The process of development and formation of vocational guidance is
presented in the this is through the prism of connection with social, scientifictechnical,
and production-industrial progress. It took place by the following stages:
pre-industrial, industrial, post-industrial, and information. The leading tendencies
and main factors of development of the system of vocational guidance in the content
of each stage are characterized. The use of museum pedagogy, implemented in the
museum-educational environment, is referred to the innovative approachesin the
development of vocational guidance issues of today’s students.
The analysis of research conceptual apparatus has made it possible to
determine the museum-educational environment, under which a partof the
integrative educational and museum environment is meant, limited by features
(regional, status) and material-technical capabilities of educational institutions; as
well as specially set conditions (information-technological, methodical, didactic,
psychological) for the realisation of the purposes and tasks of up-bringing,
education, and training; organizational-pedagogical influences (museum-educational
process) that mediate the interconnected activities and communication of teachers
and students in the environment of museum exhibits, objects, etc. The components
of the museum-educational environment are: museum environment (objects,
expositions, premises, equipment); museum-educational process (goal, content,
tasks, methods, forms, means); subjects (a teacher and students) of museumeducational
communication in the museum-educational process, museumeducational
interaction.
The concept of «museum-educational environment of Transcarpathia» is characterised. Different stages of its development and dynamics are distinguished: pre-museum, formation of museum studies, development (Czechoslovak period), decline (Hungarian period), revival (Soviet period), renewal (independence period), transformation (modern period). The historical features of the formation of the cultural background of the study are revealed. The formation of the museum-educational environment in the Czechoslovak period and its further development to the present day is considered. The connection between the school and the museum through the «vocational guidance link» is traced.The essence of this connection is characterised in separate stages.
Identifying of opportunities to use the historical experience of vocational guidance of students in the museum-educational environment of Transcarpathia allowed to specify the basic principles that underlie the development of a model of vocational guidance for students. The implementation of the model of vocational guidance of students in the museum-educational environment of Transcarpathia is specified for: a) study of disciplines of the natural science cycle; b) cicrle, out-of-class, out-of-school extracurricular activities. The organization of vocational guidance work with students is based on the use of vocational guidance potential of «Museum of Professions» − the innovative museum environment. The peculiarities of using interactive tools of museum pedagogy to acquaint students with different professions spread in the regionare the following: students’ «visits» to the virtual «Museum of Professions»; search and supplementing existing information on the world of professions with new information receivedin the process of projective activity.
The thes is presents the peculiarities of the functioning of the permanent virtual complex «Museum of Vocational Guidance», which is used both while teaching courses of the natural science cycle, and in cicrle, out-of-class, out-of-school extra curricular activities performed with students. Filling the museum environment with vocationally-directed content and specially organised activities aimed at forming knowledge on the world of professions, professional activities, conditions, tools and results of work, provides systematic assistance to students in choosing future vocational activities.
The results of experimental work, conducted in two stages, testify that the latests means of vocational guidance for students, including the «Museum of Professions» − innovative museum-education alen vironment, have significant advantages in use and prospects for fur ther vocational guidance with students.
