Організація самоосвітньої діяльності учнів вечірньої школи

Abstract

Здійснено комплексний системний аналіз проблеми вивчення дидактичного феномена організації самоосвітньої діяльності учнів. Визначено комплекс дидактичних умов організації самоосвітньої діяльності учнів вечірньої школи. Розроблено модель реалізації комплексу дидактичних умов організації самоосвітньої діяльності учнів вечірньої школи. яка трактується як взаємообумовлена сукупність певних методологічно й дидактично обумовлених етапів (пропедевтичного та власне етапу реалізації комплексу дидактичних умов організації самоосвітньої діяльності учнів вечірньої школи). Імплементація моделі реалізації комплексу дидактичних умов організації самоосвітньої діяльності учнів вечірньої школи передбачає реалізацію кожної дидактичної умови як конкретної дидактичної ситуації, що забезпечує змістово-оперативну складову процесу організації самоосвітньої діяльності учнів вечірньої школи. Експериментальним шляхом доведено дієвість такої моделі. Запропоновано авторське поняття «організація самоосвітньої діяльності учнів вечірньої школи», яке визначається на дефініційному рівні.

Диссертационное исследование посвящено актуальной проблеме организации самообразовательной деятельности учеников вечерней школы. Представлен комплексный системный анализ проблемы изучения дидактического феномена организации самообразовательной деятельности учеников. Определен комплекс дидактических условий организации самообразовательной деятельности учеников вечерней школы. Разработана модель реализации комплекса дидактических условий организации самообразовательной деятельности учеников вечерней школы, которая трактуется как взаимообусловливающее сочетание определенных методологически и дидактически обоснованных этапов (пропедевтического этапа и этапа реализации собственно комплекса дидактических условий организации самообразовательной деятельности учеников). Имплементация такой модели предполагает реализацию каждого дидактического условия как конкретной дидактической ситуации. Экспериментальным путем подтверждена действенность такой модели. Предложено авторское понятие «организации самообразовательной деятельности учеников вечерней школы», которое определяется на уровне дефиниции.

Thesis is devoted to the organization of self-education of the evening school students. There is an analysis of general condition of the organization of self-education for the students of evening school, providing an explication of its didactic phenomenon in the modern context. The author examines the concept of the readiness of evening school students for self-education activity as a key personal quality and an integral mechanism that combines the inner motivational readiness of students to get engaged consciously, voluntarily and systematically into self-education activities and procedurally active form of manifestation of certain didactic characteristics, in totality or separately. On this basis the author develops a complex of didactic conditions for organizing self-education of the evening school students, namely: ensuring effective basis for motivation and self-actualization in the process of forming competences and skills for learning as a stable means for students to get new knowledge and educational experience; focus on a particular variation of individual psychological aspects of the actors of educational process as a result of constant monitoring of changes in the composition of students’ contingent in the evening school; preparation of the scientific-methodological (case of stimulating teachers’ self-education) and educational-methodological (case of didactic guiding of the organization of self-education of the evening school students) maintenance of the organization of self-education on the level-sensitive and corrective basis; creation of the information-educational environment in the evening school with the active use of information and communication technologies; activation of the reflexive activity of the actors of educational process with the use of diagnostic tools for examining the level of educational achievements, which provide improvement and development of self-educational competences and skills, as well as contribute to the acquirement of different means of self-education activity. There is an elaborated model for implementing the complex of didactic conditions for the organization of self-education activity of the evening school students. The model is regarded as a mutually conditioned combination of certain methodologically and didactically based stages (propaedeutic and implementation stage of the complex of didactic conditions for organizing self-education of the evening school students), each of which represents a combination of the activities of participants of the educational process, put in action and grouped basing on the specifics of students’ contingent in the modern evening school, together with the particularities in organizing their educational process, the potential of information and learning environment, the characteristics and specificity of self-education activity, as well as the algorithm of self-education activity with due regard to its stages. Implementation of this model requires realization of every didactic condition as a specific didactic situation that provides content-operative component of the process of organizing self-education activity of the evening school students. The author proposes the concept of organization of self-education activity of the evening school students as a didactic phenomenon of modernity and gives its determination at the level of such definitions as “the system of pedagogical interaction that brings together the actors of educational process in the evening school in terms of synergetic (self-organization and transformation), that is provided by the implementation of the complex of didactic conditions in their mutually conditioned combination and is aimed at forming the mechanisms of self-organization, independent acquisition of knowledge, competences and skills, and rational ways of their theoretical and practical implementation, and as a result – self-realization and self-actualization of student’s individuality.” In order to confirm validity of the theoretical assumptions they are accompanied by the research and experimental work, while diagnostic procedures were carried out according to the established criteria and indicators. Empiric data show positive dynamics of indicators taken for examination (learning skills, self-organization skills, ability to organize personal self-organization activity): increasing the level of certain indicators of self-educational activity it is possible to affect the level of educational achievements of the students of evening school. This proves the efficiency and the impact of the developed model that implements the complex of didactic conditions for organizing self-education activity of the evening school students as an essential component of content-operating technology of organizing self-education activity of the evening school students. The aim of the thesis research has been reached, the hypothesis has been completely confirmed.