The article is devoted to the use of information technologies for pedagogical research aimed at studying the formation of key competencies and learning outcomes in higher education institutions, in particular, the professional responsibility of students of technical specialties. The diagnostic capabilities of the ATutor system, which operates at the Ternopil National Technical University named after Ivan Pului (Ukraine), are presented. The process of data collection involving distance learning technologies and the results of the analysis of the study are described. The state of formation of professional responsibility in students of technical specialties is determined, the main problems and difficulties in the formation of professional responsibility of future specialists in the technical field are clarified, and the possibilities and role of social disciplines are revealed. The structural and logical scheme of integrating disciplines of a humanitarian cycle in a distance learning course “Professional Responsibility of a Technical Specialist in Modern Conditions” is presented.
Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine. Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war. Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn). The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates. Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.
УДК 37.01 габрусєва н.в. Тернопільський національний педагогічний університет імені Володимира Гнатюка аналіз підходів до розуміння поняТТя «відповідальніСТь». іСТоричний аСпеКТ анотація. Одним з важливих результатів навчання у вищій школі сьогодні є формування професійної відповідальності, яка є ознакою фахової зрілості. В практиці освітнього процесу важливо розуміти сутність родового поняття «відповідальність», її природу та механізми дії. У статті здійснено історичний аналіз формування родового поняття «відповідальність» через призму діалектики. На основі ключових суперечностей автором умовно виокремлено діалектично взаємопов'язані екстернальний та інтернальний підходи до її розуміння. Для синтезу цих підходів пропонується використати фронестичний підхід Арістотеля. З метою гуманізації освітнього процесу та впровадження індивідуального підходу до навчання, доцільно звернути увагу на вивченні перспективи застосування фронезису в практиці освітньої діяльності. Рухаючись в цьому напрямку, професійна педагогіка зможе наблизити теорію до практики, а освітні методики створені з розумінням того що «не може бути чимось загально спільним та єдиним» (наприклад відповідальності), будуть більш ефективними. Ключові слова: відповідальність, діалектика, фронезис, професійна освіта. habrusieva nataliia Ternopil V. Hnatiuk National Pedagogical University analYsis oF The waYs For undersTanding oF The concepT "responsibiliTY". hisTorical aspecT summary. The urgency of the issue of reforming higher professional education in Ukraine is beyond doubt. The Government has approved the National Qualifications Framework in 2011, where important learning outcomes determine autonomy and responsibility-the ability to carry out tasks independently, solve problems and problems and be responsible for the results of their activities. On October 4, 2018, the Ministry of Education and Science of Ukraine has identified ten standards for the first (Bachelor) level of higher education and one for the Master's degree. They contain a list of compulsory learning outcomes and competencies that future specialists must possess. Among them has noted the ability to be responsible for the made decisions. To a certain extent, this quality determines the concept of professional maturity. In order to achieve these results, it is important to understand the nature of the generic notion of "responsibility", its nature and the mechanisms of action in the practice of the educational process. The historical analysis of the formation of perceptions of responsibility through the prism of dialectics, has been made in the article. In order to systematize existing definitions it is necessary to consider this concept in the context of the basic laws, categories and principles of the general theory of interconnection and development. In the article interrelated external and internal approaches to the understanding of nature and mechanisms of action based on key contradictions has been conventionally allocated, similarly to the J. Rotter's control locus theory. It is propo...
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