The role of personally determined training in a primary teacher training

Abstract

The article examines the technology of personally oriented teaching using an example of studying the discipline «Didactics» by future primary teachers. The author proves the opinion that using of the personally oriented approach in the process of studying the disciplines intensifies the process of assimilation of knowledge, gives the creative character to it, the work of the students is being built on cooperation, mutual learning, stimulates them to an independent choice and to use the most important methods for them to study the educational material, to self-determination and self-realization. It is noted that in the process of studying didactics, students receive information about a person-centered teaching as an updated paradigm of modern education, enriching their knowledge of pedagogical technologies. The main requirements for the development of the didactic support of the personally oriented process are given, in particular: the teaching material must identify the student's experience, taking into account their previously acquired knowledge; the presentation of the educational material in the textbook should be aimed at transforming the personal experience of each student; harmonization of the student's experience with the given scientific content; the choice of a student from the educational material of a particular task; stimulating students to independently choose ways to study the educational material; providing control and evaluation. It is stated that future teachers should be aware of the purpose of a personally oriented lesson. To achieve the goal the use of various forms and methods of organizing learning activities will help, such as creating an atmosphere of interest for each student in the work of the class, stimulating students to statements, evaluating activities not only through the right-wrong, but also the originality, independence, inspiration of the students, encouragement, the desire to find their way of work, the creation of pedagogical situations of communication in the classroom, the announcement at the beginning of the lesson not only the topic, but also the methods of organizing learning activities, discussion at the end of the lesson not only what they have learned, but also what they hoped to achieve and they would like to do once more, the presentation of homework and discussion of ways to implement it. The article states that the study of three-point didactics (teacher-student - educational-informational environment) ensures the formation of professional competences for future specialists.