Boleyeva Lazzat Kaldybekovna
Taraz innovative-humanitarian university
EFFICIENCY
AND QUALITY OF TEACHING OF DISCIPLINE OF "ETNOPEDAGOGIK" BY SMART
TECHNOLOGY APPLICATION
Modern approaches
to the organization of educational process changed my understanding of
planning, realization and a reflection, both the whole courses, and each
occupation. In a number of leading psychology and pedagogical approaches of
education, it is possible to allocate: competence-based approach which is
paradigmoobrazuyushchy for Uniform European space of the higher education; the
sotsio-constructivist approach advancing ideas of metaknowledge and
interaction; personal the focused approach, at the center which is put the
personality and her requirements.
Praktiko-oriyentirovannost
courses and aiming at conscious process of formation of a complex of
competences allow to create the environment of active training and
transformation of being trained opportunities.
The period of
planning of a course begins for me long before the beginning of the process of
face-to-face of training. For each
course there is a need of definition of group of concrete competences
proceeding from common goals, key ideas, results of training on a course.
When we formulate
a certain competence of a course, it is important to understand that we mean
ability to implementation of real, vital action and the qualification
characteristic of the individual taken in the moment of its inclusion in
activity. Respectively, as any action has two aspects - resource and
productive, development of competence defines transformation of a resource into
a product [1].
"Etnopedagogik's"
discipline considers interrelation of cultural development of ethnoses with
development of public information. In this regard 8 main stages of development
of the Kazakh ethnos, features of education at each step, the works of
prominent scientists-ethnographers left in heritage monuments of culture,
national art since VI century to the present are defined.
Ethnopedagogics purpose: education of
feeling of patriotism to the Homeland, the people, the history in total with
knowledge of traditions and customs, stories and national culture of the
ethnoses living in our republic.
Problems of discipline: to create
national consciousness of younger generation on the basis of types of national
education; to bring up comprehensively developed harmonious personality,
capable to adapt in market conditions of economy, the citizen - the patriot of
the country.
After the end of
studying of discipline of "Etnopedagogik" except professional skills
students get fundamental bases of national education: respect for seniors,
parents, old men, ability to communicate with teachers, ethics and standard of
speech observance; ability to distinguish types of national art (literature,
poetry, FROM, aitys, music, etc.) and to estimate them; love to the native
earth; memory of batyrs, defenders of our homeland. The feeling of national
pride has to be in each student.
I am guided by
the general key ideas of discipline, I think of details of concrete process,
needs of my students, needs of real school practice and future professional
activity. For example, one of important
kompetentnost for my course can consider ability of my students to carry out
the comparative analysis of pedagogical sources and practical situations.
The SMART
technology (Specific, Measurable, Achievable, Relevant, Timely) [2] being the
mnemonic abbreviation used mainly in management and project management for
definition of the purposes and statement of tasks, allows to reach in
pedagogical planning full clarity, flexibility and mobility of the
purposes. These purposes conduct you to
planned results, being a way of reflection of reality and the importance of all
process of training [3].
Thus, if as the
chosen purpose it is possible to define ability to carry out the comparative
analysis between pedagogical ideas of a certain historical source (for example,
the epos) and a modern situation in the cool room (for example, low level of
motivation), it is possible to differentiate:
• its
concreteness (specific), i.e. each student has to understand accurately the
practical value of carrying out the comparative analysis for their practice, clearly
represent its feature of carrying out;
• its
measurability (measurable), i.e. the presented results of the comparative
analysis in the form of the essay and/or a tabular format allow to judge
ability of the student to do the logical conclusions, to reveal relationships
of cause and effect and to show abilities of critical thinking;
•
itsapproachibility (achievable), i.e. realness of competence is reached by the
analysis not any spatial concepts, and accurately certain materials. For
example, the historical epos and a pedagogical situation at school. Besides, it
assumes vision by students of the concrete end result;
• its
comparability (relevant), i.e. adequacy to the general course is reached by
inclusion of this competence in practical skill of processing of an
ethnopedagogical material and value of the done analysis for the real and
future practice as a whole.
• its temporary expediency (time bounded),
i.e. as a whole achievement of the purpose it is calculated on week load of the
student in this subject, as a whole for all course this purpose covers thrice
realization. Therefore, in the first
module of 1 times, and in the second module we fulfill this purpose within 2
occupations.
Undoubtedly,
achievement of a goal as practice shows, gives the chance to my students of
possession of logical operations (the analysis, synthesis, generalization,
etc.) in the pedagogical plane. For example, the comparative analysis allows to
go deep into sense of heritage and to see wisdom of national creativity and its
applicability in modern conditions. However in the long term I plan to improve
these purposes due to selection additional swore, to see resources from online
of sources, to develop various structures for carrying out the comparative
analysis, to submit the list of other types of works on an assessment of this
competence.
Literature
1.
http://na-journal.ru/4-2012-gumanitarnye-nauki/153-aksiologicheskie-osnovy-formirovanija-jetnopedagogicheskoj-kompetentnosti-buduwego-uchitelja
2. http://ru.wikipedia.org/wiki/Smart
3. Farm A.V.
Tekhnologiya of design of key and subject competences. http://karpinsk-edu.ru/resources/mediateka/1988-tpkipk