Results of the research of the dynamics of individual progress of the students of advanced training while studying the topic of УExpertise of operational planning programsФ
// Modern Education. – 2018. – є 3.
– P. 80-93.
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The article is devoted to some aspects of pedagogical activity. Firstly, the structure and content of this article allow a teacher to identify a recommended algorithm for developing an operational planning program and the criteria for its assessment. This research provides the material for classification of the requirements of educational standard, as well as regional recommendations for developing an operational planning program by the audience. Secondly, the reader of the article reveals the methodology of organizing pedagogical activity aimed at understanding, analysis and assessment of their personal operational planning programs. Contrariwise, the motivated teacher will elucidate the method of organization of students’ actions pertinent to evaluation of their progress in the course of studying one or another topic of school subject in student-centered approach. In the last turn, with respect to their importance, the article contains the results of the research, held within the framework of advanced training of the pedagogues. Some of the conclusions might be valuable for deputy directors for organization of teachers’ work at schools. The practical novelty lies in the author’s attempt to reveal and substantiate the method of qualitative determination of the adequacy of self-esteem of the students based on the reverse dependency between the actual test results and expected appropriateness of performing the tasks by the students of advanced training in terms of continuing professional education.
Keywords: process of advanced training, individual progress, program compliance assessment, criteria for program expertise, expertise, program creation algorithm, operational planning program, expectations and reality, applied research, deputy directors' activities
Martynets M. S. O klassifikatsii universal'nykh uchebnykh deystviy // Narodnoe obrazovanie. є 8, 2015. S. 117Ц120.
Federal'nyy perechen' uchebnikov, rekomenduemykh k ispol'zovaniyu pri realizatsii imeyushchikh gosudarstvennuyu akkreditatsiyu obrazovatel'nykh programm nachal'nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya. URL: http://fpu.rf (data obrashcheniya: 09.03.2017)
Primernaya programma po inostrannym yazykam // Primernye programmy po uchebnym predmetam. Nachal'naya shkola. V 2 ch. Ch. 2. 4-e izd., pererab. M.: Prosveshchenie, 2011. 231 s. S. 127Ц140.
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Ideas of constructivist didactics as basis conditions of the efficiency of individualization of education of the school students
// Modern Education. – 2016. – є 4.
– P. 87-96.
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Abstract: Individualization of education is currently one of the key requirements towards the organization of education in school, which is aimed at ensuring quality of general education. At the same time, as demonstrated in practice, the realization of individual approach in the conditions of traditional classwork system of education usually carries a non-systemic and episodic character. It results in the issue of substantiation and development of pedagogical conditions of individualization of education pf the school students, which will allow projecting the educational process that certainly ensures the individualized approach towards the students in the context of the modern system of education. As the conceptual foundation for resolution of the set task, the author chose the pedagogy of constructivism, the positions of which are viewed within the ideas of personal-oriented education. During the course of this research the author establishes that implementation of the individual approach towards education in modern school is the objectively justified by the regularities of human development along with the level of social relations requirement towards the organization of educational process. Constructivist didactics, clarifying the strategic ideas of the personal-oriented approach, is characterized by the number of positions, the execution of which allows ensuring the individualization of educational process. Among the conditions for the efficient individualization of education of the school student in light of the positions of constructivist didactics, the author determines the following: approach to individualization as the target systematic process and intrinsic component of education; the goal of education is the maximal possible development of personality potential through the subject of study; orientation towards educational tasks that carry personal sense, cultural-historical and practical content, etc. The revealed conditions allow defining the orientation, content, and ways of teacher’s activity regarding the creation of conditions for the individualized education within the framework of modern school.
Keywords: consideration of individual characteristics, humanistic nature of education, constructivist didactics, pedagogy of constructivism, personal-oriented education, individual approach to learning, individual educational trajectories, quality of general education, activity approach, student activity
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Professional competency of the foreign language educator in preparation of the scientific-pedagogical personnel in the postgraduate school
// Modern Education. – 2016. – є 3.
– P. 79-84.
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Abstract: This article is dedicated to the problems of preparation of personnel of higher qualification. The object of this research is the teaching of foreign language with regards to the programs of training of the scientific-pedagogical personnel in the postgraduate school. The subject is the problem that emerges in educator’s practice in controlling the understanding of the narrowly-specialized scientific articles by the post-graduates. The author introduces the definition of a professional competency of an educator, as well as substantiates its necessity. The structure of professional competency consisting of the linguistic, terminological, and scientific-communicative competency is being developed. Special attention is given to the terminological competency as the main component of professional competency of the foreign language educator, who introduces the programs of scientific-pedagogical personnel training in the postgraduate school. The polling demonstrated that educators face the problem of proper understanding of the narrowly-specialized texts and scientific articles because they have just the linguistic education. The main conclusion consists in formulation of the new definition of “professional competency” of the foreign language educator in preparation of the scientific-pedagogical personnel in the postgraduate school.
Keywords: Special terminology, Term systems, Control of understanding, Methodology, Scientific-communicative competency, Linguistic competency, Scientific-pedagogical personnel, Postgraduate school, Foreign language, Professional competency of the educator
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