Дидактична система формування соціальної компетентності студентів гуманітарних спеціальностей класичних університетів засобами ігрових технологій

Abstract

Дисертація є теоретико-експериментальним дослідженням проблеми формування соціальної компетентності студентів гуманітарних спеціальностей класичних університетів засобами ігрових технологій. Обґрунтовано концептуальні засади формування соціальної компетентності студентів гуманітарних спеціальностей класичних університетів засобами ігрових технологій. Визначено критерії та показники рівнів сформованості соціальної компетентності студентів гуманітарних спеціальностей класичних університетів, розроблено відповідний діагностичний інструментарій. Створено, теоретично обґрунтовано та експериментально перевірено дидактичну систему формування соціальної компетентності студентів гуманітарних спеціальностей класичних університетів засобами ігрових технологій.

Диссертация является теоретико-экспериментальным исследованием проблемы формирования социальной компетентности студентов гуманитарных специальностей классических университетов средствами игровых технологий. Обосновано концептуальные основы формирования социальной компетентности студентов гуманитарных специальностей классических университетов средствами игровых технологий. Определено критерии и показатели уровней сформированности социальной компетентности студентов гуманитарных специальностей классических университетов, разработано соответствующий диагностический инструментарий. Создано, теоретически обосновано и экспериментально проверено дидактическую систему формирования социальной компетентности студентов гуманитарных специальностей классических университетов средствами игровых технологий.

The dissertation is a theoretical and experimental research of the the formation of social competences of humanitarian students at classical universities by means of game technologies. The research piece describes the essence, features and experience of the formation of social competences of students. The thesis substantiates the conceptual foundations of the formation of social competences of students on the basis of theoretical, methodological, practical concepts as regulators of the formation of the above mentioned competences which helps to create the holistic representation of its context, structure, functions, didactic and methodological support, scientific approaches, principles that became the basis for the development of the didactic system. The dissertation defines criteria (motivational, context, process, personal and evaluative), indicators (positive attitude to the formation of social competences; motivation to form social competences, the volume and the quality of knowledge that match the requirements of the state educational standard; creative use of knowledge and the possibility of its use in practice, the development of personal character and skills that allow to form social competences; reflection and self-regulation of behavior and activities; adequate self-esteem) and levels of formation of social competences of students (high, medium, low). The dissertation develops and theoretically substantiates a didactic system of the formation of social competences through game technologies whose components are a combination of target, conceptual, contentextual, control and assessment units. The target unit sets the goal of the entire didactic system, which consists of the formation of social competences as a key competence by means of game technologies. The conceptual unit was defined on the basis of systematic, personal, personality oriented, competency based approaches and those principles that make the basis of the formation of social competences of humanitarian students using game technologies: general didactic principles (purposefulness, system, consciousness and activity of students, the optimal combination of all forms of organization of the educational process) and specific principles (personal significance and social competence, the interaction of subjects of the educational process, the dependence of the development of social competence and barriers of sociocultural life, reflection). The content/technology unit contains components (value/motivational, cognitive, activity/operational, personality/reflective), didactic conditions and stages of the formation of social competences of students. The control and assessment unit contains a number of requirements imposed on students in the process of forming social competencies through game technologies. The unit is based on a diagnostic apparatus that helps to define indicators, levels (low, medium, high) and criteria (motivational, meaningful, procedural, personal and assessment) of the formation of social competence of students. The author developed a didactic and methodological module and designed a multi-stage process of the formation of social competences by means of game technologies. The author’s vision of the didactic system was represented by the research concept, according to which the didactic potential of game technologies was brought to a qualitatively new and effective level of use, providing a systematic solution to many educational problems in the process of building social competences of students; optimization of the educational process of the classical university due to the introduction of game technologies for the formation of social competences; introduction of an author's special course the "Pedagogical innovation." The above mentioned didactic-methodological module is aimed at helping students to develop a positive attitude towards formation of social competences; to become motivated to build social competences; to master the appropriate volume and quality of knowledge that meets the requirements of state educational standard; to creatively use the knowledge gained and use it in practice; to express interesting ideas and during the game. The effectiveness of the developed didactic system for the formation of social competences of humanitarian students through game technologies was experimentally verified. The use of the diagnostic complex of techniques confirmed that as a result of the pedagogical experiment, quantitative changes occurred in the indicators that captured significant qualitative transformations in the consciousness and behavior of students. It showed significant positive changes in the formation of their social competences. Statistically significant differences were recorded in the results of the experimental and control groups of humanitarian students of classical universities, which confirms the hypothesis. The study does not exhaust all aspects of this problem. The theoretical and practical results obtained during the study constitute grounds for further studies in the following areas: the development of the educational and methodological support for the formation of social competence of students; the transfer of foreign experience in the application of game technologies in the domestic vocational training system in order to form and develop social competences of students.