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ЗНАЧЕННЯ ПРОЕКТНОЇ ДІЯЛЬНОСТІ В ПРОЦЕСІ ОСОБИСТІСНО-ОРІЄНТОВАНОГО ВИХОВАННЯ СТУДЕНТСЬКОЇ МОЛОДІ

100%
Лаппо В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
147-153
EN
In the article the importance of using a method of projects in the educational activities of higher education institutions is stated. It is proved that the simulation and projection of effective technologies of learning that guide students to the conscious activities and provide for their professional development are very important. Attention is drawn to the conditions and factors affecting the efficiency and effectiveness of the project. The article is aimed at studying the theoretical foundations of projects’ features and technologies in the educational process. To achieve the objectives of the study are decided in the scientific and practical tasks, analysis of technology projects are studied by foreign and native authors. The content of project techniques is described, methods of projects are characterized. The basic stages of the project activity of students are outlined; performance evaluation of a student project is revealed. The researcher writes about the role of the teacher in project activities. Object is an educative potential of project technology in the educational process. The subject of research is the use of project technology. The paper used theoretical method of research. The article summarizes the results of researches concerning the notion, essence, peculiarities and pedagogical abilities of the method of projects; their classification is given according to the various features, types of projects, structure, peculiarities of organization and their meaning in the individual educational work of establishments of modern higher education. The author studies strengths and weaknesses of the implementation of project technologies in modern Ukrainian universities. The methods of analysis, synthesis and comparison of group project technologies, which are used by universities, are characterized. In order to define the essence of the concept of “project technology” it was carried out a comparison of the educational projects that explore the benefits and disadvantages of the implementation of project technologies of universities activities. The features and the results of the implementation of the project technologies in the university activities in terms of both teacher and student are found. The identified advantages and disadvantages of the implementation of project technologies of the university activities make it possible for teachers to change the traditional approach to teaching a particular discipline and to improve the quality of education.
2
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Aspects of Educating Future Specialists in the Food Industry Amid Changing Social Realities

80%
Dubova N.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
|
2023
|
vol. 36
|
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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