Педагогічна діагностика професійно-творчих умінь студентів як показника готовності спеціаліста до професійної діяльності
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Дата
2015
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Анотація
У статті представлено результати дослідження сутності педагогічної діагностики професійно-творчих умінь студентів, розглянуто комплекс діагностичних процедур для об’єктивної оцінки професійно-творчих умінь студентів розв’язувати нестандартні задачі професійної діяльності на пошуково-виконавчому, евристичному та творчому рівнях. Матеріал сформовано як за результатами аналізу й узагальнення психолого-педагогічної літератури, так і за результатами власного експериментального дослідження авторів.
The article presents the results of a study of the essence of educational assessment of student’s professional and creative skills, considers the complex of diagnostic procedures for objective evaluation of professional and creative skills of students to solve the problem of non-standard professional activity in executive search and heuristic and creative levels. In a study thе pedagogical diagnostics in high school is considered as educational activities aimed at studying and recognition the status of objects and subjects of education to cooperate with them and managing the process of education and training, as a general approach to identify all the circumstances of didactic process course, a clear definition of the results of the last one. Applied in the study of pedagogical diagnostics as part of heuristic module technology and as an indicator of readiness of specialist for professional work makes it possible to make: a powerful motivation of students to their further cognitive and creative activity; comprehensive educational assessment of students for professional and creative activity; assessment of all units forming professional and creative skills of the future employee (communicative, research, operational, reflexive); taking into account the structure of the creative activity of students at different levels according to the established criteria in determining the formation of their professional and creative skills; individual and differentiated approach to students in the principles of personal study. Proposed and experimentally tested criteria of professional and creative skills correspond to the main characteristics – components of creative activity: motivational, operational, executive, communicative, diagnostic, they reflect measuring quality indicators of all components of creative activity of students – their cognitive motivation, character, and results of operating and diagnostic activities. The material formed as the analysis and synthesis of psychological and educational literature and as the results of its own author’s experimental study. The prospects for further research can be the search of more efficient criteria of pedagogical diagnostics of formation of professional and creative skills of students.
The article presents the results of a study of the essence of educational assessment of student’s professional and creative skills, considers the complex of diagnostic procedures for objective evaluation of professional and creative skills of students to solve the problem of non-standard professional activity in executive search and heuristic and creative levels. In a study thе pedagogical diagnostics in high school is considered as educational activities aimed at studying and recognition the status of objects and subjects of education to cooperate with them and managing the process of education and training, as a general approach to identify all the circumstances of didactic process course, a clear definition of the results of the last one. Applied in the study of pedagogical diagnostics as part of heuristic module technology and as an indicator of readiness of specialist for professional work makes it possible to make: a powerful motivation of students to their further cognitive and creative activity; comprehensive educational assessment of students for professional and creative activity; assessment of all units forming professional and creative skills of the future employee (communicative, research, operational, reflexive); taking into account the structure of the creative activity of students at different levels according to the established criteria in determining the formation of their professional and creative skills; individual and differentiated approach to students in the principles of personal study. Proposed and experimentally tested criteria of professional and creative skills correspond to the main characteristics – components of creative activity: motivational, operational, executive, communicative, diagnostic, they reflect measuring quality indicators of all components of creative activity of students – their cognitive motivation, character, and results of operating and diagnostic activities. The material formed as the analysis and synthesis of psychological and educational literature and as the results of its own author’s experimental study. The prospects for further research can be the search of more efficient criteria of pedagogical diagnostics of formation of professional and creative skills of students.
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Ключові слова
професійно-творчі вміння студентів, евристично-модульна технологія навчання, педагогічна діагностика рівня сформованості професійно-творчих умінь студентів, критерії педагогічної діагностики освітніх продуктів студентів різного рівня складності, professional and creative skills of students, heuristic and modular education technology, pedagogical diagnostics of formation of professional and creative skills of students, criteria of pedagogical diagnostics of student’s educational programs of different levels of complexity
Бібліографічний опис
Левченко, Л. С. Педагогічна діагностика професійно-творчих умінь студентів як показника готовності спеціаліста до професійної діяльності [Текст] / Л. С. Левченко, О. Б. Кривонос // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 2 (46). – С. 357–365.