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Internet collaborative projects as an effective educational method in teaching writing

100%
SAMOYLENKO N.
Edukacja-Technika-Informatyka
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2013
|
vol. 4
|
issue 2
320-329
EN
In the article the Internet collaborative projects and information communication technologies as one of the pedagogical technologies in teaching students’ writing skills is considered. An author exposes one of aspects of preparation of future specialists for international communication, related to integration of traditional and innovative methods of teaching. The basic tasks of using the project work are analysed: teacher’s training to the professional using the project work on the basis of information communication technologies; forming for the teachers the abilities of using the project work in their professional activity; improving the educational process at the secondary and higher school on the basis of the project work; development of methods of using the project work in teaching foreign languages and developing writing skills.
2

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНО-ПРАВОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

84%
Сергій Я.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 9(63)
236-246
EN
In the article pedagogical conditions of the future social workers’ professional-legal competence formation are stated and revealed: creation in future social workers of positive motivation for the formation of professional-legal competence as an integral structural composition, the need in their self-education and self-improvement; implementation of the system of knowledge about the essence and importance of professional-legal competence of the future social workers to the content of their training; realization in the educational process of the higher education institutions of the appropriate complex of traditional and innovative forms and methods for facilitating the formation of professional-legal competence of the future social workers; ensuring the readiness of teachers to the formation of professional-legal competence of the future social workers. With the aim of achieving the objectives of the study the following research methods are used: analysis and generalization of empirical and theoretical positions contained in the professional literature in different scientific fields (pedagogy, psychology, methods of teaching, etc.) in the works of native and foreign researchers. Justifying the first pedagogical condition, we show the conceptual provisions of the theory of activity of A. Leontiev, S. Rubinstein (efficiency of activity is directly proportional to its motivation). In the context of our study is important the interpretation of motivation as a dynamic process of formation of the motive. Diagnosis of students’ motivation to learning in universities has shown that the dominant in the future specialists is a motivation for graduation, while the acquisition of knowledge and mastery of the profession was observed only in a small number of students. Justifying the second pedagogical condition, we note that the system combines two kinds of knowledge: scientific-theoretical and practical. Actualization of the third pedagogical condition of our study is due to the basic provisions of the psychological-pedagogical thought (V. Davydov, O. Leontiev) that this activity is a universal form of functioning of the individual and that the effective formation of the personality is possible only under condition of its inclusion in a variety of forms and activities. The definition of the fourth pedagogical condition of the study is due to the conceptual provisions of the psychological-pedagogical science about the leading role of the personality of the teacher in the educational process. Perspective of the further study will be the disclosure of the pedagogical conditions in the aspect of the future social workers’ professional-legal competence forming.
3

ОСОБЛИВОСТІ ПРОВЕДЕННЯ ДОСЛІДНО-ЕКСПЕРИМЕНТАЛЬНОЇ РОБОТИ З ОРГАНІЗАЦІЇ ПРОЕКТНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ ПЕДАГОГІВ

84%
Зосименко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 5(49)
219-233
EN
The article is aimed at the description of organization and methodology of conducting research work on the example of project activity of future teachers. The following methods of the research are used: analysis, synthesis, comparison, generalization, systematization, questioning, interview, observation, the analysis of pedagogical experience, pedagogical experiment, and mathematic statistics. In the article three stages of conducting research concerning project activity of future teachers are substantiated. So at the first stage the state of elaboration of the researched problem in theory and practice of national and foreign school was analyzed; the directions of the research, its object, subject, aim and tasks were determined, statement experiment was conducted, working hypothesis was formulated, the research programme was worked out. The aim of the second stage of the research was working out the model of organizing project activity of future teachers in the course of learning pedagogical subjects. The results of its implementation are the formation of readiness of future teachers to professional activity, determining the components of future teachers’ readiness to pedagogical activity; finding out the conditions of effective functioning of the author’s model, making up teaching aids, preparing materials diagnostic cut to determine the readiness of students to pedagogical activity. At the third stage of the research there was a hypothesis check, test of the model of project activity organization in the process of leaning pedagogical subjects, measuring the criteria of readiness of future teachers to pedagogical activity, the analysis of intermediate results of the stages of pedagogical experiment in order to correct its contents and methods of conduction; analysis and generalization of the result obtained; formulation of theoretical and practical conclusions, providing references of the dissertation. The criteria (motives of professional determination, the level of knowledge mastering, professionally valuable skills, personal readiness of the student to pedagogical activity) and levels (high, intermediate and low) of readiness of future teachers to pedagogical activity are found out and characterized. The problem analyzed can be further researched in terms of substantiating the connection between methodology, methods and ways of pedagogical research.
4
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Aspects of Educating Future Specialists in the Food Industry Amid Changing Social Realities

67%
Dubova N.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
|
2023
|
vol. 36
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issue 3
31-40
PL
W artykule podjęto temat specyfiki szkolenia przyszłych specjalistów przemysłu spożywczego poprzez wprowadzenie technologii projektowej do procesu edukacyjnego. Nacisk kładziony jest na rozwój umiejętności studentów, takich jak komunikacja, kreatywność, współpraca, krytyczne myślenie i zarządzanie czasem, które pomogą im skutecznie dostosować się do zmieniającej się rzeczywistości społecznej. Szkolenie powinno ułatwiać rozwój tych umiejętności poprzez projekty, zadania grupowe, treningi i inne aktywne formy edukacji. Opisano rodzaje projektów i pokazano znaczenie ich praktycznej orientacji, w szczególności wzrost handlu międzynarodowego i wymiany kulturalnej wymaga od przyszłych specjalistów zrozumienia globalnych trendów, różnic kulturowych i dostosowania się do zmian w branży, w oparciu o zadania szkolenia wykwalifikowanego personelu w zmieniającej się rzeczywistości społecznej. Uwzględniono możliwość analizy związku między trendami społecznymi a przemysłem spożywczym oraz znalezienia sposobów dostosowania branży do zmieniających się wymagań społeczeństwa. Uzasadniono metodologię wprowadzania technologii projektowej w procesie szkolenia zawodowego przyszłych specjalistów przemysłu spożywczego oraz wyróżniono następujące metody projektowania: metodę matrycy pomysłów, metodę wchodzenia w rolę, metodę analogii, metodę skojarzeń, metodę burzy mózgów, metodę synektyki i metodę modelowania. Przedstawiono charakterystykę i praktyczne rekomendacje dotyczące prowadzenia skutecznych działań projektowych w ramach projektów badawczych.
EN
The article examines the peculiarities of training future specialists in the food industry by introducing project technology into the educational process. Emphasis is placed on the development of students’ skills such as communication, creativity, cooperation, critical thinking and time management, which will help them to effectively adapt in a changing social reality. Professional training should promote the development of these skills through projects, group assignments, training and other active forms of learning. The categorization of projects is outlined, highlighting the significance of their practical focus, in particular, the increasing prominence of international trade and cultural interchange necessitates that future specialists possess a comprehensive understanding of global trends and cultural diversity. Furthermore, it emphasizes the need for adaptability to industry changes, underscoring the importance of training competent personnel within a dynamic social context. Consideration is given to the prospect of examining the correlation between social trends and the food industry, aiming to identify strategies for aligning the industry with evolving societal needs. The implementation of project-based approaches in the professional training of future specialists in the food industry is justified, highlighting the following design methods: the idea matrix method, role-playing method, analogy method, association method, brainstorming method, synectics method, and modeling method. These methods are characterized and practical recommendations for their effective utilization within research projects are provided.
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