Проєктування моделі освітньо-комунікативного середовища професійної підготовки учителів-філологів ЗВО

Abstract

Стаття присвячена проектуванню моделі освітньо-комунікативного середовища професійної підготовки учителів-філологів ЗВО й обґрунтування сутності функцій, використовуються у вивченні питання застосування інноваційних технологій у професійній діяльності. Крім того, у статті окреслено та проаналізовано основні наукові джерела із зазначеної проблематики. Виявлено, що проектування моделі освітньо-комунікативного середовища професійної підготовки учителів-філологів ЗВО передбачає функції планування та регулювання у прагненні зберегти системо-утворювальні якості і наявність цілей, технологічних функцій, організаційних, аналітико-прагматичних, управлінських.

The article is devoted to the design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions and substantiation of the essence of functions used in the study of the application of innovative technologies in professional activities. The aim of the article is to characterize the semantic principles of designing the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. Achieving the goal involved the use of a number of methods: general – analysis, synthesis, abstraction and generalization, which made it possible to design a model of educational and communicative environment for the training of teachers of philology of higher education institutions; structural-logical analysis – allowed to outline the functions of the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. In addition, the article outlines and analyzes the main scientific sources on this issue. The article characterizes the content principles of designing a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions, formation of professional competence, readiness of future teachers-philologists for professional activity, professional self-improvement and development, formation of integration knowledge and prognostic skills. The practical significance of the research lies in the development and design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. As a result of the research, we came to the following conclusions that designing a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions involves creation of the optimal conditions for teaching language and literature; stimulation of speech and mental activity of students; development of their critical thinking, language personality, multiple intelligence and cross-cultural communication; ability to conceptually model information; expansion of knowledge space taking into account individual styles and learning strategies. We see prospects for further development of this thematic area in the implementation of internal and external system communication, coordination of communicative and pedagogical actions, recording and adjusting learning outcomes.