Berkenova G.S.,
Bekishev Y.E.
Kostanay
State University after Akhmet Baitursynov, the Republic of Kazakhstan
INNOVATION TECHNIQUES AS CONDITION OF FORMATING
COMPETITIVE IDENTITY OF SPECIALIST
Modern times
describe the reorientation in the structure of higher education for new values
that determined by the humanization of the pedagogical process
and interpersonal relationships of its entities. University graduates should
become the competitive personality which requires a high level of overall
development, possession of communicative abilities, unconventional thinking and
adaptability to changing conditions. Therefore, the interactive teaching,
innovative educational techniques, new methods of training activities should
always be a priority in high school.
While studying at
university the personality formation of students as future experts in demand in
the labour market is closely linked with the systematic and purposeful
organization of the educational process in accordance with the requirements of
modern education. Thereby, it is necessary to adopt new and improved approaches
and directions previously used in studying. Among them, a special place is
occupied by innovative learning technologies. Practice shows that active
introduction of learning technologies in educational process helps to overcome
crises in education, and it adjusts in accordance with the content and methods
of education with the ever-changing demands of the individuals and society.
They describe learning as a product of conscious target aimed to scientifically
cultivate interdisciplinary activities, and allow identifying it as an
innovative learning, as a special type of acquiring knowledge, alternative
against traditional education.
Personal
experience of usage innovative techniques in educational process of students
and undergraduates allows to sign that during studies between students
(undergraduates) and teacher, as well as among the learners is set sufficiently
productive and constructive relationships, it is observed individual search of
knowledge, interactive learning, and it is displayed creative skills. The
analysis of studies indicates that learning technologies always give rise to
cognitive, social activities of students, enhance their learning motivation,
and bring the value of knowledge.
Since universities
in Kazakhstan introduced credit system of education, in which the basic form of
learning is unsupervised work, so the usage of innovative techniques lets to
extend the opportunities of teacher in organizing various kinds of independent
work for the group of students with different levels of education. Thus,
organized educational activity provides the accessibility of tasks, individual
approach, the possibility of self-check, and the work of aides. The teacher
acts as a skilled organizer of the collective and individual independent work
of students.
The use of
innovative technology gives learning an interactive nature, which consists in
special organization of subjects interaction in learning process, that is not
only in the exchange of knowledge, values, ideas, but also with actions. It is
observed in using various learning technologies, which has a motivated
similarity of semantic classes (the student is ready to receive information);
the student is free from emotional acceptance or non-acceptance of the teacher;
it is activated by all kinds of cognitive processes; there is a choice and
speed construction of class in a convenient mode for the students; it provides
the effectiveness of digestion of knowledge.
In this case the
important questions are: how do relations establish between the teacher and the
student, how the active methods are used there, how are the teaching materials
developed and how are methods provided for delivering them, how is feedback
effective in the learning process. The successful resolution of these issues
helps to ensure that the student learns to gain knowledge by himself, regulate
without assistance and manage the process of his education. Of course, the use
of innovative techniques involves more intensive labour of teacher and it makes
greater demands for independent and active student work. Despite this, the
advantages of innovative technologies are obvious.
The research on
the usage of technology "Education in cooperation" in various
learning environments have shown that they are highly effective for
presentation and transfer of information, data securing, the creative
interpretation of studied materials and the formation of value orientation.
Among the factors of advanced and qualitative material acquisition it should be
highlighted: acquainting every
participant of small groups with the information which the other participants
have (information exchange); encouragement of different approaches for one and
the same object and phenomena; coexistence of various opinions and suppositions
about studying subject; possibility of criticizing and rejecting any of passing
opinions; motivation of participants in searching for generally acceptable
group agreement.
Experience in
organizing educational process with the use of innovative learning technologies
allows noticing that didactic functions of activities are associated with two
kinds of objectives: problems of
specifically intensional plans; problems of organizing interaction in group and
subgroup. The sphere of the first kind problems is: awareness of contradiction,
difficulty by students related to the solutions of learning tasks and
problems; actualization of previously
given knowledge; creative review of their
applicability, and their inclusion into new context and etc.
The sphere of the
second kind includes the role distribution in groups and teams; performance of
a collective task; coordination in solving problem and elaboration of a common,
group approach; maintenance of the special adopted rules and procedures of
search collaboration.
The results are
pedagogically important, and they are obtained in "the intersection
of" specifically intensional and group interaction activities:
- Processing of
data, information special for convincing exposition;
- Presentation of
his point of view as the position, its argument;
- Selection and
weighing approaches for solving the learning task;
- The possible
application of approach or view points as a result of a conscious choice.
The results of
such nature, in fact, follow from this context of co-distributed learning
activities, which is the method of organizing work in small groups. In the
research work on the implementation of this technique, it was found that
cooperative learning activities in small groups promote the formation of
leadership qualities, giving the maximal contribution to the intensional
elaboration of group task (clarification and improvement of initial
information, making suggestions about the joint work, expressing new ideas,
opinions, and etc.). In addition to that, the individual statements and actions
encourage other small group members to support everyone and to join in the
discussion, to ensure a favourable climate. It causes all participants to
respect each other and support the working atmosphere and collaboration.
The project method
provides special conditions for personal development. The actual problem
solution has not just required teamwork, but also identifies the cause with a
consideration from different attitudes to find the most effective solutions. It
is used the clarifying techniques while defending the project. In addition, it
is also included the application of improving the used concepts, list the
sources of real phenomena, and etc. It should also be noted that solving
problems as such is not a didactic purpose; it is bound with the development of
thoughts and communication skills of learners.
The method is
aimed primarily at the proposal of creative ideas and their subsequent
development with all the possible alternatives. The important organizational
feature: sequential combination of individual work (primary idea extension),
working in small groups and, finally, a general discussion. As a result, the
ideas expressed by each student, either directly or in a modified form included
firstly in small group discussion next to the general ideas. Thus, the project
method and various learning activities combine the problem intensional
orientation of education, and ensure the involvement of each participant in
active cognitive process.
The gaming
educational techniques give ample opportunities for allowing to approximate as
much as possible the various aspects of real phenomena in future professional
activity. First of all, there are a role playing, actualization and oral reproduction of studied
information, standpoint expressing, and exchange of knowledge with partners in
game. It also includes the analysis, a critical appraisal activities of certain
game participants, selection of information, construction of inductive and
deductive reasoning, synthesis, integration of available information, the
elaboration of factual and evaluating conclusion, and in the end, the outcome
of business or subject and role-playing game, as a result of joint creative
learning activities that reflect generated knowledge and ability of professional
problem-solving.
Thus, the usage of innovative learning
technologies does not allow only students acquiring knowledge but also
regulates and manages their learning process that ultimately leads to the fact
that knowledge becomes an actual value. Learning techniques are important for
regulating behavior and activities of future specialists in their development
and shaping as individuals that finally will help them to actualize the social
activity and to realize their potential in the future. The investigation has
shown the innovative learning techniques always call social activity of the
students, increase learning motivation, promote an intensive development of
special professionally significant qualities and form a competitive individual.
Bibliography:
1.
The modern
psychological and pedagogical issues of higher school – Moscow, 2000.
2.
E.N.Gusinsky,
U.N. Turchanynova – Introduction to philosophy of education – Moscow, 2001.
3.
Ch.Temple –
Strategies for use in any subject areas – Almaty: «XXI century» Fund, 2001.
4.
J.Dewey – Democracy and
Education – Moscow: Pedagogy-press,2000., p.340