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— Intellectual sphere. In training and teaching and professional activity it is characterized by the need of using non-verbal communication skills to develop intellectual abilities of future teachers;
— Motivational sphere is influenced by several factors, among which the leading motive is interest in finding one's own communication style using nonverbal communication components;
— Subject and practical area is characterized by the need of developing students' professional skills, and the ability of their practical application (the unity of using verbal and nonverbal communications component).
We can assume that the development of nonverbal communication skills depends on what degree of formation of the above-mentioned areas of individuality the future teachers' have. Therefore, it is necessary to consider factors related to the degree of development of these areas that affect the development of non-verbal communication skills of future teachers.
In terms of age peculiarities the development of intellectual sphere of college aged is affected by an urgent need in communication. The ability to interpret nonverbal behavior of their peers and teachers, individual emotional expression in communication, effective cooperation and understanding are developing. Everything listed above is referred to the factors that contribute to the development of non-verbal communication of future teachers.
In our opinion, the positive features of students motivational sphere that influence the development of nonverbal communication skills, are: students' activity, their desire to participate in various activities (including communication) with teachers and peers; desire to use expressive language, for certain purposes of communication; increasing knowledge, expansion of interests related to the use of "sign language"; development of the desire for improvement in various areas of both professional and creative activity.
Consequently, the factors that positively influence the development of verbal communication skills include: social activity; self-confidence, resulted in an adequate use of such non-verbal communication components as, facial expressions, kinesics, proxemics, takesycs, prosody; dominance of joy emotion that allows you to control your emotional state.
Thus, the abovementioned suggests that nonverbal communication skills are formed and proved in such areas of human individuality as emotional, intellectual, motivational and subject and practical. Each of these areas creates preconditions for the development of non-verbal communication skills of future teachers. Therefore, the development of non-verbal communication is a holistic process where it is necessary to predict the development of abovementioned selected components of each area. Under the term 'nonverbal communication skill' one can understand a system of management of intellectual, psychological and practical actions aimed at achieving the goal of communication through person's existing knowledge about nonverbal component of communication. In its' turn, nonverbal communication is a certain way of implementation of socially and biologically conditioned non-verbal communication means, converted into individual actions and deeds learnt by person.
So, nonverbal communication skills are skills that are associated with the reception and transmission of information to the person through non-verbal components of communication, mutual regulation between peoples' actions in the communication process, as well as their perception, understanding and knowledge.
Problem of non-verbal communication skills of future teachers discovered in the article is not done. We can see the prospects for further research in setting goals and objectives for the formation of non-verbal communication skills in students of Pedagogical University, and in identifying peculiarities of non-verbal communication skills formation of primary school future teachers.
References:
1. Bagdasarova N. A. Non-verbal forms of expression of emotions in the context of different cultures: the universal and the national inter-collegiate//Proceedings of the Seminar on linguocultural studies. - Moscow: MGIMOMID the Russian Federation, 2013. - P. 86-92.
2. Velichko L. F. Methodical aspect paralinguistic characteristics of oral speech speaking another language: the Dissertation of the candidate ofpedagogical sciences. - Dnepropetrovsk, 1982. - 176 p.
3. Perception of speech. Questions offunctional asymmetry of the brain/Edited by Professor Morozov V. P. - Leningrad: Nauka, 1988. - P. 50-78.
4. Gorelov I. Non-verbal communication components. - Moscow: Nauka, 1980. - 238 p.
5. Labunskaya V. A. Nonverbal behavior (social-perceptual approach). - Rostov-on-Don: Phoenix, 1988. - 246 p.
6. Maksimenko S. D. General Psychology. - Moscow: Vakler, 2009. - 280 p.
7. Emotional Intelligence. Why it can matter more than IQ/Daniel Goleman; per. from English. Isayeva A. - 2nd ed. - Moscow: Mann, Ivanov, Ferber, 2014. - 560 p.
Feyzullayev Ramiz Abdulsamed, Azerbaijan Technical University, Senior Lecturer, the chair Electromechanics and Electrical Equipment E-mail: [email protected] Bagirov Sabir Agabagir, Azerbaijan Technical University, Candidate of technical sciences, head of Educational Laboratory of the chair "Electromechanics and Electrical Equipment" E-mail: [email protected]
The design of the subject objectives of training in engineering education
Abstract: The submitted report materials cover the designing methodology of the training objectives of the education system elements which are one of the development ways of specialist training in high school. In the substantiation of the meth-
odology are used development perspective of specialist future activity, the main provisions of intensive training theory and the provision of activity approach of science to specialist training.
Keywords: education system, didactic process, the content of the training.
Introduction
The science and technology development, production management based on new technology, social and economic requirements for engineering systems make necessary principal changes in engineering activity. Accordingly, major changes are required for specialist training in high school. The requirements for specialist training in modern age is worldwide important taken separately apart from country space. An independent creativity, formation of skills to solve the science and production issues of future specialists appears as a central problem before the intensive training theory and methodology. Training content and procedural aspects can be considered as a key direction for specialists training improvement in high school [2, 47-50].
The general objective of the highly qualified specialists training is determined by the curriculum in which all the education subjects are listed. The curriculum itself is developed by the experts. The compilation of the curriculum on the basis of the expert method forms empirical phase of the preparation of that document. The high schools feel that justification of this methodology is not enough and they try to improve curriculum through that empirical method. The expert's point ofview is to describe accurately the objectives of the specialists training in curriculum and to achieve the development of the curriculum as a result of the scientific justification. So the training may be described as the implementation of the project, not like the fluent creativity of the individual. Thus the training can be viewed as a combination of aspects like learning object and scientifically justified setup object [1]. So the training purpose can be described through the project, the general objective of the training consists of the project implementation. The project implementation method is the combination of taught lessons with learning.
The specialist training content design is based on the intensive training system principles. The main of them is — "The adaptation of specialist training professionalism direction to fundamentally of education" principle. The main provision of that principle is adaptation of training content and methodology to professionalism training objectives and issues [3, 178-179].
According to the intensive training theory didactic process in high school is implemented in the framework of the education system. The level of the specialist training depends on the adaptation of the education system elements and the system as a whole to modern scientific requirements. In this regard, the adaptation of education system to scientific and technical progress, achievements and requirements was called the training intensification [4, 112-114]. The training intensification is carried out through the optimization of education system condition to current situation, as well as with the establishment of purposeful training conditions.
The development of training objectives is the basis for the development of other elements of the education system. The development of training objectives as a whole in qualification scale has enabled the establishment of the specialist model [5]. The approach has been applied to training in terms of activity in the development of the specialist model. So the preference is given to the activity according to the knowledge. Thus the activity defines the preparation as a whole on the qualification and separately the objectives on the subjects. The knowledge is accepted as a mean of preparation and training content, to ensure the objectives.
According to the intensive training theory designing of specialist training content of any profile can be submitted in two blocks: the development of the requirements for the specialist and the formation of the specialist training content (figure 1).
Figure 1. The scheme of the designing of the specialist training content
The development of the requirements for specialist block includes the establishment of activity model regarding the profession of the specialist that such model should take into account progress prognosis of the specialist activity. On the basis of the model the qualification characteristics should be developed together with the list of professionalism issues. The formation of the specialist training content block is carried out in the following order:
1. the development oftraining objectives for the certain profile qualification;
2. the selection of training content ranges;
3. the determination of study subject lists in each range;
4. the determination of training purposes on study subjects;
5. the determination of study subjects content;
6. the development of the qualification open program and the formation of a new curriculum by quality.
The designing of the training subject objectives from the study subject
The training subject objectives from the study subject are developed based on the specialist model, as well as the requirements for that subject by the other study subjects. The study subject content is
developed based on the objectives. The methodology suggested for determination of the training objectives has the psycho-pedagogical and methodological justifications regarding the activity approach. Traditionally, the training objectives are determined through the knowledge and skills. The training objectives in the activity approach are accepted only (practical and research) skills. The knowledge forms scientific content of the training. Primarily, the objectives (skills) are determined. Then the knowledge is defined which is necessary for skills. This knowledge is about the objects, processes and operations which will be operated.
However the knowledge-methods about activity itself and the methods concerning the issue solution are added to the knowledge. Both types of knowledge form the scientific content of the study subject. In this case the knowledge serves to skills and consists of the skills foundation. Firstly, the knowledge is given in the training process and then the skills are formed on their basis. The basic criterion to achieve training objectives is when the students solve the problem.
There are subject, intellect and educational training objectives in specialist training in high school. Subject objectives — are
the skills that are carried out in the given branch of the science and practice (physics, electro technology etc.). The intellect and educational objectives are defined as a whole according to high school. Here we will confine to the methodology of training subject objectives determination. It should be especially mentioned that when we say skills the ability to carry out any activity in a generalized way, solution of any issue, but not practical, as well as research issues, creativity and intellectual issues solution are intended. In this case the knowledge is required according to each skill and the skills system needs knowledge system. For this reason activity approach does not violate scientific knowledge system in any case. Thus the submission of training subject objectives from the study subject — is the detection of the skills system and its brief expression [6].
In this case, it is necessary to take into account that general skills consist of the special skills and each skill may require different level training. In order to determine the training subject objectives from the study subject the following rule is recommended.
1st stage. The specialist model to study subject and the requirements by the other study subjects should be analyzed, as well as they
must be systematized. These requirements will form a foundation to conduct the work on the training objectives.
2nd stage. To determine_according to the content of the training subject objectives from the study subject, so to express correctly in a short form all the skills forming the objectives system.
3rd stage. Training level for each skill should be indicated. Let's review the last two stages in detail. The skills determination and systemization are carried out based on the requirements revealed at 1st stage. The requirements for study subject can be given either in a ready form or can be indicated as a general issue that several requirements include. Brief and correct expression of each skill consists of the skill type (operation name) and object. For instance, reviewing of "Electric motor launch" — "launch" is the skill type and the "electric motor" is an object. Thus, in order to define the skills two logical bases are used: skills types and objects and processes types. These establishments explanation consistency can be different: it is useful to begin with the skills types in specific subjects, the objects and processes types in general science and general technical subjects.
The considered objects and processes general scheme in order to define the skills has been described in figure 2.
Figure 2. The objects and processes review general scheme
Object — is the item in a static situation, reality, unchanged (aircraft, atmosphere, gas, molecule, nuclear).
Process — change of the object, action (aircraft flight, air traffic, sound, light, electric current).
Natural objects and processes — the nature (atmosphere, air traffic) and the historical (state, scientific-technical revolution). Artificial
objects and processes — created by human consciously (technical objects and their work, for instance, aircraft and their flight).
The content of the objects and processes — their parts, components (for objects); stages and phases (for processes). Structure — is the interaction of the particles as a whole, their location, consistency or parallelism.
The feature — objects (parameters) and processes (size, shape, color, frequency, speed) integral characteristics.
Relations — are the different relations between objects, processes, their content and features (reason-result relations, functional relations).
In order to systematize the skills the second basis — their types have been described in picture 3. The research skills were directed to receive generalized knowledge about several objects and processes.
Thus the research skills — are the ability to solve the issues related to the objects empirical and theoretical understanding. For example, the issues related to empirical understanding includes the following: generally the separation and description of the objects mechanical characteristics (distances, trajectories, speeds and accelerations), definition of dependence between current, voltage and resistance, the description of the light spread, reflection, refraction characteristics etc.
Figure 3. The typology
The theoretical understanding includes such issues that through them are explained mechanical objects actions characteristics in general or by the laws of mechanics.
The explanation of Ohm's law based on the electrodynamics or quantum electrodynamics principles, explanation of light incidents through the wave theory etc. includes in those issues. Practical skills — are the skills of application for examination and assessment of generalized scientific knowledge, specific objects, as well as transformations, objects creation and usage. The individual objects examination skills cover the account of their characteristics, structure content, function and relations, quantitative characteristics. For instance, the specific object action quality and quantity characteristics description issues which include in known class in mechanics, the calculation of any quantity through any mathematical formula, technical object or other objects situation diagnostics can be indicated. Objects creation, transformation and usage skills include the following: project-design, technological and exploitation skills. The project-design skills consist of the projects establishment and the practical samples preparation; technologically designed objects production; the exploitation skills — consist of the application and service according to objects usage prescription. The objects examination and evaluation can be accepted as a skill separately. The universal skill according to any practical activity type — is the
of the subject objectives
calculation of characteristics through the formula. On the basis of the object and skill type, at first, more general and great skills, then their component parts — special and specific skills are defined. As a result systematized skills list is received that each of them refers to certain type and is aimed at a certain object. Thus the completeness of the training objectives content is ensured. The training level required for each skill is determined at 3rd stage. The general level of the training consists of the following parameters sum: form, automation, correctness etc.
Form — characterizes implementation feature of the skill referred to knowledge source (materialized form) or without reference (mental form). Automation — is the implementation of activity operations without thinking (quickly solution of the task). Three samples of the activity parameters can be divided in a simplified form: 1) materialized activity is implemented with completely or partly reference (with definite correctness); 2) mental automation activity (with definite correctness); 3) mental automation activity (task solution in a limited time and with definite correctness). The correctness — is determined by the activity and its result compliance with the given standard and can be defined by the number of operations performed without errors in skill content in an approximate form. Consequently training objectives diagnostic providing is implemented.
References:
1. Kraevsky V. V. "The problems of scientific substantiation training". M., 1977.
2. Feyzullayev R. A., Cumshudov S. Q. "The design of the specialist preparation in high technical schools". Azerbaijan Technical University, 46th scientific technical and methodological conference materials, 1998.
3. Feyzullayev R. A., Cumshudov S. Q. "The design of specialist preparation content in high technical educational institutions". Azerbaijan Technical University, 1995. 43rd scientific technical and methodological conference materials, 1995.
4. Feyzullayev R. A., Abdullayev M. Z. "Working out of the Higher educational special methodic on the academic discipline electrical engineering" Azerbaijan Technical University, 48th methodical and Scientific technical conference materials, 2001.
5. Talizina N. F. "The active approach to the establishment of the specialist model". Journal of high school. M., 1986.
6. Feyzullaev R. A. Cumshudov S. Q. "The educational process design methodology on the academic discipline" Azerbaijan Technical University, 1996, "science notes" № 1.
