Final Topic Tests for the Course in Pedagogical Psychology

Lecture

Instructions for preparing for tests in pedagogical psychology:

Study the course material: Familiarize yourself with the basic concepts, theories, and notions related to pedagogical psychology. Review the lectures, notes, textbooks, and other materials provided by your instructor.

Create a schedule and study plan: Break the material into small parts and distribute them across days according to your schedule. Gradually increase the volume of material studied so that you have enough time for review and consolidation of what you have covered.

Use a variety of information sources: In addition to textbooks, turn to additional sources such as scholarly articles, journals, online resources, and video lectures. This will help you gain different points of view and understand the subject more deeply.

Work with practical examples: Solve problems, cases, and learning situations related to pedagogical psychology. This will help you apply the knowledge gained in practice and remember the material better.

Make notes and records: While studying the material, take notes and write summaries. This will help activate your memory and help you remember information better. Try using diagrams, charts, and key words to organize and systematize information.

Hold regular reviews: Allocate time for reviewing previously studied material. Regular and systematic review will help consolidate knowledge and improve long-term memory.

Work in a group: Discuss the material with fellow students and hold joint study sessions. By explaining the material to others, you reinforce your own knowledge and gain new points of view.

Taking tests in pedagogical psychology can bring the following benefits to a student:

Assimilation and consolidation of knowledge: Testing allows a student to check their knowledge and understanding of the material. Taking tests requires reproducing information and applying it in practice, which promotes better memorization and consolidation of the course material.
Identifying weak points: While taking tests, a student can identify their weak points and gaps in knowledge. This allows them to focus on these areas and pay more attention to them during preparation. Tests help identify problematic topics and theories that require additional study.
Practice applying knowledge: Tests in pedagogical psychology often include practical assignments that require applying the knowledge gained to specific situations. This helps the student develop skills in analysis, problem-solving, and applying pedagogical approaches in practical scenarios.
Confidence before the exam: Taking tests in pedagogical psychology allows a student to assess their level of preparation and become confident in their ability to cope with the exam material. This can increase confidence and reduce stress during the actual exam.
Identifying general trends and requirements: Taking tests helps a student understand the typical questions, formats, and requirements that may be presented on the pedagogical psychology exam. This allows them to focus on the necessary aspects of preparation and avoid unforeseen surprises during the exam.

Overall, taking tests in pedagogical psychology helps a student better assimilate and apply knowledge, identify their weak points, and improve their level of preparation, which ultimately increases the chances of successfully passing the exam.

Write your answers and discussions in the comments

Introduction to Pedagogical Psychology

Section I. The Subject and History of the Formation of Pedagogical Psychology as a Science

1. The emergence of pedagogical psychology:

early 20th century
mid-19th century
early 19th century
second half of the 19th century
in the Roman Empire

2. The subject of pedagogical psychology:

1) the psyche
2) the development of the psyche in ontogenesis
3) the regularities of psychic development in the process of education and upbringing
4) the regularities of people's communication in the process of their joint activity

3. The traditional structure of pedagogical psychology is represented by the sections:

1) psychology of upbringing
2) psychology of the group
3) psychology of instruction
4) psychology of the teacher
5) psychology of communication

4. Matching the stages of development of pedagogical psychology as a science with their representatives:

1. Development of the theoretical foundations of psychological theories of instruction	A. Meumann E., Piaget J., Blonsky P.P., Vygotsky L.S.
2. The first attempts to «psychologize pedagogy»	B. Landa L.N., Okoń W., Matyushkin A.M. et al.
3. The establishment of pedagogical psychology as an independent branch	C. Kelley G., Thibaut J., Homans G.
D. Pestalozzi J., Kapterev P.F., Diesterweg A.

5. The emergence of the term «pedagogical psychology» is associated with the name of…...

F. Kapterev, 1877
Zelensky, 2020
Biden, 2015
Putin, 2000
intellect.icu

6. Correspondence between the first experimental works in the field of pedagogical psychology and the researchers:

1. Studies of memorization features, speech development, intelligence, and skill-formation features	A. Binet A., Simon T., Cattell J. et al.
2. Experimental study of the features of learning behavior	B. Allport G., Maslow A., Rogers C. et al.
3. Development of test psychology and psychodiagnostics	C. Watson J., Tolman E., Skinner B. et al.
D. Meumann E., Piaget J., Nechaev A.P., Binet A. et al.

7. The sequence of stages in the establishment of pedagogical psychology as a science:

A. The stage of creating psychological theories of instruction
B. The general didactic stage
C. The stage of formation as an independent science

Section II. Formative Methods of Pedagogical Psychology

8. The method of extended, openly observable formation of new mental processes on the basis of a given system of conditions is usually called:

the formative experiment
content analysis
the method of stage-by-stage formation of mental actions
the observation method
analysis of products of activity

9. The formative experiment method was first introduced in pedagogical psychology by:

1) V.V. Davydov
2) L.S. Vygotsky
3) P.Ya. Galperin
4) intellect.icu
5) A.F. Lazursky

10. The distinguishing features of the formative experiment in relation to the ascertaining experiment are:

1) active intervention by the researcher in the mental processes being studied
2) identification of the current state of a given psychological formation
3) design and modeling of the content of psychological new formations
4) construction of new programs of upbringing and instruction and ways of implementing them

11. A synonym for the formative experiment is:

1) the ascertaining experiment
2) the genetic-modeling experiment
3) the laboratory experiment
4) the control experiment

12. The method that embodies «the unity of the study of children's mental development with their upbringing and instruction» (according to V.V. Davydov) is called ….

13. The method of studying the conditions under which mental phenomena arise, their experimental reproduction, and the establishment of the genesis of the mental phenomenon being studied is called….

14. Matching the method to the author who created it:

1. the method of stage-by-stage formation	A. Davydov V.V.
2. the genetic-modeling experiment	B. Vygotsky L.S.
3. the experimental-genetic method	C. Lazursky A.F.
D. Galperin P.Ya.

Psychology of Pedagogical Activity

Section I. The Style of Pedagogical Activity

15. The dynamic characteristics of an individual style of pedagogical activity include:

1) impulsiveness – caution
2) presence of personal anxiety
3) responsiveness - conservatism in the use of means and methods of pedagogical activity
4) reflectiveness – intuitiveness

16. The substantive characteristics of an individual style of pedagogical activity include:

1) flexibility – traditionalism
2) the teacher's predominant orientation
3) adequacy - inadequacy of planning the educational process
4) a stable, emotionally positive attitude toward students

17. An individual style of pedagogical activity manifests itself:

1) in the style of pedagogical communication
2) in the nature of reactions to pedagogical situations
3) in the teacher's demonstration of broad erudition
4) in the direct use and copying of advanced pedagogical experience
5) in the application of means of psychological influence on students

18. An individual style of pedagogical activity is shaped by three main factors: the teacher's individual psychological characteristics; the characteristics of pedagogical activity; the characteristics of ….

19. The form of learning interaction and cooperation between teacher and students is called…..

20. «…a stable system of methods of activity conditioned by typological characteristics, which develops in a person striving for the best possible performance of a given activity…» (according to E.A. Klimov) is called ... .

21. Correspondence between the main approaches to studying individual activity style and the research objectives:

1. The empirical approach	A. Determining the dynamic characteristics of an individual activity style
2. The typological approach	B. Determining the features of the psychologically mediated influence of various factors on the formation and effectiveness of styles
3. The natural-science approach	C. Identifying professionally important personality traits; studying the connection between the psychophysiological properties and states of the subjects of activity; raising the question of the hierarchy of styles
D. Proving the possibility of the existence of different types of individual style in different types of activity; determining the social equivalence of different activity styles

22. Matching the names of pedagogical activity styles with their substantive characteristics:

1. Emotional — improvisational style	A. Orientation toward both results and the learning process; adequate planning of the educational process, stage-by-stage working through of the course material; some predominance of intuitiveness over reflectiveness; use of various methodological techniques when working through the course material, engaging children through the characteristics of the subject itself.
2. Emotional-methodical style	B. Orientation toward both the process and the results of instruction, adequate planning of the educational process, responsiveness, a combination of intuitiveness and reflectiveness; limited inventiveness in varying methods of instruction, not always a high pace of work; influence on students is exerted indirectly (through hints and clarifications).
3. Reasoning — improvisational style	C. Orientation primarily toward the learning process, toward strong students; high responsiveness: frequent changes of activity type; low methodicalness; insufficient attention to reinforcement and repetition of course material and monitoring of students' knowledge; intuitiveness.
4. Reasoning-methodical style

23. The sequence of stages in the development of the concept of individual activity style:

A. The natural-science approach
B. The typological approach
C. The empirical approach

Section II. Psychological Problems of Teachers' Work. Pedagogical Abilities (Competencies)

24. The content of a teacher's pedagogical activity (according to L.M. Mitina) includes:

1) pedagogical goals and objectives
2) pedagogical thinking
3) pedagogical means and methods for solving assigned tasks
4) analysis and evaluation of the teacher's pedagogical actions
5) pedagogical reflection

25. In L.M. Mitina's structural-hierarchical model of the teacher's personality, design-gnostic abilities include:

1) pedagogical thinking
2) pedagogical reflection
3) pedagogical tact
4) pedagogical goal-setting
5) pedagogical orientation

26. In L.M. Mitina's structural-hierarchical model of the teacher's personality, reflexive-perceptual abilities include:

1) pedagogical thinking
2) pedagogical reflection
3) pedagogical tact
4) pedagogical goal-setting
5) pedagogical orientation

27. The structural components of the three-dimensional model of teachers' work (according to L.M. Mitina) are:

1) the teacher's personality
2) teaching experience
3) pedagogical activity
4) pedagogical communication
5) the student's personality

28. The ability to penetrate a student's inner world and the teacher's psychological observational skill constitute the essence of:

1) didactic abilities
2) perceptual abilities
3) communicative abilities
4) organizational abilities

29. The modular representation of professional competence in pedagogical psychology was developed by:

1) L.M. Mitina
2) N.F. Talyzina
3) A.K. Markova
4) intellect.icu
5) N.V. Kuzmina

30. The criteria of pedagogical competence – the teacher's obtaining information about a student's needs and progress in learning, as assessed by the MORE method (J. Hazard; L.M. Mitina) – include:

1) encouraging students toward self-assessment or peer assessment
2) determining the causes of students' difficulties and misunderstandings in their work
3) managing class behavior during the lesson
4) presenting the content of material in a logical sequence
5) monitoring individual weak (strong) students
6) requiring individual students' responses for assessment

31. The methodology for assessing a teacher's work (J. Hazard; L.M. Mitina) is aimed at identifying the level of the teacher's manifestation of pedagogical … in the lesson

32. Correspondence between the basic concepts of the content of pedagogical activity and their characteristics:

1. The object of pedagogical activity	A. Organization of students' learning activity aimed at their mastery of sociocultural experience
2. The means of pedagogical activity	B. Scientific knowledge (theoretical and empirical)
3. The methods of pedagogical activity	C. Raising the level of students' academic performance
4. The product of pedagogical activity	D. The student's individual experience in the full totality of its axiological, moral-aesthetic, emotional-semantic, subject-related, and evaluative components
5. The outcome of pedagogical activity	E. The personal, intellectual development of the learner, their formation as a person and as a subject of learning activity
F. Explanation, demonstration, joint work with learners in solving learning tasks, etc.

33. Matching the classification bases of pedagogical abilities with the names of the scientists working in this direction:

1. By the condition of the effectiveness of pedagogical activity	A. Kuzmina N.V., Rean A.A.
2. By the features of sensitivity to different components of pedagogical activity	B. Aminov N.A.
3. By the correspondence of the result of an action to the psychophysiological features of mental functions and states	C. Levitov N.D., Gonobolin F.N.
4. By the features of personal qualities and traits

34. Correspondence between pedagogical competencies (abilities) and their main indicators, as analyzed in the MORU methodology (modification by L.M. Mitina):

1. Obtaining information about the student's needs and their progress in learning	A. Correct speech technique; correct oral speech; logical sequence in presenting the content of the material
2. The teacher's demonstration of knowledge of the subject and of written and oral explanation of the material	B. Complete and clear initial instructions on the lesson plan; absence of unnecessary delays, stalling and digressions in the lesson; learning activity compatible with the surrounding conditions
3. The teacher's organization of lesson time, classroom space, teaching aids and technical equipment for the purposes of instruction	C. Encouraging students to evaluate their own work and the work of their classmates; identifying the causes of difficulties and misunderstanding in students' work
4. The teacher's demonstration of appropriate teaching methods

Problems of the psychology of learning

Section I. The problem of the relationship between learning and development in psychology. Approaches to examining it

35. The joint, purposeful activity of the teacher and students, in the course of which the development of the personality, its education and upbringing are carried out:

1) learning (научение)
2) instruction (обучение)
3) learning activity
4) learning (учение)

36. The zone of a child's proximal development is determined by such characteristics as:

1) communication and cooperation with adults and peers
2) independent problem-solving
3) the presence of already matured mental functions
4) mental functions that are still in the process of maturing

37. An important objective element of developmental instruction is:

1) the zone of the child's current development
2) the child's individual experience
3) the zone of the child's proximal development
4) the transfer of acquired knowledge and skills to other domains

38. The statement that «…only that instruction is good which runs ahead of development…» belongs to …...

39. The level of development of a child's mental functions that has formed as a result of certain, already completed cycles of their development is called …….

40. Matching approaches to defining the relationship between learning and development with their authors:

1. The independence of the processes of child development from the processes of learning	A. James W.
2. The process of learning merges completely and inseparably with the process of child development	B. Vygotsky L.S.
3. Learning «leads» development	C. Koffka K., Kostyuk G.S., Menchinskaya N.A.
D. Piaget J., Freud S.

41. Correspondence between terms and their definitions:

1. Learning (научение)	A. A system of special actions necessary to pass through the main stages of the process of mastery
2. Learning (учение)	B. The joint, purposeful activity of the teacher and students, in the course of which the development of the personality, its education and upbringing are carried out
3. Instruction (обучение)	C. The process and result of a biological system's acquisition of individual experience
4. Learning activity

42. Matching the main approaches to solving the problem of the relationship between learning and development with their substantive characteristics:

1. The independence of the processes of child development from the processes of learning	A. Any instruction is developmental; every step in instruction corresponds to a step in development
2. The process of learning merges completely and inseparably with the process of child development	B. Instruction is a purely external process; it does not participate in child development; the cycles of development precede the cycles of instruction, development prepares for and makes instruction possible
3. Learning «leads» development	C. Instruction stimulates and propels development forward
4. The mutual influence and interdependence of the processes of learning and development

Section II. Psychological theories of learning

43. Representatives and developers of the associative-reflex concept:

1) P.Ya. Galperin
2) I.M. Sechenov
3) intellect.icu
4) S.L. Rubinstein
5) A.N. Leontiev
6) V.V. Davydov

44. Representatives and developers of activity theory:

1) P.Ya. Galperin
2) I.M. Sechenov
3) S.L. Rubinstein
4) V.V. Davydov
5) A.N. Leontiev

45. Activity theories of learning rely on the concepts of:

1) action, task
2) association, reflex
3) interiorization
4) theoretical knowledge
5) exercise

46. The sequence of the scheme for structuring problem-based instruction according to T.V. Kudryavtsev:

A. Awareness, acceptance and resolution of the problem that has arisen, in the process of which students master generalized methods of acquiring new knowledge;
B. The teacher's posing of a learning-problem task that creates a problem situation for the student;
C. Applying these methods to solve specific systems of problems

47. The author of the theory of the step-by-step formation of mental actions:

1) A.N. Leontiev
2) S.L. Rubinstein
3) intellect.icu
4) P.Ya. Galperin
5) V.V. Davydov
6) N.F. Talyzina

48. The theoretical basis of the theory of the step-by-step formation of mental actions is:

1) the proposition of L.S. Vygotsky and A.N. Leontiev on the interiorization of actions
2) the proposition of L.S. Vygotsky and A.N. Leontiev on the exteriorization of actions
3) the proposition of A.N. Leontiev and D.B. Elkonin on leading activity

49. A student's turning to the teacher regarding the rational organization of learning work demonstrates:

1) a type of learning motive
2) a form of manifestation of learning motives
3) a level of cognitive motives
4) a type of the schoolchild's attitude toward learning

50. The system of conditions on which a person actually relies when performing an action is called …

51. Correspondence between the main theories of learning and their substantive characteristics:

1. Associative theory	A. The process of instruction is understood as the generalization of acquired knowledge and the formation of specific concepts, mastery of which is achieved through techniques of mental activity and learning work
2. Analytic-synthetic theory	B. A type of developmental instruction whose content is represented by a system of problem-creative tasks of varying levels of complexity
3. Theory of problem-based instruction	C. Presentation of the learning content in the form of a system of learning-research tasks; the child as a subject of learning who wants to and is able to learn
4. Theory of the systematic, step-by-step formation of mental actions	D. Instruction oriented toward passive adaptation to the students' existing level of development and the enrichment of their consciousness with images and representations
E. The process of mastering the external form of an action with its subsequent interiorization: the transfer of the action into the mental plane and the acquisition of a number of new properties

52. The sequence of stages in the formation of a mental action (according to P.Ya. Galperin):

A. The stage of performing the action in external speech to oneself
B. The motivational stage
C. The stage of mental action
D. The stage of the external-speech action
E. The stage of performing the action in material (materialized) form
F. The stage of constructing a scheme of the orienting basis of the action

Section III. Features of constructing a problem situation in the instructional process

53. Problem-based instruction as a type of developmental instruction, the content of which is represented by a system of problem-creative tasks of varying levels of complexity, is presented in the research of:

1) T.V. Kudryavtsev
2) V.V. Davydov
3) D.B. Elkonin
4) I.Ya. Lerner

54. Problem-based instruction as a teaching method was defined by:

1) M.I. Makhmutov
2) A.M. Matyushkin
3) A.V. Brushlinsky
4) I.Ya. Lerner
5) T.V. Kudryavtsev

55. Problem-based instruction as a holistic type or system of instruction was defined by:

1) M.I. Makhmutov
2) A.M. Matyushkin
3) A.V. Brushlinsky
4) I.Ya. Lerner
5) intellect.icu
6) T.V. Kudryavtsev

56. Correspondence between concepts and their definitions:

1. Problem situation	A. Takes the form of a problem task or a problem question for the purpose of placing the learner in a problem situation
2. Problem task (learning problem)	B. Is part of a problem task; requires the independent finding of the sought unknown by means of thinking
3. Problem question (question-problem)	C. A learning problem with clear conditions set by the instructor; a contradiction between known knowledge and the unknown
4. Problem assignment	D. A theoretical or practical question to which there is no ready-made answer; a certain model of a practical real-life problem
E. The mental state of a subject upon encountering a problem, experienced by them as a difficulty hindering the immediate solution of a cognitive or intellectual task and requiring the search for new knowledge or new methods of action to remove the difficulty that has arisen

57. Correspondence between the main approaches to understanding the essence of problem-based instruction and their representatives:

1. «..a set of actions such as organizing problem situations, formulating problems…, giving students the necessary help in solving problems, checking these solutions and, finally, guiding the process of systematizing and consolidating the knowledge acquired»	A. Kudryavtsev T.V.
2. «…a new type of learning process, … whose most important feature consists in the fact that students are not given knowledge in ready-made form, but are instead presented with a problem for independent resolution. This is a type of active teaching and learning»	B. Matyushkin A.M.
3. «…consists in creating problem situations, in students' awareness, acceptance and resolution of these situations in the course of joint activity between the students and the teacher, with optimal independence on the part of the former and under the general guiding direction of the latter, as well as in students' mastery of … generalized knowledge and general principles for solving problem tasks of a given type»	C. Okoń V.
4. «…being one of the types of instruction, problem-based instruction relates to the initial stage of the formation of an action, at which its principle is mastered (discovered), … since problem-based instruction relates primarily to the initial stage rather than to the entire process of instruction, it is more a method than a type of instruction»	D. Skatkin M.N.

58. The sequence of stages in the general scheme of the problem-solving process (according to A.M. Matyushkin):

A. Expanding the search for new methods of solution – the stage of «open» problem solving
B. The emergence of a problem situation
C. Using known methods of solution – the stage of «closed» problem solving
D. Checking the correctness of the solution obtained
E. Implementing the principle that has been found

59. The sequence of the scheme for structuring problem-based instruction according to T.V. Kudryavtsev:

A. Awareness, acceptance and resolution of the problem that has arisen, in the process of which students master generalized methods of acquiring new knowledge
B. Applying these methods to solve specific systems of problems
C. The teacher's posing of a learning-problem task that creates a problem situation for the student

60. Levels of problem-based instruction depending on the methods used (from lowest to highest):

A. Students discerning the problem themselves on the basis of the learning goals set by the teacher
B. The teacher creates (organizes) problem situations, and the students, together with the teacher, become involved in resolving them
C. Problem-based presentation of the learning material
D. The problem situation is merely created by the teacher, while its resolution takes place in the course of the students' independent activity

Section IV. Psychological foundations of developmental instruction

61. The construction of traditional curricula (as well as textbooks and teaching methods) uses the following interrelated bases:

1) «historicism» (the structure of the subject reproduces the external historical sequence in which knowledge arose)
2) the unity of the logical and the historical
3) sensualism (students' mastery of knowledge in the process of moving from visual-sensory and concrete material to the abstract-general)
4) the limiting nature of age-related capacities for mastering knowledge
5) age-related cognitive capacities are derivative of the content and forms of children's activity

62. New logical-psychological approaches (in the context of developmental instruction) make it possible to build curricula on such bases as:

1) associationism (mastery of knowledge as the emergence of associative links)
2) the unity of the logical and the historical
3) age-related cognitive capacities are derivative of the content and forms of children's activity
4) sensualism (students' mastery of knowledge in the process of moving from visual-sensory and concrete material to the abstract-general)
5) the limiting nature of age-related capacities for mastering knowledge

63. The transformation of general didactic principles in the context of the problem of developmental instruction according to V.V. Davydov:

1. The principle of continuity	A. The principle of the qualitative distinctness of the stages of instruction in accordance with the different stages of mental development
2. The principle of consciousness	B. The principle of objectivity
3. The principle of accessibility	C. The principle of activity
D. The principle of developmental instruction

64. Developmental instruction presupposes such an organization and content of the pedagogical process in which:

1) the system of concepts is presented for mastery through the formulation of these concepts, their definitions
2) the central figure is the student
3) the interaction between teacher and student takes the character of a paired dialogue
4) the breakdown of the teacher's authoritarianism occurs
5) demonstration of the method, explanation, drill, and evaluation take place

65. The chronological sequence of the experimental study of theoretical positions on the problem of developmental instruction:

A. The development and testing of various aspects of the theory of developmental instruction (Sh.A. Amonashvili, V.S. Bibler)
B. The testing, substantiation and elaboration of L.S. Vygotsky's hypothesis on developmental instruction (the research teams of L.V. Zankov and D.B. Elkonin)
C. The «laying» of the foundations of the formative experiment as a method for developing the problems of developmental instruction (L.S. Vygotsky's scientific school)
D. The «transformation» of L.S. Vygotsky's hypothesis into a full-fledged theory of developmental instruction (V.V. Davydov's research laboratory)

Section V. Psychological analysis of the lesson in the teacher's activity

66. The problem of the psychological analysis of the lesson in contemporary psychology is reflected in the works of:

1) I.A. Zimnyaya
2) A.K. Markova
3) N.F. Talyzina
4) L.T. Okhitina
5) L.M. Mitina

67. The substantive characteristics of the educative goals of a lesson include:

1) reflects the need to improve the cognitive sphere of the personality
2) presupposes the emergence of a new level of self-regulation
3) is determined based on data about the characteristics of students' interests and aspirations
4) is determined based on data about the level of development of imagination
5) takes into account the characteristics of students' emotional sphere
6) reflects the need to form abilities

68. Actions of the teacher in class that ensure the management of students' attention:

1) introducing new facts into the content of the lesson
2) highlighting essential aspects and connections in the object being studied
3) clear goal-setting
4) individualization of assignments
5) familiarization with methods of semantic text analysis

69. Actions of the teacher in class that ensure the development of creative imagination:

1) stimulates processes of imagination through vivid speech
2) introduces ways of transforming objects
3) makes optimal use of visual images
4) creates problem situations

70. When assessing the teacher's emotional state in class, it is necessary to analyze:

1) enthusiasm for the subject
2) expressiveness of nonverbal means
3) management of one's own expressiveness
4) pace of conducting the lesson
5) vividness of visual aids
6) attitude toward mistakes as a natural moment of cognition

71. The general model of the scheme for the psychological analysis of a lesson, based on the activity approach, includes the following planes of consideration:

1) forms of work with students in the lesson
2) psychological characterization of the features of students' mastery of the subject
3) psychological characteristics of the teacher's personality
4) psychological justification of the goals and objectives of the lesson
5) psychological characteristics of students' learning activity, the manifestation of their individual psychological characteristics
6) pedagogical communication and cooperation

72. The teacher's tasks in relation to students at the anticipatory level of psychological analysis are:

1) determining the students' actual progress in general educational, upbringing, and practical terms
2) taking into account the main motives of students' learning activity
3) taking into account the course of students' learning work (their interest in the lesson, mental activity, the nature of how the material is mastered, etc.)
4) taking into account interpersonal relationships within the group
5) taking into account the age-related and individual psychological characteristics of students

73. The teacher's tasks in relation to students at the current level of psychological analysis are:

1) determining the students' actual progress in general educational, upbringing, and practical terms
2) taking into account the main motives of students' learning activity
3) taking into account the course of students' learning work (their interest in the lesson, mental activity, the nature of how the material is mastered, etc.)
4) taking into account interpersonal relationships within the group
5) taking into account the age-related and individual psychological characteristics of students

74. The teacher's tasks in relation to students at the retrospective level of psychological analysis are:

1) determining the students' actual progress in general educational, upbringing, and practical terms
2) taking into account the main motives of students' learning activity
3) taking into account the course of students' learning work (their interest in the lesson, mental activity, the nature of how the material is mastered, etc.)
4) taking into account interpersonal relationships within the group
5) taking into account the age-related and individual psychological characteristics of students

75. The form of lesson analysis that reflects the whole diversity of interconnections among the components of a lesson, contributing to a deeper understanding by the teacher of the most complex psychological moments of teaching and learning, is based on the fundamental mechanism of thinking called …….

76. Correspondence between the levels of psychological analysis of a lesson and pedagogical skills:

1. Anticipatory

A. The ability to identify the reasons for achieving or not achieving goals; the ability to adjust goals based on the reasons for the success (or lack of success) of one's actions in the lesson

2. Current

B. The ability to flexibly change the lesson plan depending on the situation; the ability to provide justification for the goals formulated; the ability to identify the mental functions whose development is necessary for mastering the learning material

3. Retrospective

C. The ability to register the children's mental states and to change their dynamics during the lesson; the ability to orient oneself in the situations of the lesson