Методика формування самостійної системної діяльності студентів-екологів у процесі виробничої практики

Abstract

У статті аналізується методика формування самостійної системної діяльності студентів-екологів у процесі виробничої практики, наводиться модель виробничої практики як педагогічної системи. Автори акцентують увагу на недоліках у професійній системі у відповідній діяльності. Запропонована системна схема вирішення проблем практики; вона містить обґрунтування вибору конкретного об’єкта практики, постановку мети практики, критичний аналіз об’єкта практики, а як доказ досягнення мети – вибір теми для подальшої навчальної діяльності.

This article analyzes the methodology of forming of independent systemic activity of students-ecologists in the process of practical training; the model of practical training as a pedagogical system is given. The authors emphasize the drawbacks in the system in the relevant professional activity. The proposed scheme is systematic problem solving practice; it provides a justification of the choice of a particular item of practice, practice setting goals, critical analysis of the practice facility, and topics for further study as a proof of the goal. Practical training as a pedagogic system is intended for preparation of future ecologists to work on a speciality. Thus, the aim of this form of educational process subdues the aim of the system of vocational education in general. During the practice the students should acquire professional knowledge and skills, for which the activity of the students during the practice is organized so that the desired positive result will be obtained. The peculiarity of the given model and industrial practice is that the activity of students will be understood not only as a set of specific actions in order to implement the program, but also as a system. According to nominated assumptions, independent work of students in practical training should be aimed at solving specific professional tasks. Forming in natural sciences students the skills to solve professional tasks on the basis of systemic approach requires designing students’ activity as a system of interrelated actions considering the specific of practical training as a form of education process. In accordance with the existing views on the aim of practice and requirements of the principle of continuity between the stages of learning (the second conceptual position) during the practice students need to collect the material and to identify a theme for further research work, course design, or for the final qualifying work. It is proved that practical training as a form of learning has its own specifics. The learning process itself excludes the explanation to students of adapted information, training and exercises prepared according to standards and rules; therefore, it cannot be regarded as a passive form of training. During practical training students learning is determined by the external guidance and conditions.