Game-based pedagogics: formation of reflexive and project-oriented thinking culture
The relevance of this article is determined by the need of project and reflexive thinking forming among students of the physical culture faculties in pedagogical universities. This article considers the problem of methodological grounds updating and substantive technological support of pedagogical education on the basis of modern society requirements. Approaches and methods. The systemic, personal-activity, axiological and anthropocentric methodological approaches are the basis. The study is inspired by the principles of culture, nature and humanities of modern higher education. The authors use comparative analysis of theoretical data and historiographic research of the game-based pedagogy development as a section of pedagogical science and the human sciences field as a whole. Testing and pedagogical modeling methods were used to determine the functions of game-based pedagogy in the reflexive and project-oriented thinking culture formation. Results. Results presented in the article cover several aspects of the considerated problem. The authors classified game technologies according to the profession entering stages and revealed the results of their implementation in the educational process of the university. The game-based pedagogics leading functions in the formation of the future teachers professional culture are identified. There is the game educational technologies classification presented. Their application in a pedagogical university will allow to form the game-based culture of the future teacher. The theoretical grounds of new type teacher training are considered. The teacher who is able to solve innovative professional problems and has the formed reflexive and project-oriented thinking culture. The peculiarities of game technologies application as active teaching methods in the educational process of the university are determined. Conclusion. The practice of developing and applying game technologies in the pedagogical personnel training shows their significance and effectiveness in mastering the basics of game-technical pedagogical professionalism in the training process, as well as in determining the optimal ways of its development in independent professional activity. The article will be useful to university teachers and students interested in expanding professional tools for pedagogical activities.