Model of methodological coordination and support of the resource center students’ independent work

Relevance of the article consists in the development of strategies and methods of work that ensure the ability and readiness of students of advanced training courses on the basis of the Resource Center to independently design supplementary general education programs for preschool children.

Goal. Development & implementation of a methodological coordination and support model for independent work of students at the Resource Center when working on an individual project of an additional educational program for children.

Procedure and methods. The analysis of pedagogical literature related to the definition of “model” has been carried out. To build a model the modeling method to organize the independent work of university students while studying a foreign language was used, as well as approaches based on the theory of a step-by-step formation of mental actions by P.Ya. Galperin and personality selfdevelopment technologies by A.A. Ukhtomsky - G.K. Selevko.

Scientific novelty/theoretical and/or practical significance of the presented experience lies in the identification of the variability of active relations in the “teacher-student” system within the framework of advanced training courses on the basis of the Resource Center. For each subsystem, a sequence of actions has been determined: for the teacher (professor) (specific methodological approaches in organizing work with students), for the listener (self-development through the conscious and active acquisition of new experience).

Conclusions. There has been developed a classification of students on the basis of their experience of work in the system of additional education for children. The principle of pedagogical support of listeners, depending on the type of listener, has been revealed. There has been introduced a structural model of methodological coordination and support of students’ independent work over an individual project of an additional educational program, consisting of three blocks:

– structural components;

– pedagogical conditions;

– methodical pedagogical support.

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