Педагогические науки /4.Стратегические направления реформирования
системы образования
Ph.D. in Pedagogics
Sladkih I. A.
Kharkiv educational and scientific
institute of the State higher education institution “Banking University”, Ukraine
Andragogical
types of students-foreigners in groups preparation for
training in universities
The training of students-foreigners
(FS) at the University we may suppose
like the lifelong education. Training
of FS at the any university of Ukraine has three stages:
1.
Pre-university training.
2.
Undergraduate education in accordance
with chosen majors towards obtaining bachelor, specialist or master degrees.
3.
Further education with possibility of
entering post-graduate and doctorate courses.
Pre-university preparation for further training at the
University is the
first and most
important stage in the educational of a foreigner on the territory of our
country.
Is established, that the efficiency of forming readiness of
students-foreigners in groups preparation for training in universities, irrespective of previous training and basic
preparation orientation due to the formation of pre-university training of FS
in motivation, adaptation, theoretical and practical readiness for further study in universities;
mastering by the future FS of universities, knowledge about the nature, types and
organizational forms in studying, acquiring experience of the using acquired
knowledge, abilities and skills in practice; psycho-pedagogical support of
forming readiness
of FS in groups preparation for training in universities [3].
Specificity of training foreign citizens in a multicultural environment
Ukrainian higher educational establishment it turns out by comparing the
peculiarities of the training Ukrainian and foreign students, which determines
pedagogical bases of formation of professional competence, methodological
approaches and educational technologies. Task of the pre-university training of
foreign citizens, including training of Ukrainian or Russian language, filling
the gaps in knowledge in the humanities and natural sciences. Overarching
objective has three interdependent and interrelated components: language (goal
- communicative competence), general science / general professional (goal -
general scientific / general professional competence) and adaptation (goal -
adaptive competence).
Sometimes FS come to our country in order to continue of the scientific
researchers at the Ukrainian universities. Training and research work of FS
requires a great attention and patience of scientific leaders because success
or failure of each student is largely the result of their own right or wrong
actions. Also important psychological support by scientific leader of a foreign
citizen. Given the fact that the intelligence and qualification of young professionals
is a guarantee of higher social status and achievement and scientific
qualifications of foreign graduates, certainly is an indicator of the
international ranking of Ukrainian universities, training and research work of
FS should be in the spotlight of university management. Thus, for each age
category of FS must find appropriate methods and special forms of preparation
for further study.
The teaching-learning process is
affected and shaped by a tremendous variety of forces originating in the social
environment. Age characteristics
of the
contingent of foreign citizens wishing to pre-university training in Ukraine are 17–35 years. The
average age of FS of faculty’s pre-university training – 26 years.
Preliminary observations made it possible to distinguish three andragogical types of behavior FS more grown age (over 26 years).
The first type – father. A student who is the oldest in the group
assumes the function of caring daddy: "I – Daddy, and they are my little
children".
Help classmates (little children) in study,
everyday life and different situations related to their stay abroad is a
constant and free. The second type – an experienced man. Student has
positioned itself as an adult who has a rich experience, different knowledge. Attitudes for the younger age students is perfunctory, as for
teenagers, who are not serious and not reasonable. The third type – the boss. Student behavior towards younger based on the classic model 'boss -
subordinate". Manifestations of respect among younger students to the
reputable "boss" is unquestioning implementation of his instructions
and whims.
The function of the teacher is to help FS in identifying, organizing,
formalizing the last of personal experience, adjust and replenish their
knowledge and skills. In this case, the change of the priority of education
principles has happened. Andragogics prefer a practical training, often of
experimental character (discussions, business games, case studies, solution of
problems, solving specific problems and concerns).
We using the principles of andragogics
in the System pre-university training foreign students based on the analysis of works of M. Knowles and S. Zmeev [1]. Using research Zmeev S. we can define the principles of andragogy in the training
of FS consider such:
1. The principle of priority
of self-study. The using of innovative types of FS' individual work (IW), such
as:
o
individual work with the teacher, when
a teacher must always be present
as a consultant and organizer for the correction of
actions of FS. This type of
IW is expedient to introduce in the training of FS,
what will be help enhance the educational
process while limiting the period
of study.
o
distance-individual multi-media work, when a FS performs the practical tasks using computer
technology, listens
audio lessons and use Informational Technologies for scientific
research. This
type of IW is expedient to introduce during the
holidays, quarantine, but undesirable in the groups of late arrival (for the sake of providing the losing just acquired practical language skills).
2. The principle of joint
activities with the student's group mates and lecturer in
the preparation and
in training.
3. The principle using the available of a positive experience of FS.
4. The principle of individual approach to learning
based on personal needs. This principle considered the socio-psychological characteristics of FS and the
limitations which are imposed time frame of training. Assessment of personality of a FS, an
analysis of its professional orientation, social status and the nature of relationships in the team is based on an individual
approach. Preliminary interviews, questionnaires, tests allow us to
construct the
social and psychological portrait of the FS.
5. The principle of correction of
outdated experience and
personal attitudes that impede the development of new knowledge.
6. The principle of electivity study. The freedom of choice of objectives, content, resources, time and place of
learning are provided to the FS.
7. The principle of reflexivity. Conscious attitude of FS to study (internal motivation to study).
8. The
principle of contextual learning. In accordance to this principle training, one hand, pursues the specific aims that are
vital for learning goals, focused on the performance of their social roles or
improve the individual. On the
other hand, builds on the professional, social status FS and his domestic and time factors (conditions).
9. The principle of development with learning of FS. Education should be aimed to improve the individual, creating capabilities
for self-learning, comprehension of the new by-doing.
10. The principle of
mainstreaming training results. Speedy use of training
outcomes into practice.
11. The principle of taking into account religious
dogmas of confession
belonging FS [2].
It should be noted that the processes of perception, memory, and thinking occur the adult is not so productive as a child or adolescent. Methodology, techniques, training methods, such as the use of mnemonic memorization techniques become of prime importance in this regard.
In addition, most of FS have already well-established
mental models and positive for them
as individuals experience social behavior, professional activities, etc. However, the experience becomes obsolete,
individual mental models come
into conflict with the overall goals of our society, skills and demands, which causes difficulties
in the training foreign
citizens.
Classification of contingent of foreign students by age,
style of thinking and behavior, personality purpose of arrival for training and
they readiness for training in universities are the directions of further
research.
Literature:
1. Knowles M. S. The Modern Practice
of Adult Education. Andragogy versus pedagogy. N.Y., 1970.
2. Sladkih I. A.
Forming readiness students-foreigners in groups preparatory for training
in technical universities: andragogical training principles / I. A. Sladkih // Strategy
of Quality in Industry and Education: VІII Intern. Conf. : June
8-15, 2012, Varna, Bulgaria, Acta Universitatis Pontica Euxinus: Pr., Vol. III, P. 356-360.
3. Sladkih I. A. Forming
readiness of students-foreigners in groups preparation for training in
technical universities: thesis for the
Candidate’s Degree of Pedagogical Sciences in the specialty 13.00.04 / Irina Anatolyevna Sladkih. – Kharkiv, 2014. – 304. Printed as a manuscript.