Methodical Principles of
Projecting and Constructing Profession Oriented Teaching
Technology
Projecting
as a kind of professional activity should be understood as the process of
working out by it a teaching technology (TT) project pedagogical system
didactic description, realization of which is supposed in the limits of concrete
subject studying at university. It is necessary to differ projecting from
teachers constructing activity connected with educational material selecting
and composing, working out corresponding didactic means, i.e. creating
educational and material base necessary for realizing in practice the project
worked out. Profession oriented teaching technology should be understood as one
promoting forming students personal traits significant for their future
professional activity together with knowledge, skills and habits providing
fulfilling by them functional duties according to chosen
specialty.
TT
projecting has quite a determined aim creating by a teacher special training
environment allowing him/her, in the limits of a subject, to organize
pedagogical interaction with students. Such interaction should provide didactic
aims guaranteed achievement according to State Standard of Higher Professional
Education (SS HPE) and university training qualification requirements to
specialists of determined type and quality.
With TT projecting the most expedient
algorithm of a teachers actions is the following one: determination of
diagnostic teaching aims description of an expected didactic result in
measured parameters; teaching content substantiation in the context of future
professional activity of a specialist; exposure of educational material content
structure, its information capacity and the system of semantic connections
between its elements; determination of demanded levels of mastering the material
being studied and initial levels of students knowledge; working out procedural
side of teaching; presenting professional experience to be mastered by students
as the system of cognitive and practical tasks; search of special didactic
procedures of mastering this experience choosing of organizing forms, methods,
means of individual and collective educational activity; exposure of organizing
pedagogical teacher and students interaction logic ( choosing and approving of
created communicative situations types); choosing of teaching program mastering
quality measures and control procedures and ways of educational activity
individual correction; representing TT project as a technological
card.
Lets
expose peculiarities of TT projecting separate stages realized by a
teacher.
One
of the most important stages which influences the result of the whole didactic
process is the stage of putting aims realized on a diagnostic level. Diagnostic
character of such putting means that given description of a formulated feature
is so exact that it can be differentiated from other features without mistakes;
there is a way, an instrument, a criterion for simple picking out a tested
feature, there is a scale for its evaluating based on measuring results.
The next stage of TT projecting is subject content selecting. It is possible to present the methods of teachers work on selecting and structuring educational material content in such a way: according to SS HPE, orienting on correspondent science development contemporary state, to evaluate the volume of subject content taking into account both its complication and the aims of training needed type and quality specialists; using methods of column modeling, to make a model of a subject and to evaluate its information capacity, i.e. to select a needed number of educational elements keying categories, conceptions and definitions of a subject, to pick out those ones according to which teaching should be conducted on the level of knowledge, skills, habits, a creative approach to practical use; to make sure that got educational elements are enough for achieving training aims ( to evaluate the possibilities of forming students skills, habits and important professional features on the basis of the elements); according to capabilities of students memory and perception channels carrying capacity, to distribute educational material according to its volume on corresponding sections, modules, topics, lessons excluding students overloading with studying at different stages of teaching; to expose the system of semantic connections between the elements of content and to place educational material in the sequence which comes from this connections system; to present a system of subject content elements connections as a structure allowing to show the logic and sequence of students mastering them at different stages of teaching.
The
important stage of TT projecting is giving required levels of studied material
mastering and defining initial levels of students grounding. For this purpose
each level of grounding gets the number corresponding, according to V.P.
Bespalkos classification, to one of mastering stages. The most expedient form
of designated propositions realization is the construction of inner-subject and
inter-discipline connections.
With
TT projecting, when the aim is students cognitive activity control, the teacher
should provide for: putting aims with the possibility of defining given aims
approaching degree under any variant of control; working out a control program;
accumulating and return communication data processing in each moment of control;
working out and realization of psychological and pedagogical influence via
return communication channels; defining the criteria of given aims achievement;
substantiation of control steps minimum number; influence of control system
worked out on final results; adaptation of control system to possible changes of
educational process course conditions.
One
of the most labor-consuming stages with TT projecting is the stage of teaching
results control and evaluation, teaching correction. In this period the teacher
should work out a corresponding set of instruments allowing objective evaluating
the level of students required professional knowledge, skills and habits
formation, correspondence of achieved results to given didactic aims. Using
pedagogical tests should be regarded the most expedient asset for
it.
Working
out a technological card is a final stage of a teachers activity with TT
projecting. Such a card is some kind of a future educational process project
passport.