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1

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ АГРАРІЇВ (У ПРОЦЕСІ ВИВЧЕННЯ ГУМАНІТАРНИХ ДИСЦИПЛІН)

100%
Фоменко Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 7(61)
174-184
EN
The research deals with the analysis of the ways of stimulation future agrarians’ professional orientation in the process of forming their sociocultural competence. It is underlined that motivation of educational activity is realized by application students’ internal reasons based on their professional interests and needs in sociocultural information. Forming sociocultural competence is impossible without person’s needs, his/her internal reasons. The motives for sociocultural interaction occur when sociocultural knowledge is available. Sociocultural interaction is possible if there is the origin of motivation for the activity. Professional importance of humanitarian knowledge increases by realizing the principle of professional orientation in the process of humanitarian disciplines study. Studying such disciplines as Foreign Language, Ukrainian for Specific Purposes, History of Ukraine, Ukrainian Culture, Sociology provides cognition of native and foreign countries, national character and mentality; develop person’s qualities. The comparative study of foreign and native cultures is examined as a mechanism of activation person’s motivational sphere that is insufficient amount of sociocultural knowledge related to understanding the use of speech etiquette, codes of conduct in the situations of foreign communication actualizes students’ need in information about the features of foreign countries that can be a cognitive reason. As the result the features of stimulating future agrarians’ professional orientation in the process of humanitarian disciplines study are highlighted. The tasks that must be decided in the process of humanitarian disciplines study to achieve effective results for forming sociocultural competence are distinguished as well. The conclusion of the research shows that effective organization of educational process assists development future agrarians’ cognitive activity and personal interest for forming sociocultural competence. The practical meaning of the study is the science-based pedagogical condition which was experimentally tested can be implemented in the educational process of agrarian universities. The subject to further scientific research will focus on the characterization of other pedagogical conditions for forming future agrarians’ sociocultural competence in the process of humanitarian disciplines study.
2

ПРОВІДНІ КОМПОНЕНТИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ АГРАРІЇВ У ВНЗ ВЕЛИКОЇ БРИТАНІЇ

88%
Юлія Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
278-289
EN
The article deals with basics of professional training of the future agrarians in higher education institutions of Great Britain. The aim of the article is to identify the principal components of professional training of the future agrarians in Great Britain. The goals of the article are to highlight the principle backgrounds influencing formulation of the purpose, tasks and content of professional training of the future agrarians in Great Britain as well as to analyze notion, nature and extent of training future agrarians in higher education of Great Britain. Training future agrarians in higher education refers to bachelor’s degrees in Agriculture, Horticulture, Forestry, Food, Nutrition and Consumer Sciences. Agricultural education is identified as programs that prepare students for careers in production, agriculture, horticulture, agricultural mechanics, agribusiness, and emerging agricultural fields. Professional training of the future agrarians is provided by further education colleges (FECs)), monotechnics (Harper Adams University College, Royal Agricultural University and Writtle College) and university departments. There is growing demand for high-level skills in the agri-food sectors in Great Britain. The term “high-level skills” is used to cover skills at Level 4 and above, that is, first degrees, higher diplomas and postgraduate qualifications. Modern agricultural programs in higher education institutions in Great Britain cover the subject areas of the land-based and agri-food industries and professions, related applied and social sciences, rural studies, and consumer sciences and studies. As a result of the research we have come to the conclusion that each subject area encompasses various aspects of production chains involving animals, crops and retail of consumer goods and services. Besides they involve consumer interactions with producers, service providers and other stakeholders. Sustainable and secure production, consumption and development are important aspects of the future agrarians’ training. Agricultural programmes in GB provide academically rigorous study of relevance of material that is applicable in the work of world and society. Many programmes are concerned with aspects of human use of the biosphere, as well as moral liability for adequate usage of natural resources. So the experience is useful for Ukraine.
3

МІЖПРЕДМЕТНІ ЗВ’ЯЗКИ СОЦІАЛЬНО-ГУМАНІТАРНИХ ДИСЦИПЛІН ЯК ПЕДАГОГІЧНА УМОВА ФОРМУВАННЯ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ АГРАРІЇВ

75%
Фоменко Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
414-422
EN
The research deals with the analysis of effective strategies for forming sociocultural competence. Based on the analysis of research papers of Ukrainian researchers various methodological approaches to forming future specialist’s sociocultural competence are highlighted. Sociocultural changes in the process of eurointegration predetermine establishment of new type of intercultural relations. For future agrarians new possibilities and prospects of collaboration with foreign countries appear, that envisages expansion of penetration into the foreign culture, development o the dialogue of cultures, cooperation between people and understanding other cultural values. Person’s development, readiness to intercultural communication is not possible without sociocultural knowledge, abilities and skills. Practical abilities and skills of future agrarians’ sociocultural competence can be formed during professional practice abroad at the leading world farms. Future agrarian’s sociocultural competence provides possibility to be aware of sociocultural sings of authentic language environment, to forecast possible sociocultural obstacles in the process of intercultural communication and methods of their removal; to adapt oneself to other cultural environment; envisages mastering the system of national and human values, tolerant attitude toward the cultural values of other people, display respect to cultural acquisitions of the native country, positive attitude toward partners from communication, and also realization of national meaningfulness. In the context of our study interdisciplinary ties between social and humanitarian disciplines are defined as the main pedagogical condition for forming future agrarians’ sociocultural competence. Studying such disciplines as Foreign Language, Ukrainian for Specific Purposes, Ukrainian Culture, Ukrainian Studies, Sociology provides cognition of native and foreign countries, national character and mentality; develop person’s qualities. Multilateral development of personality envisages an orientation on interdisciplinary approach, that is development of the integral system of forming competent specialist by facilities of all educational disciplines, using didactics resources of these disciplines. The subject to further research will focus on the determination of other organizational and pedagogical conditions for forming future agrarians’ sociocultural competence.
4

Comparative Analysis Of Pedagogical Technologies In The Context Of Future Agrarians’ Multicultural Education In The USA

63%
Kravets R.
Comparative Professional Pedagogy
|
2015
|
vol. 5
|
issue 2
68-73
EN
In the article the comparative analysis of pedagogical technologies in the USA has been carried out in the context of future agrarians’ multicultural education. The essence of traditional and innovative pedagogical technologies and the peculiarities of their realization at higher educational establishments have been viewed. The expediency of developing the pedagogical technology of forming future agrarians’ multicultural competence has been reasoned. The classification of pedagogical technologies has been presented according to the level of application; the philosophical basis; the scientific conception of mastering the experience; the orientation on personality’s structures; the nature of modernisation of the traditional teaching system. The possibility of their determination is also considered due to the aims and tasks, the organizational forms, the dominant methods of teaching, the approaches to the personality, the category of students, the type of cognitive activity’s organization and management. The special attention is paid to two directions of the education’s development – traditional and innovative. The educational process in the American post-industrial, inform society and its attributive characteristics are substantially determined by a personality factor, and pushing off from this, the value of personality must serve as an initial moment in organizing the system of higher professional education. The practical aspects of implementing the traditional pedagogical technology, the technology of developing teaching, the programmable teaching technology, the problem-solving teaching technology, the module teaching technology, the concentrated teaching technology and the distance teaching technology are viewed.
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