Pub Date : 2022-06-30DOI: 10.26565/2074-8167-2022-50-08
O. Nalyvaiko
The process of all-pervasive integration, which binds the world socio-economic activity in recent years, has significantly slowed down due to a number of reasons. These include the aggravation of contradictions within the most developed centers of the economy and culture, constant economic upheavals in the form of economic crises as well as the Covid-19 pandemic. These reasons together have a significant impact on education around the world and lead to a deterioration in its quality through the loss of global cooperation in the exchange of personnel, ideas and results in scientific and educational fields. The purpose of the study is to designate the influence of deglobalization factors on the educational process in the context of crisis phenomena. The paper presents arguments in favor of strengthening deglobalization processes in most countries of the world. If we talk about learning, these processes are caused, first of all, by the deterioration of the economic situation of educational systems in the context of the Covid-19 pandemic and the global turbulence that now leads to deterioration in the situation of all participants in the educational process, both in economic terms and in terms of opportunities to realize their educational and scientific potential. It is important to note that for the Ukrainian education system, the introduction of quarantine restrictions and general de-globalization processes led to a colossal outflow of foreign students and the loss of the remnants of the potential that the country's leading universities had. It can already be said now that the introduction of forced distance learning has led to deterioration in the quality of education and the devaluation of the national education system. The presence of digital tools and training tools still retains opportunities for cooperation in the face of quarantine and economic restrictions, but this resource also has limitations and requires constant improvement for effective interaction.
{"title":"Globalization or deglobalization of education? Lessons of the COVID times","authors":"O. Nalyvaiko","doi":"10.26565/2074-8167-2022-50-08","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-08","url":null,"abstract":"The process of all-pervasive integration, which binds the world socio-economic activity in recent years, has significantly slowed down due to a number of reasons. These include the aggravation of contradictions within the most developed centers of the economy and culture, constant economic upheavals in the form of economic crises as well as the Covid-19 pandemic. These reasons together have a significant impact on education around the world and lead to a deterioration in its quality through the loss of global cooperation in the exchange of personnel, ideas and results in scientific and educational fields. The purpose of the study is to designate the influence of deglobalization factors on the educational process in the context of crisis phenomena. The paper presents arguments in favor of strengthening deglobalization processes in most countries of the world. If we talk about learning, these processes are caused, first of all, by the deterioration of the economic situation of educational systems in the context of the Covid-19 pandemic and the global turbulence that now leads to deterioration in the situation of all participants in the educational process, both in economic terms and in terms of opportunities to realize their educational and scientific potential. It is important to note that for the Ukrainian education system, the introduction of quarantine restrictions and general de-globalization processes led to a colossal outflow of foreign students and the loss of the remnants of the potential that the country's leading universities had. It can already be said now that the introduction of forced distance learning has led to deterioration in the quality of education and the devaluation of the national education system. The presence of digital tools and training tools still retains opportunities for cooperation in the face of quarantine and economic restrictions, but this resource also has limitations and requires constant improvement for effective interaction.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"2015 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73743269","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: 10.26565/2074-8167-2022-50-04
Olena Druhanova, Katerina Kvasova, O. Nalyvaiko
The aim of the article is to substantiate the role of the educational environment of higher education institutions, under the influence of which students form a system of principles, values and moral guidelines, rethink existing ways of working and creating new ones. It is proved that an important role in the formation of such an environment is played by systematic educational work, including round tables, curatorial hours, talks with students of different courses and other forms and areas. It was found that the key to the correct attitude of students to learning, to further professional and social activities is their awareness of the importance of their initiative, determination, perseverance, demanding and other qualities that contribute to responsibility in action; needs for constant self-improve- ment, self-organization, etc. End-to-end discussion of current issues of education, upbringing, personality formation in general among graduates of senior and junior courses, between students and teachers, creating situations that encourage responsible decision-making, to express student social activity, promote responsibility and independence as personality traits . The article summarizes the methods and means of forming responsibility as an integral quality of personality accumulated by the domestic higher school. This is the humanization of the process of cooperation, the dialogue of learning; organization of socially significant workshops, solving deontological situations, situational exercises; reading special courses; performing tasks of independent work, etc. The role of scientific-pedagogical/assistant practice as a tool for creating and directing opportunities for students of the second (master’s) level of higher education to self-development and self-improvement, to express their own creative activity, freedom of choice, responsibility in specific educational activities. The article proposes curatorial hours for active discussion with students of different levels of higher education in order to form their responsibility and independence – «The role of responsibility in human life and society in the context of education», «Leadership in the student environment», Problems of academic integrity in Ukraine and the world, etc.
{"title":"Formation of responsibility and independence as a feature of personality of student youth in the process of educational work higher education institutions","authors":"Olena Druhanova, Katerina Kvasova, O. Nalyvaiko","doi":"10.26565/2074-8167-2022-50-04","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-04","url":null,"abstract":"The aim of the article is to substantiate the role of the educational environment of higher education institutions, under the influence of which students form a system of principles, values and moral guidelines, rethink existing ways of working and creating new ones. It is proved that an important role in the formation of such an environment is played by systematic educational work, including round tables, curatorial hours, talks with students of different courses and other forms and areas. It was found that the key to the correct attitude of students to learning, to further professional and social activities is their awareness of the importance of their initiative, determination, perseverance, demanding and other qualities that contribute to responsibility in action; needs for constant self-improve- ment, self-organization, etc. End-to-end discussion of current issues of education, upbringing, personality formation in general among graduates of senior and junior courses, between students and teachers, creating situations that encourage responsible decision-making, to express student social activity, promote responsibility and independence as personality traits . The article summarizes the methods and means of forming responsibility as an integral quality of personality accumulated by the domestic higher school. This is the humanization of the process of cooperation, the dialogue of learning; organization of socially significant workshops, solving deontological situations, situational exercises; reading special courses; performing tasks of independent work, etc. The role of scientific-pedagogical/assistant practice as a tool for creating and directing opportunities for students of the second (master’s) level of higher education to self-development and self-improvement, to express their own creative activity, freedom of choice, responsibility in specific educational activities. The article proposes curatorial hours for active discussion with students of different levels of higher education in order to form their responsibility and independence – «The role of responsibility in human life and society in the context of education», «Leadership in the student environment», Problems of academic integrity in Ukraine and the world, etc.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78925182","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: 10.26565/2074-8167-2022-50-07
O. Mkrtichian
The article considers the issue of implementing project activities in the educational process of preschool education. Today, design penetrates into life phenomena, processes, spheres of society: more and more things are products of conscious human activity and are a unique way to ensure co-creation, cooperation of adults and children. Project activities allow to implement a personality-oriented approach to the upbringing and education of preschool children and promotes the development of their creative abilities, turns them into active participants in all events taking place in preschool education. The aim of the research is to reveal the essence of the concepts of «project», «project activity», as well as the peculiarities of using the method of projects in music lessons in preschool education. Project activity is the most important component of pedagogical activity. This process includes educational systems of different levels, the content of education, pedagogical technologies, management of the pedagogical process, planning and monitoring the development of educational institutions. It is shown that the method of design, a modern method of integration of activities, allows you to solve a set of problems subordinate to one topic, a variety of techniques and methods, gradually and in the system. The method is relevant and effective. It gives the child the opportunity to synthesize the acquired knowledge, develop creative abilities and communication skills. It is noted that project activities allow children to develop research skills and cognitive interest, there is an integration between common ways of solving different problems and activities. Project activities help to connect learning with life, develop communicative and moral qualities. The main task of the educator is to involve the child in the wonderful and beautiful world of music, to develop children's musical and creative abilities, to help through the artistic perception of musical images to understand the connection of musical art with the world, to form moral and aesthetic attitude to it. «Project» management of the music-educational process in the preschool institution contributes to the further improvement of music-educational work with preschool children in the modern education system.
{"title":"Project activities in music lessons in preschool education","authors":"O. Mkrtichian","doi":"10.26565/2074-8167-2022-50-07","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-07","url":null,"abstract":"The article considers the issue of implementing project activities in the educational process of preschool education. Today, design penetrates into life phenomena, processes, spheres of society: more and more things are products of conscious human activity and are a unique way to ensure co-creation, cooperation of adults and children. Project activities allow to implement a personality-oriented approach to the upbringing and education of preschool children and promotes the development of their creative abilities, turns them into active participants in all events taking place in preschool education. The aim of the research is to reveal the essence of the concepts of «project», «project activity», as well as the peculiarities of using the method of projects in music lessons in preschool education. Project activity is the most important component of pedagogical activity. This process includes educational systems of different levels, the content of education, pedagogical technologies, management of the pedagogical process, planning and monitoring the development of educational institutions. It is shown that the method of design, a modern method of integration of activities, allows you to solve a set of problems subordinate to one topic, a variety of techniques and methods, gradually and in the system. The method is relevant and effective. It gives the child the opportunity to synthesize the acquired knowledge, develop creative abilities and communication skills. It is noted that project activities allow children to develop research skills and cognitive interest, there is an integration between common ways of solving different problems and activities. Project activities help to connect learning with life, develop communicative and moral qualities. The main task of the educator is to involve the child in the wonderful and beautiful world of music, to develop children's musical and creative abilities, to help through the artistic perception of musical images to understand the connection of musical art with the world, to form moral and aesthetic attitude to it. «Project» management of the music-educational process in the preschool institution contributes to the further improvement of music-educational work with preschool children in the modern education system.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81616222","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: 10.26565/2074-8167-2022-50-14
A. Shevchenko, Serhii K. Kucherenko, Anatolii Komyshan, Valentina Shevchenko, N. Kucherenko
Formulation of the problem. The article considers the problem of valeological (health saving) competence formation in non-medical students. Health saving competencies are based on a healthy lifestyle, safe behavior practices and the ability to provide emergency pre-hospital care to victims in critical situations. The formation of valeological competence in non-medical takes place during the study of valeological disciplines (including "Fundamentals of Medical Knowledge", "Health Pedagogy" and others) in higher education institutions (HEI). Since the spring of 2019, the teaching of these disciplines is forced to take place in distance form. The purpose of the article. To compare the formation of valeological competence in students of the same educational level who were trained in a standardized valeological program in conditions of classroom and distance learning. Research methods. The study used methods: qualimetric and expert assessments – to form a factor-criterion model of valeological competence, pedagogical experiment and mathematical statistics – to calculate and compare the results of the formation of valeological competence, randomization – to form comparison groups. The main results of the study. It is established that valeological competence and the vast majority of its components (13/14) are better formed during classroom training. Thus, a high level of competence (75–100%) was reached by 14.4% of students who studied in the classroom form (offline), and only 10.1% of students who studied in the distance form (online). Possible reasons for this difference are the need to conduct classroom classes (trainings, role-playing games, emergency training) and higher initial level of knowledge of human anatomy and physiology in students who have undergone classroom training. Conclusions. It is concluded that it is necessary to return to classroom learning after the end of the COVID-19 pandemic in the world and the war in Ukraine for more successful formation of valeological competence in non-medical students.
{"title":"Formation of valeological competence in conditions of classroom and distance learning","authors":"A. Shevchenko, Serhii K. Kucherenko, Anatolii Komyshan, Valentina Shevchenko, N. Kucherenko","doi":"10.26565/2074-8167-2022-50-14","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-14","url":null,"abstract":"Formulation of the problem. The article considers the problem of valeological (health saving) competence formation in non-medical students. Health saving competencies are based on a healthy lifestyle, safe behavior practices and the ability to provide emergency pre-hospital care to victims in critical situations. The formation of valeological competence in non-medical takes place during the study of valeological disciplines (including \"Fundamentals of Medical Knowledge\", \"Health Pedagogy\" and others) in higher education institutions (HEI). Since the spring of 2019, the teaching of these disciplines is forced to take place in distance form.\u0000\u0000The purpose of the article. To compare the formation of valeological competence in students of the same educational level who were trained in a standardized valeological program in conditions of classroom and distance learning.\u0000\u0000Research methods. The study used methods: qualimetric and expert assessments – to form a factor-criterion model of valeological competence, pedagogical experiment and mathematical statistics – to calculate and compare the results of the formation of valeological competence, randomization – to form comparison groups.\u0000\u0000The main results of the study. It is established that valeological competence and the vast majority of its components (13/14) are better formed during classroom training. Thus, a high level of competence (75–100%) was reached by 14.4% of students who studied in the classroom form (offline), and only 10.1% of students who studied in the distance form (online). Possible reasons for this difference are the need to conduct classroom classes (trainings, role-playing games, emergency training) and higher initial level of knowledge of human anatomy and physiology in students who have undergone classroom training.\u0000\u0000Conclusions. It is concluded that it is necessary to return to classroom learning after the end of the COVID-19 pandemic in the world and the war in Ukraine for more successful formation of valeological competence in non-medical students.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88969871","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: 10.26565/2074-8167-2022-50-01
L. Batyuk, O. Zhernovnykova
The article considers and analyzes the problem of students’ acquisition of digital competencies in the study of the educational component «Medical Informatics» in the institution of higher education. The purpose of the article is to analyze the theoretical essence and content of the concept of digital competence and the competence of future doctors in the field of digital health care. Consider digital medical education and the acquisition of digital competence by students of higher medical educational institutions of Ukraine, using as an example the acquisition of digital competence in the study of the educational component «Medical Informatics». To achieve this goal, the analysis and synthesis of search results in information systems to determine the concepts of research, methods of expert evaluation, testing, questionnaires, observation, modeling, forecasting. The process of implementation of information processes in the field of health care, which involves the use of digital technologies, and determines the priority need for future health professionals to acquire relevant practical skills vital to medical records, medical and social data, patient morbidity analysis, etc., was considered. The program of the educational component «Medical Informatics» is based on practical experience of applied medical and biological specialties and works in the context of systems and organizations of clinical and public health for the development of experiments, interventions and approaches. This depth of methods of medical informatics determines the basis of the discipline and ensures its consistency with the definition of a common set of basic digital competencies. Acquisition of basic digital competencies in the study of the educational component «Medical Informatics», which is both medical and scientific and technological areas, makes teaching medical students the basics of problems and tasks aimed at using authentic digital data and systems aimed at building future competencies of doctors in the field of medical informatics are important and necessary for a student with one basic type of education that meets the needs and career goals of the future doctor. In accordance with the requirements of the Standard, the educational component «Medical Informatics» provides students with key digital competecies, which assume that future physicians will be creative, ask the right questions, demonstrate scientific skepticism, question past approaches, and strictly apply planning methods of experiments, data analysis and assessment theory. It is established that the integrative learning outcomes, the formation of which is facilitated by the educational component «Medical Informatics» is the formation of the future doctor’s competence in the field of digital technologies.
{"title":"Formation of digital competence of future doctors in the study of the educational component «Medical informatics»","authors":"L. Batyuk, O. Zhernovnykova","doi":"10.26565/2074-8167-2022-50-01","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-01","url":null,"abstract":"The article considers and analyzes the problem of students’ acquisition of digital competencies in the study of the educational component «Medical Informatics» in the institution of higher education. The purpose of the article is to analyze the theoretical essence and content of the concept of digital competence and the competence of future doctors in the field of digital health care. Consider digital medical education and the acquisition of digital competence by students of higher medical educational institutions of Ukraine, using as an example the acquisition of digital competence in the study of the educational component «Medical Informatics». To achieve this goal, the analysis and synthesis of search results in information systems to determine the concepts of research, methods of expert evaluation, testing, questionnaires, observation, modeling, forecasting. The process of implementation of information processes in the field of health care, which involves the use of digital technologies, and determines the priority need for future health professionals to acquire relevant practical skills vital to medical records, medical and social data, patient morbidity analysis, etc., was considered. The program of the educational component «Medical Informatics» is based on practical experience of applied medical and biological specialties and works in the context of systems and organizations of clinical and public health for the development of experiments, interventions and approaches. This depth of methods of medical informatics determines the basis of the discipline and ensures its consistency with the definition of a common set of basic digital competencies. Acquisition of basic digital competencies in the study of the educational component «Medical Informatics», which is both medical and scientific and technological areas, makes teaching medical students the basics of problems and tasks aimed at using authentic digital data and systems aimed at building future competencies of doctors in the field of medical informatics are important and necessary for a student with one basic type of education that meets the needs and career goals of the future doctor. In accordance with the requirements of the Standard, the educational component «Medical Informatics» provides students with key digital competecies, which assume that future physicians will be creative, ask the right questions, demonstrate scientific skepticism, question past approaches, and strictly apply planning methods of experiments, data analysis and assessment theory. It is established that the integrative learning outcomes, the formation of which is facilitated by the educational component «Medical Informatics» is the formation of the future doctor’s competence in the field of digital technologies.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82770540","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: 10.26565/2074-8167-2022-50-09
Tetiana Nekrashevych, O. Lytovska, O. Leliuk, Maryna Perekrest
The article analyzes the main prospects for the introduction of distance learning and defines the effectiveness of electronic learning programs and devices in the educational process in medical institutions of higher education. The following components of distance learning are set: adapted electronic learning tools created by the teacher; social networking; mobile application training programs. The positive and negative aspects of using the platforms Moodle, Google Meet, educational electronic applications Kahoot!, Quizlet are described. The advantages and disadvantages of distance learning in difficult conditions, the use of educational and game platforms during the teaching of the discipline “Latin Language and Medical Terminology” are described. It is proved that in the modern information society, mobile, game, and educational applications play an important role in the process of language disciplines learning. They increase the efficiency of lexical learning, help enhance students’ cognitive activity, develop skills of creative analysis of educational material, increase interest in learning, etc. The analysis of the ways of distance learning during martial law, it was found that the introduction of electronic learning platforms in the educational process is characterized by mobility and provides an effective learning process.
本文分析了远程教育引入的主要前景，并界定了电子学习方案和设备在医疗高等院校教育过程中的有效性。远程学习设置了以下组成部分:教师创建的适应电子学习工具;社交网络;移动应用培训项目。使用Moodle, Google Meet，教育电子应用程序Kahoot!， Quizlet都有描述。介绍了在困难条件下远程学习的优缺点，以及在“拉丁语言和医学术语”学科教学中使用教育和游戏平台的情况。事实证明，在现代信息社会中，手机、游戏和教育应用在语言学科学习过程中发挥着重要作用。提高词汇学习效率，增强学生的认知活动能力，培养创造性分析教材的能力，提高学习兴趣等。通过对戒严期间远程学习方式的分析，发现在教育过程中引入电子学习平台具有移动性的特点，提供了有效的学习过程。
{"title":"Specifics of teaching latin and medical terminology in medical higher educational institutions in the conditions of distance learning during mertial law","authors":"Tetiana Nekrashevych, O. Lytovska, O. Leliuk, Maryna Perekrest","doi":"10.26565/2074-8167-2022-50-09","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-09","url":null,"abstract":"The article analyzes the main prospects for the introduction of distance learning and defines the effectiveness of electronic learning programs and devices in the educational process in medical institutions of higher education. The following components of distance learning are set: adapted electronic learning tools created by the teacher; social networking; mobile application training programs. The positive and negative aspects of using the platforms Moodle, Google Meet, educational electronic applications Kahoot!, Quizlet are described. The advantages and disadvantages of distance learning in difficult conditions, the use of educational and game platforms during the teaching of the discipline “Latin Language and Medical Terminology” are described. It is proved that in the modern information society, mobile, game, and educational applications play an important role in the process of language disciplines learning. They increase the efficiency of lexical learning, help enhance students’ cognitive activity, develop skills of creative analysis of educational material, increase interest in learning, etc. The analysis of the ways of distance learning during martial law, it was found that the introduction of electronic learning platforms in the educational process is characterized by mobility and provides an effective learning process.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76646101","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: 10.26565/2074-8167-2022-50-11
Siao Lei
The article considers general issues of determining the competence of cultural self-expression in the context of training future teachers of music through the prism of various foreign scholars and researchers. The analysis of the structural elements of the competence of self-expression was based on the development of key competences for life for the citizens of the European Union. The research methods were determined by the analysis of open sources and research of organizations and individual scientists, systematization of the obtained results and their interpretation. The study proves that the competence of self-expression is the next stage in the constant evolution of competences in the field of culture and interpersonal interaction of people. Data on various definitions of competence in the field of cultural awareness and self-expression are given. The author analyzed the framework of descriptors that are inherent in music teachers in the European Union, the main of which are: personal self-development; development of musical abilities; management of the process of musical (self) development; management of non-formal music (self) education. The results obtained can be a valuable basis for scientists from China who will develop educational standards and competency frameworks for future music teachers. The author emphasizes the need to form the competence of self-expression as the highest stage of human development on the basis of creativity, intercultural understanding and awareness of their place in the world.
{"title":"Structural components of the competence of self-expression of the future teacher of music art in the context of the competence approach","authors":"Siao Lei","doi":"10.26565/2074-8167-2022-50-11","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-11","url":null,"abstract":"The article considers general issues of determining the competence of cultural self-expression in the context of training future teachers of music through the prism of various foreign scholars and researchers. The analysis of the structural elements of the competence of self-expression was based on the development of key competences for life for the citizens of the European Union. The research methods were determined by the analysis of open sources and research of organizations and individual scientists, systematization of the obtained results and their interpretation. The study proves that the competence of self-expression is the next stage in the constant evolution of competences in the field of culture and interpersonal interaction of people. Data on various definitions of competence in the field of cultural awareness and self-expression are given. The author analyzed the framework of descriptors that are inherent in music teachers in the European Union, the main of which are: personal self-development; development of musical abilities; management of the process of musical (self) development; management of non-formal music (self) education. The results obtained can be a valuable basis for scientists from China who will develop educational standards and competency frameworks for future music teachers. The author emphasizes the need to form the competence of self-expression as the highest stage of human development on the basis of creativity, intercultural understanding and awareness of their place in the world.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78188132","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: 10.26565/2074-8167-2022-50-03
L. Galiy, Tetiana Lutaieva, M. Zarichkova
The article emphasizes that in the conditions of war and long quarantine the change of the usual mode of activity of educational institutions poses new challenges to domestic institutions of postgraduate education. There is a need for the introduction of distance learning in internships, which determines the methodological reorientation of the educational process. The purpose of the article is to identify pedagogical conditions for implementation of the improved methods of interactive teaching the pharmacists-interns on the basis of the Institute for Advanced Training of Pharmacy Specialists of the National University of Pharmacy. Research methods selected: general scientific, empirical, quantitative methods for statistical processing. The authors summarized the approaches of scientists to determine the terminological field of research, outline the characteristics of the andragogical model of learning, the role of interactive methods of teaching pharmacy professionals. Effective areas of personal and professional self-development of the teaching community in order to implement educational innovations in the field of postgraduate pharmaceutical education are: improvement of psychological and pedagogical competencies during meetings at the pedagogical site of the institute; training courses; involvement in online seminars on psychological and pedagogical topics. It was stated that during 2021–2022 in the IATPS NUPh were introduced and successfully implemented improved methods of training interns, in particular when conducting online practical classes in the mode of interactive learning. Emphasis is placed on comparing the structures of practical classes, which are conducted traditionally and according to improved methods in the training of interns. The effectiveness of Information and Communication technologies for creating creative pedagogical design of online practical classes has been proven. It is established that the data obtained as a result of observation and survey of intern pharmacists testify to the expediency of the selected pedagogical conditions necessary for the implementation of improved teaching methods. The study found that important pedagogical conditions for improving the teaching methods of pharmacists-interns are: ensuring the content and methodological readiness of the teacher to implement educational innovations (personal and professional self-development, training courses; development and implementation of improved teaching methods); introduction of educational innovations (realization of interactive teaching methods, teaching aids based on the implementation of information and communication technologies).
{"title":"Pedagogical conditions for the introduction of improved methods of interactive learning for postgraduate pharmaceutical education","authors":"L. Galiy, Tetiana Lutaieva, M. Zarichkova","doi":"10.26565/2074-8167-2022-50-03","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-03","url":null,"abstract":"The article emphasizes that in the conditions of war and long quarantine the change of the usual mode of activity of educational institutions poses new challenges to domestic institutions of postgraduate education. There is a need for the introduction of distance learning in internships, which determines the methodological reorientation of the educational process. The purpose of the article is to identify pedagogical conditions for implementation of the improved methods of interactive teaching the pharmacists-interns on the basis of the Institute for Advanced Training of Pharmacy Specialists of the National University of Pharmacy. Research methods selected: general scientific, empirical, quantitative methods for statistical processing. The authors summarized the approaches of scientists to determine the terminological field of research, outline the characteristics of the andragogical model of learning, the role of interactive methods of teaching pharmacy professionals. Effective areas of personal and professional self-development of the teaching community in order to implement educational innovations in the field of postgraduate pharmaceutical education are: improvement of psychological and pedagogical competencies during meetings at the pedagogical site of the institute; training courses; involvement in online seminars on psychological and pedagogical topics. It was stated that during 2021–2022 in the IATPS NUPh were introduced and successfully implemented improved methods of training interns, in particular when conducting online practical classes in the mode of interactive learning. Emphasis is placed on comparing the structures of practical classes, which are conducted traditionally and according to improved methods in the training of interns. The effectiveness of Information and Communication technologies for creating creative pedagogical design of online practical classes has been proven. It is established that the data obtained as a result of observation and survey of intern pharmacists testify to the expediency of the selected pedagogical conditions necessary for the implementation of improved teaching methods. The study found that important pedagogical conditions for improving the teaching methods of pharmacists-interns are: ensuring the content and methodological readiness of the teacher to implement educational innovations (personal and professional self-development, training courses; development and implementation of improved teaching methods); introduction of educational innovations (realization of interactive teaching methods, teaching aids based on the implementation of information and communication technologies).","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75388887","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: 10.26565/2074-8167-2022-50-10
Viktor Syniov, V. Kovalenko
The article considers the problem of modification of the curriculum «Young tourists-local historians» of the tourist-local history direction of out-of-school education of primary level for primary schoolchildren with intellectual disabilities. The aim of the article is to reveal the content of the modification of the program «Young tourists-local historians» as a means of meeting the educational needs of students with intellectual disabilities. Modification is seen as a strategy to simplify the content of the curriculum, teaching and, as a result, the level of knowledge and skills that a child must acquire during learning. The theoretical basis for the modification of the curriculum was the conditions of quality education of children with intellectual disabilities, defined by V. M. Sinyov. Modification of the program was carried out taking into account the modal-specific patterns of physical, intellectual development and the level of socialization of primary school students with intellectual disabilities. The purpose of the training program «Young tourists-local historians» is to promote the development and socialization of children with intellectual disabilities by involving them in tourism, sports and local history activities and the formation of educational, cognitive, life-practical, civic and social; environmental and health competencies. Structural and substantive sections of the modified curriculum are: general propaedeutic; tourist and sports training; local lore; physical culture and safety of life. The content of these sections is studied by children for four years. The content of the program takes into account the requirements of the State standard of basic and complete general secondary education in the fields of «Social Sciences», «Health and Physical Culture», «Natural Sciences». The program contains information that deepens and complements the content of disciplines studied in general secondary education, including special schools, such as: «Science», «Fundamentals of Health», «I am in the world» and correctional and developmental program «Social and household orientation». The presented program was implemented in the activities of the Municipal Institution «Kharkiv Regional Station of Young Tourists» of the Kharkiv Regional Council, Volyn Center for National and Patriotic Education, Tourism and Local History and its effectiveness was proved.
{"title":"Modification of the program «Young tourists-local historians» as a means of meeting the educational needs of schoolchildren with intellectual disorders","authors":"Viktor Syniov, V. Kovalenko","doi":"10.26565/2074-8167-2022-50-10","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-10","url":null,"abstract":"The article considers the problem of modification of the curriculum «Young tourists-local historians» of the tourist-local history direction of out-of-school education of primary level for primary schoolchildren with intellectual disabilities. The aim of the article is to reveal the content of the modification of the program «Young tourists-local historians» as a means of meeting the educational needs of students with intellectual disabilities. Modification is seen as a strategy to simplify the content of the curriculum, teaching and, as a result, the level of knowledge and skills that a child must acquire during learning. The theoretical basis for the modification of the curriculum was the conditions of quality education of children with intellectual disabilities, defined by V. M. Sinyov. Modification of the program was carried out taking into account the modal-specific patterns of physical, intellectual development and the level of socialization of primary school students with intellectual disabilities. The purpose of the training program «Young tourists-local historians» is to promote the development and socialization of children with intellectual disabilities by involving them in tourism, sports and local history activities and the formation of educational, cognitive, life-practical, civic and social; environmental and health competencies. Structural and substantive sections of the modified curriculum are: general propaedeutic; tourist and sports training; local lore; physical culture and safety of life. The content of these sections is studied by children for four years. The content of the program takes into account the requirements of the State standard of basic and complete general secondary education in the fields of «Social Sciences», «Health and Physical Culture», «Natural Sciences». The program contains information that deepens and complements the content of disciplines studied in general secondary education, including special schools, such as: «Science», «Fundamentals of Health», «I am in the world» and correctional and developmental program «Social and household orientation». The presented program was implemented in the activities of the Municipal Institution «Kharkiv Regional Station of Young Tourists» of the Kharkiv Regional Council, Volyn Center for National and Patriotic Education, Tourism and Local History and its effectiveness was proved.","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74724953","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: 10.26565/2074-8167-2022-50-06
А. Komyshan
Formulation of the problem. A modern specialist with a higher education, in addition to the required level of professionalism, should be able to negotiate, prevent and resolve conflicts, find an approach to each employee, and the basis for this should be his ability to have a high level of communication culture (the required level of communicative competence). All this has a corresponding effect on the future professional activity and competitiveness of graduates of higher education institutions. The purpose of the article is: determine the theoretical aspects of the formation of a culture of communication and substantiate the need for the formation and development of a culture of communication of future specialists with higher education. Research methods: analysis of psychological, pedagogical and educational and methodological sources of information, as well as legal acts on professional communication and communicative competence of higher education applicants – to determine the level of attention to the problem of communication culture of higher education applicants in the context of the formation of communicative competence in higher education institutions and creation of a theoretical basis for the study; empirical – testing students of different specialties in order to identify the real level of communication culture; conducting conversations with students and scientific and pedagogical workers on the topic of research. The main results of the study. The personal culture of communication of a specialist with higher education is a kind of component of his image and competence, regardless of age, who he is by profession, and what position he holds. Based on the fact that the culture of communication is mandatory in the general cultural and practical plane of training future specialists with higher education, the list of competencies that should be formed in a graduate of a higher education institution was revised in accordance with the methodological recommendations for the development of higher education standards. Based on this, a generalized list of competencies is given, in which communicative competencies are identified that have a direct connection with the culture of professional communication. In the course of the study, an anonymous survey of students was conducted on the basis of three tests: «Are you prone to empathic listening?», M. Snyder's test: «Can you listen?» and «Your communication style» to determine the importance of forming and developing a culture of communication among students. Processing of test results showed that 10% of students are aggressive and unbalanced, often being excessively cruel towards other people; 30% are overly peaceful, due to lack of self-confidence; 60% are moderately aggressive. Conclusions. The level of communication culture of future specialists with higher education is insufficient and does not meet the stated requirements of the Ministry of Education and Science of Ukraine. This is especia
{"title":"The necessity and expenditure of formation and development of culture of communication in future professionals with higher education","authors":"А. Komyshan","doi":"10.26565/2074-8167-2022-50-06","DOIUrl":"https://doi.org/10.26565/2074-8167-2022-50-06","url":null,"abstract":"Formulation of the problem. A modern specialist with a higher education, in addition to the required level of professionalism, should be able to negotiate, prevent and resolve conflicts, find an approach to each employee, and the basis for this should be his ability to have a high level of communication culture (the required level of communicative competence). All this has a corresponding effect on the future professional activity and competitiveness of graduates of higher education institutions.\u0000\u0000The purpose of the article is: determine the theoretical aspects of the formation of a culture of communication and substantiate the need for the formation and development of a culture of communication of future specialists with higher education.\u0000\u0000Research methods: analysis of psychological, pedagogical and educational and methodological sources of information, as well as legal acts on professional communication and communicative competence of higher education applicants – to determine the level of attention to the problem of communication culture of higher education applicants in the context of the formation of communicative competence in higher education institutions and creation of a theoretical basis for the study; empirical – testing students of different specialties in order to identify the real level of communication culture; conducting conversations with students and scientific and pedagogical workers on the topic of research.\u0000\u0000The main results of the study. The personal culture of communication of a specialist with higher education is a kind of component of his image and competence, regardless of age, who he is by profession, and what position he holds. Based on the fact that the culture of communication is mandatory in the general cultural and practical plane of training future specialists with higher education, the list of competencies that should be formed in a graduate of a higher education institution was revised in accordance with the methodological recommendations for the development of higher education standards. Based on this, a generalized list of competencies is given, in which communicative competencies are identified that have a direct connection with the culture of professional communication. In the course of the study, an anonymous survey of students was conducted on the basis of three tests: «Are you prone to empathic listening?», M. Snyder's test: «Can you listen?» and «Your communication style» to determine the importance of forming and developing a culture of communication among students. Processing of test results showed that 10% of students are aggressive and unbalanced, often being excessively cruel towards other people; 30% are overly peaceful, due to lack of self-confidence; 60% are moderately aggressive.\u0000\u0000Conclusions. The level of communication culture of future specialists with higher education is insufficient and does not meet the stated requirements of the Ministry of Education and Science of Ukraine. This is especia","PeriodicalId":90411,"journal":{"name":"Addictions newsletter (American Psychological Association. Division 50)","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76495257","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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