现代高校创新教育环境下心理学家教育与专业培训的结构与逻辑模式

N. Honcharuk, L. Onufriieva
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引用次数: 0

摘要

本研究的目的是为高等教育机构创新教育环境下的心理学家教育和专业培训建立一个结构和逻辑模型。根据设定的目标,确定了主要任务:分析现代条件下对心理学家的要求;确定教育专业课程中理论、实践和应用学科的比例;现代创新教育环境下高等学校专业人才培养模式的发展。研究方法。为实现重点任务,采用了理论分析、概括、比较、系统化、理论建模、科学解释等科学研究方法。研究的结果。心理学专业教育的结构-逻辑方案提供了按结构-逻辑顺序形成普通和专业培训的组成部分。一般训练的组成部分提供了基本的水平,首先出现在教育轨迹中。下一个层次对于专业能力的形成至关重要,它由专业培训的教育组成部分提供-这些是负责教育和专业计划内容组成部分的理论,实践和应用学科。其能力成分在很大程度上取决于其与心理实践的结合。考虑到这一点,该学科的结构和逻辑方案为高等教育学生规划和完成教育和专业实践提供了条件。通过以科学为导向的获得高等教育的方法,确保形成实施创新形式的专业培训所必需的能力。所有这些组成部分构成了一个连续的专业教育模式。通过对教育和专业方案的分析表明,当今心理学家高等专业教育体系亟待解决的问题是:需要运用系统分析的方法解决未来心理学家的专业培养任务;根据心理学家在心理实践条件下的活动模式,修正理论、实践和应用学科教育专业方案的比例;增加教育和方法培训的数量,并在教育过程中引入面向专业的心理工作方法;提高心理矫正、心理康复导向心理工作、危机情境下提供心理援助的重要性;制定旨在研究当前心理学趋势的预见性学习策略。总结了心理学专业人才培养的理论和方法立场,提出了一种多层次、多样化、由理论、实践、应用和科学四个内容组成的高等院校心理学家专业人才培养概念模式
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Structural and Logical Model of Educational and Professional Training of Psychologists in the Modern Innovative Educational Environment of Establishments of Higher Education
The purpose of the research is to develop a structural and logical model for the educational and professional training of psychologists in the innovative educational environment of establishments of higher education. In accordance with the set goal, the main tasks are defined: analysis of the de-mands placed on the psychologist in modern conditions; determination of the ratio of theoretical, practical and applied disciplines in educational professional programs; development of a professional training model in the moderninnova-tive educational environment of establishments of higher education.methods of the research. To implement the key tasks, a set of scientific research methods was used: theoretical analysis, generalization, comparison, systematization, theoretical modeling, and scientific interpretation.the results of the research. The structural-logical scheme of professional education in the field of psychology provides for the formation of components of general and professional training in a structural-logical sequence. The components of general training, which provide a basic level, appear first in the educational trajectory. The next level is fundamentally important for the formation of professional competences, it is provided by the educational com-ponents of professional training − these are theoretical, practical and applied disciplines responsible for the content component of the educational and professional program. Its competence component largely depends on its in-tegration with psychological practice. Taking this into account, the structural and logical scheme of the discipline provides for the planning and completion of educational and professional practices by higher education students. The formation of competencies necessary for the implementation of innovative forms of professional training is ensured by a scientifically oriented approach to obtaining higher education. All these components form a continuous model of professional education.The analysis of educational and professional programs shows that today it is important to solve the following problems in the system of higher professional education of psychologists: the need to use system analysis in solving the tasks of professional training of future psychologists; revision of the ratio in educa-tional professional programs of theoretical, practical, and applied disciplines in accordance with the psychologist’s activity model in the conditions of psycho-logical practice; increased volume of educational and methodological training and introducing professionally oriented methods of psychological work into the educational process; increased significance of psychocorrective, psychorehabili-tation orientation of psychological work, provision of psychological assistance in crisis situations; development of an anticipatory learning strategy aimed at studying current trends in psychology.conclusions. Summarizing the theoretical and methodological positions re-garding research, a conceptual model of professional training of psychologists in establishments of higher education has been developed, which provides for multi-level variable education and is provided by four content components: theo-retical, practical, applied and scientific
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