Педагогічні умови активізації навчальної діяльності майбутніх інженерів-педагогів комп’ютерного профілю у фаховій підготовці

Abstract

У дисертації здійснено теоретичне обґрунтування і практичну реалізацію важливого наукового завдання активізації навчальної діяльності майбутніх інженерів-педагогів комп’ютерного профілю. Досліджено стан розробленості проблеми активізації навчальної діяльності у педагогічній теорії та практиці. Уточнено сутність і підходи до активізації навчальної діяльності, визначено критерії та показники. Теоретично обґрунтовано модель навчальної діяльності майбутніх інженерів-педагогів комп’ютерного профілю у фаховій підготовці, науково обґрунтовано педагогічні умови активізації навчальної діяльності майбутніх інженерів-педагогів комп’ютерного профілю у фаховій підготовці. Розроблено й запроваджено технологію впровадження педагогічних умов активізації навчальної діяльності майбутніх інженерів-педагогів комп’ютерного профілю. Експериментально перевірено педагогічні умови активізації навчальної діяльності майбутніх інженерів-педагогів комп’ютерного профілю.

В диссертации осуществлены теоретическое обоснование и практическая реализация важного научного задания активизации учебной деятельности будущих инженеров-педагогов компьютерного профиля. Исследовано состояние разработанности проблемы активизации учебной деятельности в педагогической теории и практике. Уточнены сущность и подходы к активизации учебной деятельности, определены критерии и показатели. Теоретически обоснована модель учебной деятельности будущих инженеров-педагогов компьютерного профиля в профессиональной подготовке, научно обоснованы педагогические условия активизации учебной деятельности будущих инженеров-педагогов компьютерного профиля в профессиональной подготовке. Разработана технология внедрения педагогических условий активизации учебной деятельности будущих инженеров-педагогов компьютерного профиля. Экспериментально проверены педагогические условия активизации учебной деятельности будущих инженеров-педагогов компьютерного профиля.

The dissertation is aimed to the theoretical generalization and the new solution of a problem of increase of the level of educational activities intensification of future computer engineers-educators by theoretical substantiation and experimental check of pedagogical conditions of intensification of such educational activities, realized by means of specially developed technology of introduction of pedagogical conditions to intensify the educational activity. Based on the analysis of the results of scientific research and practice of educational activities, the peculiarities of the educational activities of future computer engineers-educators have been clarified. The content of the concept of intensifying the educational activities of future computer engineers-educators, which is defined as improving the quality of educational activities through a change in its nature, which is characterized by: the stable active position of a student, his ability to organize his own educational activities; internal motivation to learn social and cognitive experience; focus on active interaction with participants in the educational process. The state of intensification of educational activity of future computer engineers-educators has been found out. The model of educational activity of future computer engineers-educators in professional training is theoretically substantiated. In the structure of educational activities in accordance with the system approach we accentuated: super system (educational environment), which defines the purpose, conditions, constraints and criteria; and subsystems that cover the stakeholder, object of activity, subject of activity, result of activity and the structure of educational activities. In accordance with the activity approach, the structural components of the activity have been defined: motive, purpose, actions and operations, means, result. The above made it possible to determine the content of activities, namely to present educational activities as a set of educational and cognitive, educational and organizational and communicative activities and became the basis for theoretical justification of pedagogical conditions for intensifying educational activities of future computer engineers-educators. The scientific basis for the selection of said pedagogical conditions were the components of educational activities and empirical study of the peculiarities of these educational activities. Pedagogical conditions were defined as changes in external motivation to internal, by introducing information and communication technologies into the process of studying pedagogical disciplines; formation of an active position of the student in educational activity through introduction in the process of studying of pedagogical disciplines of the project approach to the organization of one’s educational activities; timely correction of one’s educational activities through introduction in the process of studying pedagogical disciplines of operative feedback at each stage of the educational activities. In accordance with the requirements of scientific and pedagogical research, the criteria for intensification of educational activities have been substantiated: motivational, active, control-reflexive, as well as the indicators of the level of activity of future computer engineers-educators in the educational activities: nature of motivation (external, internal), stable active position, the ability to plan the educational activities, the ability to choose an individual trajectory of educational activities, the ability to achieve the planned result, the level of mastering the content of the discipline. The technology of introduction of pedagogical conditions of activization of educational activities of future computer engineers-educators has been developed and introduced. The peculiarity of the technology is that it implements certain pedagogical conditions to intensify said educational activities through the introduction of information and communication technologies in the educational process, namely: intelligence maps, QR codes, Google Forms, multimedia presentations, videos for changes in the nature of motivation for learning activities; interactive design with the help of templates of road maps of students to change their position in educational activities, the technology of visualization of educational results for prompt improvement of educational activities. The pedagogical conditions of intensification of educational activity of future computer engineers-educators are experimentally checked. According to all the defined criteria and indicators, the Experimental Group students had significant positive changes in the formation of the studied phenomenon than the Control Group students. The number of students with a high level of activity in Experimental Group increased in all respects (increase is from 9.7% to 20.2%), while in Control Group these values range from 1.8% to 5.5%. Instead, the number of students with a low level of activity decreased significantly (in the range from 24.4% to 35.9% for all indicators) compared to the Control Group (in the range of 5.4% to 13.4%). The differences are statistically significant according to Pearson's criterion for all indicators because the empirical value of emp. = 9,85 – 12,11, which exceeds the critical value of cr. = 5,99 for significance levels α = 0,05. The study does not cover all aspects of the problem of increasing the level of activity of future computer engineers-educators. Prospects for further research are associated with the spread of the proposed approach to the professional training of future computer engineers-educators in terms of remote, mixed and distance learning.