Pub Date : 2022-07-29DOI: 10.15587/2519-4984.2022.262064
N. Bhinder, Pavlo Protsenko
The article defines the category of project-based learning. It is an efficient pedagogical technology, oriented towards integration of theoretical knowledge from the different spheres of science, formation of professional skills, development of creativity, critical thinking, communication, leadership and decision-making. Also, project-based learning is a productive searching activity of cadets that is organized by an instructor to solve particular cognitive and practical tasks that is closely connected with future professional activity of learners. We found that project-based learning technology is an important component of professional training of future military officers and it gives the possibility to use the person-centered approach, activate independent work and enhance cadets’ motivation to future professional activity. The article investigates the types of projects in details. It is stated, that a number of projects are used, while implementing project-based learning technology during the educational process at the higher military institution. They are the following: construction and practical projects, role-plays and game projects, information and research projects, survey projects, productive projects, organization and creative projects. We have proved that the projects can also be divided into individual, personal, team and pair ones on the basis of participants; number. In addition, the projects can be short-term, middle-term, and long-term because of the duration of the activity. The authors found that the project learning technology is realized in the four stages at the higher military institution: substantiation stage, searching stage, technological stage, and concluding stage. The article explains the kinds of work for each stage in details. The notion of didactic conditions was outlined. The authors have proved that these conditions concern reasons and circumstances of realization of the educational process. Didactic conditions contribute to positive results of the process of professional training of future military officers. We decided that didactic conditions for implementation of project-based learning technology within the educational process at the higher military institution can be divided into the four stages: motivation, content, technological, and evaluation conditions. Each of these groups consists of specific didactic conditions, oriented towards the efficiency of project-based learning technology at the higher military institution
{"title":"Implementation of project-based learning technology within the educational process of higher military institutions","authors":"N. Bhinder, Pavlo Protsenko","doi":"10.15587/2519-4984.2022.262064","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.262064","url":null,"abstract":"The article defines the category of project-based learning. It is an efficient pedagogical technology, oriented towards integration of theoretical knowledge from the different spheres of science, formation of professional skills, development of creativity, critical thinking, communication, leadership and decision-making. Also, project-based learning is a productive searching activity of cadets that is organized by an instructor to solve particular cognitive and practical tasks that is closely connected with future professional activity of learners. \u0000We found that project-based learning technology is an important component of professional training of future military officers and it gives the possibility to use the person-centered approach, activate independent work and enhance cadets’ motivation to future professional activity. \u0000The article investigates the types of projects in details. It is stated, that a number of projects are used, while implementing project-based learning technology during the educational process at the higher military institution. They are the following: construction and practical projects, role-plays and game projects, information and research projects, survey projects, productive projects, organization and creative projects. We have proved that the projects can also be divided into individual, personal, team and pair ones on the basis of participants; number. In addition, the projects can be short-term, middle-term, and long-term because of the duration of the activity. \u0000The authors found that the project learning technology is realized in the four stages at the higher military institution: substantiation stage, searching stage, technological stage, and concluding stage. The article explains the kinds of work for each stage in details. \u0000The notion of didactic conditions was outlined. The authors have proved that these conditions concern reasons and circumstances of realization of the educational process. Didactic conditions contribute to positive results of the process of professional training of future military officers. We decided that didactic conditions for implementation of project-based learning technology within the educational process at the higher military institution can be divided into the four stages: motivation, content, technological, and evaluation conditions. Each of these groups consists of specific didactic conditions, oriented towards the efficiency of project-based learning technology at the higher military institution","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90583389","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 : 2022-07-29DOI: 10.15587/2519-4984.2022.261344
O. Asadchykh, Oksana Kindzhybala
As we can see, the modern processes of modernization of higher education cause particular importance for the formation of professionally-oriented communicative socio-cultural competence, the primary task of the institution is the formation of professional and communicative competence. Korean language didactics needs research, developing and testing of the new teaching methods, because the Korean language is typologically different from the Ukrainian language, the culture of nonverbal behavior of Koreans has no analogues in the world. The study raises issues of modern methods of teaching foreign languages, focuses on the relationship between language and culture, based on the formation of socio-cultural competence. The article is devoted to the definition of the main criteria, for which the selection of didactic material for the teaching of Korean oral students can be developed, as well as the formation of Korean linguistic and socio-cultural competence in speaking. The concept of Korean-speaking linguistic and socio-cultural competence in conversations with future philologists is determined, its role and place in the university curriculum are analyzed. The analysis of structural-component conformity of competence is carried out, special attention is paid to the main tasks and stages of formation of linguistic and sociocultural competence in accordance with the level of students' language proficiency. The definition of the concept of culturally marked vocabulary in the Korean language is proposed. The procedure for selecting educational material is outlined. The selection of educational lexical material for the formation of Korean linguistic and socio-cultural competence in speaking on the basis of qualitative and quantitative indicators is done. The selection and the analysis of culturally marked lexical items, culturally marked monologues-samples and dialogues-samples are carried out. Methodical recommendations for the formation of Korean linguistic and socio-cultural competence in speaking are also given
{"title":"Criteria for selection of educational material for the formation of future philologists’ Korean linguistic and socio-cultural competence in speaking","authors":"O. Asadchykh, Oksana Kindzhybala","doi":"10.15587/2519-4984.2022.261344","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.261344","url":null,"abstract":"As we can see, the modern processes of modernization of higher education cause particular importance for the formation of professionally-oriented communicative socio-cultural competence, the primary task of the institution is the formation of professional and communicative competence. Korean language didactics needs research, developing and testing of the new teaching methods, because the Korean language is typologically different from the Ukrainian language, the culture of nonverbal behavior of Koreans has no analogues in the world. The study raises issues of modern methods of teaching foreign languages, focuses on the relationship between language and culture, based on the formation of socio-cultural competence. \u0000The article is devoted to the definition of the main criteria, for which the selection of didactic material for the teaching of Korean oral students can be developed, as well as the formation of Korean linguistic and socio-cultural competence in speaking. The concept of Korean-speaking linguistic and socio-cultural competence in conversations with future philologists is determined, its role and place in the university curriculum are analyzed. The analysis of structural-component conformity of competence is carried out, special attention is paid to the main tasks and stages of formation of linguistic and sociocultural competence in accordance with the level of students' language proficiency. The definition of the concept of culturally marked vocabulary in the Korean language is proposed. The procedure for selecting educational material is outlined. The selection of educational lexical material for the formation of Korean linguistic and socio-cultural competence in speaking on the basis of qualitative and quantitative indicators is done. The selection and the analysis of culturally marked lexical items, culturally marked monologues-samples and dialogues-samples are carried out. Methodical recommendations for the formation of Korean linguistic and socio-cultural competence in speaking are also given","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85326693","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 : 2022-07-29DOI: 10.15587/2519-4984.2022.261052
K. Hnezdilova, Ruslana Barjadze
The issue of the use of information and communication technologies in the education of pharmaceutical students is highlighted. The author pays special attention to the importance of creating a personal educational environment that enables the student's self-education and is the basis for lifelong education. The author provides a detailed interpretation of the phenomenon, approaches to it, and describes four models that are used in foreign pedagogical practice. The analysis of pedagogical studies made it possible to affirm the opinion about the potential of PLE for the development of the self-educational activity of the student, in particular, the future specialist-pharmacist. The author indicated the directions of using information technologies in medical education. The possibilities of certain elements of the personal educational environment through the prism of their involvement in the educational process, the importance of developing skills and actively using a number of information resources at the same time, systematizing and comparing the acquired knowledge, independently creating new sources of information are described. A number of computer and web technologies have been identified that enable the formation of PLE, promote motivation and development of self-educational activity, namely: the use of structuring of the educational space of higher education institutions based on Ms Office365 and Ms Teams services, MSO365 cloud services; social networks Viber, Facebook and YouTube channels; communication platforms Zoom, Skype, Google Classroom, and others; use of computer modeling of physical, biological, chemical, physiological processes, modeling of laboratory work; use of electronic textbooks; use of multimedia educational and demonstration computer programs, learning and informative video films; development of the department's website for placing organizational and learning information on it; use of computer-based testing of students' knowledge and an interactive survey system. The author provides specific examples from pedagogical practice, proving a direct connection between information and communication technologies that fill PLE with the development of self-education activities of the student
{"title":"Opportunities of a personal learning environment for performing self-education activities of the future pharmacy employee","authors":"K. Hnezdilova, Ruslana Barjadze","doi":"10.15587/2519-4984.2022.261052","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.261052","url":null,"abstract":"The issue of the use of information and communication technologies in the education of pharmaceutical students is highlighted. The author pays special attention to the importance of creating a personal educational environment that enables the student's self-education and is the basis for lifelong education. The author provides a detailed interpretation of the phenomenon, approaches to it, and describes four models that are used in foreign pedagogical practice. The analysis of pedagogical studies made it possible to affirm the opinion about the potential of PLE for the development of the self-educational activity of the student, in particular, the future specialist-pharmacist. The author indicated the directions of using information technologies in medical education. The possibilities of certain elements of the personal educational environment through the prism of their involvement in the educational process, the importance of developing skills and actively using a number of information resources at the same time, systematizing and comparing the acquired knowledge, independently creating new sources of information are described. A number of computer and web technologies have been identified that enable the formation of PLE, promote motivation and development of self-educational activity, namely: the use of structuring of the educational space of higher education institutions based on Ms Office365 and Ms Teams services, MSO365 cloud services; social networks Viber, Facebook and YouTube channels; communication platforms Zoom, Skype, Google Classroom, and others; use of computer modeling of physical, biological, chemical, physiological processes, modeling of laboratory work; use of electronic textbooks; use of multimedia educational and demonstration computer programs, learning and informative video films; development of the department's website for placing organizational and learning information on it; use of computer-based testing of students' knowledge and an interactive survey system. The author provides specific examples from pedagogical practice, proving a direct connection between information and communication technologies that fill PLE with the development of self-education activities of the student","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75939399","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 : 2022-07-29DOI: 10.15587/2519-4984.2022.261748
Nataliia Bandrivska
The word-stock of any language may be subdivided into the sets. The elements of one are native, the elements of another are borrowed. Borrowings are modified in phonetic shape, spelling or meaning according to the standards of the recipient language. The process of interpenetration is constantly going on. One penetrated into a certain language system, a loan word is assimilated and undergoes semantic changes. The greater are the changes, the weaker is the connection of the word with its traditional use in the original language. According to the latest lexicographic data we can speak of a formation tendency of new lexical equivalents in Indo-European languages and the necessity to study them. The French language, which is the object of the study of language, consists of several varieties. The vocabulary of the language is constantly changing, to a greater or lesser extent. Changes are tracked and recorded, which allows to adequately understand modern language, which is developing as a living thing. Social changes of time, caused by changes in the structure of the socio-political system, changes in ownership and composition of active participants in communication, cause a conscious change in language norms. This is expressed primarily in the growth of variant elements of communication, a large number of new loanwords and terms, and, finally, in stylistic changes in the meaning of oral and written language, with a marked change in the domestic sphere of communication. The problem, investigated in the article, is connected with the history of penetration of foreign words, among them English, into the French language and vice versa. Everybody can withness the influence of English borrowings in one foreign language nowadays, the process of adaptation of Anglicisms. The aim of the paper is to confirm loanwords in the French language that are a result of lexical interference of two languages – two cultures – in contact. The material of the investigation is about 70 per cent of Anglicisms, picked out from the latest mass media publications in French. The scientific novelty of the research consists in the fact that Anglicisms make up a part of the French word-stock, replenish the language vocabulary
{"title":"English and French vocabulary as a product of historical development","authors":"Nataliia Bandrivska","doi":"10.15587/2519-4984.2022.261748","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.261748","url":null,"abstract":"The word-stock of any language may be subdivided into the sets. The elements of one are native, the elements of another are borrowed. Borrowings are modified in phonetic shape, spelling or meaning according to the standards of the recipient language. The process of interpenetration is constantly going on. One penetrated into a certain language system, a loan word is assimilated and undergoes semantic changes. The greater are the changes, the weaker is the connection of the word with its traditional use in the original language. According to the latest lexicographic data we can speak of a formation tendency of new lexical equivalents in Indo-European languages and the necessity to study them. The French language, which is the object of the study of language, consists of several varieties. The vocabulary of the language is constantly changing, to a greater or lesser extent. Changes are tracked and recorded, which allows to adequately understand modern language, which is developing as a living thing. Social changes of time, caused by changes in the structure of the socio-political system, changes in ownership and composition of active participants in communication, cause a conscious change in language norms. This is expressed primarily in the growth of variant elements of communication, a large number of new loanwords and terms, and, finally, in stylistic changes in the meaning of oral and written language, with a marked change in the domestic sphere of communication. The problem, investigated in the article, is connected with the history of penetration of foreign words, among them English, into the French language and vice versa. Everybody can withness the influence of English borrowings in one foreign language nowadays, the process of adaptation of Anglicisms. The aim of the paper is to confirm loanwords in the French language that are a result of lexical interference of two languages – two cultures – in contact. The material of the investigation is about 70 per cent of Anglicisms, picked out from the latest mass media publications in French. The scientific novelty of the research consists in the fact that Anglicisms make up a part of the French word-stock, replenish the language vocabulary","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80781370","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 : 2022-07-29DOI: 10.15587/2519-4984.2022.261828
T. Leshchenko, M. Zhovnir, O. Shevchenko, N. Grinko
The aim of this research is the exploration of the appearance, development, evolution of the Quick Response (QR-codes) and the feasibility of their using in the context of modern education. The authors of this article have shown that QR-codes can be interpreted as specific codes that are quickly readable by smartphones. QR-codes allow connection of real objects with any additional web content. Scanning QR-codes conveys a wide multitude of information, in particular educational materials. The paper emphasizes that оver the past years QR-codes have a wide range of uses across all types of industries and other spheres, specifically retail, marketing, advertising and logistics, etc. The authors have shown that the use of QR-codes in the field of education can be interesting and accessible in the context of the relevance of learning with the using of modern devices, and mobile learning. The research shows that the implementation of the modern technologies can contribute to the learning visible outcomes. The research presents the prerequisites and algorithm for the successful and methodically motivated use of QR-codes in education, especially language learning. It is noted, that QR-codes make it possible to combine educational material with additional web content, traditional learning environment with virtual. The attention is paid to technical means that provide access to encoded educational information. It is noted, that students must have special smartphones, cameras and a corresponding mobile application, downloaded to the phone for the successful using of QR-codes. The technical component contributes to the successful completing of assignments with QR-codes. In this context, applications that allow the combination of digital and physical information in real time through the use of mobile devices have special relevance. The technical characteristics of this tool in education can get extra motivation in students, since it involves a game in a natural format for them. In addition, the article presents the results of an experiment, conducted to clarify the purposes and areas of the use of QR-codes, applying them to access educational content
{"title":"The usage of quick response codes: evolution and integration in classroom activities in the context of language learning","authors":"T. Leshchenko, M. Zhovnir, O. Shevchenko, N. Grinko","doi":"10.15587/2519-4984.2022.261828","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.261828","url":null,"abstract":"The aim of this research is the exploration of the appearance, development, evolution of the Quick Response (QR-codes) and the feasibility of their using in the context of modern education. The authors of this article have shown that QR-codes can be interpreted as specific codes that are quickly readable by smartphones. QR-codes allow connection of real objects with any additional web content. Scanning QR-codes conveys a wide multitude of information, in particular educational materials. The paper emphasizes that оver the past years QR-codes have a wide range of uses across all types of industries and other spheres, specifically retail, marketing, advertising and logistics, etc. The authors have shown that the use of QR-codes in the field of education can be interesting and accessible in the context of the relevance of learning with the using of modern devices, and mobile learning. The research shows that the implementation of the modern technologies can contribute to the learning visible outcomes. The research presents the prerequisites and algorithm for the successful and methodically motivated use of QR-codes in education, especially language learning. It is noted, that QR-codes make it possible to combine educational material with additional web content, traditional learning environment with virtual. The attention is paid to technical means that provide access to encoded educational information. It is noted, that students must have special smartphones, cameras and a corresponding mobile application, downloaded to the phone for the successful using of QR-codes. The technical component contributes to the successful completing of assignments with QR-codes. In this context, applications that allow the combination of digital and physical information in real time through the use of mobile devices have special relevance. The technical characteristics of this tool in education can get extra motivation in students, since it involves a game in a natural format for them. In addition, the article presents the results of an experiment, conducted to clarify the purposes and areas of the use of QR-codes, applying them to access educational content","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87687110","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 : 2022-05-31DOI: 10.15587/2519-4984.2022.257825
Ruslana Naida
The article reveals the urgency of the problem of methodological training of future educators of preschool institutions in pedagogical colleges; the national scientific achievements on the issue of preparation and formation of professional competence in future educators of preschool institutions are analyzed; the content of methodological support of professional training in the specialty 012 Preschool education is determined; procedural support for the training of preschool education specialists is described; criteria for diagnosing methodical training of students in the pedagogical college are determined: cognitive-informational and operational-activity. The indicators of the criteria are determined: knowledge of modern learning technologies; familiarity with teaching methods and tools; awareness of the experience of creative teachers; ability to constructively develop professional skills; ability to create a developmental environment in a preschool institution; ability to self-development and self-realization. Attention is paid to the description of materials for the study, in particular, a diagnostic and methodological map of the study. The article presents the results of pedagogical research, conducted on the basis of the Pedagogical College and data analysis. Based on the diagnostic tools, criteria have been identified that will help achieve the goal of the study. Qualitative (narrative interview) and quantitative (survey methods) research methods were used: online survey and narrative interview by self-completing Google Forms. The results of the study indicated the need to strengthen methodological information for third-year students. Conclusions of theoretical analysis and results of empirical research of content-procedural support of students of specialty 012 Preschool education are made. Prospects for further research are identified
{"title":"Content-procedural provision of methodological preparation of future educators of preschool education institutions","authors":"Ruslana Naida","doi":"10.15587/2519-4984.2022.257825","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.257825","url":null,"abstract":"The article reveals the urgency of the problem of methodological training of future educators of preschool institutions in pedagogical colleges; the national scientific achievements on the issue of preparation and formation of professional competence in future educators of preschool institutions are analyzed; the content of methodological support of professional training in the specialty 012 Preschool education is determined; procedural support for the training of preschool education specialists is described; criteria for diagnosing methodical training of students in the pedagogical college are determined: cognitive-informational and operational-activity. The indicators of the criteria are determined: knowledge of modern learning technologies; familiarity with teaching methods and tools; awareness of the experience of creative teachers; ability to constructively develop professional skills; ability to create a developmental environment in a preschool institution; ability to self-development and self-realization. Attention is paid to the description of materials for the study, in particular, a diagnostic and methodological map of the study. The article presents the results of pedagogical research, conducted on the basis of the Pedagogical College and data analysis. Based on the diagnostic tools, criteria have been identified that will help achieve the goal of the study. Qualitative (narrative interview) and quantitative (survey methods) research methods were used: online survey and narrative interview by self-completing Google Forms. The results of the study indicated the need to strengthen methodological information for third-year students. Conclusions of theoretical analysis and results of empirical research of content-procedural support of students of specialty 012 Preschool education are made. Prospects for further research are identified","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"682 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78689271","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 : 2022-05-31DOI: 10.15587/2519-4984.2022.257853
O. Diadchenko
The article is devoted to solving organizational, didactic and methodical problems of teaching business English to philological students in the regime of distance education. The aim of the article is improving methodical accompaniment of teaching business English to future philologists. The goals of the research are to attract English teachers’ attention to the necessity of encouraging students to use regular lexicon in private online communication and enforce the inter discipline coordination in teaching business English, lexicology and linguistic local lore study. Such methods of research as content analysis of pedagogical literature on the subject, questionnaire, generalization of various viewpoints concerning distance learning were used. Special attention should be paid to methodical accompaniment of teaching business English in online regime. It means that teachers should pay more attention to using productive ways of organizing classes under the condition of distance education. Students should create presentations, situational monologues after watching video clips, which represent abstracts from real business communication, reproduce telephone conversations with the help of formal speech patterns, given in the textbooks. Students should be exercised in writing business letters, answering reclamations etc. Methodical accompaniment requires keeping certain principles: interconnected teaching all kinds of speech activity (reading, speaking, listening, writing); dominant role of exercises; principle of culturological education. The necessity of keeping in mind social and linguistic cultural differences in communicating a native and a foreign language is also grounded by the author. Students’ answers to the questionnaire concerning their attitude towards distance learning and business English online show that most of them (88 %) are satisfied with such a way of studying. They also want more attention to be paid to understanding native speakers, telephone conversations, creating advertising production
{"title":"Teaching business english to furure philologists in the regime of distance education","authors":"O. Diadchenko","doi":"10.15587/2519-4984.2022.257853","DOIUrl":"https://doi.org/10.15587/2519-4984.2022.257853","url":null,"abstract":"The article is devoted to solving organizational, didactic and methodical problems of teaching business English to philological students in the regime of distance education. The aim of the article is improving methodical accompaniment of teaching business English to future philologists. The goals of the research are to attract English teachers’ attention to the necessity of encouraging students to use regular lexicon in private online communication and enforce the inter discipline coordination in teaching business English, lexicology and linguistic local lore study. Such methods of research as content analysis of pedagogical literature on the subject, questionnaire, generalization of various viewpoints concerning distance learning were used. Special attention should be paid to methodical accompaniment of teaching business English in online regime. It means that teachers should pay more attention to using productive ways of organizing classes under the condition of distance education. Students should create presentations, situational monologues after watching video clips, which represent abstracts from real business communication, reproduce telephone conversations with the help of formal speech patterns, given in the textbooks. Students should be exercised in writing business letters, answering reclamations etc. Methodical accompaniment requires keeping certain principles: interconnected teaching all kinds of speech activity (reading, speaking, listening, writing); dominant role of exercises; principle of culturological education. The necessity of keeping in mind social and linguistic cultural differences in communicating a native and a foreign language is also grounded by the author. Students’ answers to the questionnaire concerning their attitude towards distance learning and business English online show that most of them (88 %) are satisfied with such a way of studying. They also want more attention to be paid to understanding native speakers, telephone conversations, creating advertising production","PeriodicalId":33322,"journal":{"name":"ScienceRise Pedagogical Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87127879","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 : 2022-05-31DOI: 10.15587/2519-4984.2022.257858
Iryna Karapuzova, V. Koval
The authors reveal the features of a pedagogical support organization for students of higher educational institutions (on the experience of future kindergarten teacher training) in the process of distance learning. The organization of pedagogical support of the distance learning process is carried out in several scopes, namely: analytical and diagnostic (monitoring of distance learning courses; students’ characteristics studying; identifying their cognitive and professional interests; determining the individual style of cognitive activity; monitoring educational subjects’ interaction); educational (conducting activities that increase distance learning participants’ psychological competence); advisory (advising on the development of learning material, advising distance learning participants on development, learning, professional and personal self-determination, on specific issues that arise during learning) and methodological (creating recommendations for teachers to increase student’s motivation and pedagogical support organization). The authors show that pedagogical support is not only pedagogical activity, aimed at student’s personality self-realization, but also the lecturer’s value attitude to each student’s personality; respect for their individual identities; perception of the student as an equal one, as a subject of the educational process and their lives, who have a unique inner world and ‘Me-concept’; care for future kindergarten teachers’ psychological comfort. Providing students with pedagogical support, the lecturer’s task is to select the types and means of support that would allow the student to unleash their inner potential without imposing a particular way of solving problems
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Pub Date : 2022-05-31DOI: 10.15587/2519-4984.2022.257349
G. Lysenko
Influenced by the processes of European integration, globalization and, in particular, in order to build a single European higher education area, an important task of Ukrainian educators is to study the practical experience of our foreign colleagues in training teachers for vocational schools at all levels. Among the European countries where close attention is paid to the quality of teacher training, in particular in the field of vocational education, Germany stands out. The purpose of the study is to analyze the features of modern training of teachers of vocational education in Germany with the prospect of using progressive German experience in the Ukrainian system of training/retraining of teachers for institutions of professional and higher technical education. A detailed analysis of the German teacher training system, carried out in the course of this study, allowed us to make some important generalizations. First, it is worth noting the high expediency and effectiveness of Germany's extensive system of institutions, which, thanks to a clear division of functions, contribute to the effective organization of three-stage training of qualified teachers for vocational education. Secondly, the analysis of the content of the curriculum for future teachers of vocational education in Germany shows an attempt to train competitive professionals not only in the vocational education system, but also in the labor market in general. Third, the developed Standards for teachers in the field of educational sciences effectively influence the implementation of training programs for teachers of vocational education, requiring the formation and further improvement of their competencies in the field of teaching, education, evaluation and implementation of innovations. Finally, it is worth noting the urgent need to use the achievements of the German experience of practical training of VET teachers in the Ukrainian system of training and retraining of teachers for institutions of professional and higher technical education
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Pub Date : 2022-05-31DOI: 10.15587/2519-4984.2022.257343
N. Gavrish, Olga Bezsonova
The article considers the problem of organizing dialogic interaction of adults and children in the developmental environment of early age groups. The article presents the results of theoretical research on the concepts of "dialogue", "interaction", "dialogue interaction". It is determined, that in most scientific sources dialogue is considered as a form, method and means of social contacts, which is realized by the individual in the subject-subject interaction. Educational influences, focused on dialogic interaction, able to stimulate speech and interpersonal interaction between children, are just beginning to develop and do not have wide practical application. Based on the following ideas about dialogue, the development of dialogical interaction of adults and young children in the educational space of ZDO, it is necessary to focus on solving the following tasks: establishing emotional contact between participants in educational interaction; mastering verbal and nonverbal means of communication; ability to perform actions together with other participants in the educational process. The main models of dialogic interaction, their uniqueness and effectiveness are described, namely: interaction that encourages the child to active cognition (cognitive development occurs during interaction with objects, mastering texts, actions in a specially created space, and the core of such a system is active action ), reorientation of the child's behavior in interaction with an adult (involves natural and logical changes in unwanted behavior of the child, which strengthens the child's sense of self-worth and shapes his/her character; the following types: sandwich, steps, triplets, pattern), supportive interaction task: to help the child to form a positive image of themselves, to realize their value and uniqueness; the following types: emotional, resource, co-existence support). The importance of maintaining consistency in the organization of interaction is emphasized: from the usual way in the usual conditions to the new way in the new unusual space. The algorithm of the organization of dialogue interaction is defined: I look, what the child does now; I feel and analyze what he/she needs now, what he/she expects from me; I give him/her what he/she needs. Emphasis is placed on the importance of compliance with speech strains when interacting with children early, compliance with the rules of communication by all participants in the educational process. Possibilities of application of the offered models of dialogue interaction in modern conditions of reforming of education in Ukraine are defined
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