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1

АКМЕОЛОГІЧНЕ СЕРЕДОВИЩЕ БАЗ ПРАКТИК У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ МЕНЕДЖЕРІВ ІНДУСТРІЇ ДОЗВІЛЛЯ

100%
Яремака Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
216-224
EN
The paper describes features of practical training students culture as future managers of leisure industry. The experience of training and production practices in cultural institutionswas highlighted in the article. The acmeological environment of training was presented as main element of personal development of future managers of leisure industry. The acmeological environment of bases practices provides professional development of student-cultural studies on its own trajectory. It associated with personal development,with integration skills of specialist in vocational orientation through appropriate components acmeological approach to learning. The training of specialist focused in the different components of professional competence of future manager of leisure industry. These components are special that assumes ownership profession; social that focused on mastering professional ways of joint activities and cooperation; personal that provides ownership ways to identify themselves; individual provides mastering techniques of self-realization and self-development of future specialist within the profession and involves its ability to creative expression of their individuality. The purpose of acmeological environment is professional enrichment and personal development of future managers of leisure industry. This is achieved by cooperation, mutual assistance and co-creation between students, teachers and trainers from base practices. The psychological support from the teacher and practitioner has a positive influence in shaping the acmeological environment. He expressed through professional diagnosis, professional counseling, assistance in the planning and design of professional careers and professional individualization of each student culturologist. So acmeological environment should provide inextricable link between the general development of future manager of the leisure industry and professional social development. It must take into account conditions that promote purposeful activity of students during practical training, professional development and self-education of the staff of institutions of culture and it promotes motivation, activity, meeting the personal and educational needs of future managers of leisure industry.
2

СТВОРЕННЯ СИТУАЦІЇ УСПІХУ НА УРОКАХ БІОЛОГІЇ ЯК ЗАСОБУ ФОРМУВАННЯ ПРЕДМЕТНОЇ КОМПЕТЕНТНОСТІ УЧНІВ ПРОФІЛЬНИХ КЛАСІВ

100%
Генкал С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 7(51)
223-230
EN
The author of the article analyzes the pedagogical conditions of creating the situation of success in education as an important means of forming the subject competence of the students of specialized classes. Subject competence is seenas an integrative personal characteristic that is a factor of the students’ development, their intellectual abilities, provides training for further professional education. The criteria, factors, psychological and pedagogical conditions of the subject competence of the students as a factor in the effectiveness of teaching biology at the core level are disclosed. One of the advanced and promising for the modern school nowadays is acmeological approach. The application of acmeological approach to the educational content, technologies of training and education of the students allows the school to transfer from mode formal to mode of operation. The conceptual basis of the technology of creating the situation of success constitute the concept of personality oriented education and training, active approach, developing education. The author states that the situation of success is specially designed learning environment, training and development to ensure effective mastery of the educational content at the productive level and the experience of creative activity. Creation of the situation of success in education requires the following conditions: the clarity of the requirements of the teachers to the students; motivational target setting for activity; providing meaningful teaching and learning activity; procedural provision; logistics; positive attitude of the teachers to the student performance; responsible and conscious attitude of the students tothe results of their activity; individual assistance to the students; developmental educational environment. In conclusion the author stresses that creation of the situation of success overcomes the obstacles to productive study and promotes the acquisition of the subject competence by the students. Using acmeological approach by the teacher improvesthe level of the pupils’ cognitive activity that promotes full disclosure of creative potential and self-realization in the profile further biological education.
3

МЕТОДОЛОГІЧНІ ПІДХОДИ ДО ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГОТОВНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ДО ВИКОРИСТАННЯ ЗАСОБІВ КОМП’ЮТЕРНОЇ ВІЗУАЛІЗАЦІЇ МАТЕМАТИЧНИХ ЗНАНЬ

72%
Олена С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
131-141
EN
The aim of the article. The article reveals the question of determination of methodological basis of forming of professional readiness of the future mathematics teachers to the use of the tools of computer visualization of mathematical knowledge. Research methods: theoretical (analysis and systematization of philosophical, pedagogical and psychological literature, works of the local and foreign authors, legal documents, teaching materials) and empirical (research and compilation of the national and international teaching experience, observation, introspection) with the help of which effective approaches to teacher training in mathematics are defined. Results. Methodological bases of formation of professional readiness of mathematics teachers to use TCVMK reflect the relationship and interaction of different approaches of general scientific and specifically-scientific methodology in the context of formation of professional readiness of the mathematics teachers for the use of mathematical knowledge computer visualizationtools. Among the existing approaches to preparing teachers of mathematics in the context of formation of their professional readiness to use mathematical knowledge computer visualization tools the author has identified systems approach, activity approach, competence approach, integrated approach and acmeological approach. Conclusions. The systems approach ensures the integrity of the educational process which is characterized by hierarchy and continuity; using of integrated approach promotes the emergence of a new quality of knowledge of informatics and mathematic and technological skills; competence approach is important from the standpoint of practice learning; activity approach ensures activity skills; acmeological approach provides further reflection of our activity and professional activities of colleagues with orientation on individual self-improvement and self-development. The perspectives of further research. The further researches will be directed at defining principles of forming the professional readiness to use computer visualization tools of mathematical knowledge.
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