Contents introduction chapter I methods of teaching writing in high school

CHAPTER I
METHODS OF TEACHING WRITING IN HIGH SCHOOL
1.1. Psychological characteristics of high school students

Although all high school students face the same problems, they grow up in different ways. First of all, the law of uneven maturation and development applies. This unevenness is both interpersonal (teenagers mature and develop at different rates, so chronological peers and classmates may actually be at different stages of their individual development) and intrapersonal (heterochronous physical, mental, social and moral development of the same individual).

The majority of high school students have already clearly expressed differentiation of interests and preference for certain types of activities. One loves mental work, the other - physical, the third - communication with people, the fourth - social work, the fifth is interested in everything in turn, and the sixth is equally indifferent to everything. Their motivation is no less diverse. One, no matter what he does, is driven by the need to achieve and self-test, another by the desire to benefit someone, the third by a sense of dependence and the need for the approval of others, the fourth by the desire to get away from tension and conflict situations, etc. Of course, this is not always noticeable.
All this requires the teacher to be thoughtful and careful in his assessments. Our shortcomings are nothing but a continuation of our virtues. The well-known inconsistency of value orientations, aspirations and behavior, which seems to be a manifestation of the age immaturity of boys and girls, is often observed in adults and is not always considered a disadvantage.
Socio-cultural differences are inevitably refracted one way or another in the specific conditions of the microenvironment where a high school student is growing and forming - in the structure of his family and interpersonal relationships, in the specific values of the youth subculture, the orientation of interests, leisure activities, etc. The educator must take all this into account [Galskova 2006: 192].
Even the conclusions of experimental psychology cannot be accepted mechanically, without reflection, especially if we are not talking about causal relationships, but about statistical correlations. For example: there is a statistically significant relationship between: a) the aggressiveness and cruelty of a teenager and b) the cold or cruel attitude of parents towards him in childhood. But can it be considered proven that a) is really the cause of b)? No, you can't, even though it's plausible. It is no less logical to assume that parental coldness towards the child was the result of his own unpleasant qualities, or that these traits (aggressiveness, cruelty) are hereditary in this family, common to the child and his parents. It is not so easy to test each of these hypotheses even for psychological scientists, but the educator is dealing with ready-made consequences.
The patterns of youth psychology confirm the need for a personal approach to high school students. With all the commonality of their situation and life tasks, high school students differ significantly from each other. Their life paths will also be different. Training should be focused not on leveling individual characteristics, but on the formation of students' individual style of activity.
The older and more mature a teenager is, the more his upbringing turns into self-education. This requires the teacher to be very flexible, tactful, understanding, and willing to take the pupil's personality seriously.
Each high school student represents a contradictory unity of childhood and adulthood, and it depends on the educator which facet he prefers to highlight, which beginning - childish or adult - to rely on. Many teachers and parents more often appeal to the childhood in adolescents, relying mainly on dependence and obedience. This attitude unconsciously flatters the self-esteem of adults: the more helpless and infantile children seem, the more significant and necessary teachers and parents look in their own eyes. But this installation is false and harmful. As L.S. emphasized. Vygotsky, "pedagogy should focus not on yesterday, but on tomorrow's day of child development." A constantly patronized person develops a habit of passive dependence or senseless, anarchic negativism. What seems to some teachers to be infantile is actually an already formed dependent, consumer attitude [Galskova 2006: 193].
The analysis of age characteristics showed that the psychophysiological characteristics of students play an important role in the process of learning and assimilation of foreign language written speech at different stages. High school students are distinguished by their readiness and ability for many different types of training, both in practical terms and in theory.
Thus, from a psychological point of view, the writing process is the most complex, conscious form of speech activity. Perception, memory, attention, and thinking are of great importance when learning a foreign language, which determine the success of educational activities.
The processes of oral and written speech are inseparable and interrelated. However, in its origin and path of development, in its psychological content, the process of writing differs sharply from the process of oral speech. The writer is practically unlimited in time, so written speech is expanded, clear, while in oral communication something may be left unsaid, or omitted altogether. Studies have shown that there is no single situation for the writer and reader when writing, therefore, it is impossible to rely on auxiliary means when forming a written speech.