Pub Date : 2021-05-27DOI: 10.31499/2706-6258.1(5).2021.235196
L. Maksymuk, Liliia Levoniuk
The article deals with the issues of using project and research technologies for the formation and development of a gifted person in the process of foreign languages teaching. The formation of a student's communicative culture in both his native and foreign languages is unthinkable without the general development of his personality, since in the process of communication, its participants not only reveal their communicative qualities, but are also formed as personalities, assimilating historical, cultural experience, getting to know social norms and values of another nation.A certain system of work with intellectually gifted students based on the idea of realizing personal development as the main priority in teaching and upbringing has been created in the Republic of Belarus. Actualization of the creation of an educational environment for the development of a gifted person in teaching a foreign language occurs both in the classroom and in the process of extracurricular work.An important direction in the work in the field of the formation of a gifted personality is the organization of project and research activities, which ensures the development of creative potential, makes it possible to enrich the experience of interacting with other people, to form teamwork skills, to develop individual abilities, interests and inclinations, the cognitive activity of students, to increase their motivation for education.Thus project and research activities contain a huge potential, since in the process of this type of activities a gifted person’s educational and cognitive skills, which allow developing the ability of thinking outside the box, are improved. Students engaged in research activities are distinguished by productivity and originality of thinking, flexibility of decisions, and the ability to put forward and develop their own ideas, which gives them the opportunity to become competitive in a constantly changing world.Keywords: gifted personality, higher education, foreign language education, educational environment, project technology, research activities, professional development, educational and cognitive skills.
{"title":"THE ROLE OF PROJECT AND RESEARCH ACTIVITIES IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION OF THE GIFTED PERSONALITY","authors":"L. Maksymuk, Liliia Levoniuk","doi":"10.31499/2706-6258.1(5).2021.235196","DOIUrl":"https://doi.org/10.31499/2706-6258.1(5).2021.235196","url":null,"abstract":"The article deals with the issues of using project and research technologies for the formation and development of a gifted person in the process of foreign languages teaching. The formation of a student's communicative culture in both his native and foreign languages is unthinkable without the general development of his personality, since in the process of communication, its participants not only reveal their communicative qualities, but are also formed as personalities, assimilating historical, cultural experience, getting to know social norms and values of another nation.A certain system of work with intellectually gifted students based on the idea of realizing personal development as the main priority in teaching and upbringing has been created in the Republic of Belarus. Actualization of the creation of an educational environment for the development of a gifted person in teaching a foreign language occurs both in the classroom and in the process of extracurricular work.An important direction in the work in the field of the formation of a gifted personality is the organization of project and research activities, which ensures the development of creative potential, makes it possible to enrich the experience of interacting with other people, to form teamwork skills, to develop individual abilities, interests and inclinations, the cognitive activity of students, to increase their motivation for education.Thus project and research activities contain a huge potential, since in the process of this type of activities a gifted person’s educational and cognitive skills, which allow developing the ability of thinking outside the box, are improved. Students engaged in research activities are distinguished by productivity and originality of thinking, flexibility of decisions, and the ability to put forward and develop their own ideas, which gives them the opportunity to become competitive in a constantly changing world.Keywords: gifted personality, higher education, foreign language education, educational environment, project technology, research activities, professional development, educational and cognitive skills.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124181849","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 : 2021-05-27DOI: 10.31499/2706-6258.1(5).2021.234768
M. Pichkur
The article specifies the content of vocational and arts education as an educational and educative, as well as a developing system of theoretical and practical training of would-be specialists of art specialties. It results in their mastering of pictorial literacy, formative competence, and art skills. The article proves the paradigm methodology of this system functioning that includes complex graphic, pictorial, forming, and compositional students’ educating while art training and using integrative academism and digitalization. Here it is necessary to account just the proportion of art and pedagogical traditions, and innovative studying methods. Proceeding from the above mentioned facts the following different unsolved problematic issues are described: organization and institution oriented problems lie in poor techniques, alternative art and educational services, unacceptability of distant education; program and content issues show imperfection of architecture and creative orientation of educational and professional programs, one-sided handicraft descriptive training that exclude current developmental tendencies of visual art; educational and methodological – methodological limitation of authorial art schools, preference of conservative art and pedagogical methods, lack of specific literature on digital descriptive art; information and technological problems demonstrate information addiction to Internet sources, poor computer and program equipment and some difficulties in mastering the appropriate technologies; personal and self-organizing prove narrowing of interpersonal coordination, art and aesthetic world-view and determined self-regulation, as well as inadequate self-appraisal of educational and formative students’ progress. Keywords: vocational and arts education, paradigm, tradition, innovation, descriptive training, academism, digitalization, information technologies, would-be specialists of art specialties.
{"title":"MODERN VOCATIONAL AND ARTS EDUCATION: CONTENT, PARADIGMS, TRADITIONS, INNOVATIONS, PROBLEMS","authors":"M. Pichkur","doi":"10.31499/2706-6258.1(5).2021.234768","DOIUrl":"https://doi.org/10.31499/2706-6258.1(5).2021.234768","url":null,"abstract":"The article specifies the content of vocational and arts education as an educational and educative, as well as a developing system of theoretical and practical training of would-be specialists of art specialties. It results in their mastering of pictorial literacy, formative competence, and art skills. The article proves the paradigm methodology of this system functioning that includes complex graphic, pictorial, forming, and compositional students’ educating while art training and using integrative academism and digitalization. Here it is necessary to account just the proportion of art and pedagogical traditions, and innovative studying methods. Proceeding from the above mentioned facts the following different unsolved problematic issues are described: organization and institution oriented problems lie in poor techniques, alternative art and educational services, unacceptability of distant education; program and content issues show imperfection of architecture and creative orientation of educational and professional programs, one-sided handicraft descriptive training that exclude current developmental tendencies of visual art; educational and methodological – methodological limitation of authorial art schools, preference of conservative art and pedagogical methods, lack of specific literature on digital descriptive art; information and technological problems demonstrate information addiction to Internet sources, poor computer and program equipment and some difficulties in mastering the appropriate technologies; personal and self-organizing prove narrowing of interpersonal coordination, art and aesthetic world-view and determined self-regulation, as well as inadequate self-appraisal of educational and formative students’ progress. \u0000Keywords: vocational and arts education, paradigm, tradition, innovation, descriptive training, academism, digitalization, information technologies, would-be specialists of art specialties.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121287203","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 : 2021-05-27DOI: 10.31499/2706-6258.1(5).2021.235985
Valentyna Kryvda
The article considers the problem of intensification of cognitive activity of higher education students in the process of studying the discipline “Family Pedagogy”. Forms and methods of intensification of cognitive activity of higher education applicants are developed and substantiated. It was found that the results of the work are a test of the effectiveness of simple and accessible means of family education, which contribute to the intensification of cognitive activity, which is formed as the ability to enhance the ability to analyze, compare, summarize, evaluate, creatively and effectively apply family strength. The conditions that ensure high activity of students in the learning process and are a traditional problem of pedagogical science are identified. These criteria for solving this problem were transformed at different stages of educational development depending on the educational institution, the degree of development of scientific concepts of activity, management of this development in the process of cognitive activity, which is characterized by: integrity of perception, theoretical thinking and practice. It is determined that cognitive activity is formed in applicants during communicative relations and practical classes in the educational process (experiment, design, solution of research problems, etc.). The article finds that improving the quality of professional education by intensifying cognitive activity encourages the search for ways to improve the quality of presentation of material using productive, original clarity, creativity, real-life examples. New approaches to the selection and structuring of the content of the discipline are deepening the content of basic functions. Keywords: cognitive activity, educational process, intensification of cognitive activity, family, family pedagogy, genogram, eco-map, higher education.
{"title":"INTENSIFICATION OF COGNITIVE ACTIVITY OF HIGHER EDUCATION APPLICANTS IN THE PROCESS OF STUDY DISCIPLINЕ “FAMILY PEDAGOGY”","authors":"Valentyna Kryvda","doi":"10.31499/2706-6258.1(5).2021.235985","DOIUrl":"https://doi.org/10.31499/2706-6258.1(5).2021.235985","url":null,"abstract":"The article considers the problem of intensification of cognitive activity of higher education students in the process of studying the discipline “Family Pedagogy”. Forms and methods of intensification of cognitive activity of higher education applicants are developed and substantiated. It was found that the results of the work are a test of the effectiveness of simple and accessible means of family education, which contribute to the intensification of cognitive activity, which is formed as the ability to enhance the ability to analyze, compare, summarize, evaluate, creatively and effectively apply family strength. The conditions that ensure high activity of students in the learning process and are a traditional problem of pedagogical science are identified. These criteria for solving this problem were transformed at different stages of educational development depending on the educational institution, the degree of development of scientific concepts of activity, management of this development in the process of cognitive activity, which is characterized by: integrity of perception, theoretical thinking and practice. It is determined that cognitive activity is formed in applicants during communicative relations and practical classes in the educational process (experiment, design, solution of research problems, etc.). The article finds that improving the quality of professional education by intensifying cognitive activity encourages the search for ways to improve the quality of presentation of material using productive, original clarity, creativity, real-life examples. New approaches to the selection and structuring of the content of the discipline are deepening the content of basic functions. \u0000Keywords: cognitive activity, educational process, intensification of cognitive activity, family, family pedagogy, genogram, eco-map, higher education.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127151598","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 : 2021-05-27DOI: 10.31499/2706-6258.1(5).2021.235223
Svitlana Semchuk
The article considers the ways of introduction of Internet technologies in the educational process of higher education institution. The principles of building computer training centers based on network technologies are highlighted: versatility, accessibility, use of standard network solutions and building a system based on a universal integrated database that allows you to easily and virtually unlimitedly build, transfer and scale it. Based on these principles, you can build a prototype of the Internet distance learning system, which allows you to create courses in technical, humanities and other disciplines. The technology of distance learning is described, which provides the educational process based on the use of modern information and telecommunication technologies. The conditions of efficiency and quality of teaching of students by means of distance learning are determined: favorable conditions for growth of activity of students by selection of means of training taking into account specificity of their individual cognitive properties are created; effective means of support of individual and group forms of training are used; the experimental-research basis of the educational process is expanding; the gap between the existing content of education and the achieved level of development of modern science is reduced. Peculiarities and advantages of using distance learning of students in comparison with traditional forms (full-time and part-time) are highlighted. It was found that the tutorial is one of the main components of the educational process in distance learning, which uses a set of methods and approaches to learning focused on the needs of students. The article states that one of the distance learning systems is the Moodle system, which is designed to organize online learning in a networked environment using Internet technologies.Keywords: Internet technologies, distance learning, Case technology, TV technology, Network technology, tutorial, higher education institutions, Moodle distance learning system.
{"title":"INTRODUCTION OF INTERNET TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS","authors":"Svitlana Semchuk","doi":"10.31499/2706-6258.1(5).2021.235223","DOIUrl":"https://doi.org/10.31499/2706-6258.1(5).2021.235223","url":null,"abstract":"The article considers the ways of introduction of Internet technologies in the educational process of higher education institution. The principles of building computer training centers based on network technologies are highlighted: versatility, accessibility, use of standard network solutions and building a system based on a universal integrated database that allows you to easily and virtually unlimitedly build, transfer and scale it. Based on these principles, you can build a prototype of the Internet distance learning system, which allows you to create courses in technical, humanities and other disciplines. The technology of distance learning is described, which provides the educational process based on the use of modern information and telecommunication technologies. The conditions of efficiency and quality of teaching of students by means of distance learning are determined: favorable conditions for growth of activity of students by selection of means of training taking into account specificity of their individual cognitive properties are created; effective means of support of individual and group forms of training are used; the experimental-research basis of the educational process is expanding; the gap between the existing content of education and the achieved level of development of modern science is reduced. Peculiarities and advantages of using distance learning of students in comparison with traditional forms (full-time and part-time) are highlighted. It was found that the tutorial is one of the main components of the educational process in distance learning, which uses a set of methods and approaches to learning focused on the needs of students. The article states that one of the distance learning systems is the Moodle system, which is designed to organize online learning in a networked environment using Internet technologies.Keywords: Internet technologies, distance learning, Case technology, TV technology, Network technology, tutorial, higher education institutions, Moodle distance learning system.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133508644","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 : 2021-05-27DOI: 10.31499/2706-6258.1(5).2021.234757
V. Honcharuk, O. Harmash, Allannah Karas
Responding to new challenges of the 21st century, education should prepare a communicative, creative, competitive specialist, ready for high-quality professional activities, able to adapt to a new educational environment, and to a critical rethinking of a significant number of innovations. Nowadays in Ukraine, there is a change of priorities; the role of education is enhanced by culture, arising a need fоr a specialist who has cultural competence. The following tasks were identified: to clarify the essence of the concept of “cultural competence” and prove the need of its formation in the future philologistʼs teacher; to analyze the cultural meaning of the social line of the program in the Ukrainian language for the 5–9 grades; to disclose the methodological aspect of the studying of ethnocultural material in the lessons of the Ukrainian language, Ukrainian literature, and Ukrainian studies. The article states that the upbringing moral and ethical values of each young person will be carried out during such an educational process, aimed at the formation of its worldview enriched with humanistic views and ideals inherent in Ukrainian ethnoculture. The philologist, who will have formed professional competences and primarily, a cultural one, will be able to prepare a cultural young generation. The current cultural competence of the future philologist will indicate his/her ability to realize himself/herself as a carrier of the culture of a certain ethnic group. The determining components of its cultural competence consider the following: the ability to master their native language at a high level; understanding of cultural ethnic images reflected in the Ukrainian literature; awareness of the peculiarities of the mentality, the nature and psychology of their ethnos; determination of cultural differences of its ethnos from the cultures of other ethnic groups. Such a philologist will subsequently help a young person to master the ability to analyze and evaluate the achievements of Ukrainian culture and orient to the ethnocultural space of the nation. Keywords: cultural competence, future philologist, formation, technique, vocational training, cultural communication, sociocultural content line, ethnoculture.
{"title":"FORMATION OF CULTURAL COMPETENCE OF THE FUTURE PHILOLOGIST: METHODOLOGICAL ASPECT","authors":"V. Honcharuk, O. Harmash, Allannah Karas","doi":"10.31499/2706-6258.1(5).2021.234757","DOIUrl":"https://doi.org/10.31499/2706-6258.1(5).2021.234757","url":null,"abstract":"Responding to new challenges of the 21st century, education should prepare a communicative, creative, competitive specialist, ready for high-quality professional activities, able to adapt to a new educational environment, and to a critical rethinking of a significant number of innovations. Nowadays in Ukraine, there is a change of priorities; the role of education is enhanced by culture, arising a need fоr a specialist who has cultural competence. The following tasks were identified: to clarify the essence of the concept of “cultural competence” and prove the need of its formation in the future philologistʼs teacher; to analyze the cultural meaning of the social line of the program in the Ukrainian language for the 5–9 grades; to disclose the methodological aspect of the studying of ethnocultural material in the lessons of the Ukrainian language, Ukrainian literature, and Ukrainian studies. The article states that the upbringing moral and ethical values of each young person will be carried out during such an educational process, aimed at the formation of its worldview enriched with humanistic views and ideals inherent in Ukrainian ethnoculture. The philologist, who will have formed professional competences and primarily, a cultural one, will be able to prepare a cultural young generation. The current cultural competence of the future philologist will indicate his/her ability to realize himself/herself as a carrier of the culture of a certain ethnic group. The determining components of its cultural competence consider the following: the ability to master their native language at a high level; understanding of cultural ethnic images reflected in the Ukrainian literature; awareness of the peculiarities of the mentality, the nature and psychology of their ethnos; determination of cultural differences of its ethnos from the cultures of other ethnic groups. Such a philologist will subsequently help a young person to master the ability to analyze and evaluate the achievements of Ukrainian culture and orient to the ethnocultural space of the nation. Keywords: cultural competence, future philologist, formation, technique, vocational training, cultural communication, sociocultural content line, ethnoculture.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115299212","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 : 2020-02-25DOI: 10.31499/2706-6258.1(3).2020.204146
Анастасія Криворотько
The gradual entry of Ukraine into the European educational space has lately determined the increased interest of pedagogical science in the problems of gender culture and, in turn, in gender education in the educational sphere. Considering the importance of forming an egalitarian consciousness, nurturing a well-developed, harmonious gender-free personality that is capable of building civil society, we consider it necessary to explore scientific approaches to understanding gender education. The main theoretical and methodological approaches to gender are considered in the article. The achievements of scientists on the issue of gender education are highlighted. It is determined that scientific approaches to understanding gender education remain poorly understandable, what makes our article relevant. The essence, purpose and content of gender education through the prism of scientific approaches are revealed. Scientific approaches to the research of the gender education problem are substantiated, namely, gender, behavioral, psychoanalytic, constructivist, cognitive, concrete-historical, civilizational, socio-cultural, synergetic, competent, interdisciplinary, personal-social, gender-role and socio-dynamics approaches. Views on gender education in each of the identified scientific approaches have been clarified in the article. The approaches that are most relevant to the gender education of adolescents with intellectual disabilities are highlighted. We strongly believe that in the gender education of secondary school students with intellectual disabilities, activity, cognitive, competent, interdisciplinary and personality-social approaches are of the highest importance.
{"title":"SCIENTIFIC APPROACHES TO THE GENDER EDUCATION UNDERSTANDING","authors":"Анастасія Криворотько","doi":"10.31499/2706-6258.1(3).2020.204146","DOIUrl":"https://doi.org/10.31499/2706-6258.1(3).2020.204146","url":null,"abstract":"The gradual entry of Ukraine into the European educational space has lately determined the increased interest of pedagogical science in the problems of gender culture and, in turn, in gender education in the educational sphere. Considering the importance of forming an egalitarian consciousness, nurturing a well-developed, harmonious gender-free personality that is capable of building civil society, we consider it necessary to explore scientific approaches to understanding gender education. The main theoretical and methodological approaches to gender are considered in the article. The achievements of scientists on the issue of gender education are highlighted. It is determined that scientific approaches to understanding gender education remain poorly understandable, what makes our article relevant. The essence, purpose and content of gender education through the prism of scientific approaches are revealed. Scientific approaches to the research of the gender education problem are substantiated, namely, gender, behavioral, psychoanalytic, constructivist, cognitive, concrete-historical, civilizational, socio-cultural, synergetic, competent, interdisciplinary, personal-social, gender-role and socio-dynamics approaches. Views on gender education in each of the identified scientific approaches have been clarified in the article. The approaches that are most relevant to the gender education of adolescents with intellectual disabilities are highlighted. We strongly believe that in the gender education of secondary school students with intellectual disabilities, activity, cognitive, competent, interdisciplinary and personality-social approaches are of the highest importance.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130680687","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 : 2020-02-25DOI: 10.31499/2706-6258.1(3).2020.204282
Яків Бойко
The article deals with the benefits of using digital technology during English lessons in primary school. The research is devoted to the problem of the use of digital technologies, describes some interactive methods, educational software, and Internet resources in the process of learning English within the primary sector. The growth of globalization of trade and the predominance of English in the media, particularly on the Internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the primary sector. Over the last years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into primary education, but slowly teachers have realized the need to adapt their practice in order to reflect the changing nature of technological use in the wider world. The author explores the potential of audio recorders, video conferences, virtual worlds, interactive whiteboards, karaoke, mobile applications, and computer programs, in order to form language skills in students through authentic communication. The context and setting, and meets the individual needs of young learners. Therefore, it is difficult to imagine the modern foreign language teaching and learning without the integrated use of digital technologies in primary school. Creative primary teachers will always be able to see the potential for an idea and are particularly adapted to customising approaches to meet the individual needs of their learners. Digital technologies can be used to develop oral, reading and writing skills when learning a foreign language.
{"title":"FOREIGN EXPERIENCE IN APPLYING DIGITAL TECHNOLOGY AT PRIMARY SCHOOL ENGLISH LESSONS","authors":"Яків Бойко","doi":"10.31499/2706-6258.1(3).2020.204282","DOIUrl":"https://doi.org/10.31499/2706-6258.1(3).2020.204282","url":null,"abstract":"The article deals with the benefits of using digital technology during English lessons in primary school. The research is devoted to the problem of the use of digital technologies, describes some interactive methods, educational software, and Internet resources in the process of learning English within the primary sector. The growth of globalization of trade and the predominance of English in the media, particularly on the Internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the primary sector. Over the last years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into primary education, but slowly teachers have realized the need to adapt their practice in order to reflect the changing nature of technological use in the wider world. The author explores the potential of audio recorders, video conferences, virtual worlds, interactive whiteboards, karaoke, mobile applications, and computer programs, in order to form language skills in students through authentic communication. The context and setting, and meets the individual needs of young learners. Therefore, it is difficult to imagine the modern foreign language teaching and learning without the integrated use of digital technologies in primary school. Creative primary teachers will always be able to see the potential for an idea and are particularly adapted to customising approaches to meet the individual needs of their learners. Digital technologies can be used to develop oral, reading and writing skills when learning a foreign language.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115887642","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 : 2020-02-25DOI: 10.31499/2706-6258.1(3).2020.204280
Антон Андреєв
The article focuses on the EuroComGerm research project, which is based on the principles of the multilingualism didactics. The article argues the approach of enhancing the language knowledge by applying the targeted foreign language onto the knowledge of previously acquired languages. The EuroComGerm is a concept that is based on parallel learning of related languages. H. G. Klein, one of the authors, believes that the future of language learning is in the receptive knowledge of language and in the development of listening and reading comprehension. In 1999 the project received an award as “European language label for the best innovative language projects” in Vienna. The EuroComGerm project was published in 2007 as a handbook, created by B. Huffayzen and N. Marx. The researchers identified “The Seven Sieves” as the linguistic indicators which served to analyze related languages in identifying their common and distinctive features. The article deals separately with each of the “Sieves”, and attempts to apply the technique on the example of a passage in a foreign, previously not acquired language using the knowledge of the German language. The present study confirmed the findings that the technique is effective and allows to understand the content of the text in an unknown language based on a sufficient level of language proficiency of a different language of the same language family (in our case, German language). This technique provides opportunities for learning more than three related languages: Swedish, Norwegian, Danish, Icelandic, and Dutch.
本文重点介绍了基于多语言教学原则的欧洲共同体研究项目。本文论述了将目标外语运用到已习得语言知识中来增强语言知识的方法。EuroComGerm是一个基于并行学习相关语言的概念。其中一位作者H. G. Klein认为，语言学习的未来在于语言的接受性知识和听力和阅读理解的发展。1999年，该项目在维也纳获得了“最佳创新语言项目的欧洲语言标签”奖。EuroComGerm项目于2007年作为手册出版，由B. Huffayzen和N. Marx创建。研究人员将“七筛子”作为语言指标，用于分析相关语言，识别其共同和独特的特征。这篇文章分别讨论了每一种“筛子”，并试图将这种技术应用于一段以前没有掌握过的外语中的例子，使用德语知识。目前的研究证实了这一发现，即该技术是有效的，并允许基于对同一语系的不同语言(在我们的案例中是德语)的足够语言熟练程度来理解未知语言的文本内容。这种方法提供了学习三种以上相关语言的机会:瑞典语、挪威语、丹麦语、冰岛语和荷兰语。
{"title":"THE USE OF THE EUROCOMGERM METHOD “DIE SIEBEN SIEBE” IN MODERN UKRAINIAN SCHOOL","authors":"Антон Андреєв","doi":"10.31499/2706-6258.1(3).2020.204280","DOIUrl":"https://doi.org/10.31499/2706-6258.1(3).2020.204280","url":null,"abstract":"The article focuses on the EuroComGerm research project, which is based on the principles of the multilingualism didactics. The article argues the approach of enhancing the language knowledge by applying the targeted foreign language onto the knowledge of previously acquired languages. The EuroComGerm is a concept that is based on parallel learning of related languages. H. G. Klein, one of the authors, believes that the future of language learning is in the receptive knowledge of language and in the development of listening and reading comprehension. In 1999 the project received an award as “European language label for the best innovative language projects” in Vienna. The EuroComGerm project was published in 2007 as a handbook, created by B. Huffayzen and N. Marx. The researchers identified “The Seven Sieves” as the linguistic indicators which served to analyze related languages in identifying their common and distinctive features. The article deals separately with each of the “Sieves”, and attempts to apply the technique on the example of a passage in a foreign, previously not acquired language using the knowledge of the German language. The present study confirmed the findings that the technique is effective and allows to understand the content of the text in an unknown language based on a sufficient level of language proficiency of a different language of the same language family (in our case, German language). This technique provides opportunities for learning more than three related languages: Swedish, Norwegian, Danish, Icelandic, and Dutch.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132305253","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 : 2020-02-25DOI: 10.31499/2706-6258.1(3).2020.204097
Ольга Бойко
The article concerns the issue of working with families that bring up children with special educational needs (SEN) by means of socio-pedagogical technologies. For this purpose, branches, forms and methods of teachers’ for disabled children and their families work are analyzed. It is particularly emphasized that only the common efforts of social educators, pedagogical staff and parents for work with children with disabilities will allow to solve the problems of the child’s personality development, socialization, rehabilitation and adaptation. First, the article carries out the analysis of social work technologies in such families. Second, the content of social work for children with SEN is highlighted, which is aimed at defining the social problem, revealing the causes and finding ways for its solution. Finally, the article emphasizes the content of the work: disabilities with different types of diseases; everyday rehabilitation of children with SEN; conducting of psychological counseling for children with SEN having personal problems; implementation of psychological and pedagogical correctional work; organization of consultations for relatives on legal, psychological and pedagogical issues; development of potential creative opportunities for children with SEN; organization of cultural events and entertainment for children with SEN; coordination of work with various social institutions that deal with the
{"title":"SCHOOL SOCIAL WORK TECHNOLOGIES FOR FAMILIES THAT BRING UP CHILDREN WITH SPECIAL EDUCATIONAL NEEDS","authors":"Ольга Бойко","doi":"10.31499/2706-6258.1(3).2020.204097","DOIUrl":"https://doi.org/10.31499/2706-6258.1(3).2020.204097","url":null,"abstract":"The article concerns the issue of working with families that bring up children with special educational needs (SEN) by means of socio-pedagogical technologies. For this purpose, branches, forms and methods of teachers’ for disabled children and their families work are analyzed. It is particularly emphasized that only the common efforts of social educators, pedagogical staff and parents for work with children with disabilities will allow to solve the problems of the child’s personality development, socialization, rehabilitation and adaptation. First, the article carries out the analysis of social work technologies in such families. Second, the content of social work for children with SEN is highlighted, which is aimed at defining the social problem, revealing the causes and finding ways for its solution. Finally, the article emphasizes the content of the work: disabilities with different types of diseases; everyday rehabilitation of children with SEN; conducting of psychological counseling for children with SEN having personal problems; implementation of psychological and pedagogical correctional work; organization of consultations for relatives on legal, psychological and pedagogical issues; development of potential creative opportunities for children with SEN; organization of cultural events and entertainment for children with SEN; coordination of work with various social institutions that deal with the","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116224085","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 : 2020-02-25DOI: 10.31499/2706-6258.1(3).2020.204151
Оксана Марущак, Тетяна Зузяк, Наталя Казьмірчук
{"title":"THE DEVELOPMENT TECHNOLOGY RESEARCH IN FUTURE TEACHERS OF ARTISTIC AND AESTHETIC COMPETENCE BY MEANS OF DECORATIVE AND APPLIED ARTS","authors":"Оксана Марущак, Тетяна Зузяк, Наталя Казьмірчук","doi":"10.31499/2706-6258.1(3).2020.204151","DOIUrl":"https://doi.org/10.31499/2706-6258.1(3).2020.204151","url":null,"abstract":"","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130713609","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}
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