Підготовка вчителя початкової школи до діалогічного навчання учнів як педагогічна проблема
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Дата
2014
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті, за результатами вивчення теоретичних джерел, розкрито стан дослідженості підготовки вчителя початкової школи до діалогічного навчання. З’ясовано основні теоретичні підходи щодо обґрунтування актуальності, різних аспектів підготовки вчителя до діалогічної діяльності, діалогу в освітньому процесі. Виявлено міждисциплінарні зв’язки дослідження підготовки фахівця до діалогічної взаємодії, сутнісні особливості різних видів діалогу та його значущість в особистісному розвитку й становленні учня. Незважаючи на те, що на теоретичному рівні науковці розглядають різні аспекти підготовки фахівця до діалогічного навчання, немає цілісного дослідження з проблеми підготовки вчителя початкової школи до діалогічного навчання учнів. Виокремлено пріоритетні напрями подальших досліджень з цієї актуальної проблеми.
As the result of theoretical research, the article investigates the problem of primary school teacher training to dialogic teaching of pupils. In the scientific survey the analysis of Ukrainian and foreign pedagogues’ works on the investigated problem is given. The investigation of this problem is situated in the field of іnterdisciplinary study, especially philosophy, psychology, pedagogy. Researchers, validating the principles, technology of dialogic teaching, use such key words as: dialogic approach, dialogic interaction, dialogic teaching, what means the multifunctioning of this problem and need to actualize its implementation into the primary school teacher training. As the result of this problem the definitions of the notions «dialogic teaching», «dialogic interaction» are given. Dialogic teaching is based on the principle of child centrism: considering values and their importance to the child and society; knowledge productivity and means of activity; meaning of education. The entity of dialogic interaction in the process of solving common educational tasks, reflection, what predetermines the child’s realization of his or her personal increasing as for getting education is given. The considering of the problem from various methodological points of views will help future primary school teachers to realize the importance of communication in the system «teacher-pupil-pupil-teacher». In the context of this article the peculiarities of using interactive technologies in the process of primary teacher training to the dialogic teaching are given, readiness of future primary school teachers to use received knowledge in practice. The article actualizes working experience of secondary school teachers of Ukraine as for realization of dialogic teaching technologies. The experience of primary school teacher I. Charchenko (Dnipropetrovsk school number 37) is of great value. At her lessons the teacher uses dialogue as a means of developing pupil’s speaking abilities, creativity and individual work. It is proved that social and individual predetermination of dialogic teaching in primary schools and often the teacher’s unreadiness to the realization of this teaching type, actualizes the problem of improvement of forms and methods of teacher training. It is necessary to give the precise definition of primary school teacher training to dialogic teaching, to define the level of the primary school teacher’s readiness to such type of professional activity, definition of criteria and notions.
As the result of theoretical research, the article investigates the problem of primary school teacher training to dialogic teaching of pupils. In the scientific survey the analysis of Ukrainian and foreign pedagogues’ works on the investigated problem is given. The investigation of this problem is situated in the field of іnterdisciplinary study, especially philosophy, psychology, pedagogy. Researchers, validating the principles, technology of dialogic teaching, use such key words as: dialogic approach, dialogic interaction, dialogic teaching, what means the multifunctioning of this problem and need to actualize its implementation into the primary school teacher training. As the result of this problem the definitions of the notions «dialogic teaching», «dialogic interaction» are given. Dialogic teaching is based on the principle of child centrism: considering values and their importance to the child and society; knowledge productivity and means of activity; meaning of education. The entity of dialogic interaction in the process of solving common educational tasks, reflection, what predetermines the child’s realization of his or her personal increasing as for getting education is given. The considering of the problem from various methodological points of views will help future primary school teachers to realize the importance of communication in the system «teacher-pupil-pupil-teacher». In the context of this article the peculiarities of using interactive technologies in the process of primary teacher training to the dialogic teaching are given, readiness of future primary school teachers to use received knowledge in practice. The article actualizes working experience of secondary school teachers of Ukraine as for realization of dialogic teaching technologies. The experience of primary school teacher I. Charchenko (Dnipropetrovsk school number 37) is of great value. At her lessons the teacher uses dialogue as a means of developing pupil’s speaking abilities, creativity and individual work. It is proved that social and individual predetermination of dialogic teaching in primary schools and often the teacher’s unreadiness to the realization of this teaching type, actualizes the problem of improvement of forms and methods of teacher training. It is necessary to give the precise definition of primary school teacher training to dialogic teaching, to define the level of the primary school teacher’s readiness to such type of professional activity, definition of criteria and notions.
Опис
Ключові слова
діалог, діалогічне навчання, діалогічна взаємодія, діалогічний підхід, підготовка вчителя початкової школи, dialogue, dialogic teaching, dialogic interaction, dialogic approach, primary school teacher training
Бібліографічний опис
Фомін, К. В. Підготовка вчителя початкової школи до діалогічного навчання учнів як педагогічна проблема [Текст] / К. В. Фомін // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 9 (43). – С. 291–299.