Events on individual educational trajectories of the university. Individual educational trajectory (route)
Our world does not stand still. The development of the nation, in principle, is proceeding in rapid leaps with the advent of new technologies, the introduction of which into absolutely all spheres of human life has made a significant contribution to changing the usual foundations of not only the professional, medical, transport system, but also in the education system. Acceleration of the pace of socio-economic development of the information society, expansion of the scale of socio-professional mobility, dynamic development of the economy, which is characterized by a large degree of uncertainty, competitiveness, and structural changes in people's employment. These changes have an impact on the requirements for the quality of vocational education, the demand for one or another specialist qualification, and his readiness to master new innovative labor technology. “The professional community responded to this socio-economic trend - this is the need for an individual educational trajectory.”
For example, in the United States, the organization of training using an individual educational trajectory (IET) has long been actively used: Americans actively use IET in higher educational institutions. The student has the right to independently choose the subjects that, in his opinion, are most interesting to him from the list provided by his university (department). Information technologies are also widely used in teaching in university libraries: websites of university libraries as portals of library services, online interlibrary loans and electronic delivery of documents, reference services by e-mail, etc. Universities have created online public access catalogs, databases and electronic journals (including student attendance and progress records), digital projects of university libraries, and electronic reserve collections. Online learning has become popular.
The Federal Law “On Education in the Russian Federation” of December 29, 2012 also states that “education should be improved, its quality should be improved, including the need for individualization of education.” One of the pressing issues of improving and modifying education in modern society is the design and institutional support of a student’s individual educational trajectory using modern information technologies.
It all started with the emergence of the Bologna education system or the Bologna process on July 19, 1999, when the Bologna Declaration was signed by 29 European states, which affirmed the need for Europe of education and educational cooperation in the formation and consolidation of a stable, peaceful and democratic society.
In Russia, the active development of the Bologna system began in September 2003, when the Russian Federation joined the Bologna process at a meeting of ministers of education of European countries in Berlin.
Based on this system, since 2011, an educational trajectory began to take shape in Russian universities. Higher education institutions began to switch to two-level training, including:
1. Bachelor's degree - 4 years of study at a higher educational institution - the first level of higher education;
2. Master's degree - 2 years of study at a higher educational institution - the second level of higher education.
Despite the acquired popularity of the new education system, four years of education - a bachelor's degree - as a level of professional training of potential employees, both students and employers did not properly appreciate it.
IOT is a plan and program for a student’s formation of his abilities, including the realization of potential opportunities in order to raise the level of competitiveness and develop his personality.” The essence of an individual educational trajectory is the student’s conscious and responsible choice of “target orientation for the implementation of his professional and educational potential, based on his existing values, attitudes and meaning of life.” The preference for one or another educational trajectory depends on the socio-professional orientation of the student, his value and semantic guidelines, the presence of an alternative educational program, and the capabilities of the university.
Experts highlight several options for building IOT :
First option– the choice of training is strictly within the framework of a bachelor’s degree, that is, training takes place over four years, the student is given basic knowledge in the chosen specialty, which is subsequently confirmed by a corresponding diploma. Based on this program, the student chooses the profile of his education.
Second option– choice of preparation for a bachelor’s degree program, including training in accordance with a professional retraining program, which subsequently gives the student the right to conduct a new professional activity. In accordance with the classical standards of higher education, this program is somewhat reminiscent of a specialty, operating in the vast majority of universities in our country, since the training lasts five years. Based on the completion of the second option of this educational trajectory, the graduate will receive two diplomas - this program is approximately similar to the specialties that have become a thing of the past.
Third option– mastering such levels of education as bachelor’s and master’s degrees. In the future, this guarantees the receipt of two diplomas and a master's degree. Experts believe that the future lies in such a system of higher education, although it takes the student six years.
Note that the correct choosing an IOT allows the applicant further:
- Decide on the vector of the student’s professional development;
- Select the topic of your research work: coursework and diploma projects;
- Establish a list of elective courses that the student will study as part of a bachelor’s degree;
- Determine the potential base of practice;
- Upon completion of training, obtain two diplomas;
- Acquire competence in several areas of knowledge, thus increasing your competitiveness in employment.
Experts highlight external and internal factors influencing the design of educational trajectories :
- External factors include the mission of a higher educational institution, its institutional structure, as well as the socio-economic needs of the region, and the qualifications of the teaching staff.
- Internal factors for constructing individual educational trajectories include the goal orientation of students, their motives for improving their educational level, cognitive activity, the need for self-development, self-attitude and orientation to the future (determining future prospects).
Let's consider how it is currently, and Which universities in the country use IOT? .
1. Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of Russia (MGIMO (U) MFA of Russia) Address: Russia, Moscow, Vernadsky Prospekt, 76. Website: http://business.mgimo.ru, http: //www.mgimo.ru;
2. St. Petersburg State Institute of Psychology and Social Work (SPbGIPSR). Address: Russia, St. Petersburg, V.O., line 12-ya, 13a. Website: http://www.psysocwork.ru.
3. Siberian State Automobile and Highway Academy (SibADI); Address: Russia, Omsk, Mira Ave., 5. Website: http:// www.sibadi.org ;
4. St. Petersburg State University of Telecommunications named after Professor M.A. Bonch-Bruevich (SPbSUT); Address: St. Petersburg, prosp. Bolshevikov, 22, building 1. Website: http://www.sut.ru
5. Federal State Budgetary Educational Institution of Higher Professional Education "Nizhnevartovsk State University" (FGB OUVPO NSU). Address: Russia, Khanty-Russia, Mansiysk Autonomous Okrug, Nizhnevartovsk, st. Lenina, 56. Website: http://www. nvsu.ru
Near Abroad :
1. Kazakhstan Automobile and Highway Academy named after. L.B. Goncharov (KADA named after L.B. Goncharov); Address: Kazakhstan, Almaty, ave. Raiymbeka, 417a. Website:: http:// www.kazadi.kz;
2. Belarusian State Pedagogical University (BSUP); Address: Belarus, Minsk, st. Sovetskaya, Web site: http://www.bspu.unibel.by
Far abroad :
1. University of Bath. Address: UK, Claverton Down Rd, Bath, North East Somerset BA2 7AY. Website: http://www.bath.ac.uk/ ;
2. Humboldt-Universität zu Berlin. Address: Germany, Unter den Linden 6, 10099 Berlin,. Website: https://www.hu-berlin.de/de ;
3. Università Commerciale Luigi Bocconi. Address: Italy, Università Bocconi - Via Sarfatti, 25 Milano. Website: http://www.unibocconi.eu/ ;
4. California Institute of Technology, Address: United States of America, California Institute of Technology, Pasadena, California 91125. Website: http://www.caltech.edu/;
5. Libre Institute Samadeva. Address: France, 34 rue du Wittertalhof 67140 Le Hohwald. Website: http://samadeva.com/
Almost all of the universities listed above use modern information technologies and digital devices for reproducing and transmitting educational material. Media content is widely used in education, which helps to increase students’ interest in receiving education.
Discussion is closed.
As a manuscript
GRINKO Margarita Artyomovna
DESIGN OF INDIVIDUAL TRAJECTORIES
TEACHING A FOREIGN LANGUAGE TO STUDENTS
dissertations for an academic degree
candidate of pedagogical sciences
Krasnodar - 2011
The work was carried out at the Department of Theory, History of Pedagogy and
educational practice
Scientific adviser:
FBGOU VPO "Armavir State Pedagogical Academy"
Official opponents:
Doctor of Pedagogical Sciences, Professor
Doctor of Pedagogical Sciences, Professor
Leading organization: Voronezh State Pedagogical University
The defense will take place on January 27, 2012 at 15-00 at the meeting
dissertation council D 212.101.06 at the Kuban State
university 49.
The dissertation can be found in the Kubansky library
State University.
Higher education" href="/text/category/visshee_obrazovanie/" rel="bookmark">higher education and updated the search for approaches to developing a strategy for professional training of teachers, taking into account world experience and traditions of domestic academic culture.
In the higher education system of Russia and developed foreign countries, there has been a tendency to consider the individualization of education as a condition for successful professional self-development, self-determination, independence, readiness for choice and decision-making. Such conditions can be created by organizing individual trajectories and routes of vocational education. Understanding the accumulated theoretical knowledge on the issues of training future teachers in pedagogical universities allows us to assert that individualization can bring professional training into line with new social realities, with international standards, and make the student a real subject of his education. This is evidenced by both the advanced pedagogical experience of domestic schools and the practice of economically developed foreign countries, where the special role of individualization in the organization of higher education is recognized. In the opinion, it is individualization that distinguishes a university from a special school.
The relevance of the problem of individualization is confirmed in Russian government documents. In the “National Doctrine of Education of the Russian Federation”, the federal target program for the development of education for the years, the draft Law of the Russian Federation “On Education” (2011), the individualization of the educational process, ensured by the diversity of educational programs, types and forms of student education, is called the expected result of implementation doctrine and law.
The idea of individualization is reflected in the philosophical, sociological, psychological and pedagogical concepts of many researchers. The methodological basis for the scientific understanding of individualization is laid in the works of philosophers (, etc.). The theoretical aspects of the problem are analyzed in the works of psychologists (Slavskaya, etc.) and teachers (, etc.). Particularly noteworthy is the work that substantiated the theory of individualization of students’ educational activities, and characterized it as a necessary factor in the realization of learning goals and the formation of students’ individuality. Thanks to research, etc., a significant contribution was made to the development of the problem of individualization of education in higher education. Dissertation research, etc. reflects various
aspects of individualization of professional training of students. The experimental level of solving the problem of individualization is represented by various types of educational institutions that have the opportunity to work according to their own curricula, introduce training profiles and elective courses.
Various aspects of teaching a foreign language in higher educational institutions, the organization of an individual approach to its study were considered in the works, etc.
In the context of our research, scientific works are of interest that reveal the principles of pedagogical design of individual educational trajectories and routes for students (B. S. Bezrukova, -Beck, etc.) and students (, etc.).
Pedagogical science has accumulated experience in designing educational technologies (, etc.) to solve the problems of individualizing student learning. However, the process of designing individual trajectories of foreign language learning for students at a university has not been the subject of special study.
An analysis of the pedagogical theory and practice of organizing foreign language teaching to students indicates the presence of the following contradictions:
Between the tendency towards individualization of education that has developed in pedagogical theory and practice and the predominantly mass-reproductive nature of education in Russian universities;
Between the requirements imposed by the State Standard for the training of future teachers in a foreign language and the insufficient scientific justification for the process of individualization of foreign language teaching in a pedagogical university;
Between the high level of scientific research in the field of pedagogical design and the weak development of the theoretical and methodological foundations for designing the process of individualization of teaching students a foreign language;
Between the existing potential opportunities for individualization in teaching students a foreign language based on the organization of individual trajectories and the lack of scientific developments in this area.
Problem The research consists in determining the essence and content of the process of designing individual trajectories of foreign language learning for students of pedagogical universities, identifying the specifics, effective means and organizational and pedagogical conditions for the implementation of design activities in the process of professional training of teachers.
Object of study: individualization of foreign language teaching for students of pedagogical universities.
Subject of study: the process of designing individual trajectories of foreign language learning for students of pedagogical universities.
Purpose of the study: theoretically substantiate and experimentally test the process of designing individual trajectories of foreign language learning for students of pedagogical universities.
Research hypothesis: the process of designing individual trajectories of foreign language learning for students of pedagogical universities will ensure a higher level of their professional training if:
The design of individual trajectories of learning a foreign language is built taking into account the principles of variability, support for the development of individuality, and the formation of the student’s subjective position;
An individual trajectory of learning a foreign language is implemented on the basis of technological support, which includes a model, technology and monitoring of the educational process;
Strategies of subject-subject interaction between participants in the educational process are purposefully implemented.
Research objectives:
To reveal the essence of the problem of designing individual trajectories of foreign language learning for students of pedagogical universities;
To identify and test organizational and pedagogical conditions for designing individual trajectories of foreign language learning for students of pedagogical universities;
To scientifically substantiate and experimentally test the effectiveness of the model and technology for designing individual trajectories of foreign language learning for students of pedagogical universities;
To develop and test a methodology for monitoring the effectiveness of the implementation of individual trajectories of students’ foreign language learning.
Methodological basis of the study determined by philosophical provisions on the dialectical relationship between the general, the particular, the individual, the interconnection and interdependence of phenomena; fundamental ideas of the philosophy of education, cultural and sociological research in the field of education and upbringing (, etc.); ideas of activity (, etc.), systemic (, and others), subject (-Slavskaya, etc.), holistic (, V.V. Serikov, etc.), competence (, N.N. Selezneva, etc. ) approaches.
Theoretical basis of the studyamounted to:
Concepts of personality development, individuality, individual style of activity (, etc.);
Concepts of teacher training (Novakova, etc.);
Research of pedagogical interaction (, etc.);
Ideas of variability and approaches to its implementation in education (, etc.).
To solve the research problems we used methods: theoretical (modeling, comparative, scientific forecasting and design); diagnostic (questioning, testing, survey, analysis of documents and products of creative activity, generalization of independent characteristics, expert assessments); praximetric (study and generalization of teaching experience, study and analysis of scientific reports); statistical; experimental work.
Research base faculties of the Armavir State Pedagogical University (faculties of mathematics, physics and computer science, psychological and pedagogical faculty, philological faculty) came; gymnasiums and secondary schools in Armavir. The experience of training future teachers at the Armavir Linguistic University, Stavropol State University, and Moscow Pedagogical State University was studied. The experimental work was carried out over six years. 517 students and 44 teachers took part in it.
Logic and stages of research. The study was carried out in several interrelated stages.
At the first stage(years) the initial theoretical and methodological approaches, the categorical apparatus were clarified, the experience of training future teachers in pedagogical universities was generalized; the level of individualization of education in pedagogical universities was studied; a research concept and a program for its experimental testing were developed.
At the second stage(2nd year) an analysis and theoretical understanding of the concept of individualization of foreign language teaching for students of pedagogical universities was carried out, patterns and principles of individualization of teaching a foreign language to students at a university were identified, a model and technology for designing individual trajectories of learning a foreign language for students of pedagogical universities was developed; experimental work was carried out, diagnostic and analytical materials were accumulated, research results were summarized, and conclusions were formulated; The research materials were discussed at scientific and scientific-practical conferences and in the press.
At the third stage(2011) systematized the obtained qualitative and quantitative data, analyzed the effectiveness of experimental work, adjusted the developed model and technology for designing individual trajectories of foreign language learning for students of pedagogical universities; extensive testing of the main components of the technology was carried out and the main research results were introduced into practice, conclusions were drawn up, recommendations were prepared and directions for further work were determined.
Scientific novelty of the research:
The specificity of individualization of teaching a foreign language to students in interdisciplinary and pedagogical aspects is revealed, the essence and content of the concepts “individual trajectory of teaching students a foreign language” and “individual route of teaching students a foreign language” are clarified;
The concept of individualization of teaching a foreign language to students has been developed, the principles of designing individual trajectories of learning a foreign language for students of pedagogical universities have been determined;
The conceptual model of individualization of teaching a foreign language to students of pedagogical universities has been scientifically substantiated and tested, its structure, content, components, and functions have been determined;
A technology for constructing individual trajectories for teaching foreign languages to pedagogical university students has been designed and implemented;
A methodology has been developed for monitoring the effectiveness of the implementation of individual trajectories of foreign language learning for students of pedagogical universities;
The organizational and pedagogical conditions for designing individual trajectories of foreign language learning for students of pedagogical universities have been identified and experimentally confirmed, and means have been developed to ensure the implementation of these conditions.
Theoretical significance of the study is as follows:
The concept of individualization of teaching a foreign language to students contributes to the further development of the theory of individualization, methods of professional training of future teachers and methods of teaching a foreign language to students of pedagogical universities;
The identified principles and conditions for the individualization of teaching a foreign language to students expand the possibilities of a systematic study of pedagogical phenomena and determine ways to improve the educational process in pedagogical universities;
The conceptual and terminological apparatus of the theory of university education has been expanded, developing scientific ideas about the individualization of student learning;
Systematization and generalization of methodological approaches made it possible to clarify and deepen scientific ideas about the trends in the development of the individualization process, which stimulates further development and extrapolation to other conditions and learning situations.
Practical significance of the study. An experimentally tested pedagogical approach can be used when designing individual educational trajectories for students mastering a variety of educational programs. The implementation of the author's concept helps to improve the professional level of training of graduates of pedagogical universities, their high-quality mastery of educational programs, and creates the necessary conditions for the formation of an individual positive position in future teaching activities.
Reliability and validity of research results is ensured by: the use of a set of complementary methodological approaches that allow for an interdisciplinary, multidimensional analysis of the subject under study, their consistency; is confirmed by the use of a complex of theoretical and empirical methods, a variety of sources for studying this phenomenon, the consistency of the conclusions and provisions of theoretical and experimental research; adequacy of the tasks to the chosen logic of the study; representativeness of the sample at all stages of the study, its duration, the stable nature of the identified connections and patterns, the stable repeatability of the main results, the use of developed methodological materials, recommendations and teaching aids in teaching practice. Verification of the results is confirmed by their scientific testing at Russian and regional conferences, meetings and seminars.
Author's personal contribution to the study consists in the theoretical development of the conceptual foundations of the theory of individualization, the implementation of the author's educational program, model and technology; monitoring techniques; in the direct implementation of long-term experimental work with students of the Armavir State Pedagogical University, teachers and students of the city of Armavir.
Approbation of research results was carried out through the publication of articles, abstracts of reports of all-Russian and regional conferences, through speeches at the international scientific and practical conference (Armavir, 2006), seminars within the framework of the conference (Armavir, gg.).
Main provisions submitted for defense:
1. One of the promising areas of individualization of student professional training at a university is the design of individual learning trajectories, which is a personally oriented organization of educational activities and involves the construction of the educational process in the context of the realization of individual aspirations, the development of life strategies, the formation of the foundations for individual creative and professional development of the individual. student.
2. An individual educational trajectory includes the following structural components: meaningful(explaining approaches to the design of variable curricula and educational programs that determine the essential characteristics of an individual educational route); project-activity(revealing ways of constructing and implementing teaching models and technologies); organizational(reflecting the structure and specifics of the organization of the learning process).
3. The conceptual model of individualization of teaching a foreign language to students at a pedagogical university has a hierarchical organization and reproduces the essence and interconnection of such components of the modeled process as its subjects, goals, objectives, content, methods, forms, results, as well as factors, principles and functions. The model includes the following blocks: theoretical and methodological; organizational and technological; subject interactions; productive. The central element of the model is pedagogical technology, the effectiveness of which is ensured by the content and procedural characteristics of each block.
4. The technology for designing individual trajectories for teaching a foreign language to pedagogical university students, built taking into account the determining factors and conditions for organizing this process, includes a set of algorithms, steps and stages that reveal the content and sequence of operations, allowing to develop, objectively evaluate the results of its implementation and make the necessary correction . The core of the technology is an algorithm for managing the educational process.
5. The success of designing individual trajectories for students’ learning a foreign language is determined by the following organizational and pedagogical conditions:
Ensuring subject-subject interaction in the joint design of individual learning trajectories;
Ensuring the readiness of teachers to design and the readiness of students to self-design individual trajectories of learning a foreign language.
Dissertation structure includes an introduction, two chapters, a conclusion, a list of references, and appendices. The list of references includes 163 sources, 9 of them in a foreign language.
In the introduction the relevance of the topic, the degree of its study are substantiated, the goal, objectives, object, subject of research are determined, a hypothesis is formulated, the methodological and theoretical basis of the research, its methods and stages, scientific novelty, theoretical and practical significance, testing and implementation of the research results are characterized, the main provisions are given submitted for defense.
In the first chapter“Theoretical prerequisites for designing individual trajectories of foreign language learning for students of pedagogical universities” examines the process of formation and development of individualization in domestic and foreign pedagogy. The essence and content of modern approaches to pedagogical design are revealed, and the organizational and pedagogical bases for designing individual student learning trajectories at a university are revealed.
In the second chapter“Design and implementation of individual trajectories of learning a foreign language for students of pedagogical universities” examines the stages of organizing experimental work, substantiates the specifics of design activities to build individual trajectories of learning a foreign language for students of pedagogical universities. The chapter presents the results of monitoring the main indicators of individualization of teaching students a foreign language, analyzes the results of experimental work, and formulates conclusions.
In custody The results of the study are summarized, its main conclusions are formulated, and promising directions for further research into the process of individualizing student learning are outlined.
In applications Diagnostic research tools, programs and methodological materials are presented.
MAIN CONTENT OF THE DISSERTATION
The analysis of philosophical and psychological-pedagogical literature, legal acts, and the experience of domestic and foreign higher education shows that in the Russian higher education system the prerequisites have been created for the implementation of an individual approach to student learning. This approach involves a more in-depth study of the individual characteristics of students and the need to develop software (individual educational programs, individual self-education programs of different levels, focus and flexibility of their structure) aimed at individual students or their groups.
Such aspects of the modernization process, such as the transition to a multi-level education system, the development of mobile educational programs and standards (European Qualifications System), and the achievement of academic mobility, presuppose the presence of alternatives in the educational sphere and guide students to make choices based on their own capabilities and the needs of the labor market. Therefore, the choice of an individual trajectory and route of study will ultimately allow each student to develop those personality qualities and competencies that are required by a professional.
Based on a study of various definitions of the concept “ individual educational trajectory"(B.C. Merlin, etc.) the author formulated his own definition of this concept. is a personally oriented way of organizing a student’s educational activities at a university and involves the construction of the educational process in the context of the realization of individual aspirations, the development of life strategies, and the formation of the foundations for the individual, creative and professional development of the student’s personality. An individual learning path has the following structural components: meaningful(variable curricula and educational programs that determine an individual educational route); active(special pedagogical technologies); procedural(organizational aspect).
Under it is necessary to understand the student’s mastery of the curriculum taking into account his educational experience, the level of individual needs and capabilities that provide a solution to his educational problems.
The development of individual educational trajectories is a complex, multifaceted process designed to ensure the development of independence and initiative of the individual, the possibility of the fullest realization of his creative potential for successful activities in the professional field. In it, pedagogical interaction is presented in the form of cooperation during which the teacher acts as a tutor: helps the student in understanding his professional prospects; advises on issues arising in the process of forming an individual educational trajectory, accompanies him in the implementation of his educational trajectory. The student, as an active participant in the formation of his individual educational trajectory, is motivated in its implementation. His activity in mastering his curriculum contributes to the formation of a style of self-education based on the realization of individual abilities in cognition and practical activity, which gradually transform into a style of individual professional activity.
An analysis of the factors influencing the individualization of foreign language teaching made it possible to formulate a concept, comprehend new approaches and trends in this process, and identify the pedagogical conditions that determine its effectiveness in teaching students of pedagogical universities. The orientation of the educational process towards the selected pedagogical conditions makes it possible to more effectively manage it and develop a methodology for designing the individualization of teaching a foreign language.
The experimental work was based on the results obtained in the process of theoretical research, on the basis of which a model and technology for individualizing foreign language teaching for pedagogical university students was developed. The purpose of the experimental work was to test the model and technology for designing individual trajectories of foreign language learning for students of pedagogical universities and identify their influence on the quality of knowledge, motivation and interest in self-knowledge and self-development, as well as on the effectiveness of students’ independent work.
The study was conducted according to a specially designed experimental program. It included three stages: analytical-diagnostic, design, evaluation and correction.
The basis of the study was the faculties of Armavir State Pedagogical University (mathematics, physics and computer science, psychological-pedagogical and philological); gymnasiums and secondary schools in Armavir. The experience of training future teachers at the Armavir Linguistic University, Stavropol State University, and Moscow Pedagogical State University was studied. The experimental work was carried out over six years. 517 students and 44 teachers took part in it.
A practical solution to the problem of individualization of teaching a foreign language to students of a pedagogical university was carried out through the implementation of the ideas of the theory of pedagogical design. The content of the design activity was the development of a model, pedagogical technology, design of educational content and other procedures.
Based on the considered approaches to modeling, we have developed a model for individualizing the teaching of foreign languages to pedagogical university students (Fig. 1). The model has a hierarchical structural organization, each of the components in the block is subordinate, determines and justifies the content of the next one. A block can be considered as an independent system, where elements are in certain relationships and connections with each other.
Since modeling is one of the stages of pedagogical design, we considered it appropriate to include the following blocks in the structure of the developed model: theoretical and methodological; organizational and technological; subject interactions; productive.
The developed conceptual model is a means of understanding the essence of individualization of learning and allows us to solve the general and specific problems that we have identified. It reproduces such components of the modeled process as its subjects, goals, objectives, content, methods, forms, results, as well as factors, principles and functions. As we assume, the use of the model in the educational process of a pedagogical university will improve the psychological, pedagogical and subject training of teaching staff in this area; will create conditions for resolving communicative difficulties of students and teachers; will enrich the content of the “foreign language” subject with new personality-oriented material, etc. The central element of the model is the technology of designing individual trajectories for teaching foreign language students at a pedagogical university.
The author's technology for designing individual trajectories for teaching a foreign language to pedagogical university students was built taking into account certain basic determining factors and conditions for organizing the learning process. The core of the technology being developed is an algorithm for managing the educational process, which includes two interrelated processes: the organization of the student’s activities and the teacher’s control of these activities. A generalized description of the structure of the technology for constructing individual routes for teaching foreign languages to pedagogical university students is given in Table 1. It presents the stages and stages that reveal the content and sequence of operations that allow us to develop, evaluate the results of its implementation and make the necessary correction
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 |
Rice. 1. Conceptual model of individualization of teaching students a foreign language
Table 1
Technology for constructing individual routes for teaching foreign languages to pedagogical university students
Contents and sequence of operations |
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Analysis of the educational environment and features of educational activities |
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Psychological and pedagogical diagnostics and distribution of students into groups and routes |
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Determining the goals, objectives and content of foreign language teaching for students of each route |
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Assessment of student workload |
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Development of a project for motivational support of the learning process |
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Construction of an algorithm for the functioning of educational actions |
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Determination of types and development of lesson structure |
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Designing training content |
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Justification of ways to organize and manage extracurricular activities |
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Development of scientific and methodological support for educational technology |
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Assessing the quality of learning material (stages, pedagogical sections, adequacy of assessment) |
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Correction of educational activities and technology |
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Pedagogical forecast |
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The content component of the technology has proven its effectiveness, including an educational and methodological complex (EMC), compiled on the basis of the ideas and theoretical views of the author, techniques, specific forms, methods and means of organizing the pedagogical process and content of education. The leading idea was the comprehensive study of a foreign language and the culture of the country of the language being studied in a pedagogical context. Therefore, modern personal and professionally oriented approaches to teaching a foreign language were implemented in the educational and methodological complex.
An integrated approach to analysis, assessment, diagnosis, selection of parameters and criteria; methods for carrying out continuous monitoring and its frequency were implemented by monitoring the state of the process of individualization of teaching foreign language to teacher training university students.
The data obtained during the monitoring made it possible to divide the students participating in the experiment into groups and determine individual trajectories and routes for learning a foreign language for each of them.
Trajectory communicative development the purpose of which is to master everyday and professional communication skills.
Trajectory of general cultural development aimed at acquiring the skills to use foreign language tools to improve the general culture of the individual; implementation of individual requests and needs in learning a foreign language.
Trajectory of professional and creative development provided assistance to the professionalization of the individual based on the inclusion in the content of education of material that initiates the development of a specialist’s creative abilities.
The trajectories listed above included individual routes that differed in goals, schedule for studying the discipline, content and volume of homework and extracurricular assignments, level of difficulty of studying the discipline, pace of completion, etc.
First route (normative) is implemented by studying a basic foreign language course based on the Federal State Educational Standard by students with an average and high level of knowledge. Students in this group have a high level of motives for learning a foreign language and a base has been formed, but they do not have such an opportunity due to the limited number of hours provided for by the State Standard and the program for learning a foreign language.
The purpose of this route is to master a foreign language at an increased level of complexity and stimulate self-education. The main tasks of the teacher when students took this route were to provide pedagogical and motivational support to students in learning a foreign language, stimulating them to improve it.
Second route (correctional) is addressed to students who have a low level of knowledge of a foreign language; the purpose of the correctional course is to fill gaps in knowledge. The main tasks of the teacher when students took this route were to provide pedagogical assistance in case of difficulties and motivational support for students in learning a foreign language.
All considered operations of teaching technology are implemented by teachers and are regulated by instructions on the organization and content of the work of foreign language departments of higher educational institutions.
Monitoring of the process of individualization of foreign language teaching for students in the experimental and control groups was carried out in accordance with the designated stages of the experiment.
To assess the effectiveness of pedagogical influences in the process of conducting ascertaining and formative experiments, the identified criteria and levels individualization of foreign language teaching.
Communication criterion allows you to assess the development of skills in solving educational problems and organizing effective communicative interaction using a foreign language, which forms the basis of the communicative competence of the future specialist.
Individual creative criterion reveals the features of students' development of creativity in educational and pedagogical activities as the basis for successful personal growth and self-realization.
General cultural criterion provides an assessment of the formation of general cultural knowledge that determines the success of the formation of a student’s personality as a person of culture.
Based on these criteria, we have developed three levels (low, medium, high) that allow us to evaluate the effectiveness of the process of individualization of teaching students a foreign language. The generalized (total) level was defined as the average indicator of the individual level of formation of its structural components for each student and group.
The following were used as additional indicators to assess the individualization process: the attitude of students and teachers to the individualization of the educational process; level of competence development; motivation to learn a foreign language; interest in self-knowledge and self-development; students’ comfort during the learning process; efficiency of students' independent work; readiness of teachers and students for joint design.
The dynamic characteristics of mastering a foreign language when moving along individual educational trajectories are reflected in summary table 2.
Monitoring the dynamics of the changes that occurred in the experimental and control groups indicates the effectiveness of the proposed author’s approach to the individualization of foreign language teaching for future teachers. Positive results were obtained as a result of the creation of a linguistic professional environment aimed at developing the individuality of students. The use of authentic materials and teaching aids in the content of pedagogical technology, an increase in the volume of independent creative work that stimulates students’ self-education, and the targeted development of intellectual and cognitive skills contributed to the formation of productive pedagogical interaction in the process of learning a foreign language and successful advancement along individual educational trajectories and routes.
During the formative stage of the experiment, the positive dynamics of the student learning process was monitored, as a result of which a number of trends were recorded in the achievements of students who studied a foreign language along individual educational trajectories.
The analysis of these trends, as well as the results of the design and implementation of individual educational trajectories (see Table 3) determined our research tasks at the analytical and generalizing stage of the experimental work.
table 2
Main indicators of the success of students' advancement along individual educational trajectories during the learning process (in points on a five-point scale)
Trajectories individualization | Training courses |
||||||||||||
For general cultural development……………… For communicative development…..…………. For professional and creative development...... |
|
||||||||||||
Conventional abbreviations:“a” - activity in educational activities; “c” - the degree of student involvement in the group’s activities; “z” - dynamics of knowledge growth; “m” - stability of motivation to learn; “a” - activity in educational activities; “t” is the pace of progress along the route; “y” - satisfaction with the learning process.
Note: The numerator represents the results at the beginning of the course, and the denominator represents the results at the end.
Table 3
Dynamics of development of indicators of individualization of student learning
control and experimental groups foreign language (in points)
Criteria and indicators | ||
Tests | Experimental |
|
Communication criterion Ability to establish interaction in a foreign language…. Ability to solve communication problems………….. Communication skills in a foreign language……………. Ability to defend your point of view in dialogue..... | ||
Average | ||
Professionally-creative criterion Implementation of the individual professional program self-development…………………………………………………….. Solving problematic professional and communication problems tasks……………………………………………………………. Ability to creatively solve professional problems using foreign language tools……………….… Co-creation in solving professional problems…………. Efficiency of independent work…………………… Demonstration of creative abilities in solving communication problems…………………………………………………………………… The ability to self-design individual educational trajectories of learning a foreign language………. Experience of creative application of accumulated foreign language knowledge... | ||
Average | ||
General cultural criterion Level of foreign language professional knowledge...................... Level of linguistic and regional knowledge……………………… Knowledge of the elements of the linguistic culture of the people………………... Ability to use regional knowledge in communication..... Level of development of oral and written speech………………… Cognitive activity in learning a foreign language... | ||
Average | ||
Note: the numerator shows data before, and the denominator shows data after the experiment. |
The most significant changes occurred in indicators of cognitive activity in learning a foreign language - by 1.8 points, the effectiveness of independent work - by 2.3 points, individual and professional self-development skills - by 2.7 points, etc.
The stability and consistency of individual development of students in experimental groups is evidenced by changes in personal qualities that determine creative activity. The most significant changes among students occurred: a) in the development of the ability to creatively solve professional problems using foreign language tools (from 1.6 - the beginning of the experiment, to 3.6 - at the end; increase - 2.0 points) b) co-creation in solving professional tasks (from 1.7 to 3.5; increase – 1.8 points); c) experience in the creative use of accumulated foreign language knowledge (from 1.6 to 3.4; increase - 1.8 points).
Evidence of the success of the experiment on introducing the author’s approach into the process of professional training of students is manifested both in the formal result in the form of grades and in the identified personal indicators of students’ achievements. Students in the experimental groups experienced a 1.5-fold increase in their level of academic performance in the field of a foreign language. The results of the final tests (exam in a foreign language) also demonstrate the greater success of students in the experimental groups, who have 23.4% more “excellent” grades and 19.2% more “good” grades (2010 data).
The dynamics of the involvement of students in experimental groups in the process of completing individual creative tasks, the manifestation of creativity is reflected in the results of projects (in the experimental group there are 23.6% more “excellent” grades, 16.4% more “good” grades - 2010 data) .
The generalization of the obtained indicators of the development of individualization of teaching students a foreign language was carried out on the basis of the Cramer-Welch statistical criterion. By communicative criterion the following values were obtained: before the experiment Temp. = 0.91< 1,96 = Ткр. при α = 0,05, то есть уровни знаний студентов контрольной и экспериментальной групп до начала эксперимента отличаются незначительно, что свидетельствует о корректности набора групп для организации эксперимента. После эксперимента: Тэмп. = 4,27 >1.96 = Tcr. at α = 0.05, that is, the levels of communicative criterion indicators among students in the control and experimental groups after the experiment differ significantly, which confirms the positive dynamics of the formation of communicative skills among students in the experimental group.
By indicators professional and creative criterion the following values were obtained (2010 data). Before the experiment: Temp. = 0.95< 1,96 = Ткр. (α = 0,05) - уровни отличаются незначительно; после эксперимента: Тэмп. = 4,88 >
Analysis of indicators general cultural criterion demonstrated the following values (2010 data). Before the experiment: Temp. = 0.93< 1,96 = Ткр. (α = 0,05) - уровни отличаются незначительно; после эксперимента: Тэмп. = 4,55 >1.96 = Tcr. (α = 0.05) - the levels differ significantly, which confirms the effectiveness of the experimental work.
Thus, the growth of the main criteria for the development of individualization of teaching students a foreign language indicates the positive dynamics of this process.
The defining characteristic of the individualization of teaching students a foreign language when students go through educational trajectories is purposefulness, therefore, the skills of goal setting and goal achievement among students in the experimental groups were significant in the study. The generalization of the obtained data was carried out on the basis of the T. Wilcoxon statistical test. The following values were obtained: Tcr. = 73 > 31.5 = Temp. (α = 0.05), that is, the positive dynamics of the formation of goal-setting skills among the students who took part in the experiment are clearly visible.
Students in the experimental groups demonstrated a high level of development of gnostic, design, constructive, communicative and organizational skills.
An additional indicator of the development of individualization of teaching students a foreign language in our study was such a characteristic as the advancement of students to higher levels of achievement, indicating the formation of the value and technological components of the basis of the individual-professional style of teaching activity of future teachers.
The study has proven that the implementation of the provisions of the author's approach allows for the transition of students in experimental groups to higher levels of educational achievements (high level - the beginning of the experiment - 3.8%, after the experiment - 34.6%; average level - the beginning of the experiment - 47.9% , after the experiment - 52.7%; low level - from 48.3% to 12.7). In the control groups, level movements were less significant. The results obtained make it possible to judge the effectiveness of individualization of professional training both in general and for each student separately.
This allows us to conclude that the implementation of the author’s approach to the individualization of foreign language teaching has improved not only the qualitative and quantitative characteristics of this process, but also the level of professional training of the future specialist.
Generalization of the research results allows us to formulate the main conclusions:
1. In the Russian higher education system, the prerequisites have been created for the implementation of an individual approach to student learning. This approach involves a more in-depth study of the individual characteristics of students and the development of personality-oriented learning content (individual educational trajectories, individual routes and self-education programs of different levels and orientations and flexibility of their structure), aimed at individual students or their groups.
2. One of the promising ways to individualize the educational process of a university is to include students in the design and implementation of individual educational trajectories and routes. Individual learning path is a personally oriented organization of a student’s educational activities at a university and involves the construction of the educational process in the context of the realization of individual aspirations, the development of life strategies, and the formation of the foundations for the individual, creative and professional development of the student’s personality. Under individual educational route it is necessary to understand the student’s mastery of the curriculum taking into account his educational experience, the level of individual needs and capabilities that provide a solution to his educational problems.
3. The effectiveness of pedagogical design is determined by the implementation of two main operations: the construction of a model of the process of individualization of foreign language teaching and the development of pedagogical technology for designing individual trajectories of foreign language learning for students of a pedagogical university.
The conceptual model of individualization of foreign language teaching has a hierarchical structural organization and subordination of components. The model includes the following blocks: theoretical and methodological; organizational and technological; subject interactions; productive. The central element of the model is pedagogical technology, the effectiveness of which is ensured by the content and interrelation of the procedural characteristics and mechanisms of each block.
The technology for designing individual trajectories for teaching a foreign language to pedagogical university students, built taking into account the determining factors and conditions for organizing this process, includes steps and stages that reveal the content and sequence of operations that allow us to develop, evaluate the results of its implementation and make the necessary correction. The core of the technology is an algorithm for managing the educational process.
4. Organizational and pedagogical conditions for designing individual trajectories for students’ learning a foreign language were identified and tested:
Maintaining discrete individualization throughout the student’s education at the university;
Providing freedom of choice of educational path to every student;
Organization of pedagogical support for the implementation of individual student learning trajectories;
Ensuring subject-subject interaction between participants in the educational process;
Stimulating student creativity in educational activities;
Monitoring the effectiveness of students’ individual learning paths;
Ensuring the readiness of teachers to design individual trajectories of teaching students a foreign language and students to self-design this process.
5. The results of experimental work confirm the effectiveness of using individual trajectories for teaching students a foreign language in the system of their professional training.
The research carried out basically confirmed the validity of the hypothesis put forward. It reflects the pedagogical aspect of solving such a complex interdisciplinary problem, which is the design of individual trajectories for teaching students a foreign language.
Prospects for further research are related to the development of psychological and pedagogical aspects of individualization of foreign language teaching, ensuring the productivity of professional self-development and self-improvement of the personality of the future teacher in the system of higher and postgraduate education.
Scientific articles in publications listed by the Higher Attestation Commission
1. Grinko individual trajectories of foreign language learning for students of pedagogical universities // “Bulletin of the Adygea State University”. – Maykop: ASU, publishing house of ASU. – Vol. 3(84) – 2011. - pp. 18-23.
2. Grinko of future teachers to the design of individual educational routes for teaching high school students // “Bulletin of the Adygea State University”. – Maykop: ASU publishing house. – Vol. 3(47) – 2009. - pp. 27-32.
Scientific articles in magazines and collections
3. Lebedev of authentic materials on the process of improving reading skills // Science Week of ASPU. – Armavir: ASPU., No. 3S.124-125.
4. Lebedeva formation of the communicative culture of students in the process of professional training at a university // Development of Young Scientists: collection. articles and theses. – Vol. 4. – Armavir, 2006. – P. 213-217.
5. Lebedeva individualization of student learning // Young scientists: collection. articles and theses. – Vol. 3. – Armavir, 2006. pp. 218-224.
6. Lebedev and the development of European levels of foreign language proficiency. // Collection of scientific and methodological works of the teaching staff, graduate students, applicants, students of ALU. – Armavir: ALU, 2006. - P.156-160.
7. Grinko language as a means of teaching methods of activity // International scientific and practical conference “Concepts of teaching and research of foreign languages, literatures and cultures”. - Armavir: ALU., No. 4С.240-241.
8. Grinko’s motivation for learning a foreign language among students of pedagogical universities // Science Week of ASPU. – Armavir: ASPU., No. 4S.158-159.
9. Grinko designing educational routes for university students (deposited manuscript). - Moscow: ITIP RAO, 2008. - No. 22-p.
10. Grinko individual educational routes for teaching students of humanitarian universities as a factor in improving the quality of professional training // Collection of scientific works, art. Leningradskaya, 2009.- P.201-206.
11. Grinko of the individual educational route as a modern way of individualization of the educational process // International scientific and practical conference “Current problems of studying national cultures: theory and practice”. - Armavir: ASPA 2010. - pp. 206-207.
The trend of individual learning is reflected in the regulatory document - the basic college curriculum, which provides for the allocation of separate hours for the student component.
The “student component” is not limited to individual work with students. But this term allows us to bring the understanding of not only scientists, but also administrators and teachers to recognize the role of teaching in their own education. We are talking not only about the selection of individual educational content, but also about the possibility for a student to choose his own learning style, his ideological foundations, optimal tempo and rhythm, diagnostics and evaluation of results.
Taking into account individual characteristics and the nature of learning is necessary already in elementary school. Each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines. The simultaneous implementation of personal models of education is one of the goals of college education. The task of training is to provide an individual zone for the student’s creative development, allowing him to create educational products at each stage, relying on his individual qualities and abilities.
Individual educational trajectory- this is the result of the realization of the student’s personal potential in education through the implementation of relevant types of activities. The organization of student-centered education aims to realize the following rights and opportunities:
The right to choose or identify individual meaning and goals in each course of study;
The right to personal interpretations and understanding of fundamental concepts and categories;
The right to draw up individual educational programs;
The right to choose an individual pace of learning, forms and methods of solving educational problems, methods of control, reflection and self-assessment of one’s activities;
Individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;
Exceeding (advancing or deepening) the mastered content of training courses; individual choice of additional topics and creative works in subjects;
The right to an individual picture of the world and individual substantiated positions in each educational field.
The main elements of a student’s individual educational activity are the meaning of the activity (why am I doing this); setting a personal goal (anticipating the result); activity plan; implementation of the plan; reflection (awareness of one’s own activities); grade; adjusting or redefining goals.
The condition for achieving the goals and objectives of student-centered learning is the preservation of the individual characteristics of students, their uniqueness, multi-level and diversity. The following methods are used for this:
a) individual assignments for students in the classroom;
b) organization of pair and group work;
c) inviting students to draw up a lesson plan for themselves, choose the content of their homework, the topic of creative work, and an individual educational program in the subject for the foreseeable period of time.
The main task of student-centered learning is for each student to build an individual trajectory of their education that would correlate with the generally accepted achievements of humanity. A student's education is not limited only to the achievement of his personal goals. After demonstrating the student’s educational products, they are compared with cultural and historical analogues. This stage can give rise to a new learning cycle with appropriate goal setting. During the reflective-evaluative stage of learning, the student’s educational products are identified, related both to the individual results of his activities and to the studied general cultural achievements, including educational standards.
Organizing training along an individual trajectory requires a special methodology and technology. In modern didactics, it is usually proposed to solve this problem in two opposite ways, each of which is called an individual approach.
The first method is differentiation of learning, according to which it is proposed to approach each student individually, differentiating the material he studies according to the degree of complexity and focus. For this purpose, students are usually divided into groups according to type: capable, average, lagging behind; levels A, B, C.
The second method assumes that each student’s own educational path is built in relation to each educational field he or she studies. In other words, each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines.
The task of teaching is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his educational path. The simultaneous implementation of personal models of education is one of the goals of student-centered education.
An individual educational trajectory is a personal path to realizing the personal potential of each student in education.
Student's personal potential- the totality of his abilities: organizational, cognitive, creative, communicative and others. The process of identifying, implementing and developing these abilities of students occurs during the educational movement of students along individual trajectories.
It follows from this that if we single out specific personal abilities of students as guidelines for their educational activities in each academic subject, then the path to mastering these subjects will be determined not so much by the logic of these subjects as by the totality of the personal abilities of each student. The main role among these abilities will belong to those thanks to which the student creates new educational products, that is, creative abilities.
In student-centered learning, the following point is fundamental: any student is able to find, create or propose his own solution to any problem related to his own learning. A student will be able to advance along an individual trajectory in all educational areas if he is given the following opportunities: to determine the individual meaning of studying academic disciplines; set your own goals in studying a specific topic or section; choose the optimal forms and pace of training; apply those teaching methods that best suit his individual characteristics; reflexively understand the results obtained, evaluate and adjust your activities.
The possibility of an individual trajectory of a student’s education assumes that a student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or expanded assimilation of the topic. Preservation of the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning trajectory, will ensure that students achieve a normative educational level.
To organize the learning process “in different ways for everyone,” it is necessary to have a unified methodological and organizational framework. Students’ individual path to mastering educational topics and sections presupposes the presence of reference points.
Reference points- points around which everyone’s learning trajectory will be built. These points will make it possible to compare and contrast the personal content of the education of different students and to assess the individual nature of their activities.
Structural and logical diagrams, algorithmic instructions, and generalized activity plans can be used as universal foundations for individual education. Algorithmic plans can be reviewed and compiled by students.
Let's consider the stages of a student's educational activity organized by a teacher, allowing him to ensure his individual trajectory in a specific educational field, section or topic.
1st stage. Diagnosis by the teacher of the level of development and degree of expression of students’ personal qualities necessary to carry out those types of activities that are characteristic of a given educational field or part of it. The initial volume and content of the students’ subject education is recorded, that is, the quantity and quality of ideas, knowledge, information, skills and abilities available to each of them on the upcoming subject topic. The teacher establishes and classifies the motives of students’ activities in relation to the educational field, preferred types of activities, forms and methods of classes.
2nd stage. Fixation by each student, and then by the teacher, of fundamental educational objects in the educational field or its topic in order to indicate the subject of further knowledge. Each student draws up an initial concept of the topic that he will have to master.
3rd stage. Building a system of the student’s personal relationship with the educational field or topic to be mastered. The educational field appears before the student in the form of a system of fundamental educational objects, problems, and issues.
Each student develops a personal attitude towards the educational field, self-determines in relation to the formulated problems and fundamental educational objects, establishes what they mean to him, what role they can play in his life, how his activities influence or will influence this sphere of reality. The student (and teacher) fix the priority areas of their attention in the upcoming activity, clarify the forms and methods of this activity.
4th stage. Programming by each student of individual educational activities in relation to “their own” and general fundamental educational objects. At this stage, students create individual training programs for a designated period. These programs are an educational product of an organizational type, since they stimulate and direct the realization of the student’s personal educational potential. When assessing students' organizational activity products, the same methods of diagnosis, control and evaluation are used as for subject-type products.
5th stage. Activities for the simultaneous implementation of individual educational programs for students and a general collective educational program. The student carries out the main elements of individual educational activity: goals - plan - activity - reflection - comparison of received products with goals - self-assessment.
6th stage. Demonstration of students’ personal educational products and their collective discussion. Introduction by the teacher of cultural analogues to student educational products, that is, ideal constructs belonging to the experience and knowledge of mankind: concepts, laws, theories and other products of knowledge. Students are organized to enter the surrounding society in order to identify in it the same issues, problems and products, elements of which were received by students in their own activities.
7th stage. Reflective-evaluative. Individual and general educational products of activity are identified (in the form of diagrams, concepts, material objects), the types and methods of activity used (reproductively acquired or creatively created) are recorded and classified. The results obtained are compared with the goals of individual and general collective training programs.
The achievements of each student are correlated with the identified common set of means of cognition and types of activities as a collective product of learning, which gives him the opportunity not only to understand the collective results, but also to assess the degree of his own progress in mastering these methods of activity and realizing personal qualities.
Based on a reflexive understanding of individual and collective activities, as well as with the help of control tools, the activities of each student and everyone together, including the teacher, are assessed and self-assessed. The completeness of achieving goals and the quality of products are assessed, and conclusions are drawn.
Thus, the range of opportunities provided to a student in his movement along an individual educational trajectory is quite wide: from individualized cognition of fundamental educational objects and personal interpretation of the concepts being studied to the construction of an individual picture of the world and personal lifestyle.
One of the tasks of a modern school is the development of personality and support of the student’s individuality. Individuality is a person characterized in terms of his socially significant differences from other people; the originality of the psyche and personality of the individual, its uniqueness. Individuality can manifest itself in the traits of temperament, character, specific interests, qualities of perceptual processes and intelligence, needs and abilities of the individual.
Individualization is used to achieve set goals. Individualization means the creation of a system of multi-level training of students, taking into account the individual characteristics of students and avoiding equalization and providing everyone with the opportunity to maximize their potential and abilities.
A form of individualization is an individual educational trajectory or an individual educational route.
An individual educational trajectory is a personal path for the creative realization of the personal potential of each student in education, the meaning, significance, purpose and components of each successive stage of which are comprehended independently or in collaboration with the teacher.
An individual educational route is a temporary sequence of implementation of a student’s educational activities. The individual educational route is changing and depends on the dynamics of emerging educational needs and tasks. The educational route allows you to construct a time sequence, forms, and types of organization of interaction between teachers and students, and a list of types of work, differently than the curriculum.
An individual educational trajectory is a sequence of additional educational subjects (elective courses), free work, extracurricular activities, including additional education, built next to (parallel) with a block of compulsory educational subjects, in which students master educational information in close contact with teachers.
Main characteristics of an individual educational trajectory:
Individual does not mean only “one-on-one” with the teacher. It is important to find such educational material, organize such forms of interaction that will contribute to personal initiative, manifestation, and the formation of individuality.
Educational means contributing to the formation of knowledge, skills, understanding of the world and oneself in this world.
Trajectory is a trace of movement, the accumulation of various educational, social and educational experiences.
In the most general form, there are three types of trajectories that reflect the leading orientation of the student:
The adaptive type trajectory requires the use of education to prepare students for the modern socioeconomic and cultural situation;
The developmental trajectory is characterized by the broad development of opportunities, abilities and the entire creative potential of the person receiving education;
The trajectory of a creative orientation includes not only the development of characteristics and capabilities, but also their purposeful use for transformation, “building” oneself, one’s own education, career, and life.
The main task of the teacher is to create a variable educational environment, offer the student a range of opportunities and help him make a choice.
The educational environment is most often characterized by two indicators: saturation (resource potential) and structure (methods of organization).
When moving forward, the student can choose the content of knowledge, skills, the level of their development, the form of educational work, and the pace of progress.
The child’s educational trajectory is determined by previously acquired knowledge and skills, primarily in the classroom.
Basic elements of creating a trajectory:
Landmarks - determination of the expected final result of the activities of students and teachers as guidelines for the implementation of education. Formulation of goals.
The program is the innovative (creative) essence of individual educational activity, the main components of which are: meaning, goals, objectives, pace, forms and methods of teaching, personal content of education, a system for monitoring and evaluating results.
Educational environment is the natural or artificially created socio-cultural environment of the student, including various types of means and content of education that can ensure his productive activity.
Impulse is the launch of the mechanism of “self-propulsion” of the student and teacher (motivation), associated with comprehension of activity, self-knowledge, value orientations and self-government.
Reflexive comprehension is the formation of an “individual educational history” as the sum of significant “internal increments” necessary for a continuous educational movement.
A portfolio is the sum of a student’s “educational products,” the creation of which is possible through the identification and development of individual potentials and abilities.
Initially, options for individual student advancement are described, including:
1. The student's compulsory training sessions.
2. Elective classes (elective courses) aimed at expanding and deepening knowledge, developing skills, and acquiring practical experience.
3. Independent work.
4. Project activities.
5. Additional education.
6. Participation in extracurricular activities.
Based on an analysis of the available options, the student, together with the teacher and parents, forms an individual curriculum for a quarter, half-year, academic year, including:
1. The purpose of learning (takes into account the interests, capabilities, abilities of the child)
2. Mandatory component (school subjects)
3. Classes of the student’s choice (elective courses)
5. Participation in project activities
6. Participation in research activities
7. Participation in associations of additional education
8. Participation in extracurricular activities
9. Report forms
10. The main elements of a student’s individual educational activity:
Determining the meaning of an activity
Setting a personal goal
Formation of an activity plan
Implementation of the plan
Reflection, performance assessment
Adjustment or reassessment of goals and, accordingly, the route of movement
Formalization of the student’s educational program plan:
The purpose of my education at school
The purpose of my education at this stage
What I do because I'm interested (I choose)
What would I like to do (order)
What I do because it is necessary (I fulfill the norm)
What problems do I see in achieving my goal:
What methods and forms of learning will I use to solve problems?
When forming and implementing individual educational trajectories, the role of teachers changes. The most relevant today is a tutor - a teacher who provides general supervision of students’ independent extracurricular work; individual scientific supervisor; teacher
Tutor support technology presupposes the presence of a tutor, whose main activity is to organize the process of developing the student’s personality, ensuring that the “accompanied” masters the content, means and methods of activity.
This technology involves the joint activity of the accompanying (tutor) and the accompanied to resolve the practice problem and includes the following main stages:
1. Identifying the problem and understanding its causes.
2. Finding ways to solve this problem.
3. Developing a plan to solve the problem.
4. Providing primary care during the implementation of the plan.
If we are talking about supporting the activities of the next period, then the stages are different:
1. Analysis of the current state of activity. Identifying achievements, problems and difficulties.
2. Design of activities for the next period.
3. Designing the necessary and sufficient education of a teacher to carry out this activity.
4. Design and implementation of activities to support the education and activities of schoolchildren.
Tutor support - this is a special type of support for a person’s educational activity in situations of uncertainty of choice and transition through stages of development, during which the student performs educational actions, and the tutor creates the conditions for its implementation and comprehension (E.A. Sukhanova, A.G. Chernyavskaya).
Tutor support involves the provision of pedagogical support to students during the independent development and implementation by each student of an individual educational program (strategy) (Terov A.A.)
The multiplicity of choices of technologies and adequate models of the support system is based on the initial provisions of the targeting of “helpful education”. “Assisting education” as an integral part of public education, objectively necessary for creating conditions for the personal development of a schoolchild, is a specific professional activity of specialists in solving socio-psychological problems in pedagogical systems specially organized for this purpose.
At the same time, the support process is based on organizational-pedagogical, technological and socio-pedagogical factors, and relationships become a system-forming factor of the entire system of pedagogical support, serve as the basis for the integrity of models, stabilizing interactions within the various components of the sociocultural space.
1The article is devoted to the current problem of education - the implementation by university students of individual educational routes. From modern scientific and theoretical positions, this category is analyzed and its pedagogical potential is characterized. When implementing individual educational routes, students independently set tasks, integrate ideas and projects; pose and ask questions, work with information, making its classification; defend their own position, turn to the teacher-tutor for help; acquire knowledge in activities that model their future professional. The process of pedagogical support for the implementation of individual educational routes by university students involves a two-level construction of the content of academic disciplines - the basic part, which is designed by the teacher, and the variable part, which is designed by the student himself in accordance with his interests, needs, motivation, experience gained in practice, providing an individual educational route.
individual educational route
types of individualization in training
educational process
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IntroductionIndividualization of the learning process suggests the design of individual educational routes (IER), providing students with perspective and awareness of their professional potential in the context of the requirements of modern society. An individual educational route is determined by the educational needs, individual abilities and capabilities of the student (level of readiness to master the program), and forms competencies defined by the Federal State Standards of Higher Professional Education.
Purpose of the study was to clarify the definitions of the category “individual educational route” and identify the features of the implementation of IEM by university students.
Materials and research methods
IOM is an educational program for achieving an educational standard, when the choice of the way to implement the standard depends on the individual characteristics of a particular student. IOM - a variant of a purposefully designed differentiated educational program that provides the student with the position of a subject of choice, development, and implementation of an educational program when providing pedagogical support by the teacher.
To implement this provision, Slepukhin A.V. (modified by us) proposes to distinguish the following main types of IOM:
- Self-centered (the route is characterized by a focus on knowing oneself, one’s characteristics, abilities, and capabilities);
- routes focused on: acquiring knowledge and professional skills (the route is associated with the identification of systemic subject areas: Theory of State and Law, Constitutional Law, Civil Law, etc.);
- to develop oneself as a professionally oriented person (as part of educational practice, the route of knowledge is concretized by a certain position - to become a professional);
- to develop oneself as a future specialist after completing practical training, the assessment of which takes into account the student’s ability to apply existing theoretical knowledge in specific legal situations (Table 1).
Table 1
Connection of the main types of IOM with the forms of work of students
|
Types of IOM (according to A.V. Slepukhin in our modification) |
Characteristics of IOM types |
Forms of training organization |
Result |
|
Self-centered |
the route is characterized by a focus on personal characteristics, potential opportunities |
Psychological trainings, game situations, legal discussions. |
Awareness of the social significance of the profession, knowledge and adherence to ethical principles, the ability to set goals and strive for self-development. |
|
I am professionally oriented |
The route is designed to develop student motivation to become a professional |
Disputes, situational problems that do not have a clear legal solution |
Participation in the development of regulations, ensuring compliance with legislation, etc. |
|
I am a future specialist, Bachelor of Law |
The route is characterized by the formation of professional competencies |
Legal advice to citizens, drafting legal documents, etc. |
The ability to legally correctly qualify facts and circumstances, have the skills to prepare legal documents, and perform job responsibilities to ensure law and order. |
The variety of competencies established by the Federal State Educational Standard, including professional ones, implies the individualization of training. The educational module allows you to adjust the student’s individual educational route. A training module is a completed segment of activity in a separate subject or integrated course. The simplest and most typical example of a training module is a topic (section) of a regular curriculum, along with an indication of possible ways of studying it and its forms.
Training modules can be of two different types.
1. Module based on the curriculum.
In this case, the program can be any - standard or experimental, basic, focused on in-depth study of the subject, rehabilitation, etc. Note that when compiling a training module of this type, other approved training programs can be used, along with those implemented in a given educational institution. For example, an individual curriculum may include modules based on a program with in-depth study of the subject. If a training module is compiled on the basis of an experimental or proprietary program, then the program itself must be approved in accordance with the current rules.
2. Integrative type training module: basic and variable parts.
Such a module can combine the acquisition of knowledge in several subjects, combine general educational training with professional training, and provide ways to achieve goals by replacing content and using new forms of activity. As a rule, such a module refers to a part of the curriculum that is implemented at the student’s choice. In this case, individual training is organized in accordance with the target program (“Russia is a rule of law”, “I am a citizen of Russia”, “I want to be a lawyer!”, etc.).
The training module used in organizing individual training must be formalized in the form of an organizational and pedagogical document: an educational and methodological complex for disciplines, a training course program, approved by the decision of the relevant department.
The effectiveness of developing an individual educational route is determined by a number of conditions: awareness by all participants in the pedagogical process of the need and significance of an individual educational route as one of the ways of self-realization of the student’s personality; providing pedagogical support and information support for the process of developing an individual educational route for students; organization of reflection as the basis for correcting an individual educational route, because a future professional may experience difficulties in the process of obtaining an education:
- in isolating, designing and understanding the personal meanings of education;
- in determining the content range of tasks that may arise in the process of education;
- in mastering methods for solving a system of educational tasks that form an individual and personal educational route.
Characterizing the features of the educational process described above, it can be noted that under the conditions of the classical (traditional) paradigm, knowledge is given mainly in a ready-made form: students are taught to solve proposed problems, assimilate knowledge, answer questions correctly, memorize formulations, evidence, reproduce information, describe the views and positions of others, assimilate what the teacher consistently “presents” according to the plan, assimilate theories. In the opinion of D. G. Levites, which we share, it is necessary that the teacher’s activities be aimed at “cultivating” the student’s needs that organically correspond to the main components of the content of education as a reflection of sociocultural experience. Thus, the learning process will be closed on achieving a single goal - the development of the needs, requests and abilities of the individual in the process of mastering the relevant components of the educational content - the “didactic ring” at the procedural level. When implementing individual educational routes, the teacher invites students to independently set tasks, integrate ideas, plans, projects; helps recognize needs and motives; provides assistance and support in self-development; teaches ways of thinking that lead to the discovery of new knowledge; teaches you to pose and ask questions, seek help from a teacher-tutor; helps to work with information by classifying it; proposes to take and defend one’s own position, to acquire knowledge in activities that model the future professional. First of all, the main educational goal is changing, which now lies not so much in knowledge preparation, but in a competency-based approach to education in order to provide conditions for self-determination and self-realization of the individual.
Research results and discussion
In our work, we relied on the study of Burlakova T.V., where the author considers the types of individualization in learning: external and internal. By “external individualization” we mean the directed influence of the external educational space, including the adaptation of the content and forms of the educational process to the individual characteristics of each student; and under “internal individualization”, directed “from the student”, ensuring productive interaction with the world and with oneself. Internal individualization appears as a process aimed at the development of individual aspirations, the realization of essence, the development of life meanings, and styles of activity. A factor in the manifestation of internal individualization is the perceived need for a qualitative change in oneself for the better. The fundamental mechanism for introducing a student to the teaching profession is reflection, which is directly related to the internal component of individualization.
The implementation of the principle of supporting individualization, according to Burlakova T.V., involves taking into account the following requirements: creating motivation among students to study and take into account their abilities and carry out professional activities; carrying out in-depth diagnostics of the spheres of a student’s individuality; establishing the relationship between the stages of development of the student’s individuality and ensuring the need for transition from one stage to another; developing students’ ability to set goals, didactic design, and reflection; ensuring in the educational process a transition from activities organized by the teacher to activities self-organized by the student.
The process of pedagogical support for the implementation of individual educational routes by university students, in our opinion, involves a two-level construction of the content of academic disciplines - the basic part, which is designed by the teacher, and the variable part, which is designed by the student himself in accordance with his interests, needs, motivation, experience gained at practice that provides an individual educational route. In the mode of interaction between subjects of the educational process, an educational dialogue occurs, which makes it possible to create a system of subject-subject relations between its participants.
T.V. Burlakova highlighted the principles of individualization of student learning: the implementation of the principle of variability and flexibility involves taking into account the following requirements: 1) meeting the general requirements of the educational standard in combination with satisfying the individual capabilities and interests of each student; 2) flexible response to individual and personal changes of the student by making the necessary changes to the components of training; 3) providing students with the opportunity to choose types, forms of activity and self-determination; 4) helping students understand their individual capabilities and inclinations, in drawing up individual training programs; 5) flexible and timely changes in individual educational programs and individual plans; 6) use of various methods and forms of independent work of students; 7) carrying out professional activities with a high degree of reflection, flexible and adaptive response to the dynamics of circumstances.
Analyzing the main undergraduate educational programs in the field of "Jurisprudence", we identify in them the content of the Federal State Educational Standard, which concerns the possibility of expanding and deepening knowledge, skills and abilities, determined by the content of basic (mandatory) disciplines (modules), allowing the student to obtain in-depth knowledge and skills for successful professional activity and for continuing professional education in a master's degree. It is the variable part that complements basic (profile) knowledge, allows you to consolidate basic concepts, and prepare the student for professional activity.
A general analysis of the basic content of the Federal State Educational Standard and its variable part indicates that all training courses in the disciplines contain the personal and professional components of a lawyer’s activity, but in comparison with the State Educational Standards of the specialty, there is a shortage of narrow specialized disciplines that were previously studied when choosing a student specializations, for example, such disciplines as “Peculiarities of consideration of a separate category of civil cases”, “Intellectual property law”, etc. The way out of this situation, in our opinion, is the widespread use in the educational process of active and interactive forms of conducting classes to develop professional competencies , increasing the time for independent work of students, the possibility of designing an individual educational route for the student. The disciplines of the legal cycle are aimed at developing professional communication skills in a foreign language, setting management goals and their effective achievement, based on the interests of various subjects and taking into account immediate and long-term results.
We count after P.I. Gaidai and S.Yu. Tryapitsyn that the implementation of IOM entails a change in teaching methods. The modern educational process requires an integrated approach to learning using modern forms of teaching, such as interactive resources. In IMPE im. A.S. Griboyedov, to support the educational process, an electronic library system (znanium.com) is used, with the help of which students become acquainted with educational and methodological complexes in various disciplines, with electronic textbooks, scientific articles, etc. It is advisable to use electronic systems to create interactive classrooms in the main disciplines, filled with various presentations, tables, “electronic excursions”, etc. Recently, for closer contact with students, we have been using individual student electronic accounts, which allow us to adjust the IOM, supplement the main educational program with additional literature, etc.
We worked to create a Council of Mentors, which connects junior, senior and graduate students. With the help of the Council, it is possible to preserve traditions and continuity between generations. Graduates who have already become employers participate in career guidance work and various events held at the university. The council of mentors becomes a link between students, teachers and graduates, an indicator between the labor market and the university.
Currently, the “Council of Mentors” includes representatives of the legislative, executive and judicial authorities who are already taking an active part in the life of the institute. With the help of the deputy of the Legislative Assembly of the Republic of Karelia Sergei P., we organize excursions to the legislative body of the subject in order to consolidate the acquired knowledge in the discipline “Constitutional Law”. The Council also includes Arthur M., a deputy of the State Duma of the Russian Federation from one of the previous convocations, who participates in the educational process and as a tutor. Of great importance is the participation in the Council of representatives of the judicial community Svetlana G. and Natalia G., and Elena B., who take part in various discussions, defense of final qualifying works, etc. A close connection between generations makes it possible to preserve the traditions of higher education and helps employers “nurture” worthy replacements. Students get a rare opportunity to learn about the intricacies of the legal profession first-hand.
Collaboration between students, alumni and faculty is beneficial beyond the Council. Modern requirements are such that when undergoing the accreditation procedure and compiling various ratings, a university is obliged to prove that its graduates are in demand in the labor market, are employed, i.e. contact with alumni has not been lost. We follow the lives of most of our graduates, but we pay special attention to those whose careers have been successful. A natural question arises: how did they implement their IOM, what difficulties did they encounter, etc. The purpose of these questions is to identify shortcomings in the educational process and to help those who are still mastering the program of higher professional education.
Conclusion. Thus, the implementation of individual educational routes for students at a university is a systemic process, the main function of which is to stimulate individual personally significant requests of the subject of educational activity, focused on changing students’ attitudes towards educational activities, promoting the development of professional responsibility and success in a future professional career.
Reviewers:
Levites D.G., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy, Murmansk State Humanitarian University, Murmansk.
Borzova E.V., Doctor of Pedagogical Sciences, Professor, Head. Department of English, Institute of Foreign Languages, PetrSU, Petrozavodsk.
Bibliographic link
Karmazina N.V., Fedorova E.N., Yanyushkina G.M. FEATURES OF IMPLEMENTATION OF INDIVIDUAL EDUCATIONAL ROUTES (IER) BY UNIVERSITY STUDENTS // Modern problems of science and education. – 2014. – No. 3.;URL: http://science-education.ru/ru/article/view?id=13717 (access date: November 26, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
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