Становлення технологій евристичної освіти в українській вищій педагогічній школі

Abstract

У статті здійснено аналіз розвитку основних ідей і технологій евристичної освіти у вітчизняній педагогіці. На основі історико-генетичного та історико-порівняльного аналізу виокремлено основні етапи становлення й розвитку евристичної освіти з її технологіями евристичного навчання в українських закладах вищої освіти (ЗВО), зокрема в педагогічних університетах, протягом X–XXI століття. Узагальнено тенденції розвитку інноваційних технологій евристичної освітньої системи зі ствердженням пріоритетів пізнавально-творчої і професійно-творчої діяльності, спрямованої на підготовку креативної особистості майстерного, гуманістично-спрямованого педагога.

The article analyzes the basic ideas and techniques of heuristic education in national pedagogy, which is originated and developed on the basis of Socratic dialogue, theory and practice of creative self-realization of personality, ideas and methods of pedagogical creativity. Development and improvement of heuristic techniques have been especially intensified in modern conditions, when the purpose of educational system was the cognitive-creative and professional-creative self-realization of either pupil or student, their ability not to absorb already known knowledge, but to create them on the basis of comprehension of scientific concepts in the process of independent heuristic activity, that is, a complex of search, reconstructive, constructive and creative operations and procedures. The results of scientific schools’ of pedagogical universities that developed and implemented innovative techniques of heuristic education are analyzed: lectures of direct action, dialogical humanistic cooperation of all subjects of educational process, creation and protection of creative educational products, techniques of diagnostics and evaluation of cognitive-creative and professional self-realization of personality, techniques of pedagogical practice as pilot projects of both master and future teachers. They laid the foundation for an innovative, democratically oriented pedagogical system with humanistic principles and creative teaching and learning methods, and considered heuristic teaching a new form of education in the late nineteenth and early twentieth centuries. On the basis of historical-genetic and historical-comparative analysis, the main stages of formation, development and modernization of heuristic education with its techniques of heuristic education in Ukrainian higher education institutions (HEIs), in particular pedagogical universities during the XX–XXI centuries, were distinguished. Priority of creative activity over reproductive in educational process, priority of constructive, humanistic dialogue over monologue, synergy of freedom and responsibility of future specialist became the main tendencies of development of some techniques of heuristic education, which are aimed at training of a new type of a professional teacher – researcher, organizer, psychologist, creative master-professional. It is the heuristic education with its flexible innovative ideas and techniques that needs a refreshed Ukrainian higher pedagogical school to train such type of a teacher.