CC BY
32УДК 378 6 D01 10.7442/2071-9620-2015-1-98-105
ББК 77.489.26
G.Ya. Grevtseva
(Chelyabinsk State Academy of Culture and Arts, Chelyabinsk, Russia)
PEDAGOGICAL OLYMPIAD AS ONE OF THE FORMS FOR FUTURE SPECIALIST PROFESSIONAL TRAINING
The problem of students' competitions as a set of active educational methods and technologies is discussed. A brief history is presented. The main concepts are defined. The importance of pedagogical competition in training future specialists for their professional activities is shown, its special features and functions are described and the types of intellectual competitions are defined with respect to their content. Active methods and technologies used in competition organizing are analyzed. Types of competition assignments in pedagogy and solving algorithms are presented. Specifics of intellectual creative school student competition is shown as an educational form targeted to the creative development of students.
Key words: professional training, competence, professional competence, readiness, pedagogical creativity, competition, competition movement, professionallyfocused competition.
Г.Я. Гревцева
(Челябинская государственная академия культуры и искусств, г. Челябинск, Россия)
ПЕДАГОГИЧЕСКАЯ ОЛИМПИАДА -
ОДНА ИЗ ФОРМ ПОДГОТОВКИ БУДУЩИХ СПЕЦИАЛИСТОВ К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
Рассматривается проблема проведения студенческих олимпиад как комплекс активных методов и технологий обучения. Кратко представлена история олимпиадного движения. Охарактеризованы основные понятия. Раскрыто значение педагогической олимпиады в процессе подготовки будущих специалистов к профессиональной деятельности, выявлены ее особенности и функции, раскрыто содержание типов интеллектуальных соревнований. Проанализированы активные методы и технологии, используемые в процессе проведения олимпиады. Представлены типы олимпиадных задач по педагогике, алгоритм их решения. Показана специфика интеллектуально-творческой ученической олимпиады как образовательной формы, направленной на творческое развитие обучающихся.
Ключевые слова: профессиональная подготовка, компетентность, профессиональная компетентность, готовность, педагогическое творчество, олимпиада, олимпиад-ное движение, профессионально-ориентированная олимпиада.
The trends of higher education more efficient. A future expert (specialist)
development in Russia underlie the urgency shall have flexible, solid and profound
of the issue of finding out ways to make knowledge and skills; have a wide outlook;
professional training of future specialists be ready to exercise a professional activity
in different types of educational institutions including additional education institutions.
The analysis of pedagogical research conducted by N.V. Kuzmina [7], A.K. Mar-kova [11], S.D. Smirnova [15], V.A. Slastenin [14], etc., as well a national educational practice show the increasing interest towards the issue of specialist professional training.
Let us briefly define the key terms of our research. Training is a process of knowledge, skills and competences acquisition, the focus on the management creative activity with account of peculiarities of the future profession.
V.A. Slastenin regards a professional training as a process when a future expert acquires a total of necessary knowledge, skills and competences corresponding to the social and government order; the objective and the result of this work is to educate a qualified expert trained for integration into a permanent production environment requiring demonstration of specific knowledge, skills and competences [14].
The concept "professional training" brings about the concept of the "professional expertise". Research of the graduate expertise were carried out in the works of V.I. Baidenko, I.A. Getmanskaya, A.A. Do-rofeev, E. Zeer, I. A. Zimnyaya, O.G. Lario-nova, A.V. Khutorskiy and others. Basics of development of professionally relevant personal qualities for a specialist were reviewed in the works made by N.V. Kuz-mina, A.K. Markova, L.M. Mitin, V.A. Slas-tenin, etc.
Researchers (V.I. Baidenko, I.A. Zimnyaya, A.V. Khutorskiy, etc.) regard expertise as acquisition of the appropriate competency which is a pre-determined requirement to training necessary for an efficient professional activity. Following N.S. Shkitina, we understand a professional expertise as an "integral characteristics of business and personal qualities possessed by a specialist reflecting not only the level of knowledge, skills and competences sufficient for achieving professional objectives but also a social and moral attitude of a person" [19, p. 43].
Readiness as a result of student professional training is a complex personal formation which does not occur without any interference but requires targeted pedagogical efforts to be formed. In our research we align with the opinion expressed by D.F. Ilyasov [4]. His research presents the "readiness" as a result of "training" in a professional activity. V.A. Slastenin [14] interprets readiness as a total of personal qualities providing for the success in professional and pedagogical activities. N.M. Yakovleva [20] dwells upon the readiness towards a creative educational activity during professional training.
Relying upon the research conducted by D.N. Uznadze [17], A G. Asmolov [2] and others, one may refer the following to the basics of a pedagogical readiness:
1) needs as a form of reasoning, philosophy, development driving force;
2) capabilities manifested in the form of creativity, aptitudes, development of personal motor functions;
3) knowledge and competences in management and pedagogical activities as professional values of the terminal and instrument nature;
4) focusing on the professional values acting as orientation at specialist professional training;
5) pedagogical situations providing for satisfaction of the need to build readiness emanating from methodical expertise and methodical support of a pedagogical process.
Readiness is a two-fold concept: it can mean readiness for a creative wok (team management) and it can mean readiness for development of creative capabilities (both your own and possessed by other people). In this respect, we agree with Z.S. Levchuk [8] who understands a pedagogical creative work as an integrative quality determining a high level of professional expertise and preconditioning the need to continuously improve and change training environment and methods depending on the peculiarities of the educational process.
One of the efficient forms of professional expertise building and development enabling
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a person to use a total of active training methods and technologies includes student Olympiads organization.
Today there is quite a lot of works on the issue of subject Olympiads (S.D. Ab-durakhmanov, T.M. Adamovich, G.I. Va-silieva, R.G. Ivanova, V.G. Razumovskiy, A. P. Savin, I.P. Sereda, etc.); Olympiad movement in HEIs (T.B. Alekseeva, E.V. Ba-lakireva, V.I. Vyshnepolskiy, E.S. Zair-Bek, A.I. Popov, N.P. Puchkov, S.A. Repin, etc.). Such scientists and teachers as P.S. Alek-sandrov, L.D. Gleizer, V.F. Kagan, A.N. Kol-mogorov, A.I. Markushevich, V.I. Smirnov, S.L. Sobolev and others contributed significantly into development of Olympiad organization methods and conduction.
Analysis of scientific research enabled us to identify issues that had been studied within the period: understanding of the nature of such concepts as the Olympiad, Olympiad movement; theoretical and methodological aspects of future specialist training; issues of Olympiad movement development; historical and pedagogical aspect of teacher professional training by means of Olympiad conduction; development of pedagogical qualities during preparation to Olympiads; student Olympiads as a way of professional competences shaping, etc.
Let us characterize the concepts "Olympiad" and "Olympiad movement". The pedagogical literature does not provide an unambiguous interpretation of such kind of intellectual competitions. Basin upon the research of O.N. Makarova [9], O. Yu. Kor-sunova [6], an Olympiad is understood as: 1) "professionally oriented" Olympiad is an organizational form of implementation of a short-term student competition requiring participants to make great intellectual efforts, demonstrate knowledge, skills and competences in certain subject areas, personal qualities necessary for their speciality as well as timely resolving of professional and pedagogical tasks in a creative way stipulating a continuous preparation and post-Olympiad reflection" (O.N. Ma-karova);
2) "intellectual and creative Olympiad for learners" is an interactive form of diagnostics and boosting of learners' creative development during their educational process (O.Yu. Korsunova);
3) "distant professionally oriented Olympiad" is an organizational form of implementation of a short-term student competition conducted with the help of information and communication technologies requiring participants to make great intellectual efforts, demonstrate knowledge, skills and competences in certain subject areas, personal qualities necessary for their speciality (profile), as well as timely resolving of professional and pedagogical tasks in a creative way stipulating a continuous preparation and post-Olympiad reflection" (O.N. Makarova). Summarizing the aforesaid, let us
present our perception of the concept of a pedagogical Olympiad: this is a form of future specialists' professional training promoting development of competences and boosting up their creativity.
Russia hosts a significant number of student Olympiads. As it was pointed out in the Provision on Conduction of the All-Russian Student Olympiad (RSO), RSO includes all Olympiads (subject Olympiads) in general, general professional and special disciplines specified in the State Educational Standard, contests on the majors (specialities) and contests of graduate qualification works.
First pedagogical Olympiads took place in 70-s of the 20th century. All-Soviet student pedagogical Olympiads were held in Chisinau, Rostov-on-Don, Poltava. The Olympiad movement has developed significantly due to use of new information and communication technologies. The Olympiad movement creates conditions for personal and professional growth of teachers who participate in the Olympiad preparation and conduction.
For example, there are such Olympiads as the All-Russian Student Law Olympiad, Network Technologies Olympiad, Theoretical Mechanics Olympiad, Financial Stu-
dent Olympiad and even the All-Russian Olympiad on the Basics of Orthodox Culture. In 2007 the first All-Russian distant Olympiad in pedagogics was held. In October 2009 the All-Russian Olympiad in the Interdisciplinary Innovative Major "Information and Communication Technologies in Complex Technical Systems" for HEI's students was held.
The Olympiad movement is a platform for creation of new pedagogical technologies, a condition for a critical review of existing pedagogical theories and education types [16].
We take into account the research made by G.I. Alekseev "From the History of Establishing and Development of Mathematical Olympiads" [1], where problems to be resolved are identified. These problems, for instance, include issue of special scientific and educational, methodical literature on the Olympiad movement; active development of new forms of the Olympiads conduction with the use of information and communication technologies; organization of a special training course in the Olympiad movement for students of pedagogical HEIs.
The work of O.N. Makarova [10] has a significant importance as it draws attention to the fact that Olympiads integrate knowledge, skills, expertize into future teacher personal qualities. Her work entitled "Improvement of Future Teacher Training by means of Professionally Oriented Olympiads" [ib.] provides a rationale for preparation and participation of future teachers in professionally oriented Olympiads during educational process in a pedagogical HEI. She is credited for revelation and description of professionally oriented Olympiads and providing a reasoning of student intellectual competitions and types of Olympiads.
The objective of the research carried out by O.N. Shamailo [18] is to achieve a significant improvement of the results of mathematical Olympiads by means of organization of appropriate student preparation, and thus improve an intellectual development and mathematical knowledge of learners studying in technical HEIs.
E.M. Rogozhina [13] focuses her thesis on the research of the method of organization of the pedagogical Olympiad in a military HEI of internal troops of the Ministry of Internal Affairs of the Russian Federation. In contrast to the famous works on the development of the Olympiad movement in military HEIs this research focuses onto the intensification of a practice oriented approach to pedagogical knowledge of future military officers in the process of the Pedagogical Olympiad preparation and its conduction; analyses opportunities for education deprivation prevention in the environment of the military HEI of internal troops of the Ministry of Internal Affairs of the Russian Federation.
The problem solution algorithm developed for resolving Olympiad pedagogical problems is interesting as it includes a sequence of steps: study of the problem - problem statement - task definition - goal setting (anticipated result) -choice of criteria - search of different solution options -determination of optimal conditions for problem (task) solution -choice of the best solution - development of actions for goal achieving.
The doctorate thesis "Pedagogical Model and Method for Pupil Intellectual Testing at the Olympiads in Physics" made by B.S. Kiryakov [5] presents a statistical pedagogical model of pupil intellectual testing at the Olympiad in physics.
E.V. Balakireva [3] outlines the Herzen pedagogical Olympiad "First Success" for undergraduate students, the main idea of which was to create conditions for self-expression of pupils amidst the various forms of career guidance in the work "Professiological Foundations of Teacher Training". The Olympiad "First Success" was an initial element, the first step at the ladder towards the pedagogical expertise through the series of interdependent contests gradually becoming more and more complicated and based upon professional and personal achievements of its participants: undergraduate pupils -master students [12].
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"Herzen pedagogical Olympiad movement is a wide-scale one as it covers all young people who are eager to take part in the contest (undergraduates, bachelor and master students, post-graduate students, young academicians); it is a consolidating one - as it represents cooperation and co-creation of Herzen Olympiad participants belonging to different generations, teachers-colleagues and scientists, pupils, and a professional community; the key point is in "stepping out from the limits of a classroom"; it is a professionally oriented one - as it's pedagogical by its contents and form; it is a creative movement that is designated to actualize creativity of all participants of the Olympiad movement [12, p. 8].
The academic novelty of the research made by O.Yu. Korsunova [6] consists in the demonstration of the specific nature of the intellectual and creative pupil Olympiad as an educational form aimed at the creative development of learners. Competition is regarded as a source of development, self-education and self-learning for the participants. The author proves the efficiency of use of intellectual and creative Olympiads for learners as a form of education aimed for a wide variety of learners (no only gifted ones).
All authors recognize unanimously that Olympiads represent an important way of learners' intellectual level improvement. An Olympiad is an educational process where either students or teachers and educational institutions' administration participate. An Olympiad is one of the efficient forms for shaping and development of professional competences. They belong to one of the types of science and research work and are a form of professional and creative student activity.
Therefore, student Olympiads in pedagogics represent one of the ways to activate student creativity, develop science and research and organization and pedagogical activities as well as to promote g pedagogical and psychological knowledge. -g The key objectives and tasks are:
d identification of the most talented creative ro and pedagogically oriented young CD people; increasing of professional and
pedagogical knowledge and expansion of the opportunity field for self-fulfillment of student creativity; expansion of information and educational, and social and cultural student space to resolve personal and professional tasks; increasing significance of the professional pedagogical education and the profession, enhancing the image of the pedagogics as a subject.
Student Olympiads in specific subjects provide for building of motivation for learning, improving of a cognitive activity, development of creativity. Besides, Olympiads organization in the framework of learning process is able to increase significantly the quality of education and to open broad cognitive opportunities determined by the variety and interactivity of this study form. "Pedagogical Olympiads always reveal current problems existing in the society, education and learning and focuses efforts on the pedagogics of the future. A particularly delighting fact is that new contests oriented at the personal creativity appear and complement already existing and traditional ones. Such Olympiad boosts personal and professional growth, promotes self-recognition as a professional expert and ability to find your own place in life" [16, p. 106].
Olympiad participants represent a particular layer of Russian students, future outstanding experts who love their work. These students are young people with democratic views, longing for new knowledge and willing to participate in discussions; they are able to organize and participate in debates, listen to some other opinion, well aware about the country problems and have a self-esteem. This Olympiad is a step to the expertise, self-fulfillment and self-actualization for contestants.
Olympiads in pedagogics and psychology held by Chelyabinsk State Academy of Culture and Arts (Head of Psychology and Pedagogics Department - R.A. Litvak) have become traditional events. Recently the contests have included such competitions as: "Pedagogical elocution"; "Every child is gifted in its own way .. "; "Presentation
of social (leisure) projects in the topic "To make the children happy!"; a pedagogical improvisation "I'm organizing special events"; the contest for the best essay on the topic "The very children's day in a year", etc. The pedagogical and psychological Olympiad (December 2014) was remarkable because of the round table "History of pedagogics in Persons" organized by postgraduate students in the framework of the Olympiad (Head of Post-Graduate Studies is E.V. Shvachko), and students from the "initiative group" organized creative performances on the topic "Innovative Teachers" for the students of the Academy. The Olympiad also included "Classroom Discussions" on the following issues: 1) Personality. Education. Society; 2) Innovations in Education; 3) Value Systems, etc. As contestants thought, the contest "Review of Pedagogical Projects" was the most memorable one. The students were offered two topics for research: "The Youth in Art" and "I am a Teacher of the Future". The contest was aimed at:
1) expansion of the technological field of the future specialist by means of the modelling and designing technology, research, etc.;
2) contribution into improvement of its professional and research culture assuming apprehension of the problems of the youth and the professional activity.
The participants of the Olympiad were suggested to file the "feedback questionnaire". They were required to finish the sentence: "Due to the participation in the
Olympiad I was able to understand that....".
As a result, the organizers received the following answers: "it is possible to check your knowledge, get a useful experience"; "the Olympiad helps to discover creativity and to manifest oneself"; "one shall keep pedagogics more serious.. "; "it is not enough to know the theory only..."; "Pedagogical and psychological Olympiads are important and necessary..."; "I want to thank our teachers for binging us to science."; "I liked team-work very much"; "our group was emphasizing with us and helped us during preparation", "the students unity is
the most important thing.". The Olympiad was: positive, interesting - 98.8%; relevant -100%; valuable -100%; substantive - 98, 7%; stressful - 4%; complicated - 70%. (the aforementioned feedback was cited with the preservation of the original stylistics). According to the students, the theoretical contest were also very important - "Review of the Scientific Article on Pedagogics and Psychology".
"Theoretical contest is attractive due to the fact that it always contains the most relevant problem of the pedagogical theory and practice, tasks checking the ability to think in a pedagogical and creative way. It is good that virtually all contests are aimed at the on-the-spot resolving of pedagogical tasks without any special preparation" [16, p. 107].
Without doubt, Olympiads promote improvement of professional skills and give an opportunity to assess a creativity level as well as promote a high level of study material acquisition by students, enhances the education quality and creates conditions for preparation of a competitive and mobile personality for a professional activity. Olympiads are the means of personal development both for students and teachers. References:
1. Alexeeva G.I. From the history of origin and development of mathematical competitions. Dis. ... Cand. Sci. (Education), Yakutsk., 2002 [in Russian]
2. Asmolov A.G. Psychology of personality: principles of general psychological analysis. M.: Smysl, 2001 [in Russian]
3. Balakireva E.V. Professiological foundations of pedagogical education. Author's transcript, dis. .Dr. Sci. (Education), SPb., 2008 [in Russian]
4. Iliasov D.F. Theory of education management: learning guide for pedagogical students and educational administrators. M.: VLADOS, 2004 [in Russian]
5. Kiriakov B.S. Pedagogical model and methodology of intellectual examination of school students at
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Physics competitions. Dis. ... Dr. Sci. (Education). Ryazan, 2002 [in Russian]
6. Korsunova O.Yu. Pedagogical conditions of organizing creative intellectual competitions for school students. Dis. ... Cand. Sci. (Education), M., 2003 [in Russian]
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8. Levchuk Z.S. Formation of readiness to professional creativity of students at a pedagogical higher school. Author's transcript, dis. .Cand. Sci. (Education), Minsk, 1992 [in Russian]
9. Makarova O.N. Distant competitions as a tool to form professional competences of future Computer Science teachers. [Electronic resource] http://econf.rae.ru/ article/4936. [in Russian]
10. Makarova O.N. Improving the training of future teachers via professionally-focused competitions. Dis. .Cand. Sci. (Education), Barnaul, 2012 [in Russian]
11. Markova A.K. Psychology of teacher's work. M.: Prosveshchenie, 1993 [in Russian]
12. Post-graduate student completion in pedagogical sciences "Scientific creativity: 8 years of joint search. Information and analysis. SPb., 2014 [in Russian]
13. Rogozhkina E.M. Methodology of organizing a competition in Pedagogy at a military higher school of interior troops, Russian Ministry of Home Affaires. Author's transcript, dis. ... Cand. Sci. (Education), SPb., 2012, [in Russian]
14. Slastenin V.A. Pedagogy. M.: Shkola-Press, 1997 [in Russian]
15. Smirnov V.I. General Pedagogy in theses, definitions and illustrations. M.: Ped. ob-vo Rossii, 2000 [in Russian]
16. Tulkibaeva N.N. Preparing students for the organization of pedagogical competitions. Chelyabinsk, 2011 [in Russian]
17. Uznadze D.N. Theory of attitude. M.; Voronezh: MODEK, 1997. [in Russian]
18. Shamailo O.N. Methodological system of preparation for mathematical competition at a technical higher school. Dis. .Cand. Sci. (Education), Astrakhan, 2009, [in Russian]
19. Shkitina N.S. Empathy and participation training of a future teacher. Chelyabinsk, Izd-vo Chelyab. Ped. Un-ta, 2008 [in Russian]
20. 20. Yakovleva N.M. Theory and Practice of Preparing Future Teachers for Solving Educational Problems Creatively. Dis. .. Dr. Sci. (Education). - Chelyabinsk, 1992 [in Russian]
Поступила 16.03.15
About the author:
Grevtseva Gulsina Yakupovna, Professor, Department of Pedagogy and Psychology, Chelyabinsk State Academy of Culture and Arts (36A, Str. Ordzhonikidze, Chelyabinsk, Russia), Doctor of Sciences (Education), [email protected]
For citation: Grevtseva G.Ya. Pedagogical Olympiad as one of the Forms for Future Specialist Professional Training // Contemporary Higher Education: Innovative Aspects. 2015. № 1. Р. 98-105
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Об авторе:
Гревцева Гульсина Якуповна, профессор кафедры педагогики и психологии ФГБОУ
ВПО «Челябинская государственная академия культуры и искусств» (Россия, г. Челя- |
бинск, ул. Орджоникидзе, д. 36а), доктор педагогических наук, [email protected]
Для цитирования: Гревцева Г.Я. Педагогическая олимпиада - одна из форм подготовки будущих специалистов к профессиональной деятельности // Современная высшая школа: инновационный аспект. 2015. № 1. С. 98-105
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