Система підготовки майбутніх викладачів професійного навчання із застосуванням інформаційно-комунікаційних технологій у процесі вивчення фахових дисциплін (транспорт)

Abstract

Дисертацію присвячено актуальній проблемі підготовки майбутніх викладачів професійного навчання щодо застосування інформаційно-комунікаційних технологій у процесі вивчення фахових дисциплін. Розкрито особливості застосування інформаційно-комунікаційних технологій під час навчання, зокрема: посилення цілеспрямованості, підвищення інтенсивності виконання завдань; поглиблення мотивації; підвищення інтересу до навчальної діяльності; збільшення інформативності занять; прискорення темпу навчальних дій; активізація навчально-пізнавальної діяльності майбутніх викладачів; удосконалення форм організації навчально-виховної діяльності; розвиток навичок і вмінь самоосвіти й самовиховання; активізація навчальної діяльності педагога. Визначено й обґрунтовано педагогічні умови та розроблено модель підготовки майбутніх викладачів професійного навчання у процесі використання інформаційно-комунікаційних технологій на заняттях із фахових дисциплін. Визначено критерії і рівні сформованості знань та умінь із використання інформаційно-комунікаційних технологій майбутніми викладачами (високий, середній, низький) та обґрунтовано математичні методи, за допомогою яких експериментально перевірено ефективність розробленої моделі використання інформаційно-комунікаційних технологій у процесі підготовки майбутніх викладачів професійного навчання. The dissertation is devoted to the actual problem of preparation of future teachers of professional training on application of information and communication technologies in the process of studying of professional disciplines. Domestic and foreign scientific sources on the research problem and normative documents are analyzed and generalized. The structure of modern education, based on new information and communication technologies, with its subsystems – theoretical and methodological, technological, pedagogical, organizational and economic – is revealed. Methodological problems and psychological and pedagogical bases of using information and communication technologies by future teachers of professional training are determined. Methods and organizational forms of training in the process of using information and communication technologies are analyzed. The didactic aspects of increasing the efficiency of professional training of future teachers are revealed and the principles of realization of professional training of future teachers during the application of information and communication technologies in the process of studying professional disciplines are determined. The study identified the features of the use of ICT in the teaching of special disciplines in higher education, in particular: the integration of efforts of software developers to create multifunctional learning tools that provide the ability to adapt to the requirements of a particular higher educational establishment; modern ICTs are a significant addition to traditional forms of education, they increase the efficiency of classes; informatization of education leads to significant changes in forms and methods of teaching; the greatest pedagogical effect is achieved under the condition of complex use in the educational process of the possibilities of ICT tools during the organization of various forms of educational activity; the introduction of computers into the educational process does not lead to the displacement of the teacher or reduction of his role. The consequences of the use of information and communication technologies during training are determined, in particular: strengthening of purposefulness, increase of intensity of performance of tasks; deepening motivation; increasing interest in educational activities; increasing the informativeness of classes; accelerating the pace of learning activities; intensification of educational and cognitive activities of future teachers; improving the forms of organization of educational activities; development of skills and abilities of self-education and self-education; intensification of educational activity of the teacher; structure, components of professional training in the process of application of information and communication technologies by future teachers in classes on professional disciplines. It has been found that the introduction of computers into the educational process changes the role of teaching aids used in the teaching of professional disciplines, and the use of information and communication technologies transforms the learning environment in which the learning process takes place. It is established that the basis for the formation of a modern concept of professional training of future teachers of higher education in the system of development and use of information and communication technologies are several sources. The effectiveness of telecommunications networks in education is mainly determined by the types of network service and network technologies used, and the formation of knowledge and skills on the basics of electronic equipment of modern cars in the classroom should be carried out on a scientific basis using ICT, interdisciplinary links, teachers in the process of studying professional disciplines. Information and communication technologies are divided into: hardware (personal computer and its main components, local and global networks, modern peripherals); software (system, application, tool, universal). The pedagogical conditions are defined and substantiated and the model of preparation of future teachers of professional training in the course of use of information and communication technologies at employment on professional disciplines is developed. It was found that the use of information and communication technologies by future teachers of vocational training in the study of professional disciplines in higher education institutions is ensured by the creation of a holistic system of pedagogical conditions. The pedagogical conditions that ensure the effectiveness of the use of information and communication technologies by future teachers in the study of the transport industry are based on three main provisions: the functioning of the system can be investigated by analyzing the structural and functional relationships between elements; the organization of the system is possible due to the management and control over the elements that make it up; the organization of the system is subject to a specific goal that determines its functioning. The use of information and communication technologies as a means of teaching and learning is appropriate in the context of various organizational forms, such as: training and practical exercises, modeling, consultations and seminars, educational network systems, hypermedia programs. A model of training future teachers of professional training in the use of information and communication technologies in the educational process in classes of professional disciplines, which consists of four blocks (target, content, technology, performance and evaluation) and implements the following functions: information, information and representation, educational, systematizing, transformational, integrative, coordinating, consolidation and control, developmental and educational, consultative. The levels of formation of knowledge and skills in the use of information and communication technologies by future teachers are determined: high, medium, low and mathematical methods are substantiated, which experimentally tested the effectiveness of the developed model of information and communication technologies in training of future teachers.