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INDEPENDENT WORK OF STUDENTS AND ITS METHODOLOGY
Pavlovych L.,
MD, PhD
HSEEU "Bukovinian State Medical University», Chernivtsi Department of Clinical Immunology, Allergology and Endocrinology
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. Common approaches to the methods of independent work of the student and its implementation. Independent work of student (SRS) is an independent dialing-teaching the student, which scientific-pedagogical employee plans together with the student, but does her student on the instructions and under the supervision and control of the scientific and pedagogical worker without his direct participation. Keywords: independent work, students.
Important role in the study of the discipline played by rational means: the methods of independent work organization, working conditions, daily routine, equipment labor, etc.
During the study of the discipline identify the following types of independent student learning:
- hearing lectures, participation in seminars, performance of practical and laboratory works;
- development of the topics of the lectures and seminars, performance of practical and laboratory works students of the correspondence form of training (FTRA);
- preparation of abstracts and course works, writing of the thesis;
the preparation of modular control and examination;
- work with literature etc.
Each of these types requires students resistant independent work.
First of all you need to every student in the learning process were of the hygiene of mental work. Therefore, it is necessary to reveal the mechanisms of mental work, causes of fatigue, ways to improve productivity and diet, recreation, etc. you need to do the installation experience, especially with students of the correspondence form of training. Inform them that the circadian rhythm of the human body is determined by a number of physiological functions, which are constantly changing in the hours of activity and sleep. An important role in the optimal organization of life and activities of fulltime and part-time students is played by the daily routine - it is recommended by research and teaching staff in the first days of classes.
First-year students need to adapt to independent learning. Therefore, first-year students must adapt to the living and working conditions in higher education.
This requires targeted pedagogical assistance of research and teaching staff. This is, first of all, an attentive attitude to the student, who feels psychological discomfort, inconvenience, awkwardness, insecurity.
We must remember that the student has three groups of difficulties: social, educational, professional. Social difficulties are caused by change of a place of residence, new living conditions, features of communication with a considerable circle of new people (scientific and pedagogical workers, colleagues, service personnel); the need to manage their own budget, arrange their own lives, get used to the new regime and agenda, and more. Learning difficulties are due to new forms and methods of learning, the peculiarities of the organization of independent work, control over it by scientific and pedagogical workers. Therefore, research and teaching staff have:
- to acquaint students with the psychological and pedagogical features of the organization of education in higher education;
- to help in mastering the methods and techniques of educational work;
- adhere to a special method of lecturing for first-year students in the first two or three months, gradually increasing the structure and pace;
- to teach students to listen to a lecture, record its content, methods of preparation for seminars, practical and laboratory classes;
- clearly dose the tasks for each lesson;
- tolerantly monitor and evaluate independent work, etc.
Professional difficulties are usually manifested in the frustration of individual students in their professional choices. Therefore, research and teaching staff must explain the process of mastering the specialty, their prospects and significance.
The transition to modular learning content involves the integration of different types and forms of education that are subject to the General topic of the subject. For each content module to form a set of reference and illustrative materials that the student receives before starting the study. Also add a list of recommended literature. Each student passes from one semantic unit to another as the absorption material and passes the current control.
Relative to students of the correspondence form of training (FTRA), they basically study the material independently during the semester, i.e. independently work out the topics of lectures and seminars, practical and laboratory classes.
For them at the beginning of each semester hold an installation session during which recite lectures and conduct some seminars, practical and laboratory classes.
Scientifically-the pedagogical worker is obliged to acquaint students FTRA during the session with relevance, purpose and tasks of discipline, its place, role and value in the training, to determine the total extent of the discipline and the amount of sections and topics for the current semester; to distribute the program of the discipline and the working curriculum; to explain the content and structure of a thematic plan, sequence of learning topics and themes; explain the method of independent training seminars, practical and laboratory classes; familiarize yourself with the questions submitted for the exam or set-off; apply the primary and secondary literature for each topic; to clarify forms and methods of control of students ' knowledge of the FTRA; and to submit a schedule for consultations during the session and during examination period; disclose the methodology of self-study sections and topics of the discipline for this semester etc. The student must master the method of independent work during the lecture and lecture. First of all, full-time and part-time students need to develop the ability to listen and take notes of lectures, because working on them directly in class and in extracurricular time requires considerable effort: to be able not only to listen but also to perceive, understand the content of the lecture; to systematize and group the received knowledge in abstracts; be able to creatively comprehend the material of the lecture in the process of independent work, etc.
During the lecture students need to get acquainted with the content of the previous lecture to establish a logical connection with the next; try to comprehend the material in the process of its presentation; listen carefully to the researcher and pedagogue, highlight the main, essential and eliminate the secondary, etc. Lecture material must not only be listened to, but also summarized. Therefore, research and teaching staff must develop the ability to properly maintain a synopsis. To do this, you must learn to write quickly, through the use of symbols and abbreviations of individual words and phrases.
It is important for a student to be able to carry out a kind of "filtering" of educational material, to single out the main and displace the secondary, in addition, the main thing is to generalize and systematize. It should be noted that the main ideas, in contrast to the secondary, teachers usually emphasize the intonation, slow pace of speech. To systematize the student must be able to identify key issues, generalize and logically comprehend the sequence and relationship of individual components of the lecture.
When summarizing the lecture, it is necessary to completely write down the title of the topic, the plan, the recommended literature. Particular attention should be paid to records of rules, quotations, formulas, schemes, etc. Approximate method of working out the topic of the lecture:
1) to study the curriculum and the working curriculum;
2) determine the place of the topic of this lecture in the structure of the discipline according to the thematic plan;
3) find out all the issues that need to be studied;
4) to study the study material, which is in the syllabus, to clarify the amount of missing material on the basis of control questions, tasks for control work and questions submitted for the exam (see the program of the discipline and the working curriculum);
5) determine the literature in which there is the necessary educational material, and the sequence of its assimilation;
6) to process each educational material in the following way:
a) read it in dynamics to understand the general essence;
b) read the study material a second time, understanding each word and sentence;
c) for the third time to identify the basic concepts, the essence of phenomena and processes, their structure and content, as well as the links between them;
d) write it all down in a synopsis;
e) to establish a connection with the previous educational material;
f) independently answer all control questions on this topic.
Methods of independent preparation of students for seminars, practical and laboratory classes.
An important place in the educational work of the university belongs to laboratory, practical classes and seminars. Each of these types of classes has its own didactic purpose.
The main purpose of seminars is to promote in-depth mastering of the most difficult issues of the course, to encourage students to collective creative discussion, mastering scientific methods of analysis of phenomena and problems, to intensify independent study of scientific and methodological literature, to form skills of self-education.
In the process of preparation for the seminar, students independently practice literature (educational, methodological, scientific), learn to critically evaluate various sources of knowledge. The researcher organizes a discussion on pre-determined topics for which students prepare abstracts or individually completed abstracts. Such seminars are also called discussion seminars.
For independent work to be effective, the student must be deeply aware of its necessity, purpose and further usefulness for themselves. Mandatory conditions for successful implementation of the USSR: accurate and specific definition of the task, its motivation, the presence and knowledge of the student's methods of implementation, timing, forms and types of control, the provision of advisory assistance by the teacher. Materials for independent work, its volumes are selected by the scientific and pedagogical worker, he also defines schedules, terms of performance, forms of control. Develops a system of tasks, topics of abstracts, course,
qualification, diploma works, methodical recommendations and instructions, lists of obligatory and additional literature.
In order for the tasks for independent work to be performed, they must meet the conditions, namely: be accessible and understandable to the student, contain elements of novelty, allow to adjust and control their implementation.
In the practice of higher education, as already mentioned, there are three didactic types of seminars: prose seminars, seminars and special seminars. Seminars require careful preparation from students. In preparation, the student should familiarize himself with the plan of the seminar, the recommended literature. First you need to get acquainted with the material on the topic of the seminar, which is included in the textbooks. This will allow you to get a general idea of the topic that is brought to the seminar. If you have read a lecture on this topic, it is also useful to carefully study its outline. Only after that begins independent work on the study of primary sources.
A separate link in the process of preparation for the seminar is the direct preparation of a speech on a particular issue. It is worthwhile for the student to accustom himself to speak not according to the finished text, reading it, but in his own words, using only a short plan. The preparation for the performance is that each question be on a separate card or sheet is an outline with markings of the figures, records of quotes, specific facts. This approach will develop the ability to show independence during the speeches at the seminar.
If the student has set before the necessity independently to solve problems, it greatly activates the potency of his mental activity, contributes to the development and formation of positive qualities.
The main objective of practical classes is that students considered separate theoretical positions of educational discipline and formed skills and abilities of their practical application based on individual tasks.
This form of training is conducted, as a rule, in laboratories or classrooms, equipped with necessary teaching AIDS, computer equipment.
However, the FTRA students must work on their own. Therefore, the scientific and pedagogical worker in advance gives students FTRA necessary methodical material - tests for revealing of level of mastering the relevant theoretical propositions, the set of tasks of varying complexity for solving their students, and the like.
This also applies to laboratory training, which is carried out usually under the guidance of a scientist, but personally, every student carries out full-scale or imitation experiments or experiments to check and confirm the separate theoretical positions of educational discipline. Students should gain practical skills with laboratory equipment, ustatkuvannya, measuring equipment, computer technology, master the method of experimental research in a particular subject area. However, ZFN students must also work on their own. Therefore, the research and teaching staff in advance gives students ZFN necessary methodological material and recommendations.
In general, the teacher provides them with a developed plan, technology and methods of practical and laboratory work.
In order for students of ZFN to successfully perform independent laboratory and practical work in the discipline, they have:
- study the theoretical material well; master the method of applying knowledge in practice;
- be able to use the necessary equipment, equipment, materials, reagents, equipment for measurements and calculations;
- to study the recommendations for specific laboratory or practical work, which are set out in textbooks and methodological developments;
"- make a plan for laboratory or practical work;
- prepare the necessary material, determine the time and place;
-in the case of involving people to hold a preliminary conversation with them for their consent, and then briefing;
- if necessary, get additional advice from the NNP;
- perform tasks of laboratory or practical work;
- to carry out calculation and processing of information;
- interpret the results and describe the identified phenomena;
- draw conclusions;
- draw up everything accordingly;
- to protect the performed laboratory or practical work from the scientific and pedagogical worker.
Undoubtedly, success is possible only with the diligent preparatory work of the student.
Methods of independent preparation of students for modular control, tests and exams.
In the higher school, semester tests are held, as well as course exams and tests in accordance with the "Regulations on course exams and tests in higher educational institutions of Ukraine."
This document, in particular, states that course exams in all or part of the discipline provide a goal to assess the student's work for the course (semester), theoretical knowledge, their strength, development of creative thinking, mastery of independent work skills, ability to synthesize acquired knowledge and apply them in solving practical problems.
Exams and tests are the result of independent work of the student during the semester or academic year. To successfully pass exams and tests, you must systematically and persistently work on mastering the material from each discipline throughout the semester. Weakened, occasional work on the material of the program, the hope that everything can be studied in 2 - 4 days, does not give the expected results. Therefore, a student who seeks to pass the test successfully, must from the first day of classes systematically and carefully perform all tasks. At the same time, it is necessary to show considerable effort and persistence in direct preparation for control.
Students take tests in the process of practical and laboratory work. Therefore, to prepare for the tests, some days are usually not set aside. Preparation for test works and exams and tests requires a certain sequence of actions. First of all, you should review the questions submitted for test work and program of examinations for the academic discipline. Based on this need to make a plan of repetition and systematization of educational material every day to leave a day or part of (depending on the number of days allotted for the exam) for re-generalization of the program material.
You should not just lecture notes, you should study need textbooks, recommended literature.
The sequence of operation in the preparation of the control actions has to be ... carefully read and understand the requirements of a specific program question,
read a synopsis; carefully work out the required educational material for textbooks and recommended literature.
If individual topics of scientific and pedagogical workers suggested primary sources, scientific literature, which the student has worked during the period of preparation for Seminary or other training, you must return to the record of these materials (and in some cases to the originals), play memory basic scientific principles.
In a separate notebook for each question, the program should be an outline of your response in a logical sequence and commit the necessary illustrative material (examples, illustrations, diagrams, figures).
If some issues remain unclear, they must write in the margins notes to find out at the consultation. The main provisions of the theme (policies, laws, definitions, etc.) after a deep consciousness of the fact should memorize, repeating several times, or telling a colleague. The most important information should be marked in a different color, it helps to memorize them better.
Should gradually move from repetition of the material one topic to another. When repeated and systematized all the educational material you need to revise it again for your notes, mentally checking how internalized the logic of disclosure of each theme, as recorded in the memory of basic facts, formulas, illustrative material, and how you can add individual questions.
It is most convenient to prepare for the modular examinations and exams in the reading room of the library or in a specialized classroom. During the day you want to work 8-9 hours doing the every 1.5 hour break for th — 15 minutes. Students need to know General requirements for the assessment of knowledge. You need to identify:
1) understanding the degree of assimilation of the question, completeness, measured by the number of software knowledge about the object studied;
2) the depth which characterizes the set of relationships between knowledge, aware of their students;
3) methodological justification of knowledge;
4) familiarization with the basic literature on the subject as well as contemporary Ukrainian and foreign periodical literature in the specialty;
5) the ability to apply theory into practice, solve problems, make calculations, to develop projects, efficiency (i.e. number of situations in which the student can apply his / her knowledge);
6) acquaintance with the history and current state of science and prospects of its development;
And) logic, structure, style answers, and the ability of the students to protect the scientific and theoretical principles that push, awareness, generality, specificity;
8) flexibility, i.e. the ability to find a situation to apply this knowledge;
9) the strength of knowledge.
Experience of monitoring proves the necessity of taking into account the following aspects:
1) it is impractical to monitor what is learned at the level of acquaintance, the initial presentation;
2) no need to apply control when the scientific and pedagogical worker is confident that all students will do the job 100 %, but sometimes it is necessary to give such tasks that most students can handle, in such a way to encourage the faith of students in their own strength;
3) well organized stepwise control reduces the need for final or even makes it unnecessary;
4) it is necessary to vary the means of control;
5) creating a calm and friendly atmosphere in the control process promotes better student work and has a positive effect on control results.
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