Adaptive Management Of Students-Managers’ Training For Intercultural Professional Interaction As Pedagogical Condition
The topicality of the article is due to the modernization of the training of future specialists in institutions of higher education on the basis of the values of the humanistic paradigm, which provides the basis for further self-development of the individual. Interaction with the nearest environment and people, intercultural professional interaction in particular, is a means of self-realization and self-development of the individual, which is carried out throughout life. The basic principles of adaptive management of student preparation for intercultural professional interaction are fully correlated with the principles of adaptive management of higher education institutions subsystems with an emphasis on further professional development throughout life and are complemented by the principles of a humanistic approach to the pedagogical process. The main functions of the adaptive management of the preparation of students for intercultural professional interaction guide the student to determine their own algorithm of self-management by learning activity as a subject of training and a regulator of self-government. The didactic basis for the gradual transition from direct governance to self-management is the theory of the step-by-step formation of mental actions (P. Galperin, V. Liaudis, N. Talyzina) and the theory of problem training (M. D. Merrill). Adaptive step-by-step management of students' learning activities occurs in the following stages: the stage of unstructured performance of educational activities (the level of direct management of the student's academic activity), pedagogical means are aimed at discussing the relevance and importance of studying the teaching material; predictive-diagnostic stage (the level of co-management), pedagogical means contribute to the creation of an individual style of teaching and culture of learning activity; the stage of independent structuring of educational activities (the level of self-government), pedagogical means orient the subject of the learning activity of self-evaluation and forecasting further development by analyzing learning outcomes.
2.Bolotov V.A., Serykov V.V. Kompetentnostnaia model: ot ydey k obrazovatelnoi prohramme / V.A. Bolotov, V.V. Serykov // Pedahohyka. – 2003. – №10. – S.14–18.
3.Hladkova V.M. Profesiine samovdoskonalennia menedzheriv vyshchykh navchalnykh zakladiv : akmeolohichni osnovy : [ monohrafiia] / V.M. Hladkova. – K. : Osvita Ukrainy, 2013. – 350 s.
4.Ievropeiska kredytna transferno-nakopychuvalna systema: dovidnyk korystuvacha / per. z anhl.; za red. Yu.M. Rashkevycha ta Zh.V. Talanovoi. – Lviv : Vyd-vo «Lvivska politekhnika», 2015. – 106 s.
5.Ielnykova H.V. Naukovi osnovy adaptyvnoho upravlinnia zakladamy ta ustanovamy zahalnoi serednoi osvity : dys. ... dokt. ped. nauk : 13.00.01 / Halyna Vasylivna Yelnykova. – K., 2005. – 453 s.
6.Zymniaia Y.A. Pedahohycheskaia psykholohyia : [uchebnyk] / Y.A. Zymniaia. – M. : Lohos, 2004. – 384 s.
7.Kabus N.D. Orhanizatsiia navchalno-tvorchoi diialnosti starshoklasnykiv zahalnoosvitnikh navchalnykh zakladiv: dys. … kand. ped. nauk : 13.00.09 / N.D. Kabus. — Kh., 2007. — 260 s.
8.Rohova T.V. Personalizovanyi pidkhid v upravlinni pedahohichnym kolektyvom / T.V. Rohova. – Kh. : Nove slovo, 2006. – 299 s.
9.Tretiakov P. Y. Adaptyvnoe upravlenye pedahohycheskymy systemamy. / P.Y. Tretiakov, S.N. Mytyn, N.N. Boiaryntseva. – M. : Akademyia, 2003. – 368 s.
This work is licensed under a Creative Commons Attribution 4.0 International License.