{"title":"在偏远地区未来小学教师专业培训过程中实施以人为本的方法","authors":"Yuliia Kulimova","doi":"10.28925/2414-0325.2022.127","DOIUrl":null,"url":null,"abstract":"The article deals with the problems of professional and pedagogical education, in particular the question of implementation of the personality-oriented approach in the context of distance education psychological and pedagogical preparation of future primary school teachers. The author describes the scientific approaches of using the virtual educational technologies, which emphasize the development of the personality of future primary school teachers. The relevance of the article is due to the need to understand the problems of implementation and effectiveness of distance learning, when it becomes almost the only, albeit temporary, option for quality of vocational education. The article presents the results of a pilot experiment on a detailed study of the problem of implementing the personality-oriented paradigm of professional education of future teachers in the context of virtual learning. For this purpose was developed a three-level online questionnaire (using Google Forms), which contained the main markers of successful implementation of this phenomenon: comfort of educational interaction during virtual learning, psychological climate in distance learning and interest in the chosen profession network communication. The practical optimization of a certain process was implemented by identifying the main ways to optimize the problem: adherence to the etiquette of virtual educational cooperation (using online services YouTube, Zoom, Google Meet, Google Chat, Telegram, Viber, Canva, Easel.ly, Wordle, etc.); conducting psychological and pedagogical diagnostics of emotional and psychological state of student youth (determination of professional preferences (Yovaishi method), research of leading professional motives (Shane's \"Anchor Careers\" method), diagnostics of communicative and organizational tendencies (V. Sinyavsky, B. Fedorishin), checking the levels of emotional intelligence (N. Hall), interpersonal research (T. Leary), etc., with using the online applications such as Google Forms, Google Classroom, MOODLE, LearningApps, Quizizz, etc.); activation of the facilitation and educational function of a teacher of pedagogical university (with the help of Miro, AWWApp, Edmodo, Skype, Google Meet, Google Docs, Google Chats, Canva, iMindMap, educational platforms Prometheus and EdEra, etc.).","PeriodicalId":145377,"journal":{"name":"OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY","volume":"10 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"IMPLEMENTATION OF A PERSONALLY-ORIENTED APPROACH IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN REMOTE CONDITIONS\",\"authors\":\"Yuliia Kulimova\",\"doi\":\"10.28925/2414-0325.2022.127\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article deals with the problems of professional and pedagogical education, in particular the question of implementation of the personality-oriented approach in the context of distance education psychological and pedagogical preparation of future primary school teachers. The author describes the scientific approaches of using the virtual educational technologies, which emphasize the development of the personality of future primary school teachers. The relevance of the article is due to the need to understand the problems of implementation and effectiveness of distance learning, when it becomes almost the only, albeit temporary, option for quality of vocational education. The article presents the results of a pilot experiment on a detailed study of the problem of implementing the personality-oriented paradigm of professional education of future teachers in the context of virtual learning. For this purpose was developed a three-level online questionnaire (using Google Forms), which contained the main markers of successful implementation of this phenomenon: comfort of educational interaction during virtual learning, psychological climate in distance learning and interest in the chosen profession network communication. 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引用次数: 0
摘要
本文讨论了专业教育和教学教育的问题,特别是在远程教育背景下实施人格导向方法对未来小学教师的心理和教学准备的问题。本文阐述了运用虚拟教育技术的科学途径,强调未来小学教师个性的培养。这篇文章的相关性是由于需要了解远程学习的实施和有效性问题,当它几乎成为职业教育质量的唯一选择时,尽管是暂时的。本文介绍了一项试点实验的结果,详细研究了虚拟学习背景下未来教师职业教育人格导向范式的实施问题。为此,我们开发了一份三级在线问卷(使用谷歌表格),其中包含了成功实施这一现象的主要标志:虚拟学习期间教育互动的舒适度、远程学习的心理氛围和对所选专业网络交流的兴趣。通过确定优化问题的主要方法,实现了对某个过程的实际优化:遵守虚拟教育合作的礼仪(使用在线服务YouTube, Zoom, Google Meet, Google Chat, Telegram, Viber, Canva, Easel)。ly, world等);运用Google Forms等在线应用软件,对学生青年的情绪和心理状态进行心理和教学诊断(专业偏好的确定(Yovaishi方法),主要职业动机的研究(Shane的“锚定职业”方法),沟通和组织倾向的诊断(V. Sinyavsky, B. Fedorishin),情商水平的检查(N. Hall),人际关系的研究(T. Leary)等。谷歌课堂、MOODLE、LearningApps、Quizizz等);激活师范大学教师的教化教育功能(借助Miro、AWWApp、Edmodo、Skype、Google Meet、Google Docs、Google Chats、Canva、iMindMap、Prometheus、EdEra等教育平台)。
IMPLEMENTATION OF A PERSONALLY-ORIENTED APPROACH IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN REMOTE CONDITIONS
The article deals with the problems of professional and pedagogical education, in particular the question of implementation of the personality-oriented approach in the context of distance education psychological and pedagogical preparation of future primary school teachers. The author describes the scientific approaches of using the virtual educational technologies, which emphasize the development of the personality of future primary school teachers. The relevance of the article is due to the need to understand the problems of implementation and effectiveness of distance learning, when it becomes almost the only, albeit temporary, option for quality of vocational education. The article presents the results of a pilot experiment on a detailed study of the problem of implementing the personality-oriented paradigm of professional education of future teachers in the context of virtual learning. For this purpose was developed a three-level online questionnaire (using Google Forms), which contained the main markers of successful implementation of this phenomenon: comfort of educational interaction during virtual learning, psychological climate in distance learning and interest in the chosen profession network communication. The practical optimization of a certain process was implemented by identifying the main ways to optimize the problem: adherence to the etiquette of virtual educational cooperation (using online services YouTube, Zoom, Google Meet, Google Chat, Telegram, Viber, Canva, Easel.ly, Wordle, etc.); conducting psychological and pedagogical diagnostics of emotional and psychological state of student youth (determination of professional preferences (Yovaishi method), research of leading professional motives (Shane's "Anchor Careers" method), diagnostics of communicative and organizational tendencies (V. Sinyavsky, B. Fedorishin), checking the levels of emotional intelligence (N. Hall), interpersonal research (T. Leary), etc., with using the online applications such as Google Forms, Google Classroom, MOODLE, LearningApps, Quizizz, etc.); activation of the facilitation and educational function of a teacher of pedagogical university (with the help of Miro, AWWApp, Edmodo, Skype, Google Meet, Google Docs, Google Chats, Canva, iMindMap, educational platforms Prometheus and EdEra, etc.).