Әдебиеттер:
1. Арутюнов В.В., Волковыский И.В., Кадария Ф.Д., Шепелев Е.М. Управление
персоналом. – Ростов-на-Дону: Феникс, 2004. – 448 с.
2. Зинченко Г.П. Социология управления. – Ростов-на-Дону: Феникс, 2004. – 384 с.
3. Десслер Г. Управление персоналом. – М., 2005. – 328 с.
4. Федорова Н.В. Управление персоналом организации. – М.: КноРус, 2007. – 416 с.
5. Саймон Герберт А. Менеджмент в организациях. – М.: Экономика, 2005. – 338 с.
БҚМУ Хабаршы №4-2016ж.
45
6. Хекхаузен Х. Мотивация и деятельность. – М.: Педагогика, 2005. – 425 с.
7. Свешников Н. Профессиональное развитие персонала – залог стабильности
предприятия // Человек и труд. – 2008. – №10. – С.19-20.
***
Шамбилова Г.К., Сахтаганова Т.А., Гапуова Б.Б.
Управление мотивацией труда преподавателей колледжа как условие
повышения качества образования
Современные направления и темпы развития общества определяют
потребность в высококвалифицированных работниках среднего звена, готовых к
освоению инновационных форм и технологий профессиональной деятельности, что
предъявляют особые требования к качеству подготовки специалистов со средним
образованием. Ключевой функцией в достижении необходимого качества
подготовки специалистов является мотивация всего персонала колледжа, и в первую
очередь, руководителей и преподавателей.
В статье рассмотрены три этапа: проведение диагностики мотивационной
среды колледжа, разработка системы мотивации, в которой комплексно
применяются материальные и моральные средства мотивации, проведение
регулярного мониторинга и коррекция мотивационной системы.
Проанализированы
главные
аспекты
управления
мотивацией
труда
преподавателей в условиях учреждения СПО, оценка реального состояния системы
мотивации преподавательского труда, перспективы, приоритеты дальнейшего
развития в области управления мотивацией, конкретные мероприятия по
достижению поставленных целей.
Ключевые слова: Управление, планирование, организация, подбор кадров,
контроль, педагогические работники, мотивация труда.
Shambilova G.K., Sakhtaganova T.A., Gapuova B.B.
Management of labour motivation of teachers college as a condition for improving
the quality of education
Contemporary trends and paces of development of society show need in highly
skilled workers of middle stage who are ready to develop innovative forms and techniques
of professional activities. All of these form specific requirements for the quality of training
of specialists with secondary education. Key function in achieving necessary quality of
training is to motivate all staff of college, and first of all, principals and teachers.
The article describes three stages: conducting diagnostic of motivational college
environment, cultivation of motivation system, in which comprehensively apply material
and moral means of motivation, regular monitoring and correction of motivational systems.
The article analyzes the main aspects of labor management motivation of teachers in
the conditions of secondary vocational education, assessment of the real state of the system
of motivation of the teaching work, prospects of further development of priorities in the field of
motivation management, concrete measures to achieve its goals.
Keywords: Management, planning, organizing, recruiting, supervision, teaching
employees, labor motivation.
***
БҚМУ Хабаршы №4-2016ж.
46
UDC 371.3
Kulmagambetova S.S. – candidate of pedagogical sciences,
M.Utemissov WKSU
E-mail: svetlana-sk-68@mail.ru
Thomas Wünsch – PhD, professor, University of Passau
E-mail: Thomas.wuensch@Uni-Passau.de
Imanalina G.M. – master student of M.Utemissov WKSU
E-mail: gtasmagambetova@inbox.ru
APPROACHES IN EDUCATIONAL TRAINING
Abstract. The main task of education is to prepare high-quality specialists, who will
be able to realize themselves in the labor market. In this connection, there is the reform of
education and introduced technical innovations. However, teaching system is traditional –
the teacher transfers the knowledge to students. This approach reduces the student's
interest in the educational process and the creative thinking is not forming. In this regard,
it is necessary to introduce the principle of a research-training program, in which the
student will search for a solution. This will enable the student to expand scientific horizons,
to develop research activities and creative thinking. Therefore, this article provides two
main methodologies of research training. Achieving this goal requires scientific methods of
analysis and synthesis, summarized experience of domestic and foreign scientists on the
considered issues. The first type of research training is a problem-based learning. This
method is based on the use of heuristic methods and consists of eight terms. Problem-based learning
can be used as part of a class, subject or all academic course. The second type of research training is
the discussion. Discussion involves conferences, debates, forums and symposiums. Thus, students will
be able to solve the problems collectively, exchange ideas and to learn how to work in a team. Thus,
the research training can increase students’ motivation to raise their success level and develop the
necessary personal and professional skills.
Keywords: Research principle; Problem-based learning; Taxonomy of educational
objectives; scholarly discussion.
Introduction. Research is a "process and result of research activities aimed at making
socially significant new information" [1].
In the foreign pedagogy, there is a very conventional division of research and
research technologies [2; 3; 4] but since both types of technologies are based on students’
productive activity in problem solving and independent scientific and practical research, we
will not separate them.
The main characteristics of research training in comparison with the traditional are
defined by changes of students’ position in the educational process, its initiative,
subjectivity nature, from which, in turn, follow the specific terms of research training
activities [5; 6; 7].
Research training imposes specific requirements for teacher activities:
- Put the students on formulating their ideas and concepts, expressing them
explicitly.
- Face the students with phenomena that are in conflict with the existing ideas.
- Put the students on making alternative explanations, assumptions, guesswork.
- Give the students the opportunity to explore their assumptions, for example, by
means of the experience or small group discussions.
- Give the students the opportunity to apply new concepts to a wide range of
phenomena and situations to understand and appreciate their practical value.
Problem-based learning. Problem-based learning is "one of the types of education,
based on the use of heuristic methods". It refers to research technologies and research
training. It was firstly applied and described as a technology in the 70s in Canada
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(Ontario). The background of the problem-based learning is a problem statement by
teacher or student, which can be both practical and theoretical. The solution of the problem
is carried out by students individually or (more often) in small groups. Wherein, the academic
hour is based on the algorithms of research training. A special algorithm of problem-based
learning assignments will be given below. Problem-based learning can be used as a part of class
assignments; there can be organized study of the whole topic or even a school subject.
In the process of problem-based learning, there are formed and developed students’
knowledge, skills and abilities [4].
- ability to identify the important issues; a broader understanding of the essence of
the problem and its relation with different areas of knowledge.
- argumentation, including skills of problems’ integration (synthesis), hypothesizing, critical
evaluation of available information, data analysis, decision-making.
- general learning skills necessary for students’ development an independent subject
of the study; responsibility for the process and the result of the work.
- ability to search the knowledge needed to identify and solve problems.
- skills needed to communicate in small groups, including the ability to assess their
own progress, the progress of the other group members and the group in general.
In organizing a class assignment of problem-based learning, it is necessary to
observe the following steps:
1. Problem statement. Teacher describes the problem field, for example, a
phenomenon or a process that needs to be explained. At this stage, it is important to avoid
the mini-lectures and follow the rules of the problem statement.
2. Understanding, problem’s discussion.
Students discuss the problem in small groups or pairs. The teacher can help them in
discussion by asking leading questions or issues. In this case, the teacher must remember
that this stage is not the solution, or even a plan creation to deal with it, but only a provision
of a springboard for learning. The students formulate a hypothesis to solve the problem.
At this and all subsequent stages, it is important to assign roles within small groups
and record all the results.
3. Discussion of what is known about the problem.
4. Possible solutions’ development (in small groups).
5. Developing a plan to solve the problem.
The problems are reformulated into objectives and specific actions of the group
members (to find information on specific sources, to ask, to conduct monitoring and
experiment etc.). The assignments are distributed among the participants of the micro-
groups, their duration is defined. We emphasize that the group itself distributes the
assignments among themselves; the teacher can help with advice, but intervenes when it is
necessary (if the assignments are distributed not in a uniform manner, the certain student
will always get the assignment of the same type). Make sure that the assignment occur
alternately between students in the micro-group.
1. Work on material selection.
Depending on the purpose of the study material and the time available for the
teacher, the work can be carried out directly in an academic group or outside of it. Students
work independently, primarily individually in accordance with distributed assignments.
2. Collected material generalization in small groups.
Each member of the group tells about the work done and information gathered. It
creates the overall picture. There is produced structure of problem’s solution. There is a
public defense of a solution (in other small groups). If the problem is not solved, the group
returns to the first stage, reformulating the problem. In this case, all the work is done
outside the classroom under teacher’s consultation.
3. Knowledge systematization gained in solving the problem, the full theoretical
definition of knowledge, its connection with practice.
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Here is a very detailed algorithm of problem-based learning technologies. Often, the
stages 2-5 are "mixed" during work in small groups. It is possible, if the students have a
wide experience of effective work in small groups and in solving the problems. In the initial
stages, there is a need in monitoring the consistent implementation of all steps in order to
teach students scientific and reasonable way of solving problems.
Teacher regulates the micro-groups by asking questions. We have already mentioned
that late or too active intervention negatively affect students’ success level. Here is a more
detailed description of the issues that teacher may ask:
1. Questions relevant not only the subject, but also the course of discussion in the
group – one of the most important means of facilitating learning. This can help to keep the
group attention and prevent confusion. These questions can help the group members to
focus more consistently on the available information and concepts. Knowing how and when
to ask appropriate questions is one of the fundamental skills of a good teacher;
2. Questions that may cause the process of reasoning in students. If a student asks
more information about this issue, the teacher may ask: "What do you hope to find? What
are the reasons for you to ask this question?";
3. Questions on the establishment of relationship or generalization;
4. Incomplete questions and issues that require long-winded answer, but not
questions to be answered "yes" or "no";
5. Questions putting the students along a different path;
6. Questions on definition of mechanisms, causes and consequences of problems. The teacher
can ask: "What process could be causing this problem? What mechanisms are involved?";
7. Questions asking students to explain and give a definition of the terms they use;
8. Questions of higher order (more complex). For example, in the discussion, it is useful to ask: "How
do we decide what to do?" – and then – "What would be the best solution?"
Some teachers do not know what to do with pauses that arise in discussion. The
teacher must learn to allow silence. When communication stops or becomes quiet, wait 30 seconds
and someone starts talking. The pause can help to ask the group or ask someone to generalize.
Proper problems’ features:
1. Effective problem should arouse interest in students, motivate them to a deeper
understanding of the concepts that have been presented. It must relate the subject to real life
that the students were interested in solving the problem.
2. Good problem requires students to make decisions or statements based on facts,
information, logic, and/or relationships. The students should be required to state all
decisions and give all the reasons following the studied material or broader knowledge. The
problem is to stimulate students to identify the necessary generalizations, important
information, steps and procedures required for its solution.
3. Good problem requires the cooperation of all the members of the group to solve
it. Students must conclude that the strategy of "divide and govern" is not effective.
4. The initial questions in the problem must include one or more of the following
characteristics:
- Not limited with a single correct answer
- Linked with knowledge
- Debatable point that involve diverse opinions.
This strategy allows students to work in groups using the knowledge and ideas of
everyone, but not go to the individual work to identify the problem.
5. The problem is to represent students' existing knowledge in new theoretical and
practical interpretation and link new knowledge with the concepts (concepts) in other
courses and/or subjects.
6. Evaluation of students’ work in problem-based learning.
Evaluation is carried out in the same manner as in the evaluation of small groups
and may be an individual or group as a whole. In addition to the mark in points, it is
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recommended to give a meaningful assessment, which would contribute to the development of
students’ general learning competencies and their ability to work in a group.
1. Critical assessment – sufficiently or insufficiently developed ability to
understand the essence, to identify and analyze problems, whether the student is able to
propose and test the hypotheses in compliance educational objectives.
2. Self-education – how the student can use the important sources of material to
apply previous knowledge in solving current problems, demonstrates initiative and
seriousness, can prepare, organize and conduct the work in a small group.
3. Group participation – sufficiently or insufficiently is engaged constructively and
contributes to the progress in the group; demonstrates the commitment and responsibility
for the group progress, is able to provide and accept constructive feedback, contribute to the
harmony (coherence) in the group.
4. Humane attitude and skills – sufficiently or insufficiently understands individual
strengths and limitations, integrates the physical, biological and behavioral components in each issue,
listens to conflicting opinions, how tolerant he or she is to the others.
The teacher can assess students’ skills in problem-based learning organization or to give
them a chance to evaluate their actions by their own based on the criteria listed below:
- Knowledge of the process;
- Understanding the purpose of problem-based learning, familiar with the problems
and understanding of what the students can learn;
- Attitude;
- Enthusiasm, as a teacher interested in teaching students, pays attention to the
planned group discussions, provides timely and complete assessment;
- Skills;
- Asks broad and provocative questions, avoiding the mini-lectures, is able to send a
team to the alternative sources of information and learning materials, to help the group to
focus on the study of issues and objectives, provides a change of direction, arranges
feedback when it is necessary and evaluates the process, promotes critical thinking and
examines the available materials, helping to create a comfortable atmosphere for learning.
Discussion in the educational process. Discussion is a method of conversation and
dispute resolution. Currently, it is one of the most important forms of educational activities,
enabling students’ initiative and reflective thinking. In contrast to the conversation as the
exchange of opinions, discussion is called conversation-debate, the conflict of opinions,
attitudes etc. However, it is a mistake to think that discussion is purposeful, emotional,
upholding existing formed and unchanged position. Discussion is peer conversation
between teachers and students, planned in the academic group and the problems of a
different nature. It occurs when there is a question, to which there is no single answer.
People formulate a new, more satisfying answer in terms of all parties. As a result, it can be
a general agreement, a better understanding, a new look at the problem, a common
decision.
Discussion – focused and orderly exchange of ideas, opinions, views in the group to
form an opinion of each participant and to search for truth.
Elements of Discussion [8]:
- group of persons acting normally in the roles of the instructor and participants;
- appropriate location and time;
- communication process is the interaction of participants;
- interaction includes statements, listening and the use of non-verbal means of expression;
- focus on educational objectives’ achievement.
The interaction in academic discussions is based not just on the successive
statements, questions and answers, but on meaningful self-directed members – students’
attitude to each other and to the teacher for in-depth and comprehensive discussion of the
ideas, points of view and problems. Communication encourages students to look for
different ways to express their thoughts, increases susceptibility to new information, new
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point of view; these personality results of academic discussions directly implemented on
discussed in the groups training material. Essential feature of educational discussion is a
dialogical teacher's position, which is implemented in specific organizational efforts; he
sets the tone for the discussion, following its rules by all participants.
It would be unrealistic for the teacher to expect that discussion in an organization
succeed by itself. Experience has shown that teachers slide to the usual picture of control,
fearing that disordered lively discussion can bring the learning process out of control. Many
teachers replace the self-organization of students' direct control. The desire to "squeeze" the
discussion and make it leaner often leads to the transformation of it in the exchange of
questions and answers between the teacher and students. If the teacher wants to change the
relationship with the group and to achieve a better understanding, the only recommendation
is to try to hold discussions and not dwell on failure. That is how the teacher and the
students reach understanding of how they think and act, acquire mutual arrangement.
Academic discussion is focused on the implementation of two groups of objectives
of equal importance:
1. Specific-content objectives:
- awareness of young people of contradictions and difficulties related to the issue
under discussion;
- updating previously acquired knowledge;
- creative reconsideration of opportunities for knowledge application and etc.
2. Organizational objectives:
- distribution of roles in small groups;
- compliance with the rules and procedures for joint discussion, fulfillment of the role;
- collective assignments’ implementation;
- coherence in discussion and a common generic approach development, etc.
Table 1 – Comparative characteristics of communication in traditional learning and
discussion
Characteristics
Normal conversation
Discussion
Who speaks more
Teacher: two-thirds of the time
Students: half the time or more
Typical FAQ behavior:
1.
Teacher asks
2.
The student response
3.
The teacher assesses
There is no questions or answers
Mixed questions of teacher and
students
Phrase exchange
Multifold, little rapid phrases
Slower and longer
Questions
It is not the question what is
important, but the students’
knowledge
What is important is the meaning of
the question
Answer
It is "correct or wrong". The
only correct answer for all
students
It is "agree or disagree". The correct
answer – a variety of answers
Assessment
«Correct/wrong». Only by the
teacher
«Agree/disagree». Both by students
and the teacher
The research on the use of discussion in various learning environments suggest that
it is inferior to direct presentation on information transmission efficiency, but it is highly
effective for securing information, creative interpretation of studied material and value
orientations’ formation.
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There are three stages in discussion: preparatory, main and stage of summarizing
and analysis.
The preparatory stage usually begins 7-10 days prior to the discussion. Academic
discussion, while teaching a group how to conduct it, must be well prepared. The
preparation and conducting requires the teacher to create a temporary group (up to five
people), whose objectives are:
- preparation of the discussion: definition of the topic of problematic issues;
selection of material that all the students have to learn before the discussion; check the
readiness of micro-groups to discuss; scoping rapporteurs or experts (if it is necessary); preparation of
training facilities, information materials, means of fixing the progress, etc.
- selection of a form of discussion (for example, transition to a project, etc.);
- "brainstorming";
- rules’ development;
- review and reformulation of the discussion process, goals, problems, if the
discussion reached a deadlock;
- identify and discuss differences in the points of view;
- providing opportunities for participants to vent feelings, share experiences arising
from the students as a reaction to what is happening in the academic group.
Unlike the discussion in the educational process, educational debate is conducted
when all students have full information or the amount of knowledge on the topic of
discussion, otherwise its effectiveness is low.
There are three things important for the teacher during the discussion: time, goal and
summary. The discussion begins with a conversational gambit of a leader, which should not
take longer than 5-10 minutes. In the introduction, he must reveal the main points of the
topic and outline the issues for discussion.
Stages of discussion:
- Problem statement;
- Participants divide into groups;
- Discussion of problems in groups;
- Presentation of results;
- Continuation of discussion and progress review.
Methods of introduction to discussion: presentation of a problem or case study;
demonstration of a film, material (objects, illustrations, archival materials, etc.); experts’
invitation (people quite knowledgeable in discussed matters); current news; sound
recordings; dramatization, role-playing; stimulating questions – particularly questions like
"what?", "how", "why?", etc.
In planning the preparatory stage, there is chosen a form of discussion and after the
introduction, the discussion continues in the selected form.
Forms of discussion:
Round Table – conversation, which involved small groups of students (5 people) that
successively discuss the raised issues;
Expert Group Meeting (1) – usually 4-6 participants with a pre-assigned chairperson,
who discuss the targeted problem and then sets out his or her position. The rest of the group
is a silent participant, without having the right to intervene in the discussion. This form resembles a
television "talk show" (for example, “What? Where? When?” – an intellectual game show well
known in Russian-language media) and is effective only if you select all relevant topics;
Expert Group Meeting (2) – the group is divided into micro-groups during the
preparatory stage; each independently micro-group discusses the problem and selects the
expert who will represent the views of the group. On the main stage, the discussions is
going on between the experts- representatives of all groups. Groups are not allowed to
intervene in the discussion, but they may, if it is necessary, take a "time out" and recall the
expert for advice.
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Forum – discussion similar to Expert Group Meeting (1), in which the group enters
into an exchange of views with the "audience" (group);
Brainstorming is conducted in two stages. At the first stage, the group split up into
micro-groups putting forward ideas to solve the problem. Stage lasts between 15 minutes
and 1 hour. Strict rule: "The expressed ideas are recorded, but they are discussed". The
second stage is to discuss the ideas that were put forward. Wherein, the group that
expressed the idea does not discuss it. To this end, each group sends a representative with a
list of ideas to the next group, or there is a group of experts formed in advance, which does
not work at the first stage.
Symposium – is more formalized in comparison with the previous discussion, in
which participants act with statements (abstracts), presenting their point of view and then
answer the "audience" (group). Symposium is effective in lessons aim at generalization of material.
To ensure that all students will report, there are usually several symposiums per year.
Debates – clearly formalized discussions built based on pre-fixed performances of
representatives of the two opposing, competing teams (groups) – and denials. One of the
variant is the so-called "Parliamentary Debate", reproducing the procedure of discussions in
the British Parliament. This discussion begins with a presentation by representatives from
each of the parties, and then the Tribune is available for questions and comments from
participants alternately from each side;
Court session – discussion, imitating the proceedings (hearing).
Cross-topic discussion is one of the methods of critical thinking development
technology: "Critical thinking development by reading and writing". Cross-topic discussion
requires a topic that brings together two opposing points of view. At the first stage, each
student individually writes three or five arguments in favor of each of the viewpoints. The
arguments are summarized in small groups, and each micro-group presents a list of five
arguments in favor of the first point of view and five arguments in favor of the second.
Thus, there is a general list of arguments. The group is divided into two groups – the first
group consists of those students, who are closer to the first point of view, the second –
those, who are closer to the second. Each group ranks their arguments in order of
importance. The discussion takes place between groups in a cross mode: the first group
expresses its first argument – the second group it denies – the second group expresses its
first argument – the first group denies it, etc.
Training Dialogue – requires a topic with two opposing points of view. At the
preparatory stage, the group is divided into four groups with two pairs defined in each of
the group: one will defend the first point of view, the other – the second. The group is
preparing for the discussion – reading literature on the subject, selects examples etc. At the
main stage, the group immediately sits down on fours, while discussions take place
between the pairs. When the discussion is almost finished, the teacher gives the task to the
pairs to switch their roles – those, who defended the first point of view, must uphold the
second and vice versa. Wherein, the arguments, which had already made, should not be
repeated. The discussion continues.
In the course of discussions, each participant performs a specific role and strictly
adheres to the role with responsibilities. To improve efficiency, the distribution of roles
should be done in advance; a single student within a year should try out all the roles. Roles
should be the following:
- Leader – solves all the objectives of discussion, involves all members of the group
into discussion,
- Analyst (critic) – asks questions to participants during the discussion, he takes the
proposals, ideas and thoughts with a grain of salt.
- Recorder (secretary) – captures all that relates to the problem; usually presents the
opinion of a micro-group for the entire group.
- Observer – evaluates the participation of each member of the group in a discussion
based on pre-selected (by the teacher) criteria.
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- Time Keeper – compliance with the period of discussion. Depending on the form and
objectives of a discussion, there are possible and other roles. In the course of discussion, the teacher is
required not to provide critical statement or his or her own thoughts.
Productivity in idea generation increases, when the teacher:
- provides time for students to think about the answers;
- avoids vague, double-barreled questions;
- draws attention to each answer (does not ignore any answer);
- changes the course of student's reasoning – expands the thought or changes its direction;
- refines and clarifies the statements, asking clarifying questions;
- warns against excessive generalizations;
- puts the students to present deeper thoughts.
Discussion. To conduct better learning and understanding of possibilities of
knowledge use in practical activities, it is necessary not just to read and learn the material,
but also to discuss it with another person. L.S. Vygotsky and many other researchers have
argued that intellectual growth is a product of both internal and external (social) processes
[9]. They talked about the fact that a higher level of thinking arises from the relationship or
the dialogue between people. E. Corotaeva, analyzing their study, adds: "In combined
generation and discussion of ideas, people come out on the level of thinking, greatly
surpassing the capabilities of individual subjects. Collectively and in private conversations
they view the problem from different angles, agree or argue, track differences, allow them
and weigh up the options" [10].
In conducting academic discussions, significant place belongs to an atmosphere of
friendliness and attention to everyone. Thus, the absolute rule is the general attitude toward
interested students when they feel that the teacher listens to each of them with equal care
and respect – as to the person, as well as to expressed ideas.
Summing discussions, the teacher usually stops at one of the following points of
discussion: summary on the main topic; review of submitted data, factual information;
summation, an overview of what has already been discussed and the issues to be further
discussed; reformulation, retelling all conclusions made up to this point; discussion analysis
up to the present moment.
Summarizing and analysis stage. The summary at the end of discussion is not so
much the end of the reflection on the issue, but a reference point for further reflections,
possible starting point for transition of the following topics to the study. It is important to
think in advance about the form of the summary, which corresponds to the course and
content of discussion. The result can be supplied in a simple form of a short revising the
discussions, main conclusions reached by the group, the prospects or in a creative way –
creation of a poster or the release of a wall newspapers, collage, an essay, a poem, a
miniature and other possible outcomes in the form of schemes (clusters), etc.
Analysis and assessment increase the pedagogical value of discussion and develop
students’ communication skills. There must be analyses not only of specific-content
objectives’ implementation, but also organizational.
Thus, involving the students in the research process, instead of the traditional
teaching, teachers greatly increase students’ interest in learning.
Conclusion. Research principle in pedagogy is able to involve students directly in the
learning process in comparison with traditional teaching. This principle requires the student
to provide a free and creative approach to solving problems. The main methods of research
training is problem-based learning and discussion.
The main features of these methods:
- Problem statement. Teacher gives the topic that requires a collective decision;
- The teacher is involved in discussion, but does not occupy a dominant position and
allows each student to express his or her views;
- Review of the problem from a different perspective. This gives students the
opportunity to come to a common result;
БҚМУ Хабаршы №4-2016ж.
54
- The teacher does not give a direct answer, but provides consultations in
problematic issues.
The purpose of these methods: creative thinking development, expanding scientific
horizons; collective research work skills’ formation and development; skills’ formation to apply
theoretical knowledge and modern methods of scientific research in professional activity.
Thus, the introduction of the research principle and its integration with the real
educational process will contribute to the formation of such personality traits as creativity,
mobility, ability to work in groups. This contributes to a high-quality specialists’ formation.
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