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>Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction
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Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction
The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.
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机译：本文探讨了教育人性化方面的教育过程战略的实际问题，应该基于真正的自我监管和学生人格的自我决定。 INTHECONTEXTOF教育系统的人文范式，一个个人对学生的方法，鼓励披露个人潜力和创造性的发展，与学生情绪联系的可能性进行了调查。本文的目的是研究高等教育教师和情商情报的创新准备之间的关系。该研究的方法论基础是各种人格的教育方法领域的研究人员作为K. Rogers，I.v. Abakumova，I.S. Yakimanskaya，V.V. Serikov，E.v. Bondarevskaya，M.A.，Andreev v.i。其他人以及科学家情绪智力领域的概念规定（J. Meyer，P. Salovey和D.Caruso R. Bar-On和D. Goleman N. Hall）。我们选择了研究方法：“情商”诊断（N.Hall）;问卷确定大学教师以人格为中心互动的创新准备水平（作者的方法）。由于进行了经验研究，我们向我们提出的假设关于情绪智力与高中教师以人为中心互动能力的积极相关性的存在。
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