Raisa Martynova. Modeling The Links of Organizational and Content Blocks of The Process of Teaching The Educational Disciplines.

(2020) Science and education, 3, 155-163. Odessa.

Raisa Martynova,
Doctor of Education, professor,
The State institution "South Ukrainian National Pedagogical University
named after K. D. Ushynsky",
26, Staroportofrankovskaia Str., Odesa, Ukraine


MODELING THE LINKS OF ORGANIZATIONAL AND CONTENT BLOCKS OF THE PROCESS OF
TEACHING THE EDUCATIONAL DISCIPLINES


SUMMARY:

At all times of the society development training and education of the younger generation was considered the most important and difficult task. Because only highly educated and highly qualified young people can contribute to its development in a constantly improving society. However, it is impossible to conduct effective educational processes, even with considerable pedagogical experience, without their prior careful consideration, planning and modeling. In our previous works, we substantiated the structure of the didactic model of the educational process, which consists of three blocks: organizational, content and procedural. Block 1 includes educational stages, block 2 includes learning objectives, elements of the subject and components of learning content, block 3 includes methods, means and assessment of the educational outcomes. The purpose of this work is modeling the first two of the above-mentioned blocks, namely: organizational and content blocks of the educational process of any educational discipline and in particular the course "History of methods of teaching foreign languages" for students of humanities on the basis of the author’s established methodological regulations. The results of the study showed that teaching of any educational discipline should be conducted: 1) in four stages: receptive, reproductive, productive and reflexive; 2) with the purposes of: a) perception and comprehension of the material under study at the first stage; b) reproduction of the material under study at the second stage; c) analysis and discussion of the material under study at the third stage; d) interpretation of the material under study, its supplementation, deepening and creative application at the fourth stage; 3) with the obligatory repetition of the previously-learned elements of the subject while learning the new ones in order to block the process of forgetting and to have the systematic accumulation of the new knowledge; 4) by means of acquiring knowledge of each element of the educational subject and development on their basis the skills that are gradually becoming more complicated: from receptive to reproductive, and from the latter to productive and reflexive.


KEYWORDS:

modeling, model of educational process, organizational and content blocks of educational process, educational disciplines.


FULL TEXT:

 


REFERENCES:

1. Anisimov, M. V. (2011). Teoretyko-metodolohichni osnovy prohnozuvannya modeley u profesiynotekhnichnykh navchalnykh zakladakh [Theoretical foundations of model forecasting in vocational education institutions]. Kyyiv-Kirovohrad: POLIUM [in Ukrainian].
2. Afanasiyeva, O. V. (2005). Teoriya i praktika modelirovaniya slozhnykh system [Theory and practice of complex systems modeling]. SPb.: SZTU, 132 [in Russian].
3. Bogatyrev, A. I. (2006). Modelirovaniye v teorii razvivayushchego obrazovaniya [Modeling in the theory of developing education]. Moscow: Prosveshcheniye, 4-65 [in Russian].
4. Borysenko, N. M. (2016). Modelyuvannya samoosvitnʹoyi diialnosti maybutnoho vchytelya pochatkovoyi shkoly: diahnostychnyy aspekt [Modeling of selfeducational activity of the future primary school teacher]. Pedahohika vyshchoyi ta serednoyi shkoly – Higher and secondary school pedagogy, 47, 17-24. URL: http://nbuv.gov.ua/ [in Ukrainian].
5. Venikov, V. A. (1976). Teoriya podobiya i modelirovaniya (primenitelno k zadacham elektroenergetiki) [Theory of similiarity and modeling (in relation to the problems of electric power industry)]. Moscow: Vysshaya shkola, 479 [in Russian].
6. Galperin, P. Ya. (1966). Psikhologiya myshleniya i ucheniye o poetapnom formirovanii umstvennykh deystviy [Psychology of thinking and the doctrine of the phased formation of mental actions]. Issledovaniya myshleniya v sovetskoy psikhologii – Research of thinking in Soviet psychology. Moscow: Nauka, 236-278 [in Russian].
7. Honcharenko, S. U. (2008). Pedahohichni doslidzhennya: Metodolohichni porady molodym naukovtsyam [Pedagogical research: Methodological advice to young scientists]. Vinnytsya: DOV «Vinnytsya», 120 [in Ukrainian].
8. Dakhin, A. N. (2010). Modelirovanie v pedagogike [Modeling in pedagogy]. Idei i idealy – Ideas and ideals. 1 (3), 2, 11-21 [in Russian].
9. Zhinkin, N. I. (1958). Mekhanizmy rechi [Mechanisms of speech]. Moscow: Publishing House APN RSFSR [in Russian].
10. Zagvyazinskiy, V. I. (2004). Modelirovaniye v strukture sotsialno-pedagogicheskogo proyektirovaniya [Modeling in the structure of social and pedagogical projecting]. Alma mater, 9, 21-25 [in Russian].
11. Zair-Bek, E. S. (1995). Osnovy pedagogicheskogo proektirovaniya [Basics of pedagogical design]. St. Petersburg: Nauka, 152 [in Russian].
12. Krayevskiy, V. V. & Polonskiy, V. M. (2001). Metodologiya dlya pedagoga: teoriya i praktika [Methodology for a teacher: theory and practice]. Volgograd: Peremena, 324 [in Russian].
13.Lobashev, V. D. (2006) Strukturnyi podkhod k modelirovaniyu vedushchikh elementov protsessa obucheniya [Structural approach to modeling the leading elements of the learning process]. Innovatsii v obrazovanii – Innovations in education. 3, 99-111 [in Russian]. 
14. Martynova, R. Yu. (2019). Vidy didakticheskikh modeley protsessa obucheniya [Types of didactic models of an educational process]. Nauka í osvíta – Science and Education, 4, 15-22 [in Russian].
15. Mikheyev, V. (2006). Modelirovaniye i metody teorii izmereniy v pedagogike. Moscow: KomKniga, 200 [in Russian].
16. Monakhov, V. M. (2001) Proektirovanie avtorskoi (sobstvennoi) metodicheskoi sistemy uchitelya [Designing the author's (own) teacher's methodical system]. Shkol'nye tekhnologii – School technologies. 4, 51- 55.
17. Redkina, L. I. (2018). Metodologicheskiye osnovy razrabotki, otsenki, vnedreniya etnopedagogicheskikh modeley [Methodological foundations for the development, assessment, implementation of ethnopedagogical models]. Pedagogical Journal, 8, 324-332 [in Russian].
18. Savchenko, O. Ya. (1999). Dydaktyka pochatkovoyi shkoly: pidruchnyk [Didactics of primary school: textbook]. Kyiv: Heneza, 368 [in Ukrainian].
19. Sukhodol'skii, G. V. (1976) Strukturno-algoritmicheskii analiz i sintez deyatel'nosti [Structural and algorithmic analysis and synthesis of activities]. Leningrad.
20. Shtoff, Ye. A. (1966). Modelirovaniye i filosofiya [Modeling and philosophy]. Moscow: Nauka, 258 [in Russian].
21. Yadrovskaya, M. V. (2014). Modeli i modelirovanie v pedagogike [Models and modeling in pedagogy]. Rostov-na-Donu: DSTU, 358 [in Russian].

         

       
   
   
         

 

©2024 Університет Ушинського. Всі права захищені, мабуть.