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Section 2. Higher Education
Список литературы:
1. Ильин Е. П. Мотивация и мотивы/Е. П. Ильин. - СПб: Питер, 2002. - 512 с.
2. Моргун В. Ф. Емоцшний штелект у багатовимiрнiй структурi особистостк - Постметодика. - № 6 (97). - 2010. - С. 2-14
3. Ортинський В. Л. Педагопка вищо! школи: навч. поаб./В. Л. Ортинський. - К.: Центр учбово! л-ри, 2009. - 472 с.
4. Слесик К. Фглософсько-етичш основи особисттно зор1ентовано! освгги/Катерина Слесик//1м1дж сучасного педагога. - 2004. - № 1. - С. 29-31.
5. Шахов В. I. Теоретико-методолопчш основи базово! педагопчно! освгги майбутнiх учителiв. Дис. ... доктора пед.. наук 13.00.04 -теорiя i методика професшно!' освiти/Володимир 1ванович Шахов. - Вiнниця, 2008. - 533 с.
Pavlutskaya Nina Maximovna, East-Siberian State University of Technology and Management, Cand. Sc. Pedagogics, Associate Professor Physics department E-mail: [email protected] Skokova Ludmila Veniaminovna, Buryat State University, Cand. Sc. Pedagogics, senior lecturer Physics department
E-mail: [email protected]
Some problems of organization the modern training process at the University
Abstract: This article discusses the problems arising as a result of the transition of the higher professional education to a multilevel system. The authors take into consideration several contradictions, the resolution of which will allow to optimize the learning process of students. In addition, some forms and methods of independent work of students, distance and mixed learning were proposed in order to promote more successful assimilation of academic disciplines.
Key words: transition to a multilevel system of education, mixed learning, information and telecommunication technologies, independent work of students
The main factor transforming our life today is in- but also a strategic resource and the most important
formation. Informational resources determine the success of all human activities. Annually there is a doubling of knowledge.
According to E. O. Ivanova [3], we live in the era of informational revolution which occurs through the development of informational telecommunication (ITC) technologies and provides the mankind with unlimited opportunities for receiving, processing and producing information. Today the processes of information operating prevail over all others due to the use of new ITC-technologies. Thus, knowledge has become not only a basis of a society life,
factor of economic growth.
Reforms taking place in a modern society changed our understanding of the requirements made to a modern university graduate. In the informational society preference is given to a highly educated person who is capable to carry out searching, comprehension and analysis of information independently; to transfer it into knowledge; to put this knowledge into practice; to share and extend it in the professional community. For the modern man the main ability is the ability to solve vital problems on the basis of existing knowledge and skills. The
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Some problems of organization the modern training process at the University
modern education has to teach the person to live in a constantly changing world [3].
Acceleration of a society development and the Bologna Declaration, led to the transition of higher education into a multi-level system — Baccalaureate and Magistracy, and to the reduction of training time, in comparison with Speciality, on average for one year. Accordingly, it caused to a reduction of time for studying some subjects, more often disciplines of a naturally scientific cycle, and resulted to the necessity of consolidation of studying information. Thereby, today the amount of the studied information does not match the amount of time given by academic curriculum on leaning the subjects. According to the new generation Federal State Educational Standards of Higher Education the time for classes was significantly reduced at universities (in some disciplines to 70%), and the most part of training material was given for self-study that led to increase of independent students’ work part.
Besides, the main feature of Baccalaureate is a practice-oriented teaching, and self-learning becomes professionally significant quality of an individual. That means that an employer wants to see the professionally competent experts in the university graduates who will be able to carry out the professional duties immediately after the recruitment.
That is why training when knowledge is given to students not in a finished form, but is acquired by the students themselves in the process of an active classroom and extracurricular cognitive activity is of current interest today.
At the same time, as practice shows, self-studying of an educational material increases time of its assimilation greatly. As the student does not get knowledge “in a finished form”, he has to look for information in various sources, to separate from it the main, somehow to structure it. Hereof there is a problem of account, coordination and regulation of time which is really spent for independent students’ work in every academic discipline. Otherwise, students will be exposed to training overload. Healths saving educational technologies, which are often mentioned in the school education, have to be topical in the system of higher institution too. So, at the present time there is a contradiction between the necessity of increasing the share of independent stu-
dents’ work in the learning process and the lack of health technologies for its organization.
Besides, the fact that the school-leavers in Russia are not ready for self-working with educational information and assimilation of knowledge is generally accepted. In this connection there is one more conflict between the increased significance of independent students’ work in the educational process and unpreparedness of school-leavers to self-learning activity. Therefore, the problem of training the first-year students for independent work should be solved by higher education institutions. On this occasion, I. A. Zimnyaya remarks that self-training of the student is the highest form of his educational activity and requires preliminary studying in techniques, forms and the content of this work [2].
We consider that the organization of special courses where students can get knowledge of selfeducation is necessary to resolve this contradiction. First-year students must learn using dictionaries, encyclopedias, textbooks, catalogs, master the speed reading, skills of self-control, self-checking, and also self-assessment of their activity. Our experience shows that fairly high percent ofjunior students (according to our survey — up to 50%) does not take exams due to the lack of skills to prepare for them. Therefore it is necessary to train students in preparation for examinations, offsets, workshops, laboratory works, rules of having scientific dispute, writing of papers, essays, workbooks, reports, rational methods of reading the educational text and information searching, drawing up computer presentations.
At the same time it becomes apparent today that educational process needs providing with the innovative educational technologies increasing effectiveness of cognitive activity. Nowadays there is a transition from the traditional academic training based on oral presentation of the material and direct communication of the teacher with students to innovative teaching which uses searching, exploring, gaming, discussing and interactive technology.
It is necessary to agree with an opinion that all innovative processes happening in education do not imply the complete rejection of the previous experience, and have to be directed on its perfecting according to requirements of the modern society. According to E. O. Ivanova . the didactics of infor-
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Section 2. Higher Education
mational society is not in fundamentally new, denying all existing didactic knowledge. It is a new level of the science development, basing on the canons formulated within classical didactics, its conceptual apparatus. The traditional didactic knowledge in the conditions of the information society existence is supplemented and changes» [3, 20].
In classical didactics there is a statement that for mastering the studied material, the student has to carry out a full cycle of educational and cognitive actions: perception of a new material, its primary and subsequent understanding, remembering, drills in application of the learned theory into practice and then repetition for the purpose of deepening and stronger assimilation of knowledge and skills” [8, P.152]. Only the implementation by the students a full cycle of educational-cognitive actions provides deep and strong acquisition of program material, their intellectual development, formation of scientific outlook, moral and esthetic culture [8].
In a modern educational process is not rare to observe scornful attitude to didactic verity. For example, studying of physics at school twice a week does not provide the complete cycle of educational and cognitive actions. The extensive informative training material on Physics allows passing only the stage of perception at each lesson. It is impossible to cover other stages of educational and cognitive actions at a good qualitative level in the limit of time. It is known that the result of the only perception is the formation of representations as a lower form of knowledge. Representations are the lowest form of knowledge because only external characteristics of subjects and phenomena are fixed in them, but their essence is not opened. Low results of the Unified State Examination in Physics prove it. The same can be said of a high school as we have mentioned above the reduction of the natural sciences class hours.
At the same time the didactic laws formulated by I. P. Podlasy state: the results of teaching (within certain limits) are directly proportional to the duration of study. Epistemological law claims that the results of teaching in known (limits) are directly proportional to ability of pupils to study [6]. In conditions of deficiency of school hours when pupils are not able to acquire knowledge independently, qual-
ity education becomes improbable without taking special actions.
Thus, nowadays there is one more contradiction: between the changes happening in system of education and discrepancy of these changes to the didactic laws and regularities. In the light of mentioned contradictions occurs a problem of organization the modern teaching process based on the independent students’ work, and urged not to destroy the previous educational system, but to improve it.
Therefore the transition into multi-level system of the higher education demands not only new methodological approaches, but also intensive methodological support of educational process which will allow: firstly, to prepare first-year students to systematic self-studying; secondly, to train teachers for the organization of educational process in new conditions when the complete cycle of educational and cognitive actions is carried out mostly on the basis of independent students’ work at essential restriction of classroom hours.
It should be noted that more often the public opinion indicates hastiness of transition into multilevel system of higher education. The Ministry of Education recommends accepting the bachelor’s degree as the evidence of receiving complete higher education, but labor market and public opinion give preference to a specialist [9].
In this regard it is necessary not to refuse the traditional teaching but to combine it with the innovative one. In our opinion the most effective way to solve this urgent problem is using of the combined teaching. The combined teaching is an education where advantages of traditional academic and innovative trainings are used. It includes interactive and electronic teaching, technologies ofclassroom training and distant educational technologies. The distance learning which is carried out on the basis of Internet resources and technologies implies technology of the student’s work with information. The pupil or the student should not only assimilate varied information on a particular question, but have a good orientation in it and own productive activity [4].The combined teaching is based on a mixing of classroom training and Internet studying. It is an integration of elements and approaches from the traditional full-time and correspondence education and on-line learning. The combined teaching allows
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Some problems of organization the modern training process at the University
using the strong sides of full-time training and advantage of distant educational technologies. Thus advantages of internal and electronic teaching are united and disadvantages ofboth forms ofeducation are excluded. In this way pedagogy, psychology, teaching methodology and informational and communication technologies closely intertwined. This approach to study allows managing educational process through independent students’ work. The problems of the combined teaching were discussed at the All-Russian scientific and practical symposium “The combined and corporative education” which took place in September, 2007 under the auspices of the Ministry ofEducation and Science of the Russian Federation. According to the results of the symposium this type ofteaching is accepted as one of the main directions of improving the quality of the students’ training and the effectiveness of the Russian system of the ongoing education [1].
An educational process is built up in a way that students perceive the part of a studied material independently and beforehand through the use of distant technologies. Thus the teacher has an opportunity to organize the stage of understanding at the classes given in the form of lecture-seminar, lecture-discussion, problem lecture, lecture-conversation, lecture — consultation, lecture-press conference, lecture visualization [5]. But it is difficult or even impossible to have such lessons with unprepared students.
As part of a technology of the combined teaching it is possible to offer the students to make a video presentation by particular criteria with the subsequent protection and discussion at the classes, having changed a classical classroom lecture on watching on-line video or on a distant lecture. Thus, it is possible to provide both perception of a new material and its primary and subsequent understanding.
According to I. F. Harlamov for remembering a training material time limit is of a significant importance. From this point of view two types of memorization are distinguished: concentrated which is implemented at once and dispersed when assimilation of the studied material is carried out in several stages and disperses in some period of time. At concentrated memorization knowledge transits into the operative, short-term memory and is quickly forgotten. The dispersed memorization
promotes transferring knowledge into the long-term memory” [8, 158-159]. In our opinion, the combined teaching contributes the dispersed memorization.
The stages of memorization and drills are organized in the process of self-preparation for seminars and holding the seminar classes. Self-assimilation of knowledge on the basis of distant technologies under the leadership of the teacher allows changing options of carrying out seminar and laboratory researches. Except the seminar classes connected with the previous lectures it is possible to hold seminars not connected with them as the students study the training material discussed on these classes beforehand, having received a package of studied material and a task to them remotely. The described method allows saving time on classroom lessons and provides the dispersed memorization of the students. At such approach to teaching the border between lecture and seminar is disappearing.
Saving time due to the independent students’ work a teacher can hold seminars directed not only on the fixing of received knowledge, but also on deepening and extension of earlier obtained information. It is possible to organize a seminar-discussion — the seminar where performing, listening and discussion of reports, papers, essay and presentations on particular criteria take place.
A teacher can hold a part of practical training in the form of webinars which will allow participants of discussion to use one desktop, to show their work to other participants, to conduct a survey of opinions on the assessment of the works, to ask a question. Group work in the network can be carried out on the basis of open tools and services (blogs, wikis, Internet tabs, photo and video sharing services).
There is a possibility of carrying out the consultations in the form of webinars (and forums) on a special schedule. All these also help saving time for classroom lessons.
Due to the transition of educational process from a knowledge paradigm into a competence-based one special seminars have become actual. They are based on the previous excursion in a scientific lab or a production plant, connected with the professional competence of the students.
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Section 2. Higher Education
Exercises in applying the gotten knowledge are realized also in laboratory researches. Use of the virtual laboratory works as a stage of preparation for a real laboratory work with testing for getting access into the electronic media will allow reducing a time of staying the student in the lab and also it will allow the most prepared students to do lab works successfully.
The stage of repetition can be implemented while the students are preparing for intermediate certification using the self-test in the electronic media.
Thus, some problems of modern education can be solved by operating the independent students’ work on the basis of the combined teaching along with the training the learners self-activity, being guided by the principles, laws and regularities of didactics.
References:
1. All-Russian scientific and practical symposium “The combined and corporative education” (CCE-2007). Pedagogical informatics.2007.№ 4. Page 86-94
2. Zimnyaya I. A. Pedagogic psychology: The textbook for higher education institutions. The second ed., add, rev. and cor. M. Logos, 2002.384 pages.
3. Ivanova E. O. The theory of training in informational society. E. O. Ivanova, I. M. Osmolovskaya. M. Ed ucation. 2011.190 pages.
4. KrayevskiyV. V Teaching bases. Didactics and methodology: The textbookfor higher educationinstitutions. V. V. Krayevskiy, A. V. Hutorskoy, M.: Publishing center “Academia”, 2007. 352 pages.
5. Pedagogic. Under the edition of Pidkasistiy P. I. M, 1996.
6. Prokopyev I. I., Pedagogic. Basis of the general pedagogic. Didactics. Students Book. I. I. Prokopyev, N. V. Mikhalkovich, Mn.: TetraSystems, 2002.544 pages.
7. Skokova L. V, Pavlutskaya N. M. The problems of modern teaching of Physics//Physical education: problems and prospects of development: Collection of materials of XI Intern. scientif.- method. conf. devoted to the 110 anniversary since the birth of A. V. Peryshkin: MPGU, Part 3. M, MPGU, Editor Karpov E. V. 2012. Page 206-208.
8. Harlamov I. F. Pedagogic: Students Book. The 4 ed., rev. and add., M.: Gardariki, 1999. 519 pages.
9. Yantranova S. S. Development of cognitive independence of the students of natural science profile in the process of training mathematics//the BGU journal. Edition «Theory and methodology of teaching». 15/2013. -Page 73.
Pikalova Elena Anatolyevna, Magnitogorsk State Technical University, Associate Professor at the Department of Foreign Languages
E-mail: [email protected]
Reflexive organization of learning and cognitive activity of students in technical institutions
Abstract: The paper deals with the learning cognitive activity of students based on the reflexive organization. The purpose is to determine the level of professional training in Magnitogorsk State Technical University with a help of method of reflective organization. The research has been carried out to prove the need for a reflective organization of learning activity in higher school.
Keywords: learning and cognitive activity, reflexive organization, professional training, formative and summative assessment.
Основываясь на психолого-педагогических щества к специалистам, можно утверждать, что исследованиях и современных требованиях об- в теоретических основах современного обучения
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