SELF-DEVELOPMENT OF STUDENTS IN A MULTIMEDIA EDUCATIONAL ENVIRONMENT IN TERMS OF HUMANISTIC PEDAGOGY

Abstract

Attention to self-development is caused by defining role in the life of the individual, the active involvement of man in the process of his own life. According to most modern scientists, the main source of development are internal contradictions, this process is, in fact, self-development (self-movement). Personal self-development is characterized by a high level of self-organization, communicativeness and the formation of a scientific “picture of the world” and a humanistically oriented attitude to themselves and others. A holistic study of the problem of preparing students of higher education institutions for self-development in a multimedia educational environment in terms of humanistic pedagogy still remains out of the attention of scientists at the theoretical and methodological level, which negatively affects the quality of training of philologists and teachers. The aim of the article is to analyze the problem of self-development of future teachers of philology in psychological and pedagogical research and to clarify the essence of the concept of “professional self-development of future teachers” as a pedagogical category. Activation of personal self-development, which we consider as a process and a phenomenon, is an integrated factor in their relationship. By “activation of personal self-development” we mean purposeful dynamics to change the internal state of the individual and the realization of their own positive movement on the path of self-development. At the same time, we consider self-control as a personal quality of a person and a mechanism of self-regulation of the success of personal and professional self-development, as well as self-education in the context of multimedia learning. The ideal condition for professional development can be ICT, multimedia (computer systems with integrated support for audio and video), virtual reality (artificial world, which in some way reflects and transforms the real world, creating a virtual environment (space) according to ideas and goals of those who build it), an automated learning system based on hypertext technology (allows to increase the assimilation of educational material, includes a set of educational and methodical materials (demonstration, theoretical, practical, control) and computer programs that control the educational process)), a powerful information resource of the World Wide Web, extensive experience in teaching multimedia technologies etc. In line with the humanistic paradigm of multimedia learning, the door to a single world cultural and educational space opens, so it is correct to consider students' self-development as a promising intellectually and morally purposeful education of themselves in new socio-cultural conditions, more precisely in multimedia learning. Taking into account the above mentioned, we are inclined to believe that Internet resources, multimedia learning systems and tools, finally, the whole educational environment are designed to become the optimal conditions for self-development of students of philology. In this case, self-development is due to the presence of personal content of educational activities (author's Internet projects, electronic textbooks).