Система розвитку творчого потенціалу майбутніх інженерів аграрного профілю: автореферат дис. ... д-ра пед. наук : 13.00.04

Abstract

UK: Дисертація на здобуття наукового ступеня доктора педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Глухівський національний педагогічний університет імені Олександра Довженка, Глухів, 2020. У дисертації здійснено наукове узагальнення і запропоновано розв’язання наукової проблеми розвитку творчого потенціалу майбутніх інженерів аграрного профілю, що виявляється в обґрунтуванні педагогічної системи розвитку творчого потенціалу майбутнього агроінженера. Уточнено сутність поняття творчого потенціалу інженера аграрного профілю та розкрито структуру феномену, запропоновано концепцію, обґрунтовано методологічні підходи та педагогічні принципи. Обґрунтовано педагогічну систему розвитку творчого потенціалу майбутніх інженерів аграрного профілю та розроблено її модель, визначено критерії, показники та рівні розвитку творчого потенціалу майбутніх агроінженерів. Визначено та обґрунтовано педагогічні умови системного розвитку творчого потенціалу студентів. Розроблено науково-методичне забезпечення процесу цілеспрямованого системного розвитку творчого потенціалу майбутніх агроінженерів. Досліджено експериментальні дані, що підтверджують висновки стосовно ефективності запропонованої педагогічної системи. Обґрунтовано перспективні напрями та заходи розвитку творчого потенціалу майбутніх агроінженерів у закладах вищої освіти. RU: Диссертация на соискание научной степени доктора педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – Глуховский национальный педагогический университет имени Александра Довженко, Глухов, 2020. В диссертации осуществлено научное обобщение и предложено решение научной проблемы, касающейся развития творческого потенциала будущих инженеров аграрного профиля. Обоснована педагогическая система развития творческого потенциала будущего агроинженера. Уточнено понятие творческого потенциала инженера аграрного профиля и раскрыта структура феномена, предложена концепция, обоснованы методологические подходы и педагогические принципы. Разработаны педагогическая система развития творческого потенциала будущих инженеров аграрного профиля и ее модель, определены критерии, показатели и уровни развития творческого потенциала будущих агроинженеров. Выявлены и обоснованы педагогические условия системного развития творческого потенциала студентов. Предложено научно-методическое обеспечение процесса целенаправленного системного развития творческого потенциала будущих агроинженеров. Проанализированы экспериментальные данные, которые подтверждают выводы относительно эффективности предложенной педагогической системы. Обоснованы перспективные направления и мероприятия по развитию творческого потенциала будущих агроинженеров в высших учебных заведениях. EN: Thesis for obtaining the scientific degree of Doctor of Pedagogical Sciences in specialty 13.00.04 – theory and methodics of professional education. Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, 2020. The thesis includes the scientific generalization and suggestion for solving a scientific problem of development of agricultural engineering students’ creative potential at higher education institutions. The solution employs formulation, theoretical justification of a concept, substantiation of a pedagogical system for purposeful development of an engineering students’ creative potential as well as testing of the system effectiveness. The phenomenon of the agricultural engineering students’ creative potential was defined as an integrative property of an individual based on genetic inclinations and human tendencies to technology and technical creativity. The property determines person’s resource capacity and ability to carry out innovative engineering due to a systematic combination of engineering skills, methodological knowledge, personal and professional qualities. The concept of systemic development of agricultural engineering students’ creative potential was substantiated as a theoretical basis for a pedagogical system. The system reveals features and didactic tools that promote students’ productive mastery of engineering knowledge and development of their creative qualities. The pedagogical system for development of agricultural engineering students’ creative potential was substantiated. Its modernized components (goals, learning content, teaching methods, forms and aids, pedagogical activity of a teacher and cognitive activity of a student) together reflect the components of the educational process. The specific pedagogical principles have been applied. They are individual educational trajectory, problem-based and practice-oriented learning, anticipating knowledge development and interdisciplinary approach. Those specific principles are based on the principles of vocational training and general didactic principles. A set of pedagogical conditions for development of students’ creative potential at a university was defined and substantiated as well. The model of pedagogical system was developed. The model presents an ideal construct of the author’s concept of development of students’ creative potential. The model includes four blocks. The first methodological block contains a goal, tasks, methodological approaches and pedagogical principles. The subjective block describes the nature of pedagogical interaction during the educational process. The technological block considers the learning content for development of students’ creative potential, pedagogical conditions, forms and methods of teaching. The diagnostic block contains levels of creative potential development, criteria and indicators of the levels identification. Diagnostic tools for determining the degree of the development of students’ creative potential on four levels received further development. The starter, basic, intermediate and advanced levels were defined on the basis of integrated expert evaluation according to the indicators of intellect, evaluation, motivation and activity criteria. The learning content was designed on the base of B. Bloom’s taxonomy in the cognitive sphere. That meant the students master engineering knowledge and skills consequently starting from memorization and simple reproduction of information (Knowledge) and moving to the ability to assess the information in the field of agricultural engineering (Evaluation), up to the creative solution of engineering problems. The perspective directions and measures for development of engineering students’ creative potential were substantiated. They include, firstly, creation of technical parks joining universities, scientific labs, agroindustrial enterprises as a base for practice-oriented learning. Secondly, it was creation of a system of qualification standards. Thirdly, we predicted orientation of the learning on anticipatory training and introduction into the curriculum the disciplines, that are directly aimed at the creative potential development. Fourthly, there must be introduction of students’ individual curricula focused on the choice of convenient forms and pace of mastering the educational and professional program. Finally we included modernization of the students’ internships and updating the university laboratories with cutting-edge equipment. The scientific and methodological materials of the dissertation research, which outlined in the monograph, textbook, methodical recommendations, have been introduced into the process of engineering students’ professional training at agricultural universities. The presented pedagogical system for development of a creative potential of agricultural engineering students can be applied for improvement of theoretical and methodical support of the learning process when students are trained to perform innovative professional activity. The finding could be used for compilation of textbooks, development of content for postgraduate education and advanced training of teachers.