Теоретичні і методичні засади підготовки майбутніх учителів біології до еколого-педагогічної діяльності у загальноосвітніх навчальних закладах

Abstract

У дисертаційному дослідженні здійснено теоретичне узагальнення нових підходів до вирішення актуальної проблеми професійної підготовки майбутніх учителів біології шляхом обґрунтування теоретичних засад формування їхньої готовності до еколого-педагогічної діяльності, розроблення й експериментальної перевірки відповідної методичної системи, що включає мету, завдання, зміст, методи та методичні прийоми, засоби і форми навчання, форми і види контролю. Визначено сутність та структуру готовності майбутніх учителів біології до еколого-педагогічної діяльності в загальноосвітніх навчальних закладах, компонентами якої є – мотиваційний, ціннісний, змістовий, діяльнісний, емоційно-вольовий. Розроблено й упроваджено в підготовку майбутніх учителів біології навчально-методичний комплект із дисциплін: «Організація еколого-педагогічної діяльності», «Технології екологічної освіти і виховання», «Методика навчання екології».

Doctoral thesis on getting the Doctor of Education degree, specialization 13.00.04 «Theory and methodology of professional education» (01 «Education»); The Institute of vocational education and training of the National Academy of Educational Sciences of Ukraine, Kyiv, 2018. Doctoral thesis dwells upon theoretical generalization of the newest approaches of future biology teachers’ training by determining theoretical fundamentals of ecologo-pedagogical activity at general educational institutions and by developing and testing corresponding methodology. Ecologo-pedagogical activity of future biology teacher is represented as a form of pedagogical activity during classes and non-school hours that is closely connected to the arrangement of ecologically directed activities, implementation of the educational power of «Biology» course to shape students’ ecological culture, motives and interest in environment preservation. It is also aimed to educate parents and teaching staff to maintain the individual approach of teaching. To receive the appropriate result there was made an attempt to classify and emphasize the following types of pedagogical activity at general educational institutions: research, educational, methodical, socially useful, aesthetical, tourist, naturalistic. There were also highlighted certain groups of skills of ecologo-pedagogical activity: cognitive, projective, constructive, reflective, creative. It was established that the result of future biology teachers’ training process at general educational institutions is the formation of readiness for given activity. The readiness of future biology teachers for ecologo-pedagogical activity at general educational institutions is represented as some sort of students’ personal characteristic, their ability to arrange ecological activity after getting necessary knowledge, skills and developing appropriate motives, values. It was also determined that the eventual result of the students' training is the readiness for the ecologo-pedagogical activity. This readiness should be considered as a personal charachteristic of the students, their ability to manage the ecological activity with pupils that is based on the assumed system of knowledge, skills, motives, values. The main componets of students' readiness are the motivational, value-based, informational, practical and emotional. There was grounded the concept of future biology teachers' training to ecologo-pedagogical activity at general educational institutions that includes the aim, the task, the objective laws, the formating principles and the development of the given phenomenon. During the research a training model was developed that helps students to arrange ecologo-pedagogical activity at general educational institutions. The training model includes certain blocks: objective (the object and the task of training students to arrange ecologo-pedagogical activity), contensive (the educational materials that are covered in the cources of «Ecologo-pedagogical arrangment», «Methodics of ecological education», «Technology of ecological education»), managerial (the stages of students’ training for ecologo-pedagogical education), estimative (the monitoring and estimation methods that allow to evaluate the readiness of future biology teachers for ecologo-pedagogical activity at general educational institutions, the components and stages of students’ readiness, the criteria and the results of the evaluation, diagnostic tools). There was developed a general methodology of training for future biology teachers that will help them to arrange the ecologo-pedagogical activity at general educational institutions. The developed methodical traning system is based on the personal, culturological, axiological, praxeological, pragmatist, competence-related, technological, ethnopedagogical approaches which includes the aim, the task, the content of the ecologo-pedagogical directed subjects, the combination of traditional education methods with the project method, ecological training, interactive methods and technologies. It also includes the educational means, implementation of the materials given during lectures, seminars, practical studies, individual work, creatives tasks the use and the decrease of different group activities. According to the results of pedagogical experiment the level of future biology teachers’ readiness for ecologo-pedagogical activity at general educational institutions changed significantly. Educational courses «Technology of ecological education», «Ecologo-pedagogical arrangment», «Methodics of ecological education» were developed and implemented into the training program of future biology teachers.