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11Found that problem-based learning is more suitable for material of medium complexity. Material is easier to study the basis of reproductive and programmable methods, and the most difficult productive way.
Another important factor in the readiness of those being taught is the degree of interest. The lower the rate of awareness of significance, personal content, the more, other things being equal, prevail problem-based learning options.
The fourth stage - the definition of specific tasks of the lesson. In our opinion, only after studying the conditions of the educational situation (objective and subjective) it is possible to determine educational, in particular developmental, tasks that focus on a certain level of activity that needs to be formed (reproductive, algorithmic, productive activities).
The fifth stage is the adoption of a preliminary decision on the dominant type of training.
The sixth stage - adjustment and concretization of the made decision taking into account available time, means, the equipment, opportunities and advantages of the teacher.
The described procedure is a method of gradual limitation of possible options taking into account the factors that are consistently taken into account in the learning situation. Of course, other selection procedures are possible; focus on the analogue, a concise intuitive choice, review of the main options.
The chosen as the dominant (mostly, the basic) type of training, first, is specified in the corresponding methods and receptions belonging to this system; secondly, they supplement and enrich elements of other types (systems) of learning whenever necessary.
References
1. Aleksyuk A.A., Pedagogy of higher education in Ukraine, history. Theory. - K., 1998.
2. Variy M.Y., Ortinsky V.L. Fundamentals of Psychology and Pedagogy: Textbook. - Kyiv: Center for Educational Literature, 2007.
3. Vyshnevsky O.I. Theoretical foundations of modern Ukrainian pedagogy: Textbook. - Drohobych: Kolo, 2003. Vitvytska S.S. Fundamentals of higher school pedagogy: A guide for graduate students. -Kyiv: Center for Educational Literature, 2003.
4. Zaichenko I.V. Pedagogy. A textbook for students of higher pedagogical educational institutions. -Chernihiv, 2003.
5. Kuzminsky A.I., Omelyanenko V.L. Pedagogy: Textbook -K.: Knowledge-Press, 2003.
6. Kuzminsky A. and. Higher school pedagogy: Textbook. way. - Kyiv: Knowledge, 2005.
7. Mazukha D.S., Opanasenko N. and. Pedagogy: Textbook. manual. - K.: Center for Educational Literature 2005.
PROFESSIONAL READYNESS OF THE SCIENTIFIC AND PEDAGOGICAL WORKER FOR
PEDAGOGICAL ACTIVITY
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. The readiness of the research and pedagogical worker for professional pedagogical activity consists in mastering the full range of special knowledge (subject, discipline, course) of psychological and pedagogical actions in higher education and social relations, in the formation and maturity of professionally significant and social personal qualities.
Keywords: Professional qualification, pedagogical activity.
To be professionally pedagogically competent means to have a multicomponent structure of integra-tive professional knowledge and skills that provides awareness of volitional decisions, performance of creative actions on designing of process of training and modeling of communicative communications.
Thus, the professional readiness of the scientific and pedagogical worker for pedagogical activity presupposes his professional qualification and a certain set of personal qualities and properties.
The professional qualification of a research and pedagogical worker contains the following components:
■ special subject competence;
■ psychological and pedagogical competence;
■ communicative competence;
■ socio-cultural competence. Special subject competence - deep
and comprehensive knowledge of the discipline (course) taught by a researcher and pedagogue, as well as extensive erudition in this subject area.
Psychological and pedagogical competence of a research and pedagogical worker reveals 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.
Psychological and pedagogical competence consists of the following groups of skills:
■ psychological (psychodiagnostic, cognitive, motivational, psychocorrectional, emotional, consultative);
■ operational and methodical;
■ constructive and projective;
■ evaluation and control;
■ expert-analytical;
■ research;
■ methodological and educational.
The group of psychological skills includes the following skills:
■ formation of cognitive needs of students;
■ formation of style of activity, reflection;
■ creating conditions that stimulate students' internal cognitive activity;
■ creating a favorable psychological climate for the implementation of the educational process and other skills;
■ compilation of diagnostic programs in the form of test tasks, which together with diagnostic functions perform the role of teaching aids;
■ application of diagnostic techniques that reveal the state of the pedagogical process in the following characteristics: complementarity of pedagogical and educational actions, timeliness of specific learning technologies, efficiency of the learning process, usefulness of the learning process, adequacy of the learning process to psychological and pedagogical conditions. the goals and objectives of education, development and upbringing of students;
■ application of methods aimed at identifying the state of the educational process and evaluate its effectiveness;
■ the use of special methods and techniques to determine the level of student learning informaping content of scientific concepts, their connections and relationships, scientific theories, concepts and applied knowledge; * application of diagnostic techniques to determine the level of formation of skills of cognitive activity on the basis of logical operations and heuristic way;
■ introduction to the practice of teaching methods of self-awareness, self-control;
■ the use of classical testing techniques of intellectual operations, creativity and motivation of students.
Group operational and methodological skills consist of and skills:
■ determination of the effectiveness of learning technologies and the development of adequate methods in accordance with the purposes and conditions;
■ create the optimal methodological conditions to ensure the highest performance in the solution of tasks;
■ adaptation of the General didactic regulations to a particular subject of study;
■ information and procedural modeling of educational process in connection with the purposes and specific objectives of training and development, composition and structure of scientific knowledge and psycho-pedagogical conditions;
■ technological development of the information structures in the form of monologue and presentation of assignments, preparation and application of logic-structural schemes, different transformation of educational information, the analysis of educational information, generalization, development of concepts, methods and tools introduction the training information in the learning process, etc.;
■ management of the process of solving educational problems and application of corrective methods, and auxiliary methods, additional methods of individual assistance;
• the use of techniques that stimulate pedagogical
Action;
■ planning of the educational process at one training session and in the other skills;
■ the use of communicative methods in the process of learning, which are characterized by a subject-subject relationship subject-subject communication;
■ logically to analyze educational material, information and logically it (proctorate, to carry out the integration of international relations, to define a verbalgraphic structure of the educational information, to develop active and independent learning activities of students;
■ formulate the problem and translate it to the system software task, effectively to synthesize information about the state of the whole pedagogical system, its past and present, to objectify the results and to trace the dynamics of formation of mental structures, to design and manage the development of potential abilities of students, their cognitive and operational structures.
A group of structurally-projective skills is to ensure eteraz social and educational learning strategies.
Control is necessary as a way of defining the state of the entire system of the educational process. In the process of learning control is a diagnostic stage of the educational management.
Group skills assessment and control includes the following skills:
■ the implementation of different types of control: current and final written and oral, selective frontal, reproductive and creative, etc.; the ability to attract pedagogical control in the learning process, to coordinate the contents and methods of control when mastering new educational material;
■ the application of operations assessment at the point in the other system, the verbal assessment in the form of encouragement, approval, condemnation, comments, punishment, stimulus comparison, the deployment prospects of achievements, etc.;
■ studies of students ' educational achievements, individual and General;
■ preparation of individual maps of the educational progress of students by type: to acquire theoretical knowledge, mastering of applied knowledge, the possession of cognitive operations, highlighting the essence of the phenomenon that is studied, a logical structure of knowledge, transforming information, possession of heuristic techniques, the possession of logical methods of knowledge, the algorithmic implementation of cognitive actions, development of action, reflection, monitoring and self-evaluation, pedagogical correction and self-correction, etc.;
A group of expert analytical skills consists of following skills:
■ application diagnostic methods, identifying the usefulness and effectiveness of different education systems;
■ functional analysis of the learning process of students;
■ study of the dynamics of development of a specific training system, identifying its prospects, quality assessment, development prospects;
■ provide guidance related to the assessment and correction of teaching process;
■ original analysis of new information and communication structures in the learning process taking into account environmental factors and personal factors that affect communication style and the learning outcome of students;
■ intensification of the learning process by enhancing training activities and the pace of development of educational material on the program;
■ individualization of the learning process, the orientation information and the problem of technology on the individual characteristics of students;
■ develop additional system of teaching methods with a specific focus on activating students in the learning process, development of initiative, teamwork, a desire to compete and other qualities of a student;
■ development and application of teaching methods, concentrating the learning process of the educational effect, the use of non-standard intellectual tasks are based on the principles of development of mental functions.
The group of research skills includes the following skills:
■ development of new synthetic technologies in education and specific subject teaching methodology;
■ organization of new information and communication structures in the learning process;
■ intensification of the teaching methods;
■ preparation of new curricula for elective courses and special courses;
■ analysis of the main trends in the development of the education system;
■ identify the priority areas in the development of pedagogical technologies;
■ analysis of the experience of colleagues, its generalization and application, and the like.
■ mastering methods of research: theoretical analysis, contextual analysis, experimental method, observation, studying documentation and other.
The group methodically educational skills consists of following skills:
■ in the classroom to developing students ' national consciousness and identity;
■ shaping a sense of national dignity, patriotism, and responsibility, of public duty and honor;
■ it is reasonable to use the methods of education;
■ to create in the classroom the necessary moral and business atmosphere;
■ to use the techniques and methods of persuasion during training sessions;
■ developing students ' moral values;
■ to develop a national and socially important quality;
■ maintain your high moral and public image;
■ to bring in the student community norms and principles of human culture;
■ students to form a scientific worldview;
■ to empathize and sympathize;
■ to be tolerant, demanding and friendly;
■ implement individual educational impact on each student, take into account the features and focus of his identity;
■ to combine the requirements for students with care, respect their personal dignity;
■ purposefully developing students ' quality of professional;
■ be based on moral ideals;
■ to always take an active social position;
■ to educate students with high General media, national, legal, professional, aesthetic, economic, socio-psychological, political and physical culture;
■ to promote a healthy lifestyle, rejection of the use by students of alcohol and drugs, negative attitudes towards Smoking and other bad habits;
■ to raise the value attitude to the family, parents, wife (husband) and children;
■ to re-educate students and encourage them to self-education, self-development and self-improvement;
■ guide students in the acquisition of social experience, inheritance spiritual heritage of the Ukrainian people, etc.
So in the process of training for scientific-pedagogical employee at the UNIVERSITY must create conditions that promote goal attainment and, in particular, the formation of students ' technological skills aimed at training activities. To resolve this problem, it is necessary to develop a program of continuous professional and pedagogical training of scientific and pedagogical workers.
Communicative competence of scientific-pedagogical worker is evident in its ability to implement pedagogical communication during the educational process.
Pedagogical communication - is a form of psychological interaction of the teacher with students in training and outside the classroom, aimed at joint solution of various problems, the formation and comprehensive development of personality of students, creating conditions for realization of their creative abilities and the formation of personality.
Pedagogical communication — professional communication of the teacher with students in the classroom and beyond. It has certain pedagogical functions, and addressed (if it is complete and optimal) to create favorable, healthy psychological climate, optimization of educational activities and relationships between teacher and student, in the student team.
Professional and pedagogical communication is a system of techniques an organic socio-psychological interaction of the teacher and students, the content of which is the exchange of information, know each other, organizing activities and promoting the activities of students, organization and adjustment of relations in the team of students, exchange of roles, empathy and the creation of conditions for the affirmation of each individual student. Pedagogical communication is an inherently creative process.
In professional communication of scientific and pedagogical workers, there are two interrelated components:
■ first, it is General principles (base) of communication, lay it the nature of the social order, the preservation of the values of the past which have undertaken teaching activities scientific-pedagogical worker, the sole purpose and tasks of training and education.
■ secondly, his personal principles (base) of communication, citizenship, communication style — a set of specific techniques and tools, scientific and pedagogical worker is appropriate, depending on the specific conditions and opportunities for training and education implements its activities on the basis of their own knowledge, professional experience, abilities and skills.
Pedagogical communication should be infused with vitality, humanity, humanity and optimism. It performs the following functions:
■ mutual understanding of scientific and pedagogical workers and students; the exchange of thoughts, feelings and information;
■ organizing and implementing diverse and multi-faceted educational activities;
■ self-expression, self-determination and self-affirmation participants in this process.
According To V. A.Kan-Kalikom, the structure of professional and pedagogical communication includes:
■ prognostic stage, the content of which is to model future communication with the audience;
■ communicative attack, which involves the organization of communication at the beginning of the educational event;
■ management stage, the essence of which is direct communication during the educational event;
■ the final stage, the meaning of which is in the analysis of the course of communication and its results and making appropriate adjustments to the model of future communication.
IA Zyazyun singled out three components of communication: cognitive, aesthetic and behavioral. The scientist emphasizes: "Communication necessarily involves the formation of teachers and students' images of each other and concepts about the personal characteristics of each participant in communication; it has an aesthetic characteristic - the external and internal similarity of participants, evokes a certain attitude; behavioral component - words and deeds addressed by the teacher to students, and vice versa.
Scientific and pedagogical workers must learn the art of communication. But this requires the formation of a teacher with special abilities in close connection with the education of language culture of a personality.
V. A. Kan-Kalik A. A. Leontiev developed special exercises for developing skills of pedagogical communication. For example, V. A. Kan-Kalik combined these exercises in two cycles, namely: the practical mastery of the technique and technology of pedagogical communication and mastering the system of communication in a given teaching situation.
The first cycle focuses on:
■ formation of organic and coherent actions in a public situation;
■ muscular freedom in teaching activities;
■ a feeling of muscular freedom and emotional well-being in the classroom; the skills of voluntary attention, observation, concentration;
■ facial expressions and pantasma;
■ pedagogically appropriate experiences;
■ mobilization by the state before the communication;
■ the technique and logic of speech, its expressive and emotional;
■ the ability to build the logic of an upcoming conversation with the audience.
The second cycle of the exercise contains two subgroups:
■ the first action in typical situations (observation of activities of teacher in the process of achieving the overall objectives of the lesson; developing the ability to "read" emotions on the person of pupils; the selection during the class-specific pedagogical phenomena; re-enactment of pedagogic tasks);
■ the second is the development of pedagogical imagination, intuition, skills, pedagogical improvisations (compilation of similar situations with a certain setting, the analysis of the painting or knowlegment; preparation and execution of imposed conditions for staged tasks).
Pedagogically proper communication eliminates students ' negative emotional stress (fear, uncertainty). It should cause joy, the desire for joint activities.
The optimal pedagogical communication - the communication that creates the best conditions for the
development of students ' motivation, creative nature of the activities for the formation of his personality, provides a favorable psychological climate, prevents the creation of psychological barriers allow the maximum use in educational process of personal and professional skills of scientific and pedagogical workers. Among the scientific and pedagogical workers can highlight their inherent levels of communication:
■ primitive - based attitude to student — primitive rules and reaction behavior. This ambition, conceit, gloating. Scientific and pedagogical workers demonstrates its superiority. Student to scientist is a means to an end.
■ manipulative - relationship with the student built on the game - the desire to win, using different techniques flattery. The student is the object of manipulation, he got spooked, childish.^ standardized - the formal structure of communication dominates. Weak focus on personality. The scientific and pedagogical worker adheres to the standards of etiquette, but such behavior is superficial and, without affecting the personal level, is realized at the level of masks. The student, an independent object, feels the indifference of the researcher outside the "mask" and, in fact, remains the object of manipulation.
"business - focusing on the case, research and teaching staff takes into account the personal characteristics of the student only in the context of performance. Research and teaching staff adheres to etiquette standards, recognizes the student's right to independence. In personal life, the student remains independent.
■ personal - communication is based on a deep interest in the student, recognition of the independence of his personality. The scientific and pedagogical worker loves students, all his activity is aimed at the development of their spirituality, personal communication becomes spiritual communication.
The student trusts the scientific and pedagogical worker who is an authority and the best mediator between them and knowledge about the world, people, yourself. The acquisition of scientific and pedagogical worker of a personal level of communication is a necessary condition for a strong culture of interaction between a teacher and student.
Culture of pedagogical communication includes the ability to listen, ask questions, analyze response, to understand the student and to be understandable for him to be attentive, observant, to make contact, to see and understand the reaction of the audience to convey their attitude to what was going on, to interest, to captivate the explanation to understand the situation. Each of the scientific-pedagogical workers creates its own style of communication.
Now there are several classifications of styles of teachers. For teachers of any model of usasoc important emotional-aesthetic expression, the ability to present yourself and create a situation of self-expression and self-affirmation. The experienced scientist, as a rule, formed a marked tendency towards a particular model, the type of relationship that most fully meet his individual psychological characteristics.
For scientific and pedagogical worker with excellent communication skills are characterized by: the op-timality requirements; pedagogic optimism; emotional response; the formation of collective relations, interpersonal relations in the educational process; creation of an atmosphere of goodwill.
However, no matter how attractive was the model of the relationship between scientist and student, it is always dynamic. Given this, a good teacher always strives for the continuity of their education and training, constantly analyzes its activities, determines the achieved level of interaction with students, selects and uses the new achievements of pedagogical science and best practices, learn best from their peers.
There are three main reasons for the low culture of dialogue of scientific and pedagogical worker with students.
The first is that the majority of scientific and pedagogical workers do not attach much importance to the role of communication in the educational process, so do not pay due attention to organizational communication.
The second characteristic of scientific and pedagogical workers that operate in difficult pedagogical situations by force, not using psychological and pedagogical knowledge about the person, not taking into account age and individual peculiarities of the student.
The third is that some scholars have a low General culture and does not work for her advancement.
Scientific and pedagogical workers, no matter what the subject he teaches students must be proficient in all the subtleties of speech culture.The concept of speech culture is traditionally used to describe, first of all, the observance of correct literary pronunciation, spelling, lexical and grammatical norms, and the emphasis of words established in literary language.
A significant disadvantage, in particular, of monologue speech, which has so far been rarely considered, is the inappropriate use in the process of oral narration or explanation of educational material elements of written speech borrowed from textbooks and other sources of book words, expressions, syntactic constructions. Incidentally, it seems as if the researcher speaks as "written". Such speech does not seem quite natural, it is artificial, difficult to perceive.
Not without flaws and dialogic speech. The most significant - the lack of harmony, logical sequence, clarity, completeness in the disclosed subject of conversation, intermittentness due to frequent pauses, incomplete phrases. Dialogue is a simple question and answer.
Among the mistakes and defects in the speech of the researcher and pedagogical worker, it is necessary to emphasize the violation of orthoepic and grammatical norms. As for syntactic errors, it is necessary to point out the incorrect construction of verb phrases, which is caused by a false analogy with the corresponding constructions of the Russian language. The teacher, preparing for classes, should use dictionaries - ortho-epic, explanatory, synonymous, phraseological, translation, terminological. Language is one of the elements of pedagogical technique.
References
1. Andrushchenko V. The main trends in the development of higher education in Ukraine at the turn of the century (An attempt at prognostic analysis) // Higher education in Ukraine. - 2000. - № 1. - P. 11 -17. Goncharenko S.V. Ukrainian pedagogical dictionary. - K.: Li-bid, 1997.
2. Grishnova O.A. Human capital (formation in the system of education and training). - K.: Knowledge, KOO, 2001.
3. Dzhurinsky A.N. Development of education in the modern world. - M.: Vlados, 1999.
4. Kipen V., Korzhiv G. University teachers: a sociological portrait -Donetsk, 2001.
5. Kremen V.G. Philosophy of Education of the XXI century // Education of Ukraine. - 2002. - December 28. - № 102 - 103. Lytvyn V.M. Ukrainian culture and education in the context of social transformations // Government Courier - 2002. - September 24. - № 175.
6. Makarenko A.S. About my experience // Works: In 7 vols. - K.: Rad. peak, 1954. - Vol. 5.
SELF-EDUCATION OF STUDENTS IN THE CONDITIONS OF HIGHER EDUCATIONAL
INSTITUTIONS AND ITS MOTIVATION
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. The experience of educational activities of higher educational institutions convinces that it is possible to effectively address the issue of training future professionals only with the active participation of students in this process and it is about their self-improvement. Keywords: self-improvement, pedagogical activity.
Professional self-improvement is a conscious, purposeful process of increasing the level of one's own professional competence and development of professionally significant qualities in accordance with social requirements, conditions of professional activity and one's own development program.
This process is based on the psychological mechanism of constant overcoming of internal contradictions between the existing level of professionalism ("I am a real professional") and its imaginary state ("I am an ideal professional").
Professional self-improvement of the future specialist takes place in two interrelated forms - self-edu-
