PROBLEMS OF HUMANIZATION OF TECHNOLOGICAL EDUCATION IN UKRAINE

Abstract

The analysis of the problem of humanization of technological education in Ukraine in the context of European educational policy is provided. The author's concept of the humanization of technological education in Ukraine is presented, which is based on the use of a system of methodological approaches that allow modernizing the content of the training of future technology teachers in the direction of the formation of a humanistic personality. The reasons for the crisis state of technological education in Ukraine are revealed. It is shown that the existing system of technological education in Ukraine is aimed at the formation of a scientific-technocratic personality, and the main idea of the European educational policy is the ideas of humanism and democracy aimed at the formation of a humanistic personality. The results of a survey among technology teachers, students and teachers of V.G. PNPU are presented. Korolenko regarding the relevance and necessity of humanizing technological education in the professional training of future technology teachers. A critical analysis of modern methodological approaches to the formation of a humanistic personality in technological education in Ukraine is presented. It is proven that the activity approach, which currently dominates the philosophical definition of human interaction with nature and is the main one in the system of technological education in Ukraine (technology mastery, labor training takes place through subject-transformative activity), must be supplemented with an essential-ontological approach. It is emphasized that the use of such a methodological approach will allow the proposed modernization of the content of technological education to be considered in the context of two independent functions of education: methodological (which generalized the patterns of cognition, primarily methods of material-practical, scientific and scientific-technical activity of people) and spiritual-value (axiological). It is shown that this approach allows the humanization of engineering-technological education to be realized by means of pedagogy through two factors: the first is the use of a competency-based approach in professional training (formation of personal qualities); the second - all engineering and technological disciplines should be studied in the context of culture (production, exploitation, utilization, economy, expediency, etc.), that is, the cultural approach to the professional training of future technology teachers should be determinative (system-forming), which will allow the use of irrational knowledge in addition to classical rational knowledge. It is shown that the pedagogical implementation of this approach is possible when modernizing the content of the professional training of future teachers of technology, by introducing such subjects as ergonomics, design, technological culture into the content of their training. The role of ergonomic and design training will allow us to fill the boundaries of individual sciences that study man in the process of work and other activities, as well as the role of the final product (product) in the formation of a humanistic personality (irrational knowledge about nature and man). At the same time, revealing the content of the concepts "design competence of future technology teachers" and "ergonomic competence of future technology teachers" will allow to expand the boundaries of the system of scientific knowledge of reality and establish the components of the pedagogical formation of this phenomenon in the professional training of future technology teachers.