Pub Date : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247507
Iryna Postolenko
The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county. Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
{"title":"PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN","authors":"Iryna Postolenko","doi":"10.31499/2706-6258.2(6).2021.247507","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247507","url":null,"abstract":"The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county. \u0000Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133710501","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.248152
P. Voloshyn, A. Voloshyna
The article is devoted to the problem of the development of civic qualities of a junior student personality in the process of studying the integrated course “Art” in primary school. The semantic aspect of the concept of «citizenship» is revealed; its components such as sense of self-worth, inner freedom of the individual, discipline, respect and trust in state power, readiness to perform their civic duties in a harmonious combination of patriotic, national and universal feelings are distinguished. In this context, the substantiation of new content, forms and methods, innovative technologies of education for citizenship, adequate for modern social and pedagogical realities, acquires special importance. Conceptual provisions of civic education have been developed in the domestic pedagogical science. The purpose of this article is to find out the ways of effective educational tasks implementing by a teacher in the process of teaching the integrated course “Art”.Modern Ukrainian scholars-educators attached special importance to this problem and studied its various aspects: conceptual provision was defined by O. Vyshnevskyi and O. Sukhomlynska; psychological and pedagogical principles – I. Bekh, M. Boryshevsky, O. Kyrychuk. The work of O. Dokukina, M. Zaderikhin, U. Ketsyk, V. Rud, L. Korinna, D. Krytska and L. Rekhteta are relevant to the content of our research.Researchers do not pay attention to the problem of using integrated subjects in particular “Art” in the education of students’ citizenship.The article presents a thorough analysis of textbooks for primary school on the integrated course “Art”, which are important means of knowledge and creative skills developing in the art of music, set out in accordance with the purpose of teaching and implementation of educational tasks for the formation of junior schoolchildren citizenship. Keywords: civic education; content of education; integrated course; component of citizenship; textbook; folk song; lullaby; calendar rituals; national identity; native language.
本文探讨了在小学综合课程《艺术》学习过程中，初中生人格公民素质的发展问题。揭示了“公民身份”概念的语义方面;它的组成部分，如自我价值感、个人内心的自由、纪律、对国家权力的尊重和信任、愿意在爱国、民族和普遍感情的和谐结合中履行公民义务等，都是值得区分的。在这方面，使公民教育的新内容、新形式、新方法、新技术的具体化，适应现代社会和教育现实，具有特别重要的意义。公民教育的概念规定已经在国内教育学中发展起来。本文旨在探讨教师在《美术》综合课程教学过程中如何有效地完成教学任务。现代乌克兰学者和教育家特别重视这一问题，并对其进行了多方面的研究:维什涅夫斯基和苏霍姆林斯卡对概念条款进行了界定;心理学和教育学原理——I. Bekh, M. Boryshevsky, O. Kyrychuk。O. Dokukina、M. Zaderikhin、U. Ketsyk、V. Rud、L. Korinna、D. Krytska和L. Rekhteta的工作与我们的研究内容相关。在学生公民意识教育中，综合学科特别是“艺术”学科的运用问题，研究者并未引起足够的重视。本文根据教学目的和实施初中学生公民意识形成的教育任务，对小学《艺术》综合课程教材进行了深入分析，指出音乐艺术是发展学生音乐艺术知识和创造技能的重要手段。关键词:公民教育;教育内容;综合课程;公民身份的组成部分;教科书;民歌;摇篮曲;日历的仪式;国家认同;的母语。
{"title":"EDUCATION FOR CITIZENSSHIP OF PRIMARY SCHOOLCHILDREN IN INTEGRATED ART LESSONS","authors":"P. Voloshyn, A. Voloshyna","doi":"10.31499/2706-6258.2(6).2021.248152","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.248152","url":null,"abstract":"The article is devoted to the problem of the development of civic qualities of a junior student personality in the process of studying the integrated course “Art” in primary school. The semantic aspect of the concept of «citizenship» is revealed; its components such as sense of self-worth, inner freedom of the individual, discipline, respect and trust in state power, readiness to perform their civic duties in a harmonious combination of patriotic, national and universal feelings are distinguished. In this context, the substantiation of new content, forms and methods, innovative technologies of education for citizenship, adequate for modern social and pedagogical realities, acquires special importance. Conceptual provisions of civic education have been developed in the domestic pedagogical science. The purpose of this article is to find out the ways of effective educational tasks implementing by a teacher in the process of teaching the integrated course “Art”.Modern Ukrainian scholars-educators attached special importance to this problem and studied its various aspects: conceptual provision was defined by O. Vyshnevskyi and O. Sukhomlynska; psychological and pedagogical principles – I. Bekh, M. Boryshevsky, O. Kyrychuk. The work of O. Dokukina, M. Zaderikhin, U. Ketsyk, V. Rud, L. Korinna, D. Krytska and L. Rekhteta are relevant to the content of our research.Researchers do not pay attention to the problem of using integrated subjects in particular “Art” in the education of students’ citizenship.The article presents a thorough analysis of textbooks for primary school on the integrated course “Art”, which are important means of knowledge and creative skills developing in the art of music, set out in accordance with the purpose of teaching and implementation of educational tasks for the formation of junior schoolchildren citizenship. \u0000Keywords: civic education; content of education; integrated course; component of citizenship; textbook; folk song; lullaby; calendar rituals; national identity; native language.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"359 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115777553","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.248135
T. Tabler
The article considers the problem of development of cognitive activity of students in mathematics lessons. The peculiarities of the use of the formative system of assessment in the process of teaching mathematics with the use of computer tools in the context of the tasks of personality-oriented learning. The main risk factors for increasing the mathematical anxiety of students are identified. The pedagogical factors of motivation development and increase of interest in learning, development of mathematical thinking and reduction of mathematical anxiety due to the development of methods to increase the clarity of learning and cognitive activity of students related to the use of computer tools are substantiated. The criteria are substantiated and the indicators of assessment of the development of cognitive activity of students of 7‒9 grades of gymnasiums in the process of teaching mathematics with the use of computer tools are distinguished: motives of students learning at school; interest in studying the study of mathematics (algebra and geometry); success in the study of mathematics (algebra and geometry); motivation to study mathematical disciplines; mathematical anxiety. A method of assessing the impact of the use of computer tools to study certain topics and sections of mathematics in grades 7‒9 in general secondary education, which will increase the motivation of students to study the subject and reduce the level of mathematical anxiety of students. The results are presented and the dynamics of the indicators of the experimental influence of the use of computer interactive tools on the motivation of students to study mathematics is analyzed. Keywords: personality-oriented learning; mathematical disciplines; mathematical anxiety; pedagogical conditions; mathematics teaching aids; motivation to study mathematics; interactive computer learning tools; success in the study of mathematics.
{"title":"USE OF COMPUTER TOOLS TO DEVELOP MOTIVATION OF STUDENTS TO STUDY MATHEMATICS: CRITERIA OF EFFICIENCY","authors":"T. Tabler","doi":"10.31499/2706-6258.2(6).2021.248135","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.248135","url":null,"abstract":"The article considers the problem of development of cognitive activity of students in mathematics lessons. The peculiarities of the use of the formative system of assessment in the process of teaching mathematics with the use of computer tools in the context of the tasks of personality-oriented learning. The main risk factors for increasing the mathematical anxiety of students are identified. The pedagogical factors of motivation development and increase of interest in learning, development of mathematical thinking and reduction of mathematical anxiety due to the development of methods to increase the clarity of learning and cognitive activity of students related to the use of computer tools are substantiated. The criteria are substantiated and the indicators of assessment of the development of cognitive activity of students of 7‒9 grades of gymnasiums in the process of teaching mathematics with the use of computer tools are distinguished: motives of students learning at school; interest in studying the study of mathematics (algebra and geometry); success in the study of mathematics (algebra and geometry); motivation to study mathematical disciplines; mathematical anxiety. A method of assessing the impact of the use of computer tools to study certain topics and sections of mathematics in grades 7‒9 in general secondary education, which will increase the motivation of students to study the subject and reduce the level of mathematical anxiety of students. The results are presented and the dynamics of the indicators of the experimental influence of the use of computer interactive tools on the motivation of students to study mathematics is analyzed. \u0000Keywords: personality-oriented learning; mathematical disciplines; mathematical anxiety; pedagogical conditions; mathematics teaching aids; motivation to study mathematics; interactive computer learning tools; success in the study of mathematics.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"331 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115971895","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.248144
O. Kirdan, Oleksandr P. Kirdan
The article is devoted to the characteristics of the peculiarities of the formation of soft skills of higher education in the educational process of higher education. To achieve this goal, general scientific methods were used: analysis, synthesis, comparison, concretization, generalization, content analysis. The following essential features of soft skills are singled out: coverage of competencies that contribute to the self-realization of future professionals and are individualized in terms of content, target, time and personal dimension; complexity, etc. Emphasis is placed on the need for active formation and intensive development of soft skills in students at the stage of study in higher education institutions. The importance of soft skills formation in the context of criteria for assessing the quality of the educational program and descriptors of the National Qualifications Framework is substantiated. It is emphasized that the formation of soft skills of students in the educational process depends on the policy of free economic education. Positive practice includes the pervasiveness of soft skills formation both within certain educational components (compulsory and optional) and extracurricular activities of higher education institutions. It is stated that the organization of the educational process in higher education institutions does not yet have universal technologies for the formation of soft skills. Teaching methods such as small group work, creative exercises, case method, role and business games, debate, discussion, interactive method, brainstorming, project method, facilitation, training, personal and professional portfolio creation, independent research, heuristic method – should be used in the educational process of modern universities for the formation and development of soft skills. Possibilities of non-formal education for self-development of soft skills are analyzed. Keywords: soft skills; educational process; teaching methods; learning technologies; personal development; educational program; professional training; non-formal education; self-development.
{"title":"FORMATION OF SOFT SKILLS OF STUDENTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION","authors":"O. Kirdan, Oleksandr P. Kirdan","doi":"10.31499/2706-6258.2(6).2021.248144","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.248144","url":null,"abstract":"The article is devoted to the characteristics of the peculiarities of the formation of soft skills of higher education in the educational process of higher education. To achieve this goal, general scientific methods were used: analysis, synthesis, comparison, concretization, generalization, content analysis. The following essential features of soft skills are singled out: coverage of competencies that contribute to the self-realization of future professionals and are individualized in terms of content, target, time and personal dimension; complexity, etc. Emphasis is placed on the need for active formation and intensive development of soft skills in students at the stage of study in higher education institutions. The importance of soft skills formation in the context of criteria for assessing the quality of the educational program and descriptors of the National Qualifications Framework is substantiated. It is emphasized that the formation of soft skills of students in the educational process depends on the policy of free economic education. Positive practice includes the pervasiveness of soft skills formation both within certain educational components (compulsory and optional) and extracurricular activities of higher education institutions. It is stated that the organization of the educational process in higher education institutions does not yet have universal technologies for the formation of soft skills. Teaching methods such as small group work, creative exercises, case method, role and business games, debate, discussion, interactive method, brainstorming, project method, facilitation, training, personal and professional portfolio creation, independent research, heuristic method – should be used in the educational process of modern universities for the formation and development of soft skills. Possibilities of non-formal education for self-development of soft skills are analyzed. \u0000Keywords: soft skills; educational process; teaching methods; learning technologies; personal development; educational program; professional training; non-formal education; self-development.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132912245","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.248219
S. Tkachuk, Oleksii Melnyk
The purpose of the article is to substantiate the system of information and methodological support for students of vocational education institutions. The authors analyse the ways of training junior bachelors of speciality 121 “Software Engineering”, taking into account the development of information technologies and changes in science, technology, technologies in the legal framework of economics and education.The author found out that the educational process is inadequately provided with educational and methodical materials aimed at the formation of design skills in the field of software development. The content of information activities of junior bachelors on the use of information and methodological support is developed. It consists of the following: development of algorithms that implement the content, and technological components of the content of information and methodological support; development of the code and adjustment of the applied program of information and methodical maintenance; the experimental use of information and methodological support in the educational process; adjusting the information and methodological support based on the results of experimental use; the introduction of information and methodological support in the educational process of the institution of professional higher education; the development of methodological documentation for users of information and methodological support; the development of methodological documentation for a training seminar for potential users of the developed information and methodological support; the design of the results of interdisciplinary design. Keywords: information and methodological support; institutions of professional higher education; professional education; educational process; information and educational environment; software engineering; digital competence; information system.
{"title":"USING OF INFORMATION AND METHODOLOGICAL PROVISIONS BY STUDENTS OF VOCATIONAL EDUCATION INSTITUTIONS","authors":"S. Tkachuk, Oleksii Melnyk","doi":"10.31499/2706-6258.2(6).2021.248219","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.248219","url":null,"abstract":"The purpose of the article is to substantiate the system of information and methodological support for students of vocational education institutions. The authors analyse the ways of training junior bachelors of speciality 121 “Software Engineering”, taking into account the development of information technologies and changes in science, technology, technologies in the legal framework of economics and education.The author found out that the educational process is inadequately provided with educational and methodical materials aimed at the formation of design skills in the field of software development. The content of information activities of junior bachelors on the use of information and methodological support is developed. It consists of the following: development of algorithms that implement the content, and technological components of the content of information and methodological support; development of the code and adjustment of the applied program of information and methodical maintenance; the experimental use of information and methodological support in the educational process; adjusting the information and methodological support based on the results of experimental use; the introduction of information and methodological support in the educational process of the institution of professional higher education; the development of methodological documentation for users of information and methodological support; the development of methodological documentation for a training seminar for potential users of the developed information and methodological support; the design of the results of interdisciplinary design. \u0000Keywords: information and methodological support; institutions of professional higher education; professional education; educational process; information and educational environment; software engineering; digital competence; information system.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115060879","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247595
Yuliia Kazak
The article deals with the study of specific features of smart-technologies use while studying the German language by would-be foreign languages teachers. It is stated that the use of Internet technologies promotes the higher education applicants’ motivation and cognitive activity, their desire to study foreign languages, provides studying intensification and individualization. Having analysed scientific literature and relying on the personal experience, the author analysed specific features, opportunities and prospects for smart-technologies use in the vocational training of would-be German teachers. Smart education is proved to provoke flexibility, a long list of literature, a variety of multimedia, the ability to perform a quick and easy adaptation to the student’s level and necessities. The education also causes active experience and idea-sharing, course personification, the time saving to modify the existing educational content instead of its primary formation. The fact that smart technologies are characterized by flexibility, individualization, interactivity, multimedia use of the educational process is predominated. It promotes the combined implementation of individual and group lessons. The article justifies the fact that smart-technologies use while studying the German language helps to solve a number of educational tasks: the formation of listening comprehension, reading, writing, advanced vocabulary skills and abilities. It also stimulates the higher education applicants’ formation of firm motivation to study the German language. The following educational sites are used by Uman State Pedagogical University applicants of the educational programme ‘Secondary education. The English language and literature, the German language and literature while studying the German language are analysed: Rosetta stone, Deutsche Welle, Deutschlernerblog, YouTube-channel “Easy German”, the online newspaper ‘Zeit online’. The methodology to work with the audio texts on the site “Deutsche Welle” is described. The main advantages of smart technologies implementation while the German language teaching are outlined. Keywords: innovative educational technologies; smart technologies; smart education; online resources; foreign languages would-be teachers; the German language; Deutsche Welle; language environment
{"title":"SPECIFIC FEATURES OF SMART-TECHNOLOGIES USE IN THE VOCATIONAL TRAINING OF WOULD-BE GERMAN TEACHERS TRAINING","authors":"Yuliia Kazak","doi":"10.31499/2706-6258.2(6).2021.247595","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247595","url":null,"abstract":"The article deals with the study of specific features of smart-technologies use while studying the German language by would-be foreign languages teachers. It is stated that the use of Internet technologies promotes the higher education applicants’ motivation and cognitive activity, their desire to study foreign languages, provides studying intensification and individualization. Having analysed scientific literature and relying on the personal experience, the author analysed specific features, opportunities and prospects for smart-technologies use in the vocational training of would-be German teachers. Smart education is proved to provoke flexibility, a long list of literature, a variety of multimedia, the ability to perform a quick and easy adaptation to the student’s level and necessities. The education also causes active experience and idea-sharing, course personification, the time saving to modify the existing educational content instead of its primary formation. The fact that smart technologies are characterized by flexibility, individualization, interactivity, multimedia use of the educational process is predominated. It promotes the combined implementation of individual and group lessons. The article justifies the fact that smart-technologies use while studying the German language helps to solve a number of educational tasks: the formation of listening comprehension, reading, writing, advanced vocabulary skills and abilities. It also stimulates the higher education applicants’ formation of firm motivation to study the German language. The following educational sites are used by Uman State Pedagogical University applicants of the educational programme ‘Secondary education. The English language and literature, the German language and literature while studying the German language are analysed: Rosetta stone, Deutsche Welle, Deutschlernerblog, YouTube-channel “Easy German”, the online newspaper ‘Zeit online’. The methodology to work with the audio texts on the site “Deutsche Welle” is described. The main advantages of smart technologies implementation while the German language teaching are outlined. Keywords: innovative educational technologies; smart technologies; smart education; online resources; foreign languages would-be teachers; the German language; Deutsche Welle; language environment","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133028306","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247519
L. Korzh-Usenko, O. Sydorenko, M. Chykalova
In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain.On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research.The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries.There is a growing tendency to popularize and democratize higher education in the context of the implementation of “ideas of free higher education”, primarily due to the spread of the movement for “Enlargement of the University” in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented. Keywords: development; non-state higher school; free university; free higher school; internationalization; globalization; massification; democratization; quality of educational services.
{"title":"PECULIARITIES OF NON-STATE HIGHER SCHOOL DEVELOPMENT IN THE USA AND GREAT BRITAIN","authors":"L. Korzh-Usenko, O. Sydorenko, M. Chykalova","doi":"10.31499/2706-6258.2(6).2021.247519","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247519","url":null,"abstract":"In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain.On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research.The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries.There is a growing tendency to popularize and democratize higher education in the context of the implementation of “ideas of free higher education”, primarily due to the spread of the movement for “Enlargement of the University” in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented. \u0000Keywords: development; non-state higher school; free university; free higher school; internationalization; globalization; massification; democratization; quality of educational services.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114352123","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.248148
Serhiy Skrypnyk
The article researched the importance of using the project method in teaching “Biology and Ecology” in high (senior) school and “Basics of Health” in secondary school, as a method of content integration of the natural education and the conditions of effective student teaching. The relevance of this topic is that there is an observation of multi-vector using the “project method” in school today. New developments for the application of project-based teaching are conducted. The organization of project activities in the teaching process involves a specially organized by the teacher process, which is performed by students independently based on their subjective definition of the goal, while the project focuses on a set of actions that makes students independent. The result of the project activity can be any product of the student’s activity, for example, presentation, essay, and model. The method of projects is based on creativity, the skills of orientating in the information space and independently designing their knowledge. In the process of project activity, there is a metamorphosis of the teacher’s position in the educational process (the teacher organizes the students’ activities). For the organization of teacher's activity, it is necessary to master the methods and techniques of preparing students for the work on the project and its development. Teaching “Biology and Ecology” and “Basics of Health” is successful only if the teacher’s work with students in all its forms is a purposeful system of teaching and education that develops in unity biological concepts, dialectical-materialist worldview, thinking, and independent practical work skills, the project’s method helps in this the most. At the modern stage of development of school education, the problem of student's cognitive activity becomes especially important meaning due to the high rate of development and improvement the science and technology, society need for educated people and free from stereotypes, will be able to quickly orientate in the situation, thinking independently. Implementation of such tasks becomes possible only in the conditions of the project teaching stimulating the mental activity of students. Keywords: method of projects; design activity; integration; biology; ecology; natural science education; natural science competence; creative health.
{"title":"SCIENTIFIC AND METHODOLOGICAL PRINCIPLES OF USING THE PROJECT METHOD AT TEACHING “BIOLOGY AND ECOLOGY” IN SENIOR HIGH SCHOOL AND “BASICS OF HEALTH” IN SECONDARY SCHOOL","authors":"Serhiy Skrypnyk","doi":"10.31499/2706-6258.2(6).2021.248148","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.248148","url":null,"abstract":"The article researched the importance of using the project method in teaching “Biology and Ecology” in high (senior) school and “Basics of Health” in secondary school, as a method of content integration of the natural education and the conditions of effective student teaching. The relevance of this topic is that there is an observation of multi-vector using the “project method” in school today. New developments for the application of project-based teaching are conducted. The organization of project activities in the teaching process involves a specially organized by the teacher process, which is performed by students independently based on their subjective definition of the goal, while the project focuses on a set of actions that makes students independent. The result of the project activity can be any product of the student’s activity, for example, presentation, essay, and model. The method of projects is based on creativity, the skills of orientating in the information space and independently designing their knowledge. In the process of project activity, there is a metamorphosis of the teacher’s position in the educational process (the teacher organizes the students’ activities). For the organization of teacher's activity, it is necessary to master the methods and techniques of preparing students for the work on the project and its development. Teaching “Biology and Ecology” and “Basics of Health” is successful only if the teacher’s work with students in all its forms is a purposeful system of teaching and education that develops in unity biological concepts, dialectical-materialist worldview, thinking, and independent practical work skills, the project’s method helps in this the most. At the modern stage of development of school education, the problem of student's cognitive activity becomes especially important meaning due to the high rate of development and improvement the science and technology, society need for educated people and free from stereotypes, will be able to quickly orientate in the situation, thinking independently. Implementation of such tasks becomes possible only in the conditions of the project teaching stimulating the mental activity of students. \u0000Keywords: method of projects; design activity; integration; biology; ecology; natural science education; natural science competence; creative health.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122855032","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247517
Yu. Bondar
The urgency of the problem of development and diagnostics of creative skills of junior schoolchildren is substantiated in the article. The purpose of scientific work is to determine the criteria, indicators and diagnostic tools for the levels of formation of creative skills of junior high school students. The research methods determine the theoretical analysis and generalization of literature sources, in order to reveal the theoretical and practical aspects of the outlined problem. In particular, the article highlights the essence of the concepts: “skill”, “pedagogical diagnosis”, “criterion”, “indicator”; types of creative skills are covered. The essence of the criteria for the formation of creative skills of primary school students is determined and revealed: motivational-personal, theoretical-informational, practical-activity and communicative-creative. Indicators of formation of creative skills of junior schoolchildren are developed, according to the offered criteria. Three levels of formation of creative skills of junior schoolchildren are singled out and characterized: high, sufficient and elementary. Pedagogical and general scientific methods for the ascertaining stage of the experiment are selected: pedagogical observation, questionnaires, testing, analysis of creative activity products, methods of statistical data processing. Diagnostic methods are determined according to each criterion. It is established that diagnostics should be aimed at the activity and consideration of mental operations, cognition strategies and not be limited to the analysis of the result of activity. The requirements that must be met during diagnostic procedures are highlighted. The results of the study show that the criteria and indicators are the basis for the selection of diagnostic tools for the formation of creative skills of primary school children, whose role is important during the experimental study. Keywords: creative skills; pedagogical diagnostics; criteria; indicators; levels of formation of creative skills; experiment; diagnostic methods; junior schoolchildren.
{"title":"DIAGNOSTIC TOOLS FOR DETERMINATION OF LEVELS OF FORMATION OF CREATIVE SKILLS OF JUNIOR SCHOOLCHILDREN","authors":"Yu. Bondar","doi":"10.31499/2706-6258.2(6).2021.247517","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247517","url":null,"abstract":"The urgency of the problem of development and diagnostics of creative skills of junior schoolchildren is substantiated in the article. The purpose of scientific work is to determine the criteria, indicators and diagnostic tools for the levels of formation of creative skills of junior high school students. The research methods determine the theoretical analysis and generalization of literature sources, in order to reveal the theoretical and practical aspects of the outlined problem. In particular, the article highlights the essence of the concepts: “skill”, “pedagogical diagnosis”, “criterion”, “indicator”; types of creative skills are covered. The essence of the criteria for the formation of creative skills of primary school students is determined and revealed: motivational-personal, theoretical-informational, practical-activity and communicative-creative. Indicators of formation of creative skills of junior schoolchildren are developed, according to the offered criteria. Three levels of formation of creative skills of junior schoolchildren are singled out and characterized: high, sufficient and elementary. Pedagogical and general scientific methods for the ascertaining stage of the experiment are selected: pedagogical observation, questionnaires, testing, analysis of creative activity products, methods of statistical data processing. Diagnostic methods are determined according to each criterion. It is established that diagnostics should be aimed at the activity and consideration of mental operations, cognition strategies and not be limited to the analysis of the result of activity. The requirements that must be met during diagnostic procedures are highlighted. The results of the study show that the criteria and indicators are the basis for the selection of diagnostic tools for the formation of creative skills of primary school children, whose role is important during the experimental study. \u0000Keywords: creative skills; pedagogical diagnostics; criteria; indicators; levels of formation of creative skills; experiment; diagnostic methods; junior schoolchildren.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126424854","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247629
R. Bezliudnyi, Vita Bezliudna
The article presents a theoretical generalization of the researches on the problem of foreign language training of student youth in the European Union. Today in the institutions of higher education of Ukraine there is a tendency to intensify the foreign language training of each applicant for higher education. Among the many aspects in the content of education, foreign language training of higher education in Ukraine focuses on itself special attention. At the same time, it was found out that currently in Ukraine there is a complex multi-level contradiction of the following nature: The European Union prepares graduates of schools that speak a foreign language at the B2 level, and Ukrainian pedagogical higher education institutions graduate students who do not speak a foreign language at the B2 level; Ukrainian schools require from students B2 level which their teachers do not have, and therefore, in a sense, Ukrainian students may be more competent than their teachers, which is unacceptable. The analysis of foreign language training of student youth in the European Union allowed the authors to identify the achievements and features of foreign language training of student youth in some European countries in order to outline the required by the domestic education system trends in foreign language training at higher education institutions. The authors of the article analyzed the professional training of future foreign language teachers in such European countries: Germany, Poland, Slovakia, France, Italy. It was found out that such training is thoroughly researched by Ukrainian comparative scientists and is gradually introduced into the domestic system of higher education.But taking into account such tasks, problems and challenges facing Europe and Ukraine in the field of foreign language education, as well as permanent forms of cooperation within the Bologna Process, the prospects for further research the authors see in a deeper study of the process of reforming foreign language education, which brings obvious benefits to Ukrainian higher education. Keywords: foreign language education; foreign language training; student youth; European Union countries; higher education; foreign language; institutions of higher education; Ukraine.
{"title":"FOREIGN LANGUAGE TRAINING OF STUDENT YOUTH IN THE EUROPEAN UNION: ANALYSIS OF SOME RESEARCHES","authors":"R. Bezliudnyi, Vita Bezliudna","doi":"10.31499/2706-6258.2(6).2021.247629","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247629","url":null,"abstract":"The article presents a theoretical generalization of the researches on the problem of foreign language training of student youth in the European Union. Today in the institutions of higher education of Ukraine there is a tendency to intensify the foreign language training of each applicant for higher education. Among the many aspects in the content of education, foreign language training of higher education in Ukraine focuses on itself special attention. At the same time, it was found out that currently in Ukraine there is a complex multi-level contradiction of the following nature: The European Union prepares graduates of schools that speak a foreign language at the B2 level, and Ukrainian pedagogical higher education institutions graduate students who do not speak a foreign language at the B2 level; Ukrainian schools require from students B2 level which their teachers do not have, and therefore, in a sense, Ukrainian students may be more competent than their teachers, which is unacceptable. The analysis of foreign language training of student youth in the European Union allowed the authors to identify the achievements and features of foreign language training of student youth in some European countries in order to outline the required by the domestic education system trends in foreign language training at higher education institutions. The authors of the article analyzed the professional training of future foreign language teachers in such European countries: Germany, Poland, Slovakia, France, Italy. It was found out that such training is thoroughly researched by Ukrainian comparative scientists and is gradually introduced into the domestic system of higher education.But taking into account such tasks, problems and challenges facing Europe and Ukraine in the field of foreign language education, as well as permanent forms of cooperation within the Bologna Process, the prospects for further research the authors see in a deeper study of the process of reforming foreign language education, which brings obvious benefits to Ukrainian higher education. \u0000Keywords: foreign language education; foreign language training; student youth; European Union countries; higher education; foreign language; institutions of higher education; Ukraine.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127317377","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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