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№ 3 (221), 20 june 2019doi: 10.25198/1814-6457 PedagogicsAptikieva L.R.Experimentally, we compared 30 typical adolescents and 30 adolescents of the “risk group” with standard interrogation techniques. It was established that adolescents of the “risk group” are distinguished by their desire for risk, a high level of aggressiveness, hostility, a high degree of severity of character accentuations, and their type. Statistically significant differences were revealed by the Student criterion in the severity of reactions. Indirect aggression, negativity, suspicion, guilt got a significance level of 0.01, resentment — a significance level of 0.1. The formation of antisocial behavior is influenced by objective factors of social risk: crisis phenomena in the family, exclusion from school, etc. and subjective — psychophysiological and psychobiological premises. The organization of effective, targeted preventive, correctional and developmental activities requires clarification of the psychological characteristics of typical adolescents and adolescents of the “risk group”. The aim of the study was to determine the educational effectiveness of the implementation of modern pedagogical technologies in the development of professional competence of a teacher. As a result of a theoretical study of scientific and pedagogical literature, it was revealed that the pedagogical potential of modern technologies is not sufficiently disclosed in the continuing education system. I understand the professional competence of the teacher as an integrative, continuously improving professional and personal quality, ensuring the productive implementation of labor activity, expressed in the constant desire to master personal-significant professional knowledge and skills, and to master the new educational work in the professional sphere. A characteristic feature of modern pedagogical technologies is the active cognitive activity that stimulates the development of motivation for self-improvement. They have features: focus on the development of those knowledge, skills that correspond to the educational needs and professional deficiencies of the student; ensuring active cognitive activity of subjects of education; motivation for self-development. As a result of the pedagogical experiment, I established a positive dynamics in the level of development of professional competence of students who were trained under the continuing education program using modern pedagogical technologies. The implementation of modern pedagogical technologies contributes to the development of professional competence of a teacher in a continuing education system. The most expedient and effective way to achieve this goal is the widespread use of active and interactive forms and methods of pedagogical interaction, the inclusion of students in productive activities, which are essentially necessary elements of interactive learning technology. The target dominants of its application in the formation of practical readiness are communicative interaction of students, intensively and purposefully managing and directing the development of evaluation tools. The experience of numerous practices and observations made it possible to simulate situations as a result of which the use of test control significantly increases the emotive-value side of the learning process, the interest of students, not only the level of formation of competencies, but specific difficulties, knowledge gaps and mistakes of students are revealed, which leads to their timely correction. It should be noted that high-quality diagnostic control always has a distinct educational character, that is, it has educational potential. Summarizing the views of domestic and foreign scientists on this issue, I found that the introduction of a systematic, high-quality test control in the learning process becomes an effective way to increase student learning. Test control is one of the most modern, objective and gentle tools for obtaining information about the process of assimilation of knowledge. Summarizing the results of the study, I came to the conclusion that the training potential of test control, its development can be represented as a synthesis of cognitive, value, practical indicators and level criteria (higher, middle, lower), the analysis and application of which allows the diagnosis and correction of its development. They are developed in the context of the students’ main areas of activity, taking into account their age and socio-psychological characteristics: the sensitive period of development, computer addiction, the desire for collective interaction, critical thinking, professional self-determination, development “I-concept”, value orientations, life guidelines. On the basis of a complex of methods (analysis of scientific literature, comparison, synthesis, synthesis and expert evaluation), we identified opportunities in enriching the children’s development of such modern pedagogical technologies as the technology of project activities; research technology; portfolio; health-saving technologies; student-centered technology; information and communication technology; gaming technology; characterizes scientific approaches to the concepts of “technology”, “pedagogical technology”, outlines the main methodological requirements for pedagogical technologies (conceptual, systematic, manageable and reproducing a system of actions), defines their structure, including the conceptual basis, the content component and the procedural part. Analysis of the scientific literature and practice of modern preschool education suggests that the success of a preschool organization teacher in amplifying child development is determined by the implementation of a set of pedagogical technologies that ensure the variability and diversity of organizational forms of preschool education, taking into account the educational needs, abilities and health status of children. The Institute of Professional Education of the Orenburg State Medical University developed the pilot project on inclusion of all categories of medical workers of the Orenburg region state medical organizations in the continuing medical education system to update knowledge on cancer alertness. During the pilot project, we tested primary healthcare workers: therapists, general practitioners, obstetricians-gynecologists of women’s consultations. Initial level of knowledge and choice of the most preferred professional development course from the proposed ones were defined. Additional professional programs developed by the professorial and teaching staff of the University together with leading experts of the Ministry of Health of the region had the required components: distance learning, availability of simulation training. At the end of the courses, medical workers expressed general opinion about the need for such form of education organization. It allowed them to increase the level of professional competencies without leaving their workplaces. For medical workers, an important motivation factor for choosing an education trajectory became the results of the knowledge screening on cancer alertness issues. This research of communicative skills of elementary students in the conditions of an inclusive class was conducted with the application of method of sociometric status of a child in a class to study the degree of students’ preferences of children with disabilities as potential communicative partners. The survey results in the inclusive class showed that the healthy children do not want to communicate with the disabled children. There are several reasons for that: fear, negative assessment, prejudice, a willingness to make friends only with the successful students. The children with disabilities are actually outcasts in the class. To fulfill complete integration of children with disabilities in a class, the teacher’s work needs to be focused on their social adaptation. It is necessary to form communicative interaction of students. In my opinion, communicative interaction is a determining factor for creating good students’ relationships, everyone’s acceptance within a group, friendship, psychological well-being and improving the life quality of children with disabilities. For me, the “grains” of the meanings of many aspects of the concept and as a process, result, state of personality, the totality of objective properties, features and personal qualities became obvious. I see social success as an integrative characteristic of the individual, reflecting a systematic knowledge of the approved norms and attitudes of society to gain experience of socially significant and successful activities. I propose to distinguish the following components in the structure of the concept: axeological (emotional-value attitude to success), epistemological (summarized knowledge about success) and prognostic (focus on productive social interaction that ensures success). The value of formation of social success of the teenager is confirmed in our practice of the children’s international center in the author’s project “Good school” filled with socially oriented practices and creative activity. Shaping the social success of the individual in adolescence, we see that it is important to start the mechanism of personal self-improvement in the development of resources of time and space of their own life. All this is possible in the environment of professionally competent Tutors who help to prioritize the development of key qualities of a socially successful person. During the pedagogical experiment, methodological support for the development of students’ foreign language competence was tested. Methodological support is represented by a set of organizational forms and methods, such as educational dialogue, educational text, intensification of foreign language material, projective assessment methods. The experiment involved more than two hundred students. We have found that during the educational dialogue at all stages of the development of foreign language competence, an axiologically significant professionally oriented environment is formed in the educational process. In this environment a valuable interaction occurs between students and the teacher, which contributes to the development of foreign language competence. Creative tasks activate students’ cognitive value-oriented activities, and the Internet and modern information and communication technologies significantly expand the foreign-language dialogue space. The effectiveness of the axiological environment was determined using comparative analysis in synchrony and diachrony. This study allowed distinguishing two stages of the educational process, built on the basis of value-semantic intensity, and focused on the development of foreign language competence. It was determined that the activation of the system-value communicative goal-setting mechanism is manifested in the development of student’s value orientations, motivation of professionally significant foreign-language activity. Axiologization of linguistic education and the use of creative value-oriented forms and teaching methods are pedagogical conditions for the development of students’ foreign language competence. The article discusses sociocultural problems that are reflected in the linguistic consciousness of the younger generation of Russians; analyzes the key ideological attitudes of humanistic education, compares the concept of patriotic education of young people as anti-crisis measures to preserve the security of the country; with linguistic sociocultural approaches, worldview pluralism is considered and its consequences are discussed — the “inverted” consciousness of students, which postulates the need for “vaccination” of patriotism. Language transformations at the level of lexical substitutions lead to serious cognitive changes in the linguistic consciousness and, as a result, to mental disruptions. The crisis of axiological values that baffled not only the younger generation, but also adults, the search for an answer to the question of what is true, what is good and what is bad, actualizes the solution of a number of questions for the teacher. The teacher should act as the organizer of the study of a specific situation, inviting all students to jointly search for the truth. Ideally, the dialogue with the student should be a dialogue with the person, and not with the average object of study. The main task of education as the most complex social institution becomes the revival of humanistic traditions peculiar to the Russian mentality. Anti-crisis measures to inoculate morality and patriotism are today the social order of modern education. Each teacher needs a personal and professional habilitation to make adjustments to their activities or to develop a fundamentally new individual trajectory. Today’s imperative is a professional activity that allows you to adapt to the changing realities of society, thereby developing the professional skills of a teacher-manager. The education system not only transfers information to subsequent generations, forming a professional teacher who is adequate to the requirements of society, but is also an important factor in the formation and development of the personality itself in its unique diversity. It is shown that the dominant ideas are the triune result of pedagogical activity, the main forms, means and methods of implementing this process, its uniqueness due to the focus on the formation of independence of students. Further in the work, the functions of the teacher are highlighted from the point of view of various researchers and normative documents, which was possible due to the synthesis of the ideas above and the definitions of pedagogical activity into categories, which were named as a result of the translational, optimization and projective functions of the teacher. Due to the appearance of obvious requirements for the teacher in the functions given to him by the profession, the next stage of the study was to analyze the concept of professional teacher competence. The various authors’ view on it was supported by information on the qualifications of teachers and on their competencies from the federal state educational standard (GEF). The presented results of the comparison of these positions are given in conjunction with qualitative explanations regarding the presence of several points of contact between components of qualification, basic competencies and highlighted components of competence (intellectual-pedagogical, informational, communicative, regulatory). Based on the findings, an attempt was made to formulate the professional tasks of the teacher on the basis of his functions and competencies as necessary for the implementation of actions in the daily work of the teacher, named: tasks of a methodological orientation, tasks of information and tasks of a regulatory and communicative nature. In the higher school, the relevance of the innovative potential of modern engineers is recognized and research to form their competencies are being conducted, but effective methods for its formation have not been identified. We found that an effective methodology for the formation of innovative potential within the subject “Materials Science and Technology of Construction Materials” is a complex of engineering games, including a cycle of didactic, role-playing and business games. Also, we give an example of the development of a complex of engineering games, a description of business games in the conditions of enterprises and obtaining the result. Our engineering games are based on an innovative task, the integration of educational and quasi-professional activities, the simulation of significant conditions for making innovative decisions, the using of elements of the industrial environment of basic departments, scientific and methodological support, and include means of assessing the innovative potential of future bachelors. On this basis, we conclude that the complex of engineering games is effectively used to form the innovative potential of future bachelors. |
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