Самостійна робота майбутніх інженерів-викладачів як одна з умов формування самоосвітньої компетентності
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Дата
2014
Автори
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглядається роль самостійної роботи у формуванні самоосвітньої компетентності майбутніх інженерів-викладачів, необхідність опанування вміннями підтримувати на високому рівні й удосконалювати власні професійні навички. Запропоновано використання комплексної системи організації самостійної роботи студентів, яка має на меті широкий розгляд процесу, у нашому випадку процесу самостійної роботи студентів, а також взаємозв’язок і єдність цілей, задач, змісту, багатогранності методів, форм та засобів самостійної роботи.
The article discusses the role of independent work in the formation of self-competence of future engineers-teachers, the need to acquire the skills to maintain and improve their professional skills. The author proposes to use a complex system of organization of independent work of students, which aims at an extensive review process, in our case, the process of independent work of students and the relationship and unity of purpose, objectives, content, diversity of methods, forms and means of independent work. The organizational and methodological activity is an important component of independent work of the future engineer-teachers. In the process of organization of independent work we should ensure the right mix of volumes of classroom and out-of-class independent work. You should avoid extremes, allocating most of the time on extracurricular work, which leads to a slowdown in the study of educational material and, accordingly, development of the ability to self-educational activity. At the same time we should not forget that constant presence and assistance of the teacher is also not conducive to the formation smooth abilities. It is revealed that the objectives and goals of students’ independent work must be performed with a focus on the state standards of higher education and goals for the relevant sections of the discipline. The purpose of independent work must match the structure of students’ readiness for further self-education. The goal will be to determine the scope and structure of the content of the training material submitted for independent study, as well as the necessary methodological support. The crucial role of independent work of future specialists belongs to the teacher, who must work with a particular person, including strengths and weaknesses, abilities and personal inclinations. So independent work of future engineers-teachers as a kind and integral to their learning and cognitive activity contributes to the development of installation on an independent systematic provision, expanding their knowledge, skills to navigate the flow of information in the process of addressing the educational and professional objectives, contributes to the intellectual development of an appropriate specialist promotion from the lowest to the highest levels of mental activity, that is, to the formation of self-competence.
The article discusses the role of independent work in the formation of self-competence of future engineers-teachers, the need to acquire the skills to maintain and improve their professional skills. The author proposes to use a complex system of organization of independent work of students, which aims at an extensive review process, in our case, the process of independent work of students and the relationship and unity of purpose, objectives, content, diversity of methods, forms and means of independent work. The organizational and methodological activity is an important component of independent work of the future engineer-teachers. In the process of organization of independent work we should ensure the right mix of volumes of classroom and out-of-class independent work. You should avoid extremes, allocating most of the time on extracurricular work, which leads to a slowdown in the study of educational material and, accordingly, development of the ability to self-educational activity. At the same time we should not forget that constant presence and assistance of the teacher is also not conducive to the formation smooth abilities. It is revealed that the objectives and goals of students’ independent work must be performed with a focus on the state standards of higher education and goals for the relevant sections of the discipline. The purpose of independent work must match the structure of students’ readiness for further self-education. The goal will be to determine the scope and structure of the content of the training material submitted for independent study, as well as the necessary methodological support. The crucial role of independent work of future specialists belongs to the teacher, who must work with a particular person, including strengths and weaknesses, abilities and personal inclinations. So independent work of future engineers-teachers as a kind and integral to their learning and cognitive activity contributes to the development of installation on an independent systematic provision, expanding their knowledge, skills to navigate the flow of information in the process of addressing the educational and professional objectives, contributes to the intellectual development of an appropriate specialist promotion from the lowest to the highest levels of mental activity, that is, to the formation of self-competence.
Опис
Ключові слова
самостійна робота, інженер-викладач, самоосвіта, компетентність, самоосвітня компетентність, independent work, engineer-teacher, self-education, competence, self-competence
Бібліографічний опис
Вовк, Б. І. Самостійна робота майбутніх інженерів-викладачів як одна з умов формування самоосвітньої компетентності [Текст] / Б. І. Вовк // 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. 179–187.