɟ ɜɨɡɧɢɤɚɸɬ ɜ ɩɪɨɰɟɫɫɟ ɟɝɨ ɮɭɧɤɰɢɨɧɢɪɨɜɚɧɢɹ.
     ȼɚɲɚ ɰɟɥɶ – ɜɤɥɸɱɢɬɶ ɩɨɥɭɱɟɧɧɵɟ ɜ ɧɚɭɱɧɨ-ɢɫɫɥɟɞɨɜɚɬɟɥɶɫɤɨɣ ɪɚ-
ɛɨɬɟ ɞɚɧɧɵɟ ɜ ɫɢɫɬɟɦɭ ɩɫɢɯɨɥɨɝɢɱɟɫɤɨɝɨ ɡɧɚɧɢɹ.
     ɋɭɳɟɫɬɜɭɟɬ ɞɜɟ ɨɫɧɨɜɧɵɟ ɮɨɪɦɵ ɜɤɥɸɱɟɧɢɹ ɩɨɥɭɱɟɧɧɵɯ ɜɚɦɢ ɞɚɧ-
ɧɵɯ ɜ ɧɚɭɤɭ. ɉɟɪɜɚɹ – ɜɵɫɬɭɩɥɟɧɢɹ ɧɚ ɧɚɭɱɧɵɯ ɫɟɦɢɧɚɪɚɯ, ɡɚɳɢɬɚɯ ɤɭɪɫɨ-
ɜɵɯ ɪɚɛɨɬ, ɤɨɧɮɟɪɟɧɰɢɹɯ. ȼɬɨɪɚɹ – ɩɭɛɥɢɤɚɰɢɢ ɢɯ ɜ ɜɢɞɟ ɬɟɡɢɫɨɜ ɞɨɤɥɚ-
ɞɨɜ, ɫɬɚɬɟɣ. Ɉɛɟ ɷɬɢ ɜɨɡɦɨɠɧɨɫɬɢ ɦɨɝɭɬ ɛɵɬɶ ɫɨɜɦɟɳɟɧɵ, ɬɚɤ ɤɚɤ ɧɟɪɟɞɤɨ
ɤɨɧɮɟɪɟɧɰɢɹ ɩɪɟɞɩɨɥɚɝɚɟɬ ɜɵɯɨɞ ɫɛɨɪɧɢɤɚ ɩɨ ɟɟ ɢɬɨɝɚɦ.
     Ⱦɥɹ ɢɯ ɪɟɚɥɢɡɚɰɢɢ ɧɟɨɛɯɨɞɢɦɨ ɭɦɟɧɢɟ ɜɵɞɟɥɢɬɶ ɬɨ, ɱɬɨ ɢɦɟɟɬ ɬɟɨ-
ɪɟɬɢɱɟɫɤɭɸ ɢ ɩɪɚɤɬɢɱɟɫɤɭɸ ɰɟɧɧɨɫɬɶ ɜ ɪɚɛɨɬɟ, ɫ ɬɟɦ ɱɬɨɛɵ ɧɟ ɬɨɥɶɤɨ ɨɫ-
ɦɵɫɥɢɬɶ, ɱɬɨ ɢɦɟɧɧɨ ɧɚɩɢɫɚɬɶ ɩɨ ɪɟɡɭɥɶɬɚɬɚɦ ɟɟ ɜɵɩɨɥɧɟɧɢɹ, ɧɨ ɢ ɨɳɭ-
ɬɢɬɶ ɜɨɫɬɪɟɛɨɜɚɧɧɨɫɬɶ ɜ ɨɡɧɚɤɨɦɥɟɧɢɢ ɫ ɷɬɨɣ ɢɧɮɨɪɦɚɰɢɟɣ ɞɪɭɝɢɯ ɫɩɟ-
ɰɢɚɥɢɫɬɨɜ.
     ȼ ɷɬɨɦ ɜɚɦ ɩɨɦɨɠɟɬ ɪɟɮɥɟɤɫɢɹ ɢɬɨɝɨɜ ɧɚɭɱɧɨ-ɢɫɫɥɟɞɨɜɚɬɟɥɶɫɤɨɣ
ɪɚɛɨɬɵ.
     Ɂɚɤɨɧɱɢɬɟ ɩɪɟɞɥɨɠɟɧɢɹ:
     ȼ ɫɜɨɟɣ ɤɭɪɫɨɜɨɣ ɪɚɛɨɬɟ ɹ ɭɫɬɚɧɨɜɢɥ(ɚ)_________________________
     ɗɬɨ ɩɨɡɜɨɥɹɟɬ ɨɛɴɹɫɧɢɬɶ ɦɧɟ ɢ ɞɪɭɝɢɦ ɩɫɢɯɨɥɨɝɚɦ_______________
     ɇɚ ɨɫɧɨɜɟ ɩɪɨɹɫɧɢɜɲɟɣɫɹ ɤɚɪɬɢɧɵ ɢɡɭɱɟɧɧɨɝɨ ɜ ɤɭɪɫɨɜɨɣ ɪɚɛɨɬɟ
ɹɜɥɟɧɢɹ________________ɦɨɠɧɨ      ɩɪɟɞɩɪɢɧɹɬɶ     ɫɥɟɞɭɸɳɢɟ     ɞɟɣɫɬ-
ɜɢɹ____________________ ɞɥɹ ɬɨɝɨ, ɱɬɨɛɵ___________________________




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