Умови самопідготовки майбутніх учителів музики до педагогічної практики
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Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглянуто дві умови успішної самопідготовки майбутніх учителів музики до педагогічної практики. У контексті вирішення цього завдання ми особливу увагу звернули на метокогнітивний і прогностичний компонент пропонованої структури: виявлено багатозначність визначення вченими категорії метакогнітивність, її основні складові, розглянуто особливості когнітивних і метокогнітивних навичок, а також структура й сутність педагогічного прогнозування та діагностики.
The article aims to identify the conditions conducive to the process of successful self-preparation of future music teachers to practice teaching. Selfpreparation of the students for teaching practice is an integral and necessary form of the learning process of future music teachers. In the researches the scientists have found a reflection of various aspects of multilateral training of the future teacher to professional work during the pedagogical practice. The article is focused on the study of the processes of self-preparation of the students and identification the conditions for successful self-preparation of future music teachers to practice teaching. The structure of the studied category consists of four components (poly-motivation, meta-cognitive, prognostic and mutually-activity). It’s necessary to identify the conditions of the success of the process of self-preparation of the students to practice. In the context of this task we pay special attention to meta-cognitive and predictive component mentioned in the component structure above. The article describes two conditions for successful self-preparation of future music teachers to practice teaching. The article shows the ambiguity of the definition of the meta-cognitive category by the scientists, its main components, especially the formation of cognitive and meta-cognitive skills, as well as the nature and structure of pedagogical forecasting and diagnostics. The work done reveals two pedagogical conditions. They are: improving the organizational and pedagogical and scientific and methodological aspects of teaching practice based on the introduction of selfpreparation of the students meta-cognitive process of educational technologies that form the intellectual skills and increase the reflexive mechanisms in educational activity; implementation of the systematic analysis and feedback monitoring as a basis for operational decisions in the course of pedagogical dialogue.
The article aims to identify the conditions conducive to the process of successful self-preparation of future music teachers to practice teaching. Selfpreparation of the students for teaching practice is an integral and necessary form of the learning process of future music teachers. In the researches the scientists have found a reflection of various aspects of multilateral training of the future teacher to professional work during the pedagogical practice. The article is focused on the study of the processes of self-preparation of the students and identification the conditions for successful self-preparation of future music teachers to practice teaching. The structure of the studied category consists of four components (poly-motivation, meta-cognitive, prognostic and mutually-activity). It’s necessary to identify the conditions of the success of the process of self-preparation of the students to practice. In the context of this task we pay special attention to meta-cognitive and predictive component mentioned in the component structure above. The article describes two conditions for successful self-preparation of future music teachers to practice teaching. The article shows the ambiguity of the definition of the meta-cognitive category by the scientists, its main components, especially the formation of cognitive and meta-cognitive skills, as well as the nature and structure of pedagogical forecasting and diagnostics. The work done reveals two pedagogical conditions. They are: improving the organizational and pedagogical and scientific and methodological aspects of teaching practice based on the introduction of selfpreparation of the students meta-cognitive process of educational technologies that form the intellectual skills and increase the reflexive mechanisms in educational activity; implementation of the systematic analysis and feedback monitoring as a basis for operational decisions in the course of pedagogical dialogue.
Опис
Ключові слова
самопідготовка, педагогічна практика, практико-орієнтований підхід, майбутній учитель музики, self-study, teaching practice, practice-oriented approach, future teacher of music
Бібліографічний опис
Юань Янь Умови самопідготовки майбутніх учителів музики до педагогічної практики [Текст] / Юань Янь // Актуальні питання мистецької освіти та виховання : збірник наукових праць / Міністерство освіти і науки України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; редкол.: Г. Ю. Ніколаї, А. Валюха, Н. П. Гуральник [та ін.]. – Суми : ВВП "Мрія", 2015. – Вип. 1–2 (5–6). – С. 201–211.