Особистісний підхід як методологічна основа дослідження індивідуалізації професійної підготовки студентів у вищих педагогічних навчальних закладах
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2013
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Стаття присвячена вивченню особистісного підходу до розкриття проблеми індивідуалізації професійної підготовки студентів у вищих педагогічних навчальних закладах. Особистісний підхід розглянуто як ключовий методологічний принцип дослідження педагогічного процесу. Встановлено, що особистісний підхід забезпечує врахування індивідуальних особливостей студента, розвиток і саморозвиток його особистісних та професійних якостей і передбачає створення умов для самореалізації майбутнього фахівця, конкурентоспроможного на ринку праці. Наголошено, що складність та багатогранність індивідуалізації навчання зумовлює необхідність комплексного аналізу концептуальних підходів до обраної проблеми.
This article is dedicated to the study of personal approach to resolve the issue of individualization of training students in higher educational institutions. The personal approach has been considered as a key methodological principle of study of the pedagogical process. It has been found that personal approach takes into consideration student’s individual characteristics, development and self-development of his personal and professional qualities and establishes the conditions for self-realization of future specialist, competitive in the labour-market. Scientific interpretation on this problem has been analysed. It has been emphasized that the complexity, diversity and interdisciplinary status of individualization of future teachers’ training cause the study of the problem outlined in the coordinate system defined by the different levels of the methodology of science. Personality development involves qualitative changes. The personal approach takes into account student’s individual and age peculiarities, which is important to solve the problem of individualization of learning. Pedagogical influence is always painted by psychophysiological and personality characteristics of a person which are included in the structure of individuality through his activity. The personal approach is aimed at identifying opportunities for distinctive nature of the educational process caused by personal characteristics of the participants and involves the study of the hierarchy of objectives of personal development and self-development. What’s more, this approach allows to distinguish the specific content of teachers’ training which develops the components of the personality of a future specialist. Student’s personal development should be in accordance with his individual characteristics, abilities and needs based on the lifelong learning. Individualization as the organization of the learning process provides the person’s involvement in active cognitive activity based on his individual characteristics. The personal approach is aimed at creating conditions for self-development and self-realization of a future specialist who is able to solve the problems of present time, outline the prospects for the future and be competitive in the labour market. It has been emphasized that the complexity and diversity of individualization of learning cause the necessity of a complex analysis of conceptual approaches to the given problem.
This article is dedicated to the study of personal approach to resolve the issue of individualization of training students in higher educational institutions. The personal approach has been considered as a key methodological principle of study of the pedagogical process. It has been found that personal approach takes into consideration student’s individual characteristics, development and self-development of his personal and professional qualities and establishes the conditions for self-realization of future specialist, competitive in the labour-market. Scientific interpretation on this problem has been analysed. It has been emphasized that the complexity, diversity and interdisciplinary status of individualization of future teachers’ training cause the study of the problem outlined in the coordinate system defined by the different levels of the methodology of science. Personality development involves qualitative changes. The personal approach takes into account student’s individual and age peculiarities, which is important to solve the problem of individualization of learning. Pedagogical influence is always painted by psychophysiological and personality characteristics of a person which are included in the structure of individuality through his activity. The personal approach is aimed at identifying opportunities for distinctive nature of the educational process caused by personal characteristics of the participants and involves the study of the hierarchy of objectives of personal development and self-development. What’s more, this approach allows to distinguish the specific content of teachers’ training which develops the components of the personality of a future specialist. Student’s personal development should be in accordance with his individual characteristics, abilities and needs based on the lifelong learning. Individualization as the organization of the learning process provides the person’s involvement in active cognitive activity based on his individual characteristics. The personal approach is aimed at creating conditions for self-development and self-realization of a future specialist who is able to solve the problems of present time, outline the prospects for the future and be competitive in the labour market. It has been emphasized that the complexity and diversity of individualization of learning cause the necessity of a complex analysis of conceptual approaches to the given problem.
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методологія, дослідження, індивідуалізація, професійна підготовка, особистість, особистісний підхід, розвиток, саморозвиток, methodology, research, individualization, students’ training, personality, personal approach, development, self-development
Бібліографічний опис
Хатунцева, С. М. Особистісний підхід як методологічна основа дослідження індивідуалізації професійної підготовки студентів у вищих педагогічних навчальних закладах [Текст] / С. М. Хатунцева // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №6 (32). – С. 269–279.