Діагностика у професійній підготовці майбутнього вчителя початкових класів

Abstract

У статті схарактеризовано форми та методи навчання майбутніх учителів початкових класів здійснювати діагностику освітніх продуктів, у тому числі й евристичного навчального діалогу, як незамінної умови і потреби для постійного професійного самовдосконалення та опанування оцінно-коригувальними вміннями - узагальнювати, робити висновки, підсумовувати й аналізувати діалог, спільну бесіду, оцінювати власну активність і продуктивність у діалозі, особистий внесок у роботу групи, коригувати й поліпшувати продукти евристичної діяльності тощо. Описано окремі способи евристичної діяльності студентів, у процесі якої вони уточнювали і конкретизували відповідно до виду професійної діяльності готові системні комплекси діагностики та розробляли власний діагностичний інструментарій із окресленими рівнями, критеріями та їх змістовими показниками.

The effectiveness of application of heuristic education technologies requires a comprehensive, precise and objective measuring, evaluation and correction of the skills of heuristic learning dialogue in professional training of a future primary school teacher, as well as the skills of heuristic questioning and answering in the process of dialogue interaction. We find it impossible to solve this task without teaching students to acquire a systematic and detailed complex of diagnostics in order to define the quality of learning of a heuristic educational dialogue and to add corrections, if needed, to the organization of heuristic interaction at elementary school lessons, as well as for self-development.
 The aim of the article is to present experimentally tested forms and methods of training future teachers to perform the diagnostics of educational products, the skills of application of heuristic learning dialogue to elementary school education. In order to achieve the aim the following methods have been applied: analysis and summarizing of psychological and pedagogical literature on the problem of diagnostics; diagnostic (tests, surveys), observational (retrospective analysis of a personal pedagogical training), praximetric (analysis of educational products of students' learning activity), prognostic (expert evaluation, generalization of independent characteristics), pedagogical experiment.
 The article gives characteristic of forms and methods of training of the future primary school teachers to diagnose educational products, including heuristic educational dialogue, as an inevitable condition and requirement for continuous professional self-development and acquirement of evaluative-corrective skills - to generalize, make conclusions, summarize and analyze a dialogue or group conversation, to evaluate personal involvement and productiveness in a dialogue, personal contribution to the group work, to correct and improve the products of heuristic activity, etc. Certain ways of students' heuristic activity are described. During this activity they were clarifying and specifying, according to the type of professional activity, existing systematic diagnostic complexes, and were developing their own diagnostic instruments with defined levels, criteria and their meaningful indicators.
 Continues analysis and introspection, that is self-analysis of one's activity, is the most important factor for developing any professional skills and characteristics of students, including the ability to hold a heuristic dialogue while teaching in primary school. The analytical-diagnostic exercises were used and experimentally tested - expert's evaluation, business-like reflection games with heuristic dialogue application, problem-reflective polylogue, reflexive inversion, reflexive coach-training - have contributed to the future primary school teachers' effective acquirement of diagnostic skills and have encouraged them to self-analysis and adequate self-evaluation of heuristic learning dialogue skills, evaluation if it's quality at primary school lessons and during their teaching practice.