PERSONALIZATION OF STUDENTS’ EDUCATIONAL ACTIVITY
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2016, Vol 108, Issue 1
Abstract
While determining the ways of the modern system of education, it is highlighted that the catalyzer facilitating the development of progressive pedagogical and didactic conceptions in the world is the main idea: education is to stop preparing a person for outer demands (manufacturing, economics, science, politics, etc.) and to turn to the means enabling survival of a person himself / herself through formation of the human characteristics in a person. A person is to become a human being first, then to become a professional, specialist. The idea of personalization finds its reflection in the formation of leading innovative education systems, since the progressive pedagogical ideas have always tended to put a person as the basis around whom the pedagogical process is built. The notions “person”, “personification”, “personified approach” have been specified for better understanding of the essence of personalization. It has been determined that the notion “person” has not been defined yet; it is interpreted as a synonym to the no- tion “personality” or a certain kind of person’s characteristics. We can ascertain that it has not defined yet what the personification of the educational process is; neither can we find out if the notions “personification of the educational process” and “its personalization” are similar. Personification of the educational process at higher school requires adequate technologies aimed at making con- ditions in the entire educational area which enable free development of each personality in principal spheres of life during professional training at an establishment of higher education. It can be facilitated in three directions. The first direction is the development of value-and-content orientation of a person towards achievement of the image “I“ which is subjectively meaningful and corresponds to culture (profession, social medium). Higher school is to facilitate the actualization and construction of students’ certain idea specifying his / her own development and self-development (of an idea), rather high, difficult and inviting for making person’s efforts. This is a process of development of aims which are meaningful for a concrete student, standards, expectations and convictions regarding one’s own “I” and one’s own opportunities to correspond to society’s requirements, cul- tural and professional norms. The second direction is the development and expansion of the student’s sphere “I-competences”. This compo- nent is the core from the viewpoint of its self-realization as a personality and a subject who studies, taking into ac- count his / her available possibilities which are expanding. The development of “I-competences”, opportunities to cognize the world and one’s own “I” in it, in particular, allows a student to build a unique system of relations with the world as well as to contribute into a social medium, culture in the whole. The third direction is the development of student’s inner responsibility; it presupposes the presence of inner be- longing to one’s own case, education, work, profession, one’s own “I” as well as to other people, social medium, the world in general. The point is in the development of student’s moral basis and inner accountability, that one of a person who is educated, student’s accountability before himself / herself for all he / she does, before what he / she is going to deal with in the future.
Authors and Affiliations
Viktoriia Nesterenko, Vladimir Boboshko
Keywords
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