Формування у студентів умінь самодіагностики результатів пізнавально-творчої діяльності
Дата
2014
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглядається поняття «самодіагностики», її співвідношення з поняттями «самоконтроль» і «самооцінювання». З’ясовано об’єктивні причини необхідності поєднання останніх на основі критеріально-діагностичного підходу до педагогічного вимірювання для підвищення ефективності перебігу та якості результатів самостійної пізнавально-творчої діяльності студентів у навчанні гуманітарних дисциплін. Розмежовано поняття «самооцінки» та «сомооцінювання». Виокремлено переваги процедури самооцінювання студентом власних навчальних досягнень. Викладено авторську позицію щодо визначення етапів формування у студентів умінь самодіагностики творчих продуктів.
The article deals with the concept of self-diagnostics and its relationship to the concepts of self-control and self-evaluation. Despite the fact that the idea of self-diagnostics (self-control and self-evaluation) is not new, experience shows that they are almost never used in higher educational institutions of Ukraine. A significant reason for this is the lack of theoretical and practical investigation of problems of formation of students’ result measurement skills especially in the condition of heuristic education with the priority of independent self-learning cognitive and creative activities. Pedagogical control and evaluation should have a diagnostic character to help predict possible difficulties of student’s activity and promote the development of their cognitive and creative skills. Teachers often conduct the process of diagnostics, control and evaluation of students’ learning activities alone. Generally students are just objects of pedagogical measurement: they are not involved in this work and not always taught to use these methods. The criteria by which the teacher evaluates learning achievement of students are hardly known to them. Sometimes teachers themselves are not aware of the applied measurement criteria and the results of evaluation often depend on circumstances and the teacher’s mood, which influences his or her subjective attitude towards the student’s individuality. As a result, graduate students do not possess the skills of self-diagnostics, self-control and self-evaluation. Objective reasons based on a combination of the criteria-diagnostic approach to pedagogical measurement have been found necessary to improve the processing and results of independent cognitive and creative activities of students in teaching humanities. The definitions of «self-esteem» and «self-evaluation» have been separated. The benefits of student’s self-evaluation procedures have been determined. During the experiment the author came to the conclusion that self-evaluation has a positive effect on academic achievements of students, if they have been previously instructed by the teacher according to the method of its application. The procedure of self-evaluation also allowed students to focus on their own achievements, gave the opportunity to compare them with their previous achievements. The article presents the author's position on the definition of the stages of formation of students’ self-diagnostic skills of creative products.
The article deals with the concept of self-diagnostics and its relationship to the concepts of self-control and self-evaluation. Despite the fact that the idea of self-diagnostics (self-control and self-evaluation) is not new, experience shows that they are almost never used in higher educational institutions of Ukraine. A significant reason for this is the lack of theoretical and practical investigation of problems of formation of students’ result measurement skills especially in the condition of heuristic education with the priority of independent self-learning cognitive and creative activities. Pedagogical control and evaluation should have a diagnostic character to help predict possible difficulties of student’s activity and promote the development of their cognitive and creative skills. Teachers often conduct the process of diagnostics, control and evaluation of students’ learning activities alone. Generally students are just objects of pedagogical measurement: they are not involved in this work and not always taught to use these methods. The criteria by which the teacher evaluates learning achievement of students are hardly known to them. Sometimes teachers themselves are not aware of the applied measurement criteria and the results of evaluation often depend on circumstances and the teacher’s mood, which influences his or her subjective attitude towards the student’s individuality. As a result, graduate students do not possess the skills of self-diagnostics, self-control and self-evaluation. Objective reasons based on a combination of the criteria-diagnostic approach to pedagogical measurement have been found necessary to improve the processing and results of independent cognitive and creative activities of students in teaching humanities. The definitions of «self-esteem» and «self-evaluation» have been separated. The benefits of student’s self-evaluation procedures have been determined. During the experiment the author came to the conclusion that self-evaluation has a positive effect on academic achievements of students, if they have been previously instructed by the teacher according to the method of its application. The procedure of self-evaluation also allowed students to focus on their own achievements, gave the opportunity to compare them with their previous achievements. The article presents the author's position on the definition of the stages of formation of students’ self-diagnostic skills of creative products.
Опис
Ключові слова
педагогічне вимірювання, самодіагностика, самоконтроль, самооцінювання, критеріально-діагностичний підхід, самостійна пізнавально-творча діяльність студентів, гуманітарні дисципліни, творчий продукт, pedagogical measurement, self-diagnostics, self-control, self-evaluation, criteria-diagnostic approach, independent cognitive and creative activity of students, humanities, creative product
Бібліографічний опис
Плохута, Т. М. Формування у студентів умінь самодіагностики результатів пізнавально-творчої діяльності [Текст] / Т. М. Плохута // 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. – № 7 (41). – С. 322–330.