научная статья по теме Formation of design culture of students in course of social design Биология

Текст научной статьи на тему «Formation of design culture of students in course of social design»

DOI: 10.12731/wsd-2014-9-3 UDC 378:316 (076)

FORMATION OF DESIGN CULTURE OF STUDENTS IN COURSE OF SOCIAL DESIGN

Stenina T.L.

Background. This study was carried out in Ulyanovsk State Technical University. Research objective - development of pedagogical concept of development of design culture of students.

Methods. The methodological base of research was made by cultural science, valuable, activity approaches. In work three groups of methods were applied: theoretical, empirical, statistical.

Results. In theoretical part of research the main issue was definition of the concept «design culture of students» of a context of pedagogics of the higher school. As a result of research the design culture of students is defined as independent concept of the scientific device of the general pedagogics on the basis of the analysis of hierarchy of conceptual communications between terminological units: «culture», «culture of the personality», «culture of activity», «culture of design activity», «design culture of students», «design culture of the expert».

In practical part of research are proved structure and functions of design culture of students. The leading activity defining developments of design culture of students - social design. The model of development of design culture of students in the course

of social design in higher education institution is created. In the empirical part of the study the main concern was finding out the conditions providing positive dynamics offormation of design culture of students.

Results of research prove need of application of technology of social design for development of design culture of students.

Keywords: Social design, design culture of students.

ФОРМИРОВАНИЕ ПРОЕКТНОЙ КУЛЬТУРЫ СТУДЕНТОВ В ПРОЦЕССЕ СОЦИАЛЬНОГО ПРОЕКТИРОВАНИЯ

Стенина Т.Л.

Цель исследования: разработка теоретических и технологических основ организации процесса становления проектной культуры студентов в социально-педагогическом пространстве вуза.

Исследование выполнялось на базе Ульяновского государственного технического университета.

Методологическую базу исследования представляет интеграция культурологического, аксиологического и де-ятельностного подходов. Методы исследования условно разделены на три группы: теоретические, эмпирические, статистические.

Научная новизна результатов исследования в целом подтверждается новой для общей педагогики темой, в которой проектная культура студентов вуза рассматрива-

ется в общепедагогическом контексте как сегмент общей культуры личности.

В результате исследования проектная культура студентов определена как самостоятельное понятие в научном аппарате общей педагогики на основе анализа иерархии понятийных связей между терминологическими единицами: «культура», «культура личности», «культура деятельности», «культура проектной деятельности», «проектная культура студентов», «проектная культура специалиста»; разработаны взаимосвязанные модели (структурно-функциональная модель проектной культуры студентов и концептуальная модель становления проектной культуры студентов), аргументирующие цель, задачи, содержание, формы организации социально-педагогического пространства. Аргументирован исследовательско-диагностический комплекс, определены критерии и показатели оценки уровневой динамики проектной культуры каждого студента.

Introduction

At the present dynamically developing socially cultural situation entailed the reconsideration of educational process evolution from the position of education and culture integration. Strengthening of cultural functions is a condition for the further efficient development of an educational institution being a sphere of humanity and culture practice providing the development of social and personal consciousness.

Modern process of highly skilled competitive specialist training is based on humanity, culturological, personality-centered and communi-

cative-pragmatic approaches which imply the presence of educational process organization with specific attention to creativity development of each student personality and formation of motivational mechanisms of self-education and self-discipline aimed at professional and personal qualities development.

Research objective

theoretical development and practical implementation of the scientific and reasonable concept of formation of design culture of students. This research is based on the scientists' opinions on the urgency of subject design culture formation as the most important element of the specialist personality structure that meets requirements demanded by modern society [1, 2, 3].

In modern researches scientists draw a conclusion that innovations become a condition of an adequate response to global economic and cultural challenges is made. Generating their work acquires the status of shape-generating social and cultural development, and serves as a critical value [4].

Now in domestic science social design is considered as an innovative trend of development of social education [5]. Project patriotic activity is considered an efficient instrument of modeling vitally important situations in different spheres of life by students [6].

In foreign researches in a context of design subject the problem of development of design organization culture is developed. It is the context of work life, a set of rules that guides the relationship between the company and its people.

Cultural offers a discription of social characteristics of the company that also embodies a specification of reguired work behavior:

«informality», «initiative», «lack of structure», «inherent ambiguity», «hard work», «consensus seeking», «bottom-up decision making», «going off, taking risks, and making things happen» [7]. In the western theory of design problems of functioning of design teams are deeply studied. For example, scientists from Stanford Advanced Project Management deeply investigated a subject of the organization of activity of design groups [8, 9].

The connections between education and culture are of particular importance, because they are based on ecological relation of the person to world perception. In order to develop and implement social technologies we need well-trained professionals possessing necessary knowledge and skills in project management characterized by high level of social activity and desire for better changes of reality. The research appeals to higher education as the higher education students are especially open and receptive to innovations. Youth is that very environment to develop a new phenomenon - social innovative designing representing a variant solution for social problems (the term of G.A. Luks) [10].

In the scientific work Shmelyova E.N. developed the concept of actualization of innovative activity of students and young scientists in the Humanities and Pedagogy. The concept is based on the idea of creating the acmeological innovative scientific and educational university environment, which promotes the development of the competencies of productive professional work [11].

Student purposes, ideas and values can so efficiently affect society development perspectives in whole. Students are the authors of non-traditional and progressive approaches to reformation of varying social processes and institutions. Students are also those who criticize

the cumulative historic experience of preceding generations. Social project always has an imprint of value orientations of authors, that is the reason why the tendency to enhancement of ideological training of modern students of the institutions of higher education is the one that has complement in socially significant activity and transforms acquired knowledge into personal views.

Design culture, according to the culture being a holistic phenomenon, we determine as an element of culture system based on commons in different types of human activity. The ground of essential definition of design culture is a notion of subject culture supplemented according to specifics of designing.

The need to determine the theory and methodology of institution-alization of social designing in higher education pedagogy explains the study of its modern organizational forms and address to the problem of this notion definition within the educational innovatics as one of the directions of systems theory and process approach.

It is to be noticed that the higher education pedagogy designing is to be understood not as design methods application but as deductive construction based on leading principles of problem education enriched with ideas of competency approach, content of design technologies and criteria of results evaluation [12].

Now we will present theoretical results of research

According to comparative analysis of culturological, sociological and psycho-pedagogical sources we formed the following definition of subject design culture phenomenon: «The design culture of the student, which formation occurs under the influence of valuable and pedagogical interaction in social and pedagogical space of higher edu-

cation institution is considered as complete, integrative quality of the personality changing, being characterized by the created knowledge and ideas of social design, informative activity and independence in design activity, valuable orientations, the motivation, actual abilities (informative, analytical, predictive, creative, communicative), refracting in the created competences (operational and technological, strategic, predictive, communicative), allowing independently to carry out socially significant design activity and its reflexive analysis».

We proved structure of design culture of students and presented it as a set of components: (cognitive, motivational, valuable and ethical, activity, reflexive). The functional component reflects the general functions of design culture (informative, humanistic, axiological, converting, communicative), criteria and indicators of levels of its formation. We agree with opinion of scientists who consider an

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