Розвиток критичного мислення майбутніх кваліфікованих робітників у процесі вивчення інформація них дисциплін
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Дата
2020
Назва журналу
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Назва тому
Видавець
Анотація
У дисертації розроблено, обґрунтовано та експериментально перевірено модель розвитку критичного мислення майбутніх кваліфікованих робітників у процесі вивчення інформатичних дисциплін, у якій методологічною основою виступають компетентнісний, особистісно-орієнтований, діяльнісний, системний, аксіологічний підходи та специфічні принципи навчання (суб’єкти ості, самостійності, інформаційної насиченості, достовірності і доступності, проблемності змісту, свободи вибору, комунікативності, створення електронного освітнього середовища). Вивчення інформатичних дисциплін реалізовано через індивідуальну, індивідуально-групову, парну і колективні форми навчання із застосуванням інтерактивних методів, методу проектів та методу кейсів. Розроблена модель передбачає активне використання технічних засобів, ресурсів мережі Інтернет, електронних освітніх ресурсів, програмних засобів загального та спеціального призначення, професійно- орієнтованих завдань і має своїм результатом позитивну динаміку в розвитку критичного мислення майбутніх кваліфікованих робітників.
The thesis is devoted to the problem of development of critical thinking of future skilled workers in the process of studying informative disciplines. According to the results of generalization and systematization of scientific studies the essence of the concept «critical thinking» has been clarified: an intellectual process of applying critical thinking skills (analysis, synthesis, systematization, generalization, subjective and objective evaluation of information which is collected by the learning subject through observation, experience, reflection, reasoning and communication) which provides clarity, accuracy and consistency of thought and the relevance and validity of the findings. The structural analysis of the definition of «critical thinking» has confirmed its non-trivial structure and has given the reason to attribute to the components of critical thinking: 1) general, professional and informative knowledge (related to the processing of information in different formats of its presentation); 2) high-level thinking skills; 3) skills to communicate reasonably; 4) value orientations of the personality. Under the development of critical thinking we mean the individual reaction of the subjects of learning to the purposeful process of educational influence, which aims at improving high-level critical thinking skills, and is based on the reflection of educational activities and in the conditions of professional training of skilled workers is realized through the acquisition of general, professional and informative knowledge, formation of abilities to solve the professional-oriented tasks for the uncertain conditions, development of communication skills and value orientations. The analysis of scientific studies on the methodological foundations of the research has confirmed the need to involve a complex of approaches and specific training principles: systematic, competent, personality-oriented, activity-oriented, axiological approaches and principle of subjectivity; the principle of providing independence of thinking; the principle of information saturation of the material; the principle of scientific, credible and accessible information; the problematic principle; the principle of freedom of choice; the principle of communication; the principle of creating an electronic educational environment. The methodological foundation, defined in the section, is the basis for the implementation of the model of development of critical thinking of future skilled workers in the process of studying informative disciplines, which describes the purpose, methodological, content-organizational, the criteria basis and the result of its realization. The content-organizational basis of the model defines the content that is learned at the lessons using the individual, individually group, pair and collective forms of learning thanks to different teaching methods, based on the active interaction of the participants in the educational process: learning in pairs, case-method and interactive methods. The implementation of the model is provided by learning tools that simultaneously sene as a tool for the study of information disciplines (technical tools, Internet resources, electronic educational resources, general and special purpose software, professionally oriented tasks). As a result of the structural analysis of the concept of «critical thinking» and clarification of its components, the criteria have been developed to characterize their development through certain indicators: the cognitive component corresponds to the cognitive entenon (the indicator is «The volume of knowledge»); the operational component corresponds to the activity criterion (the indicators are «The skills to analyze», «The skills to evaluate», «The skills to synthesize»); the behavioral component corresponds to the personal criterion (the indicators are «The skills to reflect» and «The skills to communicate»). According to the developed criteria and indicators three levels of development of critical thinking are defined: low. medium, high. The generalization of the obtained results has confirmed the goal of the research, the fulfillment of its tasks and probability of the hypothesis about the positive influence of the presented model on the level of development of critical thinking of future skilled workers in the process of studying informative disciplines at the level of significance 0.05.
The thesis is devoted to the problem of development of critical thinking of future skilled workers in the process of studying informative disciplines. According to the results of generalization and systematization of scientific studies the essence of the concept «critical thinking» has been clarified: an intellectual process of applying critical thinking skills (analysis, synthesis, systematization, generalization, subjective and objective evaluation of information which is collected by the learning subject through observation, experience, reflection, reasoning and communication) which provides clarity, accuracy and consistency of thought and the relevance and validity of the findings. The structural analysis of the definition of «critical thinking» has confirmed its non-trivial structure and has given the reason to attribute to the components of critical thinking: 1) general, professional and informative knowledge (related to the processing of information in different formats of its presentation); 2) high-level thinking skills; 3) skills to communicate reasonably; 4) value orientations of the personality. Under the development of critical thinking we mean the individual reaction of the subjects of learning to the purposeful process of educational influence, which aims at improving high-level critical thinking skills, and is based on the reflection of educational activities and in the conditions of professional training of skilled workers is realized through the acquisition of general, professional and informative knowledge, formation of abilities to solve the professional-oriented tasks for the uncertain conditions, development of communication skills and value orientations. The analysis of scientific studies on the methodological foundations of the research has confirmed the need to involve a complex of approaches and specific training principles: systematic, competent, personality-oriented, activity-oriented, axiological approaches and principle of subjectivity; the principle of providing independence of thinking; the principle of information saturation of the material; the principle of scientific, credible and accessible information; the problematic principle; the principle of freedom of choice; the principle of communication; the principle of creating an electronic educational environment. The methodological foundation, defined in the section, is the basis for the implementation of the model of development of critical thinking of future skilled workers in the process of studying informative disciplines, which describes the purpose, methodological, content-organizational, the criteria basis and the result of its realization. The content-organizational basis of the model defines the content that is learned at the lessons using the individual, individually group, pair and collective forms of learning thanks to different teaching methods, based on the active interaction of the participants in the educational process: learning in pairs, case-method and interactive methods. The implementation of the model is provided by learning tools that simultaneously sene as a tool for the study of information disciplines (technical tools, Internet resources, electronic educational resources, general and special purpose software, professionally oriented tasks). As a result of the structural analysis of the concept of «critical thinking» and clarification of its components, the criteria have been developed to characterize their development through certain indicators: the cognitive component corresponds to the cognitive entenon (the indicator is «The volume of knowledge»); the operational component corresponds to the activity criterion (the indicators are «The skills to analyze», «The skills to evaluate», «The skills to synthesize»); the behavioral component corresponds to the personal criterion (the indicators are «The skills to reflect» and «The skills to communicate»). According to the developed criteria and indicators three levels of development of critical thinking are defined: low. medium, high. The generalization of the obtained results has confirmed the goal of the research, the fulfillment of its tasks and probability of the hypothesis about the positive influence of the presented model on the level of development of critical thinking of future skilled workers in the process of studying informative disciplines at the level of significance 0.05.
Опис
Ключові слова
критичне мислення, розвиток критичного мислення, кваліфіковані робітники, інформатичні дисципліни, модель, професійна підготовка, critical thinking, development of critical thinking, future skilled workers, educational process, informative disciplines, model of development of critical thinking of future skilled workers
Бібліографічний опис
Цьома, Н. С. Розвиток критичного мислення майбутніх кваліфікованих робітників у процесі вивчення інформація них дисциплін [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.04 – теорія і методика проф. освіти / Цьома Наталія Сергіївна ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; науковий керівник О. В. Семеніхіна. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – 22 с.