Використання елементів дуальної системи навчання при підготовці кваліфікованих робітників з професії «Водій автотранспортних засобів»

Abstract

Дисертацію присвячено дослідженню використання елементів дуальної системи навчання при підготовці кваліфікованих робітників з професії «Водій автотранспортних засобів». У дисертації теоретично обґрунтовано особливості системи середньої професійної освіти Німеччини при застосуванні дуальної освіти та можливість запозичення досвіду ФРН з метою модернізації системи професійно-технічної освіти України; визначено сутність, структуру і критерії поняття «професійна відповідальність робітника», особливості поетапного формування професійної відповідальності кваліфікованих робітників професії «Водій автотранспортних засобів» із використанням елементів дуального навчання; обґрунтовано й апробовано на практиці педагогічні умови формування професійної відповідальності робітника у дуальному навчанні (збагачення змісту загально професійних дисциплін професійної підготовки цінностями професії водія; реалізація варіативних контекстних методів навчання у навчально-професійній діяльності; опанування наставником виробничого навчання педагогічних основ формування професійної відповідальності робітника) як ядра процесуальної моделі формування досліджуваного феномена (цільовий, методологічний, змістовно-діяльнісний, критеріально-результативний блоки). The dissertation is devoted to research, development, theoretical substantiation and experimental verification of organizational and pedagogical conditions of transfer of German experience to the system of secondary vocational education of Ukraine. Despite the considerable achievements of national and foreign scientists, today there are a number of contradictions in pedagogical practice that need to be resolved, such as between: between the objective socio-economic challenges of Ukraine's economic and political development and the insufficient use of German practice in training skilled workers for the real economy; between the need for comparative pedagogical analysis of the conditions of development of the German education system and the lack of such analysis in the practice of Ukrainian vocational education; between the need to improve the quality of training of Ukrainian skilled workers to the level of professional standards and the lack of readiness of enterprises and vocational training institutions to cooperate and introduce a dual form of training. At the beginning of the research, a theme and tasks are formulated, aimed at refining and deepening knowledge about the nature, content and structure of the development of the dual form of training of skilled workers. Historical prerequisites of formation of the system of training of specialists of technical profile in production were studied; problems faced by Germany; peculiarities of functioning of the secondary vocational education system of the Federal Republic of Germany, which has a strong potential for adaptation to economic and social changes; systematic and processed information of methodical and regulatory direction for the system of vocational education. The basic concepts of the study are defined: dual training system, skilled worker, employee responsibility. The experimental work, which was organized with the purpose of checking certain pedagogical conditions of forming the professional responsibility of the worker in the dual training, covered the ascertaining, forming and generalizing stages. As a result of the ascertaining experiment, the real state of the level of professional responsibility of the employee was revealed, as well as the relevance of the complex of pedagogical conditions, defined, developed and implemented for the effectiveness of the research process, was confirmed. At the ascertaining stage, the real level of professional responsibility of the worker in dual training was determined, as well as scientific and methodological support was designed. At the stage of the forming experiment, the hypothesis of the study was tested, the pedagogical conditions of forming the professional responsibility of the worker in dual training were realized. At the general stage, the dynamics of the professional responsibility of the worker in the dual training were determined. The scientific novelty of the obtained results is that: for the first time pedagogical conditions of formation of professional responsibility of the worker in dual training have been defined and the process of formation of professional responsibility of the worker of service of civil transport in system "concept - the maintenance - the organization" takes into account set of ordered interconnected blocks (target, methodological, content-activity, criterion- effective); the system of professional values of the driver has been found out and experimentally checked; the peculiarities of the system of secondary vocational education in Germany during its introduction into Ukrainian practice have been specified and theoretically substantiated; didactic opportunities of dual education, aimed at motivating students to show a responsible attitude to professional responsibilities, awareness of professional responsibility in the process of professional behavior learning, working out ways to show responsible behavior in the process of real production tasks, evaluation of work results and self-responsibility; the essence, structure and criteria of the concept of "professional responsibility of the worker"; the opportunity to borrow the experience of dual education in secondary vocational education in Germany in order to modernize the system of vocational education in Ukraine got further development. The practical significance of the results of the study is to determine the pedagogical conditions of training skilled workers on the basis of multilevel interaction of vocational schools with enterprises of the real sector of the economy, in the testing and evaluation of the effectiveness of the formation of professional responsibility of the employee, which is professionally and personally and legal support for vocational training. The study does not exhaust all aspects of the problem. Looking for new and effective forms of training highly skilled workers in the context of developing professional competence in the educational environment of the enterprise is promising.