THE METHODICAL PROVISION OF FORMING OF THE PROFESSIONAL QUALITIES OF FUTURE SHIP’S DRIVERS’
Journal Title: Молодь і ринок - Year 2018, Vol 161, Issue 6
Abstract
There have been considered some aspects of using the trainings in the forming of professional qualities of the future ship’s drivers in the article. So, according to the subject of the research there have been defined the definite changes which consist of three stages: the development of primary non-differentiated interest to the definite kind of activity, what is the main thing in the professional motivation; the forming of positive professional value orientations which give opportunity to create in the student’s consciousness the ideal model of future special activity, that is the reference point in the professional self-development; an active formation of professional skills, necessary for practical activity. There have been determined the students’ reactions directed to achievement of concrete result, namely ability to work independently without constant guidance, to take responsibility for own initiative, the readiness to find out problems and find ways of their solution, to use experience and knowledge for analysis of new (extreme) situations, ability to cooperate with other, to master new knowledge, to realize the constructive activity, to find out persistence and ingenuity, to analyze social situations and group processes. There have been defined the group of skills for execution of professional activity (actions as for ship and crew) and finding out definite the professional qualities (sociological, cognitological, psychological, synergetic, neocentric, ethical). There have been defined advantages of giving methods (mini-lectures, professional situations, brain storm, work in small group and others). In the article there have been displayed the sequence of kind of educational activity and requirements concerning the efficiency of using trainings. This cycle of teaching consists of four successive phases: actualization of personality experience, the analysis and thinking over this experience (reflection); comprehension of new knowledge, their theoretical generation (patterns, schemes); testing of new knowledge and individual using them in practice. There have been given the examples of situational training tasks.
Authors and Affiliations
Svitlana Hlikman
Keywords
Related Articles
- EP ID EP572122
- DOI 10.24919/23084634.2018.137045
- Views 61
- Downloads 0
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