Теоретико-методологічні засади розвитку автономності студентів в освітньому процесі вищого навчального закладу

Abstract

У дисертації вперше системно обґрунтовано теоретичні та методологічні засади розвитку автономності студентів в освітньому процесі закладу вищої освіти. На основі висвітлення механізмів інтеріоризації знань в освітній та самоосвітній діяльності студентів створено концепцію розвитку автономності студентів. Досліджено зовнішні та внутрішні закономірності розвитку автономності. Визначено принципи розвитку автономності студента та висвітлено особливості використання інноваційних технологій у середовищі освітнього процесу вищої школи. Розроблено й обґрунтовано модель системи розвитку автономності студентів вищої школи, яка створювалася з урахуванням концептуальних ідей, закономірностей і принципів розвитку автономності, виокремлено й надано характеристику організаційно-дидактичним умовам реалізації моделі системи розвитку автономності в середовищі інтеграції освітньої та самоосвітньої діяльності студентів. Виокремлено п’ять блоків моделі системи: цілепокладання, ціннісно-орієнтаційний, діяльнісно-процесуальний, коригувальний, прогностичний. Надано розгорнуту характеристику критеріям, показникам і рівням розвитку автономності студентів вищої школи.

В диссертации впервые системно обоснованы теоретические и методологические основы развития автономности студентов в образовательном процессе вуза. На основе освещения механизмов интериоризации знаний в образовательной и самообразовательной деятельности студентов создана концепция развития автономности студентов. Исследовано внешние и внутренние закономерности развития автономности. Выделены принципы развития автономности студента и освещены особенности использования инновационных технологий в среде образовательного процесса высшей школы. Разработана и обоснована модель системы развития автономности студентов высшей школы, которая разрабатывалась с учетом концептуальных идей, закономерностей и принципов развития автономности, выделена и предоставлена характеристика организационно-дидактических условий реализации модели системы развития автономности в среде интеграции образовательной и самообразовательной деятельности студентов. Деятельностную суть и логику формирования автономности студентов отражают пять блоков модели системы: блок целеполагания, ценностно-ориентационной блок, деятельно-процессуальный, корректирующий, прогностический блоки. Предоставлено развернутую характеристику критериям, показателям и уровням развития автономности студентов высшей школы.

The thesis paper researches the issues of students’ autonomy development at higher educational institutions. Conceptual and categorical apparatus of the research was elaborated by correlating the achievements in the field of general methodology and the pedagogic methodology with the analysis of the peculiarities of educational activities of higher educational institutions’ students. As the methodological platform were used the synergetic and competence-oriented methodological approaches: students’ autonomy valence and fractural structure was developed, which unites four fractals (polycognitive, instrumental, worldview, correctionally-reflexive), which emerge through the iteration of the development tendencies and formation of the composing elements of each fracal, determined by the gnoseological, axiological and praxeological valencies. Students’ autonomy development concept was elaborated based on the exposure of the mechanisms of knowledge interiorization in students’ educational and self-educational activities. The concept arises as the outcome of five conceptual ideas: the idea of systematic communitarianism (students’ autonomy is considered as a comprehensive system, consisting of interrelated components, includes the subjects into different kinds of activities; knowledge about the autonomy, its properties and structure dominates over the knowledge about the partial components of the autonomy); the idea of context-objective training (students’ personal involvement into educational activities; consecutive dynamic modeling of the comprehensive content, forms and conditions of their future professional activities; dialectic nature of the training content; integrity of training and self-development; openness; training and teaching are contextual to the social conditions of the national society development); the idea of constructivism (application of one’s personal experience and knowledge in educational and self-educational activities for the new information absorption; simultaneous comprehension of both, every separate phenomenon and their system in the process of cognition); the idea of the educational process optimization and intensification (selection of the best option of the educational process in a certain situation, improvement of the pace and quality of the educational work conducted at a certain period of time); the idea of the continuousness and functional integrity of students’ autonomy development (objective, functional combination of the educational content and technologies of its studying into finite individual complex-modules, functional interaction of all the integration strata of the educational and self-educational activities in the practice-oriented direction, continuousness of the autonomy components’ development). We have researched the external and internal regularities of the autonomy development. The former ones are related to the integration of students’ autonomous activities into the general system of public relations and interconnections (the predetermination of students’ autonomy development by the level of pedagogical science development and the current IT achievements; the pivotal role of the procedural peculiarities of the educational activities upon the development of the autonomy of the educational process subjects; the consistency of the harmonization of the external and internal factors as a prerequisite of the efficiency of students’ autonomy development), and the latter ones are peculiar for the autonomy as a systematically important defining characteristic of students’ activities (bifurcation content of students’ educational and self-educational activities as the prerequisite of the successfulness of the formation of the major indices of autonomy; the students’ necessity for autonomous activities dependence from the level of pedagogical mastery, general cultural level, responsibility and conscientious attitude to the fulfillment of professional duties; dependence of the optimal tempo of the autonomy development from the personal perception of the educational material and its correspondence to the individually-psychological level of students’ development as subjects of the autonomous educational activities). We have separated the principles of students’ autonomy development and addressed the peculiarities of the innovative technologies usage in the educational environment of a higher school aiming to develop students’ autonomy. We have suggested the model of students’ autonomy development at higher educational institutions, which was being elaborated accounting for the conceptual ideas, trends and principles of the autonomy development, we have separated and characterized the organizational and didactic conditions of the implementation of the model of the development of autonomy in the environment of integration of students’ educational and self-educational activities. The proactive essence and logics of students’ autonomy formation can be seen in the five blocks of the system model: the goal-setting block, values-oriented block, procedurally-active, correctional and prognostic blocks. We have broadly characterized the criteria, indices and levels of students’ autonomy formation at a higher school. We have conducted research and experimental work to support the suggested hypothesis concerning the reasonability of introducing the system model of the autonomy development and organizational-didactic conditions of its implementation in the educational process. The ascertaining stage of this work has allowed us to determine the current level of students’ autonomy development at a higher school; at the formative stage we have introduced the system model of the autonomy development and organizational-didactic conditions into the practical work of the Ukrainian higher educational institutions. The summarizing stage has allowed us to note the positive changes in the development of students’ autonomy fractals at the experimental groups. We have outlined the lines of future scientific researches, related to studying the phenomenon of autonomy in the cultural and research dimensions. The thesis paper reflects the interest of the scientific community to the problems related to people’s professional and personal self-actualization in the modern globalized informational society and provides instruments for successful autonomous actions which lead to a recognized positive result.