Принципи формування готовності майбутнього вчителя математики до інноваційної педагогічної діяльності
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Дата
2016
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Анотація
У статті виділено принципи формування готовності майбутнього вчителя математики до інноваційної педагогічної діяльності, розкрито їх зміст та сутність. Зокрема, це принципи інноваційності навчання, цілісності та системності, неперервності й наступності, особистісно зорієнтованої діяльності, партнерства і співробітництва, інтеграції, контекстності діяльності, проблемності та креативності, індивідуалізації й диференціації навчання, зворотного зв’язку.
In the article on basis of the systems analysis and generalization of the data on the study the principles of formation of the future mathematics teacher’s readiness to the pedagogical innovative activities are disclosed and their meaning and essence highlighted. These are the principles of innovative learning, integrity and systemic character, continuity and succession, personally oriented activities, partnership and cooperation, integration, context activity, problematic and creativity, individualization and differentiation of learning, feedback. The principle of innovative teaching directs learning to develop readiness of the individual to work in a new environment, adapt to changes in the society (including the change in the quantity of hours to study mathematics, changes in regard to mathematics education, priorities in studying mathematics), set new, unusual for its task, use new ways to solve problems, take a new experience, develop and improve. The principle of problematic and creativity in teaching future teachers and their preparation for innovative pedagogical activities is based on creating and solving problem situations and tasks. The principle of partnership and cooperation is reflected in the content of teachers and students work at all stages of preparation of the future mathematics teachers to implement the main directions of innovative educational activities. The principle of individualization and differentiation of education is reflected in the choice of innovative methods and forms of training – the optimal combination of general, group and individual forms and corresponding to them methods coupled with orientation to self-actualization and self-development of future teachers. The principle of feedback orients to creating a positive and effective feedback as a prerequisite for diagnosis preparedness of the future teacher of mathematics to pedagogical innovation and the implementation of the effective remedial changes. The implementation of this principle involves neutralizing the fear of rating, the ability to respond positively to constructive criticism, the formation of the students’ attitude to mistakes as integral and even useful elements of the training activities from the first weeks of learning. There is an urgent importance of the issue of formation of the regularities of the future mathematics teacher’s readiness to innovative educational activities.
In the article on basis of the systems analysis and generalization of the data on the study the principles of formation of the future mathematics teacher’s readiness to the pedagogical innovative activities are disclosed and their meaning and essence highlighted. These are the principles of innovative learning, integrity and systemic character, continuity and succession, personally oriented activities, partnership and cooperation, integration, context activity, problematic and creativity, individualization and differentiation of learning, feedback. The principle of innovative teaching directs learning to develop readiness of the individual to work in a new environment, adapt to changes in the society (including the change in the quantity of hours to study mathematics, changes in regard to mathematics education, priorities in studying mathematics), set new, unusual for its task, use new ways to solve problems, take a new experience, develop and improve. The principle of problematic and creativity in teaching future teachers and their preparation for innovative pedagogical activities is based on creating and solving problem situations and tasks. The principle of partnership and cooperation is reflected in the content of teachers and students work at all stages of preparation of the future mathematics teachers to implement the main directions of innovative educational activities. The principle of individualization and differentiation of education is reflected in the choice of innovative methods and forms of training – the optimal combination of general, group and individual forms and corresponding to them methods coupled with orientation to self-actualization and self-development of future teachers. The principle of feedback orients to creating a positive and effective feedback as a prerequisite for diagnosis preparedness of the future teacher of mathematics to pedagogical innovation and the implementation of the effective remedial changes. The implementation of this principle involves neutralizing the fear of rating, the ability to respond positively to constructive criticism, the formation of the students’ attitude to mistakes as integral and even useful elements of the training activities from the first weeks of learning. There is an urgent importance of the issue of formation of the regularities of the future mathematics teacher’s readiness to innovative educational activities.
Опис
Ключові слова
педагогічні принципи, pedagogical principles, учитель математики, teacher of mathematics, готовність до інноваційної педагогічної діяльності, readiness to innovative educational activities
Бібліографічний опис
Ачкан, В. В. Принципи формування готовності майбутнього вчителя математики до інноваційної педагогічної діяльності [Текст] / В. В. Ачкан // 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, 2016. – № 2 (56). – С. 162–170.