反思作为学生专业技能的基础

A. Levkin, R. Levkina, A. Ryasnyanska
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引用次数: 1

摘要

本文认为反思是培养学生专业技能的基础。在乌克兰的现代高等学校中,学生毕业后的专业技能质量问题较高。今天,不幸的是,国内专家的质量不符合现代要求,因为有大量的免费经济教育,有相当数量的年轻毕业生缺乏资格在各个领域的培训。我们有许多有文凭的专家,但缺乏能够解决生产和管理问题的高专业资格的人员。正是这些事实使我们有必要研究这些问题,并寻求解决这些问题的答案。发展教育的最重要问题是发展这些工具,这些工具将作为贯穿各领域的综合因素,在各种专业活动中构成教育制度。笔者认为,在高等教育领域的教学活动中,这种工具可以得到反思。反思的概念起源于哲学,意味着个体在自己的意识中对周围发生的事情进行思考的过程。在心理学研究中,反思被认为是确保人类适应新操作条件的重要机制之一。在教育学中,反思首先被理解为学生对自己在课堂上活动的结果的意识。教育活动中的反思是学生在智力、博学和批判性思维的帮助下,通过对教材的理解、分析、概括、运用自己的经验和已有知识来吸收教材的过程。阻碍反思发展的障碍有:客观的(缺乏动机、缺乏自利、自尊心不足、分析、评价过程形成不足等)和主观的(自我怀疑)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reflection as the basis of students' professional skills
In the article the authors consider reflection as the basis of professional skills of students. In the modern higher school of Ukraine the problem of the quality of professional skills of students after graduation is higher. Today, unfortunately, the quality of domestic specialists does not meet modern requirements, because having a large number of free economic education, there is a lack of qualifications of a significant number of young graduates in various fields of training. We have many specialists with diplomas, but a lack of staff capable of high professional qualifications to solve production and management problems. It is these facts that necessitate the study of these issues and the search for answers to ways to solve them. The most important problem in the development of education is the development of such tools that would act as cross-cutting, integrating factors in structuring the education system in various types of professional activities. In the opinion of the authors, in pedagogical activities in the field of higher education such a tool can be reflection. The concept of reflection originated in philosophy and meant the process of thinking of the individual about what is happening around, in his own consciousness. In psychological research, reflection is considered as one of the important mechanisms that ensure human adaptability to new operating conditions. In pedagogy, reflection is understood, first of all, as students' awareness of the results of their own activities in the classroom. Reflection in educational activities is the process of assimilation of educational material by a student through its comprehension, analysis, generalization, imposition on one's own experience and already existing knowledge with the help of intellectual abilities, erudition and critical thinking. Obstacles to the development of reflection are: objective (lack of motivation, lack of self-interest, inadequate self-esteem, insufficient formation of the processes of analysis, evaluation, etc.) and subjective (self-doubt).
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