ІНДИВІДУАЛІЗАЦІЯ ОСВІТНЬОГО ПРОЦЕСУ В ЗАКЛАДАХ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ
Анотація
Сьогодні роботодавці надають перевагу фахівцям, які не лише мають високий рівень спеціальних (фахових) і загальних компетентностей, а й здатні оперативно реагувати на зміни в педагогічній галузі. Підготовка відповідного конкурентоспроможного фахівця, за переконанням автора, можлива в умовах індивідуалізації освітнього процесу, що сприяє не лише особистісному професійному зростанню здобувачів, а й розвитку закладу та всієї професії в цілому. Індивідуалізація визнана ключовим чинником підвищення якості освіти та формування конкурентоспроможної особистості в умовах сучасного суспільства. Виконано огляд наявних дисертаційних досліджень з проблем підготовки фахівців з фізичного виховання і спорту, зокрема у закладах вищої педагогічної освіти. Проаналізовано визначення поняття «індивідуалізація» у словниковій та довідниковій літературі, а також у відчизняних і зарубіжних наукових дослідженнях. На основі аналізу наукової літератури та власного педагогічного досвіду автора визначено сутність індивідуалізації освітнього процесу підготовки майбутніх фахівців з фізичного виховання та спорту у закладах вищої педагогічної освіти як процесу проєктування та організації навчальної діяльності, заснованого на індивідуальному освітньому маршруті та траєкторії розвитку здобувача освіти, що враховує його інтереси, потреби, можливості і здібності, зокрема фізичні та психологічні особливості. До основних чинників, що сприяють розвитку індивідуалізації, віднесено: цифровізацію освіти, різнорівневі та гнучкі освітні моделі, зміни психолого-педагогічного характеру, соціальні зміни та потреби ринку праці, інклюзивність та доступність освіти, адаптацію освітнього процесу до умов військового стану та пандемії. Виявлено основні аспекти індивідуалізації: особистісно орієнтоване навчання, гнучкість освітнього процесу, що включає варіативність програм, форм і методів навчання (традиційне, дистанційне, змішане навчання), врахування когнітивних особливостей здобувачів з урахуванням стилю навчання (візуальний, аудіальний, кінестетичний) та диференціація завдань за рівнем складності, обсягом і темпом виконання, розвиток самостійності та рефлексії, застосування сучасних інформаційних технологій на різних освітніх платформах (Edmodo, Moodle, Google Classroom, а також Coursera, Duolingo, EdX, Khan Academy, LinkedIn Learning, Prometheus, Udacity, Udemy тощо), формування мотивації з використанням гейміфікації та заохочення інтересу до навчання через залучення до проєктної та дослідницької діяльності.
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DOI: https://doi.org/10.34142/2312-1548.2024.63.04
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