Professional training of future defectologists by system-active approach

Abstract

The system-activity approach as one of the methodological approaches to the professional training of the future speech pathologist is outlined. It is determined that in the structure of the methodology there are four levels: philosophical, general scientific, concrete scientific and technological.
The key concepts of system-activity approach are highlighted. The system is defined as the basic notion of system approach. The basic features of the system are highlighted.The essence of the system approach is revealed. The analysis of scientific literature, which confirms that the system-activity approach provides study of objects and phenomena as system objects in their development, the provisions of which are applied to the substantiation of pedagogical systems and allows to design a system of competent professional-oriented training of future teachers- speech pathologists to the education of children with peculiarities of psychophysical development.
The principles on which the systematic approach to the training of future teachers of speech pathologists is based are: principles of unity, development, global goal, functionality, decentralization, hierarchy, uncertainty, organization.
Allocated interconnected aspects, which in aggregate and unity form a systemic approach: system-element, system-structural, system-functional, system-communication, system-integration, system-historical.
The methodological effectiveness of the system approach is revealed. It is proved that the systematic approach considers the process of professional development of future speech pathologists as an invariant stage of continuous education, which is carried out during the study of students in higher education institutions, and ensures the unity and integrity of all components of the content and process of training of future speech pathologists with a focus on education throughout their life.