P.Ya. Galperin part in developing of refl ective psychology of creativity is being analyzed. Th e theory of orientation as psychology subject is treated as conceptual base for theoretically-experimental studies of the refl ective function in organizing thinking activity and self-regulation in process of productive thinking in creativityrequiring tasks in the problem solving.

Introduction.

The method of intelligent processes formation by P.Ya. Galperin takes as principal a depiction of structure of activity hidden from sense but existing as objective reality. A problem of logic bases and sources as well as of the structure of mental actions is point at issue of the article. Compared are the of the philosophers’ views (Plato, Aristotle, Meister Eckhart, Hegel) and of psychologist’s (J. Piaget, L. Vygotsky, A.N. Leontiev) on the grounds of mental structures determination. Unsolved problems of mental actions determination are emphasized.   

The attempt is made to consider P.Yа. Galperin’s studies in the context of L.S. Vygotsky’s cultural-historical psychology. The idea of succession of Galperin’s school to Vygotsky’s one is substantiated by the example of internalization studies. P.Yа. Galperin’s theory is presented as a sample of non-classical psychology. 

The description of the longitudinal experiment (1965—1970) which was conducted in N 1 Moscow school with primary pupils (year 1—year 4) is discussed in the article. In addition, the P.Ya. Galperin’s program of forming of initial mathematical concepts is described. The results have demonstrated high achievements in academic performance. More importantly, psychological conclusions concerning principles of organization of the school subjects and organization of the activity based on theory of forming of mental actions were drawn. 

In this article the existing approaches to the formation of complex communicative skills are analyzed in terms of selection and structuring of knowledge that has to be appropriated by a student and in terms of technologies of the knowledge acquisition within the socio-psychological training. An innovative approach to the formation of complex communicative skills (the activity group training) is described in this article. The approach is based on the P.Ya. Galperin’s method of systematic and gradual formation of mental actions. The new method combines the advantages of an activity approach and group training as an active learning method. 

The step-by-step formation theory methodological potential is discussed. The article covers some of the most important notions of A.N. Leontiev’s activity approach development history with special attention to the possibilities of their reviewing nowadays on the basis of P.Ya. Galperin’s theory statements. 

The model of the dynamic structure of social situation of development is proposed. The orientation activity as the main concept of P.Ya. Galperin’s theory, amounted the basis to discuss the role and the functions of the orienting the image in the social situation of development structure. Orienting the image realizes the child’s activity-effective attitude to the world. The types of the orienting the images are allocated; the age-related specificity of the images is shown. The mechanism of the developing effect of zone of the proximal development is concretized and analyzed.  

The article focuses on how P.Ya. Galperin’s theory has been used to reorient the content of the subject. The experiment of the reorientation of the content of the subject «the language» is shown. 

Theoretical and methodological problems related to the status of the P.Ya. Galperin’s psychological conception are considered. Three main directions of this conception are analyzed as a method of exploration of formation and development of human mental activity; as a basis for improvement of learning and instruction processes; consideration the process of the planned stage-by-stage formation as a psychological reality. The last aspect is emphasized; problems occurred as well as some opportunities of their solution are outlined. 

The presented work continues P.Ya. Galperin’s approach to the study of creative thinking. As is known, success of creative problem-solving tasks (CPS) at Galperin’s scientific school contacts with the organized and systematic approach to the analysis and solution of the task. Age-dependent-psychological and individual possibilities of preschoolers, primary school children and adolescents in the decision of some system of CPS features are analyzed. 

The article presents range of problems, connected with computerized procedures of attestation control, such as their elaboration, application, advantages and disadvantages. The experience of working with so called “contextual insertion method” as a technological solution, that allows overcoming the limitations of classical tests and provides complex approach to diagnostics of students’ knowledge, is described. The results of substantive and psychometric testing of this method on example of the students of department of psychology of Lomonosov Moscow State University are discussed. Participants performed tests within the bounds of “The foundations of psychodiagnostics” course. The result of literacy test is analyzed separately. The prospects of method in carrying out current and final control are proved, the limits of its use and possible organizational difficulties are delineated. 

In article the structure of professional and creative self-updating (PCS) of students of future experts of helping professions is analyzed. Results of experiment on stimulation of process of PCS of students (N=126) helping professions are given. By results of performance by respondents “Self-actualization Test” (SAT) before experiment found efficiency of a lecture and practical form of giving of a stimulating material; changes in two vital spheres of the personality — valuable and self-acceptance are revealed; distinctions in independence of behavior and acts of influence from the outside, in aspiration to be guided in life by own purposes, belief, installations and principles between students of internal and correspondence forms of education are noted. 

To the 60th anniversary of Alexandr Shamilevich Tkhostov.

To the 75th anniversary of Elena Mikhaylovna Ivanova.