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20и навыки учащихся формируются в процессе решения задач.
В заключение отметим, что экологическое просвещение детей школьного возраста имеет большое значение, так как тесная взаимосвязь проявляется как международными вопросами охраны природной среды, так и зарубежным опытом.
Таким образом, только при непрерывном проведении работы по экологическому воспитанию в семье, детском саду, школе, средне-специальных высших учебных заведениях возможно формирование в сознании человека целостного подхода к охране природы, сохранению ее богатств и системное образование.
Это расширяет нашу экологическую грамотность, формирует «экологическую культуру», совершенствует «экологическое воспитание», учит бережному отношению к окружающей природной среде в целом.
Литература
1 Математическое моделирование в экологии: курс лекций / сост. Н.Е. Горковенко - Краснодар: Куб ГАУ, 2015. - 45 б.
2 Тутубалин В.Н., Барабашева Ю.М., Девят-кова Г.Н., Угер Е.Г. Научная судьба одного класса математических моделей в экологии на протяжении последнего полувека // Историко-математические исследования. Вторая серия. Вып.3(38). М: Янус-К. 1999. - 249 - 269 б.
3 Кокажаева А.Б., Ханжарова Б.С., 1збасарова М.А. «Математика пэнш о^ытуда окушыларга экологияльщ бшм мен тэрбие берудщ ерекшелштерЬ) // Международный научный журнал Наука и жизнь Казахстана №4 / 1 2020.
4 Кокажаева А.Б., Шияпов К.М., Сэрсенгазы А. «ЭкожYЙелердеri математикалык; модельдеудщ мадыздылыгы» вестник КазНИТУ № 1 (137) Алматы 2020.
MOTIVATION FOR LEARNING AND PROFESSIONAL GROWTH OF MEDICAL STUDENTS
Nika O.
Bukovynian State Medical University, Chernivtsi, Ukraine
ABSTRACT
The article presents a review of the literature and own observations on the motivation for learning and professional growth of medical students. The main characteristics and components of the concept of motivation to study, types of motives and professional competence of teachers, designed to form the personality of the future doctor. These research results indicate the need to diversify the work of medical students in the classroom and extracurricular time in order to improve practical training, the use of simulation training with the involvement of innovative technologies.
Keywords: medical students, professional growth, motivation.
Modem society requires students motivated by their future profession, however, in the higher education system there is a conflict between modern European requirements for learning and low motivation of students to acquire professional knowledge and skills. Psychologists and teachers claim that it is during the student years that the basic qualities are formed, which become the basis of professional development throughout life, in particular: responsibility, creativity, constant improvement of knowledge and so on.
The issue of student motivation is one of the basic problems of learning psychology. This status is explained, on the one hand, by the fact that the main psychological characteristic, the basis of any activity, including learning, is motivation. On the other hand, the management of motivation to learn allows you to manage the learning process as a whole, which is very important to achieve its effectiveness. This study of motivation is devoted to a large number of works of domestic and foreign psychology, which discuss the social problems of professional motivation, reveals the role of motivation in the formation of consciousness in the development of personality, outlines methods of studying it and the possibility of adjustment. Of particular interest are studies of the problem of forming professional motivation of students in a higher education institution.
Psychologists note that positive motivation causes feelings of satisfaction, joy, increases self-esteem, arouses interest in life, which should actually happen to a person every day. The learning process is time consuming and exhausting, after all, like any work focused on success. Therefore, it is the dream result, which is approaching the student, is based on positive motives and professional reality. Needs are a source of human activity, through which the regulation of its behavior, determines the direction of thinking, emotions, feelings and will. The intellectual needs of the student are primarily aimed at professional growth and it is the system of motives that provides a way to achieve a professional goal and meet these needs.
According to some authors [Hordiienko VI, Dmytryshyn BY], the concept of competence defines an integral part of personality. According to T. Ze-lenetska, "competence" is interpreted as an integral quality of personality, its ability to learn, based on knowledge, experience and socialization, as well as focused on independent and successful activities.
D. Yermakov [4] considers the definition of competence in terms of continuous, holistic personal growth and self-education. The latter, in turn, is based on the ability to: mobilize the acquired knowledge and
skills in an operational manner - if necessary; implement the acquired skills in each specific situation, taking into account the variable specific aspects (complex clinical case, providing / not providing timely emergency care, ethical issues - euthanasia, deontology in communication with the seriously ill); activity within a certain algorithm of actions provided by the clinical protocol and the local route of action; organization of social action and involvement of all necessary resources (diagnostic equipment, drugs, availability of block diagrams and algorithms of actions, use of models).
Motivational services in the system of higher medical education is the formation of students' motivation for future professional activity, taking into account modern medical practice and the development of innovative technologies [Panchyshyn S, Sakharska O].
In the formation of motivation in the first place is the question of finding and selecting priority motives, as well as determining the optimal structure of the motivational sphere of the student [Gavrilenko O, Kole-snyk YuM.]. Therefore, despite the presence in modern science of a significant number of scientific and pedagogical works on the problem of forming the motivation of educational and cognitive activities of students, this issue still remains relevant.
The process of studying in a higher medical institution has its own specific properties. Junior students master in detail the basic theoretical sciences, which in senior courses during the study of clinical disciplines should be reflected in practice, during the diagnosis and treatment of patients, in particular, the neurological profile. Therefore, knowledge of anatomy, chemistry, histology, etc. needs clinical rethinking. Formal separation of related disciplines in the curriculum, insufficient use of interdisciplinary links in the educational process lead to the fact that the set of educational information is spontaneously loaded on the students themselves, and even if they use it, the effect is negligible. All this hinders the purposeful formation of a holistic system of knowledge and skills [Stus VP, Dmytryshyn BY]. Given this problem, the main factor in the formation of the integrity of knowledge necessary for the implementation of the professional activity of a doctor is the formation of motivation to learn, which is based on previous learning experience.
The main factors influencing the formation of positive motivation for learning are: the content of educational material and organization of educational activities, types and forms of learning, evaluation of student performance and style of pedagogical activity of the teacher. The formation of positive motives for learning is influenced by the style of communication and the teacher's attitude to students. It is possible to intensify the learning process in medical institutions: the presence of students' interest (introduction of clinical examples and situational tasks in the classroom); rich emotional atmosphere (insight, when the demonstration of educational material gives the opportunity to include positive emotions and emphasize the uniqueness of the case, materials, etc.); discussions, discussions on a par-
ticular clinical case; formation of motivation for learning success [Vershinska OB, Kolesnyk YuM., Pan-teleimonenko YuA,].
A significant factor in increasing motivation to learn, interest in the profession is the professional skills of the teacher, especially pedagogical skills. A variety of forms and methods of teaching, including lectures, feedback from students, arouses interest in the subject, and conducting practical classes directly in the clinic with sick children, participation in the treatment and diagnostic process, in particular in clinical trials of complex cases, motivates students to study pediatrics.
The system of increasing motivation to study is also based on the systematic work of teachers of the department to improve the level of professional and pedagogical skills, wider involvement of students in scientific work with subsequent presentation of their results, as well as work and study in extracurricular activities under the control of the teacher. and skills.
An integral part of today's social life has become information technology, so the formation of the student's information competence, in particular: the ability to find, analyze and structure information. The realities of medical practice show that it is necessary to prepare students for life in a market dominated by initiative, creativity, efficiency, perseverance, flexibility of thinking, in order to choose the best options. Students need to learn how to solve problems that arise in the field of information knowledge. One of the current ways to test knowledge is to solve situational problems focused on interdisciplinary knowledge, erudition, development of clinical thinking [Yekhalov VV, Cherniak NO]. It is the close cooperation of teacher and student in classroom and extracurricular work, high professional level of teaching with the use of innovative teaching methods is a reserve for increasing student motivation to learn.
No less important means of motivation is the use of simulation training with the involvement of innovative technologies, which allows multiple and accurate reproduction of important clinical scenarios and allows future physicians to make independent decisions, form clinical thinking, improve students' practical skills.
Thus, the formation of learning motivation in students of clinical disciplines is an extremely important factor that determines the success of further study, as it determines the ways to achieve the desired result, mobilizes the student's desire to begin their formation in professional activities.
References:
9. Stus VP Yekhalov VV, Moiseienko MM ta in. Phase situational tasks in the formation of professional competence of a specialist in "Urology" Urolohiia. 2017; №1: 91-95.
8. Panchyshyn S, Sakharska O Competitiveness of the labor force in the open economic system of Ukraine Visnyk Lvivskoho universytetu. 2009; 41: 37.
7. Panteleimonenko YuA, Todorova IS Pedagogical conditions of development of students' learning motivation [Electronic resource]. 2012; Access mode: http://dspace.uccu.org.ua/ handle/123456789/531.
6. Kolesnyk YuM. Nerianov YuM, Kompaniiets VM The quality of training is a key component of the Bologna Process. Medychna osvita. 2011; № 2: 71-74.
5. Yekhalov VV The principle of interdisciplinary integration and a priori motivation in emergency medicine. Medychni perspektyvy. 2014; T.XIX, №2(1): 103-105.
4. Ermakov DS Formation of ecological competence of students. M.: MYOO. 2009: 180p.
3. Hordiienko VI Personality development in the process of professionalization: professional genesis of personality. Psykholohiia pratsi ta profesiinoi pidhotovky osobystosti: Navch. Posib. 2001: 48-67.
2. Gavrilenko O Formation of motivation for professional activity with the use of ICT. Vitoki peda-goglchnoYi maysternostl. 2012: 370 c.
12. Zhmakina NL Komolova EG Formation of professional competence of the specialist of educational institutionVestnik Nizhnevartovskogo gosudar-stvenogo un-ta. 2010; № 1: 1-7
11. Dmytryshyn BY Psychological features of forming students' positive educational motivation / B.Y. Dmytryshyn // Problems of Modern Psychology. 2015; 27: 137-15.
10. Cherniak NO Formation of students' motivation to study at the university [Electronic resource]. 2013; Access mode: http://repo.uipa.edu.ua/jspui/bit-stream//2618/1/^epHHK.pdf.
1. Vershinska OB Problems of formation of educational motivation of university students. [Electronic resource]. Access mode:
http://tme.umo.edu.ua/docs/Dod/1_2010/ VERSHYNSKA.pdf.
ПОНЯТИЕ ЦЕННОСТИ В СОВРЕМЕННОЙ ФИЛОСОФИИ
Ноздрина Н.А.
Брянский Государственный Технический Университет, кандидат педагогических наук, доцент
THE CONCEPT OF VALUE IN MODERN PHILOSOPHY
Nozdrina N.
Bryansk State Technical University, Candidate of Pedagogical Sciences, Associate Professor
АННОТАЦИЯ
Общефилософская теория о сущности ценностей, их конфигурации, а так же роль в жизнедеятельности личности называется аксиологией.
Начиная с изучения орудий труда, а затем улучшая их, индивид научился удовлетворять личные простые потребности, постепенно расширяя свой кругозор. Со временем осознавать значимость объектов и явлений окружающего мира для обособленной личности, группы, сообщества, тем самым обуславливалась их значимость.
ABSTRACT
The general philosophical theory about the essence of values, their configuration, as well as the role in the life of the individual is called axiology.
Starting with the study of tools, and then improving them, the individual learned to meet personal simple needs, gradually expanding his horizons. Over time, to realize the significance of objects and phenomena of the surrounding world for a separate individual, group, community, thereby determining their significance.
Ключевые слова: ценность, аксиология, идеал, оценка, справедливость, смысл жизни, интерес.
Keywords: value, axiology, ideal, evaluation, justice, meaning of life, interest.
Ценность- данное понятие, указывающие на человеческую, общественную и культурную важность конкретных явлений, а также объектов деятельности.
Ценность считается особым видом этической ориентации личности, понятиями, которые сформировались в какой-либо культуре о совершенстве, морали и нравственности. Всевозможные действия и явления в природе, мире, обществе и личности, воспринимаются им не только с помощью научно доказанных концепций, но и формируют собственное представление и отношение к ним.
Развитие определения «ценность» прошло непростой общеисторический путь. Рационально за-
тронуть только истории этих представлений на ценность, которые считаются важными для современного осмысления данного определения.
В первой половине двадцатого столетия, в философии формируется независимая теоретическая наука - аксиология.
Аксиология- теория ценностей, раздел философии
Аксиология изучает вопросы, связанные с
• Природой ценностей
• Местом ценностей в реальности
• Структурой ценностного мира (связь различных ценностей между собой, с социальными, культурными факторами и структурой личности)
