Теоретичні і методичні засади професійної підготовки майбутніх учителів трудового навчання та технологій до організації позаурочної художньо-технічної діяльності учнів

Abstract

У дисертації досліджено теоретичні і методичні основи підготовки майбутніх учителів трудового навчання та технологій до організації позаурочної художньо-технічної діяльності учнів. Обґрунтовано методологічні підходи й концепцію професійної підготовки майбутніх учителів трудового навчання та технологій до організації позаурочної художньо-технічної діяльності учнів. Визначено суть, структуру, критерії й показники та схарактеризовано рівні готовності майбутніх учителів трудового навчання та технологій до організації позаурочної художньо-технічної діяльності учнів; розкрито змістову характеристику позаурочної художньо-технічної діяльності, її пізнавальний, виховний і розвиваючий потенціал та структурні компоненти. Розроблено модель, обґрунтовано організаційно-педагогічні умови, технологію проектування змісту й методики професійної підготовки майбутніх учителів трудового навчання та технологій до організації позаурочної художньо-технічної діяльності учнів. Узагальнено експериментальні дані, які свідчать про правомірність висновків щодо результативності системи, що ґрунтується на теоретичних і методичних засадах професійної підготовки майбутніх учителів трудового навчання та технологій до організації позаурочної художньо-технічної діяльності учнів.

В диссертации исследованы теоретические и методические основы подготовки будущих учителей трудового обучения и технологий к организации внеурочной художественно-технической деятельности учеников. Обоснованы методологические подходы и концепция профессиональной подготовки будущих учителей трудового обучения и технологий к организации внеурочной художественно-технической деятельности учеников. Определены сущность, структура, критерии, показатели и охарактеризованы уровни готовности будущих учителей трудового обучения и технологий к организации внеурочной художественно-технической деятельности учеников; раскрыто смысловую характеристику внеурочной художественно-технической деятельности, ее познавательный, воспитательный, развивающий потенциал и структурные компоненты. Разработана модель, обоснованы организационно-педагогические условия, технология проектирования содержания и методики профессиональной подготовки будущих учителей трудового обучения и технологий к организации внеурочной художественно-технической деятельности учеников. Обобщены экспериментальные данные, которые свидетельствуют о правомерности выводов относительно результативности системы, которая основывается на теоретических и методических основах профессиональной подготовки будущих учителей трудового обучения и технологий к организации внеурочной художественно-технической деятельности учеников.

The thesis studies theoretical and methodological fundamentals of training future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils. It specifies the conditions of training of future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils. It discloses the foreign experience in training these specialists. Also, it justifies methodological approaches and the concept of professional training of future handicraft and technology teachers to the organization of extracurricular artistic and technical activities of pupils. The thesis determines the content characteristics of extracurricular artistic and technical activities of pupils, its cognitive, educational and developmental potential and describes the structural components of extracurricular artistic and technical activities of pupils (goals, organization, subjects, content, procedure), which interact and change and, thus, improve the efficiency of the whole system of extracurricular activities. It is found that extracurricular artistic and technical activities of pupils consist of the following: the artistic component (artistic design and decoration of everyday objects and recreational goods) and the technical component (the technological process of making design objects out of structural materials using tools, auxiliary and industrial equipment). Based on the conducted analysis, it is proved that extracurricular artistic and technical activities of pupils form an important area of professional activities of future handicraft and technology teachers. Therefore, it is important to determine and justify the effective forms, technologies, methodologies and methods of training future specialists for the mentioned area of activities. The thesis justifies theoretical and methodological fundamentals of training future handicraft and technology teachers, which develop their readiness for the organization of extracurricular artistic and technical activities of pupils, as well as their professional pedagogical knowledge and skills, personal qualities and professional competency. It clarifies the concept of “readiness of future handicraft and technology teachers to organize extracurricular artistic and technical activities of pupils”, its structural components, criteria, indicators and levels of development. The thesis presents the designed model of the system for professional training of future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils, which contains the following blocks: goals, theories and methods, content and procedure, assessment and results. It determines the organizational and pedagogical conditions for professional training of future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils. They include organizing career guidance with the aim to motivate students to organize extracurricular artistic and technical activities of pupils; updating the content of professional training of future handicraft and technology teachers, taking into account the current requirements for professional activities; involving future handicraft and technology teachers in extracurricular artistic and technical activities during teaching placement; employing modern pedagogical technologies aimed at solving professional problems; realizing the educational potential of extracurricular artistic and technical activities during professional training of future handicraft and technology teachers; developing and implementing the educational and methodical set into the training of future handicraft and technology teachers. It is indicated that the process of designing the content as a component of the system of training future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils should take into account the integrative nature of educational subjects and their purposeful focus on the holistic and systematic training for professional activities. The thesis singles out and describes the following three stages of designing the content of training future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils: goals, the main part, assessment and correction. The thesis singles out the three conditional areas of training future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils: theoretical, practical and methodical ones. It justifies the methodology of theoretical training for the organization of extracurricular artistic and technical activities during the implementation of the following stages: 1) shaping operational knowledge (knowledge that is shaped during the study of particular topics, sections); 2) shaping tactical knowledge (knowledge that is shaped during some educational subjects or cycles of educational subjects); 3) shaping strategic knowledge (comprehensive knowledge that is shaped on an interdisciplinary basis as part of professional competency of future handicraft and technology teachers). The thesis specifies that the effectiveness of practical training of students is caused by the need to take into account the following conditions: the focus of practical tasks on future professional activities and the requirements for the training of future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils at the present stage; consistency and continuity of practical training, which implies a gradual complication of the content, forms and methods of practical training and tasks during teaching placement; the complex nature of practical training, which presupposes the unity of educational, developmental and educational goals and their focus on achieving the common goal; the close connection between theoretical, practical and methodological types of training of future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils; the use of modern pedagogical technologies and traditional and innovative technologies of processing structural materials during practical training of students; the involvement of experienced leaders of clubs from out-of-school education and secondary school teachers in the supervision of teaching placement; the presentation of the results obtained during practical training. It is found that methodical training combines theoretical knowledge and practical skills and is implemented during the educational subjects related to teaching methodologies. The thesis summarizes experimental data which prove the effectiveness of the system based on theoretical and methodological principles of professional training of future handicraft and technology teachers for the organization of extracurricular artistic and technical activities of pupils.