SUBJECTIVITY OF PROFESSIONAL TRAINING OF BACHELORS OF PHILOLOGY IN CONDITIONS OF STUDENT-CENTERED LEARNING

Abstract

The article reveals the concept of subjectivity of professional training of specialists as a leading factor of student-centered education. The main tools of higher education are being updated: the educational program, curriculum and academic disciplines in connection with learning outcomes, which have an individual competence-based nature and are a category of student-centered education.
Authors define the main path of subjective learning as the student’s personal educational trajectory, which is embodied in an individual curriculum with the active participation of each interested higher education student who realizes himself as a full participant in the educational process. The possibility of individual choice of components of the content of education is an indicator of the openness of higher education and its humanistic nature.
Regarding the training of bachelors in philology, the need to form their own linguistic and literary concepts, conscious views on linguistic and literary and artistic phenomena, the development of the ability to independently objectively analyze and be prepared for a well-founded explanation of scientific and artistic texts is emphasized. Subjective-semantic exchange between future teachers of the Ukrainian language and literature is considered as a key factor in the conscious attitude of higher education students to national values, humanitarian priorities, the teaching profession, life meanings, and ideas about individually significant and socially responsible moral and aesthetic ideals.
The formation of subjective experience of activity of students is associated in the article with the implementation of problem tasks, project learning, in the process of which broad interpersonal communications occur and partnership interaction of all interested persons is implemented. The subjective orientation of learning involves reliance on the competencies formed in students and at the same time their purposeful development in the process of mastering educational disciplines, as a result of which personal transformations of the subjects of the educational process occur.