Structural and logic model technology contextual learning future elementary school teacher

Желанова, Вікторія В'ячеславівна (2014) Structural and logic model technology contextual learning future elementary school teacher Педагогічні науки: теорія, історія, інноваційні технології (8(42)). pp. 184-193. ISSN 2312-5993 INDEX COPERNICUS

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In the present article the etymology of the term "model", stated the qualities of models: relevance, the similarity of the original system, commitment, distraction, abstraction of some parts and the system parameters of the original, representation, extrapolation. There are certain characteristics of the phenomenon, ie its correlation with a particular object or process reality; schematic; convenience for review or manipulation; always create man; opportunity not referring directly to the original, to make him this or that ideal action to investigate its properties and present them in a visual way. Represented a model of contextual education technology future primary school teacher. In summary, as shown in the schematic of the structure and logic. Author determined purpose technologies associated with the formation of the aggregate reflective constructs of primary school teachers (productive purpose), with a professional context modeling within-reflexive contextual environment (procedural purpose). The analysis of the conceptual part, based on the reflective paradigm of education as poliparadyhmalnomu and polipidhidnomu synthesis of cognitive, personal, semantic paradigms of education as well as systematic, axiological, acmeological, active, subjective, contextual, reflexive, technological, and environmental approaches of task. We consider the content of the proposed technology, containing a structural component (holistic professional experience primary school teacher) and a dynamic component (the transformation of motives refleksiohenez, smyslohenez, sub'yektohenez). Deals with the procedural part of the technology under adaptive-technology, simulation and technological and vocational stages of the process and its pedagogical tool and as a combination iyitatsiynyh neimitatsiynyh (gaming and non-gaming) organizational learning context type and techniques of bilateral presentation of the material, which is discussion, dialogue, polylogue. Reflected the practical implementation of learning technology context of Primary School Teacher in a reflexive context-university educational environment as a multi-system conditions, namely, external and internal, objective and custom designed. Proved that the qualitative characteristics of reflexive-context environment is imersyvnist presence, interactivity. It is shown that the implementation of technology learning is contextual formation of reflective competence and reflexive deterministic constructs, which are the motivational sphere, meanings, professional subjectivity of Primary School Teacher.

Item Type: Article
Uncontrolled Keywords: model of contextual learning technologies of the future primary school teachers; reflexive paradigm of education; principles of contextual learning; Pedagogical tools contextual learning technologies; reflexive competence; motivational sphere; meanings; professional subjectivity; reflexive and contextual learning environment
Subjects: Це архівна тематика Київського університету імені Бориса Грінченка > Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Це архівні підрозділи Київського університету імені Бориса Грінченка > Кафедра теорії та історії педагогіки
Depositing User: Вікторія В'ячеславівна Желанова
Date Deposited: 01 Dec 2015 07:29
Last Modified: 11 Dec 2015 18:18

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