Ґенеза змісту фахової підготовки майбутніх програмістів у політехнічних навчальних закладах України (кінець XХ початок XXI століття)

Abstract

У дисертації на основі вивчення наукової літератури, архівних джерел, аналізу теорії та практики фахової підготовки майбутніх програмістів здійснено комплексне дослідження ґенези змісту фахової підготовки майбутніх програмістів у політехнічних закладах освіти України (кінець ХХ – початок ХХІ століття). Визначено чинники (соціально-економічні, науково- технологічні, освітні), що впливали на ґенезу змісту фахової підготовки майбутніх програмістів у політехнічних закладах освіти України в досліджуваний період. Обґрунтовано авторську періодизацію розвитку змісту фахової підготовки майбутніх програмістів України з 1985 р. – до початку ХХІ століття (2016 рік), що містить три періоди: І період (1985–1990 рр.) – організаційний; ІІ період (1991–2005 рр.) – реформаційний; ІІІ період (2006– 2016 рр.) – інтеграційний. Окреслено перспективні напрями застосування позитивного історичного досвіду щодо розвитку змісту фахової підготовки майбутніх програмістів у політехнічних закладах освіти в контексті сучасних освітніх реформ.

Thesis for the Candidate degree in Pedagogy, speciality 13.00.01 – general pedagogy and history of pedagogy. – Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, 2018. In the dissertation drawing on tscientific literature, archival sources, analysis of the theory and practice of professional training of future programmers a comprehensive study of the genesis of the content of the professional training of future programmers in the polytechnic educational establishments of Ukraine (the end of 20th beginning of the 21st centuries) was carried out. It is outlined the author's periodization of the content of professional training of future programmers of Ukraine from 1985 up to the beginning of the 21st century (2016), which contains three periods: I period (1985–1990 years) – organizational; II period (1991–2005 years) - reformatory; ІІІ period (2006–2016 years) – integrationj. The factors that influenced the genesis of the content of the training of future programmers in polytechnic educational institutions in Ukraine during the investigated period were determined: social and economical (conformity of the quality of specialists’ training to international standards; taking into account labor market requirements for the training of future programmers; expanding the use of IT in all spheres of society); scientific and technological (changes in generations of computer technology, the development of programming languages) and educational (updating the regulatory legal documents of the educational industry; changes in the paradigm of vocational education; developing standards for the training of future programmers; ensuring the balance of theoretical and practical components in the preparation of future programmers; the variability of the content of training future programmers; the use of productive forms and methods of training specialists; material, technical and staffing providing of educational process). The tendencies of future programmers’ training in Ukraine are explained, such as: general – modernization of scientific and methodical principles of professional training, standardization of training specialists; special – gradual expansion of the nomenclature of educational IT-specialties, replacement of narrow-subject training of future IT-specialists to the integrative; specific – the constant transformation of content, forms and methods of professional training of future programmers due to rapid informatization of society, modernization of IT-architecture and the constant appearance of new coding languages, direct dependence of the quality of professional training of future programmers the capacity of logistics and staffing base. The perspective directions of application of positive historical experience in the development of the contents of the professional training of future programmers in the polytechnical educational institutions in the area of modern educational reforms are justified (formation of continuity and methodical integrity of the curriculum contents to the relevant requirements of industry and business in accordance with the current international standards, the training of future IT-specialists in accordance with the educational trajectories of applicants of education, which take into account their abilities, requests and opportunities on the basis of competence approach; an increasing of laboratory-practical classes in the total number of hours of profile disciplines; the involvement of experienced practitioners in the practical training of future programmers; the constant development of the professional competence of teaching staff to provide quality education to future programmers; to give preference to the project forms of work for the formation collaboration skills while performing collective tasks in professional activities; the introduction of a dual form of training in order to adapt future specialists to real working conditions; strengthening of programming learning through the allocation of scientific foundations and general principles of algorithmization; increasing the number of hours in the curriculum to study English as a universal in the field of programming; improving the quality of future programmers’ training through the creation of common procedures and methods for assessing the professional competence of applicants; development and introduction of distance learning courses for students with disabilities as a condition for ensuring the availability of IT-education).