5.Современные методы преподавания.
Andrushchak A.V.,
Andrushchak M.A.
Higher State Educational
Institution of Ukraine
«Bukovinian State Medical
University»
Presentation of the different forms
of learning in higher education
Teaching in higher education depends on many factors,
but the basic shape remains the educational process. The form of training - it
is a structural unit classes, depending on teaching goals facing it, and mutual
activity of the subjects and objects of the educational process. The most
common currently are 4 forms of training, namely training sessions (including
laboratory work seminars, workshops, lectures); practical training (practical
skills and abilities to mock or directly with patients, independent work,
control measures - whose main purpose is to evaluate the initial, intermediate,
final level of knowledge of students as Thomas this study include research
work.
The leading form of organization of educational
process in higher education is lecture. The main criteria for a successful
lecture affect timing, methodological design lectures, students interested in
the material, a large collection of illustrations and diagrams for improved
understanding of the lecture material.
Didactic lectures goals are to synthesis of knowledge and obtaining new
ones for better results at workshops, development of cognitive and professional
interests.
The basic requirements for reading the lecture material: high quality
teaching material analysis in solution "of the problem, the ability to
establish contact with the student audience, providing opportunity to analyze
and interpret the material, the ability to organize.
A. Aleksyuk, Z. Kurlyand emit several types of
lectures: 1. Introductory lecture forms a picture of the object, purpose, main
tasks, read on Samos beginning of the study. The main objective interest in
further study of the subject.
Usually introductory lectures are no discussions between lecturer and
audience, the speaker mentions the founders of the discipline. The next type of
information - lecture. Didactic goal is to maximize the assimilation and
understanding of the subject. The largest number of lectures are just
informational nature. It also features a discussion between lecturer and
student.
Overview lecture covers most of the material. Main
objective: not only organize their own research and findings, and to draw
attention to the work of other scholars at various times on the subject.
The final lecture - end of study taught discipline, the objective is
summing up, the analysis of the students; content depth and breadth of acquired
knowledge, skills and abilities, opening ways to implement them in life;
coverage of scientific issues.
One of the FOM knowledge control remains seminar classes.
Seminar belong to the group of classes, but the
workshop can be part of the practical classes. Didactic goal is to improve the
skills, systematization of knowledge acquired during lectures and independent
preparing for classes. Topics of seminars should be Volumetric, for better
learning. Each student must be interviewed and must be set score at the end of
the seminar. Self-employment is the ability to differentiate and synthesize
various types of information and to strengthen the knowledge and skills
acquired earlier..
The aim is to improve the practical classes practical
skills used thematic objectives student practical skills in patients with the
disease on the topic of practical lessons. Usually should be done in the office
or laboratories that Preparation for testing of skills. Practical training
should be conducted regularly to improve learning outcomes.
B. Litvinyuk selects 5 main phases of practical
classes five stages.
In the first stage (stage organizations and introductory remarks) teacher
creates a plan and objectives practical lessons to students gives and meaning
ful response to questions that arose in students during training
The second stage (theoretical). This stage is
allocated 50% of the time lessons. Chek practical knowledge by means of oral
survey present a discussion between teacher and student, or through written
work.
The third stage (of practical classes) practical
skills and abilities that are carried out in specially equipped by laboratories
about whether direct contact with patients, work with case histories
The fourth stage of solving situational problems.
The fifth stage is the completion of workshops,
classes summing the results, ads assessments and homework.
Conclusions In a modern technology that improve
student learning, and open new opportunities for teacher and student must
remain above mentioned methods and forms of education that underlie the
educational process of high school/
References
1.Курлянд
З.Н. Педагогіка вищої школи.
http://pedagogy.webukr.net/підручники-з-педагогіки-онлайн/курлянд-з-н-педагогіка-вищої-школи/
2. В.М.Нагаєв.
Методика викладання у вищій школі
http://pedagogy.webukr.net/підручники-з-педагогіки-онлайн/методика-викладання-у-вищій-школі/