PRINCIPLES OF STUDENTS’ EDUCATION IN THE HUMANITARIAN AND PEDAGOGICAL COLLEGE IN THE CONDITIONS OF GLOBALIZATION

Keywords: communicativespeech competence, traditional, innovative principles of teaching, participants of educational space

Abstract

The article considers the philosophical and theoretical and methodological principles of establishing and reforming the system of principles students’ education in the humanitarian and pedagogical college in the context of globalization. Emphasis is placed on the interpretation of the above principles as the most general methodological guidelines in the formation of students’ communicative and speech competence as a universal and professional key competence in a humanitarian crisis and a shortage of anthropological factors in society. The aim of the article is to generalize, inventory and improve the system of educational and, to a greater extent, didactic principles of humanitarian education, which acquires a new paradigm in the context of globalization and requires modification of the basic principles. A review and analysis of the views of Ukrainian and foreign methodologists and theorists of education on the composition, essential and methodological content of the principles of training of future specialists in the humanities and pedagogy, and clarified the appropriate didactic content of traditional, special and innovative principles are done. The expediency of distinguishing between innovative and currently relevant educational principles such as dialogic, contextual, digital principle and the principle of subjectivity is argued. The integrative and mutually determining nature of the above principles and their connection with modern social and cultural practice, in the bosom of which the future graduate of the humanities and pedagogical college will inevitably realize their professional communicative and speech competence, is proved. The scientific novelty of the work is that for the first time in the home language didactics the general, specific humanitarian and innovative principles of teaching future philologists and primary school teachers in the educational conditions of the modern humanitarian and pedagogical college are comprehensively considered. The system of learning principles described in the article is considered holistically, maximally integrated and connected with the practical needs of a globalized society. The results of the analysis can form the basis for modeling new educational conditions and developing a model of humanitarian and pedagogical education in home colleges in the humanities and pedagogy.

References

1. Белова С.В. Текстуально-диалогический принцип в проектировании гуманитарного образования : дис. … д-ра. пед. наук : 13.00.01. Волгоград, 2006. 333 с.
2. Галузинський В.М., Євтух М.Б. Педагогіка: теорія та історія : навчальний посібник. Київ : Вища школа, 1995. 237 с.
3. Дьюї Дж. Досвід і освіта. Коваленко Є.І., Бєлкіна Н.І. Хрестоматія : навчальний посібник. Київ : Центр навч. літ., 2006. С. 463–483.
4. Кострубань Р.В. Педагогічні принципи формування толерантності майбутніх учителів у процесі гуманітарної підготовки в педагогічному коледжі. Вісник Чернігівського національного педагогічного університету. Серія «Педагогічні науки». 2015. Вип. 125. С. 180–184.
5. Подласый И.П. Педагогика. Новый курс : в 2-х кн. Москва : Владос, 1999. Кн. 1. 576 с.
6. Baker E.D. Contextualized Teaching and Learning: A Faculty Primer: A Review of Literature and Faculty Practices with Implications for California Community College Practitioners, 2009 / Elaine DeLott Baker, Laura Hope, Kelley Karandjeff. URL: http://www.cccbsi.org/Websites/basicskills/Images/CTL.pdf (дата звернення: 01.05.2021).
7. Bagozzi, R.P., & Lee, N. (2017). Philosophical foundations of neuroscience in organizational research: Functional and nonfunctional approaches. Organizational Research Methods. URL: https://doi.org/10.1177/1094428117697042 (дата звернення: 28.04.2021).
8. Bock, Annekatrin (2018). The Transformation of School Textbooks into Digital Educational Media. Georg-Eckert-Institut. Leibniz Institut für Internationale Schulbuchforschung. URL: http://repository.gei.de/handle/11428/291?show=full (дата звернення: 25.04.2021).
9. Camerer, C., & Yoon, C. (2015). Introduction to the journal of marketing research special issue on neuroscience and marketing. Journal of Marketing Research. № 52. Р. 423–426.
10. Della Sala, S., & Anderson, M. (2012). Neuroscience in education: The good, the bad, and the ugly. Oxford : Oxford University Press.
11. Li L., Gow A.D.I., Zhou J. (2018). The Role of Positive Emotions in Education: A Neuroscience Perspective. Mind, Brain, and Education. Volume14, Issue3. Special Issue: SIG 22 Conference, Part 4. P. 220–234. URL: https://doi.org/10.1111/mbe.12244 (дата звернення: 01.05.2021).
12. Zlatea S., Cucui G. (2016). Motivation and performance in higher education. Procedia -Social and Behavioral Sciences. P. 468–476.
Published
2021-09-07
How to Cite
Skrypnyk, N. I. (2021). PRINCIPLES OF STUDENTS’ EDUCATION IN THE HUMANITARIAN AND PEDAGOGICAL COLLEGE IN THE CONDITIONS OF GLOBALIZATION. Pedagogical Sciences: Theory and Practice , 1(1), 92-98. https://doi.org/10.26661/2522-4360-2021-1-1-14
Section
SECTION II. THEORY AND METHODOLOGY OF TEACHING (IN THE FIELDS OF KNOWLEDGE)