Principles and Technologies of Improving the Educational Autonomy of Students in the Conditions of Two-Level Education

Abstract

Purpose of the study: The urgency of the problem under study is due to the need to ensure the substantial unity of the two stages of vocational education: undergraduate and graduate. In connection with the increase in the proportion and importance of independent learning activities of students, the problem of self-regulation and self-control of students in the organization of this process and the provision of conditions for the formation of educational autonomy of bachelors and undergraduates from the side of university teachers becomes more acute. The aim of the article is to determine the principles and effective technologies of organizing activities for the formation of the educational autonomy of students in a two-level education. Methodology:The leading principles of the study were the principles of human-like education and student-centered education. Results:The authors formulated the principles, presented copyright technology to ensure the educational autonomy of students. The results of the use of the technological complex in the framework of the educational activities of physical culture students are indicated. The created scientific and methodological complex allowed to improve the level of selforganization and self-government of students in educational activities.Applications of this study: Materials may be applied to solve a wide range of vocational education tasks. The results of the study may be applied by teachers of higher education in order to develop the professional creativity of students and the formation of their professional identity.Novelty/Originality of this study: The problem of the formation of the educational autonomy of students is exacerbated in the conditions of modern higher education due to the increasing proportion of independent work of students and the possibilities of an open educational environment. The originality of the research lies in the development of technology for the use of anthropic educational technologies, focused more on students' activities, rather than regulating the activities of university teachers.Collective portfolio or portfolio of the group, teams of trainees includes a description of successes and ways to achieve them. Let us consider the practice of FPES as a rhizome module in the structure of the regional cluster and only one direction of its work is the inclusion of students in the sports infrastructure of the region.Action 1the student falls into the hands of students and graduates of FPES in its educational organization, which receives information about existing in its area and in other areas of sports clubs, sports and recreation complexes and sent to FPES to diagnose sports abilities and inclinations Action 2the student is in the laboratories of the scientific and educational center and under the guidance of students and undergraduates who are there in practice is a psychological and pedagogical examination in the laboratory, where he receives specific recommendations for inclusion in the sports infrastructure Action 3the student is in the sports ...

Tecnología para la formación temprana de resistencia al estrés en el sistema de prevención de la mala adaptación escolar de alumnos de primer grado

“…The following technologies were used in the study: comparative analysis of data on the presented phenomenon published by various authors; empirical research methods, among which the study of students' drawing tests; analysis of the results of projective and test methods on the research problem; methods of mathematical statistics, confirming the reliability of the data. At the stage of the forming experiment, the EFST technology was developed and implemented based on the principles of the SPART system introduced by V. I. Stolyarov (Joiners, 2017;Neverkovich et al, 2019;Vahedi, & Arvand, 2019). In the experiment, artistic creative and physical activities were used in the system of general education of preschool children and additional education of younger schoolchildren.…”

Subject-centered approach to integrated language-professional training: backgrounds and perspectives

“…[7,8] However, from the point of view of the background for updating the content of education from the position of a subject-centered approach, the following areas of research can be distinguished: student's self-realization in the educational process [8], subjectivity as the basis of personality [3], the role of the student's subjective position in the cognitive activity (reflexive pedagogy -S.D. Neverkovich [9], contextual training -A.A. Verbitsky, E.P. Komarova [10]), designing the content of education that actualizes the student's subjective position through building a knowledge component of educational content [11,12,13].…”