Use of a Targeted Program Approach in Designing Information Space of the Technology Teacher's Professional Activity

By Faizrakhmanov, Irek M.; Akhmetov, Linar G. | Journal of Organizational Culture, Communications and Conflict, January 1, 2016 | Go to article overview

Use of a Targeted Program Approach in Designing Information Space of the Technology Teacher's Professional Activity


Faizrakhmanov, Irek M., Akhmetov, Linar G., Journal of Organizational Culture, Communications and Conflict


INTRODUCTION

In designing the information space of the technology teacher's professional activity, the greatest difficulties are connected with the design of its virtual component, which, in contrast to the material component, is characterized by high dynamism and variability. Changes in the virtual component of the information space are caused both by development of the virtual information environment (that is expanding the space) and pupil's personality becoming; they depend on the elements of information developed and assigned by a pupil.

Dynamism, multilevel and multistage process of knowledge and skills development in the discipline "Technology" necessitate defining a complex of methods for designing the information space of the technology teacher's professional activity adequate to this process, as well as pedagogical management of the pupil's motion in the information space (Akhmetov, 2009; Akhmetov, 2013; Akhmetov, 2016). Obviously, the required methods should comply with the personality development nature and structure.

Search for such design methods led us to the conclusion that the methods of targeted program approach can be used as the basis of pedagogical management of the pupil's motion in the information space. We relied here on adequacy of the specified methods to the dialectical concepts about personality becoming as a process of development and characteristics of this process.

Analyzing the way the pupils learn the "Technology" course, it should be noted that its main feature includes the sequence of qualitatively distinct stages; by passing these stages a pupil is undergoing some fundamental (qualitative) changes. In accordance with the theory of dialectic, transition from one qualitative stage to another is carried out in steps as a result of the gradual accumulation of quantitative changes after exceeding a certain level.

At transition to a higher level of development, a pupil is changed so fundamentally that it becomes impossible to use old methods of pedagogical influence against him/her. A pupil will just not perceive them. In the same way, a pupil will not perceive an influence inherent in an incomparably higher level of development. Actually, Ya.A. Komenskiy described it and claimed that everything should be in a timely manner, that is, it should correspond to the level of development, at which a pupil is.

METHODS

The targeted program approach fully allows to consider the multistage character of knowledge and skills development in the discipline "Technology". In accordance with this approach, the process of pedagogical management of the pupil's motion in the information space should be broken down into a sequence of the stages, which strictly correspond to the managed process stages. Each such stage has its own goal achieved by implementing an independent program. So, the whole management process is represented as a sequence of alternating objectives and programs of their achievement such as:

Program 1 ^ Objective 1 ^ ... ^ Program N ^ Goal N.

In this case, "Goal N" is a strategic goal that accumulates all knowledge and skills that a pupil should gain in studying the discipline "Technology" or its separate section. All other objectives are intermediate, tactical and ensure achievement of the strategic goal.

Implementation of the targeted program management method in designing professional activity of the technology teacher's information space has an important limitation. The present is, in fact, a conventional boundary between the past and future. The past and future, in turn, have unique diffusion zones - zones of penetration in the present. Diffusion zones have their dimensions, which are dependent on the pupils' subjective perception of the past/future. If "nearest boundary" of the zones begins in the present, the "farthest boundary" is determined by the degree of influence of the past/future events on the present and comparability of the time interval separating them from the present with the total pupil's life experience. …

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