- Palshkov, Kostiantyn (orcid.org/0000-0003-4383-004X), Kochubei, Olena (orcid.org/0000-0002-5047-6694), Tsokur, Olga (orcid.org/0000-0002-9418-0801), Tiahur, Vasyl (orcid.org/0000-0002-4811-4643), Tiahur, Liubomyra (orcid.org/0000-0001-5106-2920), Filimonova, Tetiana (orcid.org/0000-0002-6722-6333) and Kuzminskyi, Anatolii (orcid.org/0000-0001-6108-4066) (2022) The Role of Fundamentalization of Education in Improving the Future Specialists Professional Training with Usage of Multimedia Technologies IJCSNS International Journal of Computer Science and Network Security, 9 (22). pp. 95-102. ISSN 1738-7906
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Abstract
The article considers the fundamentalization of education in improving the future specialists professional training with usage of multimedia technologies by various scientists. Various points of view and approaches to defining the concepts of fundamentalization of education and multimedia technologies are identified. The concept of fundamentalization of professional training of a future specialist is based on the goals and functions of fundamentalization and – on the ways and means of achieving it, etc. Most authors agree only in their views that the fundamentalization of education is aimed at improving the quality of education and the education of the individual. Others involve the formation of a culture and worldview, increasing the creative and intellectual potential, forming the professional competence of a specialist and the potential for further education, and so on. The term multimedia refers to interactive systems that provide processing of moving and still video images, animated graphics, high-quality audio and speech. It is found out that professional training of a specialist by means of multimedia technologies includes not only the activities of the teacher and student, which form the learning process, but also the independent activity of the subject, self-development, assimilation of experience by the subject through analysis, comprehension and transformation of the field of activity in which he is included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education, it becomes possible to fully present theoretical training courses and effectively pass practical training by students, which contributes to improving the quality of training of future specialists in higher education institutions. Theoretical analysis of scientific views indicates a fairly serious attention of scientists to the problem of professional readiness of specialists and the possibility of higher educational institutions in preparing for it. At the same time, professional readiness is considered from different positions: as an active state of a person, which manifests itself in activity; as a result of activity; as goals of activity; as a quality that characterizes the attitude to solving professional problems and social situations; as a prerequisite for purposeful activity; as a form of activity of the subject; as an integral formation of personality; as a component of socio-professional culture; as a complex professionally significant neoplasm of the individual.
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