The paper defines conceptual principles of future teachers' professional training in the context of organizing extracurricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personalityoriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivationaland-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-andtechnical activities for pupils.
The necessity to form and develop future technology teachers’ creative abilities has been stressed in the article. The psychologic-pedagogical researches of the leading specialists from Europe, the USA and Japan in the field of creative work and creativity have been analyzed. The main problems of the creative artistic-projective abilities development have been determined based on the analysis and synthesis of foreign and native philosophic, pedagogical and psychological literature dedicated to characteristics of such notions as “creative work” and “creativity”. Approaches and conceptions providing students – future technology teachers – with creative activities have been singled out. The gist of psychological mechanism for forming teachers’ creative personality has been established and its basic features have been determined as a result of the world experience of the theory and methods of creative abilities development generalization. The main features are as follows: an independence and an inclination towards divergent behavior; flexibility of thinking and readiness for everything new; motivation for self-actualization; striving for self-expressing and ability to creative work; ability to find out how to set and solve the problems. It has been mentioned that the technology teachers’ artistic-projective activity requires their creative abilities development, which, in their turn, are formed on the ground of well-developed general and special (art, projective, technological, pedagogical) potencies. Therefore, the effectiveness of the students’ art-projective knowledge and skills forming depends upon the extent their general, special and creative abilities have been developed. That is why skillful and pedagogically correct organization of future technology teachers’ artistic-projective activities will inevitably provide the higher qualitatively new level of their creative abilities and creativity.
Purposeful use of information and communication technologies (ICT) in drawing lessons provides an opportunity for the complex attraction of various forms of sensual and rational cognition for comprehensive study and thorough assimilation of the essence of the studied objects and phenomena; formation of the scientific style of thinking of students; development of creative abilities of future specialists; improving the efficiency of the educational process, etc. The purpose of the article is to explore the didactic capabilities of ICT tools in the process of graphic training of future technology teachers in drawing lessons. It is established that the effectiveness of using ICT in the process of graphic preparation of students is achieved only with the use of special software. In this regard, according to various classification features (didactic goals; basic architecture; branches of scientific knowledge; functional purpose) the analysis and systematization of the software the tools that can be used in the process of graphic training of future technology teachers in drawing lessons. It presents the practical experience of systematic use of didactic capabilities of software of various types in graphic preparation of students (educational presentations, electronic databases, electronic directories, controlling software) as well as the general characteristics of modelling software, including computer-aided design systems (ArchiCad, AutoCad, SolidWorks, T-Flex Cad, COMPASS), which have become the most widespread in graphic preparation of students. The authors reveal functional possibilities and didactic significance of the COMPASS program in the process of studying geometrical, projection, machine-building, schematic and construction drawings. The article presents the results of the implementation of ICT tools (including the COMPASS program) in the process of graphic training of future teachers of technologies.
The article covers issues related to the ways of improvement an asynchronous engine. The features of modernization of asynchronous motors aimed at increasing their energy efficiency are considered. The reasons for the low average load of this engine in the electric drive, especially the traditional and the newest approaches to the calculation of such engines, are analyzed. A new method of executing a stator winding (combined windings) of an electric motor, which has a significant economic effect, is characterized. It is noted that this method of performing the stator winding provides: the ability to adjust the speed at a constant current frequency by gradually changing the voltage throughout the speed range; soft and stable mechanical characteristics; consumption of smaller starting currents and increase of a twisting moment; improvement of vibration and noise characteristics. The importance and peculiarities of studying the methods of increasing the energy efficiency of asynchronous engines by future teachers is substantiated. In this context, the study of improving the efficiency of electrical installations, in particular induction motors, is important in the formation of professional competencies of teachers related to the ability to analyze and evaluate objects of the technological environment and the ability to organize research activities of students in the process of working on educational projects. . The main methods of forming these competencies are the method of specific situations (case method), as well as the method of algorithm for solving inventive problems. Key words: asynchronous engine, energy efficiency, technological processes, electric drive, combined windings, future teachers of technology, the method of specific situations (case method), the method of algorithm for solving inventive problems (the Innovation Algorithm).
The article analyzes the scientific approaches for determining the method of specific situations analysis (case method). A retrospective review of its use in the educational process is carried out. The characteristic features are distinguished and the peculiarities of the application of this method in educational practice is specified. On the basis of a number of publications on the research study and generalization, the case method is characterized as a pedagogical technology of problem and situation type, which involves usage of real economic, managemental or productive situations. In the educational process expediency is substantiated and examples of the method use are given in students' study general and technical disciplines.
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