Особистісний аспект у проектувальних принципах управління самостійною навчальною діяльністю майбутніх юристів
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Дата
2013
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Самостійна робота студентів стає все більш затребуваною в навчальному процесі вищої школи. Це стосується й підготовки юристів. Стаття присвячена вирішенню питання врахування особистісного аспекту при проектуванні самостійної роботи майбутніх юристів. У досліджені вивчено принципи, які визначають орієнтацію студентів на усвідомлення значущості набуття професійних знань, урахування вимог особистісно орієнтованого навчання, забезпечення мотивації студента та культивування процесу самоуправління. Результати дослідження дозволяють розпочати вивчення функцій суб’єктів управління самостійною роботою майбутніх юристів.
The students’ self-learning work is becoming more popular in higher school’s educational process. This applies to the training of lawyers. The article is devoted to the solution of a question of the accounting of personal aspect at designing of future lawyers’ self-learning work. Principles that determine the orientation of students to realization of significance of acquisition of professional knowledge, the account of requirements of the person-oriented education, the providing of motivation of student and the cultivation of process of self-government, are studied in the research. Design principles to the necessities of future lawyer are oriented. The first principle provides the self-value of didactic aim for students. It is necessary to future lawyers for self-control of the quality of education. Student’s interest depends on their awareness of the importance of educational material, practical and creative nature of tasks of self-learning work. Demonstration of social and professional value of knowledge is important. This meaning should be displayed in the selection of practical exercises. Educator must use the tasks from lawyer’s direct activity. Personal potential of knowledge will be realized when the students are oriented to permanent self-examination of general and professional development. Students need self-realization at implementation of self-learning tasks for awareness of the importance of knowledge. Differentiated selection of tasks by content and the level of complication is one of the aspects of realization of the students’ needs. A student must understand the benefit of knowledge for implementation of subsequent educational tasks and professional activity. The second principle requires from the educator of the account of individual features of students. The educator must study the person, take into account the tendencies of cognitive interests and needs of most students. An educator must take into account the features of cadets’ collective at preparation of employees of law enforcement authorities. Quality of methodological support, complexity and number of educational tasks, the general conditions of training are provided by personal orientation training. Selection of tasks must take into account the students’ learning abilities. The third principle provides the presence of self-motivation of students’ educational activity. An educator must create conditions for the actualization of students’ educational needs. The first mechanism of forming of motivation provides the future lawyers’ professional and educational self-realization. The second mechanism unites the students’ educational and social needs. The third mechanism is conditioned by requirements to self-learning work. A fourth mechanism transforms moral motivation in training one. The next designing principle provides future lawyers’ self-management of self-learning activity. A student is a full participant in the learning process and the management by self-learning activity. An educator must give help to the student in self-government by self-learning. Study of principles allows to begin the study of functions of subjects of management of future lawyers’ self-learning work.
The students’ self-learning work is becoming more popular in higher school’s educational process. This applies to the training of lawyers. The article is devoted to the solution of a question of the accounting of personal aspect at designing of future lawyers’ self-learning work. Principles that determine the orientation of students to realization of significance of acquisition of professional knowledge, the account of requirements of the person-oriented education, the providing of motivation of student and the cultivation of process of self-government, are studied in the research. Design principles to the necessities of future lawyer are oriented. The first principle provides the self-value of didactic aim for students. It is necessary to future lawyers for self-control of the quality of education. Student’s interest depends on their awareness of the importance of educational material, practical and creative nature of tasks of self-learning work. Demonstration of social and professional value of knowledge is important. This meaning should be displayed in the selection of practical exercises. Educator must use the tasks from lawyer’s direct activity. Personal potential of knowledge will be realized when the students are oriented to permanent self-examination of general and professional development. Students need self-realization at implementation of self-learning tasks for awareness of the importance of knowledge. Differentiated selection of tasks by content and the level of complication is one of the aspects of realization of the students’ needs. A student must understand the benefit of knowledge for implementation of subsequent educational tasks and professional activity. The second principle requires from the educator of the account of individual features of students. The educator must study the person, take into account the tendencies of cognitive interests and needs of most students. An educator must take into account the features of cadets’ collective at preparation of employees of law enforcement authorities. Quality of methodological support, complexity and number of educational tasks, the general conditions of training are provided by personal orientation training. Selection of tasks must take into account the students’ learning abilities. The third principle provides the presence of self-motivation of students’ educational activity. An educator must create conditions for the actualization of students’ educational needs. The first mechanism of forming of motivation provides the future lawyers’ professional and educational self-realization. The second mechanism unites the students’ educational and social needs. The third mechanism is conditioned by requirements to self-learning work. A fourth mechanism transforms moral motivation in training one. The next designing principle provides future lawyers’ self-management of self-learning activity. A student is a full participant in the learning process and the management by self-learning activity. An educator must give help to the student in self-government by self-learning. Study of principles allows to begin the study of functions of subjects of management of future lawyers’ self-learning work.
Опис
Ключові слова
управління, самостійна робота студентів, навчальні завдання, принципи, майбутні юристи, викладачі, потреба, знання, management, students’ self-learning work, learning tasks, principles, future lawyers, educators, need, knowledge
Бібліографічний опис
Кучерявий, А. О. Особистісний аспект у проектувальних принципах управління самостійною навчальною діяльністю майбутніх юристів [Текст] / А. О. Кучерявий // 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. 299–305.