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НАВЧАЛЬНО-ІГРОВЕ ПРОЕКТУВАННЯ У КОНТЕКСТІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ДО ІННОВАЦІЙНОЇ ДІЯЛЬНОСТІ

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Завражна О., Лобас О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
270-276
EN
The article analyzes the lesson in the context of student-centered learning; considers the opportunities of educational-game projecting in forming students’ readiness for innovative teaching. The project method is a set of techniques, operations in acquisition of practical and theoretical knowledge, the path of knowledge, a way of organizing learning process. The method of projects is always focused on the independent activity of the students – individual, pair, group, which is implemented within a certain period of time. This method combines group training approach. It involves solving problems, on the one hand, using a combination of various methods and means of training, and on the other, the need to integrate knowledge, skills to apply knowledge from various fields of science, technology, creative industries and especially in solving non-standard tasks. The teacher, using this method, especially in secondary school must clearly define the tasks assigned to students, help to plan, and provide advice during the selection of information sources, which generally requires a clear organization.Therefore, the aim of this course «Special physical workshop» is to provide opportunities for students during educational-game project to solve educational problems creatively, to design a pedagogical situation (situation analysis, analysis of existing solutions, technologies, systems (educational-game project), to work in groups, play predetermined roles that help to increase the motivational level of readiness for innovative activity. The use of educational-game projects as student-oriented, interactive didactic tool allows students to feel actively involved in the educational process, to establish partnerships in the relationship with the teacher, develop creative, communicative and research skills. The assessment and analysis of one’s own activity allow students to develop reflective skills. Forms and methods of educational-game projects are directed at providing comprehensive training of future teachers to innovative activity, disclosure of its all four components: motivational, cognitive-operational, creative and evaluative-reflective.
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