Abstract
The paper reveales difficulties in the process of teaching the disciplines of garment production in higher educational establishment. The problem of introduction of differentiated training of future teachers of technologies at classes of design and manufacturing of textile products has been analyzed. The research substantiates the necessity of teacher`s readiness to implement a differentiated approach and suggests recommendations for its application. The conditions for successful differentiation have been determined. The development of multilevel tasks, which are an effective and most common method of differentiated learning, has been proposed. The fact that it is necessary to compare their purpose and content with the level of knowledge and skills, individual and educational capabilities of students for the development of multilevel tasks is proven. The study explores the ways to differentiate practical tasks for future teachers of labor training and technology. The peculiarities of frontal, individual and group activities of students during the classes on design, modeling and technology of textile products are revealed. The advantages and disadvantages of the above mentioned activities are identified. Considering the individual characteristics of students, it is recommended to combine them into three typological groups. The authors argue on implementation of a differentiated approach to the development of creative projects, to control the acquired knowledge of future teachers of labor training and technology, as well as the ability to apply them when solving technical problems and completing practical tasks. An experimental survey of the method of differentiated teaching of students in the process of design and manufacturing textile products has been carried out and its effectiveness has been proved.
Highlights
Сandidate of Pedagogical Sciences, Associate Professor Рavlo Тychyna Uman State Pedagogical University 2 Sadova Str., Uman, Cherkasy region
The research substantiates the necessity of teachers readiness to implement a differentiated approach and suggests recommendations for its application
The authors argue on implementation of a differentiated approach to the development of creative projects, to control the acquired knowledge of future teachers of labor training and technology, as well as the ability to apply them when solving technical problems and completing practical tasks
Summary
PECULIARITIES OF DIFFERENTIATED TEACHING OF STUDENTS OF DESIGN OF TEXTILE PRODUCTS. The paper reveales difficulties in the process of teaching the disciplines of garment production in higher educational establishment. The authors argue on implementation of a differentiated approach to the development of creative projects, to control the acquired knowledge of future teachers of labor training and technology, as well as the ability to apply them when solving technical problems and completing practical tasks. Відповідно до поставлених завдань ми досліджували особливості диференційованого навчання майбутніх учителів на заняттях конструювання, моделювання та технології виготовлення виробів з текстильних матеріалів, враховуючи рівень початкових знань, вмінь та навичок студентів групи, їх індивідуальні особливості та навчальні можливості. Для майбутніх учителів важливою є організація диференційованого навчання з метою засвоєння процесів художньо-конструкторської діяльності, набуття практичних навичок під час технологічного оброблення та оздоблення виробів з текстильних матеріалів. Крім отриманих позитивних результатів засвоєння знань та вмінь студентів від впровадження запропонованої методики диференційованого навчання, було відзначено їхній інтерес до засвоєння навчального матеріалу з проєктування та виготовлення виробів із текстильних матеріалів, активність в різних видах діяльності на заняттях та в процесі самостійного виконання диференційованих завдань.
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