ARCHITECTONICS OF TUTORING IN HIGHER EDUCATION

2018 ◽  
pp. 13-17
Author(s):  
Natalia Demyanenko
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Educational Program ◽  
Personality Development ◽  
Preschool Age ◽  
Educational Activity ◽  
Teacher Student ◽  
Individual Educational Program ◽  
The Individual ◽  
Oriented Activity

Modern trends of human civilization development determine the individual educational way of person on the open education basis. A special place in supporting of personality development in the information society belongs to a tutor. A tutor is a central figure while a tutorial is an officially recognized component of the British educational system. Today this profession is actualized in many European countries. Social and personal request for a tutorial support is increasing in Ukraine. A tutorial is developing as a basis for the formation of teacher-student partnership. On the other hand, pedagogically expedient, subject-subjective, moral and aesthetic relations are a condition for the tutorial technology implementation. They form a personally oriented activity of two equal partners - a tutor and tutorant. It should be emphasized on the individual-socializing nature of tutorial. A tutor is not only responsible for the level of knowledge, but also for the formation (upbringing) of the individual. A tutorial accompaniment is a pedagogical education individualizing activity which is directed at the identification and development of educational motives and interests of the person, the search for educational resources for the creation of an individual educational program, the formation of person educational reflection. It involves the educational environment organizing, actual support for the formation and implementation of a tutor`s individual educational program; its methodical support. A tutorial support is carried out in accordance with the peculiarities of the age of the tutorants (from preschool age), provides the pedagogical provision of autonomous formulation and realization of the person's educational goals, stimulation and motivation of independent educational activity. The Department of Pedagogy and Psychology of Higher Education has carried out a tutor professional and pedagogical training at the National Dragomanov Pedagogical University since 2015.

MODERN EDUCATIONAL TECHNOLOGIES AS A CONDITION FOR THE SUCCESSFUL IMPLEMENTATION OF THE INDIVIDUAL EDUCATIONAL PROGRAM OF STUDENTS

2018 ◽  
Vol 1 ◽  
pp. 555-569
Author(s):  
Galina Vasilyeva ◽  
Svetlana Kalinina ◽  
Svetlana Burenina
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Educational Program ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Individual Educational Program ◽  
The Individual ◽  
Selection Of

In the modern model of education the attention of teachers is paid to the implementation of the individual educational route of the student. The article discusses the possibilities of modern educational technologies. The problem field of research is a contradiction between the need for higher education to implement the individual educational route of the student and the lack of attention of teachers to the selection of appropriate educational technologies. The aim of the study was to study the possibilities of modern educational technologies to strengthen the individuality, subjectivity, human capital of the student.

scholarly journals CORRELATION BETWEEN UNIVERSITY STUDENTS’ SELF-EDUCATIONAL ACTIVITY AND THE TIME PERSPECTIVE OF THE INDIVIDUAL

2016 ◽  
pp. 151-155
Author(s):  
S. A. Yudin
Keyword(s):  
Higher Education ◽  
University Students ◽  
Time Perspective ◽  
Basic Research ◽  
Educational Process ◽  
The Self ◽  
Educational Activity ◽  
Self Organization ◽  
Modern Education ◽  
The Individual

The paper considers various approaches to studying the self-organization of students’ educational activity, the assumption about the interrelation of self-organization of educational activity and time perspective of the individual is made. The importance of self-organization of educational activity in the modern education system of higher education institutions comes to light. Stages of formation of self-organization and possible difficulties which a person can face are sorted out. Results of basic research of the time perspective and self-organization of university students are stated. The interrelation between commitment and alloted time is defined, as well as regularity, emotional coloring of time, structure of time and feeling of time. The received results specify the possible directions of the organization of forms of psychological support of university students having problems with self-organization of time in the educational process.

scholarly journals SCIENTIFIC AND METHODOLOGICAL BASES OF COGNITIVE DIDACTICS

2021 ◽  
pp. 160-169
Author(s):  
Алсу Рауфовна Камалеева
Keyword(s):  
Higher Education ◽  
Cognitive Abilities ◽  
Personality Development ◽  
Cognitive Learning ◽  
Educational Process ◽  
Educational Activity ◽  
Learning Theories ◽  
Management Tools ◽  
Higher Education System ◽  
Stage Of Development

Когнитивные теории обучения являются наиболее признанными в современной отечественной дидактике. Они выступают в качестве психолого-педагогического обоснования дидактических систем, реализующих ценности познания и развития познавательных способностей человека, когда образовательный процесс ведется с опорой на непосредственный опыт обучающихся, его расширение в ходе поисковой, исследовательской деятельности, активного освоения мира. В качестве предпосылок развития когнитивной дидактики в контексте развития личности в эпоху цифровизации образования предлагаются следующие позиции: необходимость учета направлений трансформации системы высшего образования: целей образования, форм обучения, методов обучения, средств управления; направленность на решение генеральной цели преобразования образовательного процесса на современном этапе развития высшего образования – на генерацию знаний; использование закономерностей функционирования и формирования механизмов познания обучающихся в процессе реализации системообразующей цели когнитивной дидактики – эффективной когнитивной организации человека; генерирование знаний в условиях перехода к конструированию целостных жизненно-педагогических ситуаций в рамках ситуационного подхода как теоретико-методологической стратегии, ориентированной на решение задач познания; использование когнитивного инструментария в процессе реализации ситуационно-событийного механизма становления личностных структур познания обучающихся в рамках образовательной деятельности студента. The relevance of the article is due to the fact that cognitive learning theories are the most recognized in modern domestic didactics. They act as a psychological and pedagogical substantiation of didactic systems that implement the values of cognition and the development of students’ cognitive abilities, when training is based on the direct experience of students, its expansion in the course of search, research, active development of the world. The following positions are proposed as prerequisites for the development of cognitive didactics in the context of personality development in the era of digitalization of education: the need to take into account the directions of transformation of the higher education system: educational goals, forms of education, teaching methods, management tools; focus on solving the general goal of transforming the educational process at the present stage of development of higher education – on the generation of knowledge; the use of the regularities of functioning and the formation of mechanisms of cognition of students in the process of realizing the systemforming goal of cognitive didactics – the effective cognitive organization of a person; generation of professionally oriented knowledge in the context of the transition to the construction of holistic life-pedagogical situations within the framework of the situational approach as a theoretical and methodological strategy focused on solving cognitive problems; the use of cognitive tools in the process of implementing the situational-event mechanism of the formation of the personality structures of students’ cognition within the framework of the student’s educational activity.

scholarly journals Ontological approach in the practice of the educational activity: paths’ formation of individual professional development of students

2018 ◽  
Vol 22 (5) ◽  
pp. 26-39 ◽  
Author(s):  
E. Y. Blago ◽  
I. A. Leshcheva ◽  
S. A. Scherban
Keyword(s):  
Professional Development ◽  
Educational Program ◽  
Educational Activity ◽  
Federal State ◽  
Educational Standards ◽  
Ontological Approach ◽  
Ontological Model ◽  
Development Paths ◽  
The Individual ◽  
Individual Professional

Goal.The goal of the work is to develop the improved ontological model of the competency-oriented curricula, allowing constructing individual professional development paths of the students of particular educational profiles. Actuality of the developed model lies in the fact that the competence structure, existing in the framework of competency-oriented curricula, provided by the current Federal state educational standards does not allow differentiating within the same profile of learning the paths of individual professional development of the student, oriented to various career development directions within the general vocational orientation profile.Materials and methods. Individual educational paths can be differentiated according to the choice of the elective disciplines (as common to all profiles within the educational program, and profile). According to the educational standards, the student during the period of study on the educational program must acquire the entire cultural, professional and profile competences (in case of several profiles, existing in the structure of the educational program), provided in the educational plan. Respectively, the elective disciplines between which the students are allowed to choose can be characterized in the plan by one set of competences. Thus, for the construction of the students’ individual professional paths there is the need to differentiate these disciplines.To develop the tools for reaching this goal, the ontological model of the competence-oriented curriculum is constructed, and the algorithm of forming the competences, “complementary” to the competences of the curriculum is suggested. Practical application of the tools is illustrated by developing the “complementary” competences of a specific profile of education (“information management”) of the basic educational program (Bachelor in Management) of 2017 admission year in one of the leading Russian universities.Results.The main methodological result of the work is the suggested algorithm of “complementary” competences formation. The algorithm includes the following steps:1. Analysis of the existing competences of the curriculum;2. Figuring out the criteria of decomposition of the existing competences of the plan and sources of formation of the “complementary” competences;3. Formation of the “complementary” competences, allowing differentiation between the professional and profile elective disciplines;4. Mapping the formed “complementary” competences with the elective disciplines, allowing constructing the individual professional development paths.Practical approbation of the developed algorithm shows its applicability for reaching the designated objectives. Based on the formed algorithm the improved ontological model of the competence-oriented curriculum has been developed, including external sources of the “complementary” competences.Conclusion.The developed tools of differentiating between the elective disciplines of the competence-oriented curriculum have several directions of potential practical applicability. Firstly, students can use these tools for the individual professional development paths’ formation. Secondly, management of the educational programs could use these tools for upgrading the competence-based curricula. Namely, the suggested tools allow increasing logical and systemic self-consistency of the curricula without fundamentally altering their structure; in addition, the tools enable timely correction of curriculum content in accordance with changes in the needs of current and potential employers of the relevant sectors of the economy.

scholarly journals Model of methodical system of genetic education in form 10 by the program "Biology and ecology"

2018 ◽  
Vol 22 ◽  
pp. 357-362
Author(s):  
K. I. Borodina ◽  
A. M. Kmets
Keyword(s):  
Theoretical Model ◽  
Theoretical Analysis ◽  
Educational Program ◽  
Optimal Combination ◽  
Student Interaction ◽  
Point Of View ◽  
Genetic Education ◽  
Teacher Student ◽  
School Concept ◽  
The Individual

Aim. The article is devoted to the development of the theoretical model of the methodical system of teaching the genetics in the 10th form, determining the components of each element of the system and links between them on the basis of theoretical analysis of the content of the educational program in biology and ecology for the 10th form, the requirements of the State standard of basic and complete general secondary education, provisions of the of the New Ukrainian school concept. Methods. Analysis, synthesis, modeling. Results. The authors have proposed a model of the methodical system of teaching genetics in the 10th form under the new program, from the point of view of the individual and the whole and the connections between the elements of the system. Conclusions. There are connections between the elements of the methodical system, these connections acquire new qualities if this system is included as a component in the system of teacher – student interaction. An important factor in functioning the methodical system is the optimal combination of goals, objectives, teaching technologies, which include the organizatio of teacher pedagogical activities and student learning; different training forms; training tools. Keywords: methodical system, training technologies, student interaction, goals, objectives.

scholarly journals Paradigm Space of Modern Higher Education in Ukraine

2020 ◽  
Vol 7 (1) ◽  
pp. 32-40
Author(s):  
Viktoriya Zhelanova
Keyword(s):  
Higher Education ◽  
Intellectual Development ◽  
Social Utility ◽  
Professional Activity ◽  
Self Awareness ◽  
Modern Education ◽  
Cognitive Limitations ◽  
Teacher Student ◽  
The Individual ◽  
Cognitive Paradigms

The article analyzes the paradigm space of higher education in Ukraine. It is proved that the modern education paradigm has a synthetic character, is based on the polyparadigmality principles and is a synthesis of personally oriented ideas, semantic and cognitive paradigms of education. Their nature and characteristics are considered. The units of analysis selected certain components of the paradigm, namely: mission, goals, objectives, guiding values, content of education, basic didactic tools, teacher-student relationships, criteria, functions. It is proved that the situation of confrontation and contradiction of personally oriented, semantic and cognitive paradigms of education is unacceptable, since each of them has its positives and limitations. It was found that cognitive education provides significant potential for intellectual development of the individual, it is its apparent positive. Proved that the cognitive limitations of education lies in its normative and purely social utility, which not related to the unique personality implementation, which is a passive “object” of teacher pedagogical influence; informative cognitive priority led to its content and disciplinary overload, is a serious problem of modern education in higher education institutions. Proved that priority is individually oriented paradigm associated with the formation of free, individual initiative as the “subject” of his life and this education paradigm is reflexive oriented because its values are leading self-awareness, self-development and personal fulfilment future specialist. However, objective knowledge is sometimes overlooked, and this is a certain difficulty of personally oriented education. It is found out that the benefits of the education semantic paradigm are related to the value-semantic attitude formation towards future professional activity, with updating of personal semantic experience; with semantic choice, with development of future specialist semantic potential. The reflexive nature of the personally oriented, semantic and cognitive paradigms of education is substantiated, and it is proved that the modern paradigm of higher education space will constitute a polyparadigmatic synthesis of their ideas accumulated in the education reflexive paradigm. The polyparadigmality essence is revealed as a research methodology, which is a conceptual synthesis of several existing educational paradigms.

scholarly journals METHODS OF STUDENTS PROFESSIONAL MOTIVATION DEVELOPMENT ON DEPARTMENT OF THERAPEUTIC DENTISTRY

2018 ◽  
pp. 91-92 ◽  
Author(s):  
N.М. Ilenko ◽  
O.M. Boychenko
Keyword(s):  
Teaching Methods ◽  
Personality Development ◽  
Cognitive Activity ◽  
The Body ◽  
Educational Activity ◽  
Preliminary Training ◽  
Practical Skills ◽  
The Future ◽  
The Individual ◽  
Future Doctor

The article emphasises the development of motives and needs of a medical student as one of the most relevant issues in motivation psychology for a future doctor. The importance of this problem is beyond a shadow of doubt, since the issue of the development of motives and needs is closely linked with the development of the individual on the whole. The motive can also be defined as the concept, which in a generalizing form says that there are many predilections. It activates the body, stimulates its behaviour and is aimed at determining what is needed. In the process of human activity, the personality develops and the environment in which the person lives is transformed. Needs are the driving force of personality development. Motives (predilections), needs and goals are components of the human’s motivational sphere. Considering the motivation of educational activity, it must be emphasized that the concept of motive is closely related to the concept of purpose and need. Motivational sphere includes: the need for learning, the importance of learning, the motive to learn, purpose, emotions, attitude and interest. The ability to create situations which promote the interest in the teacher as well as in learning. The more active are the teaching methods, the easier it is for the students to get interested. One of such methods at the Department of Therapeutic Dentistry is the realization of a programme of practical classes for highly motivated students, whose goal is to develop practical skills related to the future profession of the dentist during the course of preliminary training. Nowadays requires not only to improve methods in which the principle of mere repetition is basic and leads to intellectual and physical overload of students, but by means of finding new, more effective methods of educational and cognitive activity of students, to form their professional motivation. The article is devoted to the questions of motivation of the future doctor and the formation of his needs for constant self-improvement during practical classes and the individual work beyond the requirements of the programme.

FORMING STUDENT’S DIGITAL COMPETENCY IN THE INTERACTIVE ENVIRONMENT

2019 ◽  
pp. 87-91
Author(s):  
E. Kochetkova
Keyword(s):  
Information And Communication Technologies ◽  
Information Technologies ◽  
System Development ◽  
Personality Development ◽  
Educational Process ◽  
Digital Competence ◽  
Teacher Student ◽  
Interactive Environment ◽  
The Individual ◽  
Concept Of Information

The study focuses on the research of the digital competence of students in an interactive environment. The concept of public policy implementation in the field of reforming general secondary education regards information and communication technologies (ICT) in the educational process as a «tool for success» of the New Ukrainian School (NUS). Problems, status and directions of development of information technologies, possibilities of their application in the education system, development and formation of information competences are widely discussed in the scientific community. The ideas of the competence approach in education were considered by: V. I. Bidenko, G. Weiler, V. K. Zagvozdkin, J. Raven, A. V. Khutorsky and others; integration of the concept of «information competence» in the educational process was studied by A. F. Akhmerova, N.V. Bagramova, A.I. Mishchenko. Various aspects of personality development in the conditions of informatization were reflected in the works of N.V. Gafurova, M.P. Spodarets, I.V. Robert. The analysis of the studies showed that theoretical prerequisites for informatization of education and development of information competence using different pedagogical conditions have been established, but the lack of research examining the formation of students’ digital competence in an interactive environment is emphasized. This research is devoted to this problem. The purpose of the study is to highlight the main problems of digital competence development of students’ competence in the interactive environment. The article also defines the essence and structure of the concept of information competence as an integrative quality of the individual, describes its components and the possibilities of the interactive environment. The methodological basis of the study was a systematic approach that considers competence as a set of structural components an activity approach aimed at the use of modern methods and technologies; a competence approach that ensures the development of information competence in an educational process based on an interactive environment. It has been found that an interactive environment is required to build digital competence as an educational output. The main feature of online learning is the use of students’ own experience in solving problematic issues, with maximum freedom of thought. The interactive environment should be based on certain didactic features of the organization of the learning process, which are implemented in the conditions of interaction with the electronic information and educational environment. Contemporary means of digital competence formation can be different content (e-courses, simulators, teacher-student interaction tools, distance learning systems, etc.). The building of the digital competence is made through a combination of digital tools and interactive learning.

scholarly journals State of formation of psychological health of students during training in establishments of higher education

HUMANITARIUM ◽  
2020 ◽  
Vol 41 (1) ◽  
pp. 115-121
Author(s):  
Dmitry Kostiuk
Keyword(s):  
Higher Education ◽  
Psychological Health ◽  
Personality Development ◽  
Well Being ◽  
Mental States ◽  
The State ◽  
Educational Process ◽  
Individual Subject ◽  
Individual Personality ◽  
The Individual

Under the current conditions, the urgency of the problem of health is conditioned by the realities of life, because in recent times there have been rapid changes in the economic, political and socio-cultural life of the individual and society as a whole. In order for young people to be able to easily adapt to higher education institutions and realize themselves after their graduation, they must be healthy not only physically but also spiritually. That is why the basis of full-fledged personality development is psychological health. It is the psychological health of the individual - the optimal functioning of all mental structures necessary for the current life. It describes the person as a whole, has a relation to the motivational, cognitive and emotional-volitional spheres.The main criteria for psychological health are: adequate perception of the environment, conscious perpetration of deeds, activity, ability to work, purposefulness, ability to establish close contacts, full family life, feelings of affection and responsibility towards relatives, ability to compile and implement their life plan, orientation to self-development, integrity of the individual.In the development of the problem of psychological health should pay attention not only to the mental processes and properties of the psyche (they are more or less studied in psychology), but also on the mental states of a person experienced them in the process of life, taking into account their strength, frequency of repetitions, etc. p. In the context of the study, psychological health is seen as an element of a full-fledged human functioning, based on two levels: structural, content and functional.Structural-content analysis of psychological health reflects the vision of domestic psychologists about the structure of the human psyche, which is considered as an individual-personality, subject-person, individual-subject-personality, individual-personality-individuality, organism-individual-personality. The functional level studied by us in the psychological health of man is an integrative characteristic of human states in terms of efficiency, the activity carried out by him and involved in its implementation of the system according to the criteria of reliability and the internal price of activities. In studying the state of psychological health of modern students and their dynamics in the process of their study, it is necessary to consider the influence of a number of factors, which includes the complex as subjective (depending mainly on the students themselves) and objective (dependent on external circumstances) factors. Therefore, in order to determine the state of psychological health, we proposed the following factors of influence, namely: organization of the educational process, ability to study, social and living conditions, a new group of comrades, material well-being of students, support of the curator of the group.

scholarly journals CRITICAL ANALYSIS OF MODELS OF IMPLEMENTATION OF A HIGHER EDUCATION SEEKER’S INDIVIDUAL EDUCATIONAL TRAJECTORY

2020 ◽  
pp. 152-157
Author(s):  
Victoria FEDOROVA ◽  
◽  
Mykhailo SHULIAK ◽  
Keyword(s):  
Higher Education ◽  
Critical Analysis ◽  
Educational Program ◽  
Free Choice ◽  
Academic Disciplines ◽  
Education Students ◽  
Student Centered ◽  
The Individual ◽  
The Right

Introduction. One of the most important components of the student-centered education concept is to give higher education students the right to independent- ly choose a certain part of the academic disciplines of the educational program, i.e. to implement their individual educational trajectory. Today, there are seven types of models for implementing the individual educational trajectory of a higher education seeker. However, the question remains which model to choose when creating an educational program. Purpose. Critical analysis of models of realization of individual educational trajectory of a higher education seeker. The methods of logical analysis and a systematic approach are used in the article for critical analysis of mod- els of realization of individual educational trajectory of a higher education seeker Results. The article critically analyzes seven models of implementation of individual educational trajectory of a higher education seeker, selected depending on the methodology used to form a variable part of the individual plan: a model that provides a completely free choice of educational components; a model of free choice within a certain set of educational components; a model of choice of educational components in continuous blocks; a model that provides a combination of free choice and continuous blocks; major-minor model; a model based on the concept of "mobility window", as well as a model that provides a combination of the above models. Examples of formation of individual educational trajectory with application of these models are given. Their main advantages and dis- advantages are identified. Conclusion. It is proved that there is no "universal" model of implementation of the principle of selectivity, which would be the most effective for all possible educa- tional programs. When designing each educational program, it is necessary to justify the choice of the model according to which the seeker will make the choice of disciplines. This choice will be different in each case depending on the characteristics of the industry, specialty, the available capabilities of the institution of higher education, in particular in the direction of international cooperation and so on. At the same time, the main criterion for choosing a model for implementing the principle of selectivity should be the quality of training, its competitiveness in the labor market and compliance with the principles of student-centered approach

Sign in / Sign up

Export Citation Format

Share Document