Формування базових професійних компетенцій бакалаврів з психології у процесі вивчення природничонаукових дисциплін

Abstract

У дисертаційній роботі проведено теоретичне узагальнення і запропоновано нове вирішення проблеми формування базових професійних компетенцій майбутніх бакалаврів з психології у вивченні природничонаукових дисциплін. У роботі уточнено поняття «базові професійні компетенції майбутніх бакалаврів з психології», яке визначено як сукупність знань, умінь, навичок, а також особистісних якостей студента, що здобуті у процесі професійної природничонаукової підготовки та є фундаментальною основою здатності успішно розв’язувати наукові психологічні теоретичні та практичні завдання професійної діяльності. Охарактеризовані структурні компоненти базових професійних компетенцій майбутніх бакалаврів з психології (мотиваційно-ціннісний, особистісний, комунікативний, когнітивно-діяльнісний). Обґрунтовано, розроблено й експериментально перевірено педагогічну технологію формування базових професійних компетенцій майбутніх бакалаврів з психології у вивченні природничонаукових дисциплін, етапами реалізації якої є: мотиваційний, теоретико-змістовий; професійно-практичний, контрольно-оцінний.В диссертационной работе проведено теоретическое обобщение и предложено новое решение проблемы формирования базовых профессиональных компетенций будущих бакалавров психологии в процессе изучения естественнонаучных дисциплин. В работе уточнено понятие «базовые профессиональные компетенции будущих бакалавров психологии», которое определено как совокупность знаний, умений, навыков, а также личностных качеств студента, приобретенных в процессе профессиональной естественнонаучной подготовки и являющиеся фундаментальной основой способности успешно решать научные психологические теоретические и практические задачи профессиональной деятельности. Охарактеризованы структурные компоненты базовых профессиональных компетенций будущих бакалавров психологии (мотивационно-ценностный, личностный, коммуникативный, когнитивно-деятельностный). Обоснована, разработана и экспериментально проверена педагогическая технология формирования базовых профессиональных компетенций будущих бакалавров психологии в процессе изучения естественнонаучных дисциплин, этапами реализации, которой являются: мотивационный, теоретико-содержательный; профессионально-практический, контрольно-оценочный.In the dissertation work the theoretical analysis is carried out and the new solution of a problem of formation of basic professional competences of bachelors in psychology is offered. Now the strategic priorities of modern higher education in the training of highly qualified specialists, including psychologists, is to focus on the challenges of European integration and the construction of models of high-quality training which is based on the competence approach. This determines the formation of the future bachelor of psychology as a professional who will have the necessary basic professional competencies to perform effective professional activities and provide psychological assistance to members of the Ukrainian society. In this context, the problem of the formation of basic professional competence of bachelors in psychology acquires especially significance because the solution will be the basis of understanding of the psychologist of the person as a whole individuality, its psychological problems,also connected with genetic and bio physiological features. The work clarifies the concept of" basic professional competence of bachelors in psychology", which is defined as a set of knowledge, skills and personal qualities of the student obtained in the process of professional naturalscientific training and is the fundamental basis of the ability to successfully solve scientific psychological theoretical and practical problems of professional activity. The structural components of basic professional competences of bachelors in psychology are characterized: motivational-value (assumes the developed internal motivation to studying of natural-scientific disciplines and awareness of the importance of studying by bachelors of psychology of naturalscientific disciplines); personal (includes system of the personal properties necessary for high-quality and effective professional activity of the psychologist); communicative (is characterized by ability of bachelors of psychology to constructive communication on the basis of subject-subject interaction); cognitive activity (involves the ability to solve professional problems based on the system of knowledge of natural sciences). The oretically substantiated, developed and experimentally tested pedagogical technology of formation of basic professional competencies of bachelors in psychology in the process of studying of naturalscientific disciplines, stages of implementation, which are: motivation (the development of internal motivation of students to study naturalscientific disciplines); It was envisaged the development of internal motivation of students to study natural sciences disciplines. The classes considered the importance and importance of natural sciences in the professional preparation of the future bachelor of psychology, an analysis of the relationship with other disciplines of future bachelor's training in psychology. The problem orientation exercises were used. The development of motivation for future bachelors in psychology is an important form of work as an excursion; theoretical and substantive (the formation of the theoretical system of scientific knowledge). Was aimed at forming a system of theoretical natural science. One of the main conditions for activating students in the educational process is the introduction of problem learning; professional and practical (development of practical skills, personal and professional qualities and abilities of students). Was aimed at the formation of practical skills, personal and professional qualities and abilities of students. At the lectures and at practical classes, the method of debate, role play was used; control and evaluation (analysis of the results of the formation of basic professional competencies of bachelors of psychology). The practical significance of the results is that the proposed pedagogical technology of formation of basic professional competencies of bachelors in psychology can be implemented in the practice of teaching naturalscientific disciplines; the creation and use of diagnostic tools of the level of formation of basic professional competencies of bachelors in psychology. The development of educational and methodological support of teaching naturalscientific disciplines will help to motivate students to quality professional training, systematization and structuring of naturalscientific knowledge of bachelors in psychology, the implementation of existing interdisciplinary connections in the training of psychologists.