Means of forming the professional competence of students of TEI
Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students of TEI.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 17.02.2021 |
| Размер файла | 560,3 K |
Отправить свою хорошую работу в базу знаний просто. Используйте форму, расположенную ниже
Студенты, аспиранты, молодые ученые, использующие базу знаний в своей учебе и работе, будут вам очень благодарны.
Размещено на http://www.allbest.ru/
MEANS OF FORMING THE PROFESSIONAL COMPETENCE OF STUDENTS OF TEI
Bukataru Y.S. Candidate of Pharmaceutical Sciences, Assistant of Department of Physiology named after Ya.D. Kirshenblat, Bukovinian State Medical University
Horbatiuk O.V. Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Management, Kamyanets-Podilsky Ivan Ohienko National University
Filatenko T.I. Postgraduate in Department of General Technical Disciplines and Vocational Training, Kryvyi Rih State Pedagogical University
Summary. The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
Key words: professional competence, TEI (tertiary educational institution), student, professional training, educational process, information and communication resources.
students professional specialization competence
СПОСОБЫ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ВУЗА
Букатару Юлиана Сергеевна - кандидат фармацевтичних наук, научный сотрудник кафедры физиологии им. Я.Д. Киршенблата, Высшее государственное учебное заведение Украины «Буковинский государственный медицинский университет»
Горбатюк Оксана Васильевна - кандидат педагогических наук, доцент кафедры педагогики и управления учебным заведеним, Каменец-Подольский национальный университет им И. Огиенка
Филатенко Татьяна Ивановна - аспирант кафедры общетехнических дисциплин и профессионального обучения, Криворожский государственный педагогический университет
Аннотация. В статье исследуются процесс и средства формирования профессиональной компетентности студентов вуза, которые являются важным структурным элементом для формирования эффективной деятельности в профильных вузах. Анализируется трактовка понятия категорий «компетентность личности», «компетентность» и «веб-квест». Исследуются проблемные задания по теоретической и практической подготовке студентов, а также процедуры прохождения практики по профессиональной специализации. Изучаются педагогические условия формирования профессиональной компетентности студентов в условиях профессиональной и практической подготовки. Сформирована модель организации профессиональной компетентности перспективных специалистов-выпускников ВУЗов и определены пути реорганизации учебного процесса и организационно-методическогообеспечения. Установлено, что качество обучения в ВУЗе во многом зависит от метода формирования образовательного процесса, выбранных форм и методов. Сформированы роль и основные задачи предварительной подготовительной работы со стороны учителя. Выявлено, что веб-квест единодушно признан мотивационной, ресурсно-ориентированной технологией, формирующей курс творческого потенциала студента, гарантирующей эффективность всех видов учебного процесса и обеспечивающей формирование соответствующей профессиональной компетентности обучающегося.
Ключевые слова: профессиональная компетентность, ВУЗ (высшее учебное заведение), студент, профессиональная подготовка, учебный процесс, информационно-коммуникационные ресурсы.
Outlining of previously unsolved parts of the overall problem. However, despite the large number of original and meaningful scientific works of both foreign and domestic scientists on the subject, it should be noted that there are virtually no studies on the analysis of the means of forming the professional competence of students of TEI.
The purpose of the academic paper. The purpose of the academic paper is to study the means of forming the professional competence of students of TEI in order to form effective activities at relevant institutions. To achieve the goal outlined, the following tasks are defined, namely:
1. to determine the basic processes and means of forming the professional competence of students of TEI;
2. to describe the current process of formation of professional competence of students of TEI;
3. to analyze the content of modern innovative learning technologies that promote the development and self-implementation of students of TEI.
During the study, general scientific and special research methods have been used, including analysis and synthesis, comparison, generalization, system- structural analysis.
Presentation of the basic material. It is generally accepted both at national and international level that the alternative that dominates in the standards of the second generation of subject-knowledge model of training should be a competence-based approach, which provides new approaches to the professional qualities of graduates, basic skills, adequate perception of the interdependent world. The system of professional education, focused on competences, requires a change in the entire paradigm of vocational education, including changes in teaching methods, assessment, ways to ensure its quality. Changes in approaches to learning affect primarily the transfer of emphasis from the process to learning outcomes, the roles of teacher and student in the learning process, the organization of learning, the dynamics of curricula, assessment methods, etc. [1, p. 941].
There are many definitions of the concept of “competence of the individual” in domestic and international scientific thought, where among the others, the most accurate, in our opinion, is the following one: a specially organized set of knowledge, skills and abilities acquired in the learning process, which gives the individual the opportunity to formulate, that is, equate and solve, regardless of the circumstances, the issues inherent to the relevant professional activity [2, 3].
In modern conditions, domestic researchers use the concepts of “competence” and “competency (capacity)”. The analysis of scientific research on the concept of “competency” is sacramentally used in the quintessence of “scope of powers and rights”, where the interpretation of the concept is mainly interrelated with erudition, influence, skills, or a congruence of the necessary knowledge and qualities of the personality, which gives the right to adapt to the solution of quests in the relevant professional activity” [4].
When investigating professional competence in the opinion of acmeology, it is necessary to highlight the following main varieties: special professional competence, which ensures mastery of professional activities at a high level and the ability to plan further personal professional development; social competence, which determines the mastery of collective professional activity, rational way of communication, pedagogical interaction; personal competence, which guarantees the possession of means of personal self-development and self-expression, counteracting the professional deformation of the person. The presence of the above mentioned types of competences marks the maturity of the individual in professional activities, communication, in the installation of the professional personality and in the creation of his skills. There is also a possibility that all these types of competences may not be combined in one person [5].
For as much as a person can be an excellent professional, however, he will not be able to communicate or will not be able to follow the guidelines for self-development. In this case it is possible to state a higher special competence and a lower one - social, personal. However, distinguishing primitive competencies (capacities) in relation to professional competence, it should be noted that professional competence is not a general recruitment to the relevant primitive competencies (capacities), it represents a hierarchical structure of interdependent primitive competencies (capacities), which have the property to change over time. This approach focuses on the final result of the educational process; it is aimed at future specialist's formation of willingness to productively use potential opportunities and external resources to achieve the goal. The interpretation of the concept “formation” in pedagogy is considered as a result of human development associated with purposeful changes through upbringing, education and training. It is important to study the professional development of the personality in the unity of its operational and consumer-motivational components [6].
Professional development is a multilevel process consisting of four basic stages, which are schematically depicted in Figurel.
Figure 1. Block diagram of organizational and pedagogical support for the professionaldevelopm ent of young professionals
The training of qualified specialists is completed primarily due to the educational process of tertiary educational institutions (hereinafter - TEI), which should be investigated as a set of system-forming structural elements. Depending on the basic didactic purpose of professional training, the educational process can be divided into theoretical and practical training. The defining purpose of theoretical training - theoretical mastering of professional disciplines, and practical-creation of structural professional abilities and skills, that is, practical mastering of professional activity. The process of theoretical training is basically created in accordance with the logic of knowledge acquisition, and practical - to the logic of the formation of skills and abilities.
A promising specialist should be ready to delve into interdependent professional activities, to feelconvincing in this professional space, which requires organized professional qualities of the person and the practice of social and exclusively professional communication. A crucial component of studying at TEI is a subject as the means of functioning. In professional training, the skills of implementation of activities are the main function of the relevant disciplines [7].
Training of specialists at TEI provides two stages: the first one - deep, fundamental, and the second one - wide, professional training, the basic element of which is practical training of students on the basis of undergoing industrial work-related practice. Such a wide technical and deep fundamental training makes it possible for graduates of TEI to quickly adapt to the dynamic development of equipment and technology, without lagging behind their achievements. Empirical revenue of students is an instructional component of the educational-professional curriculum for obtaining a qualification level; it includes the purpose of their accumulation of professional skills and abilities [8].
The basic purpose of the practice is to master the latest methods, forms, means of promising professional activities by students, as well as its organization, arrangement of professional skills and abilities, acquiring of the requirements of systematic renewal, as well as training future professionals for professional activities. One of the difficult new pedagogical and psychological hardships is to motivate the importance of prerequisites for the organization of professional readiness of students. The structural elements of professional readiness are cognitive and operational elements (see Figure 2).
Figure 2. The structure of readiness of a young specialist for professional activity
An important condition of the organization of readiness for professional activity of the future specialist is the correspondence of subjective properties, personality traits to the nature of the profession. The formation of the structure of professional activity should be provided both within the educational and extracurricular activities of the university.
Forasmuch as educational activities differ significantly from professional ones in terms ofmotives, goals, means and results, it is necessary to look for ways and means of transforming educational activities into professional ones. Internship practice can be considered as monolithic of these tools; it is an element of the educational process, and it will obviously be able to solve this issue. Internship practice is carried out as off-job training and it is structurally related to the future profession as shown in Figure 3.
Figure 3. The process offormation ofprofessional development of a student in the system of education at TEI
The educational process within the framework of internship practice should be carried out in effective conditions, completed in the subsystem of training, education and development of the student, which in the future guarantees the indivisible and coordinated creation of a competent specialist. Practical training forms conditions for gaining professional experience, expanding social contacts of the student, organization of experience of self-management. While communicating in the staff of specialists, taking part in solving the issues of the institution, the student demonstrates, forms and records professional abilities and important moral skills. Moreover, during the internship practice students directly master the outlined system of norms, principles, social roles and ideals, which in the future will be useful for implementation as qualified professionals in the relevant field. In general, the mechanism of formation of professional training of future specialists is a method of development of their professional qualification.
Organizational and methodological support of professional and practical training of students provides: conducting purposeful, systematic career guidancework with young people throughout the training period; optimization of ways of constructing learning activities on the basis of the activity approach; orientation of the content of educational material from cycles of disciplines concerning professional activity of the specialist to development of professional motivation; insurance of interdependence of theoretical and practical training of students; systematic creation of motivational attitudes for unique work in mastering the future profession by students.
The basic factors that promote the organization of professional competence of students are as follows: professional and cognitive interest and professional orientation and values of the student; material and technical base of TEI; training technology of young specialists at TEI; professional competence of teachers; cognitive and special abilities of the student; the content of practical training; forms and methods of practical training, etc. [9].
Responding to numerous challenges that arise in the functioning of society and the development of education, the Council of Europe has identified five key competences of the Young European, which provide information on competences. They are caused by the integration and intensification of informatization of society, which involves human mastery of technologies, understanding the peculiarities of their use, strengths and weaknesses, the ability to critically assess information promoted by advertising and the media. Information and digital competence covers a crucial place in the structure of professional competences, which is the foundation for professional implementation in various fields, a defining recommendation for the formation of a promising specialist; they are defined by the ten competences prescribed in the Concept “New Ukrainian School”, which are recognized as the main competences of modern human [10].
Innovations in education center around creation, introduction and distribution of the newest ideas, approaches, receptions and methods, technologies in educational activity, which are directed on updating, modernization, transformation of educational process according to requirements of time. Forasmuch as modern latest technologies are an integral tool in today's learning process; they are components of an innovative approach to teaching students of TEI, including in the process of learning foreign languages.
Scientists have established that with the help of computer information processing systems the spiritual and cultural space of life is changed, the newest type of thinking appears, because the computer has become a non-standard continuation of the personality, completing his potential and promoting his implementation of various issues [11, c. 3]. The quality of education at TEI largely depends on the form of organization of the educational process, the chosen forms and methods.
Scientists distinguish the formation of cognitive activity through modeling; effective training of knowledge, skills and abilities; automated verification of intermediate learning outcomes; imitation of real professional situations using multimedia; intensification of the educational process by increasing the pace, individualization of learning and increasing the active time of educators and students; the possibility of combining visual and audio forms of information in curricula, etc. [12, c. 12].
Investigating the benefits of using information and communication resources in the process of learning a foreign language, scientists emphasize the expansion of the context of the lesson, the formation of international cooperation, organization of virtual language groups and communities, forums and chats, access to modern up-to-date authentic materials, communication with native speakers and deepening of linguistic knowledge [13, c. 113].
Increasing the amount of information and its general availability leads to the intensification of the learning process, its acceleration, rapid change of educational material and approaches, which requires flexibility in teaching a foreign language. The interest of information and communication resources in comparison with other teaching aids lies in the fact that they are mostly designed for intensive self-study ofstudents, improving skills and abilities, however, no one teaches students to apply these resources in practice. As a result, a significant number of educators make mistakes, expecting that only the use of innovative information resources will instantly increase the motivation to acquire knowledge and significantly improve the quality of their acquisition. The learning process should be carried out gradually, from the level of knowledge - acquaintances to the level of knowledge - skills. The driving force of this process is the endogenous motivation of the student, a conscious desire to explore the latest educational material.
In this regard, R. Hurevych notes that “a completely specific level of intellectual and personal development is expected from a student, namely: the ability to learn, the need to obtain and supplement their own knowledge, stable skills of self-education; activity; mental and physical capacity; professional orientation, career motivation; sufficient level of work with computer and means of information and communication technologies (hereinafter - ICT)” [12, c. 13]. Another factor that determines the effectiveness of individual work of students with ICT, in our opinion, is the previous work of the teacher, who should identify the necessary amount of information submitted for individual processing by students, select its content according to didactic properties and capabilities of information technology teaching. Consequently, under the clear guidance of the teacher, the scope, form and time of individual educational work of students should be determined; the choice of ways of integration of information technologies of teaching with traditional methods and teaching methods should be made. In addition, the educator provides methodological assistance, predicts the possible impact of ICT on the nature of thinking and behavior of participants in the educational process, as well as contributes to the consolidation of the studied material by monitoring and assessing the results of individual work of students.
Thus, the teacher takes responsibility for the personal learning activities of students by creating appropriate final test tasks, which serve as an indicator of the knowledge acquired by students. However, in this case, the student ceases to be the object of study and the recipient of prepared educational information; the shift of emphasis makes it possible for him to choose a personal educational path and become an authorized persistent subject of the educational process. Scientific developments of both domestic and international researchers are focused on finding ways to design the optimal educational environment based on the latest approaches and principles designed to ensure the integration of innovative and information technologies in the educational process in order to form professional and personal development and selfdevelopment of students.
The latest technology of web-quest is one of such motivating and resource-oriented innovative technologies; it determines the process of formation of creative potential, acquisition of skills in search activities, expansion of worldview, acquisition of skills of processing, systematization and analysis ofinformation that guarantees the effectiveness of all types of educational activities and supports the process of professional competence formation.
Interpretation of the concept of “web-quest” is defined as “web search” or “Internet search”. In scientific schools of thought, there are many definitions of the concept of “web-quest”, where among them, the most accurate are as follows:
1. a problematic task with the components of a role-playing game, for the implementation of which Internet resources are used [14, c. 34].
2. web pages on educational issues, which have hyperlinks to other web pages on the network on the required topic; they are an additional incentive to individualize the learning process of students, deepening their horizons and supplementing with supporting knowledge.
3. innovative personality-oriented learning technology, the main purpose of which is an independent searching for information by students, necessary for learning.
The originators of the web-quest V. Dodge, T. March saw it as a research reference-oriented activity; it is based on the principle of support, which uses links to essential Internet resources and an authentic task to motivate students to perform a research task with an ambiguous solution, developing their ability to work both individually and in a group in the process of searching for information and transforming it into more difficult task.
Basically, we can characterize the web-quest as a modern innovative technology based on the project method of teaching, which involves the search for activities of students using modern ICT, based on the support provided by the teacher. The universality of web-quest technology is defined as follows: it can either embrace a separate quest or topic within one discipline, and at the same time have an interdisciplinary tendency, building close ties with disciplines in the specialty, contributing to the development of professional competence of students.
On the other hand, this technology serves as an additional means of encouraging students to speech cooperation and gives the teacher the opportunity to select unique, popular educational materials of professional profile. As of today, there are numerous free platforms online that contain relevant templates or step-by-step instructions for creating your own web quests or recommend a number of ready-made web products on any topic and varying levels of complexity [15].
Thus, as the experience of using ICT in the educational process shows, web-quests are one of the modern effective project technologies, which allows teachers to successfully form motivation and interest in learning, constantly replenish and update learning materials, thereby improving students' speaking skills, their intellectual abilities and creative potential.
Conclusions and suggestions. Thus, the formation of professional competence of students is the basic objective of TEI. Tertiary educational institutions should create all the necessary conditions for theimplementation of this process. One of the most important components of quality training of specialists who meet today's demands is practical training, as it contributes to a deeper perception of the chosen engineering specialty and intensive adaptation of graduates of TEI to the working conditions in the relevant institutions. The formation of organizational and methodological insurance of professional and practical training of students in the current economic conditions for the revival and increase the effectiveness of practical training of students requires significant reorganization.
At the same time, students get the opportunity to independently organize their own learning, regulate its pace and direction, improve the skills of using Internet resources for educational purposes, gaining experience in teamwork. Multimedia content and hypermedia system of the Internet, the authenticity of materials create a sense of presence of students in the language environment and freedom of choice. We see the prospect of further research in the development of a holistic set of multimedia technologies aimed at developing professional foreign language competence of students.
References:
1. Козловський Ю.М., Яремко І.Й. Формування професійної компетентності майбутніх фахівців з обліку та аналізу. Глобальні та національні проблеми економіки. Миколаївський національний університет імені В.О. Сухомлинського. 2018. Випуск 22. С. 940-944. [Kozlovsky YM, Yaremko IY Formation of professional competence of future specialists in accounting and analysis. Global and national economic problems. Mykolayiv National University named after VO Sukhomlinsky. 2018;(22):940-944. (In Ukr).]
2. Кремень В. Г. Освіта і наука України: шляхи модернізації (Факти, роздуми, перспективи). К. : Грамота, 2003. [Kremen VH Osvita i nauka Ukrainy: shliakhy modernizatsii. (Fakty, rozdumy, perspektyvy). K. : Hramota, 2003. (In Ukr).]
3. Компетентнісний підхід у сучасній освіті : світовий досвід та українські перспективи: бібліотека з освітньої політики / під заг. ред. О. В. Овчарук. К. : «К.І.С.», 2004. [Kompetentnisnyi pidkhid u suchasnii osviti : svitovyi dosvid ta ukrainski perspektyvy: biblioteka z osvitnoi polityky / pid zah. red. OV Ovcharuk. K. : «K.I.S.», 2004. (In Ukr).]
4. Полонский В. М. Словарь по образованию и педагогике. М. : Вьісш. шк., 2004. [Polonskyi VM Slovnyk z osvity ta pedahohitsi. M .: Vyshcha. shk., 2004. (In Russ).]
5. Козир А. В. Компетентність як необхідний компонент професійної майстерності викладачів мистецьких дисциплін // Матеріали VI культурологічні читання пам'яті Володимира Подкопаєва / Національний мовно-культурний простір України в контексті глобалізаційних та євроінтеграційних процесів : Всеукраїнська науково-практична конференція : зб. матер., Київ, 3 -- 5 червня 2008 р. Київ : ДАКККіМ, 2009. [Kozyr AV Kompetentnist yak neobkhidnyi komponent profesiinoi maisternosti vykladachiv mystetskykh dystsyplin // Materialy VI kulturolohichni chytannia pamiati Volodymyra Podkopaieva / Natsionalnyi movno-kulturnyi prostir Ukrainy v konteksti hlobalizatsiinykh ta yevrointehratsiinykh protsesiv : Vseukrainska naukovo-praktychna konferentsiia : zb. mater., Kyiv, 3 -- 5 chervnia 2008 r. Kyiv : DAKKKiM, 2009. (In Ukr).]
6. Петрук В. А. Модель формування фахової компетентності в майбутніх випускників технічних ВНЗ у процесі двоступеневого навчання. Електронний журнал «Педагогічна наука: історія, теорія, практика, тенденції розвитку». 2009. Вип. 3. [Petruk VA Model formuvannia fakhovoi kompetentnosti v maibutnikh vypusknykiv tekhnichnykh VNZ u protsesi dvostupenevoho navchannia. Elektronnyi zhurnal «Pedahohichna nauka: istoriia, teoriia, praktyka, tendentsii rozvytku». 2009. № 3. (In Ukr).]
7. Петрук В. А. Теоретико-методичні засади формування професійної компетентності майбутніх фахівців технічних спеціальностей у процесі вивчення фундаментальних дисциплін : моног. Вінниця : УНІВЕРСУМ-Вінниця, 2006. [Petruk VA Teoretyko-metodychni zasady formuvannia profesiinoi kompetentnosti maibutnikh fakhivtsiv tekhnichnykh spetsialnostei u protsesi vyvchennia fundamentalnykh dystsyplin : monoh. Vinnytsia : UNIVERSUM-Vinnytsia, 2006. (In Ukr).]
8. Гусарєв С. Д., Тихомиров О. Д. Юридична деонтологія. К. : ВІРА-Р. 2002. [Husariev SD, Tykhomyrov OD Yurydychna deontolohiia. K. : VIRA-R. 2002. (In Ukr).]
9. Мокін Б.І., Мізерний В.М., Мензул О.М. Формування професійної компетентності студентів в умовах професійно-практичної підготовки. Вісник Вінницького політехнічного інституту. 2011. №5. С.199-203. [Mokin BI, Mizerny VM, Menzul OM Formation of professional competence of students in terms of professional and practical training. Bulletin of Vinnytsia Polytechnic Institute. 2011;(5):199-203. (In Ukr).]
10. Наливайко О. О. Формування інформаційно-цифрової компетентності як результат професійної підготовки студентів класичних університетів. Педагогічний альманах. 2018. Вип. 40. С. 129-134. [Nalyvayko OO Formation of information and digital competence as a result of professional training of students of classical universities. Pedagogical Almanac. 2018;(40):129-134. (In Ukr).]
11. Кремень В. Г. Інформаційне середовище - криза культури чи нове буття? Інформаційно-комунікаційні технології в сучасній освіті: досвід, проблеми, перспективи: зб. наук. пр. / за ред. М. М. Козяра, Н. Г. Ничкало. Вип. 5. Львів: ЛДУ БЖД, 2017. С. 3-9. [Kremen VG Information environment - a crisis of culture or a new existence? Information and communication technologies in modern education: experience, problems, prospects: coll. Science. ex / ed. MM Kozyar, NG Nichkalo. Lviv: LSU BJD. 2017;(5):3-9. (In Ukr).]
12. Гуревич Р. С. Інноваційні технології у закладах вищої освіти. Сучасні інформаційні технології та інноваційні методики навчання у підготовці фахівців: методологія, теорія, досвід, проблеми: зб. наук. пр. Вип. 51. Київ-Вінниця: ТОВ фірма «Планер», 2018. С. 11-15. [Gurevich RS Innovative technologies in higher education. Modern information technologies and innovative teaching methods in training: methodology, theory, experience, problems: coll. Science. etc. Kyiv-Vinnytsia: LLC company "Planer". 2018;(51):11-15. (In Ukr).]
13. Прохорова С. М. Поняття цифрової компетентності вчителя іноземної мови у світовому освітньому просторі. Вісник Житомирського державного університету ім. І. Франка. Серія «Педагогічні науки». 2015. Вип. 4. С. 113-116. [Prokhorova SM The concept of digital competence of a foreign language teacher in the world educational space. Bulletin of Zhytomyr State University. I. Franko. Series "Pedagogical Sciences".2015;(4):113- 116. (In Ukr).]
14. Кадемія М. Ю., Євсюкова Л. С., Ткаченко Т. В. Інноваційні технології навчання: словник- глосарій: навчальний посібник для студентів, викладачів. Львів: СПОЛОМ, 2011. [Kademiia M. Yu., Yevsiukova L. S., Tkachenko T. V. Innovatsiini tekhnolohii navchannia: slovnyk-hlosarii: navchalnyi posibnyk dlia studentiv, vykladachiv. Lviv: SPOLOM, 2011. (In Ukr).]
15. Пасічник О. О. Сучасні технології навчання як засіб самореалізації студентів в освітньому середовищі ЗВО. Науковий часопис Національного педагогічного університету ім. Драгоманова. Серія 5. Педагогічні науки: раелії та перспективи : зб. наук. пр. Київ : Вид-во НПУ ім. М.П. Драгоманова, 2019. Вип. 69. С. 162-166. [Pasichnyk OO Modern learning technologies as a means of self-realization of students in the educational environment of ZVO. Scientific journal of the National Pedagogical University. Драгоманова. Series 5. Pedagogical sciences: raelii and prospects: coll. Science. Kyiv Avenue: NPU Publishing House. M.P. Dragomanova. 2019;(69): 162-166. (In Ukr).]
Размещено на Allbest.ru
...Подобные документы
Teaching practice is an important and exciting step in the study of language. Description of extracurricular activities. Feedback of extracurricular activity. Psychological characteristic of a group and a students. Evaluation and testing of students.
отчет по практике [87,0 K], добавлен 20.02.2013Direction of professional self - development. Features of emotional sphere. Personal qualities of the social teacher and teacher of self-knowledge. The concept of vital functions as a continuous process of goal-setting, operations and human behavior.
презентация [2,5 M], добавлен 08.10.2016Intercultural Communication Competence: Language and Culture. The role Intercultural Communicative Competence in teaching foreign languages. Intercultural Competence in Foreign language teaching. Contexts for intercultural learning in the classroom.
курсовая работа [94,1 K], добавлен 13.05.2017Modern education system in the UK. Preschool education. The national curriculum. Theoretical and practical assignments. The possible scenarios for post-secondary education. Diploma of higher professional education. English schools and parents' committees.
презентация [3,3 M], добавлен 05.06.2015Oxford is the oldest English-speaking university in the world and the largest research center in Oxford more than a hundred libraries and museums, its publisher. The main areas of training students. Admission to the university. Its history and structure.
презентация [1,6 M], добавлен 28.11.2012What is the lesson. Types of lessons according to the activities (by R. Milrood). How to write a lesson plan 5 stages. The purpose of assessment is for the teacher. The students' mastery. List modifications that are required for special student.
презентация [1,1 M], добавлен 29.11.2014The development in language teaching methodology. Dilemma in language teaching process. Linguistic research. Techniques in language teaching. Principles of learning vocabulary. How words are remembered. Other factors in language learning process.
учебное пособие [221,2 K], добавлен 27.05.2015The applied science model. The basic assumptions underlying this model. Received and experiential knowledge. Oldest form of professional education. The most advanced modern teaching strategies. Projects for the development of creative abilities.
презентация [156,0 K], добавлен 09.03.2015Italy - the beginner of European education. Five stages of education in Italy: kindergarten, primary school, lower secondary school, upper secondary school, university. The ceremony of dedication to students - one of the brightest celebrations in Italy.
презентация [3,8 M], добавлен 04.04.2013Planning a research study. Explanation, as an ability to give a good theoretical background of the problem, foresee what can happen later and introduce a way of solution. Identifying a significant research problem. Conducting a pilot and the main study.
реферат [26,5 K], добавлен 01.04.2012Transfer to profile training of pupils of 11–12 classes of 12-year comprehensive school its a stage in implementation of differentiation of training. Approaches to organization of profile education and their characteristic, evaluation of effectiveness.
курсовая работа [39,4 K], добавлен 26.05.2015Investigation of the main reasons English language jelly. Characteristics of the expansion content Total Physical Response; consideration of the basic pedagogical principles of its use in teaching language inostannomu junior and senior school age.
курсовая работа [40,2 K], добавлен 21.02.2012The impact of the course Education in Finland on my own pedagogical thinking and comparison of the Finnish school system and pedagogy with my own country. Similarities and differences of secondary and higher education in Kazakhstan and Finland.
реферат [15,2 K], добавлен 01.04.2012The purpose and psychology-pedagogical aspects of extracurricular work on a foreign language. Requirements to extracurricular work. Forms of extracurricular educational work on a foreign language. Using the Internet in extracurricular work on English.
курсовая работа [38,9 K], добавлен 19.03.2015Problems of child's psychological development. "Hot-Cold" games (for children till 7 years old). Intellectual Eye Measurer. Definitions and classification. Assessment. Computer, teacher's version. Mathematics. Statistics (for training of banking workers).
реферат [46,3 K], добавлен 19.09.2015The education system in the United States of America. Pre-school education. Senior high school. The best universities of national importance. Education of the last level of training within the system of higher education. System assessment of Knowledge.
презентация [1,4 M], добавлен 06.02.2014Reading is the foundation on which academic skills of an individual are built. The importance of teaching reading. Developing reading skills and strategies. Stages of conducting reading and reading activities. Rules of training of the advanced readers.
курсовая работа [36,2 K], добавлен 10.04.2012The most common difficulties in auding and speaking. Psychological characteristics of speech. Linguistic characteristics of speech. Prepared and unprepared speech. Mistakes and how to correct them. Speaking in teaching practice. Speech, oral exercises.
курсовая работа [35,8 K], добавлен 01.04.2008Process of learning a foreign language with from an early age. The main differences between the concepts of "second language" and "foreign language" by the conditions of the language environment. Distinguish different types of language proficiency.
статья [17,3 K], добавлен 15.09.2014Motivation to learn a foreign language in Kazakhstan. Motivation in the classroom. The role of games on language lessons. Examples of some games and activities which had approbated on English language lessons. Various factors of student motivation.
курсовая работа [25,0 K], добавлен 16.01.2013
