欧洲一些国家循环经济专业人才培养趋势比较研究的方法论

S. Martynenko, Oleksii Sysoiev
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引用次数: 0

摘要

本文揭示了对欧洲一些国家循环经济专业人才培养趋势进行比较研究的方法。自乌克兰获得独立以来,通过研究世界主要国家,特别是欧盟国家的教育发展经验,加强了教学研究,以便在考虑到我们的心态,历史,文化和教育传统的情况下,为乌克兰借鉴最好的经验。作为教育学的一个分支,比较教育学,特别是比较专业教育学已经开始积极发展。在研究芬兰共和国、波兰共和国和乌克兰专家在循环经济方面的专业培训趋势时,建议将方法理解为活动组织的学说(a . Novikov, D. Novikov)。比较教育学问题领域的科学研究组织是通过以下途径来揭示的:对研究选择的现象的研究中各国的对等性的证明;确定进行比较研究的阶段;研究概念的形成和研究标准的确定。研究表明,在进行跨学科比较研究时,重要的是采用五层方法(层次:哲学和世界观、一般科学、特定科学(学科)、跨学科、技术),并使用反映实现研究目标和中间目标的方法基础的科学方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
METHODOLOGY OF A COMPARATIVE STUDY OF THE TENDENCIES IN PROFESSIONAL TRAINING OF SPECIALISTS IN CIRCULAR ECONOMY IN SOME EUROPEAN COUNTRIES
The article reveals the methodology of a comparative study of the tendencies in professional training of specialists in circular economy in some European countries. Since gaining independence by Ukraine, pedagogical research has intensified through studying the experience of the development of education in the world’s leading countries and, in particular, in the countries of the European Union, in order to borrow the best experience for Ukraine, taking into account our mentality, history, cultural and educational traditions. Such a branch of pedagogical science as comparative pedagogy and, in particular, comparative professional pedagogy, has started developing actively. When studying the tendencies of specialists’ professional training in circular economy in the Republic of Finland, the Republic of Poland and Ukraine, understanding of the methodology as a doctrine of organization of activities has been suggested for usage (A. Novikov, D. Novikov). The organization of scientific research in the problem field of comparative pedagogy has been revealed through: the proof of the countries’ equivalence in the study of the phenomenon chosen for the research; determination of the stages of conducting a comparative study; formulation of the research concept and substantiation of the research criteria. It has been shown that for conducting interdisciplinary comparative research it is important to apply a five-level methodology (levels: philosophical and worldview, general scientific, specific scientific (disciplinary), interdisciplinary, technological) and to use scientific approaches which reflect the methodological basis for achieving the research goal and the intermediate goals.
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