Формування художньо-естетичної компетентності майбутніх вихователів

Abstract

У статті схарактеризовано сутність наукових термінів «професійна підготовка майбутніх вихователів», «компетентність», «художньо-естетична компетентність». Визначено та обґрунтовано педагогічні умови, які сприятимуть ефективному формування художньо-естетичної компетентності майбутніх вихователів, а саме: культурологічний підхід до формування художньо-естетичної компетентності майбутніх вихователів; оптимальне поєднання форм, методів і засобів освітньої діяльності з майбутніми вихователями з метою формування художньо-естетичної компетентності майбутніх вихователів; розробка системи завдань, спрямованих на формування художньо-естетичних умінь майбутніх вихователів.

The article characterizes the essence of the scientific terms “professional training of future preschool teachers”, “competence”, “artistic-aesthetic competence”. The pedagogical conditions that will promote effective formation of artistic-aesthetic competence of future preschool teachers are identified and substantiated, namely: culturological approach to the formation of artistic-aesthetic competence of future preschool teachers; optimal combination of forms, methods and means of educational activities with future preschool teachers in order to form their artistic-aesthetic competence; development of a system of tasks aimed at the formation of artistic-aesthetic skills of future preschool teachers. The purpose of the article is to determine and substantiate the pedagogical conditions for the formation of artistic-aesthetic competence of future preschool teachers. The validity of the obtained results is confirmed by the use of the following research methods: theoretical analysis, synthesis of scientific and pedagogical sources – in order to clarify the key concepts of research and identify scientific approaches to the study of this problem; systematization, generalization, structural and functional analysis – to determine and justify the pedagogical conditions for the formation of artistic-aesthetic competence of future preschool teachers. As a result of the research it is established that an integrated culturological approach is relevant for solving this problem, in which general scientific methods of cognition and specifics of the studied process are synthesized. The proposed culturological approach includes the basic ideas of axiological, activity and professional-personal approaches. The essence of forms (problem-dialogue lectures, “visualization lectures”, business games (simulator game, role-playing game, problem-modeling game)) and methods (analogies and integrations, simulation of game situations, synectics, inversions, conducting business games) of organizing educational activities are revealed. They will contribute to the effective formation of artistic-aesthetic competence of future preschool teachers. The stages of future preschool teachers’ artistic-aesthetic competence formation and skills that they have to master in the context of the problem are identified. A system of tasks aimed at forming the artistic-aesthetic competence of future preschool teachers has been developed. Thus, the problem of forming the artistic-aesthetic competence of future preschool teachers requires the formulation and solution of a number of theoretical provisions related to the specifics of creative activity, artistic development, aesthetic knowledge, attitude to reality, expressed by the diversity of arts. Based on this statement, we have identified and justified the pedagogical conditions that will contribute to the effective solution of this problem. Prospects for further investigations in this direction are seen in further research related to the experimental justification of the effectiveness of pedagogical conditions for the formation of artistic-aesthetic competence of future preschool teachers.