Модель професійної підготовки майбутніх логопедів у інформаційно-освітньому середовищі закладів вищої освіти
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У статті обґрунтовано модель професійної підготовки майбутніх логопедів в інформаційно-освітньому середовищі закладів вищої освіти. Визначено її компонентний склад. Установлено, що він включає методологічно-цільовий, змістово-процесуальний, результативно-оцінний блоки. Розкрито, що до методологічно-цільового блоку входять мета, підходи, принципи; змістово-процесуального – суб'єкти, етапи, зміст, форми, методи засоби, технології; результативно-оцінного - критерії, показники, ознаки, рівні, діагностичний інструментарій, результат. Доведено, що практична реалізація моделі здійснюється за допомогою впровадження в освітню практику спеціально розробленої полікомпонентної експериментальної програми формування готовності майбутніх логопедів для виконання модально-специфічних функцій. Розкрито перспективи подальших досліджень.
The article substantiates the model of professional training of future speech therapists in the informational and educational environment of higher education institutions. A conceptual idea is defined as the theoretical basis for the development of the model. Its component structure is determined. It is established that it includes methodological-target, content-procedural, performance-estimating units. It has been established that methodological-target unit includes the goal (professional training of future speech therapists in the informational and educational environment of higher education institutions), approaches (paradigm, systemic, personality oriented, axiological, anthropo-socio-humanistic, competence, contextual, practical-oriented, integrated), principles (general and specific) taking into account the theoretical ideas of humanization of preschool and special education. The content-procedural unit includes: subjects (teachers, students, children of preschool age), stages (orientation-motivational, technological, practical-oriented), content (system of interrelated logopedic disciplines), forms (lectures, practical classes (seminar, special workshop, laboratory work, workshop), independent, scientific research and methodological work of students, educational and industrial practice, course and qualifying works, student scientific conferences, educational work), methods (innovative-activity, training-games and reflexive), means (primary sources, textbooks, teaching aids, methodological recommendations, scientific, popular science literature, documents, regulatory collections, electronic books, databases and other computer tools), technologies (teaching on the basis of the factors of the linearity and concentricity of the organization of the process of preparing future speech therapists for professional work; modular training; organization of independent work of students on the basis of a practice-oriented approach; organization of training of students with the help of technological cards and assessment of their readiness for practical activity on the basis of monitoring of individual professional growth; working out of practical skills of speech therapy through conducting workshops; technology of reflexive management of student learning; information and communication technologies in the informational and educational environment of higher education institutions). The results-evaluation unit includes criteria, indicators, attributes (motivational-personal, informational-cognitive, activity-technological), levels (high (strategic), average (pragmatic), low (operational), diagnostic tool, result (willingness of future speech therapists to professional activity, in particular, to the development of speech activity of preschool children). It is proved that practical realization of the model is carried out by introducing in a training practice of a specially developed multicomponent experimental program for training future speech therapists to perform modal-specific functions reveals the prospects for further research.
The article substantiates the model of professional training of future speech therapists in the informational and educational environment of higher education institutions. A conceptual idea is defined as the theoretical basis for the development of the model. Its component structure is determined. It is established that it includes methodological-target, content-procedural, performance-estimating units. It has been established that methodological-target unit includes the goal (professional training of future speech therapists in the informational and educational environment of higher education institutions), approaches (paradigm, systemic, personality oriented, axiological, anthropo-socio-humanistic, competence, contextual, practical-oriented, integrated), principles (general and specific) taking into account the theoretical ideas of humanization of preschool and special education. The content-procedural unit includes: subjects (teachers, students, children of preschool age), stages (orientation-motivational, technological, practical-oriented), content (system of interrelated logopedic disciplines), forms (lectures, practical classes (seminar, special workshop, laboratory work, workshop), independent, scientific research and methodological work of students, educational and industrial practice, course and qualifying works, student scientific conferences, educational work), methods (innovative-activity, training-games and reflexive), means (primary sources, textbooks, teaching aids, methodological recommendations, scientific, popular science literature, documents, regulatory collections, electronic books, databases and other computer tools), technologies (teaching on the basis of the factors of the linearity and concentricity of the organization of the process of preparing future speech therapists for professional work; modular training; organization of independent work of students on the basis of a practice-oriented approach; organization of training of students with the help of technological cards and assessment of their readiness for practical activity on the basis of monitoring of individual professional growth; working out of practical skills of speech therapy through conducting workshops; technology of reflexive management of student learning; information and communication technologies in the informational and educational environment of higher education institutions). The results-evaluation unit includes criteria, indicators, attributes (motivational-personal, informational-cognitive, activity-technological), levels (high (strategic), average (pragmatic), low (operational), diagnostic tool, result (willingness of future speech therapists to professional activity, in particular, to the development of speech activity of preschool children). It is proved that practical realization of the model is carried out by introducing in a training practice of a specially developed multicomponent experimental program for training future speech therapists to perform modal-specific functions reveals the prospects for further research.
Опис
Ключові слова
модель, компонентний склад, професійна підготовка, майбутні логопеди, інформаційно-освітнє середовище, заклади вищої освіти, model, component composition, professional training, future speech therapists, informational and educational environment, higher education institutions
Бібліографічний опис
Цимбал-Слатвінська, С. В. Модель професійної підготовки майбутніх логопедів у інформаційно-освітньому середовищі закладів вищої освіти [Текст] / С. В. Цимбал-Слатвінська // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 1 (85). – С. 105–117.