ДИДАКТИЧНІ УМОВИ ФОРМУВАННЯ ПРАКТИЧНИХ УМІНЬ ІНЖЕНЕРІВ-ПЕДАГОГІВ
The didactic conditions of formation of practical skills of engineers-teachers
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In the article the psychological and pedagogical features of the formation the practical skills of the students are analysed. The number of pedagogical conditions under which the practical vocational training is effectively done are analyzed. It is revealed that the students’ independent work, their activities during the practical and hands-on labs, technology, production practices meet the above conditions. The article emphasizes the inadmissibility of the substitution rate of technical disciplines humanitarian. The training of engineers- teachers should be implemented by a deep integration of technical and pedagogical education. It is identified that control of knowledge, abilities and skills of the students is one of the most important elements of the educational process. Education cannot be completed without an objective and constant information about the level of knowledge of the students as they have learned how to solve practical problems, without considering how the students perceive, understand and remember the material, how to use theoretical knowledge practical life. Despite the numerous studies on the dependence of time of learning from the flow speed of the psychophysical processes, you can come to the conclusion that the best form of control for students is self-control and self-regulation. The analysis of psychological and pedagogical literature and regulatory documents on the organization of educational process in higher educational institutions, by structuring the learning material we mean: combining individual elements of the content, building structural-logical scheme of the sequence having mastered these techniques, standardization of educational material, selection of works on practical training. The author has identified the main teaching conditions of the professional skills of engineers-teachers: didactically structured content; the use of a limited number of visual aids; high motivation of the student workload; consideration of individual and age characteristics of the students; students’ independence in search of ways to solve the tasks provided effective teacher’s control and self-control.To intensify training activities can be done by using the following methods: analysis and solving production problems, business games, which are important in modern conditions of transition education on market conditions.
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