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Особливості виховання культури поведінки дітей дошкільного віку в умовах закладу дошкільної освіти
Pub Date : 2023-07-30 DOI: 10.15804/ve.2022.03.07
Світлана Гарбар
The relevance of the study is due to the importance of the period of preschool childhood in the upbringing and education of the child and the creation of conditions and prerequisites for harmonious, full-fledged development. The article actualizes the problem of education of culture of behavior of preschool children. The article is aimed at highlighting the peculiarities of fostering a culture of behavior of preschool children. Research methods: theoretical (analysis of literature on research problems), empirical (pedagogical observations). The essence and content of the concept of research are clarified, namely: «culture of behavior», which is defined as a way for a child to perform actions and actions that meet the moral and aesthetic requirements of society, is reflected in the confirmation of expected expectations on the part of adults, peers and ensures his personal growth. It was clarified that preschool age is a period of intensive socialization of the child’s personality, gaining life experience, when there is an active interest in relationships with other people, there is a need to familiarize with certain norms of communication and, as a result, to develop an individual culture of behavior. To foster a culture of behavior is to constantly worry about children growing a culture of human relationships, to become generous with affection, goodness, attention, help and care of the child’s soul and that all these qualities are manifested in pleasant forms of behavior for others. It is noted that the preschool educational institution is a leading social institution in which preschool children receive not only basic knowledge, skills and abilities, but also acquire the foundations of a culture of behavior. The article reveals components of the culture of behavior such as culture of activity, culture of communication, cultural and hygienic skills and habits. The task of educating the culture of behavior of preschool children is outlined: the formation of ideas about norms of behavior, about the moral qualities of the individual, the development of moral feelings; expansion, deepening and systematization of knowledge about the norms and rules of cultural behavior, the development of the ability to evaluate their own and other people’s actions, the formation of positive relations to norms of behavior and negative relation to anti-social manifestations, the formation of skills, skills and habits of cultural behavior. The main components of methodical actions aimed at educating the culture of behavior of preschool children are proposed. The program of education of culture of behavior in preschool children is proposed.
这项研究的相关性是由于学前儿童时期在儿童的养育和教育以及为和谐、全面发展创造条件和先决条件方面的重要性。本文对学前儿童行为文化教育问题进行了实证研究。本文旨在突出培养学龄前儿童行为文化的特殊性。研究方法:理论(对研究问题的文献分析),实证(教学观察)。澄清了研究概念的本质和内容,即:“行为文化”,定义为儿童进行符合社会道德和审美要求的行为和行动的方式,体现在成年人、同龄人对预期期望的确认上,并确保其个人成长。经澄清,学龄前是儿童个性密集社会化、获得生活经验的时期,此时儿童对与其他人的关系有积极的兴趣,需要熟悉某些交流规范,因此需要发展个人的行为文化。培养一种行为文化就是不断地担心孩子们培养一种人际关系文化,变得慷慨,充满感情,善良,关注,帮助和照顾孩子的灵魂,所有这些品质都表现在对他人的愉快行为中。学前教育机构是一个主要的社会机构,学龄前儿童在这里不仅获得基本的知识、技能和能力,而且获得行为文化的基础。文章揭示了行为文化的组成部分,如活动文化、交流文化、文化卫生技能和习惯。概述了学前儿童行为文化教育的任务:形成关于行为规范的观念,关于个人道德品质的观念,道德情感的发展;文化行为规范和规则知识的扩展、深化和系统化,评价自己和他人行为的能力的发展,对行为规范的积极关系和对反社会表现的消极关系的形成,文化行为技能、技能和习惯的形成。提出了旨在教育学龄前儿童行为文化的系统行动的主要组成部分。提出了学前儿童行为文化教育方案。
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引用次数: 0
Форми та методи морального виховання у тьюторських практиках Англії
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.03.04
Світлана Подпльота
The article emphasizes that every year in England the moral development of the individual receives more and more attention, and the number of programs of moral education in colleges and universities is constantly growing. It is proved that the content of tutor training programs is aimed at teaching morals, instilling values, as well as the use of various pedagogical approaches and methods. Tutoring professional development programs promote their ethical and moral development, teach them to think critically about various issues of moral and ethical content. It has been established that proper education of students by tutors helps to enrich their knowledge, morals, values and ethics. The tutor develops morals and values through many methods, such as conversation, essay writing, role play, debate, discussion, projects, interviews, brainstorming; use of resource materials through poems, stories, songs, photographs, posters and slogans. These techniques effectively help tutors teach students to critically evaluate important issues, taking into account morals, values and ethics. The article describes the forms and methods used by tutors, especially affect the development of values, morals and ethics, help to motivate students and promote universal values. Through discussion and reading, research and writing gradually, week after week, semester after semester, year after year, English students learn to think independently and, most importantly, to act according to the laws of morality. The article states that tutors have their own “style” of upbringing, which is partly related to their own experience, attitude to life, as well as individual qualities. It has been proven that students in the tutorial are in an environment that promotes their comprehensive, harmonious development and helps them succeed. Tutor support leads to the fact that the tutees are confident in their ability to make successful progress, set priorities, overcome conflicts, set realistic personal goals; ask for help, solve problems, develop their moral culture. Respect and love for the tutees show the level of development of the tutor’s moral consciousness. This love is manifested in trust, respect, exactingness, justice, nobility and kindness. It is substantiated that in order to form one’s own image and establish a trusting relationship with the tutees, a tutor carefully prepares for the tutorials; demonstrates his or her respect, sincerity, empathy, interest and contact; is friendly, always in a good mood; penetrates into the spiritual world of the tutee, takes into account his or her values and preferences; offers and asks for help, listens to advice; determines what impresses and fascinates them.
文章强调,在英国,个人的道德发展每年都受到越来越多的关注,高校的道德教育项目也在不断增加。实践证明,辅导员培训的内容以道德教育、价值观灌输为目标,运用多种教学手段和方法。辅导专业发展项目促进他们的伦理道德发展,教会他们批判性地思考各种道德和伦理问题的内容。教师对学生的适当教育有助于丰富他们的知识、道德、价值观和伦理道德。导师通过多种方法培养道德和价值观,如对话、论文写作、角色扮演、辩论、讨论、项目、访谈、头脑风暴;通过诗歌、故事、歌曲、照片、海报和口号来使用资源材料。这些技巧有效地帮助导师教导学生批判性地评估重要问题,考虑到道德、价值观和伦理。本文介绍了辅导员的形式和方法,特别是对价值观、道德和伦理道德发展的影响,有助于激励学生,促进普世价值观。通过讨论和阅读,研究和写作逐渐,一周又一周,一个学期又一个学期,一年又一年,英国学生学会独立思考,最重要的是,按照道德规律行事。文章指出,导师有自己的教养“风格”,这部分与他们自己的经历、生活态度以及个人素质有关。实践证明,在辅导课中,学生处于一个促进他们全面、和谐发展、帮助他们成功的环境中。导师的支持使学生对自己取得成功的能力充满信心,能够确定优先事项,克服冲突,设定现实的个人目标;寻求帮助,解决问题,培养他们的道德文化。对学生的尊重和爱护体现了导师道德意识的发展水平。这种爱表现在信任、尊重、严谨、公正、高尚和善良。事实证明,为了塑造自己的形象,建立与学生之间的信任关系,导师在辅导前会认真准备;表现出他或她的尊重、真诚、同情、兴趣和联系;待人友好,总是心情愉快;深入学员的精神世界,考虑学员的价值观和喜好;提供和寻求帮助,听取建议;决定什么能让他们印象深刻,什么能让他们着迷。
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引用次数: 1
Реалізація міжпредметних зв’язків для застосування комп’ютерних методів контент-аналізу
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.04.08
Юлія Олександрівна Руденко, Олексій Демиденко
The article substantiates the importance of interdisciplinary connections between informatics and sociology, the expediency of studying computer methods of content analysis by college students. An analysis of theoretical sources has been implemented to understand the essence of the concepts of content analysis, computer methods of content analysis. Content analysis is considered as a method that allows you to study the objects, phenomena, processes and properties of social reality presented in text data. Content analysis includes processing, evaluation, and interpretation of the form, content of texts and sources of textual information. It is proved that computer software allows to automate and speed up this process, to avoid the subjectivity of the researcher’s judgments, and to increase the amount of information being processed. The article emphasizes the importance of mastering content analysis by students, since these skills will contribute to their ability to assess the properties of information flows, understanding the nature of information confrontation, the formation of critical, algorithmic thinking and information technology competence. The article describes a pedagogical experiment on the integration of sociology and computer science for college students. The purpose of the experiment is the development of computer methods of content analysis for sociological research. The experiment provides for the coordination of thematic plans of disciplines and the development of laboratory work in informatics for the experimental group. The topics of laboratory work on the use of individual computer methods for content analysis are outlined. The use of the MS WORD text editor for manual coding of text data and partial implementation of content analysis is provided; MS Excel spreadsheets for creating a content analysis matrix, calculating the frequency of various words in texts and further interpreting the content; a special automated package for content analysis QDA MINER (free LITE version). The features of the use of each of the programs, their resource potential and complexity are determined. Criteria for evaluating control sections (analytical reports) created by students at the beginning and at the end of the experiment have been developed. Criteria: manifestation of system effective knowledge; availability of reasonable conclusions; the presence of an attempt to adequately predict social phenomena; visualization of the results of content analysis. The results were measured and compared in dynamics, and the effectiveness of the implemented methods was analyzed. The effectiveness of the experiment was proved, which is confirmed by an increase in the average score in the experimental group compared to the control group. The article presents a statistically valid conclusion about the effectiveness of the proposed methods in the experimental group at a significance level of 0.05. Mathematical testing of statistical hypotheses about the reliabili
文章论证了信息学与社会学跨学科联系的重要性,以及大学生学习内容分析的计算机方法的方便性。对理论来源进行了分析,了解了内容分析的本质概念,内容分析的计算机方法。内容分析被认为是一种允许你研究文本数据中呈现的社会现实的对象、现象、过程和属性的方法。内容分析包括对文本的形式、内容和文本信息来源的处理、评价和解释。事实证明,计算机软件可以自动化和加快这一过程,避免研究人员判断的主观性,并增加处理的信息量。文章强调了学生掌握内容分析的重要性,因为这些技能将有助于他们评估信息流属性的能力,理解信息对抗的本质,形成批判性、算法思维和信息技术能力。本文介绍了一项大学生社会学与计算机科学相结合的教学实验。本实验的目的是发展社会学研究内容分析的计算机方法。该实验为实验组提供学科专题计划的协调和信息学实验室工作的发展。本文概述了使用个别计算机方法进行内容分析的实验室工作的主题。利用MS WORD文本编辑器对文本数据进行手工编码和部分实现内容分析;MS Excel电子表格,用于创建内容分析矩阵,计算文本中各种单词的频率,并进一步解释内容;一个特殊的自动化包内容分析QDA MINER(免费LITE版)。确定了每个程序的使用特点、资源潜力和复杂性。学生在实验开始和结束时创建的对照部分(分析报告)的评价标准已经制定。标准:系统有效知识的体现;得出合理结论的可能性;预测:试图充分预测社会现象的存在;内容分析结果的可视化。对结果进行了动态测量和比较,并对所实现方法的有效性进行了分析。实验的有效性得到了证明,实验组的平均得分比对照组有所提高。本文在实验组的显著性水平为0.05的情况下给出了关于所提出方法有效性的统计有效结论。使用学生t检验对两个独立样本进行了关于结果可靠性的统计假设的数学检验。
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引用次数: 0
Gertruda Uścińska, Cecylia Sadowska-Snarska (red.), Praca i polityka społeczna w zmieniającej się rzeczywistości, Wydawnictwo Adam Marszałek, Toruń 2022, ss. 308
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.04.15
J. Mariański
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引用次数: 0
Цифровізація освіти як вектор підготовки фахівців ХХI століття
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.04.09
Михайло Ростиславович Демянчук, Ірина Боднарук
The article deals with the analysis of phenomenon of digitalization of higher education as a factor of training of specialists who are able to provide professional functions in socio-economic conditions in the XXI century. The major directions of application of digitalization in education have been analyzed, the characteristic of digital educational environment has been carried out, the advantages and disadvantages (risks, related to the loose of skills in written fixation of the main ideas of the proposed material due to using electronic versions of educational programs, and, as a result, deterioration of the ability to remember and rethink it; risks of impaired ability to absorb large amounts of information due to «digest mania»; the risk of students’ developing so-called screen dependence; risks of possible reduction of mental abilities – «development of digital dementia»; risks of displacing live intercourse as communication, which in many cases is significantly more relevant for participants of the educational process than electronic learning technologies; risks related to health; threats posed by cybercrime; risks of system failures; risks of information manipulation) of digitalization of education have been highlighted. It has been generalized that digitalization of education – is a step to future that will change not just a content of educational courses, but also is a vector of information presentation. Development of digital technologies in the field of education is dictated by relevance and supported at the state level and in general. Digitalization – is a new social situation of «digital divide», «digital citizenship», «digital socialization». It has been emphasized that in the process of digitalization the structure of studying and the organization of the educational process are fundamentally changing. Use of new information and communication technologies is an initial condition of further development of digital pedagogy. From the point of view of methodology, digitalization of the higher education system is based on new educational standards, using the competence approach. It has been stated that today Ukrainian institutions of higher education use two-component information and educational environment, which combines the resources of international educational platforms with the content of personal developments, which contributes to the development of their own information potential. At the same time, it has been summarized that nowadays it is necessary to introduce modern digital base of educational process – the information and educational environment (IEE). The efficient implementation of the IEE is a basis for the development of any IHE. It has been found that digitalization of higher education will make changes in the qualification requirements of the teaching staff. Thus, instructors actively use digital technologies. IHE use new formats of knowledge transfer, first of all online courses. Such actions will lead to a serious res
本文分析了高等教育数字化现象作为培养21世纪社会经济条件下具有专业功能的人才的一个因素。分析了数字化在教育中应用的主要方向,分析了数字化教育环境的特点,指出了数字化教育环境的利弊(风险,由于使用电子版本的教育程序,导致学生对所建议材料的主要思想的书面固定技能的松散,从而导致记忆和反思能力的下降;由于“消化狂躁症”导致吸收大量信息的能力受损的风险;学生发展所谓的屏幕依赖的风险;智力可能下降的风险——“数字痴呆”的发展;在许多情况下,与电子学习技术相比,对教育过程的参与者来说,交流比现场交流更重要;与健康有关的风险;网络犯罪的威胁;系统故障的风险;教育数字化的信息操纵风险已经凸显出来。人们普遍认为,教育数字化是迈向未来的一步,它不仅将改变教育课程的内容,而且将改变信息呈现的载体。教育领域数字技术的发展是由相关性决定的,并得到州一级和总体上的支持。数字化是“数字鸿沟”、“数字公民”、“数字社会化”的一种新的社会形势。在数字化的进程中,学习的结构和教育过程的组织正在发生根本性的变化。使用新的信息和通信技术是数字教学进一步发展的先决条件。从方法论的角度看,高等教育系统的数字化是建立在新教育标准的基础上,运用能力方法实现的。有人指出,今天乌克兰高等教育机构使用双组件信息和教育环境,将国际教育平台的资源与个人发展的内容相结合,这有助于发展自己的信息潜力。同时,总结了在当今时代引入教育过程的现代数字化基础——信息与教育环境(IEE)的必要性。有效地实施独立环境评估是任何独立环境评估发展的基础。研究发现,高等教育的数字化将使教学人员的素质要求发生变化。因此,教师积极使用数字技术。IHE使用新的知识转移形式,首先是在线课程。这种行动将导致教育过程的严重重组,改变教师的作用,教师将不再进一步解释任何材料,但将帮助找到必要信息的位置并理解它。
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引用次数: 1
Social Media as a Tool for the Formation of Media Literacy 社交媒体作为媒介素养形成的工具
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.04.02
A. Kyrpa
Transformation and informatisation of society contribute to introducing social media and information and communication technologies (ICT) as an integral part of society. The article is devoted to studying forming such a key competence of modern personality as media literacy through social media. The analysis of recent research and publications shows that the use of social media is controversial and has already been studied by scholars in various aspects. The use of social media today can be perceived as a pedagogical tool and a lever of information and political influence on society. Taking into consideration the imposition of martial law in Ukraine, we experience a special need to create own platforms of proven and quality information presented to the audience on social media as well as experts and influencers that will support the image and spirit of the country and ensure the dissemination of verified and reliable information. Education is considered the main counteraction to propaganda, manipulation and bias, and educators have been the headliners of the educational process. When conducting the research, the following tasks were set: 1) to find out the peculiarities of social media functioning (especially in martial law); 2) to test the feasibility of using social media as a tool for forming media literacy (based on findings of the educators in Dnipropetrovsk region). To conduct a comprehensive study of the use of social media as a tool for forming media literacy, we used a mixed research design based on quantitative and qualitative methods. The information overload that occurred at the beginning of the Russian military aggression against Ukraine negatively affected Ukrainian citizens’ ability to perceive information critically. However, by adapting to life in new conditions and restoring the ability to think critically, citizens continued their professional activities at a qualitatively new level. Exploring the potential of using social media for political manipulation and propaganda requires further in-depth study and analysis and can serve as a basis for political or psychological research in modern society.
社会的转型和信息化有助于引入社会媒体和信息通信技术(ICT),使其成为社会不可分割的一部分。本文致力于研究通过社交媒体形成媒介素养这一现代人格的关键能力。对最近的研究和出版物的分析表明,社交媒体的使用是有争议的,并且已经被学者从各个方面进行了研究。今天,社交媒体的使用可以被视为一种教学工具,以及对社会施加信息和政治影响的杠杆。考虑到乌克兰实行戒严令,我们特别需要创建自己的平台,向社交媒体上的受众以及专家和有影响力的人提供经过验证的高质量信息,以支持国家的形象和精神,并确保传播经过验证的可靠信息。教育被认为是对抗宣传、操纵和偏见的主要手段,教育工作者一直是教育过程的主角。在进行研究时,设置了以下任务:1)找出社交媒体功能的特殊性(特别是在戒严期间);2)测试使用社交媒体作为形成媒体素养的工具的可行性(基于第聂伯罗彼得罗夫斯克地区教育工作者的调查结果)。为了对社交媒体作为媒介素养形成工具的使用进行全面研究,我们采用了基于定量和定性方法的混合研究设计。在俄罗斯军事侵略乌克兰之初发生的信息过载对乌克兰公民批判性地感知信息的能力产生了负面影响。然而,通过适应新条件下的生活和恢复批判性思考的能力,公民们在一个质的新水平上继续他们的专业活动。探索利用社交媒体进行政治操纵和宣传的潜力需要进一步深入的研究和分析,可以作为现代社会政治或心理学研究的基础。
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引用次数: 0
Зовнішні фактори впливу на результативність участі здобувачів освіти у зовнішньому незалежному оцінюванні в розрізі адміністративно-територіальних одиниць
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.04.12
Ольга Сирцова, Роман Шумада
The article is devoted to the issue of determining the external factors influencing the effectiveness of the participation of students of basic secondary education in the external independent evaluation in terms of two administrative- territorial units representing different regions of Ukraine. The study is based on the results of a survey of eleventh-graders in Lviv and Zaporizhzhya regions on their attitudes and strategies for preparing for testing. The study also used generalized statistics on the effectiveness of the participation of students who took the survey in the external independent evaluation. Hypothesis tested, that the results of external independent evaluation of its participants depend linearly on such external factors as the strategy of preparation for external evaluation, the level of logistics of the process of preparation for home and the social status of parents who should finance additional investments in their children’s education. Strategies for preparation for external evaluation are combined into those that do not require (self-preparation and preparation during lessons), and those who need (tutoring and preparatory courses at higher education institutions), additional financial infusions from parents. It is proved that the linear relationship between the results of the EIT and the application of strategies for its preparation, which do not require financial injections, is not significant. There is a direct linear strong link between the results of the external independent evaluation and the strategy for preparing for testing (in our case, tutoring classes), which require the infusion of additional financial resources from the family. There is also a significant linear relationship between the results of testing students and the social status of their parents, who have the appropriate economic capital to finance the additional costs of preparing children for external evaluation. Tutoring is attended by 12% to 25% of students in Zaporizhzhya and 32% to 52% in Lviv. This is how we explain the difference between the average results of external evaluation in the two regions. Mathematical regression models have been developed, where the result is the average result of the external evaluation, and the factor characteristics are the percentage of students who work with a tutor, the average level of logistics of preparing students for external evaluation at home, social status of parents. Thus, it has been established that the economic capital of the family is one of the external factors in the effectiveness of students’ external independent assessment.
本文致力于确定影响基础中等教育学生参与外部独立评价的有效性的外部因素的问题,以代表乌克兰不同地区的两个行政领土单位为例。这项研究是基于对利沃夫和扎波罗热亚地区11年级学生的态度和备考策略的调查结果。本研究还采用广义统计方法对参与调查的学生进行外部独立评价的有效性。假设检验,其参与者的外部独立评价的结果线性依赖于外部评价的准备策略,准备回家过程的后勤水平和父母的社会地位,他们应该为孩子的教育提供额外的投资。准备外部评价的策略分为不需要(自我准备和课堂准备)和需要(高等教育机构的辅导和预备课程)父母额外资金投入的策略。结果证明,EIT的结果与不需要资金注入的准备策略的应用之间的线性关系不显著。在外部独立评估的结果和准备考试的策略(在我们的例子中是辅导班)之间存在着直接的线性联系,这需要家庭注入额外的经济资源。测试学生的结果与其父母的社会地位之间也存在显著的线性关系,父母有适当的经济资本来资助为孩子准备外部评估的额外费用。扎波罗热有12%到25%的学生参加辅导,利沃夫有32%到52%的学生参加辅导。这就是我们如何解释两个地区的外部评估平均结果之间的差异。建立了数学回归模型,其中结果是外部评价的平均结果,因素特征是与导师一起工作的学生的百分比,在家为学生准备外部评价的平均后勤水平,父母的社会地位。由此可见,家庭经济资本是影响学生外部自主评价有效性的外部因素之一。
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引用次数: 0
Використання інноваційних технологій у процесі професійно орієнтованого навчання іноземних студентів економічних спеціальностей
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.04.07
О.В. Гейна
The rapid development of the society requires changes in technologies and methods of the educational process. Therefore, the implementation of innovative technologies aimed at individual approach, mobility and distance in education is necessary and inevitable. In this regard, modern higher education institutions must radically change their educational objectives, update the content of education, implement innovative technologies in the development of student personality as a subject aimed at developing a competent person who is creative in solving problems. Nowadays, the students and teachers are the most important figures in educational institutions who should work creatively, learn, improve themselves as well as the teachers must work to develop and improve methods of teaching and education, including interactive ones. The article is devoted to the problem of preparing foreign students of specialized specialties for professionally oriented innovative technologies. Problems related to various methods and techniques of innovative technologies are highlighted. Emphasis is placed on the process of professional foreign language training, which should be aimed at the development of creative personality, its self- -improvement, the formation of socially active and independent people in the context of intercultural dialogue, the disclosure of creative potential. The basic principles of realization of the communicative approach as a communicative method of teaching speech activity in the specialty in foreign language classes (Ukrainian) are formulated. The main features of the presentation as one of the types of information processing of the text as a practical result of research conducted in the framework of interactive forms of learning. The stages of preparation of foreign students to create and conduct a presentation on the specialty in foreign language classes (Ukrainian) are considered. The importance of formation of foreign language communicative competence in the context of professional training of future specialists is proved, attention is focused on one of the main types of information processing of professional text – compression. The list of features of presentation as one of the types of compression of a scientific text is given, the main stages of preparation of foreign students for creating and conducting a presentation in the specialty in foreign language classes (Ukrainian) are analyzed. It is proved that teaching compression is the formation of students’ culture of working with scientific text, improving skills and abilities of understanding, analysis of scientific text and writing a secondary scientific text based on the disclosure of the semantic structure of the original text.
社会的快速发展要求教育过程的技术和方法发生变化。因此,实施针对个性化方法、流动性和远程教育的创新技术是必要和不可避免的。为此,现代高等教育必须从根本上改变教育目标,更新教育内容,在学生人格发展这一学科中实施创新技术,培养具有创造性解决问题能力的人才。如今,学生和教师是教育机构中最重要的人物,他们应该创造性地工作,学习,提高自己,教师也必须努力开发和改进教学和教育方法,包括互动方法。本文致力于为面向专业的创新技术培养专业留学生的问题。强调了与创新技术的各种方法和技术相关的问题。重点放在专业外语培训的过程中,其目标应该是创造性人格的发展,自我完善,在跨文化对话的背景下形成社会活跃和独立的人,揭示创造潜力。阐述了交际法作为交际教学法在外语专业(乌克兰语)言语活动教学中实现的基本原则。呈现作为文本信息处理类型之一的主要特征,是在交互式学习形式框架下进行的实践研究成果。考虑到外国学生在外语课程(乌克兰语)中创建和进行专业介绍的准备阶段。本文论证了外语交际能力的形成对未来专业人才专业培养的重要性,并着重讨论了专业信息处理的主要类型之一——文本压缩。作为科学文本压缩类型之一的陈述的特征列表,分析了外国学生在外语课程(乌克兰)专业中创作和进行陈述的主要准备阶段。实践证明,教学压缩是学生科学语篇处理文化的形成,是学生理解、分析科学语篇的技能和能力的提高,是学生在揭示原语篇语义结构的基础上撰写二次科学语篇的文化。
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引用次数: 0
Сучасні засоби навчання на уроках природничого циклу в початковій школі
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.04.04
Тетяна Гуркова
An important function of education is to teach primary school students the skills and abilities to apply knowledge in life situations, preparing them for the challenges that await outside of school. In connection with the strategy, teachers acquire the mastery of innovative forms, methods, techniques and teaching in primary school. There is no traditional urgency of this problem, at the present stage it is undeniable relevance and novelty. The article is devoted to the analysis, systematization and generalization of the problem of introduction of modern teaching aids in the lessons of the natural cycle in primary school from the point of view of practice. The focus is on the formation of research and development skills in primary school students in project activities; acquaintance with scientific articles during modeling Ability to analyze, specify and systematize information by compiling Logical Reference Schemes. The priority is given to the use of computers in modern lessons, software as an urgent and necessary requirement of the time. During the educational process, students learn to master knowledge, evaluate their own progress, put forward hypotheses, prove them, simplify, listen and hear the opinions of others. The creative, exploratory approach of primary school teachers to the choice of modern teaching aids should become an organic part of students’ learning. Methodical instructions, the algorithm of the conducted classes, types of activity are concretized by examples on which the author emphasizes practicality of the outlined means. The author provides recommendations for improving the educational process according to the current legal framework of primary school. The practical material is promising for its use by primary school teachers in the face of changes in education, provides a solid basis for the author’s search, gaining their own experience, evaluation of activities in the context of educational innovations.
教育的一个重要功能是教会小学生在生活中应用知识的技能和能力,使他们为学校以外的挑战做好准备。在这一策略下,教师在小学阶段就掌握了创新的形式、方法、技巧和教学。这个问题没有传统意义上的紧迫性,在现阶段它具有不可否认的相关性和新颖性。本文从实践的角度,对小学自然循环课引入现代教具的问题进行了分析、系统和概括。重点是在项目活动中培养小学生的研发技能;能够通过编写逻辑参考方案对信息进行分析、细化和系统化。优先考虑在现代课程中使用计算机,软件作为时代的迫切和必要的要求。在教育过程中,学生学会掌握知识,评价自己的进步,提出假设,证明假设,简化假设,倾听和听取他人的意见。小学教师对现代教具的创造性、探索性选择应成为学生学习的有机组成部分。通过实例具体说明了方法指导、班级算法、活动类型,强调了方法的实用性。笔者根据目前小学的法律框架,提出了改善教育过程的建议。本实用材料有望为小学教师在面对教育变革时所使用,为笔者在教育创新背景下的探索、获取自身经验、评价活动提供坚实的基础。
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引用次数: 0
Особливості професійної підготовки фахівців для забезпечення сімейної форми здобуття середньої освіти в Україні та світі
Pub Date : 1900-01-01 DOI: 10.15804/ve.2022.03.12
Тетяна Свиридова
The article describes the results of the research on the current state of professional training to ensure the successful implementation of family (home) form of secondary education in Ukraine and other countries. The target audience of the study are scientists, teachers and other professionals whose activities are aimed at supporting families with children in home schooling. The issue is urgent because the family form of education is a recent innovative introduction into the practice of secondary education in Ukraine, whereas the process of training specialists to work in this alternative form of education appeared to be imperfect. That is why the purpose of the article is to study the worldwide experience in the training of specialists to work with children in home schooling to identify the possibility of implementing the experience of leading countries in domestic practice. To achieve this purpose, the following tasks were formulated: 1) to conduct a survey of parents of secondary school students in order to determine their attitude to the family form of education; 2) to find out whether there is a need for professional support when a family homeschool a child; 3) to analyze the current state of teacher training for family education all around the world, and in Canada in particular; 4) to compare the state of the problem in Ukraine and the world and determine the possibility of implementing the experience with positive results in the system of training in Ukraine. To solve all the problems mentioned above such general research methods were used as namely empirical methods of comparison and systems analysis; and theoretical methods, like continuous sampling methods and analogies. The study identified the need for curricula and additional training courses for working with families in which children receive home-based secondary education. The experience of foreign countries on the introduction of family education and training must be taken into account when organizing the educational process in Ukraine. It should also be noted that the interest is both positive and negative world experience. The results of the study are important for further theoretical research on the identified problem and important practical importance for the organization of a successful process of training to provide family education as an innovative alternative form of secondary education in Ukraine.
本文介绍了专业培训的现状,以确保家庭(家)形式的中等教育在乌克兰和其他国家的成功实施的研究结果。这项研究的目标受众是科学家、教师和其他专业人士,他们的活动旨在支持有孩子在家上学的家庭。这个问题是紧迫的,因为家庭教育形式是乌克兰中学教育实践中最近的一种创新,而培训专家从事这种替代教育形式的工作的过程似乎并不完善。这就是为什么本文的目的是研究世界范围内培训家庭教育儿童专家的经验,以确定在国内实践中实施领先国家经验的可能性。为了达到这一目的,制定了以下任务:1)对中学生家长进行调查,以确定他们对家庭教育形式的态度;2)了解在家教育孩子的家庭是否需要专业支持;3)分析世界各国,特别是加拿大家庭教育教师培训的现状;4)比较乌克兰和世界的问题状况,并确定在乌克兰培训系统中实施具有积极成果的经验的可能性。为了解决上述问题,本文采用了比较实证和系统分析的一般研究方法;还有理论方法,比如连续抽样方法和类比。这项研究指出,需要编制课程和额外的培训课程,以便与儿童接受家庭中等教育的家庭合作。在组织乌克兰的教育进程时,必须考虑到外国在引进家庭教育和培训方面的经验。还应该指出,兴趣是积极和消极的世界经验。这项研究的结果对于进一步对所确定的问题进行理论研究具有重要意义,对于组织一个成功的培训过程以提供家庭教育作为乌克兰中等教育的一种创新替代形式具有重要的实际意义。
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引用次数: 0
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Viae Educationis. Studies of Education and Didactics
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