Структурно-функціональна модель підготовки майбутнього соціального педагога як суб’єкта професійної діяльності

Abstract

У статті розглядається структурно-функціональна модель підготовки соціального педагога як суб’єкта професійної діяльності. Наводяться результати дослідження, доводиться ефективність експериментальної роботи за допомогою методів математичної статистики. В статье рассматривается структурно-функциональная модель подготовки социальных педагогов как субъектов профессиональной деятельности. Приводятся результаты исследования, доказывается эффективность экспериментальной работы с помощью методов математической статистики. The article deals with the structural-functional model of training social teachers as subjects of professional activity. Results of the research are represented; an efficiency of work is proved by the methods of mathematical statistics. The problems in preparing students as the subject of professional activities include the independent selection of motivation- al, incentive and value-semantic components of learning activities that are relevant to a particular student and make possible to organize the process of learning as personally significant and meaningful activity. Problematization of subjectivity content of the activities provided for each student within their own sense of learning is the task that was asked to be solved by the teacher. Namely polylogue and dialogue are an essential condition of students’ sense creativi- ty. Sense creativity in the educational process is the deliberate actions created by subjects that represent a new content through their interaction, a value of anything in the surrounding reality, a reflection of reality, their activities, interact with others from a position of his or her identity. The whole modern educational process is associated with the implementation of two basic principles - problematicity and dialogueness. The principle of problematicity controls the selection and implementation of educational content and is associated with motivational-stimulating and value-semantic components of students’ learning activities. Actualization and restructuring of existing experience enables to make learning personally meaningful. The analysis of the experimental work results confirms the effectiveness of educational conditions implemented and realized in a complex in the process of preparing the student as the subject of professional activities on the basis of structural and functional model consisting of interdependent building blocks and allowing the possibility of more accurate representation of focused development process of such a professional social teacher’s fea- ture as subjectivity.