Causing the body to react
2) the conscious reason underlying the choice of activity
3) a set of conditions that cause human activity
4) the person’s need for something
Task 2.
Both humans and animals have
1) the ability to exercise free choice
2) instinct of self-preservation
3) making tools
4) social conditioning of behavior patterns
Task 3.
Which of the following features is characteristic of humans and absent in animals?
1) the action of heredity mechanisms
2) the work of the senses
3) species specialization
4) articulate speech
Task 4.
Man as a representative of the human race
1) individuality
2) individual
3) personality
4) citizen
Task 5.
Personality, unlike the individual, has
1) rational thinking
2) articulate speech
3) sensory knowledge
4) willingness to take responsibility
Task 6.
The decisive influence on the formation of personality is exerted by
1) natural environment
2) hereditary predisposition
3) social environment
4) innate instincts
Task 7.
Human needs determined by society include the need for
1) labor activity
2) preservation of the species
3) self-preservation
4) physical activity
Task 8.
To the needs of man determined by his biological nature, refers to the need for
1) self-affirmation
2) self-preservation
3) self-development
4) self-esteem
Task 9.
Name any three groups of human needs.
Task 10.
Human activity as opposed to animal behavior
1) is highly specialized in nature
3) preceded by goal setting
4) always has an individual character
Task 11.
Compare three situations:
1) a hurricane wind knocks down trees in the forest
2) the animal undermines the roots of the tree to get to the fruits
3) the loggers were given the task of clearing the plot using modern technology
To which of these situations can the concept of “activity” be applied? Name two signs of activity that appeared in this situation.
Task 12.
Using the example of studying any school subject, reveal the main elements of the structure of learning as a type of activity.
13. Man, unlike animals
1) uses auxiliary means
3) leads an isolated existence
4) exercises free choice
14. Man, as opposed to animal
1) experiences physiological needs
2) explores the world
3) has sensations
Task 15.
Find in the list below the traits that are characteristic only of the results of creative activity.
1) availability for use
2) fundamental novelty
3) practical significance
4) sample reproducibility
5) uniqueness
Write the circled numbers in ascending order.
Task 16.
Are the following statements about self-knowledge correct?
A. Self-focus increases as we move from childhood to adolescence.
B. A person’s self-image is formed through social interaction.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
Task 17.
Are the following judgments about the unconscious true?
A. The unconscious in a person exists only at an early stage of personality development.
B. During the formation of the first civilizations, unconscious impulses were the main regulator of human behavior.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
Task 18.
Are the following statements about consciousness true?
A. It is consciousness that allows a person to set goals that are not determined by his biological nature.
B. Articulate speech preceded the emergence of consciousness in humans and became its prerequisite.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
3. Human social needs include the need for
1) caring for offspring
2) self-preservation
3) group membership
4) security
19. The need experienced by a person for something is
1) need
2) interest
3) value
4) good
20. Distinctive feature the concept of “personality” is(are)
1) articulate speech
2) presence of physical needs
3) the ability to take responsibility
4) consciousness and thinking
21. Play, communication and cognition are
1) types of human activities
2) stages of personality formation
3) types of behavior of all living beings
4) forms of communication
22. A person’s conscious participation in public life characterizes him as
1) individuality
2) individual
3) creator
4) personality
23. The social orientation of activities is inherent
1) to all living things
2) to the individual
3) individuality
4) personalities
24. Unique originality, specific features inherent in a person, reflects the concept
1) individual
2) individuality
3) activist
4) representative
25. Are the following judgments about self-knowledge true?
A. As a result of self-knowledge, a “I-image” is formed.
B. Understanding your “I” is impossible without conducting psychological experiments.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
26. Are the following judgments about self-knowledge true?
A. The ideal “I” is the idea of how others want me to be.
B. An integral part of self-knowledge is self-esteem.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
27. Are the following judgments about self-knowledge true?
A. The ideal “I” is the idea of how a person would like to see himself.
B. “I-image” is the idea that others have about a person.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
28. Are the following judgments about self-knowledge true?
A. A person forms self-esteem by comparing himself with others.
B. People with low self-esteem make comparisons with others only when they are confident of success.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
29. Are the following judgments about self-knowledge true?
A. Focusing on the shortcomings of others helps improve self-esteem.
B. The more the real qualities of a person approach the “I-ideal”, the lower the person’s self-esteem.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
30. Are the following judgments about self-knowledge true?
A. People with high self-esteem easier to influence.
B. People with low self-esteem tend to work on easier tasks.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
31. Are the following judgments about the differences between humans and animals true?
A. Upright posture and a movable hand distinguish humans from animals.
B. Man, unlike animals, has adaptive behavior.
1) only A is correct
2) only B is correct
3) both judgments are correct
4) both judgments are incorrect
32. Complete the phrase: “The need experienced and perceived by a person for what is necessary to maintain his body and develop his personality is called ______________________________.”
33. Find in the list below the features that are characteristic of the results of creative activity only.
1) difficulty for others to understand
2) fundamental novelty
3) validity of provisions
4) the significance of the problem under study
5) uniqueness of the data obtained
Write the circled numbers in ascending order
Task 34.
Read the text and complete the tasks for it.
Consciousness and activity
Like the activity of animals, activity is an information-oriented process, which presupposes the ability to navigate the environment - to perceive significant messages, process them into command codes of behavior that cause, direct and control the physical response of the system...
Human information behavior is determined by consciousness, which represents the highest form of development of the psyche of animals with nervous system capable of sensing, perceiving and imagining the surrounding reality...
Human consciousness is based on the ability for verbal-logical, “verbal” thinking, which builds on the system of conditioned and unconditioned reflexes of behavior and completes the simplest forms of “prological” - visual-effective and visual-figurative thinking.
... Any “formed” person, unlike an animal, has a certain minimum of abstract thinking, which allows him to reflect the environment through logical models, ideal courses of action, relatively independent, independent of momentary behavioral situations.
The result of such work of consciousness is the presence in human activity of a special kind of goals, different from the objective goals of the adaptive activity of animals. We are talking about conscious goals of activity related to a person’s ability to analyze a situation, i.e. reveal implicit cause-and-effect relationships of its significant components that are not amenable to “live observation”... This ability allows people to foresee the results of their activities in advance, plan them, i.e. think over the most appropriate ways to achieve them under given conditions.
3. Which of the two concepts - purposefulness and expediency - should be attributed to human activity? Justify your answer based on this text, as well as knowledge from the social studies course.
4. Give words of the text that reflect the connection between consciousness and speech. Based on knowledge from the social studies course, show the importance of language for the joint activities of people.
35. Read the text and answer the questions.
Why do we do self-esteem?
There are three motives for turning to self-esteem: self-understanding, increasing self-worth, self-verification. When research participants are given the opportunity to choose questions that will help them learn something about their own self, people most often choose questions related to increasing self-worth, while understanding oneself is the least popular topic. Regardless of what people think is right, most people don't really want to know more about themselves: people would rather either receive positive information or information that simply confirms what they already know.
If we want to receive only positive information about ourselves, this means that self-esteem is easy to increase with the help of external circumstances. Any event that puts you in a good mood usually increases your self-esteem.
People with very low level self-respected people are more inclined to self-defense than others. They also want positive information and increased self-esteem, but only when seeking such information does not involve risk. That is, they make social comparisons only when they are confident of success. People with high level Self-esteem seekers seek social comparison even at risk to themselves, perhaps in order to determine how best to act in the future, and also to feel better by focusing on the negative actions of other people.
E. Baron, D. Byrne
1. Indicate the motives for a person’s appeal to self-esteem. Make them specific.
3. What can you do to improve your self-esteem? Explain this with examples.
4. Compare the self-esteem behavioral models chosen by people with low and high levels of self-esteem? Which of these groups tends to focus on the imperfections of others? Do you think this tactic helps?
Essay on the topic "Man"
Here are examples of essay topics that may be contained in an exam paper.
1. “To decipher a person means, in essence, to try to find out how the world was formed and how it should continue to be formed” (P. Teilhard da Chardin).
2. “A role is not a personality, but... an image behind which it is hidden” (A.N. Leontyev).
3. “Man is an unexpected, beautiful, painful attempt by nature to realize itself” (V.M. Shukshin).
4. “Independence and free-thinking are the essence of creativity” (F. Mitterrand).
6. “History itself can neither force a person nor draw him into a dirty business” (P. Sartre).
7. “There is no absolute opposition between tradition and reason... Preservation of the old is a free attitude of man” (H.-G. Gadamer).
8. “Everything that a person touches acquires something human” (S. Marshak).
... Any “formed” person, unlike an animal, has a certain minimum of abstract thinking, which allows him to reflect the environment through logical models, ideal courses of action, relatively independent, independent of momentary behavioral situations.
The result of such work of consciousness is the presence in human activity of a special kind of goals, different from the objective goals of the adaptive activity of animals. We are talking about the conscious goals of activity related to a person’s ability to analyze a situation, that is, to reveal the implicit cause-and-effect relationships of its significant components that are not amenable to “live observation”... This ability allows people to foresee the results of their activities in advance, plan them, i.e. e. think through the most appropriate ways to achieve them under given conditions.
3. Which of the two concepts – purposefulness and expediency – should be attributed to human activity? Justify your answer based on this text, as well as knowledge from the social studies course.
4. Give the words of the text that reflect the connection between consciousness and speech. Based on knowledge from the social studies course, show the importance of language for the joint activities of people.
C1–C4. Work with text.
It seems to me that those who are horrified by the development of technology do not notice the difference between the means and the end. ...the car is not the target. An airplane is not a target, it is just a tool. The same tool as the plow.
...Reveling in our successes, we served progress - we paved railways, built factories, drilled oil wells. And somehow they forgot that all this was created to serve people...
Even a machine, becoming more perfect, does its job more and more modestly and unnoticed. It seems as if all the works of man - the creator of machines, all his calculations, all sleepless nights over the drawings only appear in external simplicity; as if the experience of many generations was needed so that the column, keel of a ship or the fuselage of an airplane would become slimmer and more embossed, until they finally acquired pristine purity and smoothness of lines... It seems as if the work of engineers, draftsmen, and designers boils down to polishing and smooth out to lighten and simplify the attachment mechanism, to balance the wing, to make it invisible - no longer a wing attached to the fuselage, but a kind of perfection of form, naturally developed from a bud, a mysteriously fused and harmonious unity that is akin to a beautiful poem. As you can see, perfection is achieved not when there is nothing left to add, but when nothing can be taken away. A machine at the limit of its development is almost no longer a machine.
So, when an invention is brought to perfection, it is not clear how it was created. With the simplest tools, the visible signs of the mechanism were gradually erased, and in our hands we found an object that seemed to have been created by nature itself, like a pebble ground by the sea; The same thing is remarkable about a car - when you use it, you gradually forget about it.
A. de Saint-Exupéry
1. Find in the text and write down any three examples of human transformative activity.
2. Indicate and illustrate using this text any two distinctive features human activity.
3. Can the process of human labor to create machines captured in the document be called creative? Justify your answer using the text. Define creative activity.
4. What is the ultimate goal of human transformative activity in the author’s opinion and in your opinion? Justify both answers.
List four differences between humans and animals.
Name any three factors of personality socialization. (Another option: List any three public institutions that contribute to the socialization of the individual).
What meaning do social scientists give to the concept of “human freedom”? Using your social science course knowledge, compose two sentences containing information about human freedom.
According to a number of researchers, human intelligence is characterized by a number of abilities. These include, in particular, the ability for deductive thinking.
Give two examples of deductive reasoning. What other human intellectual ability can you name?
C6. Specification task.
Using the example of studying any school subject, reveal the three main characteristics of learning as a type of activity.
C6. Specification task.
Scientists include a person’s relationships with other people as personality characteristics. Explore the different manifestations of this relationship with three examples from your peer's life. In each case, first state the type of relationship and then give an example.
C7. Task-task.
The Russian scientist-psychologist and his followers argued that every person who was not subjected to artificial isolation in the first months of life (like the Mowgli child) is a person. Do you share this point of view? Give three reasons to support your opinion.
C7. Task-task.
It is known that the behavior of an animal in its main features is genetically programmed. Many human instincts have been shaken and erased as a result of social history. According to A. Pieron, “humanity has freed itself from the despotism of heredity.” How is human freedom from the “despotism of heredity” manifested? State three statements.
C7. Task-task.
The ability to act effectively in a non-standard situation, to find the optimal solution to a problem, is not inherent in a person, like an animal, in the genetic program, in instincts, but is acquired in ontogenesis, in the process of activity. Name any two activities that contribute to the development of this skill. Explain how to use it in non-standard situations.
C7. Task-task.
Considering play as a type of activity, researchers characterize it as spontaneous, ever-renewing, changing, and modernizing. Based on the course and social experience, provide three evidence of the variability of play as an activity.
You have been instructed to prepare a detailed answer to the problem “Biological and social in man.” Make a plan according to which you will cover this topic.
C8. Drawing up a response plan.
You will have to speak at a school conference on the topic “Human activity in its diversity.” Make a plan according to which you will cover this topic.
C8. Drawing up a response plan.
You are preparing for a social studies test on the topic “Socialization of the Individual.” Make a plan according to which you will cover this topic.
THEME "COGNITION"
C1–C4. Work with text.
Read the text and complete tasks C1–C4
How social psychologists study human behavior
Conclusions that are drawn from everyday experience and from the accumulated wisdom of philosophers, poets and writers are often insightful and informative, but not sufficiently conclusive. Common sense often presents us with dilemmas and unsolved mysteries in cases involving social behavior person. To understand it, it is important to turn to scientific methods...
The term "scientific" does not designate a select group of highly developed areas of human activity. Rather, it points to a general set of methods—techniques that can be used to study a wide range of problems. Therefore, if we are trying to understand whether a field is scientific, the key question becomes: does it use scientific procedures? If not, then it turns out to be outside the scope of science.
These methods and procedures involve attempts to collect systematic information about the problems of interest to the researcher plus a skeptical attitude towards them. A basic premise of science is the belief that all basic assumptions about the physical world must be tested and retested in order to be accepted as true...
IN social psychology, which studies the causes of social behavior and social thinking, is most often used experimental method, in which researchers try to change one variable in order to observe the effect of this on other variables, and the correlation method, in which the scientist simply observes naturally occurring changes in the variables of interest to see if they are related.
C1. What types of knowledge are mentioned in this text? (Name at least two).
C4. Which two? scientific methods in the field of social psychology is said in this passage? State the significant difference between them. Based on knowledge from the social science course, name another method that can be used in the scientific knowledge of social phenomena.
C1–C4. Work with text.
Read the text and complete tasks C1–C4
Empirical knowledge
“The complexity of the structure of cognitive activity is also due to the fact that at present the layer of empirical knowledge, where sensory forms of reflection, instrumental-practical means of cognition and abstract-logical means of analysis interact in a single process, is also more complex than it was previously thought...
For a long time, science was dominated by the empirical tradition (developed by both materialists and idealists), which assumed that the source of scientific knowledge is only sensory data... Even now it is necessary to prove that empirical knowledge is not purely sensory, but involves the use of various rational methods of research...
Expediency, goal-setting and purposefulness not only develop activity in terms of possibility and reality, but also in a certain sense connect, mediate external and inside, activity factors.
Thus, expediency can be considered as a “combination” (intermediation) causality, relating to the world of phenomena, and legality. On the one hand, it has the form of causality (one thing is posited by another, for example, a function or organ of a living organism has a basis not in itself, but as a whole), on the other, it has S U B E K T
P S I H I H E S K O E
(D U H O V N O E)
/sensation / FEELING/ NEED/
PERCEPTION EMOTION ATTRACTION
REPRESENTATION DESIRE
KNOWLEDGE APPLIANCE
CONSCIOUSNESS WILL
Thinking
| REFLECTION | KNOWLEDGE | ART | I G R O V A D E Y T. | S P O R T | R E O B R A S O V A N I E | MANAGEMENT |
Physical
T r u d
PHYSICAL
(MATERIAL)
AN OBJECT
Rice. Scheme “TYPES OF HUMAN ACTIVITIES” »
closed type, cyclical (the same function or organ exists and develops on the basis of its own laws). Or take this example: we wash apples before eating. By influencing them in this way, we trigger the “mechanism” of causation: one phenomenon - washing - causes another phenomenon - cleansing the surface of apples from dirt and microbes. The second is a consequence of the first. At the same time, this second was assumed in advance to be the purpose of washing. The cause-and-effect relationship seems to have closed on itself, gone in cycles. As a result, the subject's actions are expedient, literally consistent with the goal, and not just a chain of causes and effects.
Attempts to explain the “mechanism” of expediency using the concepts of biocybernetics are worthy of attention. “New aspects of the problem of organic expediency,” writes I.T. Frolov, “are revealed by the development of biocybernetics, in particular the principle of feedback, according to which in living systems the final effect, the result of the process, has a reverse effect on its starting point, the beginning. The relationship of expediency appears here as a specific form of interaction that makes it possible to detect a certain direction of processes, their conditionality by the final results that appear as goals (of course, we are not talking about conscious goals, but only about their analogues, objective by their very nature). The conventionality of such use of the concept of expediency is not awareness to renounce it." Feedback is one of the factors that transforms a simple causal relationship between phenomena into purposeful activity.
(It should be noted that an automatic device, although it uses the principle of feedback, does not carry out purposeful activity, since it is only a means of human activity, and not a goal in itself. Living organisms, unlike automata, have a goal in themselves , are, as Hegel also noted, the cause of themselves, causa sui).
Feedback means constantly relating the goal to intermediate results. In its meaning, it is a mediating link between the goal and the result, i.e. its role is similar to the role facilities. Negative Feedback, apparently plays a role corrective facilities. Positive feedback - role reinforcing facilities.
The category of goal, as the basis of goal-setting and purposeful activity, is not only a property human consciousness, but a necessary element of any mental activity. When an eagle soaring in the sky sees a hare running on the ground, it rushes towards the hare as a target. The eagle sets itself a general goal (an image of a hare that has the meaning of a goal), searches for and selects a specific goal (correlates a specific image of a running hare with a general goal image) and then strives to achieve it. Orienting activity, characteristic not only of humans, but also of animals with a psyche, basically is impossible without goal-setting and targeted actions. In speaking about this, we do not, however, equate human goals with the goals of animals. There is a deep qualitative difference between them. Human activity an order of magnitude higher than the activities of the most developed animals. This can be judged at least by such signs of human goal-setting as the ability to dream or put forward ideas. In animals, goals are, so to speak, concretely situational in nature. They don't "look" far into the future.
The purpose of life
Life is activity in general, the total activity of a living organism, being, life activity in the deepest sense of the word. In living organisms and living beings it is a biological form of activity, in humans it is a biosocial form.
Against the background of life as a general, integral activity, a person carries out special or specialized forms of activity, such as communication, cognition, practical activity, work, rest, etc. These forms of activity exist and develop only in the general context of life, the life activity of the subject.
The goal “sets” the integrity of the activity. If this is the purpose of life, then it determines the integrity of life. For a person who does not have a goal in life, life is not realized as an organic whole in the biosocial, i.e. human sense. “A life without a goal is a man without a head,” says popular wisdom.
Not every person sets a goal in life, but if he does, then the person considers it as targeted activity.
Generally in real life there is a whole goal tree. The purpose of life is the main or general purpose of life. In addition to it, there are either subordinate, intermediate, or secondary goals. Subordinate and intermediate goals are goals, the implementation of which opens the way to the main goal of life and brings us closer to it. Side or parallel goals are goals that form the entire “cuisine” of life and determine the full harmonious development of a person. In their totality, they are no less important than the main goal of life (for example, the goal of improving health by means physical culture, build a house, various hobbies, hobbies). In some situations, a conflict arises between the main goal of life and secondary goals. This conflict can end either in the victory of the main goal of life or in the victory of secondary goals.
The main goal of life is a goal, the implementation of which justifies the life of a person as a whole, as an individual, a subject standing somewhere on an equal footing with society, aware of his goals as the goals of a person in general or the goals of a particular community of people. In the main goal of life, according to the logic of things, the aspirations of man as an individual and the goals of society merge together.
The problem of determining the purpose of life is akin to the problem of choosing a profession. Moreover, the first is, as a rule, a continuation of the second. Chance, necessity, external circumstances, incentives, and internal motivations “participate” in the formation of the purpose of life. In some cases, it also happens that a person does not stop at choosing one goal in life (a striking example: the two lives of A.P. Borodin as a composer and a chemist).
If a goal is set, then it becomes a law of activity, a categorical imperative, a necessity to which a person submits his will.
Thus, we see two sides of conscious life: goal setting(search for a goal, choosing a goal) and focus(purposefulness, movement towards a goal, or rather, from a goal to a result). Both sides are equally important for a person.
Understanding the importance of the goal and the goal-setting and determination associated with it, one should not, however, make it absolute. Life in a sense is a unity of purpose and purposelessness, i.e. the unity of organization and disorganization, work and rest, tension and relaxation. Aimlessness is realized primarily in the fact that, along with the main goal of life, there are many secondary goals. The search and implementation of a secondary goal (and at the same time a distraction from the main goal) can be interpreted as aimlessness. They say that you can’t work all the time, think about one thing, that you need to be distracted, have fun, relax, relieve tension, and switch to another type of activity. Not by chance modern man pays more and more attention to side activities and hobbies, intuitively realizing that the stress of work, the main goal, the main business of life can simply destroy him.
It must also be borne in mind that a person’s life does not always proceed at the level of goal setting and goal implementation. A person can perform expedient actions, bypassing the stage of goal setting, purely instinctively, unconsciously. For example, the need for rest and sleep can be “realized” in the form of a goal (searching for a place to sleep, etc.) or directly - a person, unnoticed by himself, fell asleep in the subway. Or this example: when a person accidentally touches a hot object with his hand, he pulls it away - this is a completely purposeful action, but there is no goal-setting or conscious desire for a goal.
When does the need for goal setting arise? Probably when there is some kind of obstacle between the need and its satisfaction (not very large, but not very small either) or in order to satisfy the need it is necessary to perform complex indicative actions.
Like the activity of animals, activity is an information-oriented process that presupposes the ability to navigate the environment - to perceive significant messages, process them into command codes of behavior that cause, direct and control the physical response of the system...
Human information behavior is determined by consciousness, which represents the highest form of development of the psyche of animals that have a nervous system, capable of sensing, perceiving and imagining the surrounding reality...
Human consciousness is based on the ability for verbal-logical, “verbal” thinking, which builds on the system of conditioned and unconditioned reflexes of behavior and completes the simplest forms of “prological” - visual-effective and visual-figurative thinking.
Any “formed” person, unlike an animal, has a certain minimum of abstract thinking, which allows him to reflect the environment through logical models, ideal courses of action, relatively independent, independent of momentary behavioral situations.
The result of such work of consciousness is the presence in human activity of a special kind of goals, different from the objective goals of the adaptive activity of animals. We are talking about conscious goals of activity related to a person’s ability to analyze a situation, i.e. reveal implicit cause-and-effect relationships of its significant components that are not amenable to “live observation”... This ability allows people to foresee the results of their activities in advance, plan them, i.e. think over the most appropriate ways to achieve them under given conditions.
K. H. Momdzhyan
|
Points |
|
|
Features that bring together animal behavior and human activity: the direction of the process; indicative in nature. The human consciousness, unlike the psyche of animals, has the ability for logical (abstract) thinking. | |
|
The common features of behavior and activity are correctly named, the difference between consciousness and the psyche of animals is indicated | |
|
Common features of behavior and activity are correctly named OR the difference between consciousness and psyche is indicated | |
|
Wrong answer | |
|
Maximum score |
C8. Which of the two concepts - purposefulness and expediency - should be attributed to human activity? Justify your answer based on this text, as well as knowledge from the social studies course.
|
Points |
|
|
Human activity is purposeful. Animal behavior should be considered appropriate: it is directed directly by needs without preliminary processing of external influences by consciousness. Human activity precedes the ideal image of the desired result created by consciousness, and activity is aimed at achieving this result. | |
|
The right choice has been made and it is fully justified | |
|
The right choice was made, but the argumentation is insufficient | |
|
The right choice was made without reasoning | |
|
Wrong answer | |
|
Maximum score |
C9. Give the words of the text that reflect the connection between consciousness and speech. Based on knowledge from the social studies course, show the importance of language for the joint activities of people.
|
Points |
|
|
The ability for verbal-logical, “verbal” thinking. Speech is the most important tool of communication. It allows you to express and make clear to all participants in the activity its rules and goals. As a result, joint activities become much more effective. | |
|
Wrong answer | |
|
Maximum score |
Grade 10
1 - option.
Part I .
1. - 1 b.
Activities
| KIND OF ACTIVITY | ACTIVITY CHARACTERISTICS |
| Transformation of real objects of nature and society |
|
| Spiritual | Changing the consciousness of people, the formation of their worldview, value system |
2. - 1 b.
| object-you de-i-tel-no-sti | re-zul-ta-you de-i-tel-no-sti | mo-ti-you de-i-tel-no-sti |
| subject-ek-you de-i-tel-no-sti | struk-tu-ra de-ya-tel-no-sti | purpose of activity |
3 .Below are the names of the requirements. All of them, with the exception of two, are called under which they are in different classes. fi-ka-tsi-yah are presented as natural according to the needs of people. Find two terms, “you-pa-da-yu-shih” from the general row, and write back the numbers under which they are indicated to us.- 1 b.
| 1) bio-logi-che-skie | 2) phy-zio-lo-gi-che-skie | 3) social |
| 4) or-ga-ni-che-skie | 5) natural | 6) es-te-ti-che-skie |
4. - 2 b.
1) The components of the structure of any activity are means, motives, emotions.
2) Cognitive activity Unlike communicative, it involves the use of concepts and terms.
3) Culture is the result of human transformative activity.
4) Human activity, unlike animal behavior, is conscious and purposeful.
5) Labor activity is leading throughout a person’s life.
5. Establishment of the correspondence between the examples and the elements of the structure of de-ya-tel-no-sti: to each position given in the first column, select the position from the second column.- 2 b.
| EXAMPLES | ELEMENTS OF ACTIVITY STRUCTURE |
| A) theat-ral de-co-ra-tions B) orchestra B) theatrical corpse-pa D) musical instruments D) lighting devices | 1) subject-you-de-tel-no-sti 2) means of de-i-tel-no-sti |
6. - 2 b.
| “In work, study, ___________ (A) all aspects of psyche are formed and manifested. Particularly the question arises about how stable psych-hi-che-s are formed and secured from-no-si-tel- Chinese properties. Psychic properties ___________ (B) - its ability and ha-rak-te-ro-lo-gi-che-che-features - for-mi-ru-ut-sya in the course of life. Innate ___________ (B) or-ga-nis-ma appear only ___________ (D) - very many-meanings, which are necessary words -li-va-yut, but do not pre-define the psychic properties of a person. On the basis of the same inclinations, a person can develop different personal properties - ___________ (D) and character traits cancer depends on the course of his life and ___________ (E) not only manifests itself, but also shapes it. In work, learning and labor, the strengths and abilities of people come from work; in life’s actions and steps for-mi-ru-et-sya and for-ka-la-et-sya ha-rak-ter.” |
one once.
List of terms.
| 1) feature | 2) ability | 3) personality |
| 4) game | 5) society | 6) date |
| 7) communication | 8) activity | 9) group |
7. You make correct judgments about the needs of people and write down the numbers under which they refer -for-us.- 2 b.
1) By necessity, there is a need for something that is not necessary for life .
2) The need for self-re-a-li-za-tion, self-affirmation from-to-ideal-required-but- st.
3) An example of a biological need is the need for knowledge of the world around us.
4) Demand serves as a bu-di-tel-mo-ti-vom de-ya-tel-no-sti.
5) The need, as a rule, for some object, with the help of which it can be satisfied you-re-na.
Consciousness and action
Like the activity of animals, activity is an information-forming process, the pre-la-ga-yu-ability of ori-en-ti-ro-sha-t-sya in the environment - to perceive the meanings of co-societies, transfer them into command codes according to which you call, direct and control tro-li-ru-yut fi-zi-che-ku re-ak-tion of the si-ste-we...
In-for-ma-tsi-on-the-ve-de-ness of the person is determined with-the-know-no-thing, which-is-becoming -is the highest form of development of the psyche of living beings, possessing a nervous system, capable of sensing to forgive, perceive and imagine the surrounding reality...
Co-knowledge of a person is based on the ability to word-weight-but-lo-gi-che-sko-mu, “ver-bal-but” -my” mouse, which is above-the-stra-and-va-et-over the system of conditioned and unconditioned reflexes in the way -tion and completes the simplest forms of “pro-lo-gi-che-skogo” - visually-effective and visually -about the mouse.
Any “become” person, in any way from the living area, has some ab-stract no-th mouse-le-tion, pos-s-able for him to display the environment by means of logical models, ideal images a call for action, from-the-most-of-the-life, not-behind-the-moment -skih si-tu-a-tions.
The result is the right kind of work with the knowledge of the presence in human affairs. tel-no-sti special kind of goals, different from the objective goals of adaptive action of animals. We are talking about the conscious goals of action associated with a person’s ability to analyze si-tu-a-tion, i.e. to reveal implicit, not under-y-y-y-schi-e-sya “living on the blue-de-niu” when -the rank-and-consequence connections of its significant components... This ability allows people to pre-vi- to give the results of your de-tel-no-sti, to plan them, i.e. to pro-think the most purposefully different ways to achieve them under given conditions.
K.H. Mo-md-zhyan
8. What, according to the author, brings the life of living things closer to the activity of man? Ka-ki-mi from-li-chi-tel-ny-mi ha-rak-te-ri-sti-ka-mi the author on-de-la-et co-knowledge (mouse-le-nie) what -lo-ve-ka, compare-with-psych-hi-coy living?.-2 b.
9. How, according to the author's thoughts, does the whole world come from under the influence of the logic of the mouse -nia? Pri-ve-di-those two ha-rak-te-ri-sti-ki.-2 b.
10. Which of the two concepts - purposefulness and purposefulness - follows from non-ness to action? but what? Argue your answer based on this text, as well as knowledge from the society course.- 3 b.
11. Bring up the words of the text, in which there is a connection between consciousness and speech. Relying on knowledge from the society-ve-de-tion course, how-to-know the language for a joint business sti people.- 3 b.
12. "political activity"?
Drawing on the knowledge of the social science course, compose two sentences: one sentence containing information about the methods of political activity, and one sentence revealing the features of political action.- 3 b.
13. It’s up to you to give a detailed answer on the topic“According to the need and in-te-re-sy of people in the structure-tu-re de-ya-tel-no-sti.” Make a plan in accordance with which you will cover this topic. The plan must contain at least three points, of which two or more details are in sub-points- 3 b.
27-25 b. - "5"
24 - 19 b. - "4"
18 - 13 b. - "3"
less than 13 b. - "2
Test on the topic: “Activity as a way of human existence.”
Grade 10
Option 2.
Part I .
1. Write down the word listed in the table.- 1 b.
Activity and its types
| TYPES OF ACTIVITY | THEIR DEFINITION |
| Human actions based on thinking |
|
| Behavior | Animal actions based on instincts. |
2. Find something that is generalized for all other people and is presented below row. Za-pi-shi-te this word (word-in-with-che-ta-nie).- 1 b.
| motive | com-po-nent de-i-tel-no-sti | target |
| process | result | method |
3 .. Below is a list of terms. All of them, with the exception of two, refer to the concept of “types of de-action.” Find two terms, “you-pa-da-yu-shih” from the general row, and write back the numbers under which they are indicated to us.- 1 b.
| 1) labor | 2) instinctive | 3) educational |
| 4) creative | 5) creative | 6) personnel |
4. Choose the correct judgments about human activity and write down the numbers under which they are indicated.- 2 b.
1) The activity of a person has a co-zi-da-tel-ny and pre-ob-ra-zo-va-tel-ny character.
2) The activity of a person is entirely determined by the conditional reflexes.
3) Regardless of the nature of living things, the reality of human beings is ori-en-ti-ro-va-na at satisfaction the influence of the needs acting at a given moment in time.
4) The activity of a person is called upon by the community as required.
5) The activity of a person has a strong and cognizant character
5. Establishment of the correspondence between the de-identifications and the vi-da-mi de-tel-no-sti, to -these they illustrate: for each position given in the first column, select a position from the second column.- 2 b.
| DISTINGUISHING FEATURE | KIND OF ACTIVITY |
| A) transformation of nature and society for the sake of satisfying personal and social needs -stay B) focus on practically useful results - various personal benefits C) formation of knowledge and skills, development of thinking and personal knowledge D) the bu-di-tel-ny motive is key not in the result-ta-te de-ya-tel-no-sti, but in its process D) all means are always special-but-right-le-ny on the change-of-subject-ta-de-tel-no-sti | 1) labor 2) game 3) teaching |
6. About the text below, in which a number of words are mentioned. You-take-those words from the pre-la-ga-e-my list that cannot be inserted in place of the blanks.- 2 b.
| “Mo-ti-vom _____ (A) is called what arouses it, for the sake of which it is realized. In the quality of your ability, you usually act as a specific _____(B) person. This is a certain form of communication with the outside world____(B), a social group, society as a whole. Depending on the tasks of studying the requirements in modern science, various classes of them are used. Si-fi-ka-tion. As required, caused by the biological nature of man, they are called ____(G). This is the need of people for everything that is not necessary for their existence, development and reproduction. Requirements related to the fact that a person belongs to society and has a certain place in it, participates in work de-ya-tel-no-sti, in communication with other people, ha-rak-te-ri-zu-yut -sya as _____ (D). According to the needs, connected with the knowledge of the person around the world and the meaning of his existence -stvo-va-niya, from-to-sya-to________ (E). Each of the groups, according to their needs, calls for corresponding types of activities.” |
The words in the list are given in nominative pas-de-zhe. Each word (word) can be used, but onlyone once.
You-bi-rai-te-follow-to-va-tel-but one word after another, thought-len-but-for-filling-every miss-pass. Pay attention to the fact that there are more words in the list than you need to fill in the blanks.
List of terms.
| 1) need | 2) activity | 3) reason |
| 4) social | 5) natural | 6) authentic |
| 7) socialization | 8) personality | 9) ideal (spiritual) |
7. You-have-the-true judgments about who-mu-ni-ka-tiv-de-i-tel-no-sti-person and for-pi-shi- those numbers under which they are indicated.- 2 b.
1) One of the barriers in the process of communication between people is their personal mutual hostility.
2) The means of verbal communication is mi-mi-ka.
3) The information society has created new forms of society.
4) Speech is the most productive instrument of human society.
5) The main goal of communication is the exchange of emotions.
Of course, the statement that outside of consciousness there is no and cannot be action, the reality of my person -whom, as a social-tsik-o-kul-tour-subject, needs serious clarifications. In fact, “com-po-si-tiv-ny” ha-rak-ter of co-ci-al-no-go action, implementation-la-e-mo-go in co-response connection with the laws of physics and biology, and not against them, forces us to teach a close connection , and for-often the mutual-pro-nik-but-ve-nie, between our own co-ci-al-us and natural -me-re-ni-i-mi de-ya-tel-no-sti.
In this regard, the goal-oriented activity inherent in people does not exclude their -gu-la-to-ditch in-ve-de-niya al-ter-na-tiv-nykh with-knowledge. In reality, activity contains in itself signs of not only the simplest physical -ces-sa, but also with the-spo-bi-tel-no-go of the ve-de-niya of living, active-but-sti not in its genus, but in a su-gu-bo bio-lo-gi-che-sky way.
There is nothing surprising in this, if you remember that the reality of the reality of people, each of them which represents not only a “mic-ro-cosm so-ci-al-no-sti”, but also a living organism, endowed with both “vi-tal- we-mi" according to the needs of life, and the reflect-tor-ny-mi pro-gram-ma-mi in-ve-de-niya - not only to conditional ones, but also without conditions. No one teaches a human baby to breathe, scream, or suck the breast; fully grown people pull their hand away from the fire or instinctively, but keep the same weight, not at all we are above the non-ho-di-mo-stu-ness or the-follow-up-of-our-efforts.
It is tempting to declare that such reflective programs act only for internal and external tion of the reaction of our “body”, and do not interfere in any way with the actual activity, i.e. -the understanding of people as social beings. However, such a statement hardly corresponds to the truth, since the significant social cultural re-actions of human beings are not only due to logical calculations and plans.
Not only does the system of human consciousness include the totality of emotional processes; ces-sov, co-leaders and substantive influence on the goal. It is necessary to admit that there is no internal knowledge of the phenomenon -there is a wide-ranging sphere of so-called unconscious impulses, without taking into account some of the social cards -al-no-go in-ve-de-niya person will be clearly incomplete.
In the language of psycho-ho-lo-gy, according to ve-den-che-re-actions, in which there is no co-knowledgeable re-gu-la- tion and control of each of the non-ob-ho-di-movements is on-you. The place of co-knowledgeable calculation in them is due to the av-to-ma-ti-zi-ro-van-noe re-pri-tion of action. STI in the form of motor and in-tel-lek-tu-al-nyh on-vy-kovs, which are the main full-valued before -met-noy de-tel-no-sti in the external environment.
K.H. Mo-md-zhyan
8. What kind of components, in the opinion of the author, form a com-po-zi-tive character of so-ci-al-no- th actions? What two signs of de-ya-tel-no-sti, po-mi-mo tse-le-na-right-len-no-go ha-rak-te-ra, property-no-go people, what the author says?2 b.
9. What factors, in the opinion of the author, in addition to logical calculations and plans, make a co-tsi-o-cultural tour human behavior? Pri-ve-di-those two po-lo-zhe-niya. Using society's knowledge, we can name any other factor not mentioned in the text..- 2 b.
10. When studying human de-i-tel-no-sti, society-scientists use the term “on-you " What definition of “on-you” does the author of the text give? Here are three examples of similar examples that he writes about.- 3 b.
11. Using the contents of the text and society-scientific knowledge, with three explanations you say The author is interested in the idea that a person is a “micro-cosm of so-ci-al-no-sti.”- 3 b.
12. What meaning do social scientists put into the concept“functions of political activity”?
Drawing on the knowledge of the social science course, compose two sentences: one sentence containing information about the directions of political activity, and one sentence revealing the features of this type of activity.- 3 b.
13. It’s up to you to give a detailed answer to the topic“The role of ne-demands in the de-et-tel-no-sti of a person.” Make a plan in accordance with which you will cover this topic. The plan must contain at least three points, of which two or more details are in sub-points.- 3 b.
27-25 b. - "5"
24 - 19 b. - "4"
18 - 13 b. - "3"
less than 13 b. - "2
Test