Формування інформаційної компетентності майбутніх перекладачів у фаховій підготовці

Abstract

У дисертації розглянуто проблеми формування інформаційної компетентності майбутніх перекладачів у фаховій підготовці. З’ясовано сутність формування інформаційної компетентності майбутніх перекладачів у фаховій підготовці; визначено структуру, критерії, показники та рівні сформованості інформаційної компетентності майбутніх перекладачів, а також особливості їх формування у фаховій підготовці. Визначені, обґрунтовані й експериментально перевірені організаційно-педагогічні умови формування інформаційної компетентності майбутніх перекладачів, а також запропоновано практичні рекомендації для підвищення ефективності їх формування в професійній підготовці.

В диссертации рассмотрены проблемы формирования информационной компетентности будущих переводчиков в профессиональной подготовке. Выяснено сущность формирования информационной компетентности будущих переводчиков в профессиональной подготовке; определена структура, критерии, показатели и уровни сформированности информационной компетентности будущих переводчиков, а также особенности их формирования в профессиональной подготовке. Определены, обоснованы и экспериментально проверены организационно-педагогические условия формирования информационной компетентности будущих переводчиков, а также предложены практические рекомендации для повышения эффективности их формирования в профессиональной подготовке.

The thesis deals with the problems of forming the information competence of future translators in professional training. The essence of the process of formation of information competence of future translators in professional training were clarified; the structure, criteria, indicators and levels of formation of information competence of future translators, as well as features of the process of their formation in professional training were determined. Organizational and pedagogical conditions for the formation of information competence of future translators were determined, substantiated and experimentally verified, and practical recommendations were proposed to improve the efficiency of their formation in professional training. The purpose of the formative stage of the empirical research was the development and testing of the technology for forming the information competence of future translators in the context of the innovative educational environment of a classical university. The specifics of the professional training of future translators allows for the cognitive orientation of the learning process, the multiculturalism of the educational space, the creative nature of the foreign language environment of a classical university, the integration of the linguistic, methodological, and psychological-pedagogical components of the training of future translators. Therefore, the proposed technology should take into account this specificity and include a variety of methods, forms and techniques that would contribute to the effective formation of the individuality and originality of the modern translator, which, in turn, is the basis and foundation of the formation of information competence of future translators. Theoretical analysis allows us to conclude that innovative educational technologies form a set of subjective professionally significant qualities presented by modern society to future translators, and contribute to the formation of their information competence. The development of these qualities, in turn, affects the success of their future professional activity and makes it possible to fully realize themselves in it. Innovative educational technologies allow a cardinal turn to the personality of the future translator, respect and trust in them, their merits, acceptance of their personal goals, requests and interests. The central core of innovative educational technologies is the real subjects of the pedagogical process, who not only learn and teach, but fully live and work in their learning processes. Individualization of education in terms of its informatization is in conflict with the group nature of translation practice, which requires a developed common touch and connectivity. Transferring training and control tasks to virtual reality is contrary to the requirements of the maximum realism of translation training. Recognition of the existence of these and a number of other contradictions allows for the conclusion that ICT in the educational process of a classical university in their modern development is more a means of professional training, which increases the effectiveness of traditional practice-oriented training and education than innovation, which fundamentally changes training and education of the future translator. Based on the analysis and generalization of ICT characteristics used in the educational process, we found that, in solving a given problem, in a classical university it is worth using self-monitoring software as a part of educational ICT, specialized ICT, as well as programmable self-monitoring tools. One of the means to assess students’ progress is to create a portfolio of students studying a professionally oriented English course. The portfolio methodology developed by us at the same time makes up the form, organization and technology of work on the discipline and is designed to demonstrate, analyze and evaluate knowledge, skills, competencies, develop reflection, students' awareness of the results of their activities, their own subjective position. This method allows us to demonstrate not only the results, but also the progress of each student compared to his previous results: “to what extent am I better today than I was yesterday“. In the formation of information competence of future translators, we used the following methods: – visual, namely: video materials, presentations, interactive posters, charts, tables, diagrams, models, multimedia technology;– practical: practical tasks; trainings, analysis and solution of problem situations, project method; – as the cognitive activity of students intensifies: problematic, partially exploratory, research; – according to the logical approach: deductive, analytical, synthetic. So the method of problem teaching in learning was used in the formulation of problem tasks, the implementation of project problem cognitive tasks, presentations, the compilation of a terminological dictionary, and so on and so forth. Summarizing the above, it can be summarized that the listed pedagogical requirements contribute to the formation of the most important personal characteristics of a specialist, included in the structure of information competence of future translators.