Дидактичні аспекти застосування проектної технології навчання в підготовці магістрів освіти
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Дата
2019
Науковий керівник
Укладач
Редактор
Назва журналу
ISSN
E-ISSN
Назва тому
Видавець
Анотація
У статті розглянуто особливості організації та узагальнення досвіду використання проектної технології у
процесі професійної підготовки викладача вищої школи в умовах магістратури. Визначено роль проектної технології під час підготовки педагогічних кадрів. Висвітлюється досвід використання проектної технології навчання
в підготовці магістрів освіти. За допомогою проектної технології магістранти набувають знань і умінь зі спеціальності, підвищують рівень освіченості, ерудиції, вдосконалюють педагогічну майстерність, поповнюють
професійні знання, розширюють професійний кругозір. Застосування проектної технології в підготовці магістрів освіти сприяє створенню умов для глибокого й повного засвоєння навчального матеріалу курсу, виробленню
вмінь і навичок проектування майбутньої педагогічної діяльності, розвитку гнучкості та критичності мислення, творчих і дослідницьких здібностей, підвищенню комунікативної активності, формуванню здатності до
інноваційної діяльності.
The article describes the features of the organization and generalization of the experience of using project technology in the process of professional training of a higher school teacher in the conditions of magistracy. It defines the role of project technology in the training of teaching staff and solves the problem of updating the educational process in higher education. The given article also highlights the experience of using the project technology of training in the preparation of masters of education. Due to the help of project technology, undergraduates acquire knowledge and specialty skills, increase the level of education, erudition, improve pedagogical skills, replenish professional knowledge, expand professional horizons. The project learning technology is implemented in practice of work of higher school due to preparation of future teachers to use project learning technology, defining the purpose and objectives of the technology, using different types of projects, observing algorithm of actions of teacher and students in project learning technologies, providing timely assistance to students during project work, defining criteria for evaluation of the results. The article considers the issue of acquiring independence, initiative, creative abilities, activation of productive methods of training. It is argued that the introduction of project-based learning technology in the educational process of higher education institutions requires undergraduates to apply new knowledge, based on previously acquired knowledge, develops the ability to act and make decisions on their own or as a part of a team and solve professional problems, seek, assemble and apply new information from a variety of sources, using modern technology to perform specific tasks, develops critical thinking and the desire for creativity and self-development, forms the desire and ability to learn independently. It is noted that future specialists have the opportunity to acquire knowledge, skills, life experience, which are transformed into competencies that contribute to the expansion of the limits of creative, research activities of future teachers, awareness of the possibility of effective application of project technology in higher education.
The article describes the features of the organization and generalization of the experience of using project technology in the process of professional training of a higher school teacher in the conditions of magistracy. It defines the role of project technology in the training of teaching staff and solves the problem of updating the educational process in higher education. The given article also highlights the experience of using the project technology of training in the preparation of masters of education. Due to the help of project technology, undergraduates acquire knowledge and specialty skills, increase the level of education, erudition, improve pedagogical skills, replenish professional knowledge, expand professional horizons. The project learning technology is implemented in practice of work of higher school due to preparation of future teachers to use project learning technology, defining the purpose and objectives of the technology, using different types of projects, observing algorithm of actions of teacher and students in project learning technologies, providing timely assistance to students during project work, defining criteria for evaluation of the results. The article considers the issue of acquiring independence, initiative, creative abilities, activation of productive methods of training. It is argued that the introduction of project-based learning technology in the educational process of higher education institutions requires undergraduates to apply new knowledge, based on previously acquired knowledge, develops the ability to act and make decisions on their own or as a part of a team and solve professional problems, seek, assemble and apply new information from a variety of sources, using modern technology to perform specific tasks, develops critical thinking and the desire for creativity and self-development, forms the desire and ability to learn independently. It is noted that future specialists have the opportunity to acquire knowledge, skills, life experience, which are transformed into competencies that contribute to the expansion of the limits of creative, research activities of future teachers, awareness of the possibility of effective application of project technology in higher education.
Опис
Ключові слова
проект, проектні технології навчання, інноваційні педагогічні технології, project, project technologies of training, innovative pedagogical technologies
Бібліографічний опис
Актуальні питання гуманітарних наук : міжвуз. зб. наук. пр. молодих вчених Дрогоб. держ. пед. ун-ту ім. Івана Франка. – Дрогобич, 2019.