THE ROLE OF INNOVATIVE
TECHNOLOGIES IN THE COURSE OF SOCIALIZATION OF THE PERSONALITY
A.M. Kudaibergenova
candidate of pedagogical science
Ye.T. Kadenov master of
pedagogical sciences
The maintenance of
pedagogical education – the phenomenon very mobile but it not always reflects
in itself fundamental concepts of modern sciences that against modern
transformations causes revision and revaluation of professional standard of the
expert. There is a need for the professional capable freely to be guided in difficult
socio-cultural circumstances; it is responsible and rational to work in
educational processes, actively to realize the personal potential in
"human" activity. The solution of this important problem possibly
only in the course of socialization of the personality. Socialization, thus,
acts as the most important factor of stability of society, necessary continuity
in its development. Socialization so deep and responsible in relation to the
individual and to society in general process that, only considering, precisely
weighing all its parties, all its originality, it is possible to estimate its
results. Socialization is urged to provide continuous personal growth. It is
accepted to recognize socialization successful if the individual masters
necessary social roles, acquires the values approved by a social community. The
special importance of success of socialization as necessary condition of
success of future professional activity is indisputable. Process of
reorganization of the higher pedagogical school set all complex of educational
and educational institutes which orientation of activity has to provide
eventually formation of the personality with the high level of general
scientific and professional readiness, social activity, common cultural
development, ability to creative activity, aspiration to self-improvement in
motion. It is quite obvious that in these conditions I came it is time to pass
to flexible models of the organization of pedagogical process which is focused
on the personality, becomes more motivated, has in many respects variable and
correctional character. There is a need for development and deployment of the
appropriate pedagogical technologies. Application of the concept
"technology" to area of pedagogical education is perceived ambiguously.
In psychology and pedagogical literature it is possible to meet the following
interpretations of the concept "technology": first, it that teachers
will organize and is applied in real practice – methods, ways, operations
(A.Orlov, L. Radzikhovsky); system of instructions, instructions on training
optimization (A. G. Molibog, A.I.Bogomolov); process of mastering knowledge,
skills (N.I.Orlov, V. I. Lesovichenko); one of the parties of pedagogical
activity (N.E.Shchurkova); technical means of training; secondly, it is area of
scientific knowledge which purpose are learning efficiency studying (T.
Sakomoto, L. Leya), rational concepts of creation of systems of training (Ya.
Gass), creation of mental analogs of reality (V.P. Bespalko). But these
approaches, according to V. A. Slastenin, limit the sphere of searches and
application of technologies. It is possible to tell that the main objective of
technology is creative impact on educational practice, creation of the
evidence-based methods and means providing achievement of specific goals.
Implementation of process of training assumes that strict definition of the
purposes of training has to predetermine selection of the contents, the
organization, methods and means, methods of the analysis and an assessment of
the reached results, and also to consider a skill level of teachers, readiness
of students for training, their specific features. Thus various variations of
elements as flexibility assumes opportunity easily to change, quickly to adapt
to the changing conditions and circumstances, opportunity to build various
technological chains depending on change of basic data are put. Flexible
technologies provide change of a formula of training, transferring the center
of gravity from teaching to the doctrine, changing the rank weight of
independent work, and act as the guarantor of their subsequent introduction in
educational process. They allow to refuse attempt to keep unity of the higher
pedagogical education and to create necessary conditions for equal existence and
development of vocational training with a wide profile, to pass to profound
teaching specialization and serious research preparation. Flexible technologies
create conditions for an individualization of training of students for the
purpose of granting opportunities for profound scientific work, development of
abilities to them and, thus, promote permission of a basic contradiction
between standard system of preparation and individual and creative nature of
activity of the personality. Process of realization of individual and creative
approach in training of the expert on condition of development and deployment
of flexible technologies of training is characterized by the following signs of
technological effectiveness: present and scientific character, process
optimization, reproducibility and ability to transfer, programming of activity
of participants, optimality of material resources, quality standard of results.
It is natural that it caused the necessity of a humanization of system of
training of the expert assuming continuous common cultural, social and moral
and professional development of his personality taking into account public
requirements and personal inquiries. In this regard there was a question of
development and deployment of new technology of a vocational education in
general and training in pedagogical disciplines in particular. New technologies
of training are urged to provide withdrawal from pointless pedagogies, aloof
from real life with dogmatism and conservatism, to pedagogies of development of
the personality, pedagogies of creativity and humanity. For development of such
technologies of partial updating of separate methods and methods of teaching
that anyway becomes in any higher education institution, there is obviously not
enough. However creation and introduction of new technologies face a number of
difficulties of overcoming in consciousness of teachers of stereotypes of
mono-subject pedagogies for which are characteristic recognition of
authoritative style of teaching and educational process, a didactic centrism in
the contents, forms and methods of training. Researches show that many teachers
recognize new approaches in vocational training. At the same time inertia of a
habit, fear before new, professional incompetence, and sometimes and personal
insolvency represent serious psychological barriers on the way of creation of
humanistic technology of training of future expert. Essential difficulties are
connected and with an insufficient readiness of the principles of a
humanization – the main, initial ideas causing the directions of searches in
creation of new flexible technologies of training. The humanistic principles of
flexible technologies of training follow from establishment by
psychological-pedagogical science of regularities of development and formation
of the personality. Integration of knowledge of such regularities allows
formulating system of the interconnected principles of humanistic technology of
training of students. Intrinsic specifics of such principles consist not so much
in transfer of some content of pedagogical knowledge and formations of a
certain set of pedagogical abilities, how many in joint personal and
professional developments of the teacher and students. The judgment of the
humanistic principles of flexible technologies allows to define not only the
strategic direction of pedagogical process in higher education institution, but
also to plan the tactical program of realization of the humanistic purpose of
education: statement of specific goals, selection of the maintenance of
pedagogical potential, designing of the optimum pedagogical mechanism,
development of ways of check of results of the designed system of vocational
training and its correction.
The present and
scientific character allow introduction in practice only of the evidence-based
and experimentally checked innovations. Such innovation is development of
theoretical bases and creation of flexible communicative technologies. These
technologies are focused on formation of individual style of activity of future
expert, working off of didactic equipment, formation of readiness for
development and deployment of flexible technologies in relation to specific
conditions and situations. The main purposes of such technologies are their
individual orientation to formation of the expert, his competence and an
orientation of the personality. Application of these technologies is connected
with providing a number of conditions among which essential value has the
practical focused approach in their realization. As criterion of efficiency of
the practical focused technologies the communicative culture of future
professional acts. In modern conditions of development of society the
pedagogical technology essentially defines its culturological functions,
transforms the content of education and causes dynamics of its development,
thereby will transform the general and professional culture to the personal.
The direction of this evolutionary process in higher education institutions
makes the program of formation of professional culture of future expert which
is integrated with general education blocks and pedagogical tools. Thus the
concept of active assimilation by the individual of professional and social
experience, the personal focused pedagogical management of educational activity,
and also the subject -subject form of the relations is realized. The practical
focused technologies generate the activity characteristic of culture of the
personality. The culture acts in this process as individual expression of the
personality. The personality is shown in her activity, selectivity of behavior
and in aspiration to converting activity. Modern technologies create conditions
for formation of personal culture in the form of the world of values and the
self-reformative activity focused on acquisition of knowledge and creative
mastering of professional activity functional structure. The activity
(practical-focused) approach to formation of culture connects the concept of
culture to development of the personality. Development of the general and
professional culture is also inseparable from each other. Therefore the culture
of relationship in the course of training makes a psychological condition of
formation of personal culture. The personal culture which developed in the
course of activity defines motivation of professional education and culture of
future professional activity. The culture of future professional activity is
considered as the most important part of the general culture, as synthesis of
psychology and pedagogical belief and skill, the general development and
professional and pedagogical qualities, pedagogical ethics and system of the
many-sided relations, style of activity and behavior. Uniting interdependent
components of the personality, it enriches and develops each of them to the
level of a high row. The main thing that has to distinguish set of professional
and business qualities of the expert is universality, structural orderliness
and the advancing level of development. The culture arises when set of various
qualities of the personality forms system and turns into new, almost active,
individually unique, unique quality. Formation of communicative culture in
teacher training University has to be based on such prerequisites and sources
which by the qualitative nature would answer criterion of culture. The main
lack of process of formation of communicative culture is the inconsistent
embodiment in student teaching of an integrated approach. As a result
"professional" is as if torn away, drops out of the general structure
of qualities of the expert, generating a peculiar split personality: on the one
hand, the professional, with another – actually the personality out of her
profession. The solution of the problem of an integrated approach dictates need
of achievement of such coherence of conditions for teaching at which needs for
development of communicative culture as complete quality. One of the major
conditions are the creative forms of amateur performance of universal character
which are most approached to concrete practical activities within an
educational and scientific and pedagogical complex. The most important reserve
of formation of communicative culture – practical readiness for its
development. Universal determination of practical readiness to give quite
difficult in view of complexity and versatility of the phenomenon. Pertinently
to treat this concept as the complete personal education uniting motivational,
substantial and activity, intellectual, communicative and technological,
productive and effective and estimated and predictive components. It can be
structured, first, as existence of the personal qualities including positive
communication and interaction, empathy, sociability, communicativeness, a
cognitively, steady professional and significant features of informative
processes, emotional and strong-willed qualities, etc., secondly, as
prostrating activization of mental functions (N.D.Levitov) as an optimum
working condition, characterized long preservation of working capacity, proper
response to external influence, coordination in work of all systems, rhythm,
synchronism (E.P.Ilyin). Thus, practical readiness integrates professional and
significant qualities, mental states and operational structure of activity.
Practical readiness is realized at the level of ability to spiritual
informative development of reality (in the form of concept), abilities to the
axiological relation to the world (in the form of values) and abilities to
social (practical) action. Correlation of procedural characteristics of
readiness to form communicative culture of future professional with the main
signs of technological effectiveness allows drawing a conclusion that
application of the flexible (practical-focused) technologies – an indispensable
condition of the process of socialization of the personality considering
individual and creative approach in training of the expert.
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