У статті проведено аналіз наукових положень щодо поєднання особистісно-орієнтованого та
компетентнісного навчання з метою забезпечення ефективної професійно-орієнтованої освіти. Визначені сутність,
цілі, умови й принципи професійно-орієнтованої освіти в межах зони взаємодії даних підходів, виявлені дидактичні
принципи їхнього поєднання. Показані можливості інтеграції зазначених дидактичних підходів через виконання ними своїх
функції. Сформульовані завдання наступних наукових досліджень щодо розробки прогностичної професійної моделі
фахівця певного профілю.
В статье проведен анализ научных положений относительно объединения личностно-ориентированного и
компетентностного обучения с целью обеспечения эффективного профессионально-ориентированного образования.
Определены сущность, цели, условия и принципы профессионально-ориентированного образования в зоне
взаимодействия данных подходов, выявлены дидактические принципы их сочетания. Показаны возможности
интеграции указанных подходов через выполнение ими своих функций. Сформулированы задачи следующих научных
исследований по разработке прогностической профессиональной модели специалиста определенного профиля.
There was considered the problem of professional-oriented education, which at present requires effective approaches
towards the educational process in higher educational institutions so as to implement new educational programs for bachelors and
masters, particularly for tourism sector activities.
Also, the essence and professional-oriented education were determined, and the conditions with the help of which this highquality
professional education can be provided. Outlined the conditions that promote the implementation of the main tasks of training
future professionals in the area of interaction between self-oriented and competence-based approaches.
It was analyzed the modern scientific statements about self-oriented and competence-based approaches of studying with a
purpose to find the most effective ways of combining them to achieve the objectives of professional-oriented education. Also it was
established that the integration of self-oriented and competence-based approaches should not be performed due to a mechanical
combination, but due to the realization of functions by each approach.
Analysis of scientific generalizations about self-oriented approach to learning at universities led to the conclusion that this
approach helps to implement vocation based learning as a process aid, support, social and educational protection, development,
preparing students for professional careers. The study competence approach found out that it performs well in professional
education, as it defines learning outcomes, teacher poses specific task of forming a student professionally designed set of
competencies to implement them in a future profession.
There were discovered didactic principles, which are necessary for effective professional-oriented learning through the
combination of self-oriented and competence approaches, among which are: subjectivity, dynamism, criteria evaluation results, the
initiation of self actualization and self-determination of students and others.
There were formulated tasks following stages of research, including the development of professional training specialist
models specific profile.
