Formation of the information culture of the future teacher. Formation of a culture of educational activity of a future teacher Formation of a culture of educational activity of a future teacher briefly
Abdurazakova Diana Musaevna
doctor of pedagogical sciences, professor
Department of Theory and Methods of Teaching Law
Shakhbanova Patimat Gadzhievna
candidate of pedagogical sciences,
assistant of the department of general and educational psychology
Dagestan State Pedagogical University
Diana M. Abdurazakova
doctor of pedagogical sciences, professor
of chair of the theory and technique of training in the right of the Dagestan
state pedagogical university
Patimat G. Shakhbanova
candidate of pedagogical sciences,
assistant to chair of the general and pedagogical psychology of the Dagestan state pedagogical university [email protected].ru
Formation communicative culture future law teacher learning activities
The formation of communicative culture of the future teachers of law in
educational activity
Annotation. The article is devoted to the problem of the formation of a communicative culture of a future law teacher in the educational environment of a university, focused on building a new value system of society, the most important components of which are openness, spirituality, cultural richness and the ability to dialogue.
Key words: communicative culture, educational activity, educational environment of the university, constructive communication.
abstract. The article is dedicated to the problem of formation of communicative culture of the future teachers of law in the educational environment of the University, focused on the construction of a new value system of the society, the main components of which are openness, spirituality, cultural richness and the ability to dialogue.
Key words: communicative culture, educational activity, educational environment of the University, constructive communication
Communicative culture is one of the most important qualification characteristics of a teacher of law, since the main means of implementing training and education is communication. The art of communication underlies all his practical professional activities. And, therefore, the effectiveness of work depends on the level of development of the teacher's communication skills. AT modern conditions The democratization of all spheres of society has especially increased the requirements for a communicative culture. Professional, business contacts, interpersonal interactions require modern man the universal ability to generate a wide variety of contacts, both verbally and in writing.
In this regard, in recent years, the problem of forming communicative competence specialists, which caused significant progress in high technology. But no technology in itself causes an “automatic” growth of human consciousness and does not directly affect the development of thinking and speech. Only a specially organized process of forming a communicative culture guarantees the formation of the highest levels of communicative competence and socialization of an individual.
"The teacher in his activity must realize all the functions of communication - to act both as a source of information, and as a person who knows another person or group of people, and as an organizer of collective activities and relationships." The exchange of information is achieved through speech activity, or rather, language as a means of communication. Speech (verbal) communication has a number of psychological characteristics, the account of which facilitates the achievement of the goal of communication, "the assimilation of the transmitted information, educates speech literacy among future specialists, disciplines their thinking" .
The phenomenon of "pedagogical communication" became popular in special scientific and pedagogical research in the 70s - 80s. 20th century
Analysis of the psychological and pedagogical and scientific literature on the research problem allows us to identify several approaches to its study. First of all, it is the definition of the essence and conditions
formation of communicative skills of the teacher . In this aspect, active social learning methods have been developed: role-playing games, socio-psychological trainings, discussions, etc. With their help, future teachers master the ways of interaction, develop sociability.
Proponents of the structural-functional approach actualize the study of the problem of mutual understanding between teachers and students, justify the possibility of contact only in the conditions of achieving complete mutual understanding between those who communicate, the achievement of which requires the search for certain conditions and methods.
The third group of studies is devoted to the study of the problem of pedagogical ethics and tact as norms implemented in pedagogical
communication. The pedagogical system "teacher-student" in this case is considered as a certain cultural community, in which a large role is given to the implementation of socially approved norms of behavior: respect for a person, goodwill, sociability, etc.
These and many other approaches to the study of problems pedagogical communication show its complex and multifaceted nature in the educational process. It clearly distinguishes the role positions of the teacher and students, reflecting the "normative status" of each.
Based on the analysis of literary sources and our own experience, we will try to show ways to increase its effectiveness in educational activities.
Analysis of the course programs ("Pedagogy", "History of Pedagogy", "Fundamentals pedagogical excellence”, “General Psychology”, “Pedagogical Rhetoric”, etc.) from the standpoint of highlighting didactic units that characterize the content of the formation of students' communicative culture, shows that the programs of these courses cover mainly questions of methodology and theory of communication; the programs of this cycle do not represent the cultural aspect of communication; there is no information about the communicative culture of the future teacher. additional material in the specialist training program.
In view of the foregoing, in the block of psychological and pedagogical disciplines we have included a special course "Culture of communication and professional ethics of a teacher of law" and a training "Formation of communicative and legal competence". They contribute to the formation of students' communicative skills, etiquette norms in the activities of a teacher, mastering a communicative culture, developing the ability to analyze situations of interpersonal interaction, extracting the necessary information from each situation of communication.
The content of the special course "Culture of communication and professional ethics of a teacher of law" is based on the concepts: culture of communication, communication, communicative culture, communicative activity, communication skills, organization, standard of communication, cultural forms of communication, etiquette, etiquette situation, participants in communications, etiquette rule, respect, politeness, correctness, gallantry, delicacy, courtesy, manners, decency, ritual, ethical protection, etiquette role and etc., which need to be formed through lectures and practical classes, where traditional and active forms and methods of interaction are combined.
The study of this special course provides students with a theoretical understanding of the essence of communicative activity, evaluation criteria in terms of compliance with the standard of communicative culture, for which theoretical positions are considered in the lectures, a system of basic concepts of the course is formed; provides an idea of communication, its functions, laws and principles of implementation.
At seminars, in addition to consolidating theoretical
provisions, issues of ensuring intersubject communications for which forms of independent work of students are used; study of scientific and pedagogical, literary, journalistic sources; preparation of reports and messages, abstracts, etc., discussions, discussion problematic issues, allowing to expand the circle of students' knowledge about various aspects of communicative culture.
Practical exercises contribute to the formation of a system of procedural and technological aspects of conscious participation in communication, which implies: a developed intellectual sphere and the ability to perform mental operations in relation to the subject of activity; the ability to operate with the concepts of the subject of communicative activity: signs of a communicative situation, phenomena of communicative culture; compare the sample, the norm and real communication; construct and predict communicative behavior. For this on practical exercises as the main methods were used: algorithms, modeling of pedagogical situations, problem solving and situation analysis, exercises, etc.
One of the most important tasks to be solved in practical classes on a special course is the creation of a favorable psychological climate that disposes students to intensive communication with each other and the teacher, which is provided by a dialogic form that involves the opportunity to speak out and express their opinion.
At the same time, the dialogue and the scenes played provide an opportunity to imperceptibly and unobtrusively form the ethics of behavior and communication of students, to develop a taste and understanding of the word, gesture, facial expressions, intonation, for which situations and tasks were used.
Leading form of organization educational process stands for socio-psychological training aimed at overcoming shortcomings in the style of communication and its improvement through the modeling of typical real communicative situations of communication. At the same time, the communication skills developed in the training group include the description of behavior, communication of feelings, active listening, feedback, the successful mastery of which minimizes alienation, improves mood, and forms a willingness to cooperate.
The training set of exercises is presented in the form of cycles aimed at:
Practical mastery of the elements of a communicative culture that contribute to the formation of professional readiness for pedagogical communication;
Mastering the entire system of communication in a given life and pedagogical situation;
Searching for an independent answer to a given question from sources, writing a mini-essay, "I create a situation of success."
Training exercises and role-playing games liberate students, give strength to the imagination, relieve embarrassment, shyness and
uncertainty, contribute to the removal of the psychological tightness of the student, the manifestation of individual originality, the strengthening of friendly ties between students, the establishment of a comfortable psychological climate in the group.
By analyzing the difficulties and causes of failures that arise in the process of doing the exercises, students become more aware of the causes that arise in their daily communication. conflict situations, learn to put themselves in the place of another person more often, to better understand their behavior in various situations of communication. In addition, doing exercises helps students look deeper into their "I", to realize its impact on relationships.
The communicative activity of students in the form of a game in the process of teaching the course effectively forms the skills and abilities of ethical behavior and education. The very process of the game for students is always interesting, enjoyable, emotionally colored. In a game environment, in live communication with a teacher and other students, professional culture is easily and naturally improved.
Literature
1. Berkimbaeva Ts.K., Methodology for the development of a communicative culture of future teachers of vocational training: author. diss. Ph.D.: 13.00.08 / Ts.K. Berkimbaev: Almaty Humanitarian and Technical University.-Almaty, 2010.-24 p.
2. Vachkov IV Fundamentals of group training technology. Psychotechnics. Textbook / I.V. Vachkov.-M: Os-89, 2000.-223 p.
3. Smorchkova V.P. Formation of a communicative culture social educator in system vocational training at the university: abstract of the thesis of a doctor of pedagogical sciences: 13.00.08 /
V.P. Smorchkova; Moscow State Pedagogical University.-M., 2007.-46 p.
4. Slastenin V.A. Pedagogy: Textbook / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; edited by V.A. Slastenin. - M: Publishing Center "Academy", 200.-576 p.
5. Nikonova O.V. Problems of communicative training of future teachers: // materials of the 2nd scientific and practical conference - Bryansk: BSU Publishing House, 2003. - P. 53-57
6. Shakhbanova P.G. Organizational and pedagogical conditions for the formation of a communicative culture of a future teacher of law: Ph.D. dissertation abstract: 13.00.08, - Makhachkala - 2012. -22 p.
1. Berkimbaeva C.K. Metodika razvitiya kommunikativnoi kultury budusshih pedagogov professionalnogo obucheniya: avtoref. diss. k.p.n.: 13.00.08/
C.K.Berkimbaev: Almatinckij gumanitarno-tehnicheckij universitet.- Almaty, 2010.-24 p.
2. Vachkov I. V. Osnovy technologii gruppovogo treninga. Pcihotechniki. Uchebnoyeposobiye/I.V. Vachkov.-M: Os-89, 2000.-223r.
3. Smorchkova V.P. Formirovaniye kommunikativnoj kultury socialnogo pedagoga v sisteme professionalnoj podgotovki v vuze: avtoreferat dissertacii doctora pedagogicheckih nauk: 13.00.08 / V.P. Smorchkova; Moskovskij gosudarstvennyjpedagogicheckij universitet.-M., 2007.-46p.
4. Slastenin V.A. Pedagogika: Uchebnoye posobiye/ V.A. Slastenin, I.F. Isayev, E.N. Shiyanov; pod redakciyej V.A. Slastenina. - M: Izdatelckij centr "Akademiya", 200.-576p.
5.Nikonova O.V. Problemy kommunikativnoj podgotovki budusshih uchitelej:// materialy 2-j nauchno-prakticheskoj konferencii - Bryansk: Izdatelstvo BGU, 2003. - P. 53-57
Pedagogical culture is considered as a level of mastery of pedagogical theory and practice, modern pedagogical technologies, ways of creative self-regulation of the individual's individual abilities in pedagogical activity. The professional work culture of a student, as an essential characteristic of his personality in the field of professional activity, is a systemic education.
Components of pedagogical culture:
Humanistic pedagogical position of the teacher in relation to children;
Psychological and pedagogical competence and developed pedagogical thinking;
Education in the field of the taught subject and possession of pedagogical technologies;
Culture of professional behavior, ways of self-development, the ability to self-regulate their own activities, communication;
Creative experience.
The culture of mental work is a set of general educational skills that involve mastering the knowledge and skills of independent work, the ability to analyze the mode of mental work, develop a certain system, the ability to do everything accurately and keep it up to date workplace and materials.
Basic principles for the formation of a culture of mental work:
Alternating periods of mental work with rest or other, including physical work.
the choice of a convenient time for work, taking into account the previous activity and the one that will follow this work.
compiling and using a certain system in work, organizing a workplace, a system for arranging educational materials and manuals.
knowledge of the general rules of mental activity and the ability to follow them in their work.
A special place in the education of a culture of mental work is occupied by independent work, which involves the development of a number of special qualities, such as the ability to concentrate and carefully work, perseverance in overcoming difficulties, the development of memory and the use of its various forms, the ability to control oneself.
Thus, mastering the culture of mental work will help to turn on more easily and engage in intense intellectual activity for longer.
Professional self-education of a student
Responsible for himself, his professional training, his right to be a Teacher, Teacher, Educator, a student of a pedagogical educational institution must clearly realize that the worthy fulfillment of his professional pedagogical duty will require him to take on a number of obligations.
Firstly, the future teacher, educator should objectively assess their opportunities for future teaching activities, find out and analyze their strengths and weaknesses, clearly imagine which professionally significant qualities will need to be formed in the course of professional training, and which ones - independently, in the process of real professional pedagogical activity.
Secondly, the future teacher must master the general culture of intellectual activity (thinking, memory, perception, representation of attention), the culture of behavior and communication, including pedagogical.
Thirdly, an obligatory prerequisite and basis for the successful activity of the teacher is the understanding of the student as the same self-valuable equivalent person as his own "I", knowledge of the patterns of behavior and communication. Pupils, a pupil, must be understood and accepted by the teacher, regardless of whether their value orientations, behavior patterns and assessments coincide.
Fourthly, the teacher is not only the organizer of the educational activities of students, but also the inspirer of cooperation between the participants in the educational process, acts as a partner in achieving common, in a sense, the goals of education, upbringing and development.
All this puts before the student the constant task of continuous improvement of their organizational, communicative abilities in the process of mastering their psychological and pedagogical application in the course of teaching practice.
Professional self-education is a purposefully carried out cognitive activity of a teacher to master universal human experience, methodological and special knowledge, professional skills and abilities necessary for the improvement of the pedagogical process.
The driving force and source of self-education is the need for improvement.
In the process of self-education, three mutual stages are distinguished:
1. self-education
2. self-programming
3. self-action.
Self-education is the basis for the growth of a teacher as a specialist. A teacher, according to A. Diesterweg, "only until then is able to actually educate and educate, while he himself works on his own upbringing and education." If he does not study, does not read, does not follow scientific achievements in his field and does not put them into practice, it is not enough to say that he is lagging behind, he is pulling back, making it difficult to solve problems.
The desire and experience of self-improvement is a necessary prerequisite for self-education, which involves conscious work on professional development. significant qualities personality in three ways:
a) adaptation of individual unique features to the requirements of pedagogical activity;
b) continuous improvement of professional competence;
c) continuous development of socio-moral and other personality traits.
In order to correctly set the goals of self-education, you need to know your strengths and weaknesses, i.e. know yourself.
Means and methods of self-influence:
Relaxation - general state peace, relaxation after strong experiences and physical efforts;
Self-regulation - managing your mental state;
Auto-training is targeted self-hypnosis with the help of special verbal formulas.
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As a manuscript
KRAINIK Viktor Leonidovich
FORMATION
CULTURES OF LEARNING
FUTURE TEACHER
13.00.08 – theory and methodology of vocational education
for the degree of Doctor of Pedagogical Sciences
Barnaul– 2008
The work was done at the State Educational Institution
higher professional education
"Barnaul State Pedagogical University"
Scientific consultant - | KOZLOV Nikolay Stepanovich. |
Official opponents: | Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor " Novosibirsk Institute professional development and retraining of educators” SINENKO Vasily Yakovlevich; |
Doctor of Pedagogical Sciences, Professor, Tomsk State Pedagogical University REVYAKINA Valentina Ivanovna; | |
Doctor of Pedagogical Sciences, Professor GOU VPO "Barnaul State Pedagogical University" LAZARENKO Irina Rudolfovna. | |
Lead organization - | State educational institution of higher professional education "Russian State Pedagogical university. A. I. Herzen. |
The defense will take place on October 29, 2008 at 10.00 am at a meeting of the Dissertation Council D 212.011.01 at the Barnaul State Pedagogical University at the address: 656031, Barnaul, st. Youth, 55.
The dissertation can be found in the scientific and pedagogical library of the Barnaul State Pedagogical University. The text of the abstract is posted on the official website of the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation at: http://vak.ed.gov.ru.
Scientific Secretary
dissertation council
candidate of pedagogical sciences, SHEPTENKO
Professor Polina Andreevna
GENERAL DESCRIPTION OF WORK
The relevance of research the problem of forming a culture of educational activity of the future teacher is due to the integration processes taking place in modern world and education. The personality has realized itself as a microcosm, as a part of world culture, where, based on the recognition of the value of other cultures, it recognizes itself in its own culture, increasing the culture-creative experience of mankind. It is in this context that possible dialogue man and nature, individual and society, man and man.
Educational activity is one of the most important spheres of the cultural life of society. From the content side pedagogical process is the process of social and cultural communication. Consequently, learning activity is a certain socio-cultural phenomenon that ensures this process. At the same time, it not only involves the transfer of the experience accumulated by mankind from generation to generation and introduces a stabilizing moment in the development of the culture of society, but also predetermines cultural renewal, since a change in the learning activity itself has a significant impact on people's consciousness and behavior.
The essence of the interaction of culture and educational activities is determined by the processes of humanization and humanitarization. It consists in educating a person of culture and morality, his orientation towards the preservation and reproduction of cultural values. The culturological component of the teacher's activity is not some kind of objective activity, but acts as a kind of meta-activity, as a kind of inner plan any other activity.
The most important trend in the professional training of a teacher is the perception of a person's culture as a factor in learning activities. In accordance with this priority, most modern pedagogical research refers not only to the formation of individual qualities and properties of a personality, which often contradicts the laws of its development, but to the creation of conditions that ensure the full manifestation and development of a person’s personal functions (E. V. Bondarevskaya, V. V. Serikov, V. A. Slastyonin and others). At the same time, the traditional knowledge model of educational activity is being reformed and a new paradigm of cultural conformity is emerging, which implies a turn from the absolutization of rational knowledge to the recognition of the humanitarian values of culture.
The leading goals of the professional training of the future teacher are the development of the culture-creative experience of mankind and the creation on this basis of an integral system of conditions conducive to its socio-cultural development. Training in high school should be aimed at the teacher's awareness of his role in the transmission of culture to the future generation, which makes him responsible for his personal appearance not only as an educated person, but also as a cultural person. The solution to this problem is largely achieved by improving the system of professional training of specialists, its orientation towards the comprehensive development of the individuality and independence of students, their active involvement in the pedagogical process as subjects of the cultural and educational space of the university. This becomes possible if students achieve such a level of formation of educational activity that ensures its productivity and contributes to their cultural identification. We are talking about the need to form a culture of educational activity as an integral part of the general cultural development of the future teacher.
Another important aspect of the stated problem is the applied value of educational activity. That is why the relevance of the task is often emphasized - to teach students to learn - the solution of which is considered as an essential condition for improving the quality of education and an important component of education. This problem becomes especially acute at the initial stage of the teacher's professional training, where there is a discrepancy between the new educational status and the objective possibilities of students to confirm it. In this situation, the low level of culture of educational activity becomes one of the main reasons for the failure of undergraduate students who have an idealized idea of studying at a university, are lost in the face of the need to master the increased volume educational information in the terms regulated by the program, are not ready to independently overcome the difficulties that arise. In most cases, they remain self-taught in matters of mastering the culture of educational activity, which in this case is formed mainly through "trial and error", that is, in the most inefficient way. Accustomed to reproductive methods of teaching, designed to achieve the goal set by the teacher in the course of the class-lesson organization of the work of students, many students, by inertia, operate with school stereotypes of teaching. Being transferred to a new situation, they not only do not give the desired result, but also hinder the formation of new, more productive learning skills.
As observations have shown, the transition of students to study in senior courses pedagogical university does not lead to a solution to the problem of improving the culture of educational activities. It is transforming, taking other forms, but it continues to steadily reduce the success of undergraduate students. At the final stage of education in higher education, educational activities are carried out in the context of future professional activities, which imposes additional requirements on students, implying a high level of independence and general cultural development. Under these conditions, the lack of formation of a culture of educational activity, due to the lack of special work in junior courses, becomes a factor that seriously complicates the professional training of a future teacher.
The degree of development of the problem.
The idea that the system of organized learning should not only equip students with knowledge of a particular subject, but also develop methods for their effective assimilation, as well as ensure the formation of the student's personality as a subject of culture, is not fundamentally new for university pedagogy. The problem of forming a culture of educational activity traditionally attracts close attention of specialists in the field of sociology, cultural studies, psychology and pedagogy of higher education. A significant number of fundamental works of domestic and foreign authors are devoted to the development of the theoretical and methodological foundations of this problem (S. I. Arkhangelsky, A. A. Verbitsky, M. G. Garunov, M. I. Dyachenko, V. I. Zagvyazinsky, I. I. Ilyasov, I. F. Isaev, L. A. Kandybovich,
N. V. Kuzmina, V. Ya. Lyaudis, M. I. Makhmutov, N. M. Peisakhov, P. I. Pidkasisty, V. V. Serikov, V. A. Slastyonin, E. N. Shiyanov, I. Bayer, A. Walter,
H. Warneke, W. Graf, P. Matthews, D. Nisbet, R. Newton, R. Tabberer, D. Hamblin, D. Shaksmith, D. Ellman, etc.). It is studied not only as a subject of independent consideration (T. N. Boldysheva, M. M. Garifullina, E. V. Dugina, V. V. Elizarov, Zh. O. Kanevskaya), but also, to one degree or another, is solved in the framework of the study of related problems:
- the continuity of higher and secondary schools (G. N. Aleksandrov, N. Kh. Baichekueva, A. V. Batarshev, S. M. Godnik, L. I. Lurie, A. P. Smantser, S. A. Fadeev, etc.). );
- adaptation of secondary school graduates to higher education conditions
(O. F. Alekseeva, I. A. Aliverdieva, N. A. Bogachkina, E. V. Buzina, V. M. Duginets, E. V. Ivanova, S. Yu. Poluikova, V. T. Khoroshko and others .); - formation of discipline and various components of students' educational work (S. A. Alferyeva, N. V. Barysheva, L. P. Bezuglova, A. A. Epifantsev, N. S. Kozlov, L. L. Luzyanina, L. V. Mizinova , A. I. Sinitsyna and others);
- organization of independent work of students and the formation of their readiness for self-education, self-development (A. V. Barannikov, A. I. Bondarevskaya, N. G. Grigorieva, E. A. Evsetsova, V. A. Kazakov, N. P. Kim, A Kurbanov, S. I. Mikhaelis, T. A. Nechaeva, G. M. Seitova, I. B. Sokolova, etc.);
- formation of professional and pedagogical culture of the teacher (V. A. Adolf, A. V. Barabanshchikov, V. L. Benin, Z. M. Bolshakova, I. F. Isaev, I. P. Klemantovich, N. I. Lifintseva, O P. Morozova, N. N. Nikitina, A. N. Orlov, I. N. Pashkovskaya, V. V. Filankovsky, E. A. Yurinova, I. E. Yarmakaev, etc.);
- individualization of education in higher education and the formation of an individual style of educational activity (N. A. Verigina, T. N. Gordeeva, T. B. Grebenyuk, N. G. Grigorieva, A. S. Zapesotsky, E. A. Kryukova, O. A. Lapina, A. M. Mityaeva, G. N. Neustroev, E. N. Ustyugova and others);
- culturological training of teachers (E. V. Bondarevskaya, E. A. Burdukovskaya, I. E. Vidt, G. I. Gaisina, N. Yu. Gusevskaya, T. V. Ivanova, V. S. Lukashov, Yu. M. Pimenov, L. I. Khasanova and others);
- development of creative abilities of future teachers (R. U. Bogdanova,
L. A. Darinskaya, N. Yu. Postalyuk and others); - formation of the spiritual (E. I. Artamonova, R. S. Garifullina, G. N. Nepomnyashchaya, A. D. Soldatenkov, I. V. Yustus and others), research (V. I. Bogoslovsky, A. A. Glushenko , E. S. Kazantseva, L. I. Lurie, V. I. Mareev, A. V. Yastrebov and others), methodological (L. G. Viktorova, O. V. Kuznetsov, V. S. Lukashov, V. A. Slastyonin, V. E. Tamarin, O. V. Tupilko, and others), organizational (E. P. Bocharova, M. V. Sudakova, E. G. Khrisanova, and others), technological (G. G. knot,
I. A. Kolesnikova and others) culture and many others.
In addition, a rich potential has been accumulated on issues related to the formation of a culture of educational activity of schoolchildren (Yu. K. Babansky, V. V. Davydov, L. V. Zharova, L. V. Zankov, E. N. Kabanova-Meller, V A. Kulko, A. K. Markova, T. D. Tsekhmistrova, G. I. Shchukina, D. B. Elkonin, etc.). Such a significant number of works, on the one hand, speaks of the depth of study of the problem under discussion, on the other hand, indicates its relevance. At present, when the need to reorient the system of vocational training to the paradigm of cultural conformity is recognized, the formation of a culture of educational activity of the future teacher has acted as an independent task of higher education, so it is advisable to continue the development of the raised problem. This need is due to a number of objective reasons. First, in existing theories and practice teacher education the problems listed above have not yet been studied comprehensively and holistically, all the conditions of modern cultural life order have not been taken into account, and the formation of the personality of a future specialist, his “professional viability” is assessed mainly through external attributes. Secondly, based on the analysis of research literature, it can be stated that learning activity is rarely considered as a sociocultural phenomenon. Thirdly, in the works devoted to the formation of a culture of educational activity, a sufficiently distinct emphasis on personal development students, little is said about the contingency of these processes. Fourth, the provisions on stimulating the creative abilities of students are most often declarative in nature and have low rates of practical implementation. Fifth, most studies on related topics have an overly narrow approach, which leads to the reduction of the culture of learning activity to the learning activity itself, which violates the integrity of the object and creates methodological confusion.
Traditional university structures are not always able to help students overcome their difficulties. Psychological Services and cultural centers have not been created in all universities, scientific and methodological literature of a culturological and general educational nature is of little demand, and occasionally practiced special courses such as "Technology of students' educational work" do not differ in integrity and consistency. Often these measures are not united by a common goal, which hinders the development of the problem of forming a culture of educational activity of the future teacher and only slightly reduces its severity.
In connection with the above, a number of contradictions, among which it is necessary to single out the main one, which determines the general state of the crisis of modern education, and the particular one, which directly determines the problem of this study. The leading one is the contradiction between the need to bring the modern education system in line with the signs of post-industrial culture and the dominance of the rational paradigm, which has exhausted its cultural adequacy. We refer to the local contradiction between the need of a higher pedagogical school for students with a high level of formation of a culture of educational activity and the inertia of university structures in resolving this issue, due to the insufficient degree of development of this aspect in the theory and practice of professional training of a future teacher.
Based on these contradictions, research problem consists in the need for theoretical and empirical substantiation of the process of forming a culture of educational activity of the future teacher.
The multiplicity of existing points of view, the lack of a holistic theory for solving the problem identified purpose of the study, which consists in the development of conceptual foundations and technological implementation of a set of means, forms and methods that ensure the effectiveness of the process of forming a culture of educational activity of a future teacher.
The need to achieve the set goal led to the choice research topics: "Formation of the culture of educational activity of the future teacher."
Object of study- educational activity of the future teacher.
Subject of study- the process of forming a culture of educational activity of the future teacher.
In accordance with the object, subject and purpose, the following research objectives:
- Conduct a scientific and pedagogical analysis of the relationship between culture and educational activities as a condition of personal and professional development students in the process of university education.
- Determine the theoretical and methodological foundations and practical prerequisites for the formation of a culture of educational activity of the future teacher.
- To identify the state of the culture of educational activity of the future teacher at the pre-university stage and in the process of his professional training.
- Develop and implement in educational practice model and technology of formation of culture of educational activity of the future teacher.
- Prepare and implement scientific and methodological recommendations in the system of professional training of the future teacher.
Leading idea of the research is that the formation of a culture of educational activity is carried out in the course of the implementation of a set of theoretical and methodological provisions and organizational and pedagogical conditions that provide for the construction of professional training for a future teacher as a process of mastering social cultural and creative experience.
Research hypothesis correlates with the leading idea and lies in the fact that the effective formation of a culture of educational activity of the future teacher is ensured if:
Similar works:
As a manuscript
KRAINIK Viktor eonidovich
FORMATION
CULTURES OF LEARNING
FUTURE TEACHER
13.00.08 - theory and methodology of vocational education
for the degree of Doctor of Pedagogical Sciences
Barnaul - 2008
The work was done at the State Educational Institution
Barnaul State Pedagogical University
Scientific consultant |
Pedagogical University KOZLOV Nikolay Stepanovich. |
Official opponents: |
corresponding member of RAO, doctor of pedagogical sciences, professor Novosibirsk Institute for Advanced Studies and retraining of educators SINENKO Vasily Yakovlevich; |
doctor of pedagogical sciences, professor GOU VPO Tomsk State Pedagogical University REVYAKINA Valentina Ivanovna; |
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doctor of pedagogical sciences, professor GOU VPO Barnaul State Pedagogical University AZARENKO Irina Rudolfovna. |
|
Lead organization |
State educational institution higher professional education Russian State Pedagogical university. A. I. Herzen. |
The defense will take place on October 29, 2008 at 10.00 am at a meeting of the Dissertation Council D 212.011.01 at the Barnaul State Pedagogical University at the address: 656031, Barnaul, st. Youth, 55.
The dissertation can be found in the scientific and pedagogical library of the Barnaul State Pedagogical University. The text of the abstract is posted on the official website of the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation at the address: sent to ....... ................... 2008.
Scientific Secretary
dissertation council
candidate of pedagogical sciences, aSHEPTENKO
Professor aPolina Andreevna
GENERAL DESCRIPTION OF WORK
The relevance of studying the problem of forming a culture of educational activity of a future teacher is due to the integration processes taking place in the modern world and education. personality has realized itself as a microcosm, as a part of world culture, where, on the basis of recognizing the value of other cultures, it recognizes itself in its own culture, increasing the culture-creative experience of mankind. It is in this context that a dialogue between man and nature, personality and society, man and man becomes possible.
Educational activity is one of the most important spheres of the cultural life of society. From the content side, the pedagogical process is the process of socio-cultural communication. Consequently, learning activity is a certain socio-cultural phenomenon that ensures this process. At the same time, it not only involves the transfer of the experience accumulated by mankind from generation to generation and introduces a stabilizing moment into the development of the culture of society, but also predetermines cultural renewal, since a change in the educational activity itself has a significant impact on the consciousness and behavior of people.
The essence of the interaction of culture and educational activities is determined by the processes of humanization and humanitarization. It consists in educating a person of culture and morality, his orientation towards the preservation and reproduction of cultural values. The culturological component of the teacher's activity is not some kind of objective activity, but acts as a kind of meta-activity, as a kind of internal plan for any other activity.
The most important trend in the professional training of a teacher is the perception of the culture of personality as a factor in educational activity. In accordance with this priority, most modern pedagogical research refers not only to the formation of individual qualities and properties of personality, which often contradicts the laws of its development, but to the creation of conditions that ensure the full manifestation and development of a person’s personality functions (E. V. Bondarevskaya, V. V. Serikov, V. A. Slastyonin and others). At the same time, the traditional knowledge model of educational activity is being reformed and a new paradigm of cultural conformity is emerging, which implies a turn from the absolutization of rational knowledge to the recognition of the humanitarian values of culture.
The leading goals of the professional training of the future teacher are the development of the culture-creative experience of mankind and the creation on this basis of an integral system of conditions conducive to its socio-cultural development. Education in higher education should be aimed at the teacher's awareness of his role in the transmission of culture to the future generation, which makes him responsible for his personal appearance not only as an educated person, but also as a cultural person. The solution to this problem is largely achieved by improving the system of professional training of specialists, its orientation towards the comprehensive development of the individuality and independence of students, their active involvement in the pedagogical process as subjects of the cultural and educational space of the university. This becomes possible if students achieve such a level of formation of educational activity that ensures its productivity and contributes to their cultural identification. We are talking about the need to form a culture of educational activity as an integral part of the general cultural development of the future teacher.
Another important aspect of the stated problem is the applied value of educational activity. That is why the relevance of the task is often emphasized - to teach students to learn - the solution of which is considered as an essential condition for improving the quality of education and an important component of education. This problem becomes especially acute at the initial stage of the teacher's professional training, where there is a discrepancy between the new educational status and the objective possibilities of students to confirm it. In this situation, the low level of culture of educational activity becomes one of the main reasons for the failure of undergraduate students who have an idealized idea of studying at a university, are lost in the face of the need to master the increased volume of educational information within the time limits regulated by the program, and are not ready to independently overcome the difficulties that arise. In most cases, they remain self-taught in matters of mastering the culture of learning activity, which in this case is formed mainly through trial and error, that is, in the most inefficient way. Accustomed to reproductive methods of teaching, designed to achieve the goal set by the teacher in the course of the class-lesson organization of the work of students, many students, by inertia, operate with school stereotypes of teaching. Being transferred to a new situation, they not only do not give the desired result, but also hinder the formation of new, more productive learning skills.
As observations have shown, the transition of students to the senior courses of a pedagogical university does not lead to a solution to the problem of improving the culture of educational activity. It is transforming, taking other forms, but it continues to steadily reduce the success of undergraduate students. At the final stage of education in higher education, educational activities are carried out in the context of future professional activities, which imposes additional requirements on students, implying a high level of independence and general cultural development. Under these conditions, the lack of formation of a culture of educational activity, due to the lack of special work in junior courses, becomes a factor that seriously complicates the professional training of a future teacher.
The degree of development of the problem. The idea that the system of organized learning should not only equip students with knowledge of a particular subject, but also develop methods for their effective assimilation, as well as ensure the formation of the student's personality as a subject of culture, is not fundamentally new for university pedagogy. The problem of forming a culture of educational activity traditionally attracts close attention of specialists in the field of sociology, cultural studies, psychology and pedagogy of higher education. A significant number of fundamental works of domestic and foreign authors are devoted to the development of the theoretical and methodological foundations of this problem (S. I. Arkhangelsky, A. A. Verbitsky, M. G. Garunov, M. I. Dyachenko, V. I. Zagvyazinsky, I. I. Ilyasov, I. F. Isaev, A. Kandybovich,
N. V. Kuzmina, V. Ya. Yaudis, M. I. Makhmutov, N. M. Peisakhov, P. I. Pidkasisty, V. V. Serikov, V. A. Slastyonin, E. N. Shiyanov, I. Bayer, A. Walter,
H. Warneke, W. Graf, P. Matthews, D. Nisbet, R. Newton, R. Tabberer, D. Hamblin, D. Shaksmith, D. Ellman, etc.). It is studied not only as a subject of independent consideration (T. N. Boldysheva, M. M. Garifullina, E. V. Dugina, V. V. Elizarov, Zh. O. Kanevskaya), but also, to one degree or another, is solved in the framework of the study of related problems:
- the continuity of higher and secondary schools (G. N. Aleksandrov, N. Kh. Baichekueva, A. V. Batarshev, S. M. Godnik, I. Urie, A. P. Smantser, S. A. Fadeev, etc.) ;
- adaptation of secondary school graduates to higher education conditions
(O. F. Alekseeva, I. A. Aliverdieva, N. A. Bogachkina, E. V. Buzina, V. M. Duginets, E. V. Ivanova, S. Yu. Poluikova, V. T. Khoroshko and others .);
- the formation of discipline and various components of the educational work of students (S. A. Alfereva, N. V. Barysheva, . P. Bezuglova, A. A. Epifantsev, N. S. Kozlov, . . Uzyanina, . V. Mizinova, A. I . Sinitsyna and others);
- organization of independent work of students and the formation of their readiness for self-education, self-development (A. V. Barannikov, A. I. Bondarevskaya, N. G. Grigorieva, E. A. Evsetsova, V. A. Kazakov, N. P. Kim, A Kurbanov, S. I. Mikhaelis, T. A. Nechaeva, G. M. Seitova, I. B. Sokolova, etc.);
- formation of professional and pedagogical culture of the teacher (V. A. Adolf, A. V. Barabanshchikov, V. . Benin, Z. M. Bolshakova, I. F. Isaev, I. P. Klemantovich, N. I. ifintseva, O. P. Morozova, N. N. Nikitina, A. N. Orlov, I. N. Pashkovskaya, V. V. Filankovsky, E. A. Yurinova, I. E. Yarmakaev, etc.);
- individualization of education in higher education and the formation of an individual style of educational activity (N. A. Verigina, T. N. Gordeeva, T. B. Grebenyuk, N. G. Grigorieva, A. S. Zapesotsky, E. A. Kryukova, O. A. Apina, A. M. Mityaeva, G. N. Neustroev, E. N. Ustyugova and others);
- culturological training of teachers (E. V. Bondarevskaya, E. A. Burdukovskaya, I. E. Vidt, G. I. Gaisina, N. Yu. Gusevskaya, T. V. Ivanova, V. S. Ukashov, Yu. M. Pimenov, I. Khasanova and others);
- development of creative abilities of future teachers (R. U. Bogdanova,
A. Darinskaya, N. Yu. Postalyuk and others);
- spiritual formation (E. I. Artamonova, R. S. Garifullina, G. N. Nepomnyashchaya, A. D. Soldatenkov, I. V. Yustus and others), research (V. I. Bogoslovsky, A. A. Glushenko , E. S. Kazantseva, I. Urie, V. I. Mareev, A. V. Yastrebov and others), methodological (. G. Viktorova, O. V. Kuznetsov, V. S. Ukashov, V. A Slastyonin, V. E. Tamarin, O. V. Tupilko, etc.), organizational (E. P. Bocharova, M. V. Sudakova, E. G. Khrisanova, etc.), technological (G. G. Suchok,
I. A. Kolesnikova and others) culture and many others.
In addition, a rich potential has been accumulated on issues related to the formation of a culture of educational activity of schoolchildren (Yu. K. Babansky, V. V. Davydov, V. Zharova, V. Zankov, E. N. Kabanova-Meller, V. A Kulko, A. K. Markova, T. D. Tsekhmistrova, G. I. Shchukina, D. B. Elkonin, etc.). Such a significant number of works, on the one hand, speaks of the depth of study of the problem under discussion, on the other hand, testifies to its relevance. At present, when the need to reorient the system of vocational training to the paradigm of cultural conformity is recognized, the formation of a culture of educational activity of the future teacher has acted as an independent task of higher education, so it is advisable to continue the development of the raised problem. This need is due to a number of objective reasons. Firstly, in the existing theory and practice of pedagogical education, the problems listed above have not yet been studied comprehensively and holistically, all the conditions of modern cultural life order have not been taken into account, and the formation of the personality of a future specialist, his professional viability are assessed mainly through external attributes. Secondly, based on the analysis of research literature, it can be stated that learning activity is rarely considered as a sociocultural phenomenon. Thirdly, in the works devoted to the formation of a culture of educational activity, a sufficiently distinct emphasis is not placed on the personal development of students, little is said about the contingency of these processes. Fourth, the provisions on stimulating the creative abilities of students are most often declarative in nature and have low rates of practical implementation. Fifth, most studies on related topics have an overly narrow approach, which leads to the reduction of the culture of learning activity to the learning activity itself, which violates the integrity of the object and creates methodological confusion.
Traditional university structures are not always able to help students overcome their difficulties. Psychological services and cultural centers have not been created in all universities, scientific and methodological literature of a culturological and general educational nature is of little demand, and occasionally practiced special courses such as Technology of educational work of students do not differ in integrity and consistency. Often these measures are not united by a common goal, which hinders the development of the problem of forming a culture of educational activity of the future teacher and only slightly reduces its severity.
In connection with the foregoing, a number of contradictions are actualized, among which it is necessary to single out the main one, which determines the general state of the crisis in modern education, and the particular one, which directly determines the problem of this study. The leading one is the contradiction between the need to bring the modern education system in line with the signs of post-industrial culture and the dominance of the rational paradigm, which has exhausted its cultural adequacy. We consider the contradiction between the need of a higher pedagogical school for students with a high level of formation of a culture of educational activity and the inertia of university structures in resolving this issue due to the insufficient degree of development of this aspect in the theory and practice of professional training of a future teacher.
Based on these contradictions, the research problem lies in the need for theoretical and empirical substantiation of the process of forming a culture of educational activity of a future teacher.
The multiplicity of existing points of view, the lack of a holistic theory for solving the identified problem determined the purpose of the study, which is to develop conceptual foundations and technological implementation of a set of tools, forms and methods that ensure the effectiveness of the process of forming a culture of educational activity of a future teacher.
The need to achieve this goal led to the choice of the research topic: Formation of a culture of educational activity of the future teacher.
The object of the research is the educational activity of the future teacher.
The subject of the research is the process of formation of a culture of educational activity of a future teacher.
In accordance with the object, subject and purpose, the following research objectives are formulated:
- Conduct a scientific and pedagogical analysis of the relationship between culture and educational activities as a condition for the personal and professional development of students in the process of university education.
- Determine the theoretical and methodological foundations and practical prerequisites for the formation of a culture of educational activity of the future teacher.
- To identify the state of the culture of educational activity of the future teacher at the pre-university stage and in the process of his professional training.
- To develop and implement in educational practice a model and technology for the formation of a culture of educational activity of a future teacher.
- Prepare and implement scientific and methodological recommendations in the system of professional training of the future teacher.
The leading idea of the study is that the formation of a culture of educational activity is carried out in the course of the implementation of a set of theoretical and methodological provisions and organizational and pedagogical conditions that provide for the construction of professional training for a future teacher as a process of mastering social cultural and creative experience.
The hypothesis of the study correlates with the leading idea and lies in the fact that the effective formation of a culture of educational activity of a future teacher is ensured if:
- the conceptual foundations of this process have been developed (the introduction of educational activity into the context of culture, the perception of it as an personally significant value, the correlation of its results with the semantic attitudes of culture; ensuring the personal development of students, their formation as subjects of culture; disclosure of the cultural potential of all academic disciplines; the focus of educational activities on the transformation of external and inner world students, stimulating their creative activity; orientation on the integrity of educational activity, the systemic nature of its properties), which predetermine the choice of scientifically based means, forms and methods for solving the task at hand;
- the practical implementation of the theoretically derived provisions is based on the model of formation of the culture of educational activity of the future teacher, built and implemented in the pedagogical process of secondary and higher educational institutions, which determines the target, content, technological and productive guidelines for his professional training, as well as the criteria-level characteristics of the culture of educational activity;
- the process of implementing the developed model is based on the results of the ogiko-methodological analysis of the culture of educational activity, takes into account the change in the conditions for the formation of the culture of educational activity, which is manifested in the identification of stages that reflect the dynamics of its current state and have corresponding goals, objectives and content, suggests a system of increasingly complex educational tasks ogiko - analytical, variative-modeling and reflective-creative nature, covers the entire period of study at the university;
- the existing system of teacher training has been critically rethought from the point of view of its compliance with the culturological paradigm, which is expressed in the observance of a set of conditions: the orientation of pre-university training of students to the specifics of educational activities at the university; inclusion in studying proccess pedagogical universities of a special course dedicated to the culture of educational activity; coordination of classes in the main disciplines of the curriculum with the program of the special course; actualization of the culturological component of educational activities through the disclosure of the spiritual and moral potential of academic disciplines; monitoring the formation of a culture of educational activities; advisory assistance and correction of the current state; modeling of educational activity as a process of scientific creativity; development of a program of self-development in educational activities.
The theoretical and methodological basis of the study was:
- at the general philosophical level: dialectical provisions about the universal connection, mutual conditionality and integrity of the phenomena and processes of the surrounding world, about the social determinism of activity and creative essence personality, acting as the subject of the cultural-historical process;
- at the general scientific level: cultural (M. M. Bakhtin, V. S. Bibler,. P. Bueva, G. I. Ilyin, M. S. Kagan, A. F. Osev, etc.), personal (K. A Abulkhanova-Slavskaya, A. A. Belik, V. T. Isovsky, E. V. Bondarevskaya, etc.), systemic (. ,
V. N. Sadovsky, E. G. Yudin and others), activity (M. Ya. Basov, S. Vygotsky, A. V. Zaporozhets, P. I. Zinchenko, A. N. eontiev, A. R. Uria, S. Rubinshtein and others) approaches; ideas of humanization and humanitarization of pedagogical education (M. N. Berulava, B. S. Gershunsky, E. D. Dneprov, V. P. Zinchenko,
A. A. Kasyan, A. V. Petrovsky, Yu. V. Senko, V. A. Slastyonin and others); theoretical foundations of modeling as a method scientific research(S. I. Arkhangelsky, M. Vartofsky, I. B. Novik, G. V. Sukhodolsky, A. I. Uemov, V. A. Shtoff and others);
- at the concrete scientific level: the methodology of pedagogical research (Yu. K. Babansky, V. I. Zagvyazinsky, V. V. Kraevsky, A. Ya. Nain, M. N. Skatkin, V. A. Slastyonin, etc.); refraction of the culturological (I. F. Isaev,
N. B. Krylova, S. V. Kulnevich, E. N. Shiyanov and others), personal (N. I. Alekseev, S. V. Kulnevich, I. B. Kotova, V. V. Serikov, S. A. Smirnov and others), systemic (V. P. Bespalko, F. F. Korolev, N. V. Kuzmina, V. D. Shadrikov, etc.), activity (P. Ya. Galperin, V. V. Davydov, A. K. Markova, N. F. Talyzina,
D. B. Elkonin and others) approaches in the theory and practice of education; basics of modeling learning processes (V. A. Venikov, V. M. Vydrin, . B. Itelson,
V. A. Kan-Kalik, Yu. O. Ovakimyan, E. A. Yamburg and others).
The following research methods were used in the work:
- theoretical: analysis of philosophical, cultural, sociological, psychological and pedagogical literature, the study of regulatory and methodological documents in the field of education, modeling, forecasting, interpretation;
- empirical: study and generalization of advanced pedagogical experience, analysis of activity products, content analysis, observation, questioning, interviewing, conversation, peer review, testing, pedagogical experiment.
The experimental base of the study was the faculties physical education, pedagogical and philological Barnaul State Pedagogical University, a number of pedagogical universities of the West Siberian (Tomsk State Pedagogical University, Novosibirsk State Pedagogical University, Kuzbass State pedagogical academy) and the Ural (Ural State Pedagogical University) regions, as well as the Altai Regional Center of the Olympic Reserve, Kamensky College of Education, secondary schools No. 42, 55, 110 of Barnaul, secondary school No. 8 in Biysk, Komsomolskaya secondary school No. 1 of the Pavlovsky district and other schools Altai Territory. During the period from September 1997 to June 2007, 3245 students, 212 teachers, 187 students and 24 teachers took part in the experiment.
Logic and main stages of the study:
Search stage (1995-1997). The theoretical and methodological foundations of the study are comprehended; studied the state of the problem in the theory and practice of higher pedagogical education; the subject was concretized and the hypothesis of the study was clarified; prepared its toolkit; a theoretical model for the formation of a culture of educational activity of a future teacher was designed; means, forms and methods of model realization are defined; Criteria-diagnostic methods for evaluating the results of the study have been created.
Pilot stage (1997-2006). Experimental work has been carried out to study the effectiveness of the model for the formation of a culture of educational activity of a future teacher; analyzed intermediate results; the implemented model was corrected.
Generalizing stage (2006-2008). The systematization, interpretation, mathematical-statistical processing and final analysis of the data obtained in the course of theoretical research and experimental work were carried out; the main conclusions and recommendations are formulated; their introduction into the process of professional training of the future teacher was carried out by publishing educational, teaching aids and monographs; completion of the iterative design of the dissertation; further research prospects are determined.
Scientific novelty of the research:
- the educational activity of the future teacher is considered as a sociocultural phenomenon based on the understanding of the essential mechanisms of the mutual influence of culture and educational activity, which consists in the fact that culture predetermines the new content of educational activity, and educational activity determines the generation of new forms of culture;
- the author's definition of the culture of educational activity is given, according to which it is an integrative characteristic of the identity of the future teacher, reflecting his ability to carry out professional training in the context modern culture and determining the value-semantic guidelines of this process, as well as suggesting a high level of development and interaction of the structural components of educational activity;
- the idea of the culture of educational activity of the future teacher was expanded as a basic component of the general culture of personality through the integration of cultural and activity aspects, optimization of their dynamic interaction, which made it possible to fill the process of professional training of the future teacher with cultural meanings that contribute to the development of the student's personality;
- it has been established that the real state of the culture of the educational activity of the future teacher, despite the provision of the existing system of professional training with the degree of development, which gives students the opportunity to formally comply with the standards put forward, is generally insufficient for the optimal formation of personality as a subject of culture and differs significantly according to the criteria used (high level of motivation and technological readiness, low level of general cultural development, cognition and reflexivity);
- a methodological solution to the problem of forming a culture of educational activity of a future teacher through the implementation of cultural, personal, systemic and activity approaches is substantiated, which makes it possible to introduce students into a socio-cultural context, activates their personal self-development, ensures the integrity of educational activities and stimulates the creative potential of students;
- a criteria apparatus and diagnostic tools have been created that allow for assessment and self-assessment various aspects educational activities of the future teacher (general cultural, motivational, technological, reflective, etc.), the cumulative development of which indicates the level of her culture;
- It has been proved that the implementation of the model and technology developed in the study for the formation of a culture of educational activity of a future teacher contributes to the organization of professional training, which makes it possible to statistically significantly improve the indicators of the general cultural development of students, their motivation, cognition, technological readiness, reflexivity, academic performance, personal anxiety and satisfaction with educational activities.
Theoretical significance of the study:
- the content of the professional training of the future teacher has been clarified, taking into account the nature of humanitarian knowledge, which implies a qualitative transformation educational material from the standpoint of cultural conformity, revealing the spiritual and moral potential of academic disciplines, which is contained in them implicitly, in the form of an opportunity realized with an appropriate method of teaching;
- the development of the theory of pedagogical education in the development of the foundations of cultural training was ensured, thanks to which the prerequisites were created for expanding the research field in the field of topical problems related to the need to improve the quality of educational activities and the formation of the identity of the future teacher in the context of culture;
- formulated a set of principles for the formation of a culture of educational activity (subjectivity, multiculturalism, self-determination, openness, creativity), revealing the internal mechanism for diversifying its cultural component, actualizing and realizing its cultural potential, causing the influence of the general cultural development of personality on the effectiveness of educational activity from the point of view of its creative and humanistic orientation;
- the model of formation of a culture of educational activity of a teacher is theoretically substantiated, in which target, content, procedural and productive dominants of his professional training are established, a set of criteria (general cultural level, motivation, cognition, technological readiness, reflexivity) is developed and levels (reproductive, productive, creative) are determined formed quality of students' personality;
- the leading trend has been identified, which consists in the formation of a multicultural education, which makes it possible to polylogue many cultures, preserve their identity and mutual enrichment, and assessed the prospects for further study of the process of forming a culture of educational activity of a future teacher, including: determining the degree of influence of various criteria for the formation of a learning culture activity on the general level of its development; accounting and rational use of personality-typological characteristics of students; extrapolation of the results of the study into the system of professional training of teachers, etc.
The practical significance of the study lies in the fact that methodological support has been developed for the process of implementing a model for the formation of a culture of educational activity of a future teacher, bringing theoretical analysis problems to specific software products: training program a special course aimed at forming a culture of educational activity of the future teacher; tutorial The culture of students' learning activities, revealing the specifics of university education and containing didactic material that contributes to the education of a highly developed ability to learn; practice-oriented methodological recommendations for various groups of respondents (high school students, applicants, students, teachers and professors).
The curriculum, manual and methodological recommendations have found application in the managerial and pedagogical processes of a number of educational and municipal institutions Altai Territory, West Siberian and Ural regions, which served as the experimental base for this study.
The main ideas, the results obtained and the developed materials presented in the dissertation can be used by teachers and students focused on general cultural personal self-development in the process of professional pedagogical and educational activities, and also implemented to achieve the goal of improvement pedagogical system in general, the creation of new educational products (curricula, programs, manuals and other materials).
The developed theoretical and practical foundations for the formation of a culture of educational activity of a future teacher can be adapted and used in the practice of a system of professional training of specialists, which creates the prerequisites for further organization of scientific research on various aspects of the problem posed.
Thus, based on the scientific novelty, theoretical and practical significance of the research results, the following provisions are submitted for defense:
- The study of culturological (proving the inevitability of the formation and development of a new culturally consistent paradigm corresponding to the realities of post-industrial society, the need for consistent reliance on the culturological potential of educational activities contained in it permanently, but not in demand in the era of the unconditional priority of rational knowledge) and activity (disclosure of the role of motivational, meaningful, effective-operational, control and evaluation components that are part of the structure of educational activities, the creation of various technologies for their formation) aspects of teacher education necessitates the development of theoretical and methodological foundations and practical solutions to the problem of forming a culture of educational activity of a future teacher as an integral phenomenon.
- Culture and educational activity are two sides of the genetically unified process of anthropo- and sociogenesis. Through familiarization with the world of culture, a person develops as a socially significant personality. As the most important integral part culture, educational activity ensures the inheritance, preservation and dissemination of cultural values, forming a person as a subject of culture. Learning activity is a phenomenon that reproduces the diversity of cultures and creates conditions for the cultural creativity of students. At the same time, culture determines the new content of educational activity, and educational activity, in turn, becomes a mechanism for generating new forms of culture. Understanding the relationship between culture and educational activities is significant for the theory and practice of building cultural educational models. The main condition for the implementation of this provision is the revision of the content of the professional training of the future teacher, the cultural core of which should be universal human values.
- The formation of a culture of educational activity is not a natural result of the traditional organization of professional training of a future teacher. The search for reserves is carried out mainly in the effective-operational sphere, which leads to the utmost intensification of the educational process, but does not allow to fully reveal the cultural component of educational activity, which contains a significant potential for the personal and professional development of students. At the same time, attempts to develop this problem are not united by a common goal and remain separate fragments, and not an integral system of organic and sequential actions. It is necessary to introduce into educational practice specially developed models and technologies aimed at creating a culture of educational activity of the future teacher and involving single complex scientifically based decisions.
- The model of formation of a culture of educational activity of a future teacher has theoretical and applied significance. It predetermines the logic and specificity of practical actions and is a set of interrelated components (motivational, content, procedural and productive), filled with functional (regulatory, orientational, executive, creative) and conceptual (culturological, personal, activity, systems approach s) content, principles (subjectivity, multiculturalism, self-determination, openness, creativity), criteria (general cultural development, motivation, cognition, technological readiness, reflexivity), levels (reproductive, productive, creative) of the formation of the culture of educational activity.
- The condition for the effectiveness of the model is the implementation of the technology for the formation of a culture of educational activity of a future teacher in educational practice, which involves the development of: preliminary, main and final stages, reflecting the stages of formation of the formed personality property corresponding to them; goals that determine quantitative and qualitative changes in the nature of educational activities; tasks that specify the target settings; forms, means and methods to achieve the goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used. The nature of the implementation of the technology is determined by the logic of the deployment of the subjectivity of the future teacher in sequence to the educational status - educational functions - the university pedagogical process - the culture of educational activities.
Reliability and validity of the research results are provided by:
- consistency of the initial theoretical and methodological positions, involving an appeal to related branches of knowledge (philosophy, psychology, cultural studies, sociology, and other sciences);
- consistency and consistency overall structure research - its goals, objectives, approaches to their solution;
- correct application of a set of methods adequate to the subject, tasks and logic of the study;
- the optimal combination of theoretical and empirical aspects of the study;
- comprehensive qualitative and quantitative experimental verification of the main theoretical provisions and conclusions;
- representativeness of the sample during the experiment.
Approbation of the research results was carried out at 10 international (Barnaul, 1995, 1999, 2008; Kaliningrad, 2001; Tula, 1997; Tomsk, 1998, 1999, 2000, 2004; Shuya, 2002), 26 all-Russian (Anzhero-Sudzhensk, 2001; Barnaul, 1996, 1997, 1999, 2003, 2004, 2005; Volgograd, 1997; Gorno-Altaisk, 1996, 2005; Yekaterinburg, 2005; Izhevsk, 1996; Kaliningrad, 2002; Novosibirsk, 1997; Omsk, 1998, 2002; Saratov, 2004 2005; Tomsk, 2004; Tula, 1997; Tyumen, 1996, 2002, 2005; Tchaikovsky, 2002; Cheboksary, 2005; Yakutsk, 1999) and 3 regional (Barnaul, 1995, 1996, 1998) scientific and practical conferences. The main theoretical provisions and conclusions were discussed and approved at the Council of the Faculty of Physical Culture, meetings of the department theoretical foundations Physical Education, Department of Sports Disciplines, Department of Pedagogy and Laboratories Problems and Prospects for the Development of Continuous Professional Pedagogical Education at Barnaul State Pedagogical University.
On the research problem, 2 monographs, a textbook, 3 teaching aids, more than 60 scientific articles in conference proceedings and periodicals have been published. Participation in the preparation of a collective monograph.
The implementation of the research results was carried out in the following areas:
- direct professional activity of the dissertation student in the system of higher pedagogical education as an assistant, senior teacher, associate professor, chairman of the scientific and methodological council, deputy dean, head of the department of sports disciplines of the Faculty of Physical Education of the Barnaul State Pedagogical University (FFK BSPU);
- systematic holding of methodological seminars, trainings, lectures on the problems of general cultural growth, personal development of students, self-knowledge, self-organization and self-correction, the culture of pedagogical communication with teachers of educational institutions working with FFK BSPU according to related curricula (Altai Regional Center of the Olympic Reserve, Kamensky Pedagogical College) ;
- advising teachers and students on the problem of research in experimental institutions;
- development and implementation of the author's course Culture of educational activities of students and methodological recommendations for students of pedagogical universities;
- publication of scientific articles in publications recommended by the Higher Attestation Commission of Russia to cover the results of doctoral studies;
- organization and holding under the general supervision of the dissertation student of two All-Russian scientific and practical conferences with the release of collections of scientific articles: The culture of students' learning activities: theory and practice of formation (2003); Actual problems of educational activity of students in the process of vocational education (2005);
- scientific supervision of dissertation research of graduate students and applicants on problems, the totality of which in the future may represent scientific school based on the methodological ideas of this work.
The dissertation structure reflects the logic, content and results of the research. The work consists of an introduction, three chapters, a conclusion, a list of references and applications. The total volume of the dissertation is 375 pages, including 13 tables and 10 figures, the list of references includes 456 sources, applications are presented on 36 pages.
The introduction substantiates the relevance of the research topic and the problem; object and subject are defined; goals and objectives are set; put forward a hypothesis; the methodology, methods and organization of research stages, scientific novelty, theoretical and practical significance are disclosed; the provisions submitted for defense are formulated, the approbation and implementation of the research results in the system of professional training of the future teacher are presented.
In the first chapter - Culture of educational activity as an object of scientific and pedagogical analysis, the essence, structure and functions of educational activity are revealed, its role in the cultural and historical process is shown, the relationship between culture and educational activity is substantiated, the concept of culture of educational activity is considered as a pedagogical phenomenon.
Educational activity is one of the key categories of modern humanities, most often the subject of psychological and pedagogical research. Due to the crucial role of educational activity in the pedagogical process, the associated actual problems create such a vast research field that almost all scientific research in the field of pedagogy in one way or another faces the need to turn to the analysis of this category. At the same time, in the general flow of research in which educational activity is considered, a number of priority areas revealing its most important aspects. In addition to the essential characteristics in the structure of educational activity, it is customary to single out motivational, meaningful, technological and reflexive components. Generalization of literary sources showed that most of the local research is devoted to the study of these aspects.
To understand the essence of educational activity, the philosophical and psychological-pedagogical interpretation of the category of activity is of decisive importance. Among the philosophers who have studied activity are such as
R. Descartes, I. Kant, G. Hegel, I. Fichte, S. Kierkegaard, A. Schopenhauer, F. Nietzsche, E. Cassirer, Z. Freud, K. Marx, D. Dewey, M. Weber, J. Piaget. Of the domestic philosophers, it is necessary to note the works of E. V. Ilyenkov, M. S. Kagan,
P. V. Kopnina, E. G. Yudina and others. general theory activities in which they were involved. S. Vygotsky, M. Ya. Basov, A. R. Uria, P. I. Zinchenko, A. V. Zaporozhets, A. N. Eontiev, S. . Rubinshtein and others. The psychological and pedagogical understanding of activity is largely based on this theory. This is evidenced by the analysis of the works of D. B. Elkonin, V. V. Davydov, A. K. Markova, P. Ya. Galperin, Yu. on the difference between philosophical and psychological and pedagogical approaches to the definition of human activity, one fundamental position remains unchanged - activity is the main essential property of a person that distinguishes him from all other forms of life, and it is in the course of activity that a person realizes his attitude to the world around him, creatively transforming it and at the same time enriching their social experience.
Learning activity is a derivative of activity and therefore retains all of its essential properties (goal-setting, transformative nature, subjectivity, awareness, objectivity, etc.). At the same time, it also has specific features that distinguish it from other types of activity. First of all, it should be noted the special focus of educational activities on ensuring the cultural and historical continuity of the people. Realizing a number of leading functions (educational, upbringing, cognitive, organizational, etc.), educational activity is considered as the basis of the pedagogical process, making it possible to transfer the sociocultural experience accumulated by mankind from generation to generation. Organized by society, learning activity takes place where a person's actions are guided by the conscious goal of acquiring such experience and transforming it into the personal property of the student.
Motivation is the most important component of educational activity, which is the basis of its optimal formation, and is that internal stimulus, without which it is impossible to form a goal that gives the activity a certain meaning and direction. A high level of motivation is the key to the success of the formation of both individual structural components and educational activities in general. The most valuable are the motives that determine the personally significant attitude to learning activities. Motivation performs a regulatory function that promotes the all-round development of personality and manifests itself in the conviction of the need for self-improvement.
Along with the motivational, the control part of the action includes a content component, characterized by the volume, depth of the system of basic knowledge and the corresponding style of thinking of the personality. However, this system by itself does not yet ensure the functioning of the content component. An integral part of educational activity is the reflection of its content, acting in the form of developing a program or plan of activity. Accordingly, in learning activity there are acts that create this reflection and are called orienting actions, which can only be performed by mastering the content side of learning activity. Therefore, the content component of educational activity performs an orientation function that stimulates the development of new knowledge and the search for rational ways solving educational problems.
Learning activity presupposes the presence of a set of actions, each of which, in turn, has a certain operational composition. Such an approach gives grounds to speak of learning activity as a kind of learning technology carried out through specific learning actions and operations. Their choice depends on the conditions of activity, that is, on the nature of the learning task and the evaluation of the results of its solution. Wherein important role play not only the skills associated with the processing of information, but also organizational skills. Together, they carry out the program of activities developed on the basis of the available preliminary information at the previous mental stage of educational activity. Thus, the technological component implements the executive function, contributes to the activation and organization of educational activities.
One of the main goals put forward by researchers of educational activity is not only the reproduction by students of the acquired knowledge, but also their creative use in the pedagogical process. This actualizes the task of developing a reflexive position of the personality, which provides an analysis of one's own consciousness and activity (a look at one's own thought and actions from the outside). Reflection permeates learning activity at every single moment of time and fills it with various meanings, makes the activity conscious and regulated. Carrying out feedback and closing the logical chain of the structure of educational activity, reflection allows you to make timely reasonable adjustments to the learning process of students and actively participates in their personal self-development. It is reflection that characterizes learning activity as a self-governing voluntary process. The arbitrariness of educational activity, in turn, ensures the fulfillment of the creative function of reflection, creating favorable conditions for the manifestation and realization of the creative abilities of students.
An analysis of research papers on the problem of the formation of educational activity has shown that a significant number of works are mainly devoted to the development of individual structural components of educational activity. Orientation to such a vision is obviously doomed to a narrow approach to the issue under study. The selected components are not isolated and static, but are in constant motion and interact with each other. Educational activity cannot be reduced to any of its components; full-fledged educational activity always implies structural unity and interpenetration. originality, distinguishing feature educational activity lies in the fact that it is always associated with entering a new reality, mastering each of its components, transitions from one component to another, which enriches the personality, transforms its psyche, and forms consciousness.
Another significant feature of the previous pedagogical studies of learning activity is that the vast majority of them were carried out within the framework of the knowledge paradigm. The traditional education system adheres to a utilitarian approach to learning activities, which is seen as a way to reproduce the labor force, as any process of acquiring knowledge, skills and abilities. Diligence, diligence, the ability to remember are the main features of the classical model of educational activity. However, this concept raises a number of intractable problems. It becomes obvious that it is necessary to search for such approaches to the study of educational activities that provide the training of specialists capable of self-learning, self-development, self-determination, and the creative implementation of certain decisions.
After analyzing the scientific and methodological literature, dissertations on the problems of educational activity, we came to the conclusion that the latter is rarely considered as a cultural phenomenon, as part of the general culture of personality. The technocratic approach to the educational activities of the future teacher gives rise to a dramatic situation in which he, being outside the context of culture, remains unprepared for the implementation of the culture-forming function of the education system. Cultural training in the broad sense of the word is not considered professional.
One of the key trends in the development of higher pedagogical education is that the personality of the future teacher, his culture is moving into the spotlight, and the knowledge and skills that he possesses are turning from an end in itself of training into a means of his professional development and self-improvement. The criterion of knowledge as a phenomenon of culture is not so much the correspondence of its reality as the coordination of this form of knowledge with the general value-semantic attitudes of culture.
The foregoing, in turn, brings to the fore the problem of training a teacher who is able to carry out professional activity in the context of culture. We are talking about changing the paradigm of rational knowledge to the paradigm of cultural conformity and cultural creativity, about changing the main semantic sign of education rationalism to the sign of culture. At the same time, there is a gradual turn from the absolutization of the value of rational scientific knowledge (knowledge-centrism) to the awareness, development and implementation of humanitarian and cultural values in educational practice (cultural-centrism).
Educational activity, considered from a general cultural perspective, occupies a special place in historical context. It is aimed at systematizing cultural content and has as its ultimate goal the formation of a person's ability to revive cultural meanings. Learning activity and culture cannot be isolated from each other. Being the most important component of culture, educational activity implements the process of inheritance, preservation, dissemination and introduction of a person to the values of culture, the process of forming him as a subject of culture. The latter is carried out as a transfer of culture, transmission from generation to generation and consolidation in each subsequent of them historically developed cultural values.
The above provisions serve as the basis for identifying an independent category - the culture of educational activity, considered as an integrative characteristic of the identity of the future teacher, reflecting his ability to carry out professional training in the context of modern culture and determining the value-semantic guidelines of this process, as well as ensuring a high level of development and interaction of structural components of educational activity. To form a culture of educational activity means to analyze the course of pedagogical events through the prism of existing cultural norms of life, to educate the future teacher in the context of world culture, accepting its universal human values. Pursuing the goal of forming a culture of educational activity, the professional training of a future teacher should be built as a process of introducing the personality of a student into the context of culture, gaining the ability to live at its level, recreating its achievements and creating new spiritual and material values.
In accordance with one of the main definitions of culture, it is understood as a high level of development of something. In the speech turnover, such concepts as the culture of speech, the culture of service, the culture of movements, etc. are quite often encountered. This implies that the subject carrying out this or that type of activity demonstrates outstanding achievements in this area. Therefore, speaking about the culture of educational activity, we mean not only the general cultural development of the future teacher. In the present work, this process acts as a kind of foundation on which the interaction of the structural components of educational activity takes place.
In the second chapter - Theoretical and methodological foundations and practical prerequisites for the formation of a culture of educational activity of a future teacher C, an assessment of the state of the research problem in the theory and practice of higher pedagogical education is given, methodological approaches to its development are determined, a model for the formation of a culture of educational activity of a future teacher is developed.
The analysis of the state of the culture of educational activity in the practice of higher pedagogical education revealed the inconsistency of the situation. The relatively high level of motivation and technological readiness of the future teacher should be attributed to the relatively strong aspects of the traditional system of professional training of the future teacher. This relationship is based on the significance of the level of motivation and general educational skills and abilities for the formal effectiveness of educational activities. The revealed singularity is a consequence of the corresponding psychological attitude, which determines the nature of educational activities and is aimed at meeting the minimum requirements necessary to comply with the most obvious rules for being within the walls of an educational institution in the status of a student. The disadvantage of the traditional system of professional training is the low level of development of cognition and reflexivity of the future teacher. This circumstance seems to be especially important and indicative, because. it is these characteristics that are most associated with the culture of learning activity, which implies not only the desire and ability to learn, but also the fullness of this process with meanings, its personal and creative coloring.
The general cultural level, which to the greatest extent determines the state of the culture of educational activity of the future teacher, has an upward dynamics in the process of professional training and reaches acceptable values at its final stage. However, for the vast majority of students, general cultural development does not become the leading process of improving the educational activity itself. The search for reserves in this area is not carried out, because it is carried out mainly in the effective-operational sphere. In addition, the system of professional training of the future teacher, while demonstrating an internal understanding of the inseparability of the connection between educational activity and culture, at the same time does not show external specific activity in this direction, sufficient for significant progress in solving the problem raised.
The root cause of the revealed flaws is the episodic nature of special work aimed at forming a culture of educational activity. There is an urgent need to reorient the pedagogical process in terms of its compliance with the modern cultural paradigm. This implies not only the development of a high level of learning ability among students, but also the awareness of learning activities as an integral part of the overall culture of the student's personality. The effectiveness of practical actions in this case largely depends on the correct choice of general theoretical approaches, on the consistency of the original concept. At present, there is a wide range of evidence-based areas in accordance with which work can be carried out to form a culture of learning activities. In our opinion, the most complete possibilities in the discussed plan are provided by cultural, personal, activity and system approaches.
The culturological approach makes it possible to consider educational activity against a broad general cultural background as a component of culture, which is the leading regulator of a student's life, an indicator of personal development. In this context, the formation of a culture of learning activity is perceived through the prism of culture, i.e. as a process carried out in a culturally appropriate educational environment and filled with personal and value meanings. At the same time, the disclosure of the internal mechanism for the implementation of the cultural component of educational activity dictates the need to comply with a number of principles, which, based on the study of psychological, pedagogical and cultural literature, include: subjectivity, multiculturalism, self-determination, openness and creativity. The priority directions of practical solution of the problem of formation of a culture of educational activity of the future teacher are: an increase in the proportion of disciplines of the humanitarian cycle; setting in motion their spiritual and moral potential; fundamentalization of education; the student's appeal to the philosophical heritage, which contains a wide range of proper human problems; cultural identification of the student's personality; dialogization of educational activity; democratization of the educational space; implementation of the principle of cultural conformity; creation of a culture-like environment of an educational institution, etc.
One of the significant conceptual foundations that significantly affect the process of forming a culture of students' educational activity is the personal approach - the consistent attitude of the teacher to the pupil as a person, as a self-conscious responsible subject of his own development and as a subject of educational interaction. However, personality-oriented education is not the formation of a personality with given properties, but the creation of conditions for the full manifestation and development of the personality functions of pupils. Learning activity in the context of personality oriented learning is considered as being further defined by the subject in specific learning conditions and managed by the teacher, taking into account the characteristics of students and their own capabilities. The values of educational activity are life-creation, individualization and creativity. At the same time, educational activity ensures the development of personality and the freedom of ways for self-realization of students in the cultural and educational space.
the personal approach consists in defining the humanistic orientation of educational activity as an integral set of views, beliefs, ideals, where a person is the highest value. The process of forming a culture of educational activity, focused on the identity of the student, achieves its goal to the extent that it creates a situation of demand for the personality forces of self-development. We are talking about the emergence and operation of internal development mechanisms created by the student himself in the process of acquiring the subjective experience of educational activity. These mechanisms are much more effective than those that arise under the influence of external factors. pedagogical influences and their internalization into the internal plan of the personality.
The next relevant scientific direction, on the basis of which the culture of educational activity is formed, is the activity approach, according to which the personality of the student initially develops and is reflected in practical, objective activity and therefore should be studied through manifestations in its leading form - educational activity. It is in the course of educational activity that the student realizes his attitude to the future profession, transforming his inner world. Thus, learning activity is generated by a special need aimed at transforming the active subject, at his self-change in the process of learning.
According to V.V. Davydov, educational activity can rightfully be called so if, firstly, it contains all the components general concept activities, secondly, these components have a specific subject content and, thirdly, there is a transforming principle in it. Consequently, the leading position of the activity approach in the practical solution of the problem of forming a culture of educational activity of the future teacher is its creative nature. only a conscious transformation by a student in the process of professional training of the external and internal world allows him to become a real subject of educational activity, capable of not only reproducing learned patterns of behavior at a high level of similarity, but also creating his own, unique methods of teaching.
The versatility of educational activities makes it difficult to build a single, holistic view of the object of study, as a necessary tool for organizing practical work. The necessary orientation is set by a systematic approach, the main provisions of which are aimed at integrative processes, at the synthesis of the whole. Educational activity has a number of features (integrity, interconnectedness of components, connection with the environment), which make it possible to attribute it to systemic objects. Consequently, the formation of a culture of educational activity without taking into account the systematic nature of the properties of educational activity leads to distortions and does not ensure its harmonious, balanced formation. In the fragmentation of directions, the integrity that is originally characteristic of educational activity disappears. According to the system approach, disparate components, being combined into a system, acquire a new property - emergence, i.e. the ability to generate a quality that is inaccessible to each of them individually. This means that the content of the work on the formation of a culture of educational activity of the future teacher should reflect the fullness of its structure and be focused on showing the relationship of its components.
The results of the analysis of the theoretical and methodological foundations and practical prerequisites for the problem under study require reflection in specific knowledge and formalization in the form of a structural-functional model. This makes it possible to build a unified concept and designate landmarks for solving the problem of forming a culture of educational activity of the future teacher. Preservation of the logic of presentation of the material, identification of internal and external links determines the creation of a model, reflected in fig. one.
The designed model is a set of interrelated structural components and functional relationships, the presence and interaction of which ensures the formation of a culture of educational activity of the future teacher. Model includes:
- the target component that performs a regulatory function, containing the general goal, which consists in the formation of a culture of educational activity, and is revealed through a set of tasks, each of which solves the local problem of developing a certain facet of the culture of educational activity;
- a content component that ensures the fulfillment of the orientation function and determines the specific content of the process of forming a culture of educational activity of the future teacher;
- a procedural component that determines the selection of forms and methods for the formation of a culture of educational activity in accordance with its target and content settings, outlining rational ways and optimal means of control, realizing the executive function;
- an effective component that includes both the result itself (the formation of a culture of educational activity) and the criteria for achieving it ( general cultural level which is the basic quality of personality, the obligatory foundation on which the culture of educational activity is formed; motivation, regarded as the main driving force in the process of forming a culture of educational activity; cognition, reflecting the degree of student's awareness of the processes and phenomena of the mastered professional field; technological readiness, which is reflected in mastering the practical side of the culture of educational activity; reflexivity, allowing to judge the analytical abilities of students, their readiness for self-assessment of the results of educational activities);
- the principles of formation of the culture of educational activity, revealing the internal mechanism of actualization and implementation of the culturological component, giving the right to speak specifically about the culture of educational activity;
- methodological approaches that create the necessary scientific support for the process of forming a culture of educational activity of the future teacher.
- reliance on ogiko-methodological knowledge about the culture of educational activities;
- taking into account changes in the conditions for the formation of a culture of educational activity, which is manifested in the identification of stages that reflect the dynamics of its current state and have corresponding goals, objectives and content;
- the presence of a system of increasingly complex educational tasks of a logical-analytical, variative-modeling and reflective-creative nature;
- coverage of the entire period of study at the university, which makes it possible to effectively manage.
- indeed, in the experimental groups, by the end of the experiment, there was an increase in the results according to the selected criteria;
- exceeds the increase in results observed in the experimental groups, the corresponding figure in the control groups;
- the differences between the growth rates in the experimental and control groups are also statistically significant or they are due to random factors.
- the nature of the initial distribution of students in the experimental groups is the same in both cycles of the formative experiment;
- by the end of the experiment in the experimental groups, there is a significant increase in the level of formation of the culture of educational activity of the future teacher;
- in all cases of the final comparison, the superiority of the experimental groups over the control ones is recorded. So, at the end of each cycle, a certain part of the students of the experimental groups (from 11.3% to 20.9%) has a creative level of formation of the culture of educational activity, and in the control groups, significantly lower values are recorded (2.7% and 3.4%, respectively) . With regard to the reproductive level, the opposite is true, i.e. the number of students with this level in the control groups (from 43.8% to 48.1%) exceeds the number of students in the experimental groups (from 27.3% to 28.2%). According to the productive level, there is a slight superiority of the students of the experimental groups.
- It has been revealed that a significant condition that makes it possible to further improve the quality of professional training of a future teacher is an appeal to the essential foundations of culture, understood in this context as the experience of activity accumulated by mankind, necessary for its reproduction. The system of spiritual and material values, norms of behavior and patterns of personal relationships acts as a kind of environment for the existence and functioning of educational activities, which is the main way of developing culture. Without educational activity, culture loses its potential; without culture, educational activity loses its targets and semantic attitudes. In this regard, educational activity is interpreted as a socially organized and standardized process of the general cultural formation of personality through the constant transfer of socially significant experience by previous generations to subsequent ones.
- It is proved that the culture of educational activity of the future teacher is an integrative characteristic of the student's personality, reflecting his ability to carry out professional training in the context of culture, determining the value-semantic guidelines of this process, and also suggesting a high level of development and interaction of the structural components of educational activity. According to this approach, educational activity is filled with new meanings that contribute to the cultural self-development of the student's personality, which determines the humanitarian orientation of the teacher's professional training. At the same time, the disclosure of the internal mechanism for the implementation of the cultural component of educational activity dictates the need to comply with a set of principles, which include: subjectivity, multiculturalism, self-determination, openness and creativity. The priority directions of practical solution of the problem of formation of a culture of educational activity of the future teacher are: an increase in the proportion of disciplines of the humanitarian cycle; disclosure of the spiritual and moral potential of academic disciplines; fundamentalization of education; the student's appeal to the philosophical heritage, which contains a wide range of proper human problems; cultural identification of the student's personality; dialogization of educational activity; democratization of the educational space; implementation of the principle of cultural conformity; creation of a culture-like environment of an educational institution, etc.
- The necessity of methodological support in solving the problem of forming a culture of educational activity of the future teacher on cultural, personal activity and system approaches is substantiated. In doing so, it is essential to comply with the following provisions:
- formation culture learning activities must be carried out in the context culture so that educational activity is perceived as a general cultural, personally-significant value, and therefore, as a criterion for the knowledge gained, it is considered not so much their correspondence to reality as coordination with the semantic attitudes of culture;
- the leading reference point in the process of forming a culture of educational activity is the personal development of students, which involves the purposeful creation of conditions for the full manifestation of the personal functions of the subjects of education, their self-awareness and self-realization;
- Any activity, including educational, is, first of all, a transformation, which means that the process of forming the educational activity of students should be organized on the basis of the full stimulation of the creative activity of students, which allows you to purposefully change the psyche and form the creative abilities of the personality;
- the systematic nature of the properties of educational activity predetermines the specifics of practical actions for its development, which consists in the irreducibility of the structure of educational activity to any leading component and the formation of a culture of educational activity of students in its entirety.
- aIt has been established that the state of the culture of educational activity at the pre-university stage and in the practice of higher pedagogical education differs significantly according to the criteria used. The strengths of the future teacher's professional training system include a high level of motivation and technological readiness, which directly determine the formal effectiveness of educational activities. The disadvantage is the low level of cognition, reflexivity and general cultural development of students, i.e. parameters that determine not only the desire and ability to learn, but also the fullness of this process with meanings, its personal and creative coloring. The reason for the revealed flaws lies in the episodic nature of special work aimed at shaping the culture of educational activity of the future teacher.
- A model has been developed, which is a set of interrelated structural components and functional relationships, the presence and interaction of which ensured the formation of a culture of educational activity of the future teacher. The implementation of the model was carried out by means of a technology that implies the presence of: preliminary, main and final stages, reflecting the stages of formation of the formed personality property corresponding to them; goals that determine quantitative and qualitative changes in the nature of the activity; tasks that specify the target settings; forms, means and methods to achieve the goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used.
- Practical recommendations have been introduced for high school students, applicants, junior and senior students, teachers of secondary educational institutions and teachers of higher educational institutions. The key idea that unites them is the recognition of the need to create conditions for the formation of the identity of the future teacher through the prism of culture, the perception of educational activity as a culturally consistent process that ensures self-development and self-determination of students. In addition, an assessment is given of the prospects for further scientific research on the problem of forming a culture of educational activity of a future teacher. It is shown that the work carried out expands the research field and introduces a new circle of unresolved problems due to the growing needs of the theory and practice of higher education. In particular, it can be assumed that the problem of this dissertation, solved on the material of the higher pedagogical school, is relevant for the entire system of professional training of specialists in various fields of the national economy. At the same time, the leading trend of further scientific research is the prospect of creating the foundations of a new type of education - multicultural education, which makes it possible to polylogue many cultures, preserve their identity and mutual enrichment.
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Rice. 1. Model for the formation of a culture of educational activity of the future teacher
Thus, the developed model embodies the conceptual foundations (target, content, procedural, performance guidelines and criteria-level characteristics), and also determines the practical implementation of a set of means, forms and methods of forming a culture of educational activity of a future teacher.
In the third chapter - Experimental work on the formation of a culture of educational activity of the future teacher C, the process of implementing the developed model is revealed, the logic of the experiment is shown, and the analysis and interpretation of its results are carried out.
The main part of the experimental work was carried out at the faculties of physical culture, pedagogy and philology of the Barnaul State Pedagogical University. In addition, a number of pedagogical universities of the West Siberian (Tomsk State Pedagogical University, Novosibirsk State Pedagogical University, Kuzbass State Pedagogical Academy) and Ural (Ural State Pedagogical University) regions took part in the experiment.
The introduction of the model in the system of professional training of the future teacher was carried out using experimental technology (Table 1) and assumed the following conditions:
The implementation of the technology for the formation of a culture of educational activity acted as a long and multifaceted process, during which training was carried out in a certain logical sequence. One of the main tasks was the development of successive stages. A stage was understood as a logically completed segment of the pedagogical process, characterized by clear goals and relevant subject content. According to the theory of learning activity, each level of knowledge is feasible solution only of a certain kind pedagogical tasks(D. B. Elkonin, V. V. Davydov, G. S. Sukhobskaya and others). Therefore, the stages of technology were correlated with the corresponding level of formation of a given parameter. Thus, the practical work on the implementation of technology in the process of professional training of the future teacher involved the passage of three consecutive and successive stages, chronologically reflecting the change in the conditions for the formation of a culture of educational activity. At each of the stages, a goal was set, tasks were put forward, and means were proposed to achieve and solve them.
Table 1
Technology for the formation of a culture of educational activity of the future teacher
Means, forms, methods |
Control |
|||
Preparatory |
Formation of the subjective attitude of pupils and students to the educational status and educational functions |
To study the influence of the general cultural development of personality on the success of educational activities; To reduce the sharpness of contradictions between the requirements of the university educational process and the level of culture of educational activity of graduates of colleges; To increase the level of competence of university graduates in matters of educational activities at the university; To achieve a wider inclusion of university forms and teaching methods in the educational process of high school students; Obtain the information necessary to improve the educational process of students, in order to match the real possibilities of new students; To guide applicants in the methodology of self-preparation for entrance exams; To explore the degree of students' awareness of the culture of educational activities of the future teacher; Correlate the current level of culture of educational activity of students with the minimum necessary for successful learning; To help yesterday's schoolchildren quickly adapt to new living conditions; To form the foundations of general educational skills and abilities that allow students to carry out their main functions; work out positive attitude students to the culture of learning activities; Orient students to find sources of general cultural information. |
Preparation of lecturers for suzes from among student interns; Popularization of university forms and teaching methods among school teachers; Pedagogical analysis of the pre-university experience of students' educational activities; Informing activities of the selection committee; Providing advice to applicants; Inclusion in the educational process of the special course Culture of educational activity of students (introductory material); Solution of ogico-analytical educational problems; Organizational activity and business games; The study of information and methodological literature. |
observation. Questioning. |
Basic |
Formation of the subjective attitude of students to the university pedagogical process |
Reveal the personality-typological features of students that affect the formation of the culture of educational activity; Master the mechanisms of construction individual models formation of a culture of learning activities; Develop the foundations of general educational skills and abilities laid down at the previous stage; To work out the developed skills and abilities in the classroom in the main disciplines; Confirm the relationship between general cultural development and the success of educational activities; Introduce students to the cultural and educational space of a pedagogical university; Ensure consistency between the material studied in the special course program and the nature of teaching subjects. |
Inclusion in the educational process of the special course Culture of educational activity of students (main material); Coordination of classes in the main disciplines with the program of the special course; Current diagnostics of the formation of students' educational activities; Solution of variative and creative educational tasks, unfinished pedagogical situations; Solution of variative modeling problems; The study of educational and methodological literature. |
observation. Questioning. Testing. |
Final |
Formation of the subjective attitude of students to the culture of educational activities |
Integrate the received theoretical knowledge and practical skills of educational activities; Build and implement individual trajectories for the formation of a culture of learning activities; Include students in the process of cultural creation, self-development and self-affirmation; To stimulate the process of cultural identification of students of a pedagogical university; To exercise control over the formation of a culture of educational activity; Ensure consistency between the dynamics of the formation of a culture of educational activities and the nature of teaching academic subjects; Conduct an analysis and, if necessary, make adjustments to the controlled process. |
Organization of a permanent consultation center; Current diagnostics of the formation of students' educational activities; Self-diagnosis; Solution of reflective and creative tasks; Drawing up a program of self-development in future professional activities; Modeling of educational activity as a process of scientific creativity; The study of scientific and methodological literature. |
observation. Questioning. Testing Training thesis, integrating the complex manifestation of the personal qualities of students, which determine the level of culture of educational activity. |
Such a sequence made it possible not only to cover the entire period of study in higher education, but also to go beyond the scope of the university, which made it possible to begin the formation of a culture of educational activity of the future teacher on average educational institution. Such a duration, in contrast to a one-time, short-term impact, ensured effective management, regular diagnostics, analysis of intermediate results and current correction.
The advantageous side of the chosen approach was that the implementation of the technology is not associated with the need for a radical restructuring of the usual university educational process. From teaching staff there was no need to redistribute the load during the school year. The introduction of technology included a set of specially developed tools, forms and methods that correctly complemented the traditional university pedagogical process and made it more effective in the formation of a culture of educational activity.
The first stage of technology is preparatory. Its main goal is to form the subjective attitude of pupils and students to the new educational status and educational functions. At this stage of the study, the main work was carried out by independent assistants from among the students. The list of tasks of their pedagogical practice included reading lectures on the topics School and university: similarities, differences, problems and Culture as a means of personality development. In addition, preliminary information was collected on the specifics of education in specific schools, the characteristics of future graduates, and their general cultural development. Thus, by the beginning of the undergraduate studies, we had the initial data on the newcomers to the university, which contributed to the optimization of their educational process.
The information collected at the preparatory stage helped to study the influence of the general cultural development of personality on the success of training. Keeping in mind the thesis about the close relationship between culture and educational activities, we found its practical confirmation. In the future, this argument was used to improve the quality of student learning through their active introduction into the cultural and educational space of a higher educational institution.
One of the tasks solved at the preparatory stage was the optimization of independent preparation of applicants for entrance exams. The provision of advisory and methodological assistance compensated for the applicants' need for up-to-date information. In the process of consultations, issues related to the culture of educational activities at the university were inevitably raised. A significant means of the preparatory stage was the educational and methodological manual developed by the author of the study - for the Applicant of the Pedagogical University. Guidelines for applicants.
The initial period of study at a university is one of the most difficult and important. The nature of further educational activities, the growth of its culture largely depend on the success of training in the first year. Therefore, for us, the priority task was to equip novice students with the minimum general educational baggage necessary to perform their functions. Such a backlog accelerated adaptation and acted as the basis on which a higher level of culture of educational activity was subsequently achieved.
Significant attention was paid to studying the motivation of students' learning activities. It was important to launch a mechanism for creating prerequisites for the formation of an active installation on creativity to general cultural and academic growth. There was a reliance on the motives for choosing the profession of a teacher and a high degree of student satisfaction with their new educational status. As practice has shown, the development of precisely these grounds made it possible to act most accurately and productively.
Since information was obtained proving the beneficial effect of the general cultural level of students on their educational activities, at the preliminary stage a positive attitude of students to the cultural life of the university was developed, universal cultural property. Educational activity was presented as a global cultural heritage that nourishes the humanitarian foundations of a person and reveals his spiritual potential. Special attention was paid to stimulating the creative abilities of students and their orientation towards finding sources of general cultural information.
Educational activity at the described stage was built on the basis of solving ogico-analytical educational tasks that require students to display elementary intellectual abilities. Taking into account the insufficient experience of teaching the respondents at the university, the tasks set assumed unambiguous and obvious solutions, thus fulfilling the function of a simplified entry of students into the cultural and educational space.
The most capacious, important and responsible stage of the implementation of the technology is the main one, covering the period from the second to the fourth year of study at the university. The analysis showed that this is the optimal time for the formation of a culture of learning activities, it is here that it is advisable to focus on experiential learning. Further educational and general cultural growth of senior students is determined by those motivational attitudes, special knowledge and practical skills that are formed during the formation of students as a full participant in university life. Therefore, the main goal of this stage is to ensure the growth of students' subjectivity in relation to the university pedagogical process.
The main stage of the implementation of the technology provided for the development of general educational skills and abilities laid down at school and at the previous stage. This was ensured both by an increase in the volume of special education and the specifics of the educational tasks being solved. At the same time, the applied nature of the studied material began to play a leading role. If at the preliminary stage the formed skills and abilities were reproduced mainly within the framework of specially organized classes, now main task was their development in the classroom in the main academic disciplines on a specific subject content.
Following the leading provisions of the personal approach, at the main stage it was envisaged to identify the personal and typological characteristics of students. In the future, the material obtained was the starting point for solving the problem of building individual models for the formation of a culture of educational activity of the future teacher. Knowing their strengths and weaknesses, students could optimally build a strategy for personal development as subjects of the university educational process.
Another task solved at the main stage of the implementation of the technology was to confirm the relationship between the general cultural level of the student's personality and the success of his educational activity. At the previous stage, a positive attitude towards the culture of learning activities was developed. Further, the student's personal plan was updated and an active attitude was created, aimed at stimulating reflexive processes. Students were systematically and systematically introduced into the cultural and educational space of a pedagogical university, first mainly as observers, then as active participants in the cultural life of the university.
The leading means of implementing the technology at the preparatory and main stages was the special course Culture of students' learning activities, built not as a set of ready-made knowledge to be mastered by students, but as a system of educational situations in which students were given the opportunity to influence the selection of educational material. Only the leading principle of construction remained unchanged - a systematic approach. Thus, the program of the special course did not rigidly determine its content - it was designed by the joint efforts of teachers and students, taking into account the personal positions of the latter. Every year its subject is specified in order to meet both the needs of the students themselves and the changing requirements of the university. To improve the effectiveness of training, the author of the dissertation developed a textbook on the culture of students' educational activities, which was actively used in the implementation of the technology.
The teaching of the special course went in parallel with the main classes, which necessitated the coordination of actions between the teachers of academic disciplines and the program of the special course. The result of mutual consultations is that teachers did not start seminars until the relevant topic of the special course had been studied. The style of reading lectures at first was also, if possible, oriented towards students who were beginning to master note-taking skills, and only later were teachers recommended a freer and more familiar presentation of educational material. Thus, the coordination of classes within the framework of a special course with classes in the main disciplines allowed students to work out the formed skills and abilities of educational activity with greater efficiency and efficiency.
The nature of educational activity at the main stage of technology implementation was determined by the type of educational tasks being solved, which can be defined as variative modeling. Such tasks implied, firstly, incompleteness, a plurality of possible solutions, which put the student in a situation of the need to take responsibility for the choice made, and secondly, the specific subject content of educational activity. All this required from students who already had a certain experience of studying at a university, the manifestation of significant intellectual abilities and practical skills.
The final stage of the technology included a period of study at the final year of a pedagogical university. Its essence was to analyze the formation of the culture of educational activities of students and the implementation of corrective actions. This approach made it possible to eliminate gaps in previous training and created favorable conditions for a kind of ripening of students as subjects of the culture of educational activity. At the same time, special attention was paid to the integration of the acquired theoretical knowledge and practical skills of educational activities, the solution of reflexive and creative tasks.
Most of the work done on this stage was carried out in the form of consultations. The main reason for seeking qualified help was subjective feelings difficulties and a low level of formation of the culture of educational activity, determined by students by the method of self-assessment, mastered in previous practical classes. Thanks to regular testing, the formation of a culture of learning activities was monitored. If, according to the results of the control, the need for active intervention of the teacher in the process of independent development of the student was revealed, then on the basis of additional diagnostic methods, the main cause of failure was determined and timely correction of educational activities was carried out.
On the final stage the process of mastering the mechanisms of building individual models for the formation of a culture of educational activity, which began at the previous stage, received its logical conclusion. Previously developed models, through the joint efforts of students and teachers, were filled with adequate means and brought to a specific practical implementation. personal development of students took the form of a kind of individual trajectory movement, taking into account both the general target settings and the personal and typological characteristics of students. At the same time, the vector of development was not limited to the walls of the university, but went beyond it into professional activities. The actualization of long-term strategic goals in the personality structure made the process of educational activity more meaningful and motivated.
The general cultural development of students at the final stage of the implementation of the technology also reached a higher level. The previously solved problem of introducing students into the cultural and educational space of a pedagogical university allowed for a certain passivity of the trainees. Further, the students were included in the process of cultural creation, self-development and self-affirmation, which is possible in the presence of an active life attitude and a developed reflective position. It was this approach that ensured the process of cultural identification, helped students to realize their belonging to the world and national culture. Thanks to this, educational activities were carried out in the forms of the cultural life of the native people and dialogical communication with other cultures. As a result of these changes, the goal of the final stage was achieved - the subjective attitude of students to the culture of educational activity was formed, a conscious choice of a culturally appropriate way of life and behavior was provided.
A significant factor in the formation of a culture of educational activity of the future teacher was the research work of students. Graduation qualifying work positioned as a kind of quintessence of educational activity, its absolute expression. Therefore, taking into account the revealed isomorphism of educational and scientific activity, at the final stage, the pedagogical process was modeled as a process of scientific research. Almost all learning activities students were assessed through the prism of pre-diploma training and were considered as a certain step towards the defense of the thesis. At the same time, the educational and methodological manual Preparation and defense of student research papers, developed by the author of the dissertation, was actively used.
Coordination between the dynamics of the formation of the culture of educational activity of students and the nature of teaching academic disciplines was ensured through the organization of monthly current testing of students. Its results were processed and analyzed. Based on the results of the analysis, messages were regularly prepared for teachers containing recommendations on the optimal organization of educational work with students. These messages were voiced both at the meetings of the departments, and individually in personal contacts. Thus, teachers always had at their disposal operational information and could adequately adjust the nature of teaching their subject.
At all stages of the implementation of the technology, special literature for applicants and students was actively used. At the preparatory stage, these were information and methodological brochures. Their dissemination made it possible to increase the level of pre-university preparedness of school graduates and significantly expand the geography of this part of the study. At the main stage, we studied teaching aids, work with which was necessarily included in tasks for independent implementation. At the final stage, taking into account its research specifics, the scientific and methodological literature was studied. As practice has shown, the use of special literature is significant and necessary condition purposeful formation of a culture of educational activity of the future teacher.
Since the experimental work was carried out for ten years, the full cycle of the technology was implemented twice, each time covering a new contingent of respondents. Methodology experimental work subject to the logic of a parallel experiment. At the beginning of the academic year, the flow of students was conditionally divided into two parts. One of them consisted of control groups who study traditionally, that is, without purposeful creation of any conditions for the formation of a culture of learning activities. The other part consisted of students from experimental groups, in which the educational process was supplemented by means, forms and methods of the introduced technology. Before the start of the experiment, the initial indicators were taken according to the selected criteria. Further, using the methods of mathematical statistics, the homogeneity of the experimental groups was determined. This provision is a prerequisite for the experiment, i.e. the groups to be compared must initially be the same. At the end of the experiment, final testing was carried out, the results of which were also processed and analyzed. The following questions were clarified:
If the differences were statistically significant, then the effectiveness of the experimental model was confirmed. In the absence of statistical significance, a conclusion was made about the random nature of the changes that occurred. The generalized results of the experimental work are shown in Figs. 2.
a
a
Rice. 2. Levels of formation of the culture of educational activity
before and after the experiment, %
Comparison of histograms before and after the experiment gives grounds for the following conclusions:
Observing in general the educational environment in the universities participating in the experiment, it should be emphasized that over the years of the study it has become less stressful and has acquired a tendency to further improvement (Table 2). In particular, over the past five years, the main parameter of educational activity, which characterizes its effectiveness, has grown significantly - the average score of academic performance. As a result, other learning outcomes in higher education improved as well. There is an increase in the number of students receiving scholarships. The situation has also improved regarding the extreme manifestation of the unformed culture of the educational activity of the future teacher - the number of deductions. In addition, the degree of student difficulties and personal anxiety significantly decreased. Satisfaction with educational activities, on the contrary, demonstrates an upward trend.
table 2
Dynamics of results of educational activity of students
experimental universities
Indicators |
|||||
Progress, cf. score |
|||||
Satisfaction, score |
|||||
Anxiety score |
|||||
Scholarships, % |
|||||
Deductions, % |
|||||
Difficulties, degree |
high/medium |
medium/low |
medium/low |
Thus, the analysis of the results of the experiment showed that, if the initial results are equal, by the end of university education, the experimental groups have a significant statistically significant (p<0,05) преимущество перед контрольными, т.е. доказано, что наблюдаемые положительные изменения получены именно благодаря реализации разработанных модели и технологии формирования культуры учебной деятельности в процессе профессиональной подготовки будущего педагога.
In conclusion, the results of the study are summed up, recommendations are given for various groups of respondents, the main conclusions are formulated, and the most likely directions for further development of the problem are outlined.
Summarizing the results of a comprehensive study of the problem of forming a culture of educational activity of a future teacher, we can state that it is as relevant as it is complex. It is complicated due to the globality and multidimensional nature of this concept, due to the functioning of this phenomenon both at the level of the entire system of professional training of specialists, and at the level of the personality of the student. It is relevant, first of all, because the very process of forming a culture of educational activity carries the potential to achieve a higher level of development of society in general and the individual in particular.
The conducted scientific and pedagogical research substantiated the thesis that the student's personal development, determined by the essential content of his general culture, mediates the nature of the educational activity of the future teacher. This connection, at first glance, rather a priori, has its own implementation mechanism, based on the perception by the individual of the phenomena of the world around him through the filter of his own cultural interpretation. Analysis of the results of the research carried out allows us to state the fact of the proof of the asserted. The purpose of the study has been achieved - the problem of developing conceptual foundations and technological implementation of a set of means, forms and methods that ensure an increase in the efficiency of the process of forming a culture of educational activity of a future teacher has been solved. In the course of achieving the goal, the tasks set were solved and the initially put forward hypothesis was basically confirmed. Summing up, we believe that the conducted research testifies to the legitimacy and consistency of the provisions submitted for defense, which allows us to draw the following conclusions:
The main results of the study are reflected in the following publications:
Publications in journals included in the List of leading peer-reviewed scientific
Monographs, educational and teaching aids
Collections of scientific articles edited by the author
- Culture of educational activity of students: theory and practice of formation [Text]: materials of the All-Russian Scientific and Practical Conference / BSPU. - Barnaul, 2003. - 299 p.
- Actual problems of educational activity of students in the process of vocational education [Text]: materials of the All-Russian scientific and practical conference / BSPU. - Barnaul, 2005. - 341 p.
Science articles
- Krainik, V. . Some features of the organization of the educational process of first-year students of the Faculty of Physical Culture [Text] / V. . Krainik // Specialist of physical culture and sports in the conditions of socio-economic reforms: a collection of scientific articles / - Izhevsk: Polygraphy, 1996.
- Krainik, V. . The process of continuous formation of educational and professional activities of future teachers [Text] / V. . Krainik // Technology of pedagogical training of a teacher: innovative search: collection of scientific articles / - Volgograd: Change, 1997. - P. 101-104.
- Krainik, V. ., Kozlov, N. S. Educational activity of first-year students: theory and experimental practice of formation [Text] / V. . Krainik, N. S. Kozlov // Teacher: science, technology, practice. - Barnaul. - 1998.
- No. 2. - S. 76-80. (50% personal participation)
- Krainik, V. . Theoretical foundations of the study of the problem of formation of educational activity of students [Text] / V. . Krainik // Topical issues of optimizing the compatibility of textbooks for secondary school: a collection of scientific articles / ASU. - Barnaul, 1999. - S. 141-159.
- Krainik, V. . To the problem of pre-university readiness of students of the faculty of physical culture [Text] / V. . Krainik // Problems of physical culture and sports in Altai: a collection of scientific articles / ASTU. - Barnaul, 2000.
- Krainik, V. . Methodology for determining the level of formation of educational activity of students [Text] / V. . Krainik // Problems of physical culture and sports in Altai: a collection of scientific articles / ASTU. - Barnaul, 2000.
- Krainik, V. . personality-oriented approach to the individualization of educational activity of students of the Faculty of Physical Culture [Text] / V. . Krainik // Problems of physical education of children and students: a collection of scientific articles / - Shuya: Vesti, 2002. - P. 82-83.
- Krainik, V. . Statement of the problem of formation of individual style of educational activity of students of the faculty of physical culture [Text] / V. . Krainik // Physical culture, sports, health: a collection of scientific articles / AltSTU. - Barnaul, 2002. - S. 156-160.
- Krainik, V. . Psychological and pedagogical prerequisites for researching the problem of individualization of educational activity of students of the Faculty of Physical Culture [Text] / V. . Krainik // Physical culture, sports, health: a collection of scientific articles / AltSTU. - Barnaul, 2002. - S. 160-164.
- Krainik, V. . Culturological principles of professional pedagogical education [Text] / V. . Krainik // Bulletin of the Belarusian State Pedagogical University. Psychological and pedagogical sciences. Issue 2 / - Barnaul. - 2002. - S. 60-70.
- Krainik, V. . To the question of the genesis and definitions of culture [Text] / V. . Krainik // Bulletin of the Belarusian State Pedagogical University. Psychological and pedagogical sciences. Issue 3 /
Barnaul. - 2003. - S. 12-21.
- Krainik, V. . Professional training of a teacher based on a cultural approach [Text] / V. . Krainik // Physical culture, sports, health: a collection of scientific articles / ASTU. - Barnaul, 2004. - S. 117-125.
- Krainik, V. . Conceptual approaches to the formation of a culture of educational activity of students [Text] / V. . Krainik // Bulletin of the Belarusian State Pedagogical University. Psychological and pedagogical sciences. Issue 4 / - Barnaul. - 2004. - S. 121-130.
- Krainik, V. . Cultural approach as a condition for the productivity of professional training of a modern teacher [Text] / V. . Krainik // Productive Education: Pedagogical Activity in Productive Education: Almanac. Issue 3 / - M .: Action, 2005. - S. 72-80.
- Krainik, V. . Continuity in teaching schoolchildren and students: what can and should be done at school [Text] / V. . Krainik // Director of the school. - M. - 2005. - No. 2. - S. 53-58.
Conference materials
- Krainik, V. . Formation of educational activity of students as a factor in improving the quality of higher education [Text] / V. . Krainik // Socio-economic problems of education in the West Siberian region of Russia: materials of the conference / Belarusian State Pedagogical University. - Barnaul, 1995. - S. 8-11.
- Krainik, V. . Pre-university experience of educational activity of FFK students as an object of pedagogical analysis [Text] / V. . Krainik // Problems of improving the quality of physical education teacher training: materials of the conference / BSPU. - Barnaul, 1995. - S. 32-34.
- Krainik, V. ., Manuilov, S. I. Difficulties of the initial stage of education at the university and their specificity at the faculty of physical culture [Text] / V. . Krainik, S. I. Manuylov // Problems of improving the quality of physical culture teacher training: conference proceedings / BSPU. - Barnaul, 1995. - S. 36-38. (50% personal participation)
- Krainik, V. . Technology of formation of the foundations of the organization of educational activities of first-year students / V. . Krainik // Technology of psychological and pedagogical preparation of a teacher for educational activities: materials of the conference / BVPUK. - Barnaul, 1996. - S. 143-145.
- Krainik, V. . Organizational and pedagogical aspects of the development of general educational skills in first-year students / V. . Krainik // Theory and practice of developmental education: materials of the conference / GAGU. - Gorno-Altaisk, 1996. - S. 171-172.
- Krainik, V. . Formation of educational activity of FFK students as a means of improving the training of physical culture specialists [Text] / V. . Krainik // Physical culture, sports and a healthy lifestyle of the population of the Altai Territory: materials of the conference / AKIPKRO. - Barnaul, 1996.
- Krainik, V. . Formation of educational activity of FFK students in the conditions of the system of multilevel physical education [Text] / V. . Krainik // State and ways of development of multilevel physical education: conference materials / SibGAFC. - Tyumen, 1996. - S. 63-67.
- Krainik, V. . Transitional period in the formation of educational activities of students at the initial stage of education at the university [Text] / V. . Krainik // Development of personality and problems of continuous education: materials of the conference / NSTU. - Novosibirsk, 1997. - S. 61.
- Krainik, V. . Psychological and pedagogical conditions for the formation of educational activities of students of the Faculty of Physical Education [Text] / V. . Krainik // Actual problems of the development of physical culture and sports: materials of the conference / Belarusian State Pedagogical University. - Barnaul, 1997. - S. 67-68.
- Krainik, V. . Dynamics of formation of educational activity of future teachers of physical culture [Text] / V. . Krainik // Actual problems of the development of physical culture and sports: materials of the conference / Belarusian State Pedagogical University. - Barnaul, 1997. - S. 69-72.
- Krainik, V. . Motivation of educational activity and its dynamics in the conditions of transition from education in secondary school to education at the faculty of physical culture [Text] / V. . Krainik // Status and prospects for improving physical culture in the education system: materials of the conference. Part II / SibGAFK. - Omsk, 1998. - S. 154-158.
- Krainik, V. . Adaptation of students of the faculty of physical culture to university conditions of education [Text] / V. . Krainik // Actual problems of life safety, health during physical culture and sports: conference proceedings / TSPU. - Tomsk, 1998. - S. 41-43.
- Krainik, V. . Preparation of future teachers for professional self-education as a means of humanizing the educational process in higher education [Text] / V. . Krainik // Actual problems of life safety, health during physical culture and sports: conference proceedings / TSPU. - Tomsk, 1999. - S. 106-107.
- Krainik, V. . Management of educational activities of students at the initial stage of education at the university [Text] / V. . Krainik // Innovations in the system of pedagogical education: materials of the conference / Belarusian State Pedagogical University. - Barnaul, 1999.
- Krainik, V. . To the problem of individualization of educational activity of students at the university [Text] / V. . Krainik // New technologies and integrated solutions: science, education, production: materials of the conference / KemGU.
Anzhero-Sudzhensk, 2001. - S. 49-51.
- Krainik, V. . Information culture of the future teacher [Text] / V. . Krainik // Improving performance in sports, physical education and health improvement of the population: materials of the conference / ChGIFC. - Tchaikovsky, 2002.
- Krainik, V. . Methodological culture of the future teacher [Text] / V. . Krainik // Methodological approach to solving regional problems of improving physical culture and sports: materials of the conference / KSU. - Kaliningrad, 2002. - S. 110-114.
- Krainik, V. . The relationship of culture and professional pedagogical education [Text] / V. . Krainik // Culture of educational activity of students: theory and practice of formation: materials of the conference / Belarusian State Pedagogical University.
Barnaul, 2003. - S. 128-147.
- Krainik, V. ., Kozlov, N. S. Education of the culture of mental work of students [Text] / V. . Krainik, N. S. Kozlov // Culture of educational activity of students: theory and practice of formation: materials of the conference / Belarusian State Pedagogical University.
Barnaul, 2003. - S. 119-122. (50% personal participation)
- Krainik, V. . Culturological educational space of the modern school [Text] / V. . Krainik // Building an additional space for the development of preschoolers and younger schoolchildren: integration of modern approaches: materials of the conference / Belarusian State Pedagogical University. - Barnaul, 2004. - S. 143-151.
- Krainik, V. . Pre-university level of formation of educational activity of the future teacher of physical culture [Text] / V. . Krainik // Topical issues of safety, health in sports and physical culture: conference proceedings / TSPU. - Tomsk, 2004. - S. 26-31.
- Krainik, V. . Culturological content of the teacher's professional training process [Text] / V. . Krainik // Improving the quality of education at the Pedagogical University: materials of the conference / TSPU. - Tomsk, 2004. - S. 147-152.
- Krainik, V. . Reflective culture of students [Text] / V. . Krainik // Actual problems of educational activity of students in the process of vocational education: materials of the conference / BSPU. - Barnaul, 2005.
- Krainik, V. . Method of modeling and culture of educational activity of students [Text] / V. . Krainik // Actual problems of educational activity of students in the process of vocational education: materials of the conference / BSPU. - Barnaul, 2005. - S. 187-193.
- Krainik, V. . The relationship of culture and education - the basis of teacher training [Text] / V. . Krainik // Actual problems of physical education in the process of vocational education: materials of the conference / USPU. - Ekaterinburg, 2005. - S. 61-66.
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A pedagogical university prepares future teachers for a variety of activities: professional, socio-political, socio-cultural, lays not just specific knowledge of a certain range and volume, but the foundation of the ability to work with a person and for a person. By creating the cultural potential of the future teacher, the university determines the way of his life and being, the content of his work, its productivity.
Holistic training at a university means such a level of organization of the educational process, which stimulates the active state of the components of the culture of the future teacher in their unity; that is, the university system of education and upbringing has the potential to form the studied quality.
The process of professional training of a future teacher is provided by academic disciplines, various types of practices, R&D and will be the more successful, the more significant the contribution of each of them to the formation of students' culture. It is necessary to consider the role of disciplines, pedagogical practice, research and take into account their interaction in the formation of the pedagogical culture of future teachers.
Among the totality of knowledge that distinguishes teachers from people of other professions, psychological and pedagogical are the main ones, therefore the main place in the system of professional training of the future teacher is occupied by pedagogical and psychological subjects.
Currently, there are various options for working: on the course "Pedagogy".
In the first section "theoretical and methodological foundations of pedagogy", the main task of which is "the formation of a future teacher of a comprehensive view of their professional activities, their object of work - a holistic pedagogical process", considers such methodological problems as the essence of pedagogy and its purpose in society, the essence and correlation of development, upbringing and personality formation, emphasis is placed on the role of activity and communication in the formation of personality, the essence of the pedagogical process is revealed, the education system in the Republic of Kazakhstan is characterized.
We especially note that at the methodological level, the culture of the personality of the teacher and his professionally significant qualities, the culture of the personality of the student, his interests and needs are considered. For example, the study of the topic "The teacher and his role in the organization of the pedagogical process" is aimed at revealing the social purpose of the teacher's work, his professional activities, significant qualities, pedagogical abilities and skills; in particular, the concepts of "pedagogical tact", "pedagogical ethics", "pedagogical skill", which, in our opinion, are integral components of pedagogical culture, are considered.
In the second section "Holistic educational process" the material is presented on the basis of the concept of a holistic pedagogical process. It should be noted that each topic of the section is considered in a logical sequence as an integral part of the object of the teacher's activity. Particular attention in the section is drawn to the methodological concepts of "universal culture", "basic culture of the individual". So, when studying the topic “Content and educational activities of a teacher and students in the pedagogical process”, it is important to pay attention to the integral qualities that characterize the ability to creatively interact with the world of culture: mental, polytechnical, environmental, aesthetic and, of course, pedagogical culture; it is significant to determine the leading activities of students in the development of human culture.
The purpose of the third section "Management of the holistic pedagogical process of the school" is "to equip the future teacher with knowledge about the functions of the school administration, about diagnosing and predicting the educational process, about the criteria for evaluating the activities of the school" . When studying the topic “Diagnostics of the educational process of a school (class) as the basis of school management”, we pay attention to questions about information, diagnostics, variables of the pedagogical process, introduce a set of methods for determining educational and educational skills, sociometric status and criteria for selecting information for management of the pedagogical process.
So, undoubtedly, the training course in pedagogy has the potential to form the pedagogical culture of the future teacher. We believe that the potential can be realized through the content of the course, built with a focus on the object of the teacher's activity - the pedagogical process.
One of the most important in the system of professional training of students is the course "History of Pedagogy", which contributes to the expansion of general pedagogical horizons, the development of the right attitude to the pedagogical heritage of the past. Undoubtedly, all the topics of the course are aimed at shaping the culture of the teacher, since the history of pedagogy is described closely with the history of the development of human society, where the formation of the theory of culture took place in stages. Although the course under consideration in modern conditions is undergoing significant changes that relate to the content of the course, it remains unchanged that future teachers get acquainted with the activities and works of prominent representatives of foreign, domestic pedagogy, exploring deeply their views, ideas, beliefs, realizing the significance of the work of a teacher in history pedagogical thought. Opening each topic, we take into account the high level of culture of the great teachers of the past.
Interesting, in our opinion, is the variant of the course program "History of the School and Pedagogical Thought of Kazakhstan", proposed by G.M. Khrapchenkov. The author believes that the course contributes to the formation of the worldview and historical self-awareness of future teachers, deepens their historical and cultural knowledge. The point of view of the scientist about the unity of the three components of the national or world historical and pedagogical process deserves attention: the historical past, the modern, and the pedagogical future.
In the professional training of students, the role of the subject "Ethnopedagogy" is essential, since its content is aimed at revealing pedagogical culture as a social phenomenon. The study of ethnopedagogical problems is closely interconnected with the theory of culture: for example, one of the main places in folk wisdom is occupied by the idea of the perfection of the human personality and, as a result of these ideas, the “model of a cultured person”; the history of customs, rituals, traditions, examples of national art and folklore are an integral part of the history of culture.
The course "Ethnopedagogy", using the educational role of works of folk art, has ample opportunities for determining the place and role of the teacher, since no human society can imagine its future without the teachings of the older generation, without using its practice in education.
An important link in the cycle of pedagogical disciplines is the course "Methods of educational work", which provides practical readiness for educational activities at school. The course is recognized to help students in mastering the methods of educational work and professional skills; pedagogical communication, pedagogical influence, self-regulation of the psychological state; has opportunities for further training in the diagnostics of the pedagogical process. Solving pedagogical problems, situations, modeling them, performing research tasks, future teachers are aware of their professional “I”, which is directly related to pedagogical culture.
The content of the course "Fundamentals of Pedagogical Excellence" is universally aimed at the formation of the quality being studied, since, in our opinion, the course organically goes through pedagogical technique, pedagogical skill, pedagogical creativity to the teacher's pedagogical culture. The course under consideration is aimed at understanding the essence of pedagogical skill, understanding the ideals of pedagogical activity and identifying the level of training of the future teacher (“I am ideal”, “I am real”), understanding the ways and means of developing a professional position among students, cultivating a culture of pedagogical communication, forming the foundations of pedagogical interaction in given situations of the educational process”. So, when studying the topic “Culture of Pedagogical Communication”, in addition to disclosing questions about pedagogical communication and its function, its structure, communication styles, it is necessary to focus on the universality of communication as a type of activity and on the humanization of relations between participants in the pedagogical process; the topic "Pedagogical technique" provides for the consideration of such issues as the importance of pedagogical technique as a form of organization of the teacher's behavior in his activities, the components of pedagogical technique associated with the teacher's ability to control his behavior, emotions, speech technique, the ability to influence the individual and the team, which are very important for high the level of pedagogical culture of the teacher.
Thus, pedagogical disciplines have potential opportunities for the formation of the pedagogical culture of the future teacher. To realize the identified potential, it is necessary, when studying pedagogical disciplines, for future teachers to obtain a system-structural understanding of the object of activity.
Future teachers should know how to transfer their knowledge to students, how to teach them to think, and for this it is important to know the characteristics of the human psyche, the characteristics of mental activity, the age characteristics of schoolchildren, taking into account the characteristics of the emotional-volitional sphere of the child, maintaining interest in the subject - these are all questions from psychological disciplines.
Future teachers acquire theoretical knowledge in the process of studying the course "General Psychology" - this is knowledge about a person, his inner world, psychological processes, properties, states. This knowledge is supplemented by knowledge about oneself, one's inner world, and, as if passing through oneself, this influences the formation of the image of "I" in the future teacher.
"Age and Pedagogical Psychology" continues the above course, giving future teachers the opportunity to understand the developmental processes of the child's psyche, the main patterns of mental development in ontogeny, the originality of the activity, behavior and mental states of the student in various educational situations, ways to take into account these features in the process of teaching and education. To some extent, the formation of the quality under study is facilitated by the topics: “Regularities and dynamics of mental development and personality formation in ontogenesis”, “Psychology of education and self-education as a purposeful process of personality formation”, “Psychology of learning as a specific form of independent cognitive activity of a person”. For example, when studying the topic “Psychology of pedagogical activity in the personality of a teacher”, students form a holistic view of the structure of pedagogical activity, its creative nature, as future teachers get acquainted with the requirements for the teacher’s activity, with its psychological structure, with the criteria for evaluating the effectiveness of educational activities teachers, analyze the problems of interaction between the teacher and students in the organization of various activities - the last provision allows you to consolidate students' knowledge about the educational mechanisms of the pedagogical process.
The course "Social Psychology" reveals the socio-psychological mechanisms of personality formation and its inclusion in the system of social relations, the problems of interpersonal relations of students, relationships with teachers, parents, the psychology of the educational team and the family. So, when studying the topic “Interpersonal Relations. Teacher - students ”should pay attention to the business cooperation of the teacher and students, since the finest balance is necessary between giving children independence and tactful assistance in teaching schoolchildren how to work. When disclosing the topic “Interpersonal Relations. Pupils - Pupils ”attention is focused on the fact that interaction between students is possible only when there is activity (collective and carefully organized), when prerequisites are created for the formation of relationships of business cooperation and mutual responsibility.
It should be emphasized that in the process of studying psychological disciplines, future teachers should focus on a holistic personality.
Thus, psychological disciplines contribute to the formation of the psychological vision "I am a teacher", the vision of an individual student and a team, help to master the methodology of psychological analysis of one's professional activity and the activities of students, that is, the disciplines in question have certain opportunities for the formation of the studied quality.
The logical proposal of psychological and pedagogical subjects are methodological disciplines that are designed to ensure the integration of related scientific knowledge in the analysis and justification of effective ways of learning at each of its stages, in each specific situation. The main feature of the technique, according to O.A. Abdullina, consists in the didactic processing of specific material that is selected for study at school, that is, the subjects in question equip future teachers with knowledge in the field of the methodology of a particular subject, stimulate scientific and methodological creativity, and instill a creative attitude to teacher work.
In the process of studying methodological disciplines (“Methods of teaching literature”, “Methods of teaching the Russian language”), students get acquainted with the following issues: the timely state of science and practice, the content of the school course, methods and techniques for teaching subjects, ways to organize and manage interactions and relationships in the classroom , organization of extracurricular work on the subject, taking into account the age and individual characteristics of students in teaching, the formation of theoretical concepts in the course of teaching subjects.
In our view, methodological disciplines generalize and model the educational process, combining the subject (in our case, the Russian language and literature), the activities of the teacher and the activities of the student into a single whole. A holistic theory of teaching the Russian language and literature must necessarily consist of three components: the theory of the content of education (Russian language and literature as subjects), the theory of teaching (the activity of the teacher), the theory of learning (the activity of the student). In practice, in the course of studying methodological disciplines, students are more likely to encounter the theory of learning content, and the following two components are often overlooked. This disadvantage is especially pronounced in the practical activities of future teachers during the period of pedagogical practice: students of the control groups “do not see” the student, his activities in the lesson, find it difficult to organize interaction in the lesson (analysis of observation diaries, lesson plans, outline plans, educational plans) ; in the experimental groups, where methodological theory was taught in a dynamic system that, in our opinion, contributes to the formation of a pedagogical culture, positive results were obtained.
So, to a certain extent, methodological disciplines have the potential to contribute to the formation of the quality under study, which will be successfully implemented in the situation discussed above and when the unity of the didactic and methodological training of future teachers is achieved.
Achieving the unity of didactic and methodological training of students is one of the essential factors influencing the effectiveness of the formation of pedagogical culture. In order to achieve this unity, it is necessary to achieve consistency in the activities of teachers of pedagogy and methodology, determining the main points of contact between academic subjects, their general and specific tasks, unanimously interpreting the content of the main categories, through the organization of methodological seminars, the use of research opportunities (joint development of topics for term papers and theses , joint consulting, development of a system of research tasks) and pedagogical practice (joint visits and analysis of lessons from the standpoint of a holistic pedagogical process). All of the above is implemented in experimental and pedagogical work, contributing to the productive formation of the studied quality.
An obligatory element of the professional training of a future teacher is the study of a foreign language (English, German, French, etc.), aimed at the formation and development of professionally significant and personal qualities, including a general, pedagogical culture. The discipline under consideration has broad informational functions and is a factor in general cultural development. Considering that a foreign language makes a certain contribution to solving the problem of humanization and humanitarization and its status in modern conditions in the Republic of Kazakhstan, it should be assumed that this subject has a certain potential for the formation of the studied quality.
A foreign language, in our opinion, contributes to interpersonal interaction and the effective functioning of a teacher in the “person-to-person” system, allows you to master the culture of oral and written communication, introduces you to the methods of pedagogical technology. Translation of a scientific article, preparation of an abstract or annotation, bibliographic reference, presentation of a report on the material of foreign literature read - all this not only enriches knowledge, but also develops students' ability to independently work with information that is so necessary for a future teacher. The development of communication skills in various speech situations contributes to the formation of a culture of professional and pedagogical communication, which, in turn, is a condition for updating the general and pedagogical culture of the future teacher.
A foreign language gives students access to information and culture, art, the education system of the countries of the studied language and leads to the development of intellectual and creative abilities.
So, undoubtedly, a foreign language has the potential to form a general and pedagogical culture, only it is necessary to fully realize the general cultural function of the language and it is advisable to use active teaching methods, since it becomes possible for future teachers to acquire knowledge not in a finished form, but as a result of independent mental efforts. , in the process of systematically solving educational problems, mobilizing previously acquired knowledge in the process of comparison, generalization, and conclusions.
In the professional training of future teachers, the role of social and cultural disciplines, in particular, “Philosophy”, “Culturology”, is significant. The choice of these subjects is explained by the fact that their study is aimed at mastering the methodology of scientific knowledge and understanding the culture of mankind as an integral system, inculcating the need for a socio-cultural understanding of their professional activities.
The study of philosophy at a university is important for students to deeply understand the philosophical meaning of pedagogical phenomena and the human psyche, and through this subject, students learn the essence of the dialectical development of any phenomenon, including the individual, the team and the role of activity in their formation. Philosophy as a general methodology for cognition of the surrounding world reflects the logic of cognition of the pedagogical process, the process of development, and the value analysis of culture.
The philosophy program reflected questions about man as the highest value, the ideas of humanization, the relationship between the human factor and culture. It should be noted the section related to the historical stages in the development of philosophical knowledge; the study of the topics of the section shows future teachers that the problem of man and culture, the “model of a cultured man” was posed in the philosophy of the Ancient East, Ancient India, etc.; getting acquainted with the works of the great thinkers of the past, with the philosophical searches of contemporaries, students determine the role and significance of culture in the history of human society. Certain opportunities for the formation of the studied quality have topics that reveal the essence of such concepts: "object", "personality", "activity", "consciousness", "self-consciousness", "culture", "creativity" and others.
Of course, a philosophical view of pedagogical phenomena will allow the future teacher of the most general positions to comprehend specific pedagogical tasks and competently solve them.
So, the study of philosophy must be perceived as a theoretical basis for the formation of the studied quality.
The disciplines of the culturological cycle have been introduced into the curricula of universities for the last three or four years. Studying culturological disciplines, future teachers get acquainted with the theory of culture, that is, with the highest philosophical level of understanding and generalization of cultural knowledge, concepts, ideas, consider the various stages of the formation of man and mankind as links in a single cultural and historical process, realize themselves as part of it, determine their place in him.
The main goal of the discipline under consideration is the development of a general humanitarian culture, acquaintance with the highest achievements of mankind throughout historical development, the development of skills for independent analysis and evaluation of complex and diverse phenomena of the cultural life of different eras, the development of an integration understanding of culture as a whole, uniting most aspects of human activity in past and present. It seems to us that all topics are aimed at the formation of the quality being studied, since methodological positions are determined, conditions are created for future teachers to “communicate” with the masterpieces of world culture, and the spiritual world of students is enriched. Culturological knowledge educates feelings and, arming with the experience of generations, helps future teachers to “discover a person in themselves” (F.M. Dostoevsky).
In the process of studying cultural studies, it is important not only to acquaint the students themselves with world culture, but this must also be emphasized - to provide a basis for a deep understanding of the significance of art and culture in the development of students.
It should be noted that culturological disciplines with various variations of names are the first integrative courses that are designed to present knowledge about the world and man at a qualitatively new level. It was modern activity with its most acute problems that contributed to the emergence and introduction of integrative subjects into the educational process, the content of which consisted of studying the general patterns of human development in the context of its social and cultural history, studying vivid and diverse manifestations of the artistic genius of various peoples and nations in each specific historical era from antiquity to the present day. The specificity of the content of integrative courses, the special training of an integrator teacher is at the research stage and is the subject of independent scientific research.
So, culturological courses have the potential to form a culture of future teachers.
Along with the above disciplines in the professional training of the future teacher, special courses occupy a special place, presented for philology students by the following subjects of linguistic and literary cycles: "Introduction to Linguistics", "Introduction to Literary Studies", "Foreign Literature", "Expressive Reading and the Culture of Oral speech”, “Modern Russian language”, “Kazakh literature” and others, contributing to one degree or another to the theoretical and methodological training of future teachers.
Experience at a university, analysis of curricula, conversations with teachers of special disciplines, attendance and analysis of lectures, seminars and practical classes led us to the conclusion that often when studying special courses, the emphasis is on the content side and does not always clearly aim students at future professional activities. .
In the process of teaching special disciplines, in our opinion, it is necessary that future teachers understand why they need this or that philological discipline in their future pedagogical activity, how it will help them in the educational interpretation of program topics or, possibly, in extracurricular activities. It is important not only to acquaint students with literary trends, currents, the specifics of the analysis of a literary text, but - and this must be emphasized - it is important that this knowledge acquire professional meaning for students, being correlated with the upcoming pedagogical activity. It seems to us that the pedagogization of linguistic and literary disciplines is necessary, only then the professional applicability of the studied facts and phenomena will be clear to students.
So, special disciplines do not provide for specific topics aimed at the formation of the quality being studied, but, undoubtedly, they have the potential to contribute to the comprehensive development of the personality of the future teacher and the formation of his general culture.
Thus, the analysis of curricula, manuals in the disciplines studied at the university showed that they have the potential for the formation of a pedagogical culture. It should be noted that the identified potential in practice is not always fully realized, it is feasible only if the entire process of professional training of the future teacher is aimed at the object of activity - the pedagogical process.
In the system of vocational training, pedagogical practice serves as a link between the theoretical training of students and their future independent work at school, acts as an important means of updating students' theoretical knowledge, developing their skills and abilities, and is an effective means of testing the readiness of future teachers to organize the pedagogical process.
Analyzing the programs of pedagogical practices, we came to the conclusion that they do not contain the necessary set of tasks that directly focus on the formation of the pedagogical culture of the teacher, although experience as a group leader, methodologist in the subject, in pedagogy and psychology, analysis and monitoring of the progress of pedagogical the practice of students of various faculties and departments allows us to state that the very content of educational practice includes a certain potential for the formation of the quality under study, which was proved by the author of the study in the course of experimental and pedagogical work.
So, the potential of pedagogical practice in the formation of the studied quality is used insufficiently and not completely.
The main goal of research work at the university is the deepening and expansion of knowledge in all disciplines, mastering the methods and skills of independent research, a creative approach to solving scientific problems. It should be noted that research contributes to the formation of the need for future teachers to comprehend social and professional problems, to solve them on the basis of the mastered methodology of cognition of the entire system of the studied sciences, the ability to get involved in solving practical problems from scientific positions - all this is closely related to the process of formation of pedagogical culture.
One of the necessary conditions for the realization of the possibilities of research work in the formation of the quality being studied is to ensure continuity in the organization and conduct of research, with its gradual complication from course to course and the strengthening of inter-departmental, inter-faculty and inter-university cooperation, the implementation of interaction with the school (UNPK, "branches departments”, cooperation centers), the formation of methodological attitudes and skills of scientific research, the implementation of creative cooperation between a teacher and a student.
So, the research work has certain possibilities for the formation of the components of the quality under study.
Thus, having studied the possibilities of the educational process, we can draw the following conclusions:
The pedagogical process of the university has the potential for the formation of the quality under study;
Academic disciplines contain a certain potential for the formation of a pedagogical culture, which will be fully realized when future teachers are oriented towards the object of their activity - the pedagogical process;
Pedagogical practice, research work can positively influence the formation of the studied quality;
It is necessary to coordinate the actions of university teachers to form the pedagogical culture of future teachers, which, in turn, determines their special preparation for the purposeful formation of the quality in question among students;
The formation of the pedagogical culture of future teachers will be successful with a purposeful system and activities.
pedagogical culture teacher