Ігрові технології: інноваційно-методичний аспект професійної підготовки

Abstract

У статті ігрові технології заявлені як модифікуюча інновація. Навчання технологіям даного виду пов'язане з використанням моделі навчання, заснованої на активності суб'єктів освітнього процесу. Висвітлено методичну складову діяльності викладача по впровадженню ігрових технологій виходячи із завдань методичної роботи, методичних принципів, функцій методичної роботи, форм методичної підготовки.

В данной статье игровые технологи заявлены как модифицирующая инновация. Обучение технологиям данного вида сопряжено с использованием модели обучения, основанной на активности субъектов образовательного процесса. Освещена методическая составляющая деятельности преподавателя по внедрению игровых технологий исходя из задач методической работы, методических принципов, функций методической работы, форм методической подготовки.

The article deals with the methodological component of teacher’s activity aimed at introducing game techniques into the educational process as defined by the requirements to methodological work in classical universities with the strong focus on professional education. In this context, game techniques are viewed as a modifying innovation whose objective is to improve and supplement existing forms of training in higher educational institutions. After analyzing works of contemporary researchers, the author defined groups of principles of the methodological work, which became the basis for the game techniques course (part of the Educational Innovation special course) for the master’s degree students of the historical faculty of Kharkiv National University named after V.N.Karazin. To describe principles the author grouped them as follows: - the organization of methodological work: those dealing with organizational recommendations, coordination, regulation, and innovation - principles of structuring methodological work and those defining its content: relationship to real life, scientific focus, consistency and integrity, regularity, relationship between science and practice, priority, efficiency, flexibility, and mobility - principles of preparation and management of methodological work: those related to integration, dynamic nature, change, continuity, growing creativity and research focus. The article analyzes how the following functions of the methodological work (those related to diagnostics, correction and updating, estimation and forecasting, compensation, modelling, and valuation) could be used by the subjects of the educational process in the application of professional knowledge and skills. Adapted to the conditions of work in higher education institutions these functions have become the basis of teachers’ training the students during the "Game techniques" course. The paper also draws attention to the forms of methodological preparation, with the special emphasis on the collective forms of methodological work (experience sharing, workshops, business and role-playing games, group counselling sessions). The author believes that the components of the methodological work described in the article may assist teachers in their further work in the field of game techniques in the educational process at high school institutions.