The dissertation examines the structural and methodological framework for
training philology students in higher educational institutions of Ukraine in 1850-
1917 in its entirety and identifies features of modification of structural and
methodological framework for training future philology experts (dependence of
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philological education on the government policy; lack of proper learning and
teaching support materials; inadequate attention to the Ukrainian language
learning). The thesis also reveals negative and positive trends of structural and
methodological framework growth for the future philology experts training.
In the research, the author represents the concept of "structural and
methodological framework for future philology experts training" as an integral,
structures and comprehensive system which due to the content, forms, methods and
techniques is aimed at forming philology students’ skills and knowledge in
languages and kinds of literature, provide them with such solid skills (ability to
solve complex special theoretical issues and practical problems concerning of basic
worldview theories and concepts of philological disciplines, knowledge of the
subject and understanding of professional areas, ability to search, process, analyze
and evaluate information critically from different sources, mastering of special
culturological and intercultural knowledge), as well as to exercise appropriate soft
skills (critical thinking, ability to build interpersonal contacts, skills of effective
communication and listening, ability to predict, flexibility and adaptability).
In the context of the didactic, regulatory-legislative and historical criteria,
the author proves three stages of development of structural and methodological
framework for future philology experts training in higher educational institutions
of Ukraine in the second half of the XIX – early XX centuries as well as it is
presented the main trends of each stage, which are as follows: 1) 1850–1962 –
reorganization-structural stage; 2) 1863–1883 –
intensification-motivational stage; 3) 1884–1917 –
conversion-renewal stage.
The thesis defines the content and organization of training for future
philology experts in the universities of Ukraine of the period researched.
It is specified that the content for training future philology experts was
mostly focused on classical philology, the study of ancient languages and kinds of
literature. Students also studied the Russian-Slavic philology courses and later
Romano-Germanic languages, although the teaching of so-called "new languages"
in different variations was presented in the curriculum of training for future
philology experts at all universities. The author identifies efficient approaches (multicultural, individual,
linguosociocultural, dialogical, differentiated) and retrospective experience of
philology students training for further implementing into the modern educational
process: introduction of bilingual preparation; continuity between secondary and
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higher education; use of effective methods aimed at language immersion; creation
of new double specialities with unrelated majors; improving the cultural
component of academic programs and intercultural communication skills of
students.
There are key concepts which are defined in the research (philological
education, professional training of future philology experts, structural and
methodological framework, structural and methodological framework for future
philology experts training).
