Основні принципи професійно-педагогічного проектування в інженерно-педагогічній освіті
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкриваються керівні змістові положення, що регулюють і визначають підходи до педагогічної проектної діяльності в інженерно-педагогічній освіті, яка може відбуватися за умови реалізації таких принципів: організаційно-мотиваційного, ретроспективно-педагогічного, науково-методологічного, інтегративності змісту інженерно-педагогічної освіти, конструктивної цілісності, людського пріоритету, технологічності, диференціації та індивідуалізації, інженерно-педагогічної творчості, психолого-педагогічної комунікації, педагогічної корекції, неперервного розвитку особистості, професійної спрямованості, принципу оптимального врахування інтересів та потреб студента. Ключові слова: інженерно-педагогічна освіта, підходи до педагогічної проектної діяльності, принципи професійно-педагогічного проектування, заклад вищої освіти.
The article reveals the content provisions that regulate and determine approaches to the theory and practice of the professional and pedagogical project management in engineering and pedagogical education that are possible provided that the following principles of pedagogical project activity are implemented: organizational and motivational ones, which take into account the level of readiness of subjects for the initial stage of the pedagogical project activity; the retrospective-pedagogical one, which involves identifying the historical sources of pedagogical project activity, understanding its main stages of development and structural features; the scientific methodological one, which focuses on the implementation of the highest level of capabilities of subjects of pedagogical project activity; the principle of integrity of the content of engineering and pedagogical education, reflecting the content in the full cycle of the project management process: from the structure to its form and its type of control; constructive integrity, aimed at acquiring skills of a clear project management of educational tasks that realize goals, tasks and the content of a particular training project by the subjects of the pedagogical project management activity; the principle of human priority, which reflects the preconditions for self-realization of the student's personality, the disclosure of his/her natural abilities, the desire for creativity, responsibility, and freedom in the process of any pedagogical project management activity; the technological principle, which is based on understanding of pedagogical project management activity as a modern pedagogical technology; the principle of differentiation and individualization, which focuses on the organization of systematic, integrated research on subjects of pedagogical project activity, aimed at the priority of self-worth, identity of the student - the future engineer teacher; the principle of engineering pedagogical creativity, which takes into account the contemporary world tendencies in pedagogical theory and practice, the level of pedagogical creativity of the teacher in a higher educational institution and pedagogical conditions of creative development of subjects of pedagogical project activity; the principle of psycho-pedagogical communication, which focuses on establishing psychological and pedagogical links between subjects of pedagogical project activity; the principle of pedagogical correction, which regulates the processes of pedagogical project activity at each stage of designing; the principle of continuous development of the individual, which involves the interest of the subjects of the educational process at the stages of organization and conducting pedagogical project activities; the principle of professional orientation, on which are based orientation to engineering and pedagogical activity, the choice of one’s own trajectory of personal development; the principle of optimally taking into account the interests and needs of the student, which involves psychological comfort in the student's team and conditions for the comprehensive development of his/her personality.
The article reveals the content provisions that regulate and determine approaches to the theory and practice of the professional and pedagogical project management in engineering and pedagogical education that are possible provided that the following principles of pedagogical project activity are implemented: organizational and motivational ones, which take into account the level of readiness of subjects for the initial stage of the pedagogical project activity; the retrospective-pedagogical one, which involves identifying the historical sources of pedagogical project activity, understanding its main stages of development and structural features; the scientific methodological one, which focuses on the implementation of the highest level of capabilities of subjects of pedagogical project activity; the principle of integrity of the content of engineering and pedagogical education, reflecting the content in the full cycle of the project management process: from the structure to its form and its type of control; constructive integrity, aimed at acquiring skills of a clear project management of educational tasks that realize goals, tasks and the content of a particular training project by the subjects of the pedagogical project management activity; the principle of human priority, which reflects the preconditions for self-realization of the student's personality, the disclosure of his/her natural abilities, the desire for creativity, responsibility, and freedom in the process of any pedagogical project management activity; the technological principle, which is based on understanding of pedagogical project management activity as a modern pedagogical technology; the principle of differentiation and individualization, which focuses on the organization of systematic, integrated research on subjects of pedagogical project activity, aimed at the priority of self-worth, identity of the student - the future engineer teacher; the principle of engineering pedagogical creativity, which takes into account the contemporary world tendencies in pedagogical theory and practice, the level of pedagogical creativity of the teacher in a higher educational institution and pedagogical conditions of creative development of subjects of pedagogical project activity; the principle of psycho-pedagogical communication, which focuses on establishing psychological and pedagogical links between subjects of pedagogical project activity; the principle of pedagogical correction, which regulates the processes of pedagogical project activity at each stage of designing; the principle of continuous development of the individual, which involves the interest of the subjects of the educational process at the stages of organization and conducting pedagogical project activities; the principle of professional orientation, on which are based orientation to engineering and pedagogical activity, the choice of one’s own trajectory of personal development; the principle of optimally taking into account the interests and needs of the student, which involves psychological comfort in the student's team and conditions for the comprehensive development of his/her personality.
Опис
Ключові слова
інженерно-педагогічна освіта, підходи до педагогічної проектної діяльності, принципи професійно-педагогічного проектування, заклад вищої освіти, engineering and pedagogical education, approaches to pedagogical project activity, principles of professional and pedagogical project management, institution of higher education
Бібліографічний опис
Сапожников, С. Основні принципи професійно-педагогічного проектування в інженерно-педагогічній освіті [Текст] / С. Сапожников // Освіта. Інноватика. Практика : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [ редакційна рада: О. В. Семеніхіна, З. Бак, М. П. Вовк та ін.]. – Суми : [СумДПУ ім. А. С. Макаренка], 2017. – Вип. № 2 (3) – С. 82–87.