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EXPERIENCE IN DESIGNING TRAINING COURSES IN ELECTRICAL ENGINEERING DISCIPLINES IN MID-LEVEL TECHNICAL SCHOOLS // Pedagogical Review. 2014. Issue 4 (6). P. 32-36

The paper identified and summarized the experience in designing training courses in electrical engineering disciplines in technical institutions of secondary vocational education and technologies of their implementation, taking into account the level and profile of training under the new standards. It was found that the design of the course within a modular competency approach, carried out in accordance with the requirements of the GEF, is accompanied by a number of difficulties: defining the purpose of the course and individual lessons associated with the formation of competencies; informative content modules in professional – an aspect of activity, implementation of all kinds of interdisciplinary connections (preliminary, related, subsequent), strengthening of practical orientation (development of professional qualities of the future specialist).

Keywords: instructional design, pedagogical design stages, standards of the third generation in the system of secondary vocational education, experience in designing of electrical disciplines, working programs, learning environment

SYSTEM APPROACH IN PEDAGOGICS // Pedagogical Review. 2015. Issue 3 (9). P. 13-23

The article discusses development of methodology of system approach in domestic pedagogics in relation to the concept “pedagogical system” on the basis of the basic principles of the system approach: an ultimate goal, unity, connectivity, modular construction, hierarchy, functionality, development, decentralization, uncertainty, taking into account that the purpose (training, bringing up and developing) is one of the leading backbone factors of any public system. The attention is paid to the need of close interrelation of the system of didactic, covering educational activity of school students and methodical work of teachers and the system of educational work which usually is understood as a set of extra-curricular educational activities. Considers the concept “pedagogical process” (as object of system research) in a new model of education, the structure of educational process became different: pupil – vocation – subject – lesson – pupil.

Keywords: system approach in pedagogics, pedagogical system, pedagogical process

INTRODUCTION OF THE ANTITERRORIST INFORMATION IN THE CONTENT OF THE DICIPLINES OF SCIENTITFIC COURSE (INTERMEDIATE VOCATIONAL INSTITUTIONS) // Pedagogical Review. 2016. Issue 1 (11). P. 117-122

The article deals with the issue of updating the courses in intermediate vocational institutions for the purpose of the prevention of extremists’ activity which is the result of the globalization and development of IT infrastructure. The authors point out the necessity of qualifying the students in the humanism and socially desirable behavior during the studying of the disciplines of sciences, humanities and vocational training courses. The authors pay attention to the fact that the updating according the scheme: informing – arranging – modeling – applying, allows the science educator to emphasize the extremists’ threats that lie in scientific information, the best and peaceful use of the current opportunities that the achievements of science bring as well as the prediction of the consequences of the industrial disasters. The authors underline the necessity of the multicultural accomplishment of the educators for the purpose of the creation of multicultural educational environment and refocusing of the education on the antiterrorist aspect. The fixing of the antiextremist information in the content of the teaching materials in order to prevent the extremist occurrences means that the educator should be professionally distanced, should avoid the extreme views and frame of mind.

Keywords: students of IVI, extremist, content of disciplines of a scientific cycle

SCIENTIFIC AND METHODOLOGICAL BASES OF COGNITIVE DIDACTICS // Pedagogical Review. 2021. Issue 2 (36). P. 160-169

The relevance of the article is due to the fact that cognitive learning theories are the most recognized in modern domestic didactics. They act as a psychological and pedagogical substantiation of didactic systems that implement the values of cognition and the development of students’ cognitive abilities, when training is based on the direct experience of students, its expansion in the course of search, research, active development of the world. The following positions are proposed as prerequisites for the development of cognitive didactics in the context of personality development in the era of digitalization of education: the need to take into account the directions of transformation of the higher education system: educational goals, forms of education, teaching methods, management tools; focus on solving the general goal of transforming the educational process at the present stage of development of higher education – on the generation of knowledge; the use of the regularities of functioning and the formation of mechanisms of cognition of students in the process of realizing the systemforming goal of cognitive didactics – the effective cognitive organization of a person; generation of professionally oriented knowledge in the context of the transition to the construction of holistic life-pedagogical situations within the framework of the situational approach as a theoretical and methodological strategy focused on solving cognitive problems; the use of cognitive tools in the process of implementing the situational-event mechanism of the formation of the personality structures of students’ cognition within the framework of the student’s educational activity.

Keywords: cognitive didactics, digitalization of education, cognitive modeling, pedagogical situation, cognition, thinking, control, educational and cognitive process, interaction of subjects, cognitive organization of a student, thinking, transformation of education, situational approach, situational-event mechanism, knowledge constructs, situational maps, cognitive styles