The Structure and Content of the Model of Pedagogical Conditions Binary Approach to Optimization of Control and Diagnostic Functions in Teaching "General pedagogy" to Students

Abstract

Some significant drawbacks of control and diagnostic functions in the sphere of higher professional education is associated with the absence of a binary approach to its implementation, which leads to the low significance level of education, personal motivation and responsibility of students for their academic activities and its results. The article is aimed to develop a model of pedagogical conditions of a binary approach to optimize control and diagnostic functions in teaching "General pedagogy" to students. A leading approach in the development of this model is binary approach, different from traditional and offering a fundamentally new strategy for solving problems of guaranteed quality of education. The article considers the structure and content of a pedagogical condition a binary approach model to optimization of control and diagnostic functions in teaching "General pedagogy" for students. The materials of this article have a practical importance in development and use of a test control system and self-control of students ' knowledge using ICT, as well as packets of control and diagnostic tasks and assignments for students studying "General pedagogy".

Pedagogical Conditions of University Students Professional Core Competencies Formation in the Process of Humanitarian Training

“…The universities' focus on the development of core professional competencies of the individual student determines the update of the entire structure and content of the educational environment of the University, the subordination of all parts of the implementation of innovative directions. According to leading experts in the field of design and implementation of university students' core professional competencies (Verbitsky, 2004;Grebenyuk, 2000;Zimnaya, 2003;Slastenin, 2003;Khutorskoy, 2003;Shchedrovitsky, 1993;Masalimova et al, 2014;Telegina, Galimova & Masalimova, 2015) the primary objective in this process is to create the necessary pedagogical conditions relevant to the goals of innovative transformations. To these conditions, they include: -psychological and pedagogical conditions (an enriching educational environment's creating in the process of humanitarian disciplines' study, development of mechanisms of incentive motivation to self-development and self-transformation of teachers and students personalities, monitoring of professional and personal students' development); -organizational and managerial conditions (theoretical and practice-oriented justification of the mechanisms how to involve the teaching staff in the process of formation of core professional competencies in Humanities' teaching); -structural and content conditions (systematization of core and subject competencies in the content of social disciplines and in the content of elective courses in Humanities); -technological conditions (designing and implementing of interactive, design technology, corporate training, design training, simulation planning, developing diagnostics, the method of "case studies", and other creative technologies necessary for core professional competencies' formation); -test and diagnostic conditions (development of criteria and evaluation parameters to monitor the formation quality of core professional competencies' in the humanitarian training of students); -scientific and methodological conditions (designing and implementing of competence-based approach's conceptual ideas, organizational structure, content, and technological components of training and methodological support of core professional competencies' formation process, innovative versions of manuals, guidelines, glossaries, reference books, laboratory and practical tasks, independent projects, students' research activities, plans and recommendations for course and degree planning, etc.…”

Development of University Students’ Creative Abilities

“…Besides, requirements for a future specialist and his functions to perform in professional activity are constantly changing. Today the society requires a professional, able to implement creative activities in innovative fashion and having the desire for self-realization (Sakhieva et al, 2015;Khairullina et al, 2015;Ganieva et al, 2014;Ivanov et al, 2015;Telegina et al, 2015;. It is impossible without the development of creative abilities of future specialists.…”

Development Dynamics Study of Professional and Pedagogical Culture of Communication in Professional Activities of Teachers

“…The development of professional and pedagogical communication culture as a dynamic multi-functional formation in the structure of teachers' professional culture is carried out in the entities cooperation, which is directed on the students' development as the entities of cognition and communication (Grishnyaeva, 2000;Kavdangalieva, 1999;Telegina, Galimova & Masalimova, 2015). In this process, the teacher organizes this interaction with the students and the students interaction with cognition subjects, which is an independent process of their cognition of knowledge, of the properties and relations of objects, conditions of their origin and transformation.…”