Формування майбутнього вчителя-філолога в умовах освітньо-комунікативного середовища ЗВО
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Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті виявлено недооцінювання потенціалу ЗВО щодо забезпечення можливостей формування професійної компетентності студентів-філологів в умовах освітньо-комунікативного середовища. Визначено напрями формування майбутнього вчителя-філолога в умовах освітньо-комунікативного середовища ЗВО. Акцентовано увагу на міждисциплінарному аспекті професійної підготовки вчителя-філолога, адже складовими змісту такої підготовки є творче поєднання філологічної й педагогічної освіти. Обґрунтовано створення комунікативно-освітнього середовища, що забезпечує максимальний ступінь індивідуалізації, формування стійких пізнавальних інтересів і мотивів у студентів, скорочення часу на освоєння матеріалу, зняття напруженості, стимулювання пізнавальної активності й самостійності, розвитку творчих здібностей.
The article reveals an underestimation of the potential of higher education institutions to provide opportunities for the formation of professional competence of students of philology in an education and communicative environment. The directions of formation of the future teacher-philologist in the conditions of the educational and communicative environment of higher education institutions are defined. Emphasis is placed on the interdisciplinary aspect of professional training of teachers of philology, because the components of the content of such training are a creative combination of philological and pedagogical education, because the professional functions of future philologists are analysis, creation, translation, transformation, evaluation of written and oral texts (for research, critical-analytical and applied purposes), masterful operation of communicative strategies and tactics, skilled use of language in the development of computer programs, standardization and unification of scientific and technical terminology, development of methods and technologies of automatic annotation, abstracting, organization of successful communication in different languages. With this in mind, the content of professional training of philologists is a system of basic scientific theories, concepts, principles, categories, methods and concepts of philology. The article states that the future teacher-philologist as a specialist must be able to analyze and prepare educational material that requires linguistic competence (formation of knowledge about linguistics as a science, general information about language, etc.); culturological competence, which includes information about language as a national-cultural phenomenon; pedagogical competence (awareness of the role of the teacher, construction of own pedagogical experience); psychological competence, which includes the ability to assess skills, capabilities, psychological characteristics; communicative competence (ability to use verbal and nonverbal means correctly in the process of communication); methodological competence (mastery of didactic methods and techniques and the ability to apply them in the learning process); information competence (work with information in professional and pedagogical activities). Creation of a communicative-educational environment is substantiated, which provides the maximum degree of individualization, formation of stable cognitive interests and motives in students, reduction of time for mastering the material, relieving tension, stimulating cognitive activity and independence, development of creative abilities. It is emphasized that training of future teachers of philology in the educational and communicative environment of higher education institutions as a systematic, continuous, interactive educational process aimed at forming their readiness for professional activity and successful performance of an expanded range of professional functions represented by such components as teaching, educational, communicative-activity, motivational, socio-cultural, information-analytical, creative, control-corrective, developmental, educational, gnostic, constructive-planning, organizational, partnership.
The article reveals an underestimation of the potential of higher education institutions to provide opportunities for the formation of professional competence of students of philology in an education and communicative environment. The directions of formation of the future teacher-philologist in the conditions of the educational and communicative environment of higher education institutions are defined. Emphasis is placed on the interdisciplinary aspect of professional training of teachers of philology, because the components of the content of such training are a creative combination of philological and pedagogical education, because the professional functions of future philologists are analysis, creation, translation, transformation, evaluation of written and oral texts (for research, critical-analytical and applied purposes), masterful operation of communicative strategies and tactics, skilled use of language in the development of computer programs, standardization and unification of scientific and technical terminology, development of methods and technologies of automatic annotation, abstracting, organization of successful communication in different languages. With this in mind, the content of professional training of philologists is a system of basic scientific theories, concepts, principles, categories, methods and concepts of philology. The article states that the future teacher-philologist as a specialist must be able to analyze and prepare educational material that requires linguistic competence (formation of knowledge about linguistics as a science, general information about language, etc.); culturological competence, which includes information about language as a national-cultural phenomenon; pedagogical competence (awareness of the role of the teacher, construction of own pedagogical experience); psychological competence, which includes the ability to assess skills, capabilities, psychological characteristics; communicative competence (ability to use verbal and nonverbal means correctly in the process of communication); methodological competence (mastery of didactic methods and techniques and the ability to apply them in the learning process); information competence (work with information in professional and pedagogical activities). Creation of a communicative-educational environment is substantiated, which provides the maximum degree of individualization, formation of stable cognitive interests and motives in students, reduction of time for mastering the material, relieving tension, stimulating cognitive activity and independence, development of creative abilities. It is emphasized that training of future teachers of philology in the educational and communicative environment of higher education institutions as a systematic, continuous, interactive educational process aimed at forming their readiness for professional activity and successful performance of an expanded range of professional functions represented by such components as teaching, educational, communicative-activity, motivational, socio-cultural, information-analytical, creative, control-corrective, developmental, educational, gnostic, constructive-planning, organizational, partnership.
Опис
Ключові слова
професійна підготовка вчителів-філологів, освітньо-комунікативне середовище ЗВО, філологічна освіта, філолог, професійно-педагогічна діяльність, лінгвістична компетентність, мовна компетенція, інформаційні технології, professional training of teachers-philologists, educational and communicative environment of higher education institutions, philological education, philologist, professional-pedagogical activity, linguistic competence, language competence, information technologies
Бібліографічний опис
Григоренко, Т. Формування майбутнього вчителя-філолога в умовах освітньо-комунікативного середовища ЗВО [Текст] / Т. Григоренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 9 (103). – С. 130–140. – DOI: 10.24139/2312-5993/2020.09/130-140.