Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  practice-oriented approach
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

ПРАКТИКО-ОРІЄНТОВАНИЙ ПІДХІД ЯК УМОВА ФОРМУВАННЯ ОСОБИСТОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ НА ЦІННІСНИХ ЗАСАДАХ ЕТНОПЕДАГОГІКИ

100%
Георгян Н., Хорольська Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
103-110
EN
Purposeful development, professional formation of the personality is impossible without defining the socio-cultural values of society. Today future teachers face the task of choosing the right worldview priorities, benchmarks, self-determination, the awareness of responsibility for their actions before society. That is why along with the overall professional competence the teacher faces the challenge of assimilation and appropriation of the future teachers’ ethnic and cultural values and applies them in professional activity. In the preparation of the future educator it appears the space in which develops social activity of the personality, subject-subject interaction, a system of value orientations. Therefore, it is a practice-oriented approach that was chosen as the most productive in solving the problem of assimilation and appropriation by the students of ethno-cultural values. A practice-oriented approach we consider as an active form of organization of professional training of the future teachers, which is used in theoretical and practical training components and is implemented in the process of active students practice in preschool. Work with students was carried out in the process of studying the discipline “Preschool education”. A practice-oriented approach was implemented using the model that includes the target, content and technological components. The target component defines the direction of the educational work on familiarizing students with ethno-cultural values and national traditions. Contextual components built with regard of knowledge and skills of students acquired during the study of theoretic-methodological basis of professional disciplines. Technology component included implementation of forms and methods of interaction between the student and the child of preschool age. A practice-oriented approach contributed to the students’ awareness of the essence of ethno-pedagogic achievements, gain experience of teaching and upbringing of preschool children.
2

ПРАКТИКО-ОРІЄНТОВАНІ ТЕХНОЛОГІЇ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

63%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
34-41
EN
The article reveals the essence of practical-oriented approach to methodological preparation of future teachers of biology. It is established that such approach has been realized in foreign countries, but it isn’t widely used in Ukraine. The essence of the practice-oriented approach has several positions. Some scientists believe that the practice-oriented approach involves organizing education, industrial and pre-diploma students’ practice with the aim of immersion into the professional environment. Other scholars consider the main effectiveness of implementation of the vocational-oriented learning technologies that contribute to form the students’ important traits for future careers. The purpose of the article is to identify the effective practical-oriented learning technologies in methodological preparation of future teachers of biology. It is stressed that different kinds of practices (propedeutic, educational, productive) provide an opportunity to the student to confirm the correctness of the chosen profession, to observe how the teachers-professionals work, to acquire professional experience, to develop the necessary practical skills. Survey that was conducted among university teachers in Ukraine gave reason to approve that the most common technologies in methodological preparation of future teachers of biology are interactive technologies, design technologies, multimedia technologies and problem-based learning technologies. However, such technologies as contextual technology training, case-technology, research technology, technology portfolio, technology workshops are underutilized. The technologies that contribute to the realization of professional students’ activity during their studies at higher education institution are known as professionally oriented. These technologies refer to the contextual education technology, design technology, case technology, interactive technology, problem-based learning technology, technology of portfolio, technology of workshops and others. The author determined the common features of professionally-oriented technologies (performance, motivation to the profession, the formation of practical skills, cognitive activation of students, and development of methodological thinking of students). The conclusions about the effectiveness of practice-oriented technologies have been made.
3

FORMATION OF BUSINESS COMPETENCE OF FUTURE PROFESSIONALAS BY MEANS OF PRACTICE-ORIENTED EDUCATION

63%
Victoria M.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
51-60
EN
The article emphasizes the relevance of the application of practice-oriented education for the formation of business competence of professionals. It is shown on the timeliness view of the project method as a way of its formation.It is noted that the problem of formation of business competence of the future professionals by means of practice-oriented education has been rarely researched by scientists and still has not become the subject of detailed study.The purpose of the article is to clarify the concept of “practice-oriented education” and to define the ways of forming the future professional’s of business competences by means of practice-based education. On the basis of scientific and encyclopedic sources of reference the state of the investigation of researched problem is defined and is made the conclusion that in most cases practice-oriented education is seen as theoretical training combined with practical work, and it allows us to focus the educational process on the development of professional competencies as an outcome. It is found out that professionally-oriented technology of training is seen as technology aimed at forming knowledge and skills, important for professional activity and professional-important qualities of the future specialists. However, this interpretation does not solve the problem of transition from educational activity of student to the assimilated by him professional activity. For this purpose the methods of synthesis, comparison and generalization, which allowed clarifying the basic concept of research and discovering the essence of the definition of “business competence”, are used. Business competence is considered as integrated psychological quality of person, which manifests itself in motivated capacity for creativity and implementation of new economic ideas and makes possible to solve various problems in everyday professional and social life.The main results of the study show the possibility of using the method of projects for acquiring practical experience by students.The experience of teachers of the Department of Commodity and examination of the quality of goods of Kharkov Trade and Economic Institute of KNTEU in the application of practice-oriented training for the organization of classroom and extracurricular students project activities is described.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.