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ЦІННІСНІСТРАТЕГІЇПЕДАГОГІЧНОГОДИСКУРСУ ЯКОСНОВИПРОФЕСІЙНОЇОСВІТИМАЙБУТНІХФАХІВЦІВ

100%
Леся К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 1(65)
88-99
EN
Theoretical generalization and modern decision of scientific problem of theory and methodology of professional education – the students’ education of pedagogical discourse as a means of intensification of educational process in the modern higher educational establishment that lie in determination of theoretical elements and practical base of providing of professional and pedagogical direction, working out and introducing of system of forming of students’ preparedness to future professional activity in the educational practice is made. Discourse in modern science is interpreted in different ways, but most of the researches admit that it does not exist without the text. The pedagogic discourse as a stable type of situation of verbal behavior that involves the use of the set of texts of certain genres. On the basis of the theoretical analysis of philosophic, philological and pedagogical literature the necessity of the students of humanities learning of pedagogical discourse is revealed and proved. The main factors of educational intensification are determined: increasing of purposefulness of professional pedagogical education; intensification of motivation; increasing of informational capacity of the content of education, application of active methods and forms of education with the speeding up of the time of educational actions; the development of skills of educational work; using of new informational technologies. A deep scientific analysis of the problem of intensification of professional teaching discourse as the determinants of higher education development gives reason to believe that this problem is not enough developed in the theory and methodology of professional education. The problem is associated with the preparation of students for professional activities, especially at the stage of modernization of the whole system of education of Ukraine. Further directions of research are seen in the justification of continuity in the organization culture of discourse in the general training of the future teachers, the use of a pedagogical discourse for students in the educational system ofsecondary schools
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