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77■ Involvement of all students in public affairs and responsibility for them;
■ helping students accomplish many social roles;
■ prevention of indifference, lack of control and irresponsibility;
■ promoting student self-government, initiative, public activity.
The purposeful formation of curators' readiness for pedagogical activity involves the systematic and comprehensive use of the principles, means, forms, methods of professional education.
The effectiveness of the educational process depends on certain pedagogical conditions, among which the relationship between the position of the individual and the system of pedagogical influences is particularly significant.
References
1. Mazukha D. S., Opanasenko N. I. Pedagogics: A manual. - K.: Center for Educational Literature, 2005. Maksimenko S. D. Psychology in social and pedagogical practice: methods, programs, procedures. Teaching high school textbook. - K., 1998.
2. Martynenko SM, Khoruzha L. L. General pedagogics: Teaching. manual - K.: MAUP, 2002.
3. Moiseyun N. E. Pedagogy. Training manual / 3rd edition, additional. - K., 2001.
4. Nikopaenko S. M. The Development Strategy of Ukrainian Education: The Beginning of the XXI
Century. - K .: Knowledge, 2006. Padalka O. S., and others. Pedagogical Technologies: Tutorial. - K., 1996.
5. Palchevsky S. S. Pedagogy: Textbook. - K.: Caravel, 2007.
6. Pedagogics: Pedagogical Theories, Systems, Technologies / Ed. S. A. Smirnov. - М., 199в.
7. Pedagogy: Study. manual for student pedagogical studies.
8. Institutions / VA Slastinin, I.F. Isaev, A.I. Mashchenko,
9. I. I. Shiyanov. - 4th ed. - M., 2002.
10. Pedagogics of higher education: Teaching. manual / 3 I. Courland
11. P. Khmelyuk, A. V. Semenov and others; Ed. 3. N. Kurland. -
12. 2nd form. Processing. and add - K .: Knowledge, 2005.
13. Pedagogy: Hestomatiya / Structure: A.I. Kuzminsky,
14. V. L. Omelyanenko. - K., 2003.
15. Peralov VF Preparation of officers for management activities (questions of theory and methodology). - M., 1991. Podlasyi I.P. Pedagogics: New Course: Study. for the stud higher studying institutions: in 2 books. - M., 2002. Psychology and pedagogy. Tutorial / sub. edit A. A. Bodeleya, V. I. Zhukova, P. G. Lapteva, V. A. Slastenina. -M., 2002
CONCEPT OF CONTROL OF EDUCATIONAL ACTIVITIES OF STUDENTS: FUNCTIONS, ORGANIZATION PRINCIPLES, TYPES AND FORMS
Pavlovych L.
MD, PhD;
Department of Clinical Immunology, Allergology and Endocrinology HSEEU "Bukovinian State Medical University», Chernivtsi
Bilous I. MD, PhD;
Department of Nervous Diseases, Psychiatry and Medical Psychology HSEEU "Bukovinian State Medical University», Chernivtsi Higher State Educational Establishment "Bukovinian State Medical University"
ABSTRACT
Objective. The development of various types of pedagogical control stimulates learning and cognitive activity of students. Attempts to remove pedagogical control completely or partly from the educational process, as evidenced by the history of education, led to a decrease in the quality of education, level of knowledge. The main purpose of the control is to determine the quality of the learning of the learning material, the degree of correspondence of the formed skills and skills to the goals and objectives of the training.
Keywords: pedagogical control, educational work
At the high school, at the end of each semester, take exams and credits in accordance with the "Regulations on course examinations and credits in higher educational institutions of Ukraine". This document, in particular, states that course exams with all disciplines or parts of it envisage the goal to evaluate the student's work for the course (semester), the theoretical knowledge gained, their strength, the development of creative thinking, the mastery of the skills of independent work, the ability to synthesise acquired knowledge and apply them in solving practical problems.
Credits are usually a form of verification of the successful completion of laboratory and settlement and graphic works, course projects (works), the acquisition of training material in practical and seminar classes, as well as a way of checking the training and production practices and the implementation of these practices of all educational orders according to the program. In some cases, credits can be made both from discipline in general and from its individual parts.
Examinations and credits are the result of an individual student's work during the semester or academic
year. In order to successfully compile them, it is necessary to systematically and persistently work on assimilating material from each discipline throughout the semester.
Weakened, episodic work on the program material, the hope that everything can be studied during 2 -From the days before the control, does not give the expected results. Therefore, a student who seeks to pass control successfully must, from the first day of employment, systematically and carefully complete all tasks. This will be the main direction of preparation for the control measures, and hence the guarantee of high evaluation. At the same time, considerable effort and perseverance are needed in the immediate preparation for control.
At the exam session, as a rule, not more than 6 credits and 5 examinations. Students make credits in the process of performing practical and laboratory work. Therefore, to prepare for the credits, individual days are usually not diverted. Student is required to complete all credits before the beginning of the exam session. For preparation for each exam give 3 ~ 4 days.
What do you need to remember for a student to successfully prepare for the exam? It is necessary, first of all, to get acquainted with the program of conducting examinations in the discipline. Based on this, make a plan for repeating and systematizing the training material for each day so that the day or part of it (depending on the number of days that are ready for the exam) is left to re-summarize the program material.
The curriculum subject to the exam must always be on the desktop. To prepare you need to choose the necessary teaching aids, recommended literature. In no case can be limited to abstracts of lectures. The notes in the summary are too short, they may contain errors, incomplete definitions, no illustrative material. Learning the abstract leads to dogmatism and formalism in knowledge, greatly complicates the process of awareness and understanding of the essence of basic scientific concepts. The abstract of lectures can serve only as a guide, a plan-program of the learned educational material.
The sequence of work in preparation for control measures should be as follows: to carefully read and understand the essence of the requirements of a specific program issue; read the abstract; Carefully study the necessary study material by textbooks and recommended literature.
If on a separate topic the scientific-pedagogical worker offered the original sources, the special scientific literature, which the student studied in the period of preparation for seminars or other classes, it is necessary to return to the records of these materials (and in some cases to the originals), to reproduce in the memory of the basic scientific position. In a separate notebook for each question of the program it is necessary to make a brief answer plan in logical sequence and fixing the necessary illustrative material (examples, drawings, diagrams, figures).
If individual questions of the program remain unclear, they should be written in the fields of the notebook to find out on the consultation. The main provisions of the topic (rules, laws, definitions, etc.) after a
deep awareness of their essence should be learned, repeating several times or telling a colleague. The most important information should be marked in a different color, it helps to remember better.
So gradually we must move from repeating the material from one theme to another. When the whole educational material is repeated and systematized, it is necessary to review it again on the records, examining mentally, how the logic of the disclosure of each topic has been mastered, as it is fixed in the memory of the basic facts, formulas, illustrative material, how and how it is possible to complete separate questions.
If during the main work on systematization and repetition of learning material is necessary, as a rule, work yourself (not a group), since each of the features of mental activity - the individual, the final work is useful to two or three times. This gives you the opportunity vzaimoponimanii level of learning and understanding academic material. In the process of preparing for the exam you must organize a clear signal to the active memory.
It is most convenient to prepare for exams in the reading room of the library or in a specialized classroom. Here optimal conditions for focused work, there is no distraction (radio, neighbors, other household irritants). During the day you want to work 8 — 9 hours doing the every 1.5 hour break for th — 15 minutes. Preparing for control measures, should be especially careful to observe sanitary and hygienic requirements mentioned above.
A significant place in the independent work of the student applies a systematic work with periodical publications. The habit of reading Newspapers, magazines (primarily connected with the future profession), to make statements, place them in a particular system — an inexhaustible source of intellectual development and cultural enrichment of future specialists, the precondition of his success in career ascent.
Monitoring and evaluation.
The concepts of "control" and "assessment" are didactic terms. They constitute the necessary and important link in the didactic process.
Control, as didactic concept, is a set of conscious actions aimed at obtaining information about the level of mastering by individual students (listeners), software, mastering the theoretical and practical knowledge, skills and abilities that are necessary in the process of fulfilling the tasks of professional activity.
Pedagogical control - a system for checking the results of training and education of students.
The development of various types of pedagogical control stimulates learning and cognitive activity of students. Attempts to remove pedagogical control completely or partly from the educational process, as evidenced by the history of education, led to a decrease in the quality of education, level of knowledge, etc.
The main purpose of the control is to determine the quality of the learning of the learning material, the degree of correspondence of the formed skills and skills to the goals and objectives of the training.
The control must meet certain requirements and be objective, systematic, educational, diagnostic, educa-
tional, formative, managerial, developmental, evaluation, comprehensive, as well as to cover all parts of the educational process and promote its development and improvement.
Control of the exercise carries out certain functions, has its own types, methods and forms, a system of criteria for assessing the quality of professional knowledge, skills and abilities of students.
Functions of control over the educational process in higher educational institutions:
■ Diagnostic, which helps to clarify the objective level of professional knowledge, skills and abilities of students;
■ corrective, which consists in making changes in the process of educational and cognitive activity on the basis of an objective assessment of previous knowledge, skills and abilities;
• Educational, the essence of which is that it promotes the deepening, expansion and improvement of professional knowledge, skills and abilities of students and students;
• Educational, which consists in the fact that in the process of control formed the civilian qualities;
■ stimulating, inducing activity in the didactic process and improving its knowledge, skills and abilities;
■ evaluation, the essence of which - in measuring and assessing the knowledge, skills and abilities of students. In practice, they perform it by displaying marks;
■ Developing, which manifests itself in the fact that any control causes a certain mental tension of the individual, the development of his mental and physical strength, creative thinking, etc.;
■ mobilizing, reinforcing, concentrating, focusing on moral, intellectual and physical efforts to address identified shortcomings or achieve new learning success.
The implementation of the functions depends on compliance with the basic principles of check the learning activities and assessment knowledge, skills and abilities of the students. And M. Aleksyuk and Y. K. Babanskiy propose to adhere to these principles of control:
■ individual (style and form) approach to validation and evaluation of knowledge, skills, and abilities of students;
■ systematic and regular audits and evaluation of educational-cognitive actions of students;
■ variety of types and forms of control with regard to the type and kind of the future professional activity;
■ inclusiveness, which involves the comprehensiveness, the nature and completeness of monitoring and evaluation;
■ the objectivity of the audits and assessment;
■ differentiation of monitoring and evaluation;
■ the unity of the requirements for the control of all scientific and pedagogical workers.
The principle of individual approach to the verification and evaluation of knowledge, skills and abilities of students provides assessment of each student depending on abilities and skills, theoretical and practical training of identified effort, integrity, activity in independent work, etc.
The principle of systematicity and regularity requires monitoring at all stages of the didactic process according to a certain plan.
The principle of diversity of types and forms of control involves the use of various forms, methods, techniques and methods for the evaluation of theoretical and practical training of students and its quality.
The principle of comprehensiveness requires that during a control to cover all aspects of professional training of students.
The principle of objectivity involves evaluating the process of monitoring scientifically developed objective criteria to avoid subjective value judgements and insights of the teacher that are based only on the storied test of knowledge, skills and abilities of students.
The principle of differentiation control is based on a specific assessment learning activities of each student with regard to the content and specifics of their professional activities.
The principle of the unity of the requirements for the control of all scientific and pedagogical workers suggests to be guided in the assessment of students the unified system of requirements and criteria.
The practical implementation of these principles depends on the skillful use of the main types, forms and methods of control and the definition of specific criteria and evaluation standards of knowledge, skills, and abilities of students.
Purpose and character control is divided into preliminary, current, recurring, total, mutual control, self-control.
Preliminary control is carried out to determine the level of readiness of students beginning a new school year or period. The results of the examinations significantly influence the clarification of the initial situation for the future organization of educational process in higher school, concretizeaza, optimization and a more focused definition of its substantial component, the rationale of the processing sequence of the sections and parts of subjects, definition of the main methods, forms and means of conduct etc.
Current control is used to verify and individual students, and academic groups, as a rule, in everyday educational activities, primarily for scheduled classes. The teacher systematically monitors the academic work of students, tests the level of mastering of the program material, the formation of practical skills and abilities, their strengths, and then places the appropriate rating on the lips of answers, test papers, practical implementation of certain standards stipulated by the collections of standards and a programme of training disciplines.
Current control is of an educational nature, for it aims at stimulating students ' desire to systematically work on their own to educational material, to raise their level of knowledge and to improve pedagogical skills of the teacher.
Periodic monitoring is systematic, planned and focused. It is to determine the level and volume of knowledge, skills and abilities at the end of the week, month, quarter, semester, academic year. This control is carried out in process of the scheduled classes (exercises) and a designated backup time.
The final test aims to determine the level of implementation of tasks formulated in the curricula, training plans and other documents regulating the educational process. It covers theoretical and practical training of students is carried out usually in the late winter and summer training periods, during special events check.
References
1. Mazukha D. S., Opanasenko N. I. Pedagogics: A manual. - K.: Center for Educational Literature, 2005. Maksimenko S. D. Psychology in social and pedagogical practice: methods, programs, procedures. Teaching high school textbook. - K., 1998.
2. Martynenko SM, Khoruzha L. L. General pedagogics: Teaching. manual - K .: MAUP, 2002.
3. Moiseyun N. E. Pedagogy. Training manual / 3rd edition, additional. - K., 2001.
4. Nikopaenko S. M. The Development Strategy of Ukrainian Education: The Beginning of the XXI Century. - K .: Knowledge, 2006. Padalka O. S., and others. Pedagogical Technologies: Tutorial. - K., 1996.
5. Palchevsky S. S. Pedagogy: Textbook. - K.: Caravel, 2007.
6. Pedagogics: Pedagogical Theories, Systems, Technologies / Ed. S. A. Smirnov. - M., 199b.
7. Pedagogy: Study. manual for student pedagogical studies.
8. Institutions / VA Slastinin, I.F. Isaev, A.I. Mashchenko,
9. I. I. Shiyanov. - 4th ed. - M., 2002.
10. Pedagogics of higher education: Teaching. manual / 3 I. Courland
11. P. Khmelyuk, A. V. Semenov and others; Ed. 3. N. Kurland. -
12. 2nd form. Processing. and add - K .: Knowledge, 2005.
13. Pedagogy: Hestomatiya / Structure: A.I. Kuzminsky,
14. V. L. Omelyanenko. - K., 2003.
15. Peralov VF Preparation of officers for management activities (questions of theory and methodology). - M., 1991. Podlasyi I.P. Pedagogics: New Course: Study. for the stud higher studying institutions: in 2 books. - M., 2002. Psychology and pedagogy. Tutorial / sub. edit A. A. Bodeleya, V. I. Zhukova, P. G. Lapteva, V. A. Slastenina. -M., 2002
CONCEPT OF METHODS OF EDUCATION, THEIR CLASSIFICATION
Pavlovych L.
MD, PhD;
Department of Clinical Immunology, Allergology and Endocrinology HSEEU "Bukovinian State Medical University», Chernivtsi
Bilous I. MD, PhD;
Department of Nervous Diseases, Psychiatry and Medical Psychology HSEEU "Bukovinian State Medical University», Chernivtsi Higher State Educational Establishment "Bukovinian State Medical University"
ABSTRACT
Objective. This approach does not reveal the specifics of the activity, the way of leadership, and most importantly - the nature of the processes of mastering knowledge and development. To open the concept of the method in more detail, it is necessary to consider it at the level of receptions - specific ways of organizing student activities.
Keywords: teaching methods, educational work
The question of choosing teaching methods is daily, practical. The scientific and pedagogical worker must identify the maximum of autonomy, because no programmatic instructions on this issue to give "from above" is impractical. Exact learning situations are too diverse.
What is the method? How to choose the most rational methods for a particular class?
Traditionally, the method of teaching is defined as a method of interdependent and interconnected activity of a teacher and students aimed at the realization of educational goals, or as a system of purposeful actions of a teacher that organizes the cognitive and practical activities of students and provides a solution to the tasks of learning.
Already in the definition of the method laid binary (dual) approach to its interpretation (MI Makhmutov, M. M. Levin, T. I. Shamov), which consists in the unity of methods of teaching and teaching methods. However, this definition remains abstract, it gives an idea
only of the general model of activity: the teacher tells -the student listens, understands, memorizes (explanation); the teacher asks - the students respond (conversation).
This approach does not reveal the specifics of the activity, the way of leadership, and most importantly -the nature of the processes of mastering knowledge and development. To open the concept of the method in more detail, it is necessary to consider it at the level of receptions - specific ways of organizing student activities. Then the method of teaching, as well as the method of education, becomes "an instrument of touching a person" (A. S. Makarenko), a way of motivating and regulating the activity of those who are taught.
Researchers count up to 50 different teaching methods: story, conversation, work on sources, demonstration, exercises, independent work, educational game, discussion, etc. But each method in concrete circumstances is realized in original combinations of several techniques.
