Педагогічні можливості навчально-виховного середовища закладу професійно-технічної освіти у здійсненні самореалізації особистості майбутнього фахівця-аграрія
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2014
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Анотація
У пропонованій статті висвітлено різноманітні підходи до визначення понять «освітнє середовище», «навчально-виховне середовище», які використовуються в наукових працях вітчизняних та зарубіжних дослідників; перераховуються фактори, що впливають на навчання, включаючи простір, у якому воно відбувається. Проаналізовано складові інфраструктури середовища сучасного аграрного професійно-технічного навчального закладу. Окреслено пропозиції щодо заходів, спрямованих на ефективну реалізацію складових такого середовища, які виступають необхідним компонентом цілісного механізму професійної спрямованості навчання, джерелом самореалізації особистості, забезпечуючи професійну соціалізацію майбутніх фахівців-аграріїв.
The present article discusses various approaches to definition «educational environment», «training-educational environment», which are used in scientific works of domestic and foreign researchers, lists factors affecting the training, including the space in which it occurs. The components of modern agricultural infrastructure environment of vocational technical institution are analyzed. The measures aimed at effective implementation of the components of environment, which is a necessary component of holistic mechanism for professional orientation training, personal fulfillment source, provide professional socialization of future specialists agrarians are proposed. Informed media constituents related to development of competence model of the educational process that allows us to speak about the need to create many aspects of teaching and learning environment, which is characterized by new objectives set by teaching staff, its value-orientation in unity of educational programs and modules focused on competence, innovative styles of activities for teachers and pupils. It is disclosed that environment does not generate special activities related to it acts simultaneously as the result of general education and only mastering social activities is given by specially selected educational content, in accordance with existing state of educational standards. Consequence of the impact of such an effective medium becomes intensification of the training and professional and personal development. Building this environment can be carried out through the analysis and reconstruction of the existing forms and methods of educational work, links between specific forms, elements, allocation of their functions and meaning in social and professional growth. In context of our study the concept of corporate entities of educational environment of vocational institutions of agrarian structure is justified as a sеt of norms, rules, values, relationships, adopted by all actors of the environment, providing image of agricultural vocational education institutions with certain traditions, image, rating, status. The subject to further scientific research will focus on the regularities of processes of motivation, stimulation and control of self-activity of future skilled workers-agrarians; classification of the best practices and forms of stimulating activity in self-education.
The present article discusses various approaches to definition «educational environment», «training-educational environment», which are used in scientific works of domestic and foreign researchers, lists factors affecting the training, including the space in which it occurs. The components of modern agricultural infrastructure environment of vocational technical institution are analyzed. The measures aimed at effective implementation of the components of environment, which is a necessary component of holistic mechanism for professional orientation training, personal fulfillment source, provide professional socialization of future specialists agrarians are proposed. Informed media constituents related to development of competence model of the educational process that allows us to speak about the need to create many aspects of teaching and learning environment, which is characterized by new objectives set by teaching staff, its value-orientation in unity of educational programs and modules focused on competence, innovative styles of activities for teachers and pupils. It is disclosed that environment does not generate special activities related to it acts simultaneously as the result of general education and only mastering social activities is given by specially selected educational content, in accordance with existing state of educational standards. Consequence of the impact of such an effective medium becomes intensification of the training and professional and personal development. Building this environment can be carried out through the analysis and reconstruction of the existing forms and methods of educational work, links between specific forms, elements, allocation of their functions and meaning in social and professional growth. In context of our study the concept of corporate entities of educational environment of vocational institutions of agrarian structure is justified as a sеt of norms, rules, values, relationships, adopted by all actors of the environment, providing image of agricultural vocational education institutions with certain traditions, image, rating, status. The subject to further scientific research will focus on the regularities of processes of motivation, stimulation and control of self-activity of future skilled workers-agrarians; classification of the best practices and forms of stimulating activity in self-education.
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Ключові слова
професійно-технічна освіта, інтегративний критерій, освітнє середовище, навчально-виховне середовище, міжпредметні зв’язки, принципи, проектування, якість навчання, vocational technical education, integrative criterion, educational environment, teaching and educational environment, interdisciplinary communication, principles, design, quality of education
Бібліографічний опис
Герлянд, Т. М. Педагогічні можливості навчально-виховного середовища закладу професійно-технічної освіти у здійсненні самореалізації особистості майбутнього фахівця-аграрія [Текст] / Т. М. Герлянд // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 4 (38). – С. 154–162.