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1

МІЖПРЕДМЕТНІ ЗВ’ЯЗКИ ЯК ЗАСІБ РЕАЛІЗАЦІЇ ПРИНЦИПУ ФУНДАМЕНТАЛІЗАЦІЇ В ПРОЦЕСІ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ТЕХНІКІВ ─ ТЕХНОЛОГІВ ВИРОБНИЦТВА ХАРЧОВОЇ ПРОДУКЦІЇ

100%
Мельник О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 8(52)
153-164
EN
The article deals with the essence of the fundamentalization principle in its wide and narrow sense, defines its importance in the training process of technicians and technologists of food production. We emphasized that formation of professional disciplines’ knowledge is based on the process of deep fundamental training, but it does not mean total mechanical extension of knowledge of natural disciplines, the process of fundamentalization involves the selection of general principles, basic knowledge that allows to form student’s coherent worldview scientific system; the establishment of such pedagogical conditions, the usage of such methods which allow students to orientate freely in the field of required knowledge, the ability to single out the most important things for further usage in their professional activity and the capability to perform different social functions connected with industrial activity. The necessity of professional orientation of natural disciplines (chemical, biological, fundamentals of ecology) which is realized through cross-curriculum links has been proved. The importance of cross-curriculum links between fundamental natural and professional disciplines in the process of professional competence formation of a future specialist has been revealed. Cross-curriculum links as a means of implementing the principle of fundamentalization is considered in this study as a pedagogical condition of forming of professional competence of the technologist of food production. On the basis of curriculum, studying and working syllabus, the content of textbooks and studying aids on fundamental and professional disciplines of the specialty 5.05170101“Food Production” analysis, the possibility of cross-curriculum integration in the process of natural disciplines studying was theoretically grounded. The perspectives of further researches lie in the developing methodology, usage of methods and means for the practical realization of the principle of cross-curriculum links as a means of integrated system of professional knowledge and skills, scientific outlook, development of intellectual abilities and professional creative activities of technicians and technologists of food production.
2

РОЗВИТОК ПОЗИТИВНОЇ МОТИВАЦІЇ УЧБОВОЇ ДІЯЛЬНОСТІ В МАЙБУТНІХ ЕКОНОМІСТІВ ЗАСОБАМИ МАТЕМАТИКИ

75%
Ткач Ю.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 2(56)
426-432
EN
The article reveals the development of positive motivation of educational activity in the future economists by means of mathematics. The article analyzes the development of positive motivation of educational activity of future economists by means of mathematics. A number of conditions that create a positive ground for the development of positive motivation learning are singled out: learning scientific concepts, the disclosure of the terms of their origin, formation of specific training activities, professional orientation, creating contradictions between the known and the unknown, organization of collective action, the use of incentives and condemnation, showing the importance of knowledge creation prospects. It was established that the positive internal motivation is formed in the most advanced students in the fourth year. It is indicated that mathematization of all spheres of human activity leads to a rethinking of established beliefs and educational activities. The conclusion is that mathematics, being an integral part of civilization and learning process, was not only the universal language of science, but also a powerful means of positive motivation of educational activity. The integration of disciplines is realized through the establishment of interdisciplinary connections. The basis for this should be mathematical modeling. As a result, curricula of training future economists included such subjects as “Econometrics”, “Optimization methods and models”, “Riskology”, “Methods of managerial decision-making”, etc. Along with this, there may be a variety of showed results of integration processes in education: at the level of facts, concepts, ideas, laws and so on. The study used a comparison, generalization and diagnostic methods, including questioning. As a result, we conclude that mathematics, being an integral part of civilization and learning process, not only was the universal language of science, but also a powerful means of positive motivation of educational activity. The analysis makes it possible to more effectively develop positive motivation for future economists.
3

ФУНДАМЕНТАЛІЗАЦІЯ ОСВІТИ ЯК УМОВА ЕФЕКТИВНОЇ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ КОМП’ЮТЕРНОГО ПРОФІЛЮ

63%
Бардус І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
172-178
EN
The article investigates possibilities of fundamentalization of special computer-oriented disciplines to improve the efficiency of vocational training of students. А number of problems in the system of engineering and teacher education was highlighted by the method of theoretical analysis of scientific and technical literature, national standards of training of the future engineers-pedagogues of computer profile. That are, firstly, non systemic and mostly fragmentary fundamentalization of educational disciplines, leading to poor learning of diverse set of knowledge by the students without understanding their relationship and their role in the future professional activity. Secondly, the system of training at the university is characterized by mainly declarative supply of educational material of special subjects, without deep interdisciplinary integration of general methodological fundamental philosophical, mathematical, natural, information laws and categories that underlie the development of computer technology. Thirdly, the professional activity of an engineer-pedagogue is creative, but students at the university mainly perform reproductive teaching and learning activities in the mastery of knowledge and skills on specific subjects and do not acquire productive skills of creative activity. Fourthly, the logic of presenting educational material of fundamental and special disciplines does not meet the logic of scientific knowledge, which leads to a lack of vision of relevant industries among students, understanding the impact of scientific advances of basic sciences in the development industry. It is possible to solve listed problems by the system fundamentalization of vocational training of the future engineers-pedagogues based on the integration of general methodological laws and categories of philosophy, mathematics, physics and computer science. In this approach, students will independently acquire new knowledge and skills in technical disciplines based on the operational integration of the triad of invariant knowledge “philosophy, mathematics, physics (computer science)” engaging in creative teaching and learning activities. Further development will allow accomplish fundamentalization of vocational training of the future engineers-pedagogues of computer profile with the following: concept of system differential-integrative fundamentalization of vocational training, methodological system of fundamentalization of vocational training of the future engineers-pedagogues of computer profile, content model of learning elements of technical disciplines, methods and means of teaching engineering disciplines based on the algorithm of obtaining technical knowledge by operational integrating of knowledge triad “philosophy, mathematics, physics (computer science)”.
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