THE USE OF CONTEXT-BASED LEARNING TECHNOLOGY IN THE TRAINING OF TEACHERS OF NATURAL SCIENCES

Abstract

The urgency of the problem of improving the quality of training of future teachers of natural sciences is substantiated. With the help of theoretical (analysis, synthesis, comparison, abstraction, generalization, modeling) and empirical (observation, questioning, studying the documentation) research methods, a sequential molding experiment, the analysis of the current state of the problem’s realization in the theory of teaching and practice of pedagogical universities was conducted. The peculiarities of the use of context-based learning technology in the preparation of teachers of natural sciences, which is first considered in the context of integration of the content of their natural science training, are highlighted. The condition for its effective application is outlined: the integration of the content of school curriculum subjects with the content of the future teachers’ natural-science training. To provide it, a system of educational and cognitive tasks for introducing context-based learning technology into the practice of teachers’ training is proposed, the systematic factor of which is the idea of integrating the contents of the future teachers’ natural sciences training and the contents of the educational material of the school subjects’ study programs. The main purpose of the use of the proposed educational and cognitive tasks is the formation of holistic perception of objects, phenomena and processes of the environment. It is achieved through the implementation of three interrelated tasks: the mastery of methodological knowledge (knowledge about the system, the nature of knowledge, structural and logical schemes of its description and the structure of the system knowledge of the world) as a type of knowledge and mode of action; the study of the educational material (the perception of information, its refinement and extension, generalization) on the basis of the use of methodological knowledge; involving students in reflexive activities.The proposed system of tasks is an effective means of forming both holistic knowledge of objects and processes of nature, and the systemic knowledge (as a quality indicator of fully-fledged knowledge), the development of students’ autonomy, their ability to reflexive activities, etc. At the same time it is also the basis for the preparation of the teacher of the integrated course "Natural Sciences" in the profession-oriented school.