教师专业培训对新乌克兰学校理念的实践实现

O. Khmelnytska
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摘要

文章阐述了实施新乌克兰学校理念的教师专业培训的主要组成部分,未来教师的理论和实践培训相结合的作用,以及将双重教育引入教学活动的特点。在教育学理论基础的研究过程中,教育活动组织的创新方法、技术和形式,以及它们在实践和神学院课堂中的应用特点,已经被分开,特别是个性化和差异化学习、小组活动形式、混合和适应性学习、数字讲故事、个性化学习、颠倒课堂、虚拟课堂、游戏教育、STEM教育、培训、辩论等。在教学实践中,研究了促进学生专业能力的主要方面,他们的技术和个人准备,以及在该领域形成有竞争力的专家。教学活动中理论与实践的联系具有一定的规律性。教学活动的客观规律决定了教学活动的主要方向。教学模式的表现形式是多元的;在不同的情况下,它们可能是不同的,并由特定的条件决定。教育学理论只能给出内容实施的方法、技术、手段和形式的可能选择,而不能预测许多具体情况,对每个案例给予及时的指导。未来教师培训的理论与实践相结合,有助于激活学生的认知活动,形成对未来职业的整体看法,为在工作中获得较强的知识和技能创造最佳条件。学生融入学校系统,提高理论和方法知识,实践技能,并检查儿童的年龄和心理特征。新乌克兰学校旨在培养一个能够在生活中取得成功的人,全面和多才多艺,主动,具有积极地位的爱国者,能够改变世界的创新者。为了完成上述任务,专业教师必须具备一系列的能力,如信息、数字、研究、公民、语言交际、社会、技术等。高等教育机构的教育活动以确保新乌克兰学校教师必要的专业能力的形成和提高的方式进行。未来教师专业培训的特殊性在于保证培训的理论和实践组成部分的连续性和统一性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Professional Training of a Teacher to the Practical Realization of the Idea of the New Ukrainian School
The article describes the main components of the teacher’s professional training for the implementation of the idea of the New Ukrainian School, the role of integrating the theoretical and practical training of future teachers, and the peculiarities of the introduction of dual education into pedagogical activity. The innovative methods, technologies and forms of educational activity organization during the study of theoretical foundations of pedagogy, the peculiarities of their application in practical and seminary classes, have been separated, in particular, individualized and differentiated learning, group forms of activity, mixed and adaptive learning, a digital storytelling, a personalized learning, an inverted class, a virtual classroom, a gaming education, STEM education, a training, debate, etc. The main aspects that promote the professional competencies of students, their technological and personal readiness, and the formation of a competitive specialist in this field during the pedagogical practice are investigated. The correlation between theory and practice in pedagogical activity has certain regularities. The objective laws of pedagogical activity determine only its main direction. The forms of manifestation of pedagogical patterns are multivariate; in different situations they can be different and determined by specific conditions. The theory of pedagogy gives only a possible choice of methods, techniques, means and forms of content implementation, but can not predict many specific situations, give timely guidance for each case. The integration of theoretical and practical future teachers’ training contributes to activating cognitive activity of students, forming a holistic view of the future profession, creating the optimal conditions for gaining strong knowledge and skills in the work. A student integrates into the school system, improves the theoretical and methodological knowledge, practical skills and examines the age and psychological characteristics of children. The New Ukrainian School is designed to form a person capable of being successful in life, holistic and versatile, initiative, patriot with an active position, an innovator capable of changing the world. To accomplish the above tasks, a professional teacher must possess a range of competencies such as informational, digital, research, civic, linguistic-communicative, social, technological, etc. An educational activity at the institution of higher education is constructed in such a way as to ensure the formation and improvement of the professional competences necessary for the New Ukrainian School teacher. The specificity of the professional training of future teachers is to ensure continuity and integration of the theoretical and practical components of training.
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