高等教育与科学融合条件下学者科研能力发展的理论基础

O. Yaroshenko
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摘要

学者的研究活动在乌克兰“高等教育法”中预先确定。研究活动具有目的、对象、主体、动机、主体的活动、手段、文章所描述的活动结果。他强调,研究活动的成果包括学术的科学发现、在他的指导下完成的硕士论文和学位论文,以及在组织学生的教育和主动性研究活动方面的有效性。研究能力是指为学术研究活动提供知识和理解、展示科学成果的方式及其在教育过程中的应用的个人素质。学术研究能力的基础是学术研究能力的认知、活动、价值和交际组成部分,学术研究能力的发展经历了初始阶段、形成阶段和生产功能阶段。每个阶段之后可能会有一个停滞期(研究活动消退)。明确并揭示了学者科研活动能力发展的主要原则,即功能统一性、连续性、变异性、自愿性、开放性和跨国界性。提出了学者科研能力要素发展的指标:知识的完备性,构成认知要素的核心;进行科学研究、处理、证明可靠性、设计和展示其结果、建立交流联系所需能力的形成水平;对科研活动的态度是履行专业职责的动力,是保证高等教育质量的重要因素;将科学研究成果应用于教育过程以及组织和管理高等教育申请者的研究活动的能力。学术研究能力发展的最高水平是科学学派的基础。
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Theoretical bases for academics’ research competence development under the conditions of higher education and science integration
The academics’ research activity is predetermined in the Law of Ukraine «On Higher Education». Research activity possesses purpose, object, subject, motives, activity of the subject, means, result of activity described in the article. It was emphasized that results of research activities include academic’s scientific discoveries, masters’ and dissertation papers defended under his supervision, and the effectiveness in organization of educational and initiative research activities for students. Research competence is the personal quality that provides academic with knowledge and comprehension in research activities, ways of presenting scientific results and their use in the educational process. The basis for research competence is the cognitive, activity, value, communicative components While developing academic’s research competence there are following stages: initial, formation, productive functioning. After each stage there may be stagnation period (fading research activity). The main principles for academics’ research activity competence development, namely functional unity, continuity, variability, voluntariness, openness, transnationality are defined and revealed. The indicators for academics’ research competence components development are offered: completeness of knowledge, forming the core of cognitive component; the level of formation of abilities necessary for conducting scientific research, processing, proving reliability, designing and presentation of its results, establishing communication links; the attitude to research activity as a motivator for the performance of professional duties and important factor for ensuring the quality of higher education; the ability to apply the results of scientific research in the educational process and organization and management of research activities of applicants for higher education. The highest level of academic’s research competence development is the foundation of scientific school.  
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