ДЕЯКІ АСПЕКТИ РЕАЛІЗАЦІЇ ОСОБИСТІСНО ОРІЄНТОВАНОГО ПІДХОДУ В НАВЧАЛЬНОМУ ПРОЦЕСІ ВНЗ
Some aspects of realization of the personality oriented approach in the educational process of the university
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The article considers priority directions of the state policy on the development of education and personal orientation of education; continuous improving of the quality of education, updating its content and forms of organization of the educational process. This study consists in considering the process of training future teachers to implement student centered learning in higher education. The formation of professionally oriented personality of future teachers is determined by the reform of modern education, which requires radical changes in the educational process, using the latest technology and teaching methods that would facilitate the realization of intellectual and spiritual potential of students. The education system and modern society is placing increasingly high demands on the quality of preparation of graduates of higher educational institutions. The author focuses on the basis of the problem of development of pedagogical education: ensuring professional and personal development of future teachers on the principles of personal pedagogy; carrying out fundamental content, psycho-pedagogical, methodological, informational, technological, practical and social-humanitarian training educators to meet the requirements of the information technology society and the changes that have occurred in secondary school; modernization of educational activity in higher education institutions through the use of new pedagogical, informational and computer technologies and the creation of a new generation of learning tools; improving the system of selection of young people to the teaching profession, expanding the target group and the introduction of teacher training on the basis of contracts; improve the network of higher educational establishments and institutions of postgraduate pedagogical education with the aim of creating conditions for continuous education of teachers. Our study makes a certain contribution to the solution of the problem of personality oriented approach to the educational process in a higher education institution. At the same time, it is not definitive and opens perspectives for further research. Informed of the situation, recommendations can be used by researchers for further research in pedagogy.
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