У дисертації вперше обґрунтовано, експериментально перевірено та
впроваджено систему підготовки майбутніх учителів фізики з дидактичного
менеджменту, представлену моделями: 1) змісту підготовки з дидактичного
менеджменту; 2) процесу підготовки з дидактичного менеджменту; 3) готовності
майбутніх учителів фізики з дидактичного менеджменту.
Виявлено та теоретично обґрунтовано педагогічні умови підготовки з
дидактичного менеджменту майбутніх учителів фізики в освітньому середовищі
вищої школи. Серед умов виокремлено: дидактичні (організаційно-методичне
забезпечення процесу підготовки, самостійна робота як важливий чинник у
процесі засвоєння студентами змісту дидактичного менеджменту), психологічні
(забезпечення умов для розвитку професійно-особистісних якостей вчителя-
менеджера; спрямованість на проектування розвивального середовища,
комфортного для особистісного і творчого розвитку учнів; використання знань
про когнітивні стилі учнів для оптимізації дидактичної взаємодії тощо);
інформаційно-технологічні (проектування інноваційного навчального
середовища у змісті підготовки майбутніх учителів фізики з дидактичного
менеджменту; підготовка вчителя до використання інформаційно-
комунікативних технологій навчання тощо).
Показано, що за аналізом результатів педагогічного експерименту
підтверджено ефективність розробленої та науково обґрунтованої системи
підготовки майбутнього вчителя фізики з дидактичного менеджменту у вищій школі.
В диссертации впервые обоснована, экспериментально проверена и
внедрена система подготовки будущих учителей физики с дидактического
менеджмента, представленная моделями: 1) содержания подготовки по дидактическому менеджменту; 2) процесса подготовки по дидактическому
менеджменту; 3) готовности будущих учителей физики с дидактического
менеджмента.
Выявлены и теоретически обоснованы педагогические условия подготовки
по дидактическому менеджменту будущих учителей физики в образовательной
среде высшей школы. Среди условий выделены: дидактические
(организационно-методическое обеспечение процесса подготовки,
самостоятельная работа как важный фактор в процессе усвоения студентами
содержания дидактического менеджмента), психологические (обеспечение
условий для развития профессионально-личностных качеств учителя-менеджера;
направленность на проектирование развивающей среды, комфортной для
личностного и творческого развития учащихся, использование знаний о
когнитивных стилях учеников для оптимизации дидактического
взаимодействия); информационно-технологические (проектирование
инновационной учебной среды в содержании подготовки будущих учителей
физики с дидактического менеджмента, подготовка учителя к использованию
информационно-коммуникативных технологий обучения).
Показано, что согласно анализу результатов педагогического эксперимента
подтверждена эффективность разработанной и научно обоснованной системы
подготовки будущего учителя физики с дидактического менеджмента в высшей
школе.
There is first developed, scientifically substantiated, experimentally verified and
implemented system of training future teachers of didactic management physics, which
is based on models: 1) the content of training in didactic management; 2) the process of
preparation in didactic management; 3) the readiness of future teachers of didactic
management physics.
The Thesis presents, for the first time, the theoretical conception of training
future teachers of didactic management physics, which is based on: generalization of
philosophical and methodological aspects of the problem of preparing a physics
teacher in the context of comparing traditional (classical) and post-nonclassical
measurements; the fundamental positions of the theory of classical management, the
philosophy of educational and pedagogical management, as well as the methodology of
modern pedagogical process and modern science; Presentation of didactic management
as the theory and practice of preparing future teachers of didactic management physics,
based on a combination of different aspects of management activities: projective,
organization, mobilization, modeling, diagnostic. The Thesis analyzes the evolution of the "management" concept in didactics
through the prism of didactic thought that is formed during the development of
didactics as a scientific theory, and is united into three scientific areas: the classical (or
traditional), pedocentric, mixed, in which the ideas of first two approaches were
combined.
On the basis of the analysis of the educational theories, the main parameters,
which can describe the teaching management in each theory, are selected. These are
the concepts that essentially reflect one or another system of learning: the content of
studying (which is defined by the "ideology" of the learning system); interaction
(interconnected activity teachers and students), educational (teaching) environment.
The pedagogical conditions of preparation in didactic management of future
teachers of physics in the educational environment of higher education are found out
and theoretically substantiated. There are distinguished conditions among: didactic
(organizational and methodological support of the process of preparation, independent
work as an important factor in the process of mastering of the content of didactic
management), psychological (provision of conditions for the development of
professional and personal qualities of teacher-manager (external – designing of the
context of the educational environment, internal – tasks for reflection, creative
thinking, using different situations of interaction), the focus on designing a developing
environment, comfortable for the personal and creative development of students in the
process of preparation in didactic management; the use of knowledge about cognitive
styles of students to optimize the didactic interaction, etc.); informational and
technological conditions (designing an innovative educational environment in the
content of the preparation of future teachers of didactic management physics;
preparation of a teacher for the use of informative and communicative technologies of
education) etc.
It is shown that the provision and creation of pedagogical conditions is
accompanied by the use of methods (traditional: informative and reproductive,
explanatory and illustrative, problem learning, research method; non-traditional:
dictionary scanning method, application method of theories, method of interpreting
fuzzy images, experimental chaos method, denial method, method of heuristics and
thought experiment, method of recoding of information, method of definitions, method
of combining of several theories, method of contradictions, method of modeling,
method of micro teaching; informatively-communicative: multimedia support of the
lecture course, presentation of projects, demonstration of individual elements of the
system (virtual physical laboratories, researches, etc.): innovative methods: project
method, interactive teaching methods, online counseling) and forms (predominance of
independent and individual group forms) of preparation of students in didactic
management.
The practical significance of the results obtained consists in the fact that in the
content of the professional physics teacher training, a system of training in didactic
management has been introduced; there was created an educational-methodical
complex of the discipline "Professional skills with the basics of didactic management";
educational manuals have been developed "Didactic management as a system for
managing the teaching of physics in school", "Fundamentals of didactic management. Part 1: Designing of methodological systems in the content of the preparation of the
future teacher of physics", "Fundamentals of didactic management. Part 2:
Organization and management in the methodological training of the future teacher",
"Workshop on "Fundamentals of didactic management", "Modeling of professional
training and activities", "Systemic and integrative approaches in education",
"Philosophy of education".
The materials of the research can be used in the professional training of future
physics teachers at universities (classical, pedagogical); in the system of advanced
training in the content of postgraduate pedagogical education, as well as in the self-
education and practical work of subject teachers.
The experimental verification of the effectiveness of a substantiated training
system for future teachers of didactic management teachers consisted in the
introduction of the basic theoretical principles of the research, the testing of the system
of training students in didactic management (or the management of physics training) in
a higher educational institution.
It is shown that the analysis of the results of the pedagogical experiment
confirms the effectiveness of the developed and scientifically substantiated system of
preparation of the future teacher of didactic management physics in the higher school.
