Педагогічні умови ефективної організації самостійної роботи з вивчення педагогічних дисциплін майбутніми педагогами дошкільної освіти в позааудиторний час

Abstract

У статті розглянуто різні підходи вчених до визначення поняття «самостійна робота студентів», «пе-дагогічні умови»; проаналізовані моделі організації самостійної роботи студентів. Визначені педагогічні умови ефективної організації самостійної роботи майбутніх педагогів дошкільної освіти в позааудиторний час. За-пропоновано новий підхід до організації позааудиторної самостійної роботи студентів із вивчення навчальної дисципліни «Педагогіка загальна».The article deals with various approaches to the definition of the notion of “students’ self-study”, which is treated by re-searches as the main kind of studying, one of the forms of education process organization, a complex many-sided process of in-dependent knowledge, special form of knowledge activity. The models of self-study organization of students of different profes-sional directions have been analyzed. The notion “pedagogical conditions of efficient organization of students’ self-study” has been specified. The following pedagogical conditions of efficient organization of future preschool teachers’ extracurricular self-study have been distinguished: consideration of the requirements of syllabus and students’ qualification level when determining the purpose and the tasks of their self-study, availability of necessary educational and methodical materials; adding tasks, which model students’ future professional activity; presence of students’ positive motivation; ensuring systematical and periodical con-trol of students’ self-study by a teacher. A new approach to the organization of students’ extracurricular self-study of the subject “General pedagogy” is suggested in the process of preparing a report on the topic “Which of factors (heredity, environment, edu-cation, activity) are determinant in person’s development?”. In order to kindle students’ interest, improve the efficiency of their extracurricular self-study students were divided into four teams. Each of them prepared their works for defense. The students could independently choose the team and decide which part of the independent work they will perform while preparing their re-ports. Such a kind of independent group work is an efficient tool of teaching as it stimulates students’ mutual intellectual activity due to mutual control. It is shown that keeping of all the above mentioned pedagogical conditions will help to make the organiza-tion of extracurricular self-study of the subject “General pedagogy” by future preschool teachers efficient.