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СТРУКТУРНО-ЛОГІЧНА МОДЕЛЬ ТЕХНОЛОГІЇ КОНТЕКСТНОГО НАВЧАННЯ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

100%
Желанова В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 8(42)
187-196
EN
In the present article the etymology of the term «model» is presented, the qualities of the model (relevance, the similarity of the original system, commitment, distraction, abstraction of some parts and the system parameters of the original, representation, extrapolation are stated. There are certain characteristics of the phenomenon: its correlation with a particular object or process reality; schematic; convenience for review or manipulation; always create man; opportunity not referring directly to the original, to make that ideal action to investigate its properties and present them in a visual way. The represented model of contextual education technology of a future primary school teacher is shown in the schematic of the structure and logic. The author determines the purpose technologies associated with the formation of the aggregate reflective constructs of primary school teachers (productive purpose), with a professional context modeling within-reflexive contextual environment (procedural purpose). The analysis of the conceptual part, based on the reflective paradigm of education as poly-paradigmatic synthesis of cognitive, personal, semantic paradigms of education as well as systematic, axiological, acmeological, active, subjective, contextual, reflexive, technological and environmental approaches of a task. We consider the content of the proposed technology, containing a structural component (holistic professional experience of a primary school teacher) and a dynamic component (the transformation of motives reflex genesis, sense genesis, subject-genesis). It deals with the procedural part of the technology under adaptive-technology, simulation and technological and vocational stages of the process and its pedagogical tool and as a combination of simulation non-simulation (gaming and non-gaming), organizational learning context type and techniques of bilateral presentation of the material, which is discussion, dialogue, polylogue. The practical implementation of learning technology context of a primary school teacher in a reflexive context-university educational environment as multi-system conditions, namely, external and internal, objective and custom designed are reflected. It is proved that the qualitative characteristics of reflexive-context environment is immersive presence, interactivity. It is shown that the implementation of technology learning is a contextual formation of the reflective competence and reflexive deterministic constructs, which are the motivational sphere, meanings, professional subjectivity of a primary school teacher.
2

ЕКСПЕРИМЕНТАЛЬНА ВЕРИФІКАЦІЯ ЕФЕКТИВНОСТІ ТЕХНОЛОГІЇ КОНТЕКСТНОГО НАВЧАННЯ В ОСВІТНЬОМУ ПРОЦЕСІ ВНЗ

100%
Вікторія Ж.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 2(66)
80-92
EN
The goal of the submitted article is to highlight the mechanisms of experimental verification of the efficiency of technologies of contextual learning in the educational process of the higher education institution. The study involves the use of the system of theoretical (problem-targeted, interdisciplinary analysis of scientific literature, systematization of theoretical provisions, generalization of the leading ideas of the research) and empirical (pedagogical experiment, observation, surveys, expert assessment and self-assessment, testing) research methods. A general logic of the experimental work aimed at proving the potential of technology of contextual learning as for formation of reflexive constructs of a future pedagogue has been revealed. Reflexive constructs of a future pedagogue are represented by independent reflexive construct which is reflexive competence, and reflexive deterministic constructs, which are motivational, sense bearing, subjective spheres of a future pedagogue. The criteria of formation of the mentioned constructs are motivational and value-based, cognitive, operational and activity-related; general motivational, sense bearing, subjective criteria. According to these criteria the indicators are: motives of reflection, mindset to reflexive activity, value-based attitude to pedagogic reflection; system of reflexive knowledge and reflexive skills; cognitive motives, professional motives; sense bearing mindset, sense bearing disposition, personal values; subjective professional position, pedagogical activity, subjective experience, ability to reflection, anticipation. In accordance with the outlined criteria and indicators diagnostic tools for determination of the level of formation of reflective competence, motivational, sense bearing, subjective areas of a future pedagogue are presented. Diagnostic tool set is based on the synthetic use of certain aspects, individual scales, indicators of such well-known techniques as colour relations test (by M. Luscher), test of purport orientations (TPO) (by D. Leontiev), questionnaire of terminal values of I. Senin, self-actualization test etc. In addition to the standardized diagnostic methods, diagnostic tools included such diagnostic tasks as writing of a pedagogical composition-reflection:”What attracts me in my future profession?”, analysis of pedagogical situations (case-method), the author’s profile “Reflexive knowledge of a future pedagogue.” Among the prospects of further scientific studies defined is the presentation of diagnostic results of the level of formation of reflexively determined constructs of a personality of a future pedagogue.
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