| Summary: | The article presents a general analysis of pedagogical modelling as a means of forming future teachers’ methodological competence, some approaches to classification are disclosed, basic positions of the application of pedagogical modelling in the theory and practice of vocational education of teachers are presented. It is proved that each modelling involves using abstraction and idealization (especially this applies to the modelling of complex pedagogical systems whose behavior depends on a large number of interrelated factors of a different nature). In pedagogical modeling, structural and functional models are most often in demand, when designing which the object is considered as an integral system, including component parts, components, elements, subsystems. The construction of such a model allows to obtain new information about the behavior of the object, to reveal interrelations and patterns that cannot be detected with other methods of analysis.
The authors consider modelling of linguomethodological activity as a specific method of control, which allows the teacher to assess the level of linguomethodological literacy of students, their ability to use knowledge to solve specific methodological problems creatively, the mastering of basic linguomethodological skills. Students were asked to build models of macro- and microstructure of the aspect lessons and lessons of coherent speech development in different classes. Modelling the lessons of the language, future teachers used some linguomethodological terms and their synonyms learned in pedagogy, psychology and linguistic methodology.
The authors note that independent work of the student is the main means of mastering the educational material at the time, free of compulsory training. It is the final stage of mastering the educational material, which was considered at lectures, practical and laboratory classes, and pedagogical modelling is one of its important parts.
|
|---|
