P. T.
Abdullaeva
Al-Farabi
Kazakh national University, Kazakhstan, Almaty
E-mail: abdullaeva_perizat@mail.ru
THE EDUCATIONAL BOOK OF
A PEDAGOGICAL PROFILE AS A DIDACTIC CONTROL FACILITY TRAINING OF THE EXPERT IN
THE CONDITIONS OF A VERSATILE MAGISTRACY
Formation
of the new model of higher educational institutions based on the innovative
system forming a network of management of knowledge, supporting production and
a transfer of new knowledge and technologies motivation of innovative behavior
demands reconsideration of a role and functions of scientific and methodical
ensuring educational process of higher education institution.
Modern
scientific and methodical providing the maintenance of the higher pedagogical
education in connection with growth of information and fast obsolescence of
knowledge leads to revision and processing of the content of education.
In this regard questions of creation and
development of new textbooks and educational and methodical complexes, the
practician and the theory of their analysis, cause constant interest, it is
connected and with that that, the educational book is considered as the main
tutorial and education of future experts.
The
new world outlook and didactic organization of the higher professional
pedagogical education expressed through Gosstandart is directed on a
fundamentalization and humanitarization of education which stimulates growth of
the knowledge base, in change of their specifics; introduction information
technologies in the course of training as means of radical increase of
efficiency of training of the expert; intensification of independent work of
students/1, 24/. All these innovations impose new requirements to the
substantial party of educational process and, therefore, contents of the
educational book of a pedagogical profile.
According
to it, we consider that the educational book for higher education institutions
has to conform to certain scientific and methodical requirements.
First
of all is an optimality of volume of the contents, its sufficiency and
completeness. Contents volume (for 3 credits optimum 8-10 items of l.
educational text). Novelty of the contents is not less important (development
of scientific and technical progress imposes requirements of updating of the
content of education, in particular contents of the manual). Updating of
textbooks in rules of licensing makes a reservation 5 years for social and
humanitarian disciplines and 10 years for natural-science disciplines.
And
as for the contents, especially important is a scientific and methodical and
culturological level of the contents of the educational book here.
Obligatory
is a compliance to requirements of Gosstandart of pedagogical education and to
standard programs for the higher pedagogical education.
Following
requirement: didactic level of the educational book, it training the potential,
that is availability, ability to provide the developing material and to
stimulate independent work. Also the personal focused, competence-based
approaches have to be considered. Didactic level of the educational book is
provided with originality and novelty of ways of creation of a training
material (dialogicity: address to students, giving of various points of view,
strong and weaknesses of the phenomena, processes, etc.), problematical
character, reflexivity (stimulation of reflection, introspection,
introspection, self-assessment of students, development of system of a
self-assessment of processes by them, phenomena, etc.), contents praсtisedestination.
Are
also important opportunity to enter the educational book in the scientific and
pedagogical concept of the teacher, its correlation with the working plan and
the schedule of educational process, i.e. providing with it the developed system
of the organization of educational process and possibility of use in the
changing prospect.
The
main objective of our education has to have impact on selection of a training
material for the book of a pedagogical profile – not only to give knowledge and
to teach to use them, but also to check efficiency of their assimilation. The
Polifonichnost of the Kazakhstan education is based on review and assimilation
new with an obligatory exit to higher level. At foreign universities the main
objective of education is granting opportunity to study, and control of
knowledge is provided only at the exit.
Besides,
it is necessary to consider essentially different ratios of classroom and
out-of-class occupations. The volume of classroom occupations at us are twice more,
than in foreign higher education institutions, and it doesn't allow to place
emphasis on mainly independence
In
addition to the general requirements imposed to the educational book specific
requirements to the educational literature of a pedagogical profile which is
closely connected with pressing problems of life are revealed.
Reorientation
of all humanitarian cycle to development in undergraduates of responsibility
for valid values, formation of installations at them on free world outlook
self-determination, common cultural competence, self-realization and
self-updating/2/becomes the starting moment of a solution of the problem of
coordination of a new paradigm of arts education (which treats also
pedagogical) with didactic tradition.
The
formed content of scientific and pedagogical education at a step of a
magistracy provides education of patriotic and civil feelings, both at the
teacher of the higher school, and at the student without what education loses
meaning. The special attention when determining requirements to creation of the
educational book is deserved by the accounting of national mentality,
traditions and experience.
In
the educational books providing the substantial party of pedagogical
preparation in a versatile magistracy the variety of factors of development of
world and domestic pedagogical science/3/reveals. Their main objective – to
teach future professional to own practice of the independent social and
pedagogical analysis. For self-determination and education at undergraduates of
pedagogical culture at selection of a training material the close attention was
paid to the description of dynamic, multivariable educational process.
It
should be noted one more important feature of again created educational books –
in them emphases on self-education and formation of humanitarian consciousness
are strengthened. The variety of theoretical and methodological pluralism
according to pedagogical discipline, debatability and a polemichnost of a
statement in new educational books is explained by it.
The
maintenance of educational literature of a pedagogical profile is connected
with a complex of the qualification requirements reflecting the professional
level of training of future expert. Feature of a training material consists in
need of its continuous updating, editing/4/.
If
for bachelors the principle of concreteness (their structure generally
corresponds to traditional structure of the classical textbook in which the
principles of progressiveness and recurrence of a statement of material are observed)
is the cornerstone of preparation of educational books, for undergraduates the
activity principle is the cornerstone of preparation of educational books:
process of assignment, reproduction and processing by trainees of knowledge and
functions of the professional assumes need of implementation in relation to
them the practical and cognitive activity adequate to the human activity
embodied in them (A.N. Leontyev), i.e. selection of scientific professional
knowledge, its structurization occurred taking into account requirements of a
concrete look and form of activity of future expert.
At
creation of educational books for undergraduates the level of their
preparation, possibility of realization of individual training, ability to
self-training and interdisciplinary nature of training has to be considered.
When
developing educational literature for a versatile magistracy of university it
is possible to carry a task of the accounting of the specific abilities of
conceptual and terminological character inherent in the different
directions/5/to the major tasks.
At
analytical comparison of character of a statement and structure of the content
of education some types of books that will serve as a creative sample at
further improvement of educational books of a pedagogical profile in a
magistracy of university are revealed:
Convection
(systematic), corresponding to traditions and having encyclopedic or
monographic character. Realizes information function.
2.
Programmed, has an appearance of the branched or linear program.
3.
Problem, based on the theory of problem training.
4.
Combined (universal), containing separate elements of other models.
5.
Variable. Training provides professional and personal development of the expert
and is focused on formation of creative identity. Consists of two subsystems:
the invariatn providing basic knowledge of undergraduates irrespective of their
specialization and variable, corresponding to individual inquiries of the
identity of future expert.
6.
The author's textbook is characterized by kontseptulyany independence. It is
developed for undergraduates of a certain specialty taking into account a
certain number of lecture hours, and also existence of a laboratory and
practical training.
7.
The alternative textbook is created according to own training program, with the
indication of differences from the standard training program.
Work
on creation of the high school educational book on a pedagogical cycle of
disciplines on the basis of department of the general and ethnic pedagogics of
al-Farabi the general recommendations about his creation allow to formulate
TREASURY, main from which are the following:
1.
Definition of a role and place of this subject matter in training of the expert
taking into account the qualification characteristic and the training program
and a specification on this basis of the problems of training and education
solved in the course of teaching a course.
2.
Determination of character and volume of knowledge which have to be acquired by
the student when studying all course, its subjects and each question of a
subject.
3.
Identification (by the curriculum, programs and textbooks) the volume of the
knowledge gained as a result of studying of earlier passable disciplines, and
use of results of this identification at determination of character and volume
of knowledge of each question of a subject of each subject and at all course.
4.
Definition of logical and didactic sequence of transfer of educational
information for acquisition of knowledge, developments of skills, reproduction
and use of the previous knowledge when studying each question of a subject,
each subject and all course.
5.
Development of structure of the textbook, division of the stated program
material into methodically justified structural elements: sections, chapters,
paragraphs.
6.
Development on the basis of the accepted structure of the project plan of
future textbook and its assessment.
7.
Development of paragraphs according to the contents: division of the contents
of the paragraph into parts and selection for each part of the paragraph of the
corresponding form of expression (the text, illustrations, tables, etc.);
registration of components of the paragraph, i.e. maintenance of its parts, in
unity with a form of submission of information; modeling of cognitive activity
of students when studying the paragraph and using its results in specification
of the contents of the paragraph; design of ways of fixing of knowledge and
skills and implementation of feedback; definition of communications with other
tutorials.
8.
Registration of chapters of the textbook, placement of paragraphs taking into
account sequence and logicality of a statement of educational information.
9.
Registration of the textbook in general.
Thus,
in spite of the fact that the educational book in broad understanding is the
fullest information model of the pedagogical system independent of character of
the used carrier of educational information, we consider that the ordinary
understanding of educational literature in modern conditions is limited. It not
only constrains development of the pedagogical theory and practice, but also
doesn't promote trained at all as persons to work on the inner world, to
cultivate culture of pedagogical thinking (considering domestic specifics and
modern realities of the higher education), i.e. prevents to use the educational
book as a control facility training of the expert.
The list of the used
literature
1.
Verbitsky A.A. Active training at the higher school: contextual approach – M.:
The higher school 1991.
2.
Vzyatyshev V., Romanova L., Sergiyevsky Century. From consciousness of a
paradigm to educational practice//the Higher education in Russia. 1995, No. 3,
page 35-44
3.
The state requirements to a minimum of the contents and professional standard
of the graduate of a magistracy for obtaining additional qualification
"The teacher of the higher school"//the Bulletin of the Ministry of
the general and professional education of the Russian Federation//the Higher
and secondary education, 1997, No. 7, page 9-16
4.
Lednev V. S. Content of education. – M 1989, page 138
5.
Pedagogics and psychology of the higher school. / Under the editorship of S. I.
Samygin. – Rostov-on to Don: A phoenix, 1998, with - 45-46