Інтегративна технологія професійної підготовки молодших спеціалістів у процесі вивчення природничих дисциплін

Abstract

У статті розкрито педагогічний зміст інтегративної технології професійної підготовки молодших спеціалістів у процесі вивчення природничих дисциплін; обґрунтовано її універсальність; описано практичні аспекти реалізації технології в системі організаційно-педагогічних заходів за чотирма напрямами: інтеграція змісту навчальних дисциплін, організаційна інтеграція, методична інтеграція, практична інтеграція; наведено конкретні приклади, які здійснювалися протягом підготовчо-організаційного, процесуально-методичного та результативно-оцінювального етапів.It is possible to increase the level of efficiency of the training of a competent specialist, provided that the introduction of new scientifically grounded technologies for the professional training of the future specialist. The integrative technology presented in this article provides an opportunity to accomplish this task. The purpose of this article is to expose the pedagogical content of integrative pedagogical technology in the professional training of junior specialists. The article describes the pedagogical content of the integrative technology for the professional training of junior specialists in the process of studying the natural sciences; its versatility is substantiated, in particular, examples are given of its practical realization in training of junior specialists in the specialties: 226 Pharmacy, industrial pharmacy, 181 Food technologies, specialization “Food production”; the system of organizational and pedagogical actions is described in four directions: content integration of the educational disciplines, organizational integration, methodical integration, practical integration, which was implemented over the preparatory and organizational (information-theoretical, organizational, target sub-stages), procedural and methodological, results and evaluation stages. The priority is proved of the specific didactic principles of professional directions, which is the basis for the integration of natural and professional disciplines, because it is the natural disciplines that determine the cognitive and activity-practical basis for the development of all competence groups defined by the industry standards, in particular, general scientific, general professional and specialized professional. The organizational and methodological tool is presented for technology implementation at all its stages, including procedural principles of establishing interdisciplinary relationships, content and nature of cooperation between teachers of natural and professional disciplines, applied forms and methods of work aimed at strengthening the professional direction of natural disciplines. The main differences are described between traditional and experimental technologies in quantitative terms. The author's integrative technology of formation of professional competence of future technicians-technologists of food production is developed and its versatility in the process of professional training of future pharmacists is checked; the forms and methods of educational activity in the process of studying natural sciences have been improved.