科学教育工作者能力的自我诊断:教育工作的视角

49 Pub Date : 2021-12-30 DOI:10.26565/2074-8167-2021-49-03
А. Komyshan, О. Zhukova, Y. Panfilov, A. Riadnova
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引用次数: 0

摘要

本文从教育工作的角度论述了科学教育工作者能力的自我诊断问题。根据对教育监测和教育诊断方法的分析,人们发现,对高等教育质量问题、对高等教育学科和结构单位活动的客观评价以及对教育质量管理的创新方法,特别是通过对科学和教学人员活动质量的管理,越来越感兴趣。在科学概括和实证研究结果的基础上,突出了高等教育系统监测与诊断的显著标志,确定了高等教育监测与诊断应被视为一种具有一定标志、指标、标准、因素和尺度的规律性观察过程。根据对资料来源的分析,发现教学诊断用于以下教育环境的对象:培训课程;学生个人作业;教学方法;课程和项目;教育形式;教育过程的组织技术;上课时间表;教师素质;先进教学经验研究;有条不紊的工作;实践培训等。也就是说,它在效率上有了明显的提高。阐述了“科教工作者教育工作自我诊断”概念的实质。结合已编制的资料来源和自身的教学经验,以及对学生的访谈,确定了科学教育工作者自我诊断的重点方向。阐述了科教工作者在教育工作中进行自我诊断的四个关键组织条件和教学条件。论证了科教工作者对教育工作进行自我诊断的方法论。本文提出了一项关于科学教育工作者自我诊断教育工作状况的学生匿名调查的问题。根据学生匿名提问的结果,确定了提高科教工作者教育工作技能的主要途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Self-diagnostic of the competence of scientific-pedagogical worker: aspect of educational work
The article deals with the problem of self-diagnostic of the competence of a scientific-pedagogical worker: aspect of educational work. Based on the analysis of approaches to monitoring in education and diagnostic in education, it was found that the interest in the issues of quality of higher education, objective assessment of the activities of subjects and structural units of higher education, as well as innovative approaches to the management of quality of education, in particular, through the management of quality of activities of scientific and teaching staff is growing. On the basis of scientific generalizations and the results of empirical studies, significant signs of monitoring and diagnostics in higher education system are highlighted and it is determined that educational monitoring and diagnostic in higher education should be considered as a kind of regular observation process using certain signs, indicators, criteria, factors and scales. On view of the analysis of information sources, it was found that pedagogical diagnostic is used in such objects of educational environment as: training sessions; individual work of students; teaching methods; curricula and programs; forms of education; technology of organization of the educational process; schedule of classes; qualimetry of teachers; study of advanced teaching experience; methodical work; practical training, etc. Namely here it gives a tangible increase in efficiency. The essence of the concept of “self-diagnostic of educational work of a scientific-pedagogical worker” is formulated. Taking into account the worked out sources of information and own pedagogical experience, as well as interviews with students, the key directions of self-diagnostic of the educational work of a scientific and pedagogical worker are determined. Four key organizational and pedagogical conditions for self-diagnostic of a scientific-pedagogical worker in educational work are stated. The methodology of self-diagnostic of a scientific-pedagogical worker for educational work is substantiated. A questionary of an anonymous survey of students on self-diagnostic of the state of educational work by a scientific-pedagogical worker is presented. The main ways of improving the skill of a scientific-pedagogical worker in educational work are determined on the basis of the results of anonymous questioning of students.
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