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33The 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.
Admission is often defined as an integral part or a specific type of method.
For example, the method of the story, depending on the purpose and the techniques that implement it, can be embodied in the description, narrative, explanation, evidence, reasoning, elements of dramatization. The thread can be in the nature of play or heuristic search. But if every method is implemented by even 23 distinctive techniques or combinations, the method or receiving the training really need to review more than a hundred options. Obviously, such procedure is impracticable, because people, according to psychological studies, can simultaneously keep in your consciousness no more than 5 - 7 items and operate with them.
Reasonable algorithms that would allow to transfer a choice of computer systems, has not yet been established. That is why the teacher often resorts to natural or random selection, or due to the limits of their own experience, or "fashion" for this or that approach, or the principle of a mixed bag.
To implement pedagogically informed choices of methods, you must first know the capabilities and limitations of all methods of learning to understand what tasks and under what conditions can be successfully solved with the help of certain methods, and for which they are useless or ineffective.
Throughout the history of pedagogy and education theorists and practitioners have used two simple and highly attractive solution to the problem of selecting training methods. The first is to find a universal learning method, a kind of educational panacea. Then in the event of any complications the generic method will always help. Less categorical variant of this approach is expressed in the distribution methods for effective (active, intense) and ineffective, and recommend the use of only effective.
Life repeatedly to convince the teachers that such distribution is incorrect, because different learning tasks simply cannot be solved on the basis of one or a limited range of methods. I can't help but remember the statements of A. S. Makarenko about the fact that there is no learning methods at all bad or really good. It all depends on the circumstances of time and place, from a system in which the product is used.
Many people saw the other way out to borrow the best, somewhat worked out samples, ready-made techniques, and use original methodical "cheat sheets".
Without denying the certain benefits of such methodological developments, ready-made variants of another's experience, it should be noted that for the teacher it is only billets, semi-finished products, material for analysis, evaluation, selection, re-design. The teacher still needs to have advanced pedagogical thinking, the ability to independently assess future learning situations, the possibilities of methods and techniques, make his reasonable choice. So, we are back to the problem.
There are two real ways that lead to a pedagogi-cally sound choice of methods and techniques.
The first way is to increase the units of choice and limit their number by combining methods into large groups according to pre-selected criteria (indicators), in other words, the path associated with the classification
of methods and the operation of the results of classification. Such a path in general was traditional (in the positive sense of this term) and its most complete form in the theory and method of optimization (Yu. K. Ba-bansky, M. M. Potashnik).
The second way involves the use of larger, more comprehensive didactic structures - types or methodical systems of modern learning, primarily information education, programmed, problem, relaxation. In this approach, the method is not used in isolation from other elements of the system, but it is a means of realizing certain goals based on pre-known specific patterns and mechanisms.
Classification of teaching methods in higher education.
The only universal classification of teaching methods for didactics and methodologists could not be created. But, it seems, such a classification of methods is impossible in principle - because of the diversity and multifunctionality of methods. The only classification of methods can not be created in the same way as, say, a single classification of people.
In order to evaluate and select methods, it will be necessary to use a number of existing classifications made on the basis of different ambiguities (see Table 3.1).
Propose to classify methods based on the following principles:
■ a source of knowledge (distinguish verbal, visual and practical methods, since there are no other sources, except words, image and experience);
■ At the appropriate stage of training, each of which solves specific tasks (focusing on the training methods of those who teach, to study the material, which involves the awakening of interest, cognitive need, actualization of basic knowledge, necessary skills and the methods of studying new material, the methods of concretization and deepening of knowledge, the acquisition of practical skills and skills that contribute to the use of knowledge, the methods of control and evaluation of learning outcomes);
■ By way of directing educational activities directly or indirectly (distinguish methods of explaining the teacher and various methods of organizing independent work of students);
■ according to the logic of the learning process (support for inductive and deductive, analytical and synthetic methods);
■ for didactic purposes, distinguish methods of organizing the activities of those who teach, methods of stimulating activities, for example, competitions, competitions, games, incentives and other methods of verification and evaluation (K. Babansky's 10. K.).
Since the success of teaching generally depends on the internal activity of those who are taught, the nature of their activities, then the very nature of activity, the degree of autonomy and creativity should be important criteria in choosing a method. I. Ya. Lerner and M. M. Skatkin proposed to distinguish five teaching methods, with each subsequent degree of activity and autonomy in the activities of those who are taught, increases.
Explanatory and illustrative method. Students acquire knowledge, listening to a story, a lecture, from instructional or methodological literature, through the onscreen manual in the "finished" form. Perceiving and comprehending facts, evaluations, conclusions, they remain within the limits of reproductive (reproductive) thinking. This method is used as widely as possible for the transmission of a large array of information. It can be used to describe and assimilate facts, approaches, assessments, and conclusions.
Reproductive method. This is the application of the learned on the basis of a sample or rule. The activities of those who are taught are algorithmic, that is, they correspond to instructions, instructions, and rules - in situations similar to those presented in the sample.
Method of problem statement. Using any sources and means, the teacher, before teaching the material, raises the problem, formulates the cognitive task, and then, revealing the system of proofs, comparing views, different approaches, shows the way of solving the task. Students become like witnesses and collaborators of scientific research.
Partial-search, or heuristic method. Its essence - in organizing an active search for solutions put forward by the teacher (or self-articulated) cognitive tasks, or under the guidance of a teacher, or on the basis of heuristic programs and guidance. The process of thinking becomes productive, but it is gradually directed and supervised by the teacher or the students themselves on the basis of work on programs (including computer) and with teaching aids. Such a method, one of the varieties of which is a heuristic conversation, is a proven way to stimulate thinking, an incentive to knowledge.
Research method. After analyzing the material, setting up problems and tasks, and short oral or written instruction, those who learn, independently study literature, sources, conduct observations and measurements and perform other search activities. Initiative, autonomy, creative search are most fully explored in research. Methods of teaching work directly into methods that mimic, and sometimes implement a scientific search.
So, six approaches to the classification of teaching methods are considered, six criteria for their choice. But what do teachers recommend? Use all approaches or just some? Which of them can be used as a basis?
We have already considered the benefits of the latter approach. However, depending on the specific goal, another approach can be taken as a basis. If you are training classes using movies or videos, then it is useful to start with the first group of methods, that is, to detect the ratio of visual, verbal and practical methods. If it is a question of preparing an introductory lesson at a course or section, then the second approach, etc., should be used as a basis.
However, in all situations you need to evaluate the selection method on the basis of many, if not all of the criteria. The essence of this multidimensional approach to training methods. Is it possible not to consider at what stage of training will be implemented a method, by which logic it will "work", what are the learning objectives to decide on what level of independence brings
the one who learns? In fact, the selected method (or rather set of techniques in which it is expressed) should be deployed to characterize, for example: problem statement, self-study exploratory nature, a reproductive story, problem lecture with elements of discussion. Only with this approach will be "enlightened" from all sides, will play all their faces.
The approach in question, well summarized in the algorithm of choosing the optimal method of training, it was proposed by Y. K. Babanskiy. It consists of seven steps:
• the decision on whether to learn the material on their own or under the teacher's guidance. If the student can, without undue effort and expenditure of time deep enough to learn the material yourself, then the help of a teacher he needs. Otherwise - in one form or another it is necessary;
■ the ratio of reproductive and productive methods. If there are conditions, preference should be given to production techniques;
• determination of the ratio of inductive and deductive logic, analytical and synthetic ways of knowing. If the empirical basis for the deduction and analysis is prepared to use them appropriate. Deductive and synthetic methods are quite capable high school students and especially students. In this case such methods are usually more like a scientific statement;
■ the choice of ways of combining verbal, visual, practical methods;
■ the decision about the necessity of introduction of methods to promote training activities;
■ the definition of "points", interval, methods of control and self-control;
■ thinking of replacement options in case of deviations of the real learning process of the plan.
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
PROFESSIONAL READINESS OF SCIENTIFIC-PEDAGOGICAL EMPLOYEE TO PEDAGOGICAL
ACTIVITY
Bilous I.
MD, PhD;
Department of Nervous Diseases, Psychiatry and Medical Psychology HSEEU "Bukovinian State Medical University», Chernivtsi
Pavlovych L. MD, PhD;
Department of Clinical Immunology, Allergology and Endocrinology HSEEU "Bukovinian State Medical University», Chernivtsi Higher State Educational Establishment "Bukovinian State Medical University"
ABSTRACT
Objective. Professional qualification consists in the ability to predict the goals and result of pedagogical influence, the construction of information models, the adoption of independent decisions, etc.
To be professionally pedagogically competent means having a multicomponent composition of integration professional knowledge and skills that ensures awareness of volitional decisions, the implementation of creative actions in constructing a learning process and modeling communications. Keywords: Professional qualification, educational work
The readiness of the scientific and pedagogical worker for professional pedagogical activity consists in the assimilation of the full range of special knowledge (from the subject, the discipline, the course) of psychological and pedagogical actions in the higher educational institution and social relations, in the formation and maturity of professionally significant and public qualities of the individual.
Professional qualification consists in the ability to predict the goals and result of pedagogical influence, the construction of information models, the adoption of independent decisions, etc.
To be professionally pedagogically competent means having a multicomponent composition of integration professional knowledge and skills that ensures awareness of volitional decisions, the implementation of creative actions in constructing a learning process and modeling communication communications.
Consequently, the professional readiness of a scientific and pedagogical worker for a pedagogical activity involves his professional qualification and a certain set of personal qualities and qualities.
The professional qualifications of the scientific and pedagogical worker include the following components:
■ special-subject competence;
■ psychological and pedagogical competence;
■ communicative competence;
■ Sociocultural competence. Special-subject competence - deep and comprehensive knowledge of the discipline (course) taught by the scientific and pedagogical worker, as well as extensive erudition in this field of science.
Psychological-pedagogical competence of scientific-pedagogical worker provides his deep theoretical knowledge of psychology and pedagogy, as well as the ability to implement them in the practice of the educational process in higher education.
Psycho-pedagogical competence consists of the following groups of skills:
■ psychological (psychodiagnostic, cognitive, motivational, psychological, emotional, Advisory);
■ operational-methodological;
■ structurally-projective;
■ evaluation and monitoring;
■ expert-analytical;
■ research;
■ educational.
A group of psychological skills include the following abilities:
■ the formation of cognitive needs of students;
■ the formation of style activities, reflection;
■ creation of conditions that stimulate the internal cognitive activity of students;
■ creation of favorable psychological climate for the implementation of the educational process and other skills;
■ preparation of diagnostic programs in the form of task tests, which together with diagnostic functions perform the role of training funds;
■ the use of diagnostic methods that detect the status of the pedagogical process in such characteristics: complementarity of pedagogical and learning activities, timely application of specific learning technologies, the efficiency of the learning process, the usefulness of the learning process, the adequacy of the process of learning psycho-pedagogical conditions, accessibility of the
