Pub Date : 2022-06-30DOI: 10.24195/2617-6688-2022-2-8
He Jingyi, Olena Rebrova
The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative.
{"title":"Theoretical model of artistic and project-based experience of future teachers of Musical Arts","authors":"He Jingyi, Olena Rebrova","doi":"10.24195/2617-6688-2022-2-8","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-2-8","url":null,"abstract":"The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative.","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":"48039253","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: 10.24195/2617-6688-2022-2-6
L. Berezovska
The article analyzes the problem related to the formation of managerial competence of future directors of preschool education. The content of the concepts "competence", "managerial competence of the director of the preschool institution" is analyzed. Theoretical analysis of research of scientists who studied the problems of managerial competence in the theory and practice of management of educational institutions. It is noted that the modernization of the education system requires changes in management, as the current head of preschool education must be well versed in the field of management, competently manage the educational process in a preschool education institution, identify promising vectors of development that will affect the effectiveness of preschool education, implement effective methods of working with staff. The managerial competence of the director of preschool education institutions is defined as an integral property that includes a set of professional knowledge and skills that demonstrate a high level of professional competence in management, personally significant qualities that contribute to the implementation and performance of functional responsibilities, high motivation, efficiency and perseverance, self-development and self-improvement in the profession. It is noted that the director of a preschool education institution is primarily a manager who organizes and manages a preschool education institution and its functioning; the development of prestige and image depend on his / her professional skills and leadership qualities. The professional skills that the future director of preschool education institutions must master in the learning process include the ability to objectively assess his / her own knowledge (general, special), to effectively organize professional activities, to make decisions independently and be responsible for their results, to establish positive and effective subject-subject relationships with employees, to introduce innovations in the educational process, to strive for self-improvement and self-development. A questionnaire was developed, examples of exercises and tasks were given, which were considered with students of the second (master's) level of higher education in the process of studying the discipline "Theory and practice of work organization in preschool education". The obtained quantitative results showed that the developed set of practical tasks, which were considered with students, helped to increase the level of managerial competence of students, future heads of preschool education institutions.
{"title":"Formation of management competence of future directors of preschool education institutions","authors":"L. Berezovska","doi":"10.24195/2617-6688-2022-2-6","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-2-6","url":null,"abstract":"The article analyzes the problem related to the formation of managerial competence of future directors of preschool education. The content of the concepts \"competence\", \"managerial competence of the director of the preschool institution\" is analyzed. Theoretical analysis of research of scientists who studied the problems of managerial competence in the theory and practice of management of educational institutions. It is noted that the modernization of the education system requires changes in management, as the current head of preschool education must be well versed in the field of management, competently manage the educational process in a preschool education institution, identify promising vectors of development that will affect the effectiveness of preschool education, implement effective methods of working with staff. The managerial competence of the director of preschool education institutions is defined as an integral property that includes a set of professional knowledge and skills that demonstrate a high level of professional competence in management, personally significant qualities that contribute to the implementation and performance of functional responsibilities, high motivation, efficiency and perseverance, self-development and self-improvement in the profession. It is noted that the director of a preschool education institution is primarily a manager who organizes and manages a preschool education institution and its functioning; the development of prestige and image depend on his / her professional skills and leadership qualities. The professional skills that the future director of preschool education institutions must master in the learning process include the ability to objectively assess his / her own knowledge (general, special), to effectively organize professional activities, to make decisions independently and be responsible for their results, to establish positive and effective subject-subject relationships with employees, to introduce innovations in the educational process, to strive for self-improvement and self-development. A questionnaire was developed, examples of exercises and tasks were given, which were considered with students of the second (master's) level of higher education in the process of studying the discipline \"Theory and practice of work organization in preschool education\". The obtained quantitative results showed that the developed set of practical tasks, which were considered with students, helped to increase the level of managerial competence of students, future heads of preschool education institutions.","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":"44914168","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 : 2022-06-01DOI: 10.24195/2616-5317-2021-33-27
A. Lykhachova
The task of the article is to reveal the peculiarities of the study of “dead” Tocharian languages in their connection with other Indo-European languages at all levels of the language system in linguistics of the XIX — early XXI centuries. It is noted that the discovery and study of Tocharian A and Tocharian B, qualified as centum languages, played an important role in improvement of the genealogical classification of Indo-European languages. The study of Tocharian languages are briefly described in the studios of W. Krause, W. Thomas, A. J. van Windekens, D. Q. Adams, V. V. Ivanov, T. V. Gamkrelidze, S. A. Burlak, etc. The connections of Tocharian A and Tocharian B with Celtic, Italiс, Germanic, Baltic, Slavic, Thracian-Phrygian, Hittite, Armenian languages are revealed. There is also traced Tocharian non-Indo-European influence of agglutinative language (W. Krause). The author of the article gives a brief description of the Tocharian languages at the phonological, lexical, morphological and syntactic levels. The archaic features of the Indo-European dictionary have been preserved in the Tocharian languages. It is concluded that the place of Tocharian languages among other Indo-European languages has not yet been clearly defined. It is necessary to emphasize the importance of the facts of Tocharian A and Tocharian B for researchers of other groups of Indo-European languages, to review a lot of statements of Indo-European studies.
{"title":"FROM THE HISTORY OF INDO-EUROPEAN STUDIES: A STUDY OF TOCHARIAN LANGUAGES AND GENEALOGICAL CLASSIFICATION","authors":"A. Lykhachova","doi":"10.24195/2616-5317-2021-33-27","DOIUrl":"https://doi.org/10.24195/2616-5317-2021-33-27","url":null,"abstract":"The task of the article is to reveal the peculiarities of the study of “dead” Tocharian languages in their connection with other Indo-European languages at all levels of the language system in linguistics of the XIX — early XXI centuries.\u0000It is noted that the discovery and study of Tocharian A and Tocharian B, qualified as centum languages, played an important role in improvement of the genealogical classification of Indo-European languages. The study of Tocharian languages are briefly described in the studios of W. Krause, W. Thomas, A. J. van Windekens, D. Q. Adams, V. V. Ivanov, T. V. Gamkrelidze, S. A. Burlak, etc. The connections of Tocharian A and Tocharian B with Celtic, Italiс, Germanic, Baltic, Slavic, Thracian-Phrygian, Hittite, Armenian languages are revealed. There is also traced Tocharian non-Indo-European influence of agglutinative language (W. Krause).\u0000The author of the article gives a brief description of the Tocharian languages at the phonological, lexical, morphological and syntactic levels. The archaic features of the Indo-European dictionary have been preserved in the Tocharian languages.\u0000It is concluded that the place of Tocharian languages among other Indo-European languages has not yet been clearly defined. It is necessary to emphasize the importance of the facts of Tocharian A and Tocharian B for researchers of other groups of Indo-European languages, to review a lot of statements of Indo-European studies.","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":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86494777","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 : 2022-03-17DOI: 10.24195/2617-6688-2022-1-4
Shukur Alizade Hamid, Tarana Mammadtaghiyeva Hasan
The purpose of the research is to study the “Methodology of using a computer in teaching in compliance with the learning outcomes of the training on the topic “Light refraction. The law of refraction of light” in the IX grade. In the process of teaching, the learning outcomes on the content of experimental physics and modern life at the lesson involving computer technology, the students’ practical skills were formed, the interaction between the teacher and students was organized. The Crocodile Physics electronic laboratory program is used in the "research" phase of the course. The working principle of the program to conduct experiments before research was introduced to the students. They conducted an experiment to find out why light refracts at the boundary between two transparent media. Using Excel, they calculated the ratio of the angle of light incidence to the sine of refraction, and made a conclusion. Thus, after practicing virtual research, students applied what they had learned during the “creative application” phase of the lesson to the pictures. Experience shows that the lesson built within this system arises students’ interest and enthusiasm. For example, “Light refraction”. In the law "The law of light refraction" we can show that all these factors are justified. In the process of teaching, the results of experimental physics and modern life content at a computer-based lesson, students' practical skills and effective interaction between the teacher and students are organized. Methods: The method of comparative analysis and surveys conducted among students were used during the research. The article contains the tasks, explanatory tables, pictures. Application significance: teachers of Physics, those interested in the methodology, stakeholders can benefit from the article. Materials can be used in seminars, as well.
{"title":"Methodology of using a computer ın teaching in compliance with the learning outcomes on the topics “Light refraction. The law of refraction” in the IX grade","authors":"Shukur Alizade Hamid, Tarana Mammadtaghiyeva Hasan","doi":"10.24195/2617-6688-2022-1-4","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-1-4","url":null,"abstract":"The purpose of the research is to study the “Methodology of using a computer in teaching in compliance with the learning outcomes of the training on the topic “Light refraction. The law of refraction of light” in the IX grade. In the process of teaching, the learning outcomes on the content of experimental physics and modern life at the lesson involving computer technology, the students’ practical skills were formed, the interaction between the teacher and students was organized. The Crocodile Physics electronic laboratory program is used in the \"research\" phase of the course. The working principle of the program to conduct experiments before research was introduced to the students. They conducted an experiment to find out why light refracts at the boundary between two transparent media. Using Excel, they calculated the ratio of the angle of light incidence to the sine of refraction, and made a conclusion. Thus, after practicing virtual research, students applied what they had learned during the “creative application” phase of the lesson to the pictures. Experience shows that the lesson built within this system arises students’ interest and enthusiasm. For example, “Light refraction”. In the law \"The law of light refraction\" we can show that all these factors are justified. In the process of teaching, the results of experimental physics and modern life content at a computer-based lesson, students' practical skills and effective interaction between the teacher and students are organized. Methods: The method of comparative analysis and surveys conducted among students were used during the research. The article contains the tasks, explanatory tables, pictures. Application significance: teachers of Physics, those interested in the methodology, stakeholders can benefit from the article. Materials can be used in seminars, as well.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":"42 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41281211","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 : 2022-03-17DOI: 10.24195/2617-6688-2022-1-1
A. Bogush
The article positioned the current topical problem of estimating the quality of preschool education in terms of its methodological orientation. The concept of "preschool age" in a broad sense covers all children from birth to 6-7 years. Preschool education is defined as a overall process aimed at ensuring the harmonious development of preschool children in accordance with its inclinations, abilities, individual, mental and physical characteristics, cultural needs; gaining life and social experience. We understand the quality of preschool education as providing an opportunity for a child to choose an individual educational way based on a variety of subject, forms, and methods of working with children; ensuring social protection of the child from incompetent pedagogical actions; guarantee that each child will achieve the minimum required level of preparation for successful learning in primary school. Methods and forms of studying and estimating the quality of results of preschool education are clarified: control, analysis of educational activity of pre-school educational institution and its results; analysis and estimating of the quality of development and upbringing of children of different preschool ages in accordance with state standards for the acquisition of various educational competencies and holistic development of children. During the long period, estimating of the quality of preschool education in Ukraine was mainly carried out in the following areas: control, analysis, evaluation of the activity of pre-school educational institution; (comprehensive analysis and estimating of the quality of ZDO activities; pedagogical analysis of estimating the quality of the educational process of a particular age group (educational activity of the educator); pedagogical analysis of the quality of children's development (complex, thematic) of a certain age category; monitoring the quality of methodical work of ZDO or educator-methodologist. The article describes new methods of estimating the quality of preschool education, in particular, the qualimetric method of G. Yelnikova, according to it the criterion of estimation is the subject of educational areas of base component of preschool education in other words the final results are acquired by the child (competencies) for each educational area according to the amount of scored points, taking into account the biological maturity of the child. The specifics of the foreign methodology for estimating the quality of the educational environment of the ЗДО (ECERS-3) are revealed, according to which an experimental research was initiated in the 200s of ЗДО of Ukraine and a cohort of experts was prepared. The main method of estimating the quality of the educational environment of pre-school educational institution is passive monitoring of the activities of educators, children and other employees of pre-school educational institution. Experts draw up protocols for 35 parameters according to each of the 7 scales of
{"title":"Estimating the quality of preschool education: methodological orientation","authors":"A. Bogush","doi":"10.24195/2617-6688-2022-1-1","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-1-1","url":null,"abstract":"The article positioned the current topical problem of estimating the quality of preschool education in terms of its methodological orientation. The concept of \"preschool age\" in a broad sense covers all children from birth to 6-7 years. Preschool education is defined as a overall process aimed at ensuring the harmonious development of preschool children in accordance with its inclinations, abilities, individual, mental and physical characteristics, cultural needs; gaining life and social experience. We understand the quality of preschool education as providing an opportunity for a child to choose an individual educational way based on a variety of subject, forms, and methods of working with children; ensuring social protection of the child from incompetent pedagogical actions; guarantee that each child will achieve the minimum required level of preparation for successful learning in primary school. Methods and forms of studying and estimating the quality of results of preschool education are clarified: control, analysis of educational activity of pre-school educational institution and its results; analysis and estimating of the quality of development and upbringing of children of different preschool ages in accordance with state standards for the acquisition of various educational competencies and holistic development of children. During the long period, estimating of the quality of preschool education in Ukraine was mainly carried out in the following areas: control, analysis, evaluation of the activity of pre-school educational institution; (comprehensive analysis and estimating of the quality of ZDO activities; pedagogical analysis of estimating the quality of the educational process of a particular age group (educational activity of the educator); pedagogical analysis of the quality of children's development (complex, thematic) of a certain age category; monitoring the quality of methodical work of ZDO or educator-methodologist. The article describes new methods of estimating the quality of preschool education, in particular, the qualimetric method of G. Yelnikova, according to it the criterion of estimation is the subject of educational areas of base component of preschool education in other words the final results are acquired by the child (competencies) for each educational area according to the amount of scored points, taking into account the biological maturity of the child. The specifics of the foreign methodology for estimating the quality of the educational environment of the ЗДО (ECERS-3) are revealed, according to which an experimental research was initiated in the 200s of ЗДО of Ukraine and a cohort of experts was prepared. The main method of estimating the quality of the educational environment of pre-school educational institution is passive monitoring of the activities of educators, children and other employees of pre-school educational institution. Experts draw up protocols for 35 parameters according to each of the 7 scales of","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46123473","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 : 2022-03-17DOI: 10.24195/2617-6688-2022-1-8
M. Yatsura, A. Gamarnyk, O. Tadeush, Yemelyanova Darya Yemelyanova Darya
One of the important problems of the methodology of teaching any discipline is the effective identification of the objective level of students’ knowledge, acquired skills and abilities in the study of a discipline. Traditional methods of testing and assessing knowledge contain some drawbacks: excessive time spent on the exam; elements of teacher’s subjectivity that may occur; inability to clarify clear criteria for assessing knowledge, etc. Based on this, and the prospects for the reform of higher education in Ukraine, such methods of knowledge control are needed, which would allow teachers not only to establish an objective level of students’ knowledge, but also to identify (diagnose) the causes of gaps in student learning so that they could on its basis help the student to overcome the identified gaps. This method, devoid of most of the above shortcomings, is computer testing, the use of which for a long time as a means of monitoring and evaluating students’ achievements in studying the course of General Physics and Profession-oriented English at the Department of Materials Science and New Technologies (State higher educational institution "Vasyl Stefanyk Precarpathian National University"), at the Department of Physics and the Department of Western and Oriental Languages and their Teaching Methods (The State Institution“ South Ukrainian National Pedagogical University named after K. D. Ushynsky”) has shown that the use of computer testing in the study of Physics and foreign languages in the professional field should be subject to certain reservations, since this method has some advantages alongside disadvantages that can distort the results of monitoring and evaluation of students’ achievements. Based on the analysis of the authors' experience as well as the analysis of pedagogical, psychological and scientific-methodological literature devoted to this problem, an attempt is made to establish the conditions and limits of computer testing in the organization of the learning platform (courses) in the fields of General Physics and foreign languages for the students majoring in Physics at institutes of higher education. The article states that computer testing, on condition that tests meet the quality requirements, should be used only for the current (thematic) control of knowledge during each semester. This method is at the same time an express control method aimed at testing students' knowledge in the process of studying General Physics and foreign languages; it is also a “sensitive” diagnostic method which allows you to identify shortcomings of a student in time in the process of learning, giving the teacher the opportunity to timely influence its course. The learning progress control (testing in theoretical modules) can be carried out by means of computer testing but with the use of certain additional precautionary methodological measures. It is more expedient to carry out the final control in the form of a quality written-oral examination.
任何学科教学方法的一个重要问题是有效地识别学生在学习一门学科时所掌握的知识、技能和能力的客观水平。传统的知识测试和评估方法存在一些弊端:花在考试上的时间过多;教师主体性可能出现的因素;无法阐明评估知识的明确标准等。基于此，以及乌克兰高等教育改革的前景，需要这样的知识控制方法，这将使教师不仅能够建立学生知识的客观水平，而且能够识别(诊断)学生学习差距的原因，以便他们能够在此基础上帮助学生克服已识别的差距。这种方法没有上述大多数缺点，即计算机测试，长期以来一直用作监测和评估学生在材料科学与新技术系(国立高等教育机构“Vasyl Stefanyk Precarpathian国立大学”)学习普通物理和专业英语课程的成绩的手段。在物理系和东西方语言及其教学方法系(国家机构“以K. D. Ushynsky命名的南乌克兰国立师范大学”)的研究表明，在专业领域的物理和外语研究中使用计算机测试应受到某些保留，因为这种方法既有优点，也有缺点，会扭曲对学生成绩的监测和评估结果。本文在分析笔者个人经验的基础上，结合教育学、心理学、科学方法论等方面的相关文献，探讨了计算机测试在高等院校物理专业学生普通物理和外语学习平台(课程)组织中的条件和局限性。文章指出，计算机测试，在测试符合质量要求的情况下，应该只用于每学期的当前(专题)知识控制。这种方法同时也是一种针对学生在普通物理和外语学习过程中所学知识进行测试的明示控制方法;这也是一种“敏感”的诊断方法，可以让您在学习过程中及时发现学生的缺点，让老师有机会及时影响其课程。学习进度控制(理论模块的测试)可以通过计算机测试的方式进行，但要使用某些额外的预防方法措施。以质量笔试和口试的形式进行最终控制更为方便。
{"title":"Knowledge control of higher school students majoring in Physics in General Physics and Profession-oriented English by means of testing","authors":"M. Yatsura, A. Gamarnyk, O. Tadeush, Yemelyanova Darya Yemelyanova Darya","doi":"10.24195/2617-6688-2022-1-8","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-1-8","url":null,"abstract":"One of the important problems of the methodology of teaching any discipline is the effective identification of the objective level of students’ knowledge, acquired skills and abilities in the study of a discipline. Traditional methods of testing and assessing knowledge contain some drawbacks: excessive time spent on the exam; elements of teacher’s subjectivity that may occur; inability to clarify clear criteria for assessing knowledge, etc. Based on this, and the prospects for the reform of higher education in Ukraine, such methods of knowledge control are needed, which would allow teachers not only to establish an objective level of students’ knowledge, but also to identify (diagnose) the causes of gaps in student learning so that they could on its basis help the student to overcome the identified gaps. This method, devoid of most of the above shortcomings, is computer testing, the use of which for a long time as a means of monitoring and evaluating students’ achievements in studying the course of General Physics and Profession-oriented English at the Department of Materials Science and New Technologies (State higher educational institution \"Vasyl Stefanyk Precarpathian National University\"), at the Department of Physics and the Department of Western and Oriental Languages and their Teaching Methods (The State Institution“ South Ukrainian National Pedagogical University named after K. D. Ushynsky”) has shown that the use of computer testing in the study of Physics and foreign languages in the professional field should be subject to certain reservations, since this method has some advantages alongside disadvantages that can distort the results of monitoring and evaluation of students’ achievements. Based on the analysis of the authors' experience as well as the analysis of pedagogical, psychological and scientific-methodological literature devoted to this problem, an attempt is made to establish the conditions and limits of computer testing in the organization of the learning platform (courses) in the fields of General Physics and foreign languages for the students majoring in Physics at institutes of higher education. The article states that computer testing, on condition that tests meet the quality requirements, should be used only for the current (thematic) control of knowledge during each semester. This method is at the same time an express control method aimed at testing students' knowledge in the process of studying General Physics and foreign languages; it is also a “sensitive” diagnostic method which allows you to identify shortcomings of a student in time in the process of learning, giving the teacher the opportunity to timely influence its course. The learning progress control (testing in theoretical modules) can be carried out by means of computer testing but with the use of certain additional precautionary methodological measures. It is more expedient to carry out the final control in the form of a quality written-oral examination.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44039690","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 : 2022-03-17DOI: 10.24195/2617-6688-2022-1-3
Dilshad Talıbova
The main purpose of pedagogical support is to achieve the development of students. Since each student has his / her own individual characteristics, these features should be taken into account in the provision of pedagogical support. Taking into account individual characteristics increases the effectiveness of teacher assistance and pedagogical support. Therefore, the individual skills, abilities and other characteristics of students should be studied and taken into account by the teacher. The article highlights these issues, analyzes the existing shortcomings and comments on the methodology of work in this direction. The learning process should be focused on the education of children, and buyoramne materials should be used for their development. At the same time, they need pedagogical support for what, where, when and in what way to give them. In our opinion, in-depth study of students is important for pedagogical support to be effective and not to remain just a help for the sake of break. Practice shows that the child is able to better master and perceive the pedagogical support, the pedagogical influence that is made on him/her so that all the effects were made taking into account his/her individual characteristics. The influence can correspond his /her desires, interests and inclinations, as well as penetrate his/her inner world. It is obvious that this can happen only if the teacher is well aware of the individual characteristics of children, all the psychological features of their personality, temperament, character, memory features, level of skills and abilities, potential. In this regard, one of the main aspects to be considered during pedagogical support is to achieve the development of individuality in children, including students. Pedagogical support is more effective and result-oriented if it is not one-sided, but covers many areas. The student's mental and physical health, various skills and abilities, opportunities for self-determination and self-realization must be the object of pedagogical support, and the teacher must be able to provide pedagogical support for their development.
{"title":"Consıderatıon of ındıvıdual characterıstıcs of students as an ımportant factor of pedagogıcal support","authors":"Dilshad Talıbova","doi":"10.24195/2617-6688-2022-1-3","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-1-3","url":null,"abstract":"The main purpose of pedagogical support is to achieve the development of students. Since each student has his / her own individual characteristics, these features should be taken into account in the provision of pedagogical support. Taking into account individual characteristics increases the effectiveness of teacher assistance and pedagogical support. Therefore, the individual skills, abilities and other characteristics of students should be studied and taken into account by the teacher. The article highlights these issues, analyzes the existing shortcomings and comments on the methodology of work in this direction. The learning process should be focused on the education of children, and buyoramne materials should be used for their development. At the same time, they need pedagogical support for what, where, when and in what way to give them. In our opinion, in-depth study of students is important for pedagogical support to be effective and not to remain just a help for the sake of break. Practice shows that the child is able to better master and perceive the pedagogical support, the pedagogical influence that is made on him/her so that all the effects were made taking into account his/her individual characteristics. The influence can correspond his /her desires, interests and inclinations, as well as penetrate his/her inner world. It is obvious that this can happen only if the teacher is well aware of the individual characteristics of children, all the psychological features of their personality, temperament, character, memory features, level of skills and abilities, potential. In this regard, one of the main aspects to be considered during pedagogical support is to achieve the development of individuality in children, including students. Pedagogical support is more effective and result-oriented if it is not one-sided, but covers many areas. The student's mental and physical health, various skills and abilities, opportunities for self-determination and self-realization must be the object of pedagogical support, and the teacher must be able to provide pedagogical support for their development.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48566428","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 : 2022-03-17DOI: 10.24195/2617-6688-2022-1-9
I. Mirkovich
The necessity of discovering new ways to develop higher school students’ foreign language communicative and cognitive competence makes the research topical. The aim is to develop foreign language communicative and cognitive competence of the students majoring in “Fine Arts”. The research methods were as follows: study and analysis of pedagogical, methodological and linguistic literature on the topic under focus and modelling the process of developing foreign language communicative and cognitive competence of the students majoring in "Fine Arts". The existing definitions given by Ukrainian and foreign scholars concerning such concepts as “communicative and cognitive competence” and “foreign language communicative and cognitive competence” are analysed. The specifics of the concept “foreign language communicative and cognitive competence of students majoring in Fine Arts” is defined. The stages of developing foreign language communicative and cognitive competence of the students majoring in Fine Arts are determined. The definite methodological actions for the development of students' mental abilities and foreign language communicative skills are offered at every stage. The methods of work at the first – linguistic and cognitive – stage were as follows: making up mental maps, visualization of images, associations based on memorable or funny situations, mnemonics, using prompts to understand the meaning of sentences, underlining keywords, self-controlling. The methods of work at the second – training and communicative – stage were as follows: structuring the semantic whole unit from a series of statements, singling out the most important part of statements, adding ideas to partner's opinion, clarifying unclear circumstances, determining the communicative tactics of an interlocutor, modelling the communicative situations, summarizing the ideas, using cognitive strategies of the background connection. The methods of work at the third – communicative and cognitive – stage were as follows: introduction of projects, making speeches, organizing creative activities, pair interviews, mini-conferences, presentations, problem solving. During the study, foreign language communicative skills were formed comprehensively and integratively in connection with the development of students' mental abilities.
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Pub Date : 2022-03-17DOI: 10.24195/2617-6688-2022-1-13
N. Vykhrushch
The process of methodological search in the field of school education is continuous and is based on the analysis of historical experience and modern requirements of society to the level of school education. Under such conditions, a retrospective study of methodological aspects of school education in Ukraine becomes especially significant for pedagogical science. The article summarizes the methodological approaches to teaching the humanities and sciences in secondary schools of Ukraine in the second half of the XIX – early XX centuries. The analysis of positive and negative consequences of using different methodological approaches is carried out. The aim of the article is to analyse and systematize the publications of scholars and practicing teachers of the period under study on the methods of teaching school subjects and calls for the use of positive foreign experience of that time. The research methodology involved the use of comparative analysis, systematization and theoretical generalization, bibliographic search. Instructions, manuals for the schedule of educational material, absolute control over each methodological step of the teacher, the number and topic of tasks as well as teaching time to present the material slowed down the progress in teaching methods development for the humanities and sciences in secondary schools throughout Ukraine. At the same time, teachers made attempts to make learning easier and more interesting, tried to introduce a humorous component into the learning process, had the opportunity to share methodological recommendations and learn about foreign methods in the pages of pedagogical journals. In the second half of the XIX – early XX centuries, the following tendencies were observed in the methodology of teaching school subjects in Ukraine: presentation of educational material from simpler to more complex, individual approach to students, use of associations between previously studied material and the new one, the use of visual aids in primary school.
{"title":"Methodological aspects of school education improvement in Ukraine (the second half of the XIX – early XX centuries)","authors":"N. Vykhrushch","doi":"10.24195/2617-6688-2022-1-13","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-1-13","url":null,"abstract":"The process of methodological search in the field of school education is continuous and is based on the analysis of historical experience and modern requirements of society to the level of school education. Under such conditions, a retrospective study of methodological aspects of school education in Ukraine becomes especially significant for pedagogical science. The article summarizes the methodological approaches to teaching the humanities and sciences in secondary schools of Ukraine in the second half of the XIX – early XX centuries. The analysis of positive and negative consequences of using different methodological approaches is carried out. The aim of the article is to analyse and systematize the publications of scholars and practicing teachers of the period under study on the methods of teaching school subjects and calls for the use of positive foreign experience of that time. The research methodology involved the use of comparative analysis, systematization and theoretical generalization, bibliographic search. Instructions, manuals for the schedule of educational material, absolute control over each methodological step of the teacher, the number and topic of tasks as well as teaching time to present the material slowed down the progress in teaching methods development for the humanities and sciences in secondary schools throughout Ukraine. At the same time, teachers made attempts to make learning easier and more interesting, tried to introduce a humorous component into the learning process, had the opportunity to share methodological recommendations and learn about foreign methods in the pages of pedagogical journals. In the second half of the XIX – early XX centuries, the following tendencies were observed in the methodology of teaching school subjects in Ukraine: presentation of educational material from simpler to more complex, individual approach to students, use of associations between previously studied material and the new one, the use of visual aids in primary school.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926826","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 : 2022-03-17DOI: 10.24195/2617-6688-2022-1-10
Iryna Darmanska, Ihor Hasiuk
Reforming the education system and bringing it in line with leading European practices necessitates the revision of the approaches of educational institutions to ensure the quality of the educational environment, the provision of educational services and more. In the presented research, the authors focus on the critical analysis of the real state of affairs and conceptual-procedural aspects of the implementation of measures aimed at improving the quality of education and introduction of norms of academic integrity into the practice of functioning of educational institutions in Ukraine. Thus, the article reveals and analyzes the content of the main laws and regulations, the rules of which determine the mechanisms for ensuring the quality of education and academic integrity. It has been proved that academic integrity is not only an integral part, but also a criterion for assessing the quality of education. The authors pay attention to the ways of improving the quality of education in the institutions of general secondary, vocational and higher education. As educational institutions must implement the mechanisms to ensure the quality of education and compliance with the standards of academic integrity proposed by legislators, the authors conducted the research to determine the level of effectiveness of their implementation. Within the conducted research, we clarified the problematic issues regarding the compliance of the level of education quality in Ukraine with the leading countries of Europe and the world; assessment of the internal education quality assurance system in the particular institution of higher education; the level of mastery in criteria content, rules and procedures for evaluating students, the activities of pedagogical (academic and pedagogical) employees, managerial activities of managers of educational institutions; the level of mastery in the system and mechanisms aimed at ensuring academic integrity in educational institutions; personal level of compliance with the requirements of academic integrity; places of violations of academic integrity in the own professional activities alongside bringing to academic responsibility persons who violated the norms of academic integrity; the level of participation of the authority of an educational institution in the processes of improving the education quality. Based on the conducted research, it is proved that the system of ensuring the education quality, in particular compliance with the norms of academic integrity in educational institutions of Ukraine, today is not perfect and needs to be brought into line with modern requirements.
{"title":"Quality of Education and Academic Integrity: the Essence of Concepts and Practical Implementation in the Educational Space of Ukraine","authors":"Iryna Darmanska, Ihor Hasiuk","doi":"10.24195/2617-6688-2022-1-10","DOIUrl":"https://doi.org/10.24195/2617-6688-2022-1-10","url":null,"abstract":"Reforming the education system and bringing it in line with leading European practices necessitates the revision of the approaches of educational institutions to ensure the quality of the educational environment, the provision of educational services and more. In the presented research, the authors focus on the critical analysis of the real state of affairs and conceptual-procedural aspects of the implementation of measures aimed at improving the quality of education and introduction of norms of academic integrity into the practice of functioning of educational institutions in Ukraine. Thus, the article reveals and analyzes the content of the main laws and regulations, the rules of which determine the mechanisms for ensuring the quality of education and academic integrity. It has been proved that academic integrity is not only an integral part, but also a criterion for assessing the quality of education. The authors pay attention to the ways of improving the quality of education in the institutions of general secondary, vocational and higher education. As educational institutions must implement the mechanisms to ensure the quality of education and compliance with the standards of academic integrity proposed by legislators, the authors conducted the research to determine the level of effectiveness of their implementation. Within the conducted research, we clarified the problematic issues regarding the compliance of the level of education quality in Ukraine with the leading countries of Europe and the world; assessment of the internal education quality assurance system in the particular institution of higher education; the level of mastery in criteria content, rules and procedures for evaluating students, the activities of pedagogical (academic and pedagogical) employees, managerial activities of managers of educational institutions; the level of mastery in the system and mechanisms aimed at ensuring academic integrity in educational institutions; personal level of compliance with the requirements of academic integrity; places of violations of academic integrity in the own professional activities alongside bringing to academic responsibility persons who violated the norms of academic integrity; the level of participation of the authority of an educational institution in the processes of improving the education quality. Based on the conducted research, it is proved that the system of ensuring the education quality, in particular compliance with the norms of academic integrity in educational institutions of Ukraine, today is not perfect and needs to be brought into line with modern requirements.","PeriodicalId":33176,"journal":{"name":"Naukovii Visnik Pivdennoukrayins''kogo Natsional''nogo Pedagogichnogo Universitetu imeni K D Ushins''kogo","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49015216","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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