Pub Date : 2022-07-01DOI: 10.24195/2616-5317-2022-34-13
Liudmyla Yavorska
The variability of English interrogatives, the algorithm for their formation and usage are of unreserved interest to linguists, scientists, teachers, graduates. The identified theme is especially popular in contemporary scientific researches because it is one of the most prevalent and important ones. The reason for such interest is the fact that the speech communication occupies the most prominent place among modern means of interaction, and the dialogic speech itself is an inherent part of speech communication, both verbal and written. But it is impossible to imagine any dialogue without interrogatives, which are a trigger, that is an initial impulse provoking the development of the communication process. The purpose of the article is to study the variability of English simple interrogatives depending on their word order and functions. This publication presents an essay on the study of the structural varieties of English simple interrogative sentences in the process of the dialogical speech as the most important means of communication; the analysis of modern linguistic studies directly related to the interrogatives investigation was carried out; the functional meaning and different locations of particular sentence members in the general structure of interrogative sentences were considered, 5 structural types of English simple interrogatives were selected, and the directions for further research on the theme were defined. To be consistent with the scientific principles, authenticity, and practical implementation of the obtained results, our study was conducted on the basis of selective material from the popular novel by American writer Jerome David Salinger “The Catcher in the Rye”.
{"title":"ALGORITHM FOR FORMING SIMPLE INTEROGATIVES IN THE PROCESS OF DIALOGICAL SPEECH IN THE ENGLISH LANGUAGE","authors":"Liudmyla Yavorska","doi":"10.24195/2616-5317-2022-34-13","DOIUrl":"https://doi.org/10.24195/2616-5317-2022-34-13","url":null,"abstract":"The variability of English interrogatives, the algorithm for their formation and usage are of unreserved interest to linguists, scientists, teachers, graduates. The identified theme is especially popular in contemporary scientific researches because it is one of the most prevalent and important ones. The reason for such interest is the fact that the speech communication occupies the most prominent place among modern means of interaction, and the dialogic speech itself is an inherent part of speech communication, both verbal and written. But it is impossible to imagine any dialogue without interrogatives, which are a trigger, that is an initial impulse provoking the development of the communication process.\u0000\u0000The purpose of the article is to study the variability of English simple interrogatives depending on their word order and functions.\u0000\u0000This publication presents an essay on the study of the structural varieties of English simple interrogative sentences in the process of the dialogical speech as the most important means of communication; the analysis of modern linguistic studies directly related to the interrogatives investigation was carried out; the functional meaning and different locations of particular sentence members in the general structure of interrogative sentences were considered, 5 structural types of English simple interrogatives were selected, and the directions for further research on the theme were defined. To be consistent with the scientific principles, authenticity, and practical implementation of the obtained results, our study was conducted on the basis of selective material from the popular novel by American writer Jerome David Salinger “The Catcher in the Rye”.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78232884","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 : 2022-07-01DOI: 10.24195/2616-5317-2022-34-8
Tetiana Stoianova, Victoria Shutyak
The article is devoted to the study of the peculiarities of culinary discourse translation into Ukrainian on the example of culinary recipes. The aim of the research is to analyze the translation of culinary discourse texts on the example of recipes from the book “Jamie Oliver’s 30 Minute Meals”. The urgency of the work is due to the growing scientific interest in the translation of culinary texts in connection with the development of communications, due to which the gastronomic experience of different countries is rapidly spreading around the world, so culinary texts need adequate translation. As a result of the study, the authors conclude that the recipe as one of the key genres of culinary discourse has certain discursive features, a specific structure; however, modern recipes acquire certain genre modifications. An analysis of the translation of recipes revealed that the most commonly used grammatical transformations, represented by literal translation, syntactic transposition, grammatical permutations and substitutions, as well as addition and omission. It is determined that lexical transformations occur with medium frequency, such as: differentiation of meaning, partonymic and equonymic substitutions, concretization and modulation. The least common are lexical and grammatical transformations — holistic transformation and compensation for translation losses. It is established that the transformations used by translators allow better understanding the recipe, to understand the measures of the product, the ingredients. On the other hand, incorrect use of transformations leads to conceptually unsecured translation errors: the incorrect or incomprehensible name of ingredients, free interpretation of measures in the recipe, unnecessary clarifications leading to tautology were identified.
{"title":"FEATURES OF CULINARY DISCOURSE TRANSLATION","authors":"Tetiana Stoianova, Victoria Shutyak","doi":"10.24195/2616-5317-2022-34-8","DOIUrl":"https://doi.org/10.24195/2616-5317-2022-34-8","url":null,"abstract":"The article is devoted to the study of the peculiarities of culinary discourse translation into Ukrainian on the example of culinary recipes. The aim of the research is to analyze the translation of culinary discourse texts on the example of recipes from the book “Jamie Oliver’s 30 Minute Meals”. The urgency of the work is due to the growing scientific interest in the translation of culinary texts in connection with the development of communications, due to which the gastronomic experience of different countries is rapidly spreading around the world, so culinary texts need adequate translation. As a result of the study, the authors conclude that the recipe as one of the key genres of culinary discourse has certain discursive features, a specific structure; however, modern recipes acquire certain genre modifications. An analysis of the translation of recipes revealed that the most commonly used grammatical transformations, represented by literal translation, syntactic transposition, grammatical permutations and substitutions, as well as addition and omission. It is determined that lexical transformations occur with medium frequency, such as: differentiation of meaning, partonymic and equonymic substitutions, concretization and modulation. The least common are lexical and grammatical transformations — holistic transformation and compensation for translation losses. It is established that the transformations used by translators allow better understanding the recipe, to understand the measures of the product, the ingredients. On the other hand, incorrect use of transformations leads to conceptually unsecured translation errors: the incorrect or incomprehensible name of ingredients, free interpretation of measures in the recipe, unnecessary clarifications leading to tautology were identified.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90140090","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 : 2022-07-01DOI: 10.24195/2616-5317-2022-34-6
Oleksandra V. Popova
The article is devoted to the study of the paradigm of changes in the content of official documents regulating economic and legal relations in the academic sphere in the XXI century. The author considers the factors influencing the process of changes in the content of official documents regulating economic and legal relations in the academic sphere in the context of the linguistic-translation paradigm. The concepts “economic and legal discourse”, “composition of the text of the document”, “academic sphere” have been clarified. Economic and legal discourse is determined through the prism of its dual nature (linguistic and extralinguistic) as a discourse of economics and law, education-driven discourse, its extralinguistic background being associated with the prerequisites for initiating elaborations in the area of education, for launching academic mobility programmes intended for participants of the teaching / learning process at the background of the native state development and intergovernmental cooperation. The text composition of the document is associated with the format (frame) of its representation, namely: the structural and compositional form of the document along with lexical and grammatical features of the economic and legal discourse. We interpret the academic sphere as the environment in which the acquisition of new knowledge, exchange of education-related information, implementation of scientific / research projects, practical manifestation of the outcomes, cultural exchange and intercultural communication take place due to the creation of certain conditions. Some changes in the structure and composition of the documents regulating economic and legal relations in the academic sphere have been characterised. The linguistic peculiarities of the English official documents and their variants of translation into Chinese and Ukrainian have been analysed. The author presents illustrative means demonstrating the interaction of factors influencing the content of official documents which regulate economic and legal relations in the academic sphere in the XXI century.
{"title":"ECONOMIC AND LEGAL DISCOURSE: PARADIGM OF CHANGES IN THE XXI CENTURY (ON THE MATERIAL OF CHINESE, ENGLISH AND UKRAINIAN LANGUAGES)","authors":"Oleksandra V. Popova","doi":"10.24195/2616-5317-2022-34-6","DOIUrl":"https://doi.org/10.24195/2616-5317-2022-34-6","url":null,"abstract":"The article is devoted to the study of the paradigm of changes in the content of official documents regulating economic and legal relations in the academic sphere in the XXI century. The author considers the factors influencing the process of changes in the content of official documents regulating economic and legal relations in the academic sphere in the context of the linguistic-translation paradigm. The concepts “economic and legal discourse”, “composition of the text of the document”, “academic sphere” have been clarified. Economic and legal discourse is determined through the prism of its dual nature (linguistic and extralinguistic) as a discourse of economics and law, education-driven discourse, its extralinguistic background being associated with the prerequisites for initiating elaborations in the area of education, for launching academic mobility programmes intended for participants of the teaching / learning process at the background of the native state development and intergovernmental cooperation. The text composition of the document is associated with the format (frame) of its representation, namely: the structural and compositional form of the document along with lexical and grammatical features of the economic and legal discourse. We interpret the academic sphere as the environment in which the acquisition of new knowledge, exchange of education-related information, implementation of scientific / research projects, practical manifestation of the outcomes, cultural exchange and intercultural communication take place due to the creation of certain conditions.\u0000\u0000Some changes in the structure and composition of the documents regulating economic and legal relations in the academic sphere have been characterised. The linguistic peculiarities of the English official documents and their variants of translation into Chinese and Ukrainian have been analysed. The author presents illustrative means demonstrating the interaction of factors influencing the content of official documents which regulate economic and legal relations in the academic sphere in the XXI century.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":"231 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76782547","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 : 2022-06-30DOI: 10.24195/2617-6688-2022-2-9
J. ran
The article reveals the peculiarities of the implementation of the problem-based approach in the professional training of future teachers of Art disciplines. The methods of systematization of scientific research, analysis of psychological and pedagogical literature, classification of pedagogical tasks are used for research. The author proves the leading role of pedagogical tasks in the innovative and creative activity of the teacher, analyses their essential importance for the implementation of pedagogical innovations to provide for the productive education of students. A pedagogical task is defined as a meaningful pedagogical situation aimed at transforming reality, as a means of student activity to achieve certain educational goals. The scientific position is substantiated: the solution to the pedagogical problem is ensured by the dialectical processes of pedagogical thinking being in a complex interaction of its theoretical and practical types. Basing on generalisation of scientific material, the article formulates the requirements for the construction of musical and creative tasks for elementary school students: taking into account the psycho-physiological features of the development of learners; optimality of the ratio between complexity and accessibility of musical material; originality of the form used for material representation; informativeness of the artistic content of the task. The author formulates the principles of organizing the heuristic activity of students-musicians based on the problem-based approach: integrity, informativeness, technological capability, problematicity, integrability, variability. Their importance is determined in the context of professional training of students in practical musical and creative work with a schoolchildren team. Thus, the author proved the responsibility of the higher school for the personality formation of a professional teacher, capable of creativity, able to find new creative means, original and highly productive forms and methods of musical and creative interaction in the process of artistic activity while working with children.
{"title":"Task-based approach in the training of future teachers-musicians to creative work with learners","authors":"J. ran","doi":"10.24195/2617-6688-2022-2-9","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-2-9","url":null,"abstract":"The article reveals the peculiarities of the implementation of the problem-based approach in the professional training of future teachers of Art disciplines. The methods of systematization of scientific research, analysis of psychological and pedagogical literature, classification of pedagogical tasks are used for research. The author proves the leading role of pedagogical tasks in the innovative and creative activity of the teacher, analyses their essential importance for the implementation of pedagogical innovations to provide for the productive education of students. A pedagogical task is defined as a meaningful pedagogical situation aimed at transforming reality, as a means of student activity to achieve certain educational goals. The scientific position is substantiated: the solution to the pedagogical problem is ensured by the dialectical processes of pedagogical thinking being in a complex interaction of its theoretical and practical types. Basing on generalisation of scientific material, the article formulates the requirements for the construction of musical and creative tasks for elementary school students: taking into account the psycho-physiological features of the development of learners; optimality of the ratio between complexity and accessibility of musical material; originality of the form used for material representation; informativeness of the artistic content of the task. The author formulates the principles of organizing the heuristic activity of students-musicians based on the problem-based approach: integrity, informativeness, technological capability, problematicity, integrability, variability. Their importance is determined in the context of professional training of students in practical musical and creative work with a schoolchildren team. Thus, the author proved the responsibility of the higher school for the personality formation of a professional teacher, capable of creativity, able to find new creative means, original and highly productive forms and methods of musical and creative interaction in the process of artistic activity while working with children.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45568404","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 : 2022-06-30DOI: 10.24195/2617-6688-2022-2-7
T. Atroshchenko, T. Bondar
The article describes the activities that leading European and Ukrainian piano schools provide. The focus is on the basic methodological principles that underpin teaching in such institutions. Some peculiarities related to the ways how regional piano schools were organized in Ukraine are analyzed. The significant influence of the Viennese school on the development of pianism is stated. The peculiarities that characterize M. Clementi’s practices, who represented the London school as well as teaching practice of the representatives of the French piano school are described. The emphasis is placed on the methodological achievements of pianists in piano schools according to epochs. The importance of piano techniques and its impact on training a professional pianist is studied. The classification of piano techniques according to three types has been clarified. They are as follows: classical techniques, which are characterized by small finger technique, with an active finger stroke, maximum accuracy of finger movement from the «bone» and free hand on the wrist; romantic techniques, which involve the development of sensations in finger pads, using the weight of the whole hand – its complete release, «legato» connected and melodious finger; expressionist techniques, in which the technique of the shoulder girdle is important, combining the techniques of the first two types with the addition of pianist’s own techniques, where there is a noticeable support at the bottom of the key with a slightly fixed hand. There are two types of piano techniques that are small and large. Textured layouts are typical of small techniques: scales, positional groups, decorations (melismata), warbles, repetitions, all kinds of arpeggios, various figurations, and double thirds. Large techniques include chords, octaves (including broken ones) and other double notes (quintuplets, sextuplets), tremolo, and leaps (skips). The main directions in the Ukrainian piano school development are outlined. They are: democratic principles and their observance; comprehensive development of personality; application of a creative approach to the personal development of students; combination of achievements of national and world artistic culture; the use of national musical heritage; influence of different arts on the personality development; manifestation of students’ creative potential in learning, development of musical perception and mastering of historical and theoretical knowledge; promotion of national and world artistic culture.
{"title":"Performing-based and pedagogical principles of the activity in professional piano schools","authors":"T. Atroshchenko, T. Bondar","doi":"10.24195/2617-6688-2022-2-7","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-2-7","url":null,"abstract":"The article describes the activities that leading European and Ukrainian piano schools provide. The focus is on the basic methodological principles that underpin teaching in such institutions. Some peculiarities related to the ways how regional piano schools were organized in Ukraine are analyzed. The significant influence of the Viennese school on the development of pianism is stated. The peculiarities that characterize M. Clementi’s practices, who represented the London school as well as teaching practice of the representatives of the French piano school are described. The emphasis is placed on the methodological achievements of pianists in piano schools according to epochs. The importance of piano techniques and its impact on training a professional pianist is studied. The classification of piano techniques according to three types has been clarified. They are as follows: classical techniques, which are characterized by small finger technique, with an active finger stroke, maximum accuracy of finger movement from the «bone» and free hand on the wrist; romantic techniques, which involve the development of sensations in finger pads, using the weight of the whole hand – its complete release, «legato» connected and melodious finger; expressionist techniques, in which the technique of the shoulder girdle is important, combining the techniques of the first two types with the addition of pianist’s own techniques, where there is a noticeable support at the bottom of the key with a slightly fixed hand. There are two types of piano techniques that are small and large. Textured layouts are typical of small techniques: scales, positional groups, decorations (melismata), warbles, repetitions, all kinds of arpeggios, various figurations, and double thirds. Large techniques include chords, octaves (including broken ones) and other double notes (quintuplets, sextuplets), tremolo, and leaps (skips). The main directions in the Ukrainian piano school development are outlined. They are: democratic principles and their observance; comprehensive development of personality; application of a creative approach to the personal development of students; combination of achievements of national and world artistic culture; the use of national musical heritage; influence of different arts on the personality development; manifestation of students’ creative potential in learning, development of musical perception and mastering of historical and theoretical knowledge; promotion of national and world artistic culture.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43442050","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 : 2022-06-30DOI: 10.24195/2617-6688-2022-2-2
A. Bogush
The article presents the training of future educators-methodologists for methodical work in preschool institutions. Particularly, the formation of professional and methodological competence in applicants for higher education in the master's degree. The concept of "methodical work in preschool education" was determined, and we perceive it as a comprehensive pedagogical system of interaction of all participants in the educational process and the teaching staff of the institution which were aimed at improving the quality of the educational process; raising the professional and competence level of psychological, pedagogical and methodological readiness for the organization and content of the educational process of the preschool educational institution, the pedagogical skills of educators in the conditions of the preschool educational institution where they work. In Ukraine was developed the State Standard for the formation of professional and methodological competence of educators-methodologists preschool educational institutions. At the University of Ushinsky (Odessa) under the leadership was conducted an experimental study on the training of future educators-methodologists of preschool educational institution in the master's program. The educational work program "Methodical work in preschool educational institutions" and "Syllabus" to the required discipline was developed. The purpose of the educational program was the formation of future educators-methodologists of professional and methodological competence. We understand the professional and methodological competence of future educators-methodologists as the integration of professional and personal qualities of a specialist necessary for successful methodical activity of an educator-methodologist: its intelligence, mobility, flexibility, critical thinking, self-criticism, methodological maturity and methodological cultures. Future educators-methodologists scores are involved in various forms of experimental methods: lectures-dialogues, polylogues, dual lectures with prior training of students, development of innovative projects, laboratory classes directly in the preschool educational institutions under the guidance of an educator-methodologist, etc . The formation of professional and methodological competence of future educators-methodologists was determined by the following criteria: professionalism, methodological literacy, methodological culture. The obtained results were quite positive in terms of the formation of professional and methodological competence in the applicants of the experimental group compared to the control.
{"title":"Educator ‒ Methodologist of Preschool Education Institution: competence-professional paradigm of a modern specialist","authors":"A. Bogush","doi":"10.24195/2617-6688-2022-2-2","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-2-2","url":null,"abstract":"The article presents the training of future educators-methodologists for methodical work in preschool institutions. Particularly, the formation of professional and methodological competence in applicants for higher education in the master's degree. The concept of \"methodical work in preschool education\" was determined, and we perceive it as a comprehensive pedagogical system of interaction of all participants in the educational process and the teaching staff of the institution which were aimed at improving the quality of the educational process; raising the professional and competence level of psychological, pedagogical and methodological readiness for the organization and content of the educational process of the preschool educational institution, the pedagogical skills of educators in the conditions of the preschool educational institution where they work. In Ukraine was developed the State Standard for the formation of professional and methodological competence of educators-methodologists preschool educational institutions. At the University of Ushinsky (Odessa) under the leadership was conducted an experimental study on the training of future educators-methodologists of preschool educational institution in the master's program. The educational work program \"Methodical work in preschool educational institutions\" and \"Syllabus\" to the required discipline was developed. The purpose of the educational program was the formation of future educators-methodologists of professional and methodological competence. We understand the professional and methodological competence of future educators-methodologists as the integration of professional and personal qualities of a specialist necessary for successful methodical activity of an educator-methodologist: its intelligence, mobility, flexibility, critical thinking, self-criticism, methodological maturity and methodological cultures. Future educators-methodologists scores are involved in various forms of experimental methods: lectures-dialogues, polylogues, dual lectures with prior training of students, development of innovative projects, laboratory classes directly in the preschool educational institutions under the guidance of an educator-methodologist, etc . The formation of professional and methodological competence of future educators-methodologists was determined by the following criteria: professionalism, methodological literacy, methodological culture. The obtained results were quite positive in terms of the formation of professional and methodological competence in the applicants of the experimental group compared to the control.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69251700","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 : 2022-06-30DOI: 10.24195/2617-6688-2022-2-1
Nigar Shahhuseynbekova
The state strategy of the Republic of Azerbaijan in the field of education provides for the implementation of measures to protect and strengthen children’s physical and mental health, their socialization and the harmonious development of the individual. Despite this, the state of health of modern schoolchildren is of extreme concern, since there is a steady unfavourable trend associated with the intensification of school workload, limitation of physical activity, the introduction of digital technologies in the educational process, and insufficient pedagogical competence of teachers and parents. Taking into account the above problems, in 2014 the Ministry of Education of Azerbaijan launched the Healthy Education – Healthy Nation project, within which health-saving technologies are being introduced. The main goals of the project are to create conditions for physical development and prevention of school diseases; productive socio-psychological environment, integrative form of education, conditions for successful socialization of schoolchildren. During the school year, specialists conduct constant monitoring and diagnostics of students, organize social events that contribute to the formation of a healthy lifestyle and social skills, as well as the work to improve the pedagogical culture of parents. The aim of the project is to develop healthy educational technologies that serve to protect the physical and mental health of children and adolescents; to apply healthy educational technologies (classroom design and equipment, ensuring children's physical activity, medical and psychological control over their development, use of integrative and problem-based learning methodology), to assess advantages and gaps and to improve them; to contribute to the creation of a learning environment that will ensure the formation of national moral values in children and adolescents. The purpose of our study is a comparative assessment of the health and socio-psychological state of students in the "Healthy Education" classes with students of traditional classes, as well as an assessment of their school motivation.
{"title":"Socio-psychological adaptation and communication of children of Primary School age according to the system “Healthy Education – Healthy Nation”","authors":"Nigar Shahhuseynbekova","doi":"10.24195/2617-6688-2022-2-1","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-2-1","url":null,"abstract":"The state strategy of the Republic of Azerbaijan in the field of education provides for the implementation of measures to protect and strengthen children’s physical and mental health, their socialization and the harmonious development of the individual. Despite this, the state of health of modern schoolchildren is of extreme concern, since there is a steady unfavourable trend associated with the intensification of school workload, limitation of physical activity, the introduction of digital technologies in the educational process, and insufficient pedagogical competence of teachers and parents. Taking into account the above problems, in 2014 the Ministry of Education of Azerbaijan launched the Healthy Education – Healthy Nation project, within which health-saving technologies are being introduced. The main goals of the project are to create conditions for physical development and prevention of school diseases; productive socio-psychological environment, integrative form of education, conditions for successful socialization of schoolchildren. During the school year, specialists conduct constant monitoring and diagnostics of students, organize social events that contribute to the formation of a healthy lifestyle and social skills, as well as the work to improve the pedagogical culture of parents. The aim of the project is to develop healthy educational technologies that serve to protect the physical and mental health of children and adolescents; to apply healthy educational technologies (classroom design and equipment, ensuring children's physical activity, medical and psychological control over their development, use of integrative and problem-based learning methodology), to assess advantages and gaps and to improve them; to contribute to the creation of a learning environment that will ensure the formation of national moral values in children and adolescents. The purpose of our study is a comparative assessment of the health and socio-psychological state of students in the \"Healthy Education\" classes with students of traditional classes, as well as an assessment of their school motivation.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44665017","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 : 2022-06-30DOI: 10.24195/2617-6688-2022-2-5
Kira Gnezdilova, T. Bondar
The article substantiates the impact that teachers have when the state policy meant to reform and / or modernize education is being implemented, Consequently, it is of great importance for the policymakers to understand preservice and in-service primary (elementary) teachers’ attitude to educational reforms. Today, general secondary education schools need to create an inclusive educational environment that is safe for all students, regardless of the severity of their disability. It is extremely important to prevent the social isolation of children with special educational needs (SEN); to promote the realization of educational potential during the implementation of the individual curriculum and other functions regulated in the teacher’s job descriptions. So, it is necessary to investigate teachers’ attitude towards inclusive education as an innovative paradigm that reforms teaching and learning in modern schools. The article analyses published research findings that Ukrainian researchers who explore the topic of teachers’ attitudes towards inclusive education (see the website of the Vernadsky National Library). It is concluded that researchers in Ukraine are unlikely to have investigated questionnaires that help to identify teachers’ attitude and concerns about inclusion. The authors presented research findings of foreign researchers, who describe approaches to studying the features of teachers’ attitudes to inclusive education, methods and steps in collecting and processing information. The term «attitude» is clarified, its component structure, which serves as a basis for the development of questionnaire, is explained. The factors that form the positive and negative attitude of teachers towards inclusion of children with special educational needs in the general secondary education setting are highlighted. The further study is likely to investigate preservice and in-service primary school teachers’ attitude towards inclusive education using questionnaires developed by American and British researchers and adapted to the peculiarities of education in Ukraine.
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Pub Date : 2022-06-30DOI: 10.24195/2617-6688-2022-2-4
O. Kopus, O. Babii
The research reveals categorical, conceptual and theoretical, scientific and pedagogical parameters of the problem related to transversal competences formation of future teachers in the context of their training for the work in the New Ukrainian School (NUS). The paper aims to highlight terminological, conceptual and structural parameters of transversal competences phenomenology in the context of future teachers training for the work in the New Ukrainian School. The term “transversal competence” describes competences which realise the transfer of the acquired knowledge, abilities and skills systems in the plane providing the solution of tasks and situations belonging to real life practice through expressing person’s individual metacognitive potential. Taking into account the recent researches, the professionally significant transversal competences of a modern teacher were analysed and classified; instrumental, interpersonal and integral competences were specified. The study concludes that transversal skills acquired by the teacher of the New Ukrainian School are a complex of instrumental (implemented into practice), interpersonal (individually generated) and system-based (integral) competences which realise the transfer of the acquired knowledge, abilities and skills systems in in the plane providing the solution of pedagogical and professional tasks, as well as situations within educational practice through expressing person’s individual metacognitive and professional potential. The performed diagnostic analysis provides the information about future teachers’ awareness of the conceptual-terminological matrix of “transversal competence” phenomenology in the context of training them in performing their future professional activity in the New Ukrainian School. The level of future teachers’ awareness of the functional role of transversal competences in the effective training enabling future teachers to perform their professional activity in the NUS is identified as unsatisfactory.
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Pub Date : 2022-06-30DOI: 10.24195/2617-6688-2022-2-3
I. Gonchar
The article is dedicated to the topic, the relevance of which is stipulated by the war in Ukraine, beginning with 2014, and the necessity to overcome its consequences by the combat actions participants. The purpose of the study is to develop and characterise the program of social and psychological rehabilitation of combatants by involving them in volunteering. In the course of the study, a complex of methods was used: analysis, systematisation, comparison, generalisation of scientific literature in order to determine the conceptual and categorical apparatus of the research, as well as to develop a program of social and psychological rehabilitation of combatants. The study presents volunteering as a resource for the development of communication and leadership skills, the opportunity to see the results of their own work; to feel the need in civilian life; to realise their creative potential; to try themselves in a new role alongside a possibly to change their profession. The elaborated program is focused on the development of person’s potential, which contributes to the inclusion of combat activities participants in the system of social relations, their adaptation to the conditions of civil life, the development of communication skills, and the skills to establish relationships. The program is aimed at implementing a set of tasks: creating motivational space for the development of person’s potential, his / her social activity, civic consciousness; developing the ability to work in a team; developing communicative, organisational, managerial skills and abilities by involving combatants in volunteering; motivating them for self-development; professional orientation. The implementation of the program undergoes four stages; each of them has its purpose and content. These stages range from theoretical acquaintance with the main aspects of volunteer work to the practical implementation of individual projects.
{"title":"Socio-psychological rehabilitation of combat activities participants by means of involving them in volunteering","authors":"I. Gonchar","doi":"10.24195/2617-6688-2022-2-3","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-2-3","url":null,"abstract":"The article is dedicated to the topic, the relevance of which is stipulated by the war in Ukraine, beginning with 2014, and the necessity to overcome its consequences by the combat actions participants. The purpose of the study is to develop and characterise the program of social and psychological rehabilitation of combatants by involving them in volunteering. In the course of the study, a complex of methods was used: analysis, systematisation, comparison, generalisation of scientific literature in order to determine the conceptual and categorical apparatus of the research, as well as to develop a program of social and psychological rehabilitation of combatants. The study presents volunteering as a resource for the development of communication and leadership skills, the opportunity to see the results of their own work; to feel the need in civilian life; to realise their creative potential; to try themselves in a new role alongside a possibly to change their profession. The elaborated program is focused on the development of person’s potential, which contributes to the inclusion of combat activities participants in the system of social relations, their adaptation to the conditions of civil life, the development of communication skills, and the skills to establish relationships. The program is aimed at implementing a set of tasks: creating motivational space for the development of person’s potential, his / her social activity, civic consciousness; developing the ability to work in a team; developing communicative, organisational, managerial skills and abilities by involving combatants in volunteering; motivating them for self-development; professional orientation. The implementation of the program undergoes four stages; each of them has its purpose and content. These stages range from theoretical acquaintance with the main aspects of volunteer work to the practical implementation of individual projects.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41524615","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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