Individualization Of Educational Process Research Articles

Monitoring the quality of the initial performance of the potential engineer-pedagogues as a pedagogical problem

The article reveals the concept of the monitoring the quality of future engineer-pedagogues’ educational activities and outlines the approaches to its determination in the current studies on the basis of psychological and pedagogical literature analysis. The purpose of the article is to determine the essential characteristics of the concept of monitoring the quality of future engineer-pedagogues educational activities, its capabilities and areas of implementation in the process of their professional training. The research methods are analysis of psychological and pedagogical sources and results of scientific research, questionnaire, testing of academic success, observation, analysis of reporting documentation and statistical data of educational institutions. The results. The benefit of the study is that the notion of monitoring within the system of training the experts of engineering and pedagogical specialities has been defined as the process of continuous, scientifically justified, diagnostic and prognostic, targeted and activity-based supervision over the state and didactic process development of students in order to select optimal professionally-oriented tasks, means, and methods how the assignments are carried out. The authors analyze the principal stages of monitoring the quality of future engineer-pedagogues’ educational activities within the system of higher education by means of formation of students’ general and special (professional) competencies during acquiring a number of educational components oriented towards their further professional activities. The authors describe the key role of monitoring the quality of future engineer-pedagogues’ educational activities as an instrument used to obtain integral vision about the quality of training of students of engineering and pedagogical specialities and the necessity to perform such procedure systematically. The article presents the results of survey questionnaire designed for teachers and students about the types of control (input (preliminary), current, progress, and final) while monitoring the quality of future engineer-pedagogues’ educational activities. Conclusions. The main attention should be given to the necessity to provide flexible and variable forms, methods, and means of control while monitoring the quality of future engineer-pedagogues’ educational activities; to the role of teaching staff in this process, including stimulation, control and encouragement of students’ cognitive activities, contributing the individualization of educational process.

Practical works as a component of the geography course (on the example of grade 11th - standard level)

The purpose of the article is to determine the main problems in implementation and methodological support of the practical component in geography lessons in 11th grade for further substantiation of the authors’ system of didactic support of practical works in 11th grade in geography (standard level). Main material. The article presents the analysis of methodological support for the implementation of practical works, theoretical aspects of their implementation, identified problems, violating principles of scientificity and consistency in studying specific topics of the cross-cutting course of geography in grades 6-11th. The analysis of the topics of practical works introduced in different grades has showed problems in the sequence and deepening of knowledge, especially in such topics of 11th grade as "Topography", "Atmosphere and Earth System", "Economy of Ukraine in the international division of labor". The methodological support for practical works is diverse and offered by all leading publishers of educational literature, but the structure and approaches to the formulation of content are radically different. Almost no attention is paid to modern methods of mastering geographical information. Based on the analysis of theoretical and practical aspects of works in 11th grade (standard level), the authors’ structure and content of such workshops have been proposed, the main differences are the variability of time and individualization of students' work. Conclusions and further research. The implementation of practical works creates favorable conditions for the development of students’ mental abilities and the creative approach to the teachers’ work. The current program in geography is mostly inconsistent with the principles of modern education, including scientificity, formation of the scientific picture of the world. However, methodological support for practical works does not allow us to implement the principles of individualization of educational process, time saving and prevention of students’ overload. The offered methodical developments for practical works in 11th grade allow us to implement the specified principles qualitatively. Further research should be aimed at scientific substantiation of methodological requirements for practical works and reduction of the cross-cutting system in them introduced in secondary education, to the logical structure on the principles of increasing scientificity, thoroughness, complexity, diversity, consistency.

The Role of Further Vocational Education in Training the Competitive Specialists for the Regional Labor Market

The paper demonstrates the rising importance of further education in the context of market economy. The fast changing reality of the postindustrial information society dictates the necessity of developing and mastering different models of further education. The problem of training and retraining the competitive domestic specialists has become even more urgent due to the membership of Russia in the International Trade Organization. The system of further education can become the key element in solving the above problem providing the employees’ competence adaptation to the ever changing market demands. The research is aimed at studying the ways of improving the employees’ competitiveness in the secondary vocational institutions of the regional level, the competitive specialist concept being defined, organizational and pedagogical conditions facilitating the formation of such specialists denoted. The basic training model developed for the regional market is revealed along with its practical implementation in the Further Training Department of Novocherkassk State Industrial Humanitarian College. In the author’s opinion, the effectiveness of further education structures depends on the advancing educational content, formation of required professional competences, orientation on the personal development and individualization of educational process

Individualization of Educational Process According to C. Freinet: A Pilot Experiment in a Group of Language Learners

The article presents the pedagogical conception of the French educator C. Freinet as a way to implement the principle of individualization in modern educational practices. We designed a pilot experiment based on application of Freinet's teaching methods. The experiment conducted in the conditions of a foreign language course resulted in increased student motivation towards learning.

Developing the Directional Abilities through Individualization of the Educational Process

Each person is a unique individual - having different capacities and needs. We have to remember about it especially if we work with children in early education. The aim of this paper is to present the opportunity to develop the directional abilities of children through individualization of educational process. It will show examples of programs and projects that can serve as a model to follow. Its task is also to popularize model of education which is based on the theory of multiple intelligences by H. Gardner. The author of this theory has identified eight intelligences: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, naturalist intelligence, interpersonal intelligence and intrapersonal intelligence. Most people can develop each intelligence to an adequate level of competency and this paper contains examples of how we can do that. Gardner's work on multiple intelligences has become an important topic of discussion in many corners of educational profession. The theory of multiple intelligences was an inspiration to the research project "Individualization and effectiveness of the education process and the directional abilities of students in an integrated early childhood education "(project tutor prof. S. Juszczyk.) The text contains re flections after the project. DOI: 10.5901/jesr.2013.v3n7p413

Individualization of educational process of students-athletes with application of score-rating system

87 метод. симпозиума (Пятигорск, 19-20 мая 2005 г.). – Пятигорск, 2005. – С. 48-49. 3. Верещагин, Е.М. Язык и культура: лингвострановедение в преподавании русского языка как иностранного : метод. руководство / Е.М. Верещагин, В.Г. Костомаров. – 3-е изд., перераб. и доп. – М. : Русский язык, 1983. – 290 с. 4. Ветрова, О.Г. Лингвистические проблемы межкультурной англоязычной коммуникации в крэш-курсе культурного погружения (crash-course of overseas cultural immersion) // Преподавание иностранных языков и культур: проблемы, поиски, решения (Лемпертовские чтения – VII) : материалы Междунар. науч.-метод. симпозиума (Пятигорск, 19-20 мая 2005 г.). – Пятигорск, 2005. – С. 54-55. 5. Горбунова, Н.В. Формы и методы обучения иностранному языку в саморазвитии культуры профессионально-делового общения // Проблемы лингвистики и методики преподавания иностранных языков. – М. : Изд-во Моск. ун-та, 2000. – Вып. IV. – С. 106109. 6. Дадаян, Э.Г. Коммуникативный барьер и некоторые причины его происхождения // Преподавание иностранных языков и культур: проблемы, поиски, решения (Лемпертовские чтения – VII) : материалы Междунар. науч.-метод. симпозиума (Пятигорск, 19-20 мая 2005 г.). – Пятигорск, 2005. – С. 41-43. 7. Загрязкина, Т.Ю. Учебные пособия и диалог культур // Проблемы лингвистики и методики преподавания иностранных языков. – М. : Изд-во Моск. ун-та, 2000. – Вып. IV. – С. 5-6. 8. Макаев, Х.Ф. Профилирование иноязычной подготовки студентов как фактор повышения мотивации к профессиональному и карьерному росту : монография / Х.Ф. Макаев ; Уфимский гос. нефтяной техн. ун-т. – Уфа : [б.и.], 2007. – 112 с. 9. Ожегов, С.И. Толковый словарь русского языка : 80000 слов и фразеологических выражений / С.И. Ожегов, Н.Ю. Шведова ; Рос. акад. наук, Ин-т рус. языка им. В.В. Виноградова. – 4-е изд., доп. – М. : Азбуковник, 1999. – 944 с. 10. Фролова, О.А. Культурологический подход в обучении профессиональноориентированному иностранному языку // Проблемы лингвистики и методики преподавания иностранных языков. – М. : Изд-во Моск. ун-та, 2000. – Вып. IV. – С. 178-181. Контактная информация: makaev-63@mail.ru

The structure of the individualization of educational process in the classroom gidroaerobikoy

The structure of the individualization of educational process in the classroom gidroaerobikoy