维克多·西多连科作为科学家在技术教育领域的生平与教学维度

A. Savchenko, A. Tsyna
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摘要

本文分析了维克多·康斯坦季诺维奇·西多连科的一生和科学道路。作者将他作为乌克兰教育科学学院的教育学博士、正教授和通讯院士的人生分为四个阶段:1)初级阶段- 1951-1968;2)科学研究阶段——1968-1977年;3)教学形成阶段(1977-1997);(4)科学活动活跃阶段——1997-2013年。简要叙述了他人生的每一个阶段,挑出并强调了科学家们的科学观、他的科学研究成果、关于绘画在课程中的地位的观点;这位科学家担心从课程中删除绘图,以及学生缺乏基本的图形素养,而这对于进一步的技术工程和计算机图形学是必要的。分析并具体化了科学家关于更新劳动培训内容、学科名称与世界需要不一致的观点,确定了现代教师的主要素质。此外,在研究过程中发现,在高等师范院校未来劳动教育(技术)教师培训的内容中应该包含的主要任务是学生准备发展技术概念,获得实用技能,技术和技术知识以及创造性的工作态度。科学家研究的问题被概括和系统化了;对西多连科的科学遗产进行了分析,并确定了该问题的进一步研究方向,即:科学著作的系统化,矛盾研究科学学派的成果和问题分析,这对教师培训和技术产生了新的要求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
BIOGRAPHICAL AND PEDAGOGICAL DIMENSION OF VIKTOR SYDORENKO AS A SCIENTIST IN THE FIELD TECHNOLOGY EDUCATION
The article analyzes Viktor Konstiantynovych Sydorenko’s life and scientific path. The authors have identified four stages of his life as a Doctor of Pedagogical Sciences, Full Professor, Corresponding Member of the Academy of Pedagogical Sciences of Ukraine: 1) the primary stage – 1951-1968; 2) the stage of scientific research – 1968-1977; 3) the stage of pedagogical formation – 1977-1997; 4) the stage of active scientific activity – 1997-2013. Every stage of his life is briefly described, the scientists’ scientific views, the results of his scientific research, opinions about the place of drawing in the curriculum are singled out and emphasized; the scientist’s concern about the removal of drawings from the curriculum and the lack of students’ basics of graphic literacy, which are necessary for further technical engineering and computer graphics. The scientist’s views on updating the content of labor training, the inconsistency of the subject title with the world’s needs are analyzed and concretized, and a modern teacher’s main qualities are determined. Moreover, in the course of the research, it has been revealed that among the main tasks that should be included in the content of future labor education (technology) teacher training in higher pedagogical educational institutions, there is students’ readiness to develop technical concepts, gain practical skills, technical and technological knowledge and creative attitude to work. The problems on which the scientist worked are outlined and systematized; V. Sydorenko’s scientific heritage is analyzed and further directions of research on this issue are determined, which are the following: the systematization of scientific works, analysis of achievements and issues of the scientific school of contradictions research, which cause the emergence of new requirements for teacher training and technologies.
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