Підготовка майбутнього вчителя початкової школи до організації освітньо-розвивального середовища

Abstract

У дисертації досліджено структуру та функції освітньо-розвивального середовища початкової школи, психолого-педагогічні особливості його формування. На основі аналізу наукової літератури, стану готовності майбутніх учителів змодельовано процес їх підготовки до організації освітньо-розвивального середовища. Обґрунтовано та експериментально перевірено педагогічні умови підготовки студентів до організації освітньо-розвивального середовища початкової школи. За результатами дослідження впроваджено у практику вищих навчальних закладів методичні рекомендації «Організація освітньо-розвивального середовища в системі підготовки майбутнього вчителя початкової школи».

В работе исследованы структура и функции образовательно-развивающей среды начальной школы, психолого-педагогические особенности ее формирования. На основании анализа научной литературы, состояния готовности будущих учителей смоделирован процесс их подготовки к организации образовательно-развивающей среды. Обоснованы и экспериментально проверены педагогические условия подготовки студентов к организации образовательно-развивающей среды начальной школы. На основании результатов исследования методические рекомендации «Организация образовательно-развивающей среды в системе подготовки будущего учителя начальной школы» внедрены в практику работы высших педагогических учебных заведений.

The thesis is considered to be the theoretical and experimental research of the problem of primary school teacher education in organizing the educational and developmental environment as an organic component of their readiness for professional activities. It has been found that significant didactic opportunities in the educational and developmental environment as a factor of forming a primary school pupil’s personality is slightly used in the activity of a primary school teacher and in the process of his/her education. The dissertation investigates the structure of the educational and developmental environment of primary school, its component composition (objective and spatial, cognitive and motivational, psychological and pedagogical, social and communicative), specific functions and principles; content and procedural characteristics. Pedagogical conditions of training of future primary school teachers for the organization of the educational and developmental environment (providing positive motivation to organize the educational and developmental environment as a form of educational and cognitive activity of pupils, using potential content opportunities of psychological and pedagogical, methodological disciplines to form a complex of educational and technological knowledge and skills, abilities to integrate objective and spatial, cognitive and motivational, psychological and pedagogical, social and communicative components of the educational and developmental environment; creating an intellectually rich environment in the process of interactive training of individuals for gaining experience to form the educational and developmental environment of primary school) have been theoretically proved and experimentally tested. Based on the analysis of scientific literature and the state of readiness of future teachers, the process of their training for the organization of the educational and developmental environment of primary school has been modeled from the standpoint of systematically environmental and competence approaches, consisting of motivational, semantic, procedural and effective components; specific training principles; interconnected stages (propaedeutic, theoretical and practical); forms and methods (educational discussions, self-presentations, design and protection of models of the educational and developmental environment, micro-training, educational teaching games, self study, individual research tasks, projects, portfolios, modeling and solving of educational situations); pedagogical conditions; criteria (value-motivational, cognitive-informational, productive-correcting) and determining indicators of the level (low, medium, high) formation of readiness for research. The essence of concepts of "the educational and developmental environment", "training of future primary school teachers for the organization of the educational and developmental environment” has been clarified. The educational and developmental environment is a system of impacts and conditions of individual formation, opportunities for his/her development, containing in the objective and spatial, cognitive and motivational, psychological and pedagogical, social and communicative components. This definition emphasizes a special methodological meaning of the term "opportunities", focused on the role of an individual in mastering environmental resources because the environment is determined by its specific properties and the properties of an individual. The criteria and indicators of readiness of future primary school teachers to organize the educational and developmental environment have been determined. A value-motivational criterion is characterized by motivation for innovative educational activity in primary schools to create the educational and developmental environment and formation of stable interest in this kind of activity. A cognitive-informational criterion reflects the awareness of the educational and developmental environment, its structure, types, functions, means, organizational conditions, modeling basics, characteristics and specifics of the organization of educational and cognitive activity of primary school children. A productive-correcting criterion characterizes the ability to provide and adjust relationships between the main components of the educational and developmental environment in accordance with knowledge, skills, age and psychological characteristics of primary school children; to organize work on creating the educational and developmental environment, its components during lessons and extracurricular activities; to model the educational and developmental environment of primary school; to determine the effectiveness of its components. The obtained results are used in practice in higher educational institutions and schools, including methods of implementing pedagogical conditions of students training for the organization of the educational and developmental environment and methodological instructions "Organization of the educational and developmental environment in training of future primary school teachers".