Методологічні підходи до професійної підготовки майбутніх логопедів
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкрито методологічні підходи до професійної підготовки майбутніх логопедів: парадигмальний (розкриває спосіб аналізу педагогічного процесу на основі формування інформаційно-освітнього середовища та професійної підготовки майбутніх логопедів в умовах цього середовища), системний (дозволяє врахувати суперечності й недоліки наявної системи професійної підготовки майбутніх логопедів), особистісно-орієнтований (припускає, що професійна підготовка майбутнього логопеда максимально враховує індивідуальні особливості студентів), аксіологічний (дозволяє розглядати логопедичну освіту як соціально-педагогічний феномен), антропосоціогуманістичний (зумовлює формування особистості логопеда як головної ланки освітнього процесу), компетентнісний (висуває на перше місце вміння вирішувати проблеми розвитку, навчання й виховання дітей із порушеннями мовлення), контекстний (уможливлює зв’язок і наступність професійної підготовки з професійною діяльністю), практико-орієнтований (проявляється в організації процесу активного навчання), феноменологічний (орієнтується на безпосередньому спостереженні особливостей і властивостей досліджуваного процесу), сутнісний (забезпечує орієнтування на внутрішні особливості та зв’язки досліджуваних об’єктів), комплексний (дозволяє вирішувати головні завдання в подальшій освіті дітей).
The article describes methodological approaches to the future speech therapists professional training, which are paradigm, systematic, personality-oriented, axiological, antropological and social and humanistic, competence, contextual, practice-oriented, phenomenological, essential, complex. Paradigmal approach reveals a method of analyzing a pedagogical process based on binary oppositions – formation of information and educational environment and future speech therapists professional training in the conditions of this environment, each of which has its own specific set of concepts describing goals, content and educational process. Systematic approach allows to take into account the contradictions and disadvantages of the existing system of future speech therapists professional training and to identify mechanisms and to determine conditions for the formation of professionally significant qualities. Personality-oriented approach assumes that future speech therapist professional training takes into account the individual characteristics of students: knowledge level, skills and practical experience. Axiological approach allows to consider speech therapy as a social and pedagogical phenomenon, which is reflected in such basic ideas as universality and fundamentality of humanistic values, unity of goals and means. Antropological and social and humanistic approach determines formation of the speech therapist’s personality as the main element of the educational process in terms of integration, his professional competence, finding ways to solve problems, substantiation of strategic and tactical tasks of improving the social environment for the child with speech impairment. Competence approach puts it in the first place not the knowledge of the future specialist, but his skills to deal with development, education and upbringing of children with speech impairments. Contextual approach makes possible connection and continuity of professional training with professional activity, life and practice. Practiceoriented approach anifested in the organization of the process of active learning, interaction with children with speech impairment, professional and pedagogical orientation of the whole system of training, in particular production practice, in the use of methods, techniques and tools that contribute to mobilization and development of communicative abilities of future speech therapists. Phenomenological approach focuses on the direct observation of the features and properties of the studied process. Essential approach provides orientation to the internal features and connections of the investigated objects, the phenomena of correctional work, as well as various links to the laws, concepts, categories that describe them. Complex approach allows to solve the main tasks in the further education of children: characterization of the studied functions, disclosure of the structure of the defect, prediction of the child’s development, obtaining a conclusion that develops a program for dealing with a child with speech impairment.
The article describes methodological approaches to the future speech therapists professional training, which are paradigm, systematic, personality-oriented, axiological, antropological and social and humanistic, competence, contextual, practice-oriented, phenomenological, essential, complex. Paradigmal approach reveals a method of analyzing a pedagogical process based on binary oppositions – formation of information and educational environment and future speech therapists professional training in the conditions of this environment, each of which has its own specific set of concepts describing goals, content and educational process. Systematic approach allows to take into account the contradictions and disadvantages of the existing system of future speech therapists professional training and to identify mechanisms and to determine conditions for the formation of professionally significant qualities. Personality-oriented approach assumes that future speech therapist professional training takes into account the individual characteristics of students: knowledge level, skills and practical experience. Axiological approach allows to consider speech therapy as a social and pedagogical phenomenon, which is reflected in such basic ideas as universality and fundamentality of humanistic values, unity of goals and means. Antropological and social and humanistic approach determines formation of the speech therapist’s personality as the main element of the educational process in terms of integration, his professional competence, finding ways to solve problems, substantiation of strategic and tactical tasks of improving the social environment for the child with speech impairment. Competence approach puts it in the first place not the knowledge of the future specialist, but his skills to deal with development, education and upbringing of children with speech impairments. Contextual approach makes possible connection and continuity of professional training with professional activity, life and practice. Practiceoriented approach anifested in the organization of the process of active learning, interaction with children with speech impairment, professional and pedagogical orientation of the whole system of training, in particular production practice, in the use of methods, techniques and tools that contribute to mobilization and development of communicative abilities of future speech therapists. Phenomenological approach focuses on the direct observation of the features and properties of the studied process. Essential approach provides orientation to the internal features and connections of the investigated objects, the phenomena of correctional work, as well as various links to the laws, concepts, categories that describe them. Complex approach allows to solve the main tasks in the further education of children: characterization of the studied functions, disclosure of the structure of the defect, prediction of the child’s development, obtaining a conclusion that develops a program for dealing with a child with speech impairment.
Опис
Ключові слова
методологічні підходи, парадигмальний, системний, особистісно-орієнтований, аксіологічний, антропосоціогуманістичний, контекстний, компетентнісний, практико-орієнтований, феноменологічний, сутнісний, комплексний, methodological approaches, paradigm, systematic, personality-oriented, axiological, antropological and social and humanistic, competence, contextual, practice-oriented, phenomenological, essential, complex
Бібліографічний опис
Цимбал-Слатвінська, С. В. Методологічні підходи до професійної підготовки майбутніх логопедів [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. – № 6 (90). – С. 185–199.