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INNOVATIVE ACTIVITY: EDUCATIONAL INNOVATIONS IN THE CONTEXT OF COMPETENCE-BASED APPROACH
Abstract
The article revises the innovative activity as innovation - improvement of teaching foreign languages based on application of network technologies. Whereas the process of modernization proceeds according to requirements of Federal State Educational Standards, in the solution of problems of integration of electronic training and formation of common cultural competences of students.
... 2017. Т. 6, № 3 (20) Задачи с пленочными включениями рассматриваются на курсах по выбору в рамках магистерских программ «Математическое образование» и «Физико-математическое образование». Курс «Неклассические задачи математической физики» направлен на достижение такой цели, как формирование готовности анализировать результаты научных исследований в области математической физики и применять их к решению неклассических задач, имеющих прикладной характер. ...
... 2017. Т. 6, № 3 (20) 319 ...
... Отметим, что при проведении практических занятий по данной дисциплине применяются различные виды взаимодействия и интерактивные методы: проблемные дискуссии, проектные методы, индивиду-альные и групповые задания, анализ ситуаций и т.д. Они способствуют развитию исследовательских умений магистрантов, дают им возможность использовать теоретические знания в практической деятельности [18][19][20]. ...
This paper discusses theoretical, methodological and methodical aspects of realization of the competence approach to the training of masters majoring in pedagogical education in Physics and Mathematics during the course Non-Classical Problems of Mathematical Physics study at higher educational institutions. The paper describes the goals, objectives and relevance of the course aimed at understanding practical solutions of non-classical problems of mathematical Physics by undergraduates. In accordance with the federal state standard of higher education the authors present the competences that are developed during this course. The authors describe the process of the declared competencies development. This process has several levels. For each learning outcome the authors describe appropriate levels of competence (threshold, standard, reference). The authors materials reflect methodology of professional competences development in the process of training masters majoring in mathematical education on the basis of Transbaikal State University. The practical aspect of the competence approach implementation is examined on the basis of this training course through the boundary value problem of mathematical Physics in the field with film inclusions (the problem for a strongly permeable film). The positive experience presented in the paper and the received materials can be useful for university teachers.
Social development is connected with progress, which in turn depends on the modernization of a particular area of human activity with the help of reforms. Thus, since the beginning of the 20th century, the USA implemented many transformations, eventually becoming the world leader. It was, however, an extremely difficult way. Note that initially there was a decrease in a large number of private medical schools for everyone willing to be a doctor but with no wish to further improve his/her professional knowledge. Finally, there was an emergence of medical schools as parts of reputable American universities with specific entry requirements, a profession-oriented curriculum and a combination of theory and practice in the form of scientific research.
Therefore, during the process of upgrading Ukrainian medical education, it is necessary to analyze the experience of innovative activity of the American medical schools in the context of the US educational reforms.
The aim of the paper is to highlight innovative activity in the US medical education during the first generation of reforms (1910s – 1940s).
In this paper, the author uses such methods as (i) search-bibliographic and chronological ones – to study and systematize scientific and pedagogical literature on the subject of innovative activity in the American medical education during the first 40 years of the 20th century; (ii) pedagogical reconstruction – to reproduce the historical and pedagogical reality in the US medical education from 1910 to 1940.
Moreover, the author notes that the Flexner Report dated 1910 was the starting point to develop innovative activity of the US medical education. As a result, in the 1920s, there were strict entry requirements, four years of study in medical schools, a science-oriented curriculum, professional scientific literature, etc. The late 1920s marked the emergence of a standardized test for admission to medical schools. In the 1930s, organizations for medical experts were established to help them grow professionally. The 1940s were connected with the Weiscotten Report.
The study covers only a part of aspects of the problem. Concerning the prospects of further research, the plan is to describe the Weiscotten Report that deals with innovative activity in the American medical education from 1934 to 1939.
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