Формування соціокультурної компетенції майбутніх судноводіїв у процесі вивчення професійно орієнтованих дисциплін

Abstract

У дослідженні запропоновано модель формування соціокультурної компетенції майбутніх судноводіїв, що містить чотири блоки: концептуально-цільовий – мета, завдання, принципи, підходи; змістовий – зміст професійно орієнтованих дисциплін та спецкурсу «Соціокультурні аспекти фахової підготовки майбутнього судноводія»; організаційно-процесуальний – форми, методи та засоби навчання; оцінно-результативний – критерії, показники, рівні та результат. Визначено педагогічні умови реалізації моделі. Уточнено зміст понять «соціокультурна компетенція майбутнього судноводія», «професійна підготовка майбутнього судноводія». Запропоновано структуру та функції соціокультурної компетенції майбутніх судноводіїв; визначено критерії, показники та рівні сформованості досліджуваної компетенції. Представлено програму експериментальної роботи щодо впровадження моделі формування соціокультурної компетенції майбутніх судноводіїв.

В исследовании предложена модель формирования социокультурной компетенции будущих судоводителей, которая включает четыре блока: концептуально-целевой – цель, задания, принципы, подходы; содержательный – содержание профессионально ориентированных дисциплин и спецкурса «Социокультурные аспекты профессиональной подготовки будущего судоводителя»; организационно-процессуальный – формы, методы и средства обучения; оценочно-результативный – критерии, показатели, уровни и результат. Определены педагогические условия реализации модели. Уточнены определения понятий «социокультурная компетенция будущего судоводителя», «профессиональная подготовка будущего судоводителя». Предложены структура и функции социокультурной компетенции будущих судоводителей, определены критерии, показатели и уровни сформированности исследуемой компетенции. Представлена программа экспериментальной работы по внедрению модели формирования социокультурной компетенции будущих судоводителей.

The thesis deals with the theoretical and experimental study of the problem of sociocultural competence formation of future navigators in the learning process of profession-focused disciplines at higher maritime educational institutions. Nowadays the world’s merchant fleet is usually operated by multinational and multilingual crews. Social and cultural diversity of the modern maritime industry causes new challenges in the field of professional training. One of its main objectives reveals the need to familiarize future navigators with sociocultural aspects, encourage effective communication, cooperation and unity amongst crewmembers, and create a balanced and efficient working atmosphere on board the ship. Professional training of future navigators in the system of higher maritime education of Ukraine shall meet the requirements of national (industry standard) and international documents (conventions, codes, resolutions), adopted by the International Maritime Organization (IMO). The main official publications covering the problem of the multinational maritime community organization and management are the International Convention on Standards of Training, Certification and Watchkeeping (STCW) and the International Safety Management Code (ISM Code). The outline of the IMO model courses “Personal Safety and Social Responsibility”, “Leadership and Teamwork”, “Maritime English”, “Master and Chief Mate”, “Officer in Charge of Navigational Watch” is considered as guidelines for sociocultural training. The analysis of scientific and methodical literature has given the chance to present specified definition of the notion “professional training of the future navigator”. The authors’ definition of the notion “sociocultural competence of the future navigator” is clarified (the ability of the future deck officer to perceive, realize, interpret and use the information of national-cultural character in the process of intercultural communication that makes an opportunity to be harmoniously integrated into the isolated, multinational, gender-imbalanced professional environment). The structure of sociocultural competence of future navigators is determined. Its components are: generally cultural competence – the ability to appreciate and use common heritage of mankind and general cultural background in the process of communication; sociolinguistic competence – the ability to make a choice of the efficient verbal and non-verbal means of communication, use them with due consideration of extra-linguistic (noise, vibration) and linguo-social factors (age, status, nationality); profession-focused competence – standard maritime language skills, professional knowledge and skills in the field of navigation. The functions of the above mentioned competence – informative, worldview, communicative, regulative, axiological – are defined and analyzed. The process of future navigators’ sociocultural competence formation is implemented in the scientifically developed and grounded model. Its content is innovative, the structure is dynamic. The process of modelling and its practical application is considered as a multicomponent and multidimensional phenomenon. The scientific approaches to the requirements of modelling are analyzed. The basic components of the model composition are defined. The presented model is a system of interrelated and interlinked pedagogical objects, which determine the stages of achieving the aim and objectives, reflect the main characteristics of the process, suggest the optimal conditions for its realization. It consists of the following units: the concept-target block defines the aim and objectives of the process of sociocultural competence formation of future navigators, principles (communicativeness, interactivity, continuity and perspective, dialogue of cultures and civilizations) and approaches (competency-based, systematic, activity-based, culturological). The content block of the model determines the core of the profession-focused disciplines: “Bridge Watchkeeping Procedures”, “Bridge Resource Management”, “Maritime English”, “Occupational Safety”, “Standards of International Maritime Organization”, “Maritime Resource Management”, special course of study “Sociocultural Aspects of Future Navigator’s Professional Training”. The organizational and procedural block of the model includes forms, methods and aids of teaching: forms – lectures and seminars (problematic, interactive), maritime studies, Master’s workshops, project defense etc.; methods – case study, role play, discussion, virtual excursion, brainstorm etc.; aids – authentic materials (ship correspondence, maritime accident reports), multimedia systems, the Internet etc. The assessment block identifies the criteria (motivational, cognitive, behavioral, reflexive), indicators, levels of future navigators’ sociocultural competence formation (low, medium, high) and the result (formed sociocultural competence of future navigators). The complex of pedagogical conditions for realizing the model is determined: 1) motivation of future navigators for working in a multinational crew; 2) development and implementation of methodical guidelines for profession-focused disciplines teaching; 3) interdisciplinary coordination in the learning process of profession-focused disciplines at higher maritime educational institutions. The experimental program for implementing the model of future navigators’ sociocultural competence formation is presented. Special attention in realizing the model is paid to the variety of activities. The use of interactive and research tasks, information technologies contributes to the positive result of the model implementation at higher maritime educational institutions. The mathematical and statistical analysis of the experiment data is performed.