Pub Date : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282138
N. Sulaieva, T. Batiievska
The article presents the analysis results of educational practices for future teacher training for teaching the integrated course “Art”, which made it possible to ascertain the presence of a specific approach of higher pedagogical educational institutions to the necessary competencies formation. It has been emphasized that institutions of higher education choose different paths. The first one is deepening the content of individual academic disciplines of educational and professional training programs for music teachers, fine arts teachers, or choreography teachers with information that contributes to competencies formation for teaching the integrated course “Art”. The second one is the introduction to the educational and professional programs “Secondary Education (Musical Art)”, “Secondary Education (Fine Arts)” or “Secondary Education (Choreography)” of individual educational components aimed at students mastering other types of art and their teaching methods with the aim of preparation of future teachers for the integration of various kinds of art in the process of art education. It has been emphasized that one of the ways of professional training of a teacher of the integrated course “Art” at Poltava V. G. Korolenko National Pedagogical University is a combination of the above-mentioned approaches with the introduction to the educational process of students majoring in “Secondary Education (Musical Art)”, of the certificate educational program “Integrated Course “Art” for Institutions of General Secondary Education”. It is noted that the proposed certificate educational program provides for the presence of such educational components as “History of Culture”, “Art Pedagogy”, “Theory and History of Fine Arts”, “Theory and History of Choreographic Art”, “Fundamentals of Theater and Screen Art”, “Non-Formal Art Education”, “Methodology of Teaching Fine Arts”, “Methodology of Teaching Choreographic Art”, “Multimedia Technologies in Education and Art”, “Computer Arrangement", etc. It has been emphasized that mastering the content of the above-mentioned educational components by future teachers of musical art is the key to the necessary competencies formation for teaching the integrated course “Art” in a general secondary educational institution.
{"title":"PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF THE INTEGRATED COURSE “ART”","authors":"N. Sulaieva, T. Batiievska","doi":"10.33989/2226-4051.2023.27.282138","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282138","url":null,"abstract":"The article presents the analysis results of educational practices for future teacher training for teaching the integrated course “Art”, which made it possible to ascertain the presence of a specific approach of higher pedagogical educational institutions to the necessary competencies formation. It has been emphasized that institutions of higher education choose different paths. The first one is deepening the content of individual academic disciplines of educational and professional training programs for music teachers, fine arts teachers, or choreography teachers with information that contributes to competencies formation for teaching the integrated course “Art”. The second one is the introduction to the educational and professional programs “Secondary Education (Musical Art)”, “Secondary Education (Fine Arts)” or “Secondary Education (Choreography)” of individual educational components aimed at students mastering other types of art and their teaching methods with the aim of preparation of future teachers for the integration of various kinds of art in the process of art education. It has been emphasized that one of the ways of professional training of a teacher of the integrated course “Art” at Poltava V. G. Korolenko National Pedagogical University is a combination of the above-mentioned approaches with the introduction to the educational process of students majoring in “Secondary Education (Musical Art)”, of the certificate educational program “Integrated Course “Art” for Institutions of General Secondary Education”. It is noted that the proposed certificate educational program provides for the presence of such educational components as “History of Culture”, “Art Pedagogy”, “Theory and History of Fine Arts”, “Theory and History of Choreographic Art”, “Fundamentals of Theater and Screen Art”, “Non-Formal Art Education”, “Methodology of Teaching Fine Arts”, “Methodology of Teaching Choreographic Art”, “Multimedia Technologies in Education and Art”, “Computer Arrangement\", etc. It has been emphasized that mastering the content of the above-mentioned educational components by future teachers of musical art is the key to the necessary competencies formation for teaching the integrated course “Art” in a general secondary educational institution.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115641996","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282141
O. Shpak
The review article presents the terminological discourse of the issue of training future bachelors of graphic design for calligraphy usage in professional activities, which includes such terms as “art education,” “design-education,” “design,” “graphic design,” “calligraphy,” “font,” “font design,” “national font design,” etc. The essence of design as a form of art aimed at the artistic construction of the subject space by applying the potential of artistic and industrial production, decorative and applied art with the aim of aestheticizing everyday life, the professional environment on the basis of national, ethnic, cultural identity has been clarified. The analysis of the category “graphic design” has made it possible to clarify its definition as a type of design, the purpose of which is to provide visual communication and project visual and meaningful images, and signs through simultaneous artistic, project, technical, design activities and information technologies used for the purpose of visualization and aestheticization of the environment, creation of a high-quality information space at the enterprise, in the community, at the state level, etc. The author’s definition of national font design as a process of creating and reproducing fonts based on cultural traditions and historical features of certain people with the aim of preserving national identity is substantiated. It has been found that in modern art education, design education, primarily in the training of designers in institutions of higher art education, the problem of updating the content, forms, and methods of using calligraphy and font design on the basis of national traditions, substantiating the methodological principles of reproduction and creation of Ukrainian typefaces is actualized forms, typography, font using samples of national culture. Today, the national preservation principles of font design require a new understanding, the affirmation of traditions, and the study of historical experience, as well as the use of modern digital technologies, which will enable the strengthening of national identity in the field of design education.
{"title":"TERMINOLOGICAL DISCOURSE OF THE ISSUE OF PREPARING FUTURE BACHELORS OF GRAPHIC DESIGN FOR CALLIGRAPHY USAGE IN PROFESSIONAL ACTIVITIES","authors":"O. Shpak","doi":"10.33989/2226-4051.2023.27.282141","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282141","url":null,"abstract":"The review article presents the terminological discourse of the issue of training future bachelors of graphic design for calligraphy usage in professional activities, which includes such terms as “art education,” “design-education,” “design,” “graphic design,” “calligraphy,” “font,” “font design,” “national font design,” etc. The essence of design as a form of art aimed at the artistic construction of the subject space by applying the potential of artistic and industrial production, decorative and applied art with the aim of aestheticizing everyday life, the professional environment on the basis of national, ethnic, cultural identity has been clarified. The analysis of the category “graphic design” has made it possible to clarify its definition as a type of design, the purpose of which is to provide visual communication and project visual and meaningful images, and signs through simultaneous artistic, project, technical, design activities and information technologies used for the purpose of visualization and aestheticization of the environment, creation of a high-quality information space at the enterprise, in the community, at the state level, etc. The author’s definition of national font design as a process of creating and reproducing fonts based on cultural traditions and historical features of certain people with the aim of preserving national identity is substantiated. \u0000It has been found that in modern art education, design education, primarily in the training of designers in institutions of higher art education, the problem of updating the content, forms, and methods of using calligraphy and font design on the basis of national traditions, substantiating the methodological principles of reproduction and creation of Ukrainian typefaces is actualized forms, typography, font using samples of national culture. Today, the national preservation principles of font design require a new understanding, the affirmation of traditions, and the study of historical experience, as well as the use of modern digital technologies, which will enable the strengthening of national identity in the field of design education.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123999262","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282140
Удк, N. Paziura
This scientific article is aimed at studying the problem of fostering creativity in future designers in the context of labour market requirements and taking into account the latest trends in design. The analysis of modern approaches to the educational process in the field of design at the institutional level and the compliance of educational services with the needs of the labor market was carried out. It was found that the creative educational environment of the educational institution best contributes to the development of creativity in future designers. The determining factors of the educational environment are revealed. It has been proven that educating students in a creative educational environment affects their creativity and further motivation for success. A conclusion was made about the need to create a creative and innovative educational environment in educational institutions.
{"title":"THE INFLUENCE OF EDUCATIONAL ENVIRONMENT ON THE DEVELOPMENT OF FUTURE DESIGNERS’ CREATIVITY","authors":"Удк, N. Paziura","doi":"10.33989/2226-4051.2023.27.282140","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282140","url":null,"abstract":"This scientific article is aimed at studying the problem of fostering creativity in future designers in the context of labour market requirements and taking into account the latest trends in design. The analysis of modern approaches to the educational process in the field of design at the institutional level and the compliance of educational services with the needs of the labor market was carried out. It was found that the creative educational environment of the educational institution best contributes to the development of creativity in future designers. The determining factors of the educational environment are revealed. It has been proven that educating students in a creative educational environment affects their creativity and further motivation for success. A conclusion was made about the need to create a creative and innovative educational environment in educational institutions.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126201319","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282150
R. Lotsman
The article analyzes the peculiarities of the process of formation of Ukrainian singing culture by preschoolers with song game usage. The author emphasizes the importance of using Ukrainian folk songs in the process of musical education of preschoolers, such as calendar-ritual songs, fairy tales, poems, and additional visual materials about Ukrainian traditions. The relevance of singing games is determined by the need for preschoolers’ socialization during the war and quarantine, the use of the art-therapeutic potential of Ukrainian singing, and the need for national-patriotic education. The main tasks of the song game are to help reveal the essence of Ukrainian singing culture in the process of musical education and everyday life; comprehensive and musical development, formation of vocal-auditory and singing skills, enrichment of the repertoire of preschoolers; awareness of the importance of learning the culture of Ukrainian singing, the history of one’s people and the surrounding world through song; creation of theater and game space; close cooperation with parents and involving them in play activities with preschoolers at home, in preserving the traditions of Ukrainian singing in everyday life; removal of psycho-emotional tension and a friendly atmosphere of the educational environment. The article examines various forms of Ukrainian singing lessons and suggests author's exercises, methods and games, in particular: “song diary”, “song basket”, “song calendar”, “song journey”, “song fairy tale”, “singing toys”, etc. The author investigates the problem of forming the culture of Ukrainian singing in preschoolers through the development of associative thinking, emotional intelligence, and creative abilities, the creation of an educational art space of the "room of Ukrainian singing", and the holding of educational events in the direction of Ukrainian studies. The proposed song games are aimed at young Ukrainians’ musical and spiritual development, their patriotic upbringing, and the enrichment of their worldview.
{"title":"SONG GAMES AS A MEANS OF UKRAINIAN SINGING CULTURE FORMATION IN PRESCHOOLS","authors":"R. Lotsman","doi":"10.33989/2226-4051.2023.27.282150","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282150","url":null,"abstract":"The article analyzes the peculiarities of the process of formation of Ukrainian singing culture by preschoolers with song game usage. The author emphasizes the importance of using Ukrainian folk songs in the process of musical education of preschoolers, such as calendar-ritual songs, fairy tales, poems, and additional visual materials about Ukrainian traditions. The relevance of singing games is determined by the need for preschoolers’ socialization during the war and quarantine, the use of the art-therapeutic potential of Ukrainian singing, and the need for national-patriotic education. \u0000The main tasks of the song game are to help reveal the essence of Ukrainian singing culture in the process of musical education and everyday life; comprehensive and musical development, formation of vocal-auditory and singing skills, enrichment of the repertoire of preschoolers; awareness of the importance of learning the culture of Ukrainian singing, the history of one’s people and the surrounding world through song; creation of theater and game space; close cooperation with parents and involving them in play activities with preschoolers at home, in preserving the traditions of Ukrainian singing in everyday life; removal of psycho-emotional tension and a friendly atmosphere of the educational environment. \u0000The article examines various forms of Ukrainian singing lessons and suggests author's exercises, methods and games, in particular: “song diary”, “song basket”, “song calendar”, “song journey”, “song fairy tale”, “singing toys”, etc. The author investigates the problem of forming the culture of Ukrainian singing in preschoolers through the development of associative thinking, emotional intelligence, and creative abilities, the creation of an educational art space of the \"room of Ukrainian singing\", and the holding of educational events in the direction of Ukrainian studies. The proposed song games are aimed at young Ukrainians’ musical and spiritual development, their patriotic upbringing, and the enrichment of their worldview.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114595311","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282147
Ju. Matulchyk
The article highlights the results of a theoretical study of the concept of heutagogy, its theoretical foundations and principles. Heutagogy is based on humanistic theory and approaches to learning, applying a holistic approach to the development of adult learners' abilities. It presents a new concept of learning, an innovative model of learning that meets the current requirements of the time, complex and dynamic changes that define our lives and are reflected in the need for continuous education and lifelong learning, with an emphasis on the requirement of an active and independent approach to these processes. It is proved that both heutagogy and andragogy emphasise self-directed and self-regulated learning. It has been found that heutagogy describes self-regulated learning as a holistic process that lasts throughout life. Learning is learner-centred and the learner is the best judge of their own learning needs. The needs of the learner are at the centre of the educational process. The main principles of heutagogy include: human activity (student centredness), non-linearity of learning, teachers focus on the learning process rather than content, learning goes beyond a specific discipline, learning takes place through the independent choice and self-directed action of an adult learner. It has been established that heutagogy focuses on the ability of adults to reproduce acquired knowledge and skills, to be able to use the competencies acquired in the learning process to solve new problems and to use these competencies effectively in unfamiliar contexts. Consider able attention is also paid to the ability to work creatively and the ability to cooperate in a team. The study of workplace learning that uses heutagogical learning strategies, such as action learning, coaching and mentoring, is promising.
{"title":"BACK BACKGROUND, THEORETICAL BACKGROUND AND PRINCIPLES OF HEUTAGOGY","authors":"Ju. Matulchyk","doi":"10.33989/2226-4051.2023.27.282147","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282147","url":null,"abstract":"The article highlights the results of a theoretical study of the concept of heutagogy, its theoretical foundations and principles. Heutagogy is based on humanistic theory and approaches to learning, applying a holistic approach to the development of adult learners' abilities. It presents a new concept of learning, an innovative model of learning that meets the current requirements of the time, complex and dynamic changes that define our lives and are reflected in the need for continuous education and lifelong learning, with an emphasis on the requirement of an active and independent approach to these processes. It is proved that both heutagogy and andragogy emphasise self-directed and self-regulated learning. It has been found that heutagogy describes self-regulated learning as a holistic process that lasts throughout life. Learning is learner-centred and the learner is the best judge of their own learning needs. The needs of the learner are at the centre of the educational process. The main principles of heutagogy include: human activity (student centredness), non-linearity of learning, teachers focus on the learning process rather than content, learning goes beyond a specific discipline, learning takes place through the independent choice and self-directed action of an adult learner. It has been established that heutagogy focuses on the ability of adults to reproduce acquired knowledge and skills, to be able to use the competencies acquired in the learning process to solve new problems and to use these competencies effectively in unfamiliar contexts. Consider able attention is also paid to the ability to work creatively and the ability to cooperate in a team. The study of workplace learning that uses heutagogical learning strategies, such as action learning, coaching and mentoring, is promising.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122178607","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282094
S. Solomakha
The article examines various aspects of the philosophical, pedagogical, and ethical-aesthetic ideas of academician Ivan Andriyovych Ziaziun, which occupy a significant place in his multifaceted scientific heritage. According to I. Ziaziun, the philosophical categories of “goodness”, “beauty” and “freedom” always stand for Truth, which embodies the deep meaning of human worldview and comprehension of existence, the search for the human spirit, and the creation of humanistic ideals. The categories of aesthetics, aesthetic education, pedagogical skills, pedagogical action of a teacher, and spiritual development of an individual through the Beauty captured in art play an essential role in the professional growth of teachers. It is advisable to study the scientific heritage of the outstanding Ukrainian scientist and teacher I. Ziaziun, looking for ways to implement his ideas in modern pedagogical practice. As Ivan Andriyovych convincingly proves, aesthetic values of consciousness concentrate humanistic ideals, goals, motives, intentions, and moods that determine the position and behavior of a teacher, positively impact the humanistic orientation of an organization of pedagogical actions of lecturers and teachers, are the basis for the development and improvement of the subjective-emotional component of consciousness – the value knowledge of both those who teach and those who study. According to I. Ziaziun, the issues of aesthetics and ethics, pedagogical education, and aesthetic education should be significant components of the national cultural policy and national education of young people, as they are the basis for the spiritual development of an individual.
{"title":"AESTHETIC DIMENSIONS OF IVAN ZIAZIUN’S PEDAGOGICAL HERITAGE","authors":"S. Solomakha","doi":"10.33989/2226-4051.2023.27.282094","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282094","url":null,"abstract":"The article examines various aspects of the philosophical, pedagogical, and ethical-aesthetic ideas of academician Ivan Andriyovych Ziaziun, which occupy a significant place in his multifaceted scientific heritage. According to I. Ziaziun, the philosophical categories of “goodness”, “beauty” and “freedom” always stand for Truth, which embodies the deep meaning of human worldview and comprehension of existence, the search for the human spirit, and the creation of humanistic ideals. The categories of aesthetics, aesthetic education, pedagogical skills, pedagogical action of a teacher, and spiritual development of an individual through the Beauty captured in art play an essential role in the professional growth of teachers. \u0000It is advisable to study the scientific heritage of the outstanding Ukrainian scientist and teacher I. Ziaziun, looking for ways to implement his ideas in modern pedagogical practice. As Ivan Andriyovych convincingly proves, aesthetic values of consciousness concentrate humanistic ideals, goals, motives, intentions, and moods that determine the position and behavior of a teacher, positively impact the humanistic orientation of an organization of pedagogical actions of lecturers and teachers, are the basis for the development and improvement of the subjective-emotional component of consciousness – the value knowledge of both those who teach and those who study. According to I. Ziaziun, the issues of aesthetics and ethics, pedagogical education, and aesthetic education should be significant components of the national cultural policy and national education of young people, as they are the basis for the spiritual development of an individual.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125084686","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282154
S. Alіeksieieva, M. Diachenko-Bohun
The article reveals modern approaches to the construction of a methodical system of teaching biology. It has been determined that teaching biology is a branch of pedagogical science that is formed on the basis of pedagogy and biology and is separated into a separate category that considers rational ways of managing the learning process, as a result the mastery of conscious and strong competencies necessary for any educated person takes place. Biology as an educational subject is characterized by the originality of the forms and methods of teaching, which arise from the specifics of the objects of study (living organisms, phenomena of living nature, and their development). The introduction of a methodical system of teaching biology will ensure the formation of modern general biological concepts and a scientific picture of the world among students. A thorough analysis of the concept of a “methodical education system” has been carried out. It is considered as a complex of interrelated goals, principles, content, methods, means, and organizational forms of education, which, based on the interaction of the teacher and students, provides a predicted positive result. The methodological system of teaching biology is considered as a complex dynamic structure containing a set of interconnected components, such as goals, content, forms, methods, and a complex of educational and methodological support. Cross-cutting content lines are the integration of educational content, correlated with key competencies. Their mastery ensures the formation of value and worldview orientations. It has been proven that the methodological system of teaching biology should be based on the principles of providing biological education with new progressive concepts, the introduction of modern advanced technologies and scientific and methodological achievements into the educational process; organic integration of education and science, active use of the scientific potential of research institutions, formation of new ecological foundations of the biological education system; strengthening the popularization and promotion of science; departure from authoritarian pedagogy; introduction of educational and methodical complexes of a new generation. The use of interactive online resources and the use of observations and experimental work are mandatory.
{"title":"A MODERN APPROACH TO BUILDING A METHODOLOGICAL SYSTEM OF TEACHING BIOLOGY","authors":"S. Alіeksieieva, M. Diachenko-Bohun","doi":"10.33989/2226-4051.2023.27.282154","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282154","url":null,"abstract":"The article reveals modern approaches to the construction of a methodical system of teaching biology. It has been determined that teaching biology is a branch of pedagogical science that is formed on the basis of pedagogy and biology and is separated into a separate category that considers rational ways of managing the learning process, as a result the mastery of conscious and strong competencies necessary for any educated person takes place. Biology as an educational subject is characterized by the originality of the forms and methods of teaching, which arise from the specifics of the objects of study (living organisms, phenomena of living nature, and their development). The introduction of a methodical system of teaching biology will ensure the formation of modern general biological concepts and a scientific picture of the world among students. A thorough analysis of the concept of a “methodical education system” has been carried out. It is considered as a complex of interrelated goals, principles, content, methods, means, and organizational forms of education, which, based on the interaction of the teacher and students, provides a predicted positive result. \u0000The methodological system of teaching biology is considered as a complex dynamic structure containing a set of interconnected components, such as goals, content, forms, methods, and a complex of educational and methodological support. Cross-cutting content lines are the integration of educational content, correlated with key competencies. Their mastery ensures the formation of value and worldview orientations. It has been proven that the methodological system of teaching biology should be based on the principles of providing biological education with new progressive concepts, the introduction of modern advanced technologies and scientific and methodological achievements into the educational process; organic integration of education and science, active use of the scientific potential of research institutions, formation of new ecological foundations of the biological education system; strengthening the popularization and promotion of science; departure from authoritarian pedagogy; introduction of educational and methodical complexes of a new generation. The use of interactive online resources and the use of observations and experimental work are mandatory.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130791438","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282139
H. Sotska
The article summarizes the experience of higher education institutions in Ukraine and Denmark on fashion designers’ project culture formation in the process of undergraduate training. It has been determined that project culture is an integral indicator of a specialist’s professional competence, which provides the ability for creative project-transformative activity. Based on the study of professional and educational training programs for clothing designers in Ukrainian and Danish higher education institutions, the content of disciplines in which the key role is assigned to design has been identified and analyzed. It has been proven that the formation of fashion designers’ project culture during bachelor's training in Ukrainian and Danish higher education institutions is effective, provided that specialists are included in the integral process of project activity. It is consistent with the process of purposeful formation of professional competencies. Attention is focused on the importance of stimulating future fashion designers' creative activity as the basis of their ability to creatively solve design tasks and internal self-motivation for creative project self-realization and self-improvement. It has been found that the formation of the project culture of fashion designers in Danish higher education institutions is facilitated by the Scandinavian educational policy, the conceptual idea of which is a combination of theory and professional practice. Based on the comparative analysis, it has been concluded that the educational process in the higher education institutions of Denmark is based on all-pervading projectivity and interdisciplinarity, while in Ukraine the emphasis is on interdisciplinarity and technologicality.
{"title":"FORMATION OF PROJECT CULTURE IN THE PROCESS OF BACHELOR'S TRAINING OF FASHION DESIGNERS IN HIGHER EDUCATIONAL INSTITUTIONS IN UKRAINE AND DENMARK","authors":"H. Sotska","doi":"10.33989/2226-4051.2023.27.282139","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282139","url":null,"abstract":"The article summarizes the experience of higher education institutions in Ukraine and Denmark on fashion designers’ project culture formation in the process of undergraduate training. It has been determined that project culture is an integral indicator of a specialist’s professional competence, which provides the ability for creative project-transformative activity. Based on the study of professional and educational training programs for clothing designers in Ukrainian and Danish higher education institutions, the content of disciplines in which the key role is assigned to design has been identified and analyzed. It has been proven that the formation of fashion designers’ project culture during bachelor's training in Ukrainian and Danish higher education institutions is effective, provided that specialists are included in the integral process of project activity. It is consistent with the process of purposeful formation of professional competencies. Attention is focused on the importance of stimulating future fashion designers' creative activity as the basis of their ability to creatively solve design tasks and internal self-motivation for creative project self-realization and self-improvement. It has been found that the formation of the project culture of fashion designers in Danish higher education institutions is facilitated by the Scandinavian educational policy, the conceptual idea of which is a combination of theory and professional practice. Based on the comparative analysis, it has been concluded that the educational process in the higher education institutions of Denmark is based on all-pervading projectivity and interdisciplinarity, while in Ukraine the emphasis is on interdisciplinarity and technologicality.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117185853","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282095
E. Stokowska-Zagdan, T. Janicka-Panek
The educational system in Poland assumes various forms of psychological and pedagogical support, which is provided to children with special educational needs in kindergarten and to students with disabilities at school. It is taken into account by legal acts regulating the matters of education and, at the same time, obliging all educational institutions to respect the principle of uniform pedagogical interactions, taking into account inclusive education. Psychological and pedagogical assistance provided to a student in kindergarten, school, and institution consists of recognizing and satisfying the student’s individual development and educational needs and identifying the student’s individual psychophysical abilities and environmental factors that affect his functioning in kindergarten and school.
{"title":"PSYCHOLOGICAL AND PEDAGOGICAL HELP PROVIDED TO A CHILD IN KINDERGARTEN AND A STUDENT AT SCHOOL IN POLAND: LEGAL BASIS","authors":"E. Stokowska-Zagdan, T. Janicka-Panek","doi":"10.33989/2226-4051.2023.27.282095","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282095","url":null,"abstract":"The educational system in Poland assumes various forms of psychological and pedagogical support, which is provided to children with special educational needs in kindergarten and to students with disabilities at school. It is taken into account by legal acts regulating the matters of education and, at the same time, obliging all educational institutions to respect the principle of uniform pedagogical interactions, taking into account inclusive education. Psychological and pedagogical assistance provided to a student in kindergarten, school, and institution consists of recognizing and satisfying the student’s individual development and educational needs and identifying the student’s individual psychophysical abilities and environmental factors that affect his functioning in kindergarten and school.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133740415","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 : 2023-06-20DOI: 10.33989/2226-4051.2023.27.282137
Yuliia Styrkina
The article is keen on answering the question: what should be the quality characteristics of the poetry offered for study in primary school, so that it could be easily perceived, so that it could be easy for children to remember, and so that it could be able to develop aesthetic tastes, a sense of rhythm, and rhymes. The article stresses that poetry is designed to evoke a sense of security, harmony, and detachment in a child, to awaken intuition, and to create a relaxed atmosphere conducive to learning, just like music. The author states that poetry is especially important in our time when today's children live in the age of digital technologies. They often lack live contacts, they are lonely and very sensitive, but at the same time, they are not fully aware of their emotions. Reading poetry for them becomes not only the development of skills, but also psychotherapy, and empathy training, when a common emotional and valuable space is created, and book characters turn into safe guides to a stable world. And if to take into account the fact that all our internal processes are related to rhythmization, and rhythm and rhyme affect even motor activity and a sense of security, then we can conclude the necessity of forming criteria of poetry for study in elementary school. The research states that the rhythms and melody of the poetic word return a person to the original state of harmony with himself and the surrounding world if it is a quality, genius poetry, but it can also distort the taste, bring disharmony to the state of mind of both an adult and a child - a child even more, since children are more sensitive to the effects of the external environment. Therefore, it is extremely important what kind of poetry we offer to the attention of an individual undergoing the process of formation.
{"title":"SELECTION CRITERIA OF ENGLISH AND UKRAINIAN POETRY FOR PRIMARY SCHOOL STUDENTS","authors":"Yuliia Styrkina","doi":"10.33989/2226-4051.2023.27.282137","DOIUrl":"https://doi.org/10.33989/2226-4051.2023.27.282137","url":null,"abstract":"The article is keen on answering the question: what should be the quality characteristics of the poetry offered for study in primary school, so that it could be easily perceived, so that it could be easy for children to remember, and so that it could be able to develop aesthetic tastes, a sense of rhythm, and rhymes. \u0000The article stresses that poetry is designed to evoke a sense of security, harmony, and detachment in a child, to awaken intuition, and to create a relaxed atmosphere conducive to learning, just like music. The author states that poetry is especially important in our time when today's children live in the age of digital technologies. They often lack live contacts, they are lonely and very sensitive, but at the same time, they are not fully aware of their emotions. Reading poetry for them becomes not only the development of skills, but also psychotherapy, and empathy training, when a common emotional and valuable space is created, and book characters turn into safe guides to a stable world. And if to take into account the fact that all our internal processes are related to rhythmization, and rhythm and rhyme affect even motor activity and a sense of security, then we can conclude the necessity of forming criteria of poetry for study in elementary school. \u0000The research states that the rhythms and melody of the poetic word return a person to the original state of harmony with himself and the surrounding world if it is a quality, genius poetry, but it can also distort the taste, bring disharmony to the state of mind of both an adult and a child - a child even more, since children are more sensitive to the effects of the external environment. Therefore, it is extremely important what kind of poetry we offer to the attention of an individual undergoing the process of formation.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127174530","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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