ТРАНСФОРМАЦІЯ ФОРМ І МЕТОДІВ НАВЧАННЯ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ: СУЧАСНИЙ ВИМІР

Abstract

Modern higher pedagogical science in recent decades is characterized by the search for new and transformation of traditional forms and methods of teaching that will improve the quality of training of specialists in various specialties. One of the directions of this process is the introduction of distance learning in the system of higher education. Native and foreign scientists (N. Andrusenko, S. Vodolad, M. Zaikovska, T. Kovalova, H. Savieliev and others) note the peculiarities of distance education, which is characterized as an individualized process of acquiring knowledge, skills, abilities and methods of cognitive activity of future professionals, which occurs due to the indirect interaction of distant subjects of the educational process in a specially organized educational environment. First of all, it is emphasized that this process is based on the use of innovative computer technologies. Distance learning is one of the forms of professional training of specialists alongside and in unity with traditional forms of education (daytime education, evening classes, distance education). However, this form of education has specific features: it is characterized by significant flexibility, profitability, social orientation, parallelism, modularity, independence, creativity etc. According to the content, purpose and forms of organization of the educational process, in the context of distance learning, the authors used various tools and methods of On-line communication, which allowed students to learn the necessary educational information and gain practical experience by working with Internet resources. The obtained results of work in the distance learning mode indicate that students worked out and accumulated cognitive information on media: case, teka, portfolio, lapbook and so on. It was these tools that enabled the teacher to provide timely feedback to students andsystematically receive information about their learning activities. This allowed for timely monitoring and objective evaluation of the achievements of future professionals. During the work we observed that the increase of informativeness, the development of individual creativity make certain adjustments to the system of distance learning, due to the requirements of the scientific and technical process. But it should be noted that distance learning involves increasing the volume and increasing requirements for the quality of independent work of students. This requires a reorientation of teachers in the organization of independent cognitive activity of higher education students. An important place in this process is the conduct of individual, group and collectiveconsultations, which ensure the organization of direct interaction between students and teachers. The conclusions from our experience coincide with the opinions of many scientists and educators-practitioners (O. Vasiuk, Yu. Didyk, O. Lvovych, Yu. Moskal, O. Ovcharuk and others), who highlight their achievements in organizing the educational process in the distance education mode.