Педагогические науки / 2.
Проблемы подготовки специалистов
Romanov V.A.
Actualization of the
Didactic Model of Professional Pedagogical Training of the Teacher
The serious
attention paid to improving the quality of vocational training as a system of
scientific knowledge, skills, cognitive and creative search is not always by
far not all universities, so the appeal to the problem of improving the
training of highly qualified specialists is justified by the fact that it
(vocational training) methodical work of pedagogical universities and
departments is translated into an independent field of research, where many
sciences find place: pedagogy, psychology, sociology, management ix and others.
Improvement
of vocational training of students by higher educational institutions was
viewed as a task, in fact, quite traditional, and the scientific and methodical
work of universities and the efforts of the departments were directed at its
solution. In our early works, relying on the opinions of modern educational
researchers, we said: "... to know a complex system means to maintain its
system model", which determines as a scientific and practical direction in
solving the problems of teacher preparation in pedagogical universities - the
creation of didactic model of their preparation [11].
Pedagogical
studies of recent years indicate that a model of a specialist, considered from
the standpoint of professionalism, can serve as a good model for the precise
design of such a model in relation to pedagogical universities. Although in
itself, it seems to us (the PBA is a discussion statement), the model of a
specialist is not a pedagogical design, but the content of this content, and
this is not subject to discussion, lies in the state educational standard,
which fixes a specific system of requirements of a particular university to
professional qualities graduates [1; 4; 7].
The model in
this case is an effective tool for solving pedagogical problems, when it is
based on the design and construction of a model for the training of a future
specialist. Researchers and practitioners of pedagogy differently imagine this
model. For example, it may be some kind of image, a standard that should be
implemented in higher education so that the graduate (teacher) meets modern
requirements [9].
Combining
two types of models (training and activities), this design allows you to create
the model of the specialist in the required volume, with bringing it to
practical implementation.
In the training
model, the requirements for the professional qualities of graduates of the
university are projected to the requirements for the organization of the
educational process, to the objectives of training, the content of curricula,
thematic plans and disciplines, to methods and forms of instruction, indicators
and criteria for the effectiveness of teacher training, etc.
In the
psychological and pedagogical studies of the last decade, typical problems of
the possible activities of specialists, including professional and pedagogical
ones, are analyzed. So Professor N.F. Talyzina believes that
"... the first step in the transition from the specialist model to the
model of its preparation is to identify and fully describe the typical tasks
that he must solve in his professional activity" [9; 11].
However, if
we prepare students based only on such a model, then in 3-4 years, in our
opinion, it will largely become obsolete, and there will be a need for very
complex work to identify trends in the changing nature of tasks and build a
prognostic model for specialist training. Therefore, it is possible to solve
these tasks more qualitatively with the help of a didactic model of teacher
training, adapted to the specific conditions of the university. In this
situation, we consider it correct to introduce the concept of a didactic model
[10].
The didactic
model should be understood as a specially created tool for teaching, which is
convenient for the teacher's work, serves to implement the didactic functions
of the learning process and meets the requirements presented to the concept of
"Model". The didactic model should be a reasonable combination of the
necessary completeness with ease of use and calculations and as a tool for
research and implementation of training should reflect the signs, facts,
connections, relationships in a certain area of knowledge in a
simple and visual form, convenient and accessible for analysis and conclusions.
These requirements do not depend on which model: knowledge, activity, problem
or personal.
Practice
quite convincingly confirms the thesis that the submitted requirements are
contradictory to each other. On the one hand, the unlimited detailing of this
model will lead to inevitable complication, which, naturally, makes it
difficult, and in some cases even impossible to work with the model, on the
other - the desire to simplify the model as much as possible, which will lead
to a loss of accounting for a number of important factors that can a
significant influence on the pedagogical process.
Pedagogical
studies over the past 10-15 years show that, in their tasks, the development of
didactic models is an applied research, which is determined by the developer's
prearranged goal of training a specific specialist and is always focused on the
practical application of the results of professional activity. It is known that
the main essential characteristic of modeling and its distinctive feature is
mediation, since the researcher, solving the cognitive problem by means of the
modeling method, puts among themselves and the studied phenomenon of social
reality, for example, professionalism, professional activity of the teacher,
substitute object of the original, that is a certain model, the study of which
allows us to get a new idea and knowledge about the phenomenon being studied.
In his work
"Scientific Approaches to the Design of Technological Models for Teacher
Training in Humanitarian Institutions", the author notes that the use of
didactic models in testing the hypotheses of a number of modern pedagogical
studies has made it possible not only to demonstrate the effectiveness of using
certain methods, means and forms of instruction, but also to determine their
connections, to reveal the reasons that determine the fulfillment of the tasks
of the pedagogical experiment. The model made it possible to more accurately
and correctly assess both the strengths and weaknesses of funds in their
generalized meaning, specifically and directed to quantitatively qualitative
analysis and assessment of the interaction of all components and general
results of research [9].
Today,
modeling in scientific knowledge has acquired the character of a certain
pedagogical system with clearly established characteristics and positions,
therefore it acts as a method of scientific research. The development of the
model and its use in the cognition or transformation of the object under study
are, as we believe, the main aspects of the content of the modeling process [6; etc.]. This
process consists of several stages (stages).
In structure,
the didactic model includes in a balanced form all the components that make up
its structure, therefore, the content of teacher training identified in the
model is the main component, and the first closest component is the
professional training at the specific (graduating) department.
The external
component, as experience shows, simulates the level of general scientific
training in the university, which (in general terms) provides for the formation
of the personality of the graduate. Integrating over all given levels and
directions, it is possible to form a holistic approach to the preparation of
students of a pedagogical university, to optimal didactic conditions for its
improvement, adequate to the professionally important qualities of the teacher.
From the
whole set of factors influencing the definition and selection of the content of
general scientific and professional pedagogical training, specific tasks and
the goal of education, we distinguish three main:
·
the general
objectives of training a teacher in a university;
·
content, structure,
logic and integration of general scientific and professional pedagogical
disciplines of the university and departments;
·
level of knowledge,
skills, skills and development of trainees.
In the last
element, the character and level of motivation, the leading attitudes and
attitudes of the future teacher's personality to the learning process in a
pedagogical college are of particular importance.
The design
and development of the didactic model are related to the awareness of each
teacher of the institution of the content of these initial factors, with the
correlation of their content among themselves, with the support of modern
educational technologies, aimed at enhancing the educational and cognitive
activity of students, with the structuring of knowledge, skills and abilities
in levels: from general to individual professional-pedagogical disciplines.
The scope
and content of professional pedagogical goals and tasks is determined by the
requirements of the GEF to the level of professionalism and readiness of the
student to study at a pedagogical university and follow-up as a teacher. This
readiness depends on the level of the formation of subject knowledge, skills
and abilities, the development of special competencies and personal qualities
of the student, on the level of the formation of general educational knowledge
and skills, as well as attitudes toward higher education and future
professional activity [7; 8; 12; etc.].
Harmonization
of the interests of society, university, as well as personal interests and
motives of students' activities determines the following goals and objectives
of the organization of a holistic pedagogical process in the university in the
framework of the didactic model being developed:
·
to form the personality
of the teacher in the course of the educational process of a socially adapted
profession;
·
to form creative
activity and ensure the development of professionally important personal
qualities;
·
Ensure that the
graduate of the university is trained at a high subject, pedagogical,
humanitarian and methodological level with a wide range of professional
opportunities.
In order to
ensure the consistency of obtaining, accumulating and increasing the knowledge,
practical skills and abilities of students in vocational education in higher
education, training stages are included in the curricula and plans [8].
One of the
essential features of the educational process created on the basis of the
didactic model being developed will, in our opinion, be the indicator of the
optimal use of the acquired knowledge of each individual subject in other
subjects, which ensures a sustainable assimilation of the content of all
subjects and their rational multilateral application in solving theoretical and
practical problems.
The symptom of the optimal use of the acquired knowledge, in our opinion,
excludes the danger of unrelated parallelism of the studied professional and
pedagogical disciplines, which even at the most profound study does not provide
"massive" knowledge, but only expresses disparate information about
the content of individual subjects and types of education. The didactic model
under these conditions makes it possible to determine the place, role and
significance of not only the content of the discipline under study, but also of
each of its sections, themes and tasks or specific competences.
Thus, the
analysis of psychological and pedagogical literature and the practical
experience of our work in a pedagogical university allowed us to formulate
requirements for the use of didactic models of the learning process. There must
be at least three of them:
·
Didactic models
should be a way of learning the subjects of the university studied;
·
Didactic models
should be an active and effective means of implementing the principle of
systemic and visualization;
·
Didactic models
should serve to activate cognitive creative activity of students and university
teachers.
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