未来职业培训教师信息能力发展的方法论基础

Zhyeva Aleksandra H.
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引用次数: 0

摘要

在社会和技术发展的现阶段,数字形式的信息获得了资本的地位,成为国家经济发展的主导因素。教育的数字化是对数字经济对有竞争力的专家的需求的回应。为确保数字化战略在职业教育领域的有效实施,为行业提供劳动人才,职业培训教师具备高水平的信息能力是一个必要条件。这些专家的专业活动是一种综合性的、以实践为导向的性质,因为它旨在为今天正在转向使用数字技术的各种行业的专业活动准备合格的工人和中级专家。本文通过对职业培训教师培训教育标准的分析,发现对职业培训教师信息能力的要求不完整、不明确,阻碍了职业培训教师信息能力在大学学习过程中的有效发展。同时,通过对职业培训教师形象所对应领域的教育标准分析,揭示了行业对职业培训教师信息能力的更高要求。这些矛盾使得未来职业培训教师在专业化培训和相应技术开发的过程中,有必要培养其信息能力。本文通过对未来职业培训教师信息能力开发的方法论基础的论证,开始了对这一问题的解决。本文提出了职业培训教师信息能力的定义及其构成要素。在确定未来职业培训教师信息能力发展的方法论基础时,重点阐述了未来职业培训教师信息能力发展的趋势、模式、原则和方法途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Methodological Foundations for the Information Competence Development of Future Teachers of Vocational Training
At the present stage of development of society and technologies, information in digital format acquires the status of capital and becomes the leading factor in the development of the state economy. Digitalization of education is a response to the need of the digital economy for competitive specialists. To ensure the effectiveness of the implementation of the digitalization strategy in the field of vocational education, providing the industry with labor personnel, a necessary condition is the presence of a high level of information competence of vocational training teachers. The professional activity of these specialists is of an integrative, practice-oriented nature, since it is aimed at preparing qualified workers and middle-level specialists for professional activity in various industries that are switching to the use of digital technologies today. The analysis of educational standards for the training of teachers of vocational training allowed the author of the article to establish the fragmentary and unclear requirements for the information competence of this specialist, which prevents its effective development in the process of studying at a university. Also, the analysis of educational standards in the areas corresponding to the profiles of training teachers of vocational training revealed higher industry requirements for the information competence of a teacher of vocational training. These contradictions make it necessary to develop the information competence of future teachers of vocational training in the process of specialized training and the development of appropriate technology. The solution of this problem has been started by the author with the substantiation of the methodological basis for the development of information competence of future teachers of vocational training. The article presents the author's definition of the information competence of a teacher of vocational training and its structural components. When determining the methodological basis for the development of information competence of future teachers of vocational training, the trends, patterns, principles and methodological approaches of this process are highlighted.
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