Reflexive-Integrative Approach to the future IT-specialists teaching

Southern Federal University, Institute of computer technologies and information security, 347922 Taganrog, Russia

^* Corresponding author: kibal-irina@mail.ru

Abstract

The article is aimed at substantiating the idea of reasonability of the reflexive-integrative approach using in teaching the future IT-specialists. This approach is studied as the students’ experience forms integration reflected in conceptual thinking, reflexion, reflexive value system, conceptualization style actualization in a process of studying. The research is focused on studying the empirical results of using the reflexive-integrative approach on the basis of students drawing up the ampliative texts including key words of conceptual field, characterizing learning process. Two groups of students (studying information systems and technologies) took part in the research: 1^st group – control group (50 persons); 2^nd group – experimental one (50 persons). It is found out that the experimental group is characterized by a significant reflexivity change (increase in indices) as well as by conceptualization variation in a course of developing and categorizing the list of words, characterizing the “education” notion conceptual field. The article proves that the reflexive-integrative approach using in a learning process improves and enlarges informative capacity of training classes as well as helps to check individuality and uniqueness of each learning process, subject’s experience structure and concept content.