Теоретичні і методичні засади забезпечення якості підготовки майбутніх учителів технологій на основі інтегрованого навчання

Abstract

У дослідженні науково обґрунтовано й розроблено педагогічну систему забезпечення якості підготовки майбутніх учителів технологій на основі інтегрованого навчання, що складається із сукупності взаємопов’язаних компонентів: методологічного (методологічні підходи; принципи); змістового (визначення і терміни із професійно-педагогічної підготовки; знання сучасного стану та актуальних проблем забезпечення її якості; знання правил, норм професійної і педагогічної підготовки; знання про процеси комунікації та суб’єкт-суб’єктної взаємодії; знання організації професійно-педагогічного оцінювання); методичного (форми навчання; методи навчання; засоби навчання); суб’єктного (студент і педагог; суб’єкт-суб’єктна взаємодія); оцінно-результативного (критерії оцінювання і результат). Розроблено й апробовано авторську концепцію забезпечення якості підготовки майбутніх учителів технологій на основі інтегрованого навчання. Доведено, що на якість підготовки майбутніх учителів технологій на основі інтегрованого навчання впливають створені педагогічні умови та чітке дотримання етапів навчальної діяльності студентів.

In the research there is scientifically substantiated and developed the pedagogical system of ensuring the quality of the future technology teachers training based on integrative learning. It consists of a set of interrelated components – methodological (methodological approaches: systemic, synergetic, acmeological, competence, activity; principles: the personal orientation of the content, the scientific integrity of professional scientific disciplines, the complexity, interdependence, unity of the content and procedural aspects of the integrated professional science and subject disciplines); content (definitions and terms of vocational and pedagogical training, knowledge of the current state and actual problems of ensuring its quality, knowledge of various sources of information on the rules, norms of professional and pedagogical preparation, knowledge of the processes of communication and subject-subject interaction, knowledge organization of vocational and pedagogical evaluation); methodological (forms of study: study lessons, independent work of students, practical training, control measures, teaching methods: verbal, practical and visual, teaching aids); subjective (student and teacher; subject-subject interaction); evaluative-productive (criteria for assessing the quality of future teacher technology training based on integrative learning and the result – a well-prepared teacher of technology). In the investigation it is determined that in social and pedagogical sciences there are three basic approaches to the definition of the concept content of preparation quality: it is the ability to meet the requirements of the content of normative documents (state educational standard, programs, curriculum); it is an indicator of the level of knowledge, skills, displayed in the assessment of the result of learning; is the correspondence of training products to the expectations of each individual personality and society as a whole. Under the concept of «quality of future technology teachers training « we understand the category that determines the status and effectiveness of the learning process, its compliance with the requirements of the educational standard, aimed at the formation of students` competence in accordance with the requirements of the national qualifications framework. The principles of quality assurance of the future technology teachers training on the basis of integrative learning are defined: the personal orientation of the content (involves the formation of integrated content of technological education, adequately reflects the cognitive needs of the individual, taking into account the individual opportunities and abilities); scientific integrity of professional scientific and subject disciplines (defines an adequate reflection of the system of scientific knowledge in the integrated content of professional technological education, taking into account the logic of scientific knowledge of the activity structure); complexity (provides profiling and humanization technology education, integrated regulates the flow of material in the learning process, this combination promotes the integration of scientific and professional disciplines subject, gives an idea of the different ways of understanding reality on rational, natural and intuitive-imaginative levels); interdependence (regulates the unity of technological education, training, upbringing and development of the individual, the ratio of professional scientific and subject knowledge and skills in the process of learning and personal development, in the process of forming the attitude of the individual to reality); the unity of the substantive and procedural aspects of integrated professional scientific disciplines (reveals the commonality of forms, methods and means of teaching, education and development through the wholeness of the integrated content of scientific and objective disciplines). There is developed and tested the author's concept of quality assurance of future technology teachers training based on integrative learning (system of theoretical and methodological, scientific and methodological ideas, conditions and principles of integrative learning, rules and regulations of vocational teacher training, based on the system, acmeological, synergistic, competence and activity approaches), which is the basis of the pedagogical system of ensuring the quality of students' training. It is determined that the basic conditions for pedagogical training of future technology teachers are: creating opportunities for each student to identify and develop personal creative skills according to their training; selection and structuring content of psycho-pedagogical and professional disciplines based on integrity and interdisciplinary activities with a focus on future teachers; stimulating students' motivation for obtaining a personally significant educational product in the field of pedagogy. It is found that update content of scientific and subject disciplines by adding to the curriculum synthesized subjects increases solidity, integrity and orientation of education. Synthetic educational subjects are easily integrated into the system of higher vocational education and increase its stability. The combination of required courses with integrated courses and special courses promotes consistency on building knowledge, provides research, creative, cognitive activity. Updating the contents of scientific and subject disciplines should take into account the ability of students, their internal inclination to study scientific subject disciplines. The methodology of training technology teachers has been improved, which includes practical-oriented seminars and master classes for studying the peculiarities of student learning organization; to prepare and conduct open lessons with the involvement of students in the project activity during the pedagogical practice; formation of professional self-organization, key competencies and pedagogical creativity. It is proved that the quality of the training of future technology teachers on the basis of integrated training is influenced by the created pedagogical conditions and strict adherence to the stages of educational activity of students.

В исследовании разработана и научно обоснована педагогическая система обеспечения качества подготовки будущих учителей технологий на основе интегрированного обучения, состоящий из совокупности взаимосвязанных компонентов: методологического (методологические подходы; принципы) содержательного (определения и термины с профессионально-педагогической подготовки, знание современного состояния и актуальных проблем обеспечения ее качества, знание из различных источников информации о правилах, нормах профессиональной и педагогической подготовки, знание о процессах коммуникации и субъект-субъектного взаимодействия, знание организации профессионально-педагогического оценивания); методического (формы обучения; методы обучения; средства обучения); субъектного (студент и педагог; субъект-субъектное взаимодействие) оценочно-результативного (критерии оценки и результат). Разработана и апробирована авторская концепция обеспечения качества подготовки будущих учителей технологий на основе интегрированного обучения. Доказано, что на качество подготовки будущих учителей технологий на основе интегрированного обучения влияют созданные педагогические условия и четкое соблюдение этапов учебной деятельности студентов.