Діагностично-критеріальний інструментарій евристичного експерименту
Вантажиться...
Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У статті розкрито особливості педагогічної діагностики в евристичному навчанні. Розроблено критерії для визначення рівня освоєння студентами аграрних ВНЗ теоретичних знань з гуманітарних дисциплін відповідно до Державного стандарту. Зазначено, що евристичні діагностичні процедури є базисними для контролю оволодіння мовними знаннями в навчальних закладах та ділових сферах Європи. Описано критерії оцінювання створеного студентами освітнього продукту. Наведено статистичні дані проведеного формувального експерименту з використанням процедур діагностики в евристичному освоєнні теоретичних знань. Доведено, що така діагностика ефективна за умови наявності адекватних критеріїв навчальних досягнень студентів у процесі фахового становлення.
The article under review deals with innovative heuristic diagnostics approach to higher school studies. Today in Ukraine highly qualified multidisciplinary professionals with knowledge of foreign languages, ready to accept new and progressive trends and to participate in international cooperation and the formation of new attitude to Ukraine in Europe and worldwide are needed. An important role in the formation and training of such professionals belongs to pedagogical diagnostics. Quality performed diagnostic procedures require adequate criteria for measuring personal progress made by students in the creation of meaningful educational products. Our experimental work was carried out at Sumy National Agrarian University. The main focus of our experiment was aimed to determine the development of students’ theoretical knowledge of the subject «Professional direction of foreign language skills». The aim of this course, according to the State standard of teaching foreign languages, is mastering practical knowledge of speech units and theoretical knowledge of the rules of their formation, theoretical knowledge of the language system, i.e. lexical, grammatical, phonological and orthographic competences, country study knowledge. We have defined four levels of development and gave their characteristics. At the elementary level, students were limited to memorization and repetition of material from the textbook and implementation of relatively complex but common tasks. The second level – reproductive is shown by attempts of theory elements interpretation. Third level is characterized by the application of assimilated knowledge. The criteria for forming the fourth, heuristic, level of learning is the availability of theoretical understanding of principles and the ability to create students’ own theoretical knowledge. Levels of development of theoretical knowledge by students at every stage of learning correspond to the content of the subject and to the recommendations of the Council of Europe obtained to establish the State standard of teaching foreign languages in Ukraine. After the series of heuristic lessons control group of students were asked to write an essay to identify the level of development of theoretical knowledge. We have identified the following criteria: volume of written work, appearance and structure, comprehensiveness of content, lexical richness, grammatical competence development level. Our experiment results showed constant tends to increase the level of development of theoretical knowledge of the experimental group comparing to the relatively minor changes in the control groups. Thus heuristic learning diagnostics tools are used for increasing academic motivation and encouraging future professionals to efficient creative study comprehension.
The article under review deals with innovative heuristic diagnostics approach to higher school studies. Today in Ukraine highly qualified multidisciplinary professionals with knowledge of foreign languages, ready to accept new and progressive trends and to participate in international cooperation and the formation of new attitude to Ukraine in Europe and worldwide are needed. An important role in the formation and training of such professionals belongs to pedagogical diagnostics. Quality performed diagnostic procedures require adequate criteria for measuring personal progress made by students in the creation of meaningful educational products. Our experimental work was carried out at Sumy National Agrarian University. The main focus of our experiment was aimed to determine the development of students’ theoretical knowledge of the subject «Professional direction of foreign language skills». The aim of this course, according to the State standard of teaching foreign languages, is mastering practical knowledge of speech units and theoretical knowledge of the rules of their formation, theoretical knowledge of the language system, i.e. lexical, grammatical, phonological and orthographic competences, country study knowledge. We have defined four levels of development and gave their characteristics. At the elementary level, students were limited to memorization and repetition of material from the textbook and implementation of relatively complex but common tasks. The second level – reproductive is shown by attempts of theory elements interpretation. Third level is characterized by the application of assimilated knowledge. The criteria for forming the fourth, heuristic, level of learning is the availability of theoretical understanding of principles and the ability to create students’ own theoretical knowledge. Levels of development of theoretical knowledge by students at every stage of learning correspond to the content of the subject and to the recommendations of the Council of Europe obtained to establish the State standard of teaching foreign languages in Ukraine. After the series of heuristic lessons control group of students were asked to write an essay to identify the level of development of theoretical knowledge. We have identified the following criteria: volume of written work, appearance and structure, comprehensiveness of content, lexical richness, grammatical competence development level. Our experiment results showed constant tends to increase the level of development of theoretical knowledge of the experimental group comparing to the relatively minor changes in the control groups. Thus heuristic learning diagnostics tools are used for increasing academic motivation and encouraging future professionals to efficient creative study comprehension.
Опис
Ключові слова
педагогічна діагностика, евристичне навчання, контроль, оцінювання, теоретичні знання, освітній продукт, критерії, формувальний експеримент, pedagogical diagnostics, heuristic training, monitoring, evaluation, theoretical knowledge, educational product, criteria, formative experiment
Бібліографічний опис
Білоцерковець, М. А. Діагностично-критеріальний інструментарій евристичного експерименту [Текст] / М. А. Білоцерковець // 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. – № 5 (49). – С. 95–101.