普通中等教育院校人文学科教师专业指导工作的培养特点

Tararuk Daryna
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摘要

人文学科教师适应普通中等教育机构学生职业指导工作的问题是目前最复杂的跨学科问题之一,它涵盖了人类活动的各个领域:心理-教学、社会经济和医学-生物学。本文旨在探讨普通中等教育院校人文学科教师专业指导工作培训的特点。在研究过程中,作者采用了一般的科学和教学研究方法,即理论研究方法,包括:分析(比较、系统、归纳、演绎);综合(一般科学、跨学科);分类、系统化、一般化。结果。本研究分析了人文学科青年教师职业适应问题对职业指导工作的主要规定;确定了其实施准备的形成阶段:职业前指导阶段和直接职业指导阶段;将直接就业指导阶段分为“进入”就业指导工作的初始-适应阶段、与学生开展就业指导的中期适应阶段和有效就业指导工作阶段。一名青年专家与教育机构负责人、代表和方法学家就主要职责和该教育机构的职业指导工作风格进行了指导性会议,以便在以职业指导为目标的课程准备过程中提供有条理的帮助。揭示了系统组织师徒的本质,它保证了有经验的教师与新手教师密切合作,传递教学和职业指导经验,以实现青年教师的成功自我提升,实现自我实现、自我教育、自我组织和自我纠正。阐述了导师的主要功能(专业与教育、教育、教师权威的影响、自我教育),有助于教育机构新教师正确开展职业指导工作。结论。在本研究中,确定了巩固师徒关系的主要教学方法。结论是,普通中等教育机构从事职业指导工作的人文学科教师培训具有影响其实施质量的某些特点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Features of the Humanities Subjects Teachers' Training for Professional Guidance Work at Institutions of General Secondary Education
The problem of humanities teachers’ adaptation to career guidance work with students in general secondary education institutions is currently one of the most complex interdisciplinary problems, which covers various spheres of human activity: psychological-pedagogical, socio-economic and medical-biological. The purpose of the article is to characterize the peculiarities of the humanities subjects teachers' training for professional guidance work in institutions of general secondary education. During the research, the author used general scientific and pedagogical research methods, namely theoretical ones, which include: analysis (comparative, systemic, inductive, deductive); synthesis (general scientific, interdisciplinary); classification, systematization, generalization. Results. The study analyzed the main provisions of the problem of professional adaptation of young teachers of humanitarian subjects to career guidance work; the periods of formation of readiness for its implementation are determined: pre-career guidance and the period of direct career guidance; three stages (initial-adaptive as "entry" into career guidance work, medium adaptation to conducting career guidance with students and effective career guidance work) of the period of direct career guidance are distinguished. Instructive meetings of a young specialist with the head of the educational institution, deputies and methodologists regarding the main responsibilities, and the style of career guidance work of this educational institution to provide methodical assistance in the process of preparing for classes with a career guidance goal is characterized. The essence of system-organized mentoring is revealed, which ensures the close cooperation of an experienced teacher with a novice teacher for the transfer of pedagogical and career guidance experience aimed at the successful self-improvement of a young teacher, his self-realization, self-education, self-organization and self-correction. The main functions of a mentor are described (professional and educational, educational, the influence of the authority of the teacher, and self-education), which contribute to the proper conduct of career guidance work by a novice teacher in an educational institution. Conclusions. In the study, the main pedagogical approaches to the consolidation of teacher-mentors were determined. It was concluded that the training teachers of humanitarian subjects for vocational guidance work at general secondary education institutions has certain features that affect the quality of its implementation.
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