MODELING IN THE FORMATION OF THE PROFESSIONAL-MATHEMATICAL COMPETENCE OF THE FUTURE SPECIALISTS OF PRESCHOOL EDUCATION
DOI:
https://doi.org/10.24919/2313-2094.4/36.98654Keywords:
professional-mathematical competence, future teacher, preschool children, models, modeling, methodical tasksAbstract
It is discussed the actual problems of the modern higher education such as professional training of students – the prospective teachers, based on the competence approach. It is singled out the professional-mathematical competence in the professional competence; it is defined its content, structure and stages of its formation in students – the future specialists of the preschool education. The article highlights the ways of the improvement of the professional-mathematical preparation of a student. The attention is accented on the importance of the theoretical training of the basis of Mathematics of a person who has chosen the profession of teacher; it is defined the indicators of readiness of the students to the formation of the elementary mathematical concepts in preschool children and the formation of their professional-mathematical competence.
It is defined one of the effective ways of the formation of the professional-mathematical competence such as the mathematical modeling, which is considered in two aspects in relation to the research topic: wide – actually professional, pedagogical, and narrow – mathematical. The main ways of the usage of modeling by the teacher during classes on «Theory and methods of formation of elementary mathematical concepts» are discussed here. The article demonstrates the usage of simulation modeling in practical classes, solving methodological problems (mental modeling) and using different types of models in the methodology of mathematics (practical modeling). The examples of methodological problems are suggested in the article. The classification of the models by methodologist L. Bilousko is complemented.
The article discusses the possibilities of using the modeling method in the practice of the formation of the elementary mathematical concepts in pre-school children. It is highlighted the kinds of models that are available for the perception of children of all ages. The examples of the tasks with the usage of different types of models for learning the elements of mathematics are shown here. Based on the practical inspection the conclusion about the effectiveness of the method of modeling in the classroom for the formation of elementary mathematical concepts in preschool children is made.
Summarizing the material we make the conclusion about the importance of using modeling in the process of the formation of the professional-mathematical competence in future specialists of preschool education.
The following questions need further consideration: the development of the levels of the professional-mathematical competence, the indicators of the formation, the development and the improvement of the professional-mathematical competence of a student – the future educator.
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