Дидактичні умови диференціації навчання

Abstract

Проаналізовано сутність і роль індивідуалізації навчання студентів вищої школи у контексті реалізації гуманістичної парадигми системи освіти. Визначено та теоретично обґрунтовано на основі вивчення та аналізу психолого-педагогічної літератури шляхи формування оптимальної моделі взаємодії викладача зі студентами. Запропоновано комплекс дидактичних умов диференціації навчання фахових дисциплін, основною функцією яких є оптимальне забезпечення організаційно-педагогічного супроводу процесу навчання; The paper presents the analysis of the objectives and role of the individualized teaching of students at HEI in the context of the implementation of humanistic paradigm of the educational system. The ways of formation of the optimal model of the teacher-student interaction have been defined and theoretically grounded on the basis of the study and analysis of psychological-pedagogical literature. The complex of didactic strategies for differentiated teaching of some major subjects, aimed at optimal provision of organizational and pedagogical support during the learning process has been suggested. The importance of the formation of motivational and stimulating basis for the acquisition of potentially maximum possible amount of professionally meaningful educational material in the process of the implementation of the differentiated didactic teacher-student interaction, considering the individual-psychological features of the subjects of the learning process, was established. The paper considers the advantages of implementation of hierarchically ordered differentiated block-structural organization of the syllabus of the major subjects, aimed at differentiated approach to structuring of instructions for the gradual transition from the lower level of knowledge to the higher one, where the knowledge base is gradually growing to the level required for the transition to the next stage, which minimizes the possibility of discreteness in teaching and acquisition of the study material. The paper emphasizes the appropriate use of control methods aimed at both the assessment of the actual academic success of the students in teaching and learning activities, and forming the skills of self-evaluation and self-control, the ability to self-regulation and reflection.