Socio-cultural and philosophical problems of introduction of new technologies in education

 
В современном обществе происходит стадия индивидуализации человека, вызванная потребностью его персонализации. Нас интересует личность студента в системе общественных отношений. Young man, already mastered certain cultural norms of society, able to express themselves unique personality, creating something new, the unique, то, wherein, проявляется его личность. Индивидуализация во многом определяется противоречием, that exists between the reached capacity and the need to maximize the individual abilities [2; с. 5]. It is about the realization of the "I", self-determination as an individual, and professional.

Stage customize contributes to the manifestation of, that one person is different from another, and the identity of the student is not yet sufficiently integrated freely into the surrounding social world. The above-mentioned authors examine the socialization process through mechanisms, выраженных в единстве подражания, имитации и идентификации, сущность которых заключается в стремлении человека к воспроизводству воспринимаемого поведения других людей. Позиция специалистов помогает рассмотреть в нашем исследовании поэтапное становление студента через взаимодействие с профессионалами на рабочем месте, т.е. процесс перехода от стадии студента к стадии молодого специалиста в современных социокультурных условиях. В данной ситуации огромную роль играет стимулирование студентов, выраженное в поведении или отношении людей друг к другу. Основой процесса, в ходе которого складываются деловые формальные отношения, become qualified teachers of higher educational institutions and students, qualified employees of the company and the students.

Contemporary socio-cultural problem seems there is a group of students as microsocium, dynamic education, due time, space and interaction with society. It is in the communion, interpersonal and intercultural interaction of young people actively the process of socialization, development of individual characteristics [4]. At the same time the idea of ​​collectivism in some measure may be inconsistent with the level of development of personality and bring her claim through the norms of behavior, beliefs, evaluation of. We are interested in the value of a professional group, which identifies opportunities for self-realization and self-actualization of students in professional work.

Professional group becomes an important object of study at the stage of integration between students and professional teams of business entities. Under fold basis of social spheres of life, that through appropriate psychological climate indoctrinate students attitude toward work, help to survive the first professional failures, impact on self-esteem and level of consciousness, facilitate the implementation of self-defense mechanisms and commitment of team members. Выявленные способности студентов содействуют качественному выполнению предлагаемой деятельности, and their role in the professional group helps to develop a way of behavior in different circumstances.

Duties to the members of the group formed in the labor creative atmosphere, в аудиторное и внеаудиторное время. На этой основе в студенческой и профессиональной среде складываются соответствующие межличностные отношения, которые предопределяют специфику поведения членов коллектива. Студенты впервые приобретают опыт решения социальных и профессиональных проблем и одновременно овладевают разными знаниями и умениями. This helps them to establish further business relationship and communication with other professions. The team of students find opportunities to overcome barriers of social and cultural differences: социальные, политические, religious, professional, which may not reflect the general level of cultural development of the subjects interaction. Таким образом, social group of students creates a microenvironment for the implementation of professional orientation of young professional.

Повышение эффективности профессиональной подготовки студентов медицинских специальностей вузов нельзя рассматривать без обозначения проблемы их компьютерной грамотности. В связи с этим, одной из основных задач высшей школы является обеспечение правильного применения компьютерных технологий в профессиональной подготовке будущего врача, as well as a high-tech process improvement training [5; 6].

In modern university pedagogy with the introduction of new computer technologies are used teaching methods, giving the opportunity to digest the training material in a strictly limited period of time in accordance with the requirements common to all methods [3]. Computer technologies enable: обучить и проверить каждого студента по изучаемой теме; своевременно откорректировать усвоение программного материала; удовлетворить разносторонний интерес студентов; organize knowledge in a particular algorithm; help students to learn independently, collect, select relevant information and process it; actively use drawings, схемы, таблицы, графики как средство самообучения; осуществлять непрерывный характер образования; интегрировать знания разных областей науки.

Significant role in training is also given and distance learning, which reflects the organization of individual work. A special place is occupied by the information and communication technology, extend the availability of the practical implementation of distance learning programs. The development of global networks has created a fundamentally new situation in the work of teachers and students with information. Many sources have become available and make the process of citing them extremely simple. Course Structure distance learning reflects the modular nature of the organization exercises. Modular courses preparatory process for medical students form new aspects of pedagogical work with students. An important role is played here by electronic textbooks in the specialty, copyright material, trained teachers of the university. Успешность дистанционного обучения студентов во многом зависти от методической организации курсов.

Однако не следует забывать, that even the developers of the theory of distance learning - YV. Aksenov, М.Ю. Buharkyna, T.F. Horbunkova, E.I. Dmitrieva, М.В. Моисеева, AE. Петров, Е.С. Polat, VI. Falkov etc. [1; 3; 5] insist, that different methods of distance learning through computer technology - is just one of the forms of training. So take distance learning defining place unacceptable.

With modern medical education related social problems of moral weight plan. An increasing number of young people seeking higher education, associating with it hopes for a successful career, обеспечивающую высокий уровень качества жизни и социальной адаптации. В этом нет ничего аморального. Но при этом следует отметить, that quality medical education today is becoming very costly not only for the society, but also for a specific individual. Вместе с тем, young professionals can not always solve the problem of desired employment after graduating from high school, thus their professional potential is to some extent uncalled for society. Более того, sometimes professional activity begins to be seen by man solely as a means to maintain a certain standard of living, social prestige, а не реализации себя в как творческой личности и специалиста, развития своих способностей и самосовершенствования.

Таким образом, можно констатировать, that modern professional medical education varied between wide trend of introducing information innovations in education. С одной стороны, development of computer and other information technologies to teachers and students access to vast sources of specialized information. Лавинообразно нарастает количество специальных знаний, специализаций и учебных дисциплин. Идет резкое увеличение дифференциации медицинских знаний и технологий.

In this growing negative trends in education. This congestion volumes subject specific information; lack of time for good digestion, осмысливания и творческого обобщения воспринятой информации; нарастание трудностей практического применения частных и специфических медицинских знаний и методик. Target setting individual physician are multiple, therefore uncertain, vague. Rod moral and ethical behavior weakens, поведение становится все более ситуативным, теряет опору на стратегические перспективы деятельности человека в системе общественного здравоохранения, теряет ценность смысл понятия врачебного долга.

Указанные тревожные тенденции во многом характеризуют недостаточную системность и мировоззренческую цельность медицинского образования и социально-профессиональной деятельности специалистов высшей квалификации. Кроме того, transition to an information computer technology and a significant time, which a student must spend at work with your computer, соответственно, tear from time to live communication teacher and student, professional doctor and trainee, healthcare professionals and patients. All this affects the psychological climate of the future of interpersonal communication specialist, threshold generates misunderstanding between doctor and patient, which is extremely dangerous in the medical profession. Another factor - the time factor, spent by the student to work in the classroom, in clinics and with the computer. Excluding this factor, uncontrolled introduction of new information technologies can lead to chronic congestion of the students and negatively affect both their health, and in relation to the young man to his future profession.

Таким образом, we can conclude, that the introduction of modern information and computer technologies in educational process of medical schools must. This corresponds to a social time information society. С другой стороны, absolutisation data technologies in education can have several negative consequences. Therefore, innovative methods must be used in harmony with the traditional, firmly proven pedagogical methods of forming a fully developed personality of highly qualified specialists, в том числе, future doctor.

References

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2. Каланчина, И.Н. Socio-philosophical foundation values ​​the teacher's personality in modern education : дис. the soisk. Candidate .... Philosophy. наук / И.Н. Каланчина. – Барнаул, 2004.

3. Nine, AY. Innovation in Education / AY. Nine. - Chelyabinsk, 1995.

4. Sadovnichii, VA. University education. Invitation to meditation / VA. Sadovnichii, VV. Belokurov, E.V. Shishkin. – М, 1995. – С. 105–106.

5. Falkov, VI. Liberal Education Technology: new opportunities and risk simulation / VI. Falkov // Innovation in Education. – 2002. – № 6. – С. 89–93.

6. Human Ecology. Т.V. Ч.V: New science and technology education at the dawn of the third millennium. – Новосибирск, 1999.