旨在培养哲学博士的教育和科学计划的教学部分

O. Kirdan, Oleksandr P. Kirdan
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引用次数: 0

摘要

这项研究的紧迫性是因为需要为哲学博士教育和科学项目的毕业生提供对教学活动方法的掌握。本文的目的是分析旨在培养哲学博士的教育和科学项目的教学部分的内容、范围和组成部分。为了达到本文的目的,我们使用了这些通用的科学方法:分析、综合、比较、规范、概括、内容分析,来识别和表征在现代高等教育机构的教育过程中培养第三层次(教育科学)学生能力的特性。在遵守与哲学博士培训有关的法律文件的规定、国家资格框架的描述、评估教育计划质量的标准和专业标准的背景下,形成教学能力的重要性得到了证实。需要强调的是,相关能力、课程学习成果和作为学术人员代表提供学生发展的教育组成部分是重点课程的规范性规定。强调指出,旨在培养哲学博士的教育和科学计划的教学组成部分的形成取决于高等教育机构的政策,该政策决定了教学(教学)实践的范围,并设定了学科的先决条件。概述了非正规教育对未来博士教学能力发展的一些可能性。对教育和科学计划中教育学部分在培养哲学博士方面的作用和重要性进行了总结。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy
The urgency of the study is due to the need to provide graduates of the Doctor of Philosophy educational and scientific programs with the mastery in methodology of pedagogical activities. The purpose of the article is to analyze the content, scope, components of the pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy. To achieve the purpose of the article we used these general scientific methods: analysis, synthesis, comparison, specification, generalization, content analysis to identify and characterize the peculiarities of developing the ability to teach students of the third (educational-scientific) level within the educational process of modern higher education institutions. The importance of the formation of teaching competence in the context of compliance with the provisions of legal documents related to the training of Doctors of Philosophy, descriptors of the National Qualifications Framework, criteria for assessing the quality of the educational program and professional standards is substantiated. It is emphasized that relevant competences, programme learning outcomes and educational components providing student’s development as a representative of academic staff are normative provisions of the programme under focus. It is emphasized that the formation of the pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy depends on the policy of an institution of higher education, which determines the scope of pedagogical (teaching) practice, sets disciplines prerequisites. Some possibilities of non-formal education for the development of the future PhD’s teaching competence are outlined. The conclusion about the role and importance of the pedagogical component of educational and scientific programs aimed at training a Doctor of Philosophy is made.
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