Неперервність техніко-технологічної підготовки в умовах реформи “нова українська школа”

Abstract

В статті обґрунтовується необхідність неперервності техніко-технологічної підготовки учнів із врахуванням завдань реформування української школи. Проведено аналітичний огляд оновлених навчальних програм з трудового навчання, технологій та інформатики на всіх трьох етапах середньої школи. Виокремлені на кожному етапі позиції щодо оновлення та доповнення змісту програм переважно практичною підготовкою дітей з обробки конструкційних та текстильних матеріалів і харчових продуктів. Ключовим в цій системі вбачається трудова підготовка та трудове виховання учнів. Головним у процесі вивченні інформатики є формування в учнів інформаційної та інформативної культури і підготовка їх до використання засобів ІКТ як на побутовому рівні, так і при здобутті фаху вищих освітніх рівнів, в коледжах та університетах. Доведено доцільність комплексної підготовки вчителя трудового навчання технологій та інформатики.

The article substantiates necessity the continuity of technical and technological training for students taking into account the tasks of reforming the Ukrainian school. The author conducts an analytical review of updated curricula on labor studies, technologies and informatics at all three stages of secondary school. At each stage, positions are set out in relation to updating and supplementing the content of the programs, mainly with the practical training of student for the processing of constructional and textile materials and food products. The key to this system is labor training and labor education for students. For an active life position, the younger generation must be prepared for the labor activities that they will encounter in their subsequent life at the household level, as well as master the basics of technological training in the event of their further specialization, starting from the labor professions and completing the training of engineers. Therefore, it is expedient the addition to each of the classes the curriculum predominantly in practical training, leaving the theoretical information less than 20% of the time allocated for labor training. Given the change in his name from “Technology” to “Labor Studies”, it is logical that the predominant task of this subject was the training of students, rather than obtaining general information about the technology of materials processing. It would be superfluous to implement the division of the program into technical and service types of work, forming subgroups for children, regardless of their gender, and taking into account the wishes of children. Ukraine is predominantly an agrarian state, and the program absolutely has any information on agrarian production and the problems of proper environmental observance, as the basis for further and detailed study of these issues in the upper classes when considering the sections “Environmental problems in human transformation”. The main part in the process of studying computer science is the formation of informational culture in students and their preparation for the use of ICT tools both at the everyday level and at the higher education level at colleges and universities. The expediency of complex training the technology teacher in technology and computer science has been proved. For the integrated realization of the tasks in the technological branch it is necessary to train the teacher in an integrated format, in particular, the technology and informatics teacher, who will be able to carry out such classes at the level of primary, basic and secondary schools, depending on their acquired educational level of the junior bachelor, bachelor or master’s degree. According to the concept of the new school development, the status of the master in specialty 014 “Secondary education (labor training and technology)” is not completely determined. Therefore, we must recommend and focus it mainly on work in high school and on the implementation of specialized technological training the senior pupils.