Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268056
N. Alekseieva
The article reveals the necessity of careful planning of colour schemes in the process of creating sensory zones and a virtual informational and educational environment for elementary school students. The article emphasizes that the correct algorithm of creating sensory zones allows excluding the risk of emotional exhaustion and nervous system depletion. The author has considered the possibilities of the effect of colour using on child’s sensory-cognitive development. It has been established that younger school age is the sensitive period for developing creative thinking skills, which is essential when forming cognitive interest.This article highlights the benefits of dividing a sensory space into areas, especially for children with special educational needs. When designing a sensory space, it is necessary to consider various factors to optimise students learning, such as lighting, escape spaces, equipment, etc.The development of a virtual informational and educational environment is based on innovative approach. Lacking complex and structured actions concerning main directions of creating a virtual learning space has been interfering with the innovative strategies implementation. The article presents the range of innovative technologies to improve the educational quality. The author explains how the presence of a large number of visual aids and educational materials facilitates students’ sensory enrichment.Based on research factors, that determine the peculiarities of colour perception, the expedience of introducing creative approach elements to features selection of colour palettes of the modern classrooms and providing quality functional and aesthetic design of a virtual informational and educational environment have been justified. Keywords: colour; colour therapy; cognitive activity; sensory environment; a virtual educational environment; learning space; elementary school students; innovative technologies; sensory development; colour perception.
{"title":"PECULIARITIES OF STIMULATING COGNITIVE ACTIVITY OF ELEMENTARY SCHOOL STUDENTS BY MEENS OF COLOUR THERAPY","authors":"N. Alekseieva","doi":"10.31499/2706-6258.2(8).2022.268056","DOIUrl":"https://doi.org/10.31499/2706-6258.2(8).2022.268056","url":null,"abstract":"The article reveals the necessity of careful planning of colour schemes in the process of creating sensory zones and a virtual informational and educational environment for elementary school students. The article emphasizes that the correct algorithm of creating sensory zones allows excluding the risk of emotional exhaustion and nervous system depletion. The author has considered the possibilities of the effect of colour using on child’s sensory-cognitive development. It has been established that younger school age is the sensitive period for developing creative thinking skills, which is essential when forming cognitive interest.This article highlights the benefits of dividing a sensory space into areas, especially for children with special educational needs. When designing a sensory space, it is necessary to consider various factors to optimise students learning, such as lighting, escape spaces, equipment, etc.The development of a virtual informational and educational environment is based on innovative approach. Lacking complex and structured actions concerning main directions of creating a virtual learning space has been interfering with the innovative strategies implementation. The article presents the range of innovative technologies to improve the educational quality. The author explains how the presence of a large number of visual aids and educational materials facilitates students’ sensory enrichment.Based on research factors, that determine the peculiarities of colour perception, the expedience of introducing creative approach elements to features selection of colour palettes of the modern classrooms and providing quality functional and aesthetic design of a virtual informational and educational environment have been justified. \u0000Keywords: colour; colour therapy; cognitive activity; sensory environment; a virtual educational environment; learning space; elementary school students; innovative technologies; sensory development; colour perception.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116872560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268046
Tatiana Valko
The article substantiates the relevance of the need to improve the existing methodological support for the formation of ideas about the family among adolescents with intellectual disabilities. The relevance of the problem is determined by the fact that adolescents with intellectual disabilities are unable to independently comprehend all aspects of family life, critically analyze their experience of upbringing in their parents’ family, and effectively implement the acquired knowledge in independent family life. It was determined that the optimality of this direction of educational work is achieved through the complex and systematic application of theoretical and practical methods and means of pedagogical work, which can partially intertwine and complement each other during the organization of role games. The article presents the main features and advantages of organizing role games for the purpose of preparing teenagers with intellectual disabilities for independent family life. The approaches of scientists to the definition of the concept of “role game” have been analyzed and summarized. The method of planning and conducting a system of role games as part of the organization of the educational process in a special educational institution is described. It was determined that the maximum effectiveness of role-playing is achieved through the use of theoretical and practical methods and means of pedagogical work, which can partially complement each other during its organization. Adhering to the method of organizing a role-playing game, the teacher can activate the interest of students with special needs, encourage them to independently learn about various aspects of family life by solving problem situations, correct the negative experience of upbringing in the parental family, etc. Keywords: teenagers; intellectual disability; idea of family; preparation for independent family life; role game; special educational institution; teachers.
{"title":"ROLE GAME AS A MEANS OF FORMING PERCEPTIONS ABOUT THE FAMILY IN ADOLESCENTS WITH INTELLECTUAL DISABILITIEROLE GAME AS A MEANS OF FORMING PERCEPTIONS ABOUT THE FAMILY IN ADOLESCENTS WITH INTELLECTUAL DISABILITIE","authors":"Tatiana Valko","doi":"10.31499/2706-6258.2(8).2022.268046","DOIUrl":"https://doi.org/10.31499/2706-6258.2(8).2022.268046","url":null,"abstract":"The article substantiates the relevance of the need to improve the existing methodological support for the formation of ideas about the family among adolescents with intellectual disabilities. The relevance of the problem is determined by the fact that adolescents with intellectual disabilities are unable to independently comprehend all aspects of family life, critically analyze their experience of upbringing in their parents’ family, and effectively implement the acquired knowledge in independent family life. It was determined that the optimality of this direction of educational work is achieved through the complex and systematic application of theoretical and practical methods and means of pedagogical work, which can partially intertwine and complement each other during the organization of role games. The article presents the main features and advantages of organizing role games for the purpose of preparing teenagers with intellectual disabilities for independent family life. The approaches of scientists to the definition of the concept of “role game” have been analyzed and summarized. The method of planning and conducting a system of role games as part of the organization of the educational process in a special educational institution is described. It was determined that the maximum effectiveness of role-playing is achieved through the use of theoretical and practical methods and means of pedagogical work, which can partially complement each other during its organization. Adhering to the method of organizing a role-playing game, the teacher can activate the interest of students with special needs, encourage them to independently learn about various aspects of family life by solving problem situations, correct the negative experience of upbringing in the parental family, etc. \u0000Keywords: teenagers; intellectual disability; idea of family; preparation for independent family life; role game; special educational institution; teachers.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115839847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268043
O. Shapovalova, S. Parfilova, Nataliia Pavlushchenko
The article substantiates the current problems of raising independent children of senior preschool age in game activities. It has been established that upbringing of preschoolers consists in self-control of their activities, shortcomings and defects. Behind this short definition stands a huge number of abilities and skills: organizational, general-speech, cognitive, control-evaluative, that a child should acquire. It has been proved that in order to work independently, a child of senior preschool age must be able to organize his work, carry it out rationally, check the quality of the work done.Indicators of a child’s independence are outlined, which are reflected in three components: cognitive (knowledge, rules, norms, ideas about one’s traits and skills); emotional-value (a system of feelings related to one’s own states, needs, self-esteem, personal meaning); behavioral (willingness to act in a certain way, the ability to regulate one’s own behavior, analyze the situation and personal values). It has been established that each of these components is particularly important for the formation of the “self” of an individual. The leading importance of game activities in the structure of cognitive tasks is analyzed, attention to the wide use of the game environment enables children to show all forms of social and cognitive activity.One of the peculiarities of building children’s independence is the ability to make free choices, which is associated with self-development and self-creation. The basis of the choice of a child of senior preschool age is always game activity. Children are characterized by the desire to take on the role of an “adult” – this is where their desire for independence is manifested. While playing, they try to bring into the game what they observe in the surrounding life.It has been established that the ability to act quickly in new social conditions depends on the communication abilities and skills of senior preschool children, the sufficient level of which allows the child to be confident in himself. Throughout preschool childhood, children develop a need for communication with an adult, inclusion in various types of game activities, which contributes to the formation of an emotional and value attitude to reality and to oneself, self-knowledge, self-affirmation, assimilation of humanistic values, development of creative abilities and imagination. Keywords: independence; upbringing; children of senior preschool age; game activity; cognitive independence; communication abilities and skills; self-development; self-knowledge; self-affirmation; assimilation of humanistic values; development of creative abilities and imagination.
{"title":"THEORETICAL ASPECTS OF BUILDING INDEPENDENCE IN CHILDREN OF SENIOR PRESCHOOL AGE IN GAME ACTIVITIES","authors":"O. Shapovalova, S. Parfilova, Nataliia Pavlushchenko","doi":"10.31499/2706-6258.2(8).2022.268043","DOIUrl":"https://doi.org/10.31499/2706-6258.2(8).2022.268043","url":null,"abstract":"The article substantiates the current problems of raising independent children of senior preschool age in game activities. It has been established that upbringing of preschoolers consists in self-control of their activities, shortcomings and defects. Behind this short definition stands a huge number of abilities and skills: organizational, general-speech, cognitive, control-evaluative, that a child should acquire. It has been proved that in order to work independently, a child of senior preschool age must be able to organize his work, carry it out rationally, check the quality of the work done.Indicators of a child’s independence are outlined, which are reflected in three components: cognitive (knowledge, rules, norms, ideas about one’s traits and skills); emotional-value (a system of feelings related to one’s own states, needs, self-esteem, personal meaning); behavioral (willingness to act in a certain way, the ability to regulate one’s own behavior, analyze the situation and personal values). It has been established that each of these components is particularly important for the formation of the “self” of an individual. The leading importance of game activities in the structure of cognitive tasks is analyzed, attention to the wide use of the game environment enables children to show all forms of social and cognitive activity.One of the peculiarities of building children’s independence is the ability to make free choices, which is associated with self-development and self-creation. The basis of the choice of a child of senior preschool age is always game activity. Children are characterized by the desire to take on the role of an “adult” – this is where their desire for independence is manifested. While playing, they try to bring into the game what they observe in the surrounding life.It has been established that the ability to act quickly in new social conditions depends on the communication abilities and skills of senior preschool children, the sufficient level of which allows the child to be confident in himself. Throughout preschool childhood, children develop a need for communication with an adult, inclusion in various types of game activities, which contributes to the formation of an emotional and value attitude to reality and to oneself, self-knowledge, self-affirmation, assimilation of humanistic values, development of creative abilities and imagination. \u0000Keywords: independence; upbringing; children of senior preschool age; game activity; cognitive independence; communication abilities and skills; self-development; self-knowledge; self-affirmation; assimilation of humanistic values; development of creative abilities and imagination.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126807488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268060
O. Kravchenko
The article analyzes the experience of socio-educational work with student youth in the conditions of distance learning caused by martial law. Areas of extracurricular activities of student youth are singled out: measures to provide psychological first aid to all participants of the educational process, as well as providing psychological support to overcome the traumatic effects of the war; creation of conditions for the acquisition of “soft skills” by the acquirers of social skills; the existence of a system of recognition of learning results obtained in non-formal education; project activity, as a teaching method, educational technology, and a form of extracurricular work with student youth; measures for the integration and participation of young people in public life with the use of digital tools; volunteer activity; national and patriotic education; research activity; conducting competitions with a patriotic theme. Students from vulnerable categories of the population need special attention: orphan students, students with disabilities, students from low-income families, single-parent families, etc. Separate categories of students who need additional attention are those who, because of military operations, were forced to move abroad with their families. This category makes up more than 10% of the total contingent. Among the prospects is the need for distance support for students due to displacement, as well as the development of programs for their adaptation after returning home. It is advisable to introduce educational components on media literacy and conflict management into educational programs. Keywords: distance learning; student youth; soft skills; non-formal education; project activity; volunteer activity; national and patriotic education.
{"title":"SOCIO-EDUCATIONAL WORK WITH YOUTH STUDENTS IN CONDITIONS OF DISTANCE EDUCATION DUE TO MARTIAL LAW","authors":"O. Kravchenko","doi":"10.31499/2706-6258.2(8).2022.268060","DOIUrl":"https://doi.org/10.31499/2706-6258.2(8).2022.268060","url":null,"abstract":"The article analyzes the experience of socio-educational work with student youth in the conditions of distance learning caused by martial law. Areas of extracurricular activities of student youth are singled out: measures to provide psychological first aid to all participants of the educational process, as well as providing psychological support to overcome the traumatic effects of the war; creation of conditions for the acquisition of “soft skills” by the acquirers of social skills; the existence of a system of recognition of learning results obtained in non-formal education; project activity, as a teaching method, educational technology, and a form of extracurricular work with student youth; measures for the integration and participation of young people in public life with the use of digital tools; volunteer activity; national and patriotic education; research activity; conducting competitions with a patriotic theme. Students from vulnerable categories of the population need special attention: orphan students, students with disabilities, students from low-income families, single-parent families, etc. Separate categories of students who need additional attention are those who, because of military operations, were forced to move abroad with their families. This category makes up more than 10% of the total contingent. Among the prospects is the need for distance support for students due to displacement, as well as the development of programs for their adaptation after returning home. It is advisable to introduce educational components on media literacy and conflict management into educational programs. \u0000Keywords: distance learning; student youth; soft skills; non-formal education; project activity; volunteer activity; national and patriotic education.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133134622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268058
H. Voloshyna
Enriching the active vocabulary of younger schoolchildren is an important problem of modern secondary education institutions. In this context, Ukrainian phraseology is an effective tool, which not only enriches speech but also develops an interest in studying and learning the Ukrainian language, which is extremely important today. In addition, although phraseology is not a subject of systematic study in primary school, mastering its units in Ukrainian language lessons while studying a specific material will contribute to the enrichment of the active vocabulary of a junior high school student. Working with phraseological units makes it possible to expand the active vocabulary of a junior high school student with phraseological units, and therefore, to familiarize, first of all, with etiquette norms, with the peculiarities of Ukrainian national etiquette.The article raises the actual problem of enriching the active vocabulary of younger schoolchildren through the study of phraseological units in Ukrainian language classes. Phraseology is an effective tool that contributes to the improvement of the grammatical structure of speech and helps to master Ukrainian speech etiquette. The content aspect of concepts related to phraseology is revealed; the possibilities of using phraseological units in Ukrainian language lessons in primary grades are analyzed. Lexical-phraseological and grammatical exercises, which are offered when studying specific material, will help younger students not only to understand the meaning of certain phraseological units but also encourage them to use them in their own speech. Keywords: phraseology; phraseologism; phraseological units; parts of speech; speech culture; active dictionary; culture of communication; primary school; grammar exercises.
{"title":"RAISING THE LEVEL OF SPEAKING CULTURE OF SECOND YEAR PUPILS BY MEANS OF PHRASEOLOGISMS","authors":"H. Voloshyna","doi":"10.31499/2706-6258.2(8).2022.268058","DOIUrl":"https://doi.org/10.31499/2706-6258.2(8).2022.268058","url":null,"abstract":"Enriching the active vocabulary of younger schoolchildren is an important problem of modern secondary education institutions. In this context, Ukrainian phraseology is an effective tool, which not only enriches speech but also develops an interest in studying and learning the Ukrainian language, which is extremely important today. In addition, although phraseology is not a subject of systematic study in primary school, mastering its units in Ukrainian language lessons while studying a specific material will contribute to the enrichment of the active vocabulary of a junior high school student. Working with phraseological units makes it possible to expand the active vocabulary of a junior high school student with phraseological units, and therefore, to familiarize, first of all, with etiquette norms, with the peculiarities of Ukrainian national etiquette.The article raises the actual problem of enriching the active vocabulary of younger schoolchildren through the study of phraseological units in Ukrainian language classes. Phraseology is an effective tool that contributes to the improvement of the grammatical structure of speech and helps to master Ukrainian speech etiquette. The content aspect of concepts related to phraseology is revealed; the possibilities of using phraseological units in Ukrainian language lessons in primary grades are analyzed. Lexical-phraseological and grammatical exercises, which are offered when studying specific material, will help younger students not only to understand the meaning of certain phraseological units but also encourage them to use them in their own speech. \u0000Keywords: phraseology; phraseologism; phraseological units; parts of speech; speech culture; active dictionary; culture of communication; primary school; grammar exercises.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116978147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268055
I. Matviichuk
The article deals with specifying the level of development of mental operations of senior pupils with mental disorders (MD). To study mental operations methods of general and special psychology have been applied. These methods have been adapted according to the geographical material and peculiarities of cognitive activity of children with MD. One hundred and twenty pupils of the 9th grade have been involved into the research. The methodology by E. Rogova “Exclusion of words” have been adapted and used to evaluate the pupils’ skills of generalization and abstraction. To this end, the level of verbal-logical thinking of a pupil has been determined. The adaptation lies in substituting standard words for geographical names in each set of tasks. The methodology is aimed at pupils with MD, aged fourteen to seventeen.The educational curricula in geography for special secondary establishments have been used in the investigation. We have introduced four markers (high, intermediate, low and very low) of the level of the skill development of pupils in terms of generalization and abstraction according to their number of points. Both qualitative and quantitative evaluation have been implemented. The qualitative evaluation presupposes the mistake analysis. To diagnose the pupils’ level of development of analysis and synthesis we have adapted and used the methodology of “Anagram” substituting the standard words for geographical names and decreasing the number of words from 30 to 15.To find out arbitrariness and differentiation of associations of respondents the methodology “Opposites” has been adapted and used. It has been found out in pupils with MD the low level of mental operations development prevails. Among the reasons are underdevelopment of speech functions and their disconnection with practice, absence of flexibility and connection between different types of activity.The teacher is also considered to be responsible for the pupils’ level of MD, in particular he/she does not use enough illustrative-practical methods of teaching and does not stimulate concrete-imagery thinking in pupils. Partly responsible are the absence of the special means of teaching as well as distant form of education. Thus, in teaching geography the correctional component needs much improvement. Keywords: pupils with mental disorders (MD); mental operations; cognitive activity; geography; correctional component; corrective and developmental work; adaptation; educational process.
{"title":"STUDY OF MENTAL OPERATIONSAS BASIS FOR PLANNING CORRECTIONAL COMPONENT AT GEOGRAPHY LESSONS","authors":"I. Matviichuk","doi":"10.31499/2706-6258.2(8).2022.268055","DOIUrl":"https://doi.org/10.31499/2706-6258.2(8).2022.268055","url":null,"abstract":"The article deals with specifying the level of development of mental operations of senior pupils with mental disorders (MD). To study mental operations methods of general and special psychology have been applied. These methods have been adapted according to the geographical material and peculiarities of cognitive activity of children with MD. One hundred and twenty pupils of the 9th grade have been involved into the research. The methodology by E. Rogova “Exclusion of words” have been adapted and used to evaluate the pupils’ skills of generalization and abstraction. To this end, the level of verbal-logical thinking of a pupil has been determined. The adaptation lies in substituting standard words for geographical names in each set of tasks. The methodology is aimed at pupils with MD, aged fourteen to seventeen.The educational curricula in geography for special secondary establishments have been used in the investigation. We have introduced four markers (high, intermediate, low and very low) of the level of the skill development of pupils in terms of generalization and abstraction according to their number of points. Both qualitative and quantitative evaluation have been implemented. The qualitative evaluation presupposes the mistake analysis. To diagnose the pupils’ level of development of analysis and synthesis we have adapted and used the methodology of “Anagram” substituting the standard words for geographical names and decreasing the number of words from 30 to 15.To find out arbitrariness and differentiation of associations of respondents the methodology “Opposites” has been adapted and used. It has been found out in pupils with MD the low level of mental operations development prevails. Among the reasons are underdevelopment of speech functions and their disconnection with practice, absence of flexibility and connection between different types of activity.The teacher is also considered to be responsible for the pupils’ level of MD, in particular he/she does not use enough illustrative-practical methods of teaching and does not stimulate concrete-imagery thinking in pupils. Partly responsible are the absence of the special means of teaching as well as distant form of education. Thus, in teaching geography the correctional component needs much improvement. \u0000Keywords: pupils with mental disorders (MD); mental operations; cognitive activity; geography; correctional component; corrective and developmental work; adaptation; educational process.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121565934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268045
Serhiy Skrypnyk, V. Rybak
At the article researched the effectiveness of the implementation of the innovative and interactive technology “World Cafe” which was implemented in the educational process in biology in the eighth form based on the Khmelnytskyi educational complex. The relevance of the relevant topic is that increasing requirements to the level of professionalism of the modern biology teacher, his competencies, the metodical organization and the introduction of the latest high-quality learning and teaching technologies, which will contribute to maintaining the competitiveness of both the teacher himself and the student, are fundamentally changing. In the conditions of modern changes in education, the quality depends significantly on the interaction between the teacher and the student. Therefore, interactive teaching methods are acquire relevance today. Exactly they who need not only active feedback between the teacher and the pupil, but also the organization of interaction between the pupils themselves, which unites the pupils and gives them the opportunity to work in a group (solve complex problems together, model different options for solving various biological tasks etc). The implementation of the innovative and interactive technology “World Cafe” provides an opportunity to involve every pupil in active work, through the formation of a comfortable atmosphere of openness, ease and psychological safety, that is providing a feeling of “Equal to equal”. The undeniable advantages of the implementation of the innovative and interactive technology “World Cafe” are: conducting a fruitful dialogue between completely different pupils on different topics; the discussion of biological material focuses on consideration don’t wide, but professional-specific issues; facilitating the exchange of opinions in various formats; expanding the boundaries of knowledge to more global situations, for example; the number of possible participants varies from 3 to ten; duration from 40 minutes to several hours, depending on the number and complexity of questions; management of the degree of spontaneity and spontaneity of discussions; does not require special equipment, can be carried out both indoors and outdoors. This approach to education promotes the development of pupils’ cognitive activity. Keywords: the type of thinking, the level of creativity, the level of educational achievements, innovative technologies, interactive methods, “World Cafe” technology, interactive learning.
{"title":"THE INFLUENCE OF INTERACTIVE TECHNOLOGY “WORLD CAFE” ON THE FORMATION THE TYPES OF THINKING, THE LEVELS OF CREATIVITY AND THE LEVEL OF EDUCATIONAL PUPILS’ ACHIEVEMENTS OF THE BIOLOGY IN THE 8TH FORM","authors":"Serhiy Skrypnyk, V. Rybak","doi":"10.31499/2706-6258.2(8).2022.268045","DOIUrl":"https://doi.org/10.31499/2706-6258.2(8).2022.268045","url":null,"abstract":"At the article researched the effectiveness of the implementation of the innovative and interactive technology “World Cafe” which was implemented in the educational process in biology in the eighth form based on the Khmelnytskyi educational complex. The relevance of the relevant topic is that increasing requirements to the level of professionalism of the modern biology teacher, his competencies, the metodical organization and the introduction of the latest high-quality learning and teaching technologies, which will contribute to maintaining the competitiveness of both the teacher himself and the student, are fundamentally changing. In the conditions of modern changes in education, the quality depends significantly on the interaction between the teacher and the student. Therefore, interactive teaching methods are acquire relevance today. Exactly they who need not only active feedback between the teacher and the pupil, but also the organization of interaction between the pupils themselves, which unites the pupils and gives them the opportunity to work in a group (solve complex problems together, model different options for solving various biological tasks etc). The implementation of the innovative and interactive technology “World Cafe” provides an opportunity to involve every pupil in active work, through the formation of a comfortable atmosphere of openness, ease and psychological safety, that is providing a feeling of “Equal to equal”. The undeniable advantages of the implementation of the innovative and interactive technology “World Cafe” are: conducting a fruitful dialogue between completely different pupils on different topics; the discussion of biological material focuses on consideration don’t wide, but professional-specific issues; facilitating the exchange of opinions in various formats; expanding the boundaries of knowledge to more global situations, for example; the number of possible participants varies from 3 to ten; duration from 40 minutes to several hours, depending on the number and complexity of questions; management of the degree of spontaneity and spontaneity of discussions; does not require special equipment, can be carried out both indoors and outdoors. This approach to education promotes the development of pupils’ cognitive activity. \u0000Keywords: the type of thinking, the level of creativity, the level of educational achievements, innovative technologies, interactive methods, “World Cafe” technology, interactive learning.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131077275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268068
Oleg Melentiev
The article provides a historiographical analysis of the formation of a harmoniously developed adolescent personality and the influence of labor education on this formation.The statements of philosophers and scientists about the influence of labor education on the formation of a harmoniously developed personality are considered. The sayings of ancient Greek philosophers and the sayings of humanist philosophers about the combination of soul and body are given.The issue of harmonious personality development by means of labor education was considered in the chronology of their statements by philosophers and scientists of past generations, as well as their interpretation and understanding of harmonious personality development were analyzed.Such education takes place in the process of work for the creation of material and spiritual values in production, which causes the need for labor education, the study of the scientific foundations of modern production, the disclosure of their essence, the methods of forming students’ use of this knowledge and skills.The educational subject “Labor education”, and “Technology” in the institution of general secondary education ensures the study of the technical and economic foundations of modern production and integrates the disciplines of the natural and mathematical cycle. This fits well into the modern concept of STEM education in the institution of secondary education, which contributes to the formation of a harmoniously developed adolescent personality.STEM (S – science, T – technology, E – engineering, M – mathematics) is an acronym that is a direction of modern education that unites and integrates natural sciences (Science), technologies (Technology), technical creativity (Engineering), and mathematics (Mathematics). This direction covers educational programs based on natural science components. Keywords: historiographical aspects; harmoniously developed personality; labor education; adolescent personality; statements of philosophers; humanist philosophers; combination of soul and body.
本文对和谐发展的青少年人格的形成以及劳动教育对其形成的影响进行了史学分析。考察了哲学家和科学家关于劳动教育对和谐人格形成的影响的论述。给出了古希腊哲学家和人文主义哲学家关于灵魂与肉体结合的说法。从历代哲学家和科学家的论述年表中考察了通过劳动教育促进和谐人格发展的问题，并分析了他们对和谐人格发展的解释和理解。这种教育发生在劳动为生产创造物质和精神价值的过程中，这就需要进行劳动教育，研究现代生产的科学基础，揭示其本质，形成学生使用这种知识和技能的方法。普通中等教育机构的教育科目“劳动教育”和“技术”确保了对现代生产的技术和经济基础的研究，并整合了自然循环和数学循环的学科。这与现代中等教育机构的STEM教育理念非常吻合，有助于形成和谐发展的青少年人格。STEM (S - science, T - technology, E - engineering, M - mathematics)是一个缩写词，是自然科学(science)、技术(technology)、技术创造(engineering)、数学(mathematics)的统一和融合的现代教育方向。该方向涵盖了基于自然科学成分的教育项目。关键词:史学方面;和谐发展的人格;劳动教育;青少年人格;哲学家的陈述;人文主义哲学家;灵魂和肉体的结合。
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Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268057
Nataliіa Bezliudna
The problem of national-patriotic education of younger schoolchildren is extremely urgent in the conditions of the war of the Russian Federation against Ukraine. The article analyzes the Concept of National-Patriotic Education until 2025 (June 6, 2022). The author presents the characteristics of the basic definitions of the study: “patriotism”, “patriotic education”, and “national-patriotic education”. It has been proven that the implementation of national-patriotic education in primary school is important. Since primary school age (from 6 to 10 years) is the most favorable age period for the education of civic culture, the formation of patriotic views and feelings of the child, moral and ethical principles, the establishment of national identity, and interconnected approaches in the education of younger schoolchildren. New approaches and innovative forms and methods of implementing socio-pedagogical conditions of national-patriotic education of younger schoolchildren under martial law are highlighted, in particular: a nationwide minute of silence; conversations in which the issue of national identity in the conditions of war is considered; methods of forming a children’s positive attitude during the war; instruction on the rules of behavior in the information space; educational hours in the format of meetings (online meetings); workshops with the participation of volunteers, children and parents; involvement of younger schoolchildren and parents in physical education, dancing, Ukrainian military-patriotic games, and entertainment; joint viewing of patriotic cartoons and movies; conducting thematic information and educational events, etc. It is proven that the proposed forms and methods will contribute to the national-patriotic education of younger schoolchildren in the conditions of the Russo-Ukrainian War. Keywords: patriotism; patriotic education; national and patriotic education; civic activism; national identity; martial law; younger schoolchildren; innovative forms and methods.
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Pub Date : 2022-10-27DOI: 10.31499/2706-6258.2(8).2022.268071
Аllа Vоіtоvskа
The article examines the sexist attitudes of teenagers from a sociological point of view. The purpose of the article is to theoretically substantiate the importance of teaching teenagers about gender issues in order to overcome sexism. It was found that there are differences in the approval of sexist attitudes depending on the social characteristics of adolescent boys and girls. It was found that the endorsement of sexist attitudes was less likely for girls who were not in a romantic relationship than for girls who were in a romantic relationship. Social characteristics are of particular importance in explaining differences in sexist attitudes in girls and boys. Gender equality education should start from the moment children enter school and continue throughout their education. Sexism is a normalizing ideology related to gender that devalues the attributes of women and the work that women do. By glorifying the qualities and achievements of men and demeaning women, sexism contributes to inequality between the sexes. Sexist social attitudes assert masculine norms and dictate what behavior is considered “normal” for both boys and girls. This dyad permeates all other social differences, including disability, determines the priority of interests in educational activities. Creating a gender-sensitive environment based on the idea of gender equality consists in avoiding sexism, overcoming existing gender stereotypes, forming the experience of a partnership between the sexes on an equal basis, minimizing facts of opposition based on gender, creating equal conditions and opportunities for realizing creative potential, opportunities for personal development of everyone a teenager. Parents are one of the earliest and most important socializers of gender ideas. Keywords: training; education; gender; teenagers; sexism; gender equality; gender stereotypes; gender roles
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