October 2019, № 5 (223), pages 62-68

doi: 10.25198/1814-6457-223-62

Olkhovaya T.A., Osiyanova O.M., Temkina V.L. SUBJECT-ORIENTATED TECHNOLOGIES IN THE CONTEXTOF HIGHER PROFESSIONAL EDUCATIONModern educational trends, inextricably linked with the processes taking place in the socio-political and economic life of the world community, dictate an appeal to the modernization of the technological component of higher professional education in order to prepare a competitive specialist who is able to withstand unusual situations, capable of productive activities and value-semantic self-organization of behavior. The phenomenon of student subjectivity, being closely associated with the value characteristics of the individual and the ability to self-organize, has become a necessary social requirement for a specialist in the modern world. This leads to the appeal to subject-oriented technologies of vocational education, the definition of their role and functions.
A theoretical study made it possible to identify the historical role of universities and the essential characteristics of the educational environment of a university, which is a factor in the formation of subjectivity of students. Particular attention in the context of higher education is paid to the analysis of the effectiveness of the use of subject-oriented educational situations aimed at achieving a student's own educational result in a specially organized independent practical activity. We understand subject-oriented situations as specially designed pedagogical situations that actualize the manifestation of subjective qualities, demand subjective experience, and have great potential for the manifestation of student subjectivity. The cycle of the educational situation includes the basic technological elements: motivation for activity, statement of the problem, personal solution of the problem, presentation of educational products, reflection of the results.
The study revealed the main signs of subject-oriented educational situations: the naturalness of occurrence; lack of coercion of students to participate in them; providing psychological and pedagogical conditions that stimulate subjective activity. A classification is proposed that includes problematic, reflective, creative and communicative situations, situations of free choice and self-organization. Experimental work has made it possible to argue that the methods of student behavior in subject-oriented situations are gaining subjectivity or its loss. In the course of the study, it was proved that subject-oriented technologies of vocational education have the potential for realizing the essential needs of a person in knowledge and understanding of the world and himself, self-realization, self-creation, reflection, and provide a definition of vital value orientations.Key words: higher professional education, subjectivity, subjectivity potential, student’s subjective activity, subject-orientated technologies, subject-orientated situations, value orientations.

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About this article

Authors: Olhovaya T.A., Osiyanova O.M., Temkina V.L.

Year: 2019

doi: 10.25198/1814-6457-223-62

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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