Abstract
The aim of the research is to identify the concept of vocational didactics and specificity of learning process along with its components in the context of global implementation of information technologies and competenceoriented educational requirements. The research methods include the analysis and synthesis of pedagogical materials and innovative experience of vocational education, abstraction methods, and modeling. The author specifies didactics as a subdivision of pedagogy investigating the learning process and development of personal life experience – i.e. the complex of knowledge, skills and behavior patterns. Accordingly, professional didactics deals with developing personal life experience as a complex of scientific and professional knowledge, skills and behavior patterns. The emphasis is on students’ personal learning activity, whereas a teacher is to design and implement all the didactic means (forms, methods, tools) and conditions facilitating students’ experience formation. In addition, the author identifies the essential features of learning process in the context of information technologies implementation in educational process. The research findings can be implemented by experts in didactics while devising educational techniques oriented on developing students’ personal experience in learning process.
Highlights
ǾȓȕȡșȪȠȎȠȩ ȖȟȟșȓȒȜȐȎțȖȭ ȚȜȑȡȠ ȏȩȠȪ ȖȟȝȜșȪȕȜȐȎțȩ ȟȝȓȤȖȎșȖȟȠȎȚȖ Ȑ ȜȏșȎȟȠȖ ȒȖȒȎȘȠȖȘȖ Ȓșȭ ȞȎȕȞȎȏȜȠȘȖ ȠȓȣțȜșȜȑȖȗ ȜȏȡȥȓțȖȭ Ȑ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȦȘȜșȓ.
ȄȓșȪ ȟȠȎȠȪȖ – țȎ ȜȟțȜȐȓ ȖȕȚȓțȖȐȦȖȣȟȭ ȠȞȓȏȜȐȎțȖȗ Ș ȜȏȞȎȕȜȐȎțȖȬ, ȜȏȡȟșȜȐșȓțțȩȣ ȘȜȚȝȓȠȓțȠțȜȟȠțȩȚ ȝȜȒȣȜȒȜȚ Ȗ ȐțȓȒȞȓțȖȓȚ ȖțȢȜȞȚȎȤȖȜțțȜ-ȘȜȚȚȡțȖȘȎȤȖȜțțȩȣ ȠȓȣțȜșȜȑȖȗ, ȐȩȭȐȖȠȪ ȟȡȧțȜȟȠțȜȓ ȕțȎțȖȓ Ȝ ȝȞȓȒȚȓȠȓ ȒȖȒȎȘȠȖȘȖ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȦȘȜșȩ, ȝȞȜȤȓȟȟȓ ȜȏȡȥȓțȖȭ Ȑ țȓȗ Ȗ ȜȝȞȓȒȓșȖȠȪ ȟȝȓȤȖȢȖȘȡ ȘȜȚȝȜțȓțȠȜȐ ȫȠȜȑȜ ȝȞȜȤȓȟȟȎ Ȑ ȡȟșȜȐȖȭȣ ȐȟȓȜȏȧȓȗ ȖțȢȜȞȚȎȠȖȕȎȤȖȖ.
ǾȎȟȘȞȩȐȎȬȠȟȭ ȟȡȧțȜȟȠțȩȓ ȣȎȞȎȘȠȓȞȖȟȠȖȘȖ ȝȞȜȤȓȟȟȎ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȝȜȒȑȜȠȜȐȘȖ Ȑ ȖțȢȜȞȚȎȤȖȜțțȜȚ ȜȏȧȓȟȠȐȓ.
Summary
ǾȓȕȡșȪȠȎȠȩ ȖȟȟșȓȒȜȐȎțȖȭ ȚȜȑȡȠ ȏȩȠȪ ȖȟȝȜșȪȕȜȐȎțȩ ȟȝȓȤȖȎșȖȟȠȎȚȖ Ȑ ȜȏșȎȟȠȖ ȒȖȒȎȘȠȖȘȖ Ȓșȭ ȞȎȕȞȎȏȜȠȘȖ ȠȓȣțȜșȜȑȖȗ ȜȏȡȥȓțȖȭ Ȑ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȦȘȜșȓ. ȄȓșȪ ȟȠȎȠȪȖ – țȎ ȜȟțȜȐȓ ȖȕȚȓțȖȐȦȖȣȟȭ ȠȞȓȏȜȐȎțȖȗ Ș ȜȏȞȎȕȜȐȎțȖȬ, ȜȏȡȟșȜȐșȓțțȩȣ ȘȜȚȝȓȠȓțȠțȜȟȠțȩȚ ȝȜȒȣȜȒȜȚ Ȗ ȐțȓȒȞȓțȖȓȚ ȖțȢȜȞȚȎȤȖȜțțȜ-ȘȜȚȚȡțȖȘȎȤȖȜțțȩȣ ȠȓȣțȜșȜȑȖȗ, ȐȩȭȐȖȠȪ ȟȡȧțȜȟȠțȜȓ ȕțȎțȖȓ Ȝ ȝȞȓȒȚȓȠȓ ȒȖȒȎȘȠȖȘȖ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȦȘȜșȩ, ȝȞȜȤȓȟȟȓ ȜȏȡȥȓțȖȭ Ȑ țȓȗ Ȗ ȜȝȞȓȒȓșȖȠȪ ȟȝȓȤȖȢȖȘȡ ȘȜȚȝȜțȓțȠȜȐ ȫȠȜȑȜ ȝȞȜȤȓȟȟȎ Ȑ ȡȟșȜȐȖȭȣ ȐȟȓȜȏȧȓȗ ȖțȢȜȞȚȎȠȖȕȎȤȖȖ. ǾȎȟȘȞȩȐȎȬȠȟȭ ȟȡȧțȜȟȠțȩȓ ȣȎȞȎȘȠȓȞȖȟȠȖȘȖ ȝȞȜȤȓȟȟȎ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȝȜȒȑȜȠȜȐȘȖ Ȑ ȖțȢȜȞȚȎȤȖȜțțȜȚ ȜȏȧȓȟȠȐȓ. ǸșȬȥȓȐȩȓ ȟșȜȐȎ: ȝȞȓȒȚȓȠ Ȗ ȜȟțȜȐțȩȓ ȝȜțȭȠȖȭ ȒȖȒȎȘȠȖȘȖ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȦȘȜșȩ; ȞȎȕȐȖȠȖȓ ȒȖȒȎȘȠȖȘȖ ȝȞȜȢȓȟȟȖȜțȎșȪțȜȗ ȦȘȜșȩ; ȟȡȧțȜȟȠțȩȓ ȣȎȞȎȘȠȓȞȖȟȠȖȘȖ ȝȞȜȤȓȟȟȎ ȜȏȡȥȓțȖȭ Ȑ ȡȟșȜȐȖȭȣ ȖțȢȜȞȚȎȠȖȕȎȤȖȖ ȜȏȞȎȕȜȐȎțȖȭ. N@N>BC@BF >EN FRJB@A@B@CV DA ?J>HE@EO RHDBJFF >?DEO K@CU @CF BDIRDEJECF @E CUJ BDECJaC DA O?DX>?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
