THE ACTIVITY-BASED ASPECT OF TRAINING STUDENTS IN TECHNICAL SPECIALTIES

Анотація

The article examines the activity-based approach to studying the discipline “Methods of Teaching Professional Disciplines” by students majoring in technical specialties. The relevance of shifting the focus from an information-explanatory model of teaching to students’ active engagement in learning activities aimed at the practical application of methodological knowledge is substantiated. The purpose of the study is to provide a theoretical justification for the activity-based approach to studying the discipline and to identify the specific features of its implementation in developing future specialists’ readiness to organize professionally oriented learning activities.

Based on an analysis of recent studies on the pedagogical training of engineering professionals, the need to combine subject-specific and pedagogical components of professional training is established. The study reveals the specific features of students’ active engagement in learning through a combination of mini-lectures and practical tasks, independent development of test items, design and delivery of fragments of learning sessions, peer assessment, and reflection. The process of activity-based learning of the discipline is proposed to be viewed as a sequential cycle: comprehension of theoretical material, performance of a practical task, creation of an individual learning product, its implementation, peer assessment, reflection, and adjustment of activities. It is established that such an organization of learning facilitates the transition from acquiring methodological knowledge to gaining experience in its practical application and developing future specialists’ ability to independently design, implement, and evaluate the learning activities of students in professionally oriented educational contexts. Further research should focus on identifying criteria for assessing the development of such readiness and experimentally verifying the effectiveness of the activity-based organization of learning the discipline.

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