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5После проведенного эксперимента достаточный уровень знаний о здоровом образе жизни повысился с 7 % до 43 % , необходимый уровень знаний увеличился на 15 %, недостаточный уровень снизился с 53 % до 2 %. Таким образом, полученные результаты эксперимента говорят о большой роли методически правильной организации работы физкультурно-оздоровительных мероприятий с детьми старшего дошкольного возраста, способствующих формированию основ здорового образа жизни.
Выводы
1. Проведенный эксперимент помог сформировать практически у всех исследуемых дошкольников основы здорового образа жизни (43%+55%).
2. Дети имеют представление: о здоровье; о поддержании здоровья при помощи закаливающих и профилактических мероприятий; о значении для здоровья двигательной активности, полноценного отдыха, правильного питания; проявления болезней и их лечении.
Список литературы
1. Гурьев, С.В. Формирование здорового образа жизни у старших дошкольников средствами компьютерных технологий в сочетании с традици-онными методами
физического воспитания / С.В. Гурьев // Ученые записки университета имени П.Ф. Лесгафта. - 2010. - № 2 (60). - С. 48-53
2. Гурьев, С. В. Информационные компьютерные технологии в физическом воспитании дошкольников: методология, теория, практика: монография / С. В. Гурьев. -Екатеринбург. - 2008. - 144 с.
3. Новикова И.М.: Формирование представлений о здоровом образе жизни у дошкольников. - М.: Мозаика-Синтез. - 2010. - 96 с.
Reference
1. Guriev S.V. Formation of healthy lifestyle among senior preschool children by means of computer technologies in combination with traditional methods of physycal education / V. S. Guriev // scientific notes of University named after P. F. Lesgaft. - 2010. - № 2 (60). - pp. 48-53
2. Guriev S. V. Information computer technologies of physical education of preschool children: methodology, theory, practice: monograph / S. V. Guryev. - Ekaterinburg. - 2008. -144 p.
3. Novikova I. M. Formation of ideas about healthy lifestyles in preschool children. M: Mosaic-Synthesis, 2009. -92 p.
THE PREPARATION OF THE STUDENTS OF TECHNOLOGICAL SPECIALTIES TO USE THE INTEGRATED KNOWLEDGE OF PHYSICS IN TECHNICAL CREATIVITY
Kaspersky A.V.
Doctor of pedagogical sciences, Professor, NPU Drahomanov, Ishchenko T.D. Ph.D., professor, director of PO SMC "Ahroosvita" Shyshkin G.O. Doctor of pedagogical sciences, Berdyansk State Pedagogical University
ABSTRACT
This article deals with the problems of training students of technological specialties of pedagogical universities to use the integrated knowledge in physical and technical creativity. The article substantiates the necessity of formation of future professionals of the integrated knowledge of physics and vocational training courses. The model and methods of forming readiness of graduates to use of the integrated knowledge in professional activity is proposed.
Keywords: readiness, technical creativity, model integration, professional activity, performance, learning process.
Formulation of the problem. Modern society requires professionals not only with deep fundamental knowledge, broad outlook, high levels of intellectual and creative talent, but also professionals with skills of application of theoretical knowledge in professional activities. A graduate should have, above all, integrated system of general knowledge related to the ability to apply it in the development of engineering facilities and technological process.
Intensive development of science, technology and the need to ensure the competitiveness of specialists in the labor market demands vocational education of developing new approaches to their preparation. Adaptation of graduates to the profession is based on the knowledge and skills acquired in school. Taking
into consideration the high level of modern technologies in industry, society requires a certain level from future professional of formation of technical creativity. We can solve the problem of development of creative abilities in engineering and technology through the integration of knowledge of physics and technical disciplines and technological training.
The concept of formation of the integrated knowledge provides opportunities for understanding how to manage effectively the process of professional and creative attitude of students to the technical creativity, their self-development and self-improvement.
Analysis of recent research and publications. Formation of readiness of students to use of the integrated knowledge
in professional creative work is one of the urgent problems of modern psychology and pedagogy. The various aspects of this problem, this issue was given due attention in the works of A. A. Ukhtomsky, M. I. Vinogradov, B. F. Lomov, V. N. Pushkin and others.
The professional readiness of student is treated as a personal quality and an essential precondition for effective work after graduation in the works of M. Dyachenko, L. I. Kandybovych.
Building of integrated knowledge of natural science and engineering disciplines is the basis for the most effective development of the intellectual qualities of future specialist in technology. Scientists distinguish such components of creative activity of the individual, as motivation (interest, needs, values); operating (reproductive, standardized, creative action); information (perception of material, actualization of material, known and unknown linkage) [3].
The purpose of article is on the basis of analysis of psychological and educational literature and our researches is to consider the possibility of constructing a model of readiness of students of technological specialties to use the integrated knowledge in the technical and creative practice.
Presenting main material. We review training of students to use the knowledge of physics in technical design as a necessary component of professional training in technology.
The most active process of intellectual development of future specialist is in the creative use of theoretical knowledge in practice. Therefore, the involvement of students in technical design, while studying physics, creates favorable conditions not only to master the theoretical knowledge but also to develop their creative abilities.
Our studies have shown that physical skills and technical design in graduate students are not generated sufficiently. In the study we found that universities do not fully use their potential for the formation of future specialist as a guide of advanced of scientific thought. This conclusion is confirmed by peer review and self review by graduate students on skills to apply knowledge of physics to design activities. The ability to apply theoretical knowledge in technical design was rated only 8% of graduates [5].
These facts indicate a certain contradiction between the demands of society for graduate training and the actual level of their preparation for the physical and technical creativity.
These psycho-pedagogical and methodological researches, years of experience and continuous monitoring of training, research and creative work revealed that the willingness of students to physical and technical creative work can be significantly improved. It is necessary to focus the process of training on generalized model that reflects the unity of educational, scientific and technical activities of students on content and information, operational-activity and personal levels [2; 4].
This approach creates conditions for the formation of students' theoretical knowledge and initial experience of scientific and reasonable creative work. The basic idea of the process of training is to apply the concept of holistic systems approach to the formation of the personality of the future specialist in technology since the first year study in higher education.
Constructing of model of professional readiness of future
specialist in physical and technical work makes possible to identify in its structure the following components: motivational, cognitive; operating.
The content of the motivational component includes: a) the personal qualities of a specialist researcher; b) conviction of the need to actively participate in accelerating of socio-economic development of society; c) deep awareness of the public benefits of physical and technical creativity.
The cognitive component of professional readiness for creative activity includes: a) a system of socio-economic, psychological, pedagogical and technical expertise; b) a system of knowledge, motives and methods of creative activity; c) integrated system of natural science.
The operational component of professional readiness include: a) a system of research skills required for its own scientific and technical activities; b) system skills in the planning and organization of search and creativity.
Dedicated components are complete hierarchical system in which the function of making this system does the motivational component, development of which, in turn, depends on cognitive and operational components. This structure is adequate preparedness structure of professional identity as a whole.
In order to determine the level of willingness of future specialists in technology to the physical and technical creativity was defined a set of criteria that enables tiered qualitative and quantitative characteristics.
The first criterion is the degree of motivation. If describes the orientation of the individual student, the degree of compliance with the interests of society, the collective understanding of the necessity of technical creativity. Values, creative and search position, developed educational interests and abilities, research way of thinking, the need for constant updating and enriching knowledge serve as an indication of motivation.
The second criterion is the degree of mastery of the knowledge of physics and technical disciplines and technological cycles of training and skills of technical design. This criterion describes the object-side operational readiness, includes integrated system of scientific knowledge, educational level of formation and cognitive, analytical, constructive and communicative skills.
The third criterion is the degree of independence, initiative, responsibility, activity. It is revealed in the following terms: a) the desire for creative independence; b) display of initiative and perseverance in the planning and implementation of the planned; c) a variety of display areas of autonomy and responsibility; d) the ability to self-esteem and self-control.
In studying the degree of manifestation of signs of training of future specialists to use the integrated knowledge in technical work, it was possible to determine the dynamics of formation of readiness and to make the characteristic of three levels: high, intermediate and low.
High level is characterized by the fact that students need and require the social importance of scientific and technological activities. The student is fluent in complex of the knowledge and skills required not only for their own research and creative activities, but also to organize physical and technical creativity. The student organizes this work on their own wish, with responsibility and initiative.
Intermediate level differs by the fact that students formed motivational-value treatment in physics and technology, organization of technical and design activities. Student has good operating knowledge, design skills and habits, but he can not ensure their transfer to the new facilities and he is often focused on typical situations and prepared samples.
The low level refers to the input state of readiness for physical and technical design activities that are not recognized by a student as his professional value. The student has not yet formed a subjective position as a researcher and organizer of search and creative work, he does not show the necessary independence, responsibility and entrepreneurship.
The success of the training to the physical and technical work depends on the degree of differentiation and individualization of learning, which is not possible without the organization of independent work. While organizing independent work, the focus should be given to the development of tasks that are creative and aimed at developing of physical principles of technological object, technological process.
We consider physical and technical creativity of students, which is based on the integration of knowledge of physics and technical and technological training courses, as: 1) a mean of search and creative abilities; 2) the method of acquiring solid basic knowledge and skills; 3) a method of forming the main qualities required in their professional activities; 4) a mean for formation the personality of the student.
To successfully solve complex technical or technological problems we often have to discard all previously known approaches when performing similar tasks and find new are, which are unexpected.
Effective training of students in creative activities is possible in terms of understanding the needs of students in its feasibility. There are different approaches to classification of requirements. In terms of training we are interested in social and ideal needs.
Our studies have shown that the transformation oceans during the period of study of the student. In the first year of training the needs in creativity are extremely low. The task of institution is to create conditions in which there is a need for activities aimed at meeting the interest in engineering, physical and technical creativity. The fundamental factor that affects the motivation of students can be a real view of the results of their creative activity. To achieve this, we offer students the task of improving and developing laboratory and demonstration equipment. Together with the teacher students discuss output parameters and requirements. During the year, six months or a year student is engaged in the task, practicing device finds its positive and negative qualities. Direct communication with the teacher, the vision of the results of their labor productivity is a powerful incentive to motivate students for an active physical and technical creativity [4].
If increasing the likelihood of meeting the needs arise positive emotions that lead to increased interest in this type of
activity, encourage students to further cognitive activity. As a result, positive emotions contribute to the emergence of new needs, stimulate their realization.
Our results showed that students in the first year is dominated by the need for technical creativity associated primarily with the need for impressions, knowledge in the discipline. The needs are spontaneous, emotional and don't have socially significant product activity. The objective of the institution is the transfer of the necessary level of curiosity on the level of need that is in the nature of purposeful, planned activities aimed at obtaining sound knowledge of physics and general scientific disciplines and technological training [1; 5].
Under the conditions of the proper selection of course content in general physics on the principles of integrating disciplines of general and vocational training and to involve students in physical and technical work while studying physics if can increase the level of intellectual abilities of students and development of abilities and skills in applying theoretical knowledge to design activities.
Conclusions and prospects for further scientific research. Different approaches to the educational process allowed to identify components and indicators of students' readiness to use the integrated knowledge in professional activities, as well as their level of development. This model allows to implement consistently all stages of methods of formation of future specialists in technology to use integrated knowledge in practice.
The study of the dynamics of formation of the integrated knowledge and its application in the physical and technical creativity of students will identify and mobilize new quality reserves in the formation of the future expert in technology.
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