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1

ФОРМУВАННЯ СУБ’ЄКТНОГО ДОСВІДУ МЕТОДИЧНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ В УМОВАХ ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

100%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
17-24
EN
The content of future biology teachers’ methodological training provides the system of methodological knowledge, abilities and skills, methodological training experience and emotionally valuable relations. Learning of this system provides the formation of professional and personal qualities of the teacher, his/her professional development. Individual experience provides personal interpretation of certain knowledge derived from observation and practice. The article aims to clarify the essence of the concept of «subjective experience» and defining features of its formation in future teachers of biology at higher education institutions. Individual subjectivity appears in selectivity and individual perception of reality. Communication, activity, knowledge and observation are the sources of subjective experience. Knowledge, skills and abilities, values, emotional attitude and reflection are the main components of subjective experience. Subjective experience of the methodology is a set of methodological knowledge, modes of actions and skills gained and proven during the professional and educational activities. Socially derived and personal (subjective) experience must be agreed for improving the effectiveness of training future teachers. Implementation of this approach contributes to individualization of educational activity, increasing importance of students’ knowledge, development of methodological and individual style. The analysis of scientific sources and practice of teaching at higher education institution proved the possibility of gaining minimal experience of teacher training at higher education institution. However, gaining this experience is only possible through real approach to the profession. Teaching practice in schools is very important for the formation of subjective experience of the future teachers. During this practice they act as teachers and carry out different types of educational activities. Usage of practice-oriented technologies, such as the technology of training context, methodological workshops technology, case-tech and others are very important. Such technologies help students to engage in professional activity, to compare the proposed information with individual experience and express their own ideas. The development of a system of professionally-oriented objectives for the formation of methodological subjective experience of future biology teachers can be researched in future.
2

МЕТОДИКА ОРГАНІЗАЦІЇ ТА ПРОВЕДЕННЯ СЕМІНАРІВ: ОСОБЛИВОСТІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

88%
Цуруль О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
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issue 9(73)
132-142
EN
Introduction. The problem of methodological training of the future biology teachers to organizing and conducting seminars is one of the most relevant for professional education. In methodological researches seminar is considered as a separate form of organization of biology teaching or a type of a lesson.Unfortunately, this problem has never been considered in current researches. The aim of the study is to prove the essence and to reveal the features of methodological training of the future biology teachers to organizing and conducting seminars at the National Pedagogical Dragomanov University. Research methods.Theanalysis of information sources and normative educational documents, research of pedagogical experience, system and structural analysis, abstraction, synthesis, generalization, comparison, questioning and interpretation of the received results. Results. Our research contains of understanding of a seminar as a basic and separate leading form of organization of modern educational process of biology. The studied form is effective and expedient not only for seniors, but also for the rest of the school. Educational seminars have special role in the high profile school. The lecture, laboratory classes and students’ independent work (course “Methods of teaching biology”) are the leading types of the author’s approach to methodological training of the future biology teachers to organizing and conducting seminars. With a practical training for students (in secondary school) they form an invariant component of the methodological training. Research tasks, course designing and qualification works are variable components of methodological training of the future biology teachers to organizing and conducting seminars. Conclusions and perspectives of further researches. Realization of the offered approach provides quality level of knowledge and abilities formation as well asmethodological readiness of the future biology teachers to organizing and conducting seminars. Researches of features of methodological training of the future biology teachers to conducting seminars with the use of modern pedagogical technologies (information and communication, interactive, development of critical thinking) are perspective and relevant for pedagogical theory and school practice of biology teaching.
3

МЕТОДИЧНА ДІЯЛЬНІСТЬ УЧИТЕЛЯ БІОЛОГІЇ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

88%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
222-230
EN
The purpose of the article is to outline the essence of the methodical activity of a biology teacher and determining its types. The article reveals the essence of biology teacher’s methodical activity. The teacher professional activity has been analyzed. The essence of educational, correctional and developmental, cultural, social, organizational, research, profile, substantive and methodological activities has been revealed. The author has presented the views of the scientists upon the methodological interpretation of the teachers. The article has established that the methodological activity of a biology teacher covers the theoretical and practical efforts in planning, design and implementation of the school biology course content, the forms, the methods and means of training to impact the pupils’ development by nature. The functions of methodical teachers’ activity have been disclosed. The author has determined and characterized the kinds of methodical activity of a biology teacher. The design-constructive activity consists of thematic planning, planning tours, the educational event, and workshop; formulation the educational objectives of each lesson design the students’ competence; analysis and structuring the content of teaching material. The organizational activity is composed of organization the public events of biology, club work, clubs and societies, training, group work in the classroom; organization of various forms of control of educational students’ achievements. The reflective activity is embodied in the teacher’s own evaluation of the results, efficiency, the forms, the methods and tools of adequacy tasks assigned to the students; awareness of its theoretical and vocational training. The technological activity includes the exploring of new technologies studying how to use information technology in teaching the biology. The research activity envisages organization and conducting the pedagogical experiment in a real educational process. The methodical activity of the future teachers of biology take place in the classroom lessons during studying the subject «The methods of teaching the biology» (lectures, practical and laboratory classes), during the students’ independent and research work, studying courses of methodological guidance, in teaching practices and more. The further research problem requires the formation of the methodical competence of future teachers of biology.
4

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.
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