PECULIARITIES OF PHILOLOGY STUDENTS’ SUBJECT-MATTER COMPETENCES FORMATION TECHNOLOGY ADOPTION WHILE HUMANITARIAN DISCIPLINES STUDYING

Hannah Udovichenko, Svitlana Ostapenko

Abstract


The article deals with the conceptual and pragmatic aspects of philological specialties students’ subject-matter competences formation technology adoption in the process of humanitarian disciplines studying. The aim of the article is to introduce the technology of philological specialties students’ subject-matter competences formation, corresponding to it didactic conditions. The technology consists of six stages (the stage of goal-setting and immersion, the stage of philological specialties students’ subject-matter competences successful formation motivational ensuring, the stage of educational information rationalization and didactic facilitation, the operational stage, the stage of promoting reflexive actions and the stage of determining correlations between the expected and the consequences of subject-matter formation, the self-presentation of the achieved. The varieties of educational activity, which were realized in six stages of the subject-matter competences formation technology based on parallel-concentric allocation, are presented.

The research was conducted by applying the following methods: theoretical: analysis and synthesis of scientific, popular scientific, methodical and educational literature on the problems of higher school didactics and intensification of students’ training to research the specific use of competency approach as didactic paradigm; empirical: poll (questionnaire, interview) of students and faculty of humanities departments, monitoring the manifestation of the dynamics of students’ learning process ranking to identify best forms of educational work for the aim of solving research problems based on competence approach.

It is determined that the main result of the development and adoption of philological specialties students’ subject-matter competences formation technology in the process of humanitarian disciplines studying is the increase of students' subject-matter competence formation level, provided that the technology and its corresponding didactic conditions are implemented in the educational process.

 


Keywords


subject-matter competences; philology students; philology students’ subject-matter competences formation technology

Full Text:

PDF

References


Aleksyuk, A. (1998). Pedagogics of Higher Education of Ukraine. History. Theory: [textbook]. Kyiv: Lybid.

Antonova, O. (2004). Basic knowledge of pedagogy: formation, development, technology of formation Monograph. Zhytomyr: Zhytomyr State University.

Anikeeva, N. (1989). The psychological climate in the team. Moscow: Education.

Boliubash, Ya. (1997). Organization of educational process in higher educational institutions. Kyiv: Compass.

Bondar, V. (1996). Didactics: Effective Student Technology. Kyiv: September.

Fitsula, M. (2010). Pedagogy of the Higher School: [textbook]. Kyiv: Academic editions.

Haluzynskyi, V. & Yevtukh, M. (1995). Fundamentals of Pedagogy and Psychology of Higher Education in Ukraine. Kyiv: YNEA.

Kharchenko, & S. Krasnova, & N. Kharchenko, L. (2005). Social-pedagogical technologies: Educational and methodical manual for students of higher educational institutions. Lugansk: Alma Mater.

Kostiuk, H. (1989). Educational process and mental development of personality. Kyiv: Lybid.

Kurlyand, Z. (2007). Pedagogy of the Higher School: [textbook]. In Z. Kurlyand (Ed.) Kyiv: Knowledge.

Levkivskyi, M. (1999). History of pedagogy [Text]: a textbook for students of pedagogical educational institutions In M. Levkivskyi, O. Dubaseniuk (Ed.) Zhytomyr: Zhytomyr State Pedagogical University named after Ivan Franko.

Malykhin, O. (2009). Organization of independent educational activity of students of higher pedagogical educational institutions: theoretical and methodological aspect: [monograph]. Kryvyi Rih: Publishing House.

Pidkasistyj, P. (1998). Pedagogy [textbook for students]. In P. Pidkasistyj (Ed.). Moscow: Pedagogical Society of Russia.

Pometun, O. (2005). Formation of civic competence: a view from the standpoint of modern pedagogical science. Herald of School Exchange Programs, 23, 18-24. (in Ukrainian)

Semushkina, L. (1998). Creating new learning technologies as a social, psychological, pedagogical and methodical problem. Secondary vocational education, 2, 26-33.

Slastenin, V. (1991). Humanitarian culture of specialist. Master, 4, 3-22.

Soldatenko, M. (2011). Theoretical aspects of educational and cognitive activity. Scientific herald of Uzhgorod National University. Series: Pedagogy. Social work, 20, 136-138. Retrieved from http:// nbuv.gov.ua/UJRN/Nvuuped_2011_20_53

Tyunnikova, S. (1983). Heuristic Game in Teaching Humanistic Subjects to Pupils of Secondary Vocational Schools: author’s abstract of dissertation for obtaining scientific degree Candidate of Pedagogical Science: specialties 13.00.01. “General Pedagogy”. Kazan: KSU.

Verbickij, A. (1991). Active higher education: contextual approach. Moscow: Higher School.

Yakubovska, O. (1996). Planning and organization of scientific and methodical work as a basis for creating the conditions for self-realization of the personality of a specialist [Text]: manual. Odesa: Odessa State University named after. І.І. Mechnikov.

Yevtukh, M. (1995). Pedagogy: Theory and History: [textbook]. Kyiv: Higher School.




DOI: http://dx.doi.org/10.17770/sie2019vol1.3783

Refbacks

  • There are currently no refbacks.