UDC 378.2
DOI: http://dx.doi.org/10.36871/2306-8329_2024_96_4_43
Authors
Pivneva Svetlana Valentinovna,
Candidate of Pedagogical Sciences, Associate Professor
Associate Professor of the Department of Information Technologies,
artificial intelligence and socio-social
digital society technologies
Russian State Social University
Moscow, Russian Federation
Abstract
The relevance of the problems of the article is due to the fact that in the context of the intensification of interdisciplinary research in modern science, the diversity of scientific schools and traditions, a multi-paradigm approach becomes a necessary condition for the educational process in graduate school. The purpose of the article: to determine the pedagogical conditions for the implementation of this approach. Methodology and methods: comparative, interdisciplinary analysis of research materials on the topic of poly-paradigmality in science and vocational education; synthesis; analysis of postgraduate programs, questioning of postgraduate students, teachers, modeling of multi-paradigm training courses. The results of the study determine the main pedagogical conditions for the implementation of a multiparadigm approach in the educational process of graduate school, including: the development of multidisciplinary curricula; designing flexible personalized educational trajectories for graduate students; application of active, interactive teaching methods; creating conditions for interdisciplinary interaction and scientific communication. Scientific novelty: the thesis is argued: for the effective implementation of a multi-paradigm approach in the educational process of graduate school, it is necessary to create a set of special pedagogical conditions. Practical significance: it is shown that to implement a multi-paradigm approach in the traditional system of training graduate students, a set of pedagogical conditions is required that ensures the integration of various scientific and pedagogical paradigms into the educational process.
Keywords
pedagogical conditions, multi-paradigm approach, graduate school, educational process, higher school, scientific and pedagogical personnel
