| Annotation |
Due to the fact that the requirements for a University graduate, a future teacher, are significantly
increasing, new guidelines in teaching activities are defined. This is due to the processes
of development and modernization of education that are taking place in Russian society, as well
as the complexity of the professional activity of the teacher associated with the formation of the
subject position of the student. The relevance of using modern technologies is justified, their characteristics
are determined, and a General subject-oriented technology is proposed that allows us
to successfully solve modern problems of education. An analysis of the experience of graduate
students and teachers working in educational organizations in Yaroslavl and other cities is presented.
A low level of readiness of teachers to use modern technologies, including subject-oriented
technology, is revealed. In this regard, a model of preparing students for the use of subject-oriented
technologies at a pedagogical University is proposed, which includes three components: conceptual-
target, content-organizational, and analytical-effective. The article briefly describes the content
of each component. Testing of the model was carried out in the course of experimental work, which
was carried out in the master’s program at the faculty of social management of the Yaroslavl state
pedagogical University. The conducted research is characterized by practical orientation, touches
on modern aspects of professional education, the use of modern pedagogical technologies in the
educational process.
|
| References |
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