Фундаменталізація освіти як умова ефективної підготовки майбутніх інженерів-педагогів комп’ютерного профілю
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2016
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Анотація
Стаття присвячена дослідженню можливостей фундаменталізації спеціальних дисциплін комп’ютерного спрямування для підвищення ефективності професійної підготовки студентів. Методом теоретичного аналізу наукової й науково-методичної літератури, державних стандартів підготовки майбутніх інженерів-педагогів комп’ютерного профілю виділено низку проблем у системі інженерно-педагогічної освіти, розв’язати які можливо лише шляхом фундаменталізації спеціальних дисциплін. Описано можливість здійснення фундаменталізації професійної підготовки майбутніх інженерів-педагогів комп’ютерного профілю на основі інтеграції загальнометодологічних законів і категорій з філософії, математики, фізики й інформатики.
The article investigates possibilities of fundamentalization of special computer-oriented disciplines to improve the efficiency of vocational training of students. А number of problems in the system of engineering and teacher education was highlighted by the method of theoretical analysis of scientific and technical literature, national standards of training of the future engineers-pedagogues of computer profile. That are, firstly, non systemic and mostly fragmentary fundamentalization of educational disciplines, leading to poor learning of diverse set of knowledge by the students without understanding their relationship and their role in the future professional activity. Secondly, the system of training at the university is characterized by mainly declarative supply of educational material of special subjects, without deep interdisciplinary integration of general methodological fundamental philosophical, mathematical, natural, information laws and categories that underlie the development of computer technology. Thirdly, the professional activity of an engineer-pedagogue is creative, but students at the university mainly perform reproductive teaching and learning activities in the mastery of knowledge and skills on specific subjects and do not acquire productive skills of creative activity. Fourthly, the logic of presenting educational material of fundamental and special disciplines does not meet the logic of scientific knowledge, which leads to a lack of vision of relevant industries among students, understanding the impact of scientific advances of basic sciences in the development industry. It is possible to solve listed problems by the system fundamentalization of vocational training of the future engineers-pedagogues based on the integration of general methodological laws and categories of philosophy, mathematics, physics and computer science. In this approach, students will independently acquire new knowledge and skills in technical disciplines based on the operational integration of the triad of invariant knowledge “philosophy, mathematics, physics (computer science)” engaging in creative teaching and learning activities. Further development will allow accomplish fundamentalization of vocational training of the future engineers-pedagogues of computer profile with the following: concept of system differential-integrative fundamentalization of vocational training, methodological system of fundamentalization of vocational training of the future engineers-pedagogues of computer profile, content model of learning elements of technical disciplines, methods and means of teaching engineering disciplines based on the algorithm of obtaining technical knowledge by operational integrating of knowledge triad “philosophy, mathematics, physics (computer science)”.
The article investigates possibilities of fundamentalization of special computer-oriented disciplines to improve the efficiency of vocational training of students. А number of problems in the system of engineering and teacher education was highlighted by the method of theoretical analysis of scientific and technical literature, national standards of training of the future engineers-pedagogues of computer profile. That are, firstly, non systemic and mostly fragmentary fundamentalization of educational disciplines, leading to poor learning of diverse set of knowledge by the students without understanding their relationship and their role in the future professional activity. Secondly, the system of training at the university is characterized by mainly declarative supply of educational material of special subjects, without deep interdisciplinary integration of general methodological fundamental philosophical, mathematical, natural, information laws and categories that underlie the development of computer technology. Thirdly, the professional activity of an engineer-pedagogue is creative, but students at the university mainly perform reproductive teaching and learning activities in the mastery of knowledge and skills on specific subjects and do not acquire productive skills of creative activity. Fourthly, the logic of presenting educational material of fundamental and special disciplines does not meet the logic of scientific knowledge, which leads to a lack of vision of relevant industries among students, understanding the impact of scientific advances of basic sciences in the development industry. It is possible to solve listed problems by the system fundamentalization of vocational training of the future engineers-pedagogues based on the integration of general methodological laws and categories of philosophy, mathematics, physics and computer science. In this approach, students will independently acquire new knowledge and skills in technical disciplines based on the operational integration of the triad of invariant knowledge “philosophy, mathematics, physics (computer science)” engaging in creative teaching and learning activities. Further development will allow accomplish fundamentalization of vocational training of the future engineers-pedagogues of computer profile with the following: concept of system differential-integrative fundamentalization of vocational training, methodological system of fundamentalization of vocational training of the future engineers-pedagogues of computer profile, content model of learning elements of technical disciplines, methods and means of teaching engineering disciplines based on the algorithm of obtaining technical knowledge by operational integrating of knowledge triad “philosophy, mathematics, physics (computer science)”.
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Ключові слова
фундаменталізація, інтеграція, творча діяльність, фізика, математика, філософія, інформатика, інженер-педагог, fundamentalization, integration, creative activities, physics, mathematics, philosophy, computer science, engineer-pedagogue
Бібліографічний опис
Бардус, І. Фундаменталізація освіти як умова ефективної підготовки майбутніх інженерів-педагогів комп’ютерного профілю [Текст] / І. Бардус // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 4 (58). – С. 172–178.