BSU bulletin. Philosophy
Bibliographic description:
, THE CONDITIONS OF PREPARING FUTURE TEACHERS TO IMPLEMENTATION OF PROJECT TECHNOLOGY // BSU bulletin. Philosophy. - 2016. №4. Педагогика. Pedagogy. - С. 102-113.
Title:
THE CONDITIONS OF PREPARING FUTURE TEACHERS TO IMPLEMENTATION OF PROJECT TECHNOLOGY
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Annotation:
The article deals with the problem of modern teachers’ competence. Particular attention is paid to preparedness of future fine arts teachers to research activity in case of teaching project tech- nology.
Case study has been carried out taking into account the need to revise the requirements for teacher training, process and results of higher pedagogical education. Professional competences of teachers should include abilities to identify a problem and find ways to its solving; to set goals, work out the stratagies for their achievement; to analyze the obtained results in accord- ance with the goal and the ways of its achievement, and so on.
We consider the experience of organization students’ project activity within the framework of the course "Fundamentals of Arts and Crafts" in Irkutsk State University.
Wide use of project technology in higher art education is aimed at ensuring the achievement of
innovative educational objectives of high school, training teachers with great potential of scien- tific creativity and self-education, vocational and social mobility.
Case study has been carried out taking into account the need to revise the requirements for teacher training, process and results of higher pedagogical education. Professional competences of teachers should include abilities to identify a problem and find ways to its solving; to set goals, work out the stratagies for their achievement; to analyze the obtained results in accord- ance with the goal and the ways of its achievement, and so on.
We consider the experience of organization students’ project activity within the framework of the course "Fundamentals of Arts and Crafts" in Irkutsk State University.
Wide use of project technology in higher art education is aimed at ensuring the achievement of
innovative educational objectives of high school, training teachers with great potential of scien- tific creativity and self-education, vocational and social mobility.
Keywords:
competence, project technology, education, research activities, project, project ac- tivity, teaching skills.
List of references:
1. Amirgazin K. Zh., Udalov S. R. Omskii gosudarstvennyi pedagogicheskii universitet. Innovatsionnye protsessy v khudozhestvennom obrazovanii [Omsk State Pedagogical University. Innovation Processes in Art Education]. Omskii nauchnyi vestnik — Omsk Scientific Bulletin. 2012. No. 2. Pp. 220–222.
2. Bespal'ko V. P. Slagaemye pedagogicheskoi tekhnologii [Components of Educational Tech- nology]. Moscow: Pedagogika Publ., 1989. 190 p.
3. Guzeev V. V. Proektnoe obuchenie kak odna iz integral'nykh tekhnologii [Project-Based
Learning as One of the Integrated Technologies]. Moscow: Republican Institute for Higher Educa- tion of Belarus State University Publ., 2003. Pp. 48–62.
4. Klarin M. V. Pedagogicheskaya tekhnologiya v uchebnom protsesse: Analiz zarubezhnogo
opyta [Pedagogical Technology in the Educational Process: The Analysis of Foreign Experience]. Moscow, 1991. 242 p.
5. Markova I. A. Proektnaya deyatel'nost' — odin iz faktorov formirovaniya sotsial'nogo opyta shkol'nika [Project Activities as One of the Factors in Formation of Schoolchildren’s Social Experience]. Nasha shkola – Our School. 2011. No. 11. Pp. 74–76.
6. Polat E. S. Tipologiya telekommunikatsionnykh proektov [Typology of Telecommunication
Projects]. Nauka i shkola — Science and School. 1997. No. 4. Pp. 15–18.
7. Polivanova K. N. Proektnaya deyatel'nost' shkol'nikov [Project Activities of Schoolchil- dren]. Moscow: Prosveshchenie Publ., 2011. 192 p.
8. Selevko G. K. Entsiklopediya obrazovatel'nykh tekhnologii [Encyclopedia of Educational
Technologies]. V. 1. Moscow: Research Institute of School Technologies Publ., 2006. 816 p.
9. Stupnitskaya M. A. Novye pedagogicheskie tekhnologii: organizatsiya i soderzhanie proektnoi deyatel'nosti uchashchikhsya [New Educational Technologies: The Organization and Content of Students’ Project Activities]. Pervoe sentyabrya — The First of September. 2009. No. 3 Pp. 5–6.
10. Fedotova E. L. Produktivnoe vzaimodeistvie kak osnova sovremennogo obrazovatel'nogo protsessa [Productive Interaction as the Basis of Modern Educational Process]. Gumanitarnyi vector — Humanitarian Vector. 2015. V. 1 (41). Pp. 35–41.
11. Shirokova V. V. Podgotovka studentov pedvuza k organizatsii uchebnogo sotrudnichestva v nachal'nykh klassakh. Dis. kand. ped. nauk [Preparation of Students Studying at Pedagogical Universities to Organization of Educational Cooperation in Primary Grades. Cand. pedagogical sci.diss.]. Irkutsk, 2004.
12. Shisharina N. V. Teoreticheskie i metologicheskie problemy innovatsii v sovremennom obrazovanii [Theoretical and Methodological Problems of Innovations in Modern Education]. Teoreticheskie i metodologicheskie problemy sovremennogo obrazovaniya — Theoretical and Methodological Problems of Modern Education. Proc. 20th Int. sci.-pract. conf. Novosibirsk: Insti- tute for Strategic Studies Publ., 2015. Pp. 173–176.
13. Jacques D. Supervising Projects. SEDA Further Induction Pack II. 1992. April. P.6–35.
2. Bespal'ko V. P. Slagaemye pedagogicheskoi tekhnologii [Components of Educational Tech- nology]. Moscow: Pedagogika Publ., 1989. 190 p.
3. Guzeev V. V. Proektnoe obuchenie kak odna iz integral'nykh tekhnologii [Project-Based
Learning as One of the Integrated Technologies]. Moscow: Republican Institute for Higher Educa- tion of Belarus State University Publ., 2003. Pp. 48–62.
4. Klarin M. V. Pedagogicheskaya tekhnologiya v uchebnom protsesse: Analiz zarubezhnogo
opyta [Pedagogical Technology in the Educational Process: The Analysis of Foreign Experience]. Moscow, 1991. 242 p.
5. Markova I. A. Proektnaya deyatel'nost' — odin iz faktorov formirovaniya sotsial'nogo opyta shkol'nika [Project Activities as One of the Factors in Formation of Schoolchildren’s Social Experience]. Nasha shkola – Our School. 2011. No. 11. Pp. 74–76.
6. Polat E. S. Tipologiya telekommunikatsionnykh proektov [Typology of Telecommunication
Projects]. Nauka i shkola — Science and School. 1997. No. 4. Pp. 15–18.
7. Polivanova K. N. Proektnaya deyatel'nost' shkol'nikov [Project Activities of Schoolchil- dren]. Moscow: Prosveshchenie Publ., 2011. 192 p.
8. Selevko G. K. Entsiklopediya obrazovatel'nykh tekhnologii [Encyclopedia of Educational
Technologies]. V. 1. Moscow: Research Institute of School Technologies Publ., 2006. 816 p.
9. Stupnitskaya M. A. Novye pedagogicheskie tekhnologii: organizatsiya i soderzhanie proektnoi deyatel'nosti uchashchikhsya [New Educational Technologies: The Organization and Content of Students’ Project Activities]. Pervoe sentyabrya — The First of September. 2009. No. 3 Pp. 5–6.
10. Fedotova E. L. Produktivnoe vzaimodeistvie kak osnova sovremennogo obrazovatel'nogo protsessa [Productive Interaction as the Basis of Modern Educational Process]. Gumanitarnyi vector — Humanitarian Vector. 2015. V. 1 (41). Pp. 35–41.
11. Shirokova V. V. Podgotovka studentov pedvuza k organizatsii uchebnogo sotrudnichestva v nachal'nykh klassakh. Dis. kand. ped. nauk [Preparation of Students Studying at Pedagogical Universities to Organization of Educational Cooperation in Primary Grades. Cand. pedagogical sci.diss.]. Irkutsk, 2004.
12. Shisharina N. V. Teoreticheskie i metologicheskie problemy innovatsii v sovremennom obrazovanii [Theoretical and Methodological Problems of Innovations in Modern Education]. Teoreticheskie i metodologicheskie problemy sovremennogo obrazovaniya — Theoretical and Methodological Problems of Modern Education. Proc. 20th Int. sci.-pract. conf. Novosibirsk: Insti- tute for Strategic Studies Publ., 2015. Pp. 173–176.
13. Jacques D. Supervising Projects. SEDA Further Induction Pack II. 1992. April. P.6–35.
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