人文硕士在专业培养过程中价值取向的形成

R. Vinnichuk, L. Kravchenko, V. Onipko, T. Plachinda, A. Bukhun
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摘要

本文探讨了乌克兰高等教育申请者,特别是人文学科硕士的思想和活动中现代教育价值观的形成和发展问题。以学生和讲师问卷形式进行诊断部分的结果,以确定人文学科硕士价值论词典的形成状态。对硕士生的各级小组进行了挑选,并在结论中提出了对未来的人道主义领域专家,特别是文化学家、哲学家和语言学家的教育价值有必要选择方法、手段和影响形式的建议。本文在理论研究、实验调查和材料归纳的基础上,对研究前景进行了展望,确定了培养未来人文学科硕士的情境-专业模式发展的价值论原则,包括:目的(基于能力的职业准备的形成,适当的学习实践方向),价值观(实用主义,与雇主沟通,终端和工具价值体系),原则(学习的独立性;通过认知性、专业性、交际性、组织性、价值性等问题形成教育内容;高等教育在教育、认知和科学研究活动中的整体包容,其行动的开放性和自由选择,形成与自己作为专业活动主体相关的反思地位),内容的选择(跨学科、背景)。论证了价值取向形成的教育环境应以价值论和开放学习原则为基础:依赖信息技术;设计现代教育内容;开发专业能力价值成分开发的创新方法;讲师作为知识翻译者的传统角色发生了变化,导师、资深同事、顾问和监督者的角色得到了发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FORMATION OF VALUE ORIENTATIONS OF MASTERS OF THE HUMANITIES IN THE PROCESS OF PROFESSIONAL TRAINING
The article examines the problem of formation and development of modern educational values in the minds and activities of Ukrainian applicants for higher education, in particular of masters of the humanities. The results of the diagnostic section in the form of a questionnaire of students and lecturers were conducted to determine the state of formation of the axiological thesaurus of masters of the humanities. Level groups of the master’s students are singled out, and the conclusion with the recommendations about the necessity of a choice of methods, means, and forms of influence on educational values of the future experts of the humanitarian sphere, in particular culturologists, philosophers, philologists are offered.Based on the theoretical search, experimental survey and generalization of materials in the prospects of the study determined the development of axiological principles of the contextual-professional model of training future masters of the humanities, which include: purpose (formation of professional readiness based on competencies, appropriate practical orientation of learning), values (pragmatism, communication with employers, the system of terminal and instrumental values), principles (independence in learning; formation of the content of education through problems of cognitive, professional, communicative, organizational, axiological nature; integral inclusion of higher education in educational and cognitive and scientific research activities, openness and freedom of choice of their actions, the formation of a reflective position in relation to themselves as a subject of professional activity), the selection of content (interdisciplinarity, context). It is proved that the educational environment of formation of value orientations should be based on the principles of axiology and open learning: reliance on information technology; designing the modern content of education; development of innovative methods of development of the value component of professional competencies; changes in the traditional role of the lecturer as a translator of knowledge and the development of the role of a mentor, a senior colleague, a consultant, and a supervisor.
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