Pub Date : 2022-12-29DOI: 10.24195/2617-6688-2022-4-7
Ma Shi
The work is devoted to the formation of a systematic idea of the national musical culture (NMC) in the music teachers training process. The expediency and validity of four pedagogical approaches have been determined. It concerns systemic, culture-based, activity-centred and hermeneutic approaches. Based on the conceptual provisions of researchers' works, as well as the method of systemic genre modelling of musical culture, the idea of the structure of the NMC as a systemic and holistic phenomenon is accepted as a guideline. The basis of the NMC is the tradition of folk art, folklore of large and small peoples belonging to a single nation. Folklore is a complex phenomenon that should be presented and studied as a system of song, dance, and instrumental genres (mythological, ritual and magic, calendar and ritual, epic, game, etc.) The author describes that the genre model of the NMC used in the study allows to cover all the main characteristics and elements of the cultural practice of music, such as: the activities of performing musicians; functioning of theatres, concert organisations, creative unions; work of educational institutions; production and use of musical instruments, sheet music and books; media activity, etc. Therefore, the NMC can be considered not only in terms of its genre content. However, with any approach, from any point of view, the theoretical reflection of musical culture will be a multi-element, multi-faceted and multi-level unity. They are implemented through the application of a complex of pedagogical principles, methods and forms of education, such as: the principle of coordination and subordination of artistic cultures and their components; the principle of the "spiral trajectory" of the educational course thematic composition; the principle of the genre and style model of the NMC; the method of immersion in culture; the method of multi-artistic representation of educational material; the principle of establishing the level of cultures affinity, which regulates the involvement of comparative analysis methods; the principle of creative assimilation of the music-language system of the NMC; the didactic game method; the "hermeneutic circle" principle; the method of creating mnemonic symbols, etc.
{"title":"Methodological approaches to the formation of the pre-service Music teachers' systematic idea of the national musical culture","authors":"Ma Shi","doi":"10.24195/2617-6688-2022-4-7","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-4-7","url":null,"abstract":"The work is devoted to the formation of a systematic idea of the national musical culture (NMC) in the music teachers training process. The expediency and validity of four pedagogical approaches have been determined. It concerns systemic, culture-based, activity-centred and hermeneutic approaches. Based on the conceptual provisions of researchers' works, as well as the method of systemic genre modelling of musical culture, the idea of the structure of the NMC as a systemic and holistic phenomenon is accepted as a guideline. The basis of the NMC is the tradition of folk art, folklore of large and small peoples belonging to a single nation. Folklore is a complex phenomenon that should be presented and studied as a system of song, dance, and instrumental genres (mythological, ritual and magic, calendar and ritual, epic, game, etc.) The author describes that the genre model of the NMC used in the study allows to cover all the main characteristics and elements of the cultural practice of music, such as: the activities of performing musicians; functioning of theatres, concert organisations, creative unions; work of educational institutions; production and use of musical instruments, sheet music and books; media activity, etc. Therefore, the NMC can be considered not only in terms of its genre content. However, with any approach, from any point of view, the theoretical reflection of musical culture will be a multi-element, multi-faceted and multi-level unity. They are implemented through the application of a complex of pedagogical principles, methods and forms of education, such as: the principle of coordination and subordination of artistic cultures and their components; the principle of the \"spiral trajectory\" of the educational course thematic composition; the principle of the genre and style model of the NMC; the method of immersion in culture; the method of multi-artistic representation of educational material; the principle of establishing the level of cultures affinity, which regulates the involvement of comparative analysis methods; the principle of creative assimilation of the music-language system of the NMC; the didactic game method; the \"hermeneutic circle\" principle; the method of creating mnemonic symbols, etc.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46824026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.24195/2617-6688-2022-4-5
Xu Xingzhou
The article is devoted to the problem of developing pedagogical conditions for the development of artistic and aesthetic experience of pre-service music teachers of Ukraine and China in the process of vocal training. It has been found that the development of the information society and globalization have expanded the possibilities of higher art and pedagogical educational institutions of both countries regarding the professional training of pre-service teachers of Musical Arts belonging to the new generation, in particular in the direction of creating innovative pedagogical conditions for them to acquire artistic and aesthetic experience. The concepts “pedagogical conditions” and “artistic and aesthetic dominant in works of musical art” in the context of the existing socio-cultural environment have been specified. It has been proved that the priority pedagogical conditions for achieving this goal are: stimulating an interested attitude to the artistic and aesthetic segment of vocal training (in particular, self-evaluation, self-improvement, etc.); encouragement to reflect on the emotional and semantic content of the work; ensuring the interrelation between the artistic and aesthetic context of the interpretation of a vocal work and methodological support for teaching it (probably). An end-to-end pedagogic condition has been defined: emphasis on the artistic and aesthetic dominant of the vocal work which is mastered (perceived, evaluated, studied, etc.) by university students. The pedagogical principles which are considered as a methodological basis for the implementation of the elaborated pedagogical conditions have been presented. It has been concluded that for the sake of full-fledged, high-quality training aimed at pre-service Music teachers of Ukraine and China in accordance with their activities in modern general secondary education institutions, artistic and aesthetic experience is an important segment of their training. At the same time, in accordance with artistic and creative activities, in particular performance and interpretation, a professional type of training is reflected on their dominants. The study takes into account vocal training, which has certain artistic and aesthetic contexts. Their consideration involves the development of a set of special pedagogical conditions that influence the artistic and aesthetic experience of pre-service Music teachers.
{"title":"Pedagogical conditions for influence on artistic and aesthetic experience of pre-service music teachers of Ukraine and China in the process of vocal training","authors":"Xu Xingzhou","doi":"10.24195/2617-6688-2022-4-5","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-4-5","url":null,"abstract":"The article is devoted to the problem of developing pedagogical conditions for the development of artistic and aesthetic experience of pre-service music teachers of Ukraine and China in the process of vocal training. It has been found that the development of the information society and globalization have expanded the possibilities of higher art and pedagogical educational institutions of both countries regarding the professional training of pre-service teachers of Musical Arts belonging to the new generation, in particular in the direction of creating innovative pedagogical conditions for them to acquire artistic and aesthetic experience. The concepts “pedagogical conditions” and “artistic and aesthetic dominant in works of musical art” in the context of the existing socio-cultural environment have been specified. It has been proved that the priority pedagogical conditions for achieving this goal are: stimulating an interested attitude to the artistic and aesthetic segment of vocal training (in particular, self-evaluation, self-improvement, etc.); encouragement to reflect on the emotional and semantic content of the work; ensuring the interrelation between the artistic and aesthetic context of the interpretation of a vocal work and methodological support for teaching it (probably). An end-to-end pedagogic condition has been defined: emphasis on the artistic and aesthetic dominant of the vocal work which is mastered (perceived, evaluated, studied, etc.) by university students. The pedagogical principles which are considered as a methodological basis for the implementation of the elaborated pedagogical conditions have been presented. It has been concluded that for the sake of full-fledged, high-quality training aimed at pre-service Music teachers of Ukraine and China in accordance with their activities in modern general secondary education institutions, artistic and aesthetic experience is an important segment of their training. At the same time, in accordance with artistic and creative activities, in particular performance and interpretation, a professional type of training is reflected on their dominants. The study takes into account vocal training, which has certain artistic and aesthetic contexts. Their consideration involves the development of a set of special pedagogical conditions that influence the artistic and aesthetic experience of pre-service Music teachers.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42560668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.24195/2617-6688-2022-4-1
Nowadays, In Ukraine one can observe the main tendencies inherent in the leading NATO member states in the field of reforming the military education system. In the domestic educational space, these tendencies are caused by the problematic content that was formed in the process of reforming the state and military education system, which requires finding ways to solve the current issues and tasks, both in theory and in practice. The purpose of the article is to determine the main tendencies in the development of military education in Ukraine which are developed in the field of theory and practice of modern pedagogical science with relevant problematic content. A system of general scientific and special methods of theoretical and empirical research (analysis, synthesis, comparison, generalization and systematization) was used in order to analyse development tendencies of the scientific discourse related to the military education in Ukraine. It was determined that standardization is one of the main development directions of the military education system in Ukraine. The principle of professionalization of military education, which is implemented on the basis of the development of the system of profession-oriented training aimed at military specialists, is actively developing. It remains an integral component of the military education system as a whole, taking into account new requirements to the quality of profession-oriented training aimed at military specialists in accordance with the standards of NATO member countries. The use of the competence-based approach remains relevant. At the same time, the competence-based approach requires a significant expansion within the field of theoretical reflection which is ensured by the orientation to the conceptualization of the development processes of the military education system, in particular within the framework of the concept-centric approach. It was determined that the development of innovative approaches is another tendency. As a result of the analysis, it was established that the use of institutional, concept-centric and innovative approaches that actively use the acquisitions made within the competence paradigm are the main tendencies in the development of military education in Ukraine; they can be considered to be the solution for theoretical and practical issues based on the principles of professionalization.
{"title":"Modern tendencies in the development of military education in Ukraine","authors":"","doi":"10.24195/2617-6688-2022-4-1","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-4-1","url":null,"abstract":"Nowadays, In Ukraine one can observe the main tendencies inherent in the leading NATO member states in the field of reforming the military education system. In the domestic educational space, these tendencies are caused by the problematic content that was formed in the process of reforming the state and military education system, which requires finding ways to solve the current issues and tasks, both in theory and in practice. The purpose of the article is to determine the main tendencies in the development of military education in Ukraine which are developed in the field of theory and practice of modern pedagogical science with relevant problematic content. A system of general scientific and special methods of theoretical and empirical research (analysis, synthesis, comparison, generalization and systematization) was used in order to analyse development tendencies of the scientific discourse related to the military education in Ukraine. It was determined that standardization is one of the main development directions of the military education system in Ukraine. The principle of professionalization of military education, which is implemented on the basis of the development of the system of profession-oriented training aimed at military specialists, is actively developing. It remains an integral component of the military education system as a whole, taking into account new requirements to the quality of profession-oriented training aimed at military specialists in accordance with the standards of NATO member countries. The use of the competence-based approach remains relevant. At the same time, the competence-based approach requires a significant expansion within the field of theoretical reflection which is ensured by the orientation to the conceptualization of the development processes of the military education system, in particular within the framework of the concept-centric approach. It was determined that the development of innovative approaches is another tendency. As a result of the analysis, it was established that the use of institutional, concept-centric and innovative approaches that actively use the acquisitions made within the competence paradigm are the main tendencies in the development of military education in Ukraine; they can be considered to be the solution for theoretical and practical issues based on the principles of professionalization.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48196290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.24195/2617-6688-2022-4-4
L. Ruban
The article carries out a biographical study of the childhood and youth of Selma Lagerlöf, with the purpose of determining the conditions that influenced the development of her genius abilities to create fairy tales. Research methods: study, analysis and generalization of special scientific literature in order to identify the state of the researched problem. The biographical study of S. Lagerlöf’s childhood and youth combines environmental and personal approaches. Thus, S. Lagerlöf’s grandmother narratives about hereditary estate were the main factors that influenced the development of imagination and excellent literary abilities of S. Lagerlöf. The girl was very pleased to listen to grandmother’s stories, which were full of legends and secrets. When at the age of three, S. Lagerlöf suffered from paralysis, those stories were exactly the only consolation for her because in these narratives the girl drew strength and inspiration. It is likely that thanks to these legends and stories about the family nest and Sweden as a whole, S. Lagerlöf began to fantasize and create her own stories, which were permeated with love to her native land. It is possible that the grandmother and her stories instilled in the girl faith in miracles, goodness, and fairy tales. After all, regardless of the serious illness, S. Lagerlöf did not lose hope for the best, wisdom, optimism and continued to write her brilliant works, imbued with devotion to her native home. The writer depicted the beauty of the home more than once in her works. S. Lagerlöf created in her works a world full of romance, fabulous adventures, and idleness. The article highlights the features inherent in S. Lagerlöf’s fairy tales. First, the events in the writer’s works happen in places dear to her heart – the city, the country. Secondly, S. Lagerlöf resorted to romantic literary techniques. Thirdly, the writer used a well-known literary device in her fairy tales – personification, that is, animals, birds, insects acquire human features, they behave like people. It was concluded that S. Lagerlöf was a romantic, dreamy person who loved her homeland immensely. The problem outlined in the article is relevant and needs further processing in order for it to be thoroughly completed.
{"title":"Talent development of Selma Lagerlöf, an outstanding Swedish writer","authors":"L. Ruban","doi":"10.24195/2617-6688-2022-4-4","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-4-4","url":null,"abstract":"The article carries out a biographical study of the childhood and youth of Selma Lagerlöf, with the purpose of determining the conditions that influenced the development of her genius abilities to create fairy tales. Research methods: study, analysis and generalization of special scientific literature in order to identify the state of the researched problem. The biographical study of S. Lagerlöf’s childhood and youth combines environmental and personal approaches. Thus, S. Lagerlöf’s grandmother narratives about hereditary estate were the main factors that influenced the development of imagination and excellent literary abilities of S. Lagerlöf. The girl was very pleased to listen to grandmother’s stories, which were full of legends and secrets. When at the age of three, S. Lagerlöf suffered from paralysis, those stories were exactly the only consolation for her because in these narratives the girl drew strength and inspiration. It is likely that thanks to these legends and stories about the family nest and Sweden as a whole, S. Lagerlöf began to fantasize and create her own stories, which were permeated with love to her native land. It is possible that the grandmother and her stories instilled in the girl faith in miracles, goodness, and fairy tales. After all, regardless of the serious illness, S. Lagerlöf did not lose hope for the best, wisdom, optimism and continued to write her brilliant works, imbued with devotion to her native home. The writer depicted the beauty of the home more than once in her works. S. Lagerlöf created in her works a world full of romance, fabulous adventures, and idleness. The article highlights the features inherent in S. Lagerlöf’s fairy tales. First, the events in the writer’s works happen in places dear to her heart – the city, the country. Secondly, S. Lagerlöf resorted to romantic literary techniques. Thirdly, the writer used a well-known literary device in her fairy tales – personification, that is, animals, birds, insects acquire human features, they behave like people. It was concluded that S. Lagerlöf was a romantic, dreamy person who loved her homeland immensely. The problem outlined in the article is relevant and needs further processing in order for it to be thoroughly completed.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49531234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.24195/2617-6688-2022-4-3
T. Yasynska, Viktoriia Grytsenko
This study deals with the problems related to students’ motivation for learning foreign languages. The purpose of the article is to identify the main enrollees’ goals that encourage them to entry universities for studying foreign languages, to define the concept "motivation" and determine internal and external motives for learning a foreign language in order to organize educational and methodological work. Efficiency of training depends on the motivation and internal attitudes of the one who is trained, so the motivational sphere has great importance in the organization of effective training. The relevance of the study is caused by the need to identify value directions and motivation for studying of foreign language in the context of training effective competent professionals – philologists of foreign languages and translators. The methodological bases for writing the article were the works of many scientists in the field of psychology and pedagogy, in general (I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. Bozhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina et al.), as well as directly in the study of foreign languages (N. Aristova, E. Luzik, Yu. Passova, O. Pylypiv, I. Prokopenko et al.). The main method of empirical research is a survey of the first-year-students according to the method of S. Paulina and S. Ketko. The main external and internal motives for entering a philological faculty alongside the essence and content of motivation to learn a foreign language in the psychological and pedagogical context were revealed as a result. Some effective teaching/learning methods were singled out: team work, educational discussions, use of the Internet resources, etc. Their implementation into the educational process ensures the activation of motivation and students’ stable positive attitude to learning a foreign language. The paper suggests theoretical and practical perspectives and directions for future research.
本研究探讨与学生外语学习动机有关的问题。本文的目的是确定鼓励学生进入大学学习外语的主要目标，定义“动机”的概念，确定学习外语的内部和外部动机，以便组织教育和方法工作。培训的效率取决于被培训者的动机和内在态度，因此动机领域在组织有效的培训中具有重要意义。研究的相关性是由于需要在培养有效的外语语言学家和翻译人员的背景下确定外语学习的价值方向和动机。撰写这篇文章的方法论基础是心理学和教育学领域许多科学家的作品，一般来说(I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. bozhhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina等人)，以及直接在外语研究(N. Aristova, E. Luzik, Yu。Passova, O. Pylypiv, I. Prokopenko等人)。实证研究的主要方法是根据S. Paulina和S. Ketko的方法对一年级学生进行调查。结果揭示了进入语言学院的主要外部动机和内部动机，以及在心理和教学背景下学习外语动机的本质和内容。一些有效的教学方法被挑选出来:团队合作、教育讨论、利用互联网资源等。在教学过程中贯彻这些原则，确保了外语学习动机的激活和学生学习外语的稳定的积极态度。本文提出了未来研究的理论和实践方向。
{"title":"Activation of students’ motivation to learn a foreign language","authors":"T. Yasynska, Viktoriia Grytsenko","doi":"10.24195/2617-6688-2022-4-3","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-4-3","url":null,"abstract":"This study deals with the problems related to students’ motivation for learning foreign languages. The purpose of the article is to identify the main enrollees’ goals that encourage them to entry universities for studying foreign languages, to define the concept \"motivation\" and determine internal and external motives for learning a foreign language in order to organize educational and methodological work. Efficiency of training depends on the motivation and internal attitudes of the one who is trained, so the motivational sphere has great importance in the organization of effective training. The relevance of the study is caused by the need to identify value directions and motivation for studying of foreign language in the context of training effective competent professionals – philologists of foreign languages and translators. The methodological bases for writing the article were the works of many scientists in the field of psychology and pedagogy, in general (I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. Bozhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina et al.), as well as directly in the study of foreign languages (N. Aristova, E. Luzik, Yu. Passova, O. Pylypiv, I. Prokopenko et al.). The main method of empirical research is a survey of the first-year-students according to the method of S. Paulina and S. Ketko. The main external and internal motives for entering a philological faculty alongside the essence and content of motivation to learn a foreign language in the psychological and pedagogical context were revealed as a result. Some effective teaching/learning methods were singled out: team work, educational discussions, use of the Internet resources, etc. Their implementation into the educational process ensures the activation of motivation and students’ stable positive attitude to learning a foreign language. The paper suggests theoretical and practical perspectives and directions for future research.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":"295 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69252878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.24195/2617-6688-2022-4-6
The article highlights the problem related to the training of pre-service Piano teachers in teaching ensemble music to students of art schools and other applicants for art education. The focus is on the popularity of ensemble music-making with children and youth, which requires special methodological training intended for teachers to ensure a high-quality artistic and educational process. It is shown that this type of music-making has certain types and genres, which implies taking into account their features and developing special methods for teaching ensemble playing. The importance of methodical competence as a professional quality that ensures the competitiveness of pre-service Piano teachers in the labour market has been determined. Some aspects of ensemble music-making existing in the scientific discourse have been presented in a pedagogical projection. It is presented that there is a certain contradiction between the importance of mastering methodological competence by pre-service Piano teachers in teaching ensemble and the absence of appropriate constructs of methodological content in the educational program as well as conditions for the introduction of a separate methodology into the educational process. The development of a methodology for the formation of appropriate methodological competence involves a selection of methodological foundations. The purpose of the article is to substantiate the methodological basis for the formation of pre-service Piano teachers’ methodological competence in the process of ensemble music-making. In order to achieve the goal, the content of the article substantiates the expediency of using certain scientific approaches, in accordance with which pedagogical principles of methodical direction have been proposed. The expediency of using the following scientific approaches as the methodological basis for the methods of forming the methodological competence of pre-service Piano teachers in teaching ensemble playing have been substantiated: motivational-acmeological; systemic-cognitive; interpersonal, artistic and communicative; hermeneutic-synergistic. Each of the nominated approaches combines two mutually consistent scientific approaches, which corresponds to the phenomenon of the professional quality under research. The corresponding pedagogical principles have been presented.
{"title":"Methodological foundations for the formation of methodological competence of pre-service Piano teachers in the process of ensemble music-making","authors":"","doi":"10.24195/2617-6688-2022-4-6","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-4-6","url":null,"abstract":"The article highlights the problem related to the training of pre-service Piano teachers in teaching ensemble music to students of art schools and other applicants for art education. The focus is on the popularity of ensemble music-making with children and youth, which requires special methodological training intended for teachers to ensure a high-quality artistic and educational process. It is shown that this type of music-making has certain types and genres, which implies taking into account their features and developing special methods for teaching ensemble playing. The importance of methodical competence as a professional quality that ensures the competitiveness of pre-service Piano teachers in the labour market has been determined. Some aspects of ensemble music-making existing in the scientific discourse have been presented in a pedagogical projection. It is presented that there is a certain contradiction between the importance of mastering methodological competence by pre-service Piano teachers in teaching ensemble and the absence of appropriate constructs of methodological content in the educational program as well as conditions for the introduction of a separate methodology into the educational process. The development of a methodology for the formation of appropriate methodological competence involves a selection of methodological foundations. The purpose of the article is to substantiate the methodological basis for the formation of pre-service Piano teachers’ methodological competence in the process of ensemble music-making. In order to achieve the goal, the content of the article substantiates the expediency of using certain scientific approaches, in accordance with which pedagogical principles of methodical direction have been proposed. The expediency of using the following scientific approaches as the methodological basis for the methods of forming the methodological competence of pre-service Piano teachers in teaching ensemble playing have been substantiated: motivational-acmeological; systemic-cognitive; interpersonal, artistic and communicative; hermeneutic-synergistic. Each of the nominated approaches combines two mutually consistent scientific approaches, which corresponds to the phenomenon of the professional quality under research. The corresponding pedagogical principles have been presented.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48521319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.24195/2617-6688-2022-4-2
Modern globalization, the development of the mother tongue in the world, the improvement of its norms of speech culture does not only serve the purpose of raising the level of this language use. The increasing expansion of the international integration environment, the borderless dissemination of information, the expansion of inter-country public, social, cultural, and economic relations make the strategic opportunities of the language take a new dimension. Speech culture, being the most important and leading part of the general culture of people, is one of the components. In addition to the culture of speech, writing is included in this concept alongside culture. A person who acquires such a high quality is a social member of the society. Speech culture is a practical field of linguistics, language as a means of communication learns how to use it. Therefore, speech culture is not considered a theoretical, but a practical field of linguistics. That is, speech culture, first of all, as a means of communication through language of philology, the rules of use, the field studied on the basis of science is required. At the same time, ıt is used to express the quality of this or that speech manifestation depending on a concept. This is the speech of every representative of the people, it is a different use of the means of communication, it is the speech of different people.
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Pub Date : 2022-10-27DOI: 10.24195/2617-6688-2022-3-5
N. Byrko
The presented article defines and summarises the universal approaches to teaching in education as a system of purposeful principles and methods aimed at taking into account the needs of recipients of educational services and satisfying them in the educational process. The priority approaches of universal design in teaching in the modern education system have been analysed, which include the approach in teaching based on the pedagogy of partnership, the approach in teaching based on the pedagogy of tolerance, the approach in teaching based on non-violent communication. Each of the identified approaches is universal. The purpose of the article is to highlight the outlined problem, to define and generalize universal approaches to teaching in educational activities, to use priority approaches of universal design to create an effective inclusive educational environment in modern educational institutions. The relevance of each of the identified approaches is high today. The approach to teaching based on partnership pedagogy, which implements one of the components of the NUS formula, requires new methodological developments, studies on the successful interaction of participants in the educational process. In this context, we offer a 3-D formula for partnership interaction, which involves the systematic application and implementation of its components in action: dialogue-trust-agreements. The teaching approach based on the pedagogy of tolerance consists in observing and using the principles of humanism, mutual trust, mutual understanding, reliance on the positive moments, which will always be a priority in the interaction of all subjects of the educational process. Another approach of universality in teaching was identified by us as an approach based on non-violent communication (NVC), which involves the creation of an effective inclusive educational environment, which is urgently needed today, during the war in the country. The approach of non-violent communication is aimed at building relationships between people, based on honesty, empathy, kindness, openness and tolerance; it allows you to make positive decisions even in difficult conflict situations, taking into account the feelings and needs of each person.
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Pub Date : 2022-10-27DOI: 10.24195/2617-6688-2022-3-10
A. Budnik, I. Khyzhniak
The article is devoted to the theoretical substantiation and practical use of the project method in working with future philologists. Under the influence of the comprehensive technologization of education, project technologies have evolved from the project method and function in modern pedagogical research under the term “project method”. It is proved that the project method is becoming increasingly popular in the world, there are many experimental schools where the main method of teaching is the project method and its varieties. Teachers all over the world note the enormous possibilities of the project method, in particular its impact on the development of activity, independence, creativity, collectivism of students. The purpose of the article is to reveal the originality of using the project method, in particular mini-projects, in the process of teaching students of higher education institutions. The main stages of work on the project (organizational and preparatory, planning, technological, final) are revealed. Since the project method directly develops the creative, research and analytical activities of students, the main task is to teach them to think independently, find and solve various issues, applying knowledge from different fields, the ability to predict the results and possible consequences of different solutions, the ability to establish cause and effect relationships. The student's activity should be subordinated to the result that he will get by solving a practical or theoretical problem. The authors analyzed the theoretical and practical experience of both domestic and foreign scientists, identified and described the classification of A. Klymenko and O. Podkolzina who distribute projects according to the dominant method or type of activity. It is substantiated that the use of project tasks changes practically all components of the educational process: the type of interaction between the teacher and the student, the evaluation system, the selection of educational material, etc.
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Pub Date : 2022-10-27DOI: 10.24195/2617-6688-2022-3-8
N. Dmytryshchuk, A. Linenko
The article raises the problem of actualization of the motivation-targeted activity of lecturers of a maritime higher education institution in the context of the formation of cadets’, future navigators’ communicative self-efficacy. The expediency of updating the motivation-targeted activity in this aspect is substantiated, the definition of its goals is presented. It is proved that an important component of navigators’ professional activity is the system composed of a set of diverse communications. The definition of the phenomenon "self-efficacy" and cadets’, future navigators’ communicative self-efficacy has been given. The close relationship between the level of achievement motivation and success in its life activity is emphasized, as well as its influence on the process of development of communicative self-efficacy. Conceptual directions for determining the essence of achievement motivation (G. Murray, D. McClelland, J. Atkinson, J. Heckhausen, etc.), Ukrainian scientists (S. Zaniuk, S. Makarenko, O. Pavlik, et al.), its role in the formation of the phenomenon under study, communicative self-efficacy of future navigators. The significance of activation of an active reflexive position among cadets has been determined. The structure of the achievement motivation is given. The expediency of using such methodological accompaniments as: keeping reflexive diaries and using a reflexive workshop in the educational process of a maritime institution of higher education is indicated. The importance of conducting "Professional consulting" for actualisation of the self-concept (I-concept), motivation for the successful achievement of the goals of the future professional activity, communicative self-efficacy, how the use of this method and its interactive form contributes to the active development of a positive attitude and interest of cadets in performing tasks related to communication in its various manifestations, in the optimization of the educational process of a maritime institution of higher education.
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