THE “PROBLEM BOOK” PROJECT AS A WAY OF MASTERING METHODS OF TEACHING PUPILS TO SOLVE PROBLEMS BY FUTURE ELEMENTARY SCHOOL TEACHERS
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 19, Issue 1
Abstract
The article deals with using project technologies as a way of developing methodological and mathematical competence of future elementary school teachers, in particular development of their ability to teach pupils to solve problems. The topicality is determined by two interrelated factors: the modernization of elementary school and the change in approaches to the training of experts in elementary education. The necessity for continuous improvement of the methodologicaland mathematical training of experts is conditioned by the dependence: the development of future teachers’methodological and mathematical competences ensure effective organization and management of the process of forming the junior pupils’ mathe- matical competence. The new State Standard of Elementary Education defines pupils' mathematical competence as the key one. The basis of this competence is the ability to solve problems. The analysis of methodological literature shows that the content of problems is the successful tool for motivating junior pupils to solve them. This has led to the choice of subject of the research. The methodological competence of a future teacher includes the ability to choose and use different learning technologies. The constituent of this ability is the student's experience in learning different technologies and their use in the process of higher education. Despite the efficiency of the project technology, its application in pedagogical universities to study the disciplines of the methodical cycle is not sufficiently developed. The object of the article is to outline the experience of organizing the project activity of future elementary school teachers on the example of working on the “Problem Book” project to develop their ability to teach pupils to solve problems. The experience of medium-term (one semester) project is described at each of the stages and presented with examples of work of one of the student microgroups, whose participants are co-authors of this article. At the guiding and motivational stage, the idea of the project was discussed, its topicality was substantiated, the purposes and objectives were determined, the working groups were formed, and the tasks of each group were specified. At the search- and-content stage students analyzed the curriculum, course scheduling, and math textbooks for the purpose of classification of problems with plot; compiled original texts for problems of certain types; devised tasks for complex problems. Competences, which were developed as a result of work on the project, were manifested through completion of the final module paper. The described experience of the organization of students’ project activity has shown its effectiveness for the future teachers to learn the methods of teaching pupils to solve problems.
Authors and Affiliations
Оlena КONDRATIUK, Ruslana КONDRATIUK, Anna TYMOSHENKO, Dina SHKILNIUK
Keywords
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