Дисертація присвячена науковому обґрунтуванню і розробці теоретичних і методичних засад реалізації інноваційних технологій для денної та дистанційної форм підготовки майбутніх фахівців інженерних спеціальностей. У роботі обґрунтована студактивна педагогічна технологія, теоретично-методичні основи її реалізації, визначені нові підходи до виховної роботи під час підготовки фахівців за дистанційною формою навчання, шляхи їх практичної реалізації і встановлений новий етап еволюції проблеми виховання. У контексті досліджуваної проблеми з’ясовані особливості відповідного науково-методичного забезпечення. Експериментально доведена релевантність розробленої наукової концепції інноваційних педагогічних технологій у підготовці майбутніх фахівців інженерних спеціальностей і організаційно-педагогічних умов їх реалізації.
Диссертация посвящена научному обоснованию и разработке теоретических и методических основ реализации инновационных технологий для дневной и дистанционной форм подготовки будущих специалистов инженерных специальностей. В работе обоснованы студактивная педагогическая технология, теоретико-методические основы её реализации, определены новые подходы к воспитательной работе при подготовке специалистов дистанционной формы обучения, пути их практической реализации и установлен новый этап эволюции проблемы воспитания. В контексте исследуемой проблемы выяснены особенности соответствующего научнометодического обеспечения. Экспериментально доказана релевантность разработанной концепции инновационных педагогических технологий в подготовке будущих специалистов инженерных специальностей и организационно-педагогических условий их реализации.
The thesis is dedicated to a new solution to the scientific problem that is revealed by elaboration and realisation of innovative technologies by day-time and distant forms of training of future specialists of engineer professions in higher technical educational establishments. These technologies provide high efficiency of the pedagogical process with active creativity and considerable level of cognitive development, make the change from the student body to a specialist one easier, promote improvement of the national system of education, its integration into European and the world association. The theoretical and methodical bases of realisation of innovative technologies in training future specialists of engineer professions are grounded. They require to observe the technological process, epistemological aspects, principles of activity, variety, humane and democratic relations, teacher accessibility, historical methods, communicative interaction, the maximum degree of matching the curriculum to the future profession, permanent acquisition of competencies, self-actualisation, syncretic thinking, creativity and success; durability of using technologies; systematic and successive character of pedagogical influence on the personality which are carried out both within a higher technical educational establishment and beyond it; proper staff, scientific and methodical, systematic and technical, material and technical maintenance. The place of a new pedagogical technology in the system of training specialists of engineer professions that was called a “studactive” one is elaborated and determined. The principles and peculiarities of the educational content and technological process are revealed. The strategy and tactics of specific changes are suggested that take place during training and holding problematic and humanitarian lectures and practical classes, taking into account students’ adaptation. A new type of educational lessons called “studactive” one is created. Different functions of studactive lessons are revealed such as educational, integrative differentiated, communicative, controlling, correcting, professional and leading, psychological, developing, self-actualising and strategic ones, as well as the stages of the personality’s formation. It is proved that the technology of holding such classes differs by progredient, active, creative, independent mastering of competencies by students in correlation with self-reflexivity, self-perfection, self-realisation under the influence of collegiality. Besides, this technology is oriented at the professional interest, aimed at realisation of all the stages of the studactive lesson. It contains the following steps: to organise a lesson, manage an independent extra-curricular work and activity of students, apply stimulating methods. The peculiarities of realisation of innovative technologies in training future specialists of engineer professions by the distant forms of learning are highlighted. It is demonstrated that the studactive technology refers to high pedagogical technologies. The tutor’s activity is presented as that of a coorganiser, co-consultant, inspirer, assistant; and the student’s one as an active participant of an educational process. The policy of carrying out communication is set in each form of the organisation of a pedagogical process. The conditions of creation and realisation of educative lessons are grounded. Innovative directions of educative work during training of future specialists of engineer professions distantly as really organised totality of independent educational practices, which correspond to the specific character of a higher technical educational establishment and current sociocultural circumstances of its activity, as well as their practical realisation, are revealed. It is shown that it is effective to run the process of distant learning through the information given under special headings, advice to get acquainted with a new site, a message with educative information sent by e-mail taking into consideration the addressee’s individuality. Among other methods of effectively run educational processes are using videofilms, drawing in tutors, variety and cinema stars, worldly known sportsmen, personalities who are authoritative for the youth. It is suggested to introduce into the pedagogical process a technology based on historical facts, that is able to form traits of civicism and to match professional training to production needs to the highest extent. It is demonstrated that it is efficacious not only to show the influence of fundamental disciplines on the progress of techniques but also to offer students to compare curricula in all the technical educational establishments of Ukraine in the XIX century, reveal the achievements of national culture, practically demonstrate the role of scientific innovations by Ukrainian scientists and their contribution to the international science. In the context of the research problem the peculiarities of the corresponding scientific methodical maintenance are shown. The relativity of the elaborated scientific conception of the innovative pedagogical technologies in training future specialists of engineer professions and organising pedagogical conditions of their realisation are proved experimentally.
