МОДЕРНІЗАЦІЯ МИСТЕЦЬКОЇ ОСВІТИ У ВИЩІЙ ШКОЛІ НА ЗАСАДАХ АВТОНОМНОГО НАВЧАННЯ
Modernizationofartistic educationinthe higher school on the basis of autonomous learning.
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The article is aimed at revealing peculiarities, pedagogical tendencies and specific conditions for the introduction of autonomous training of the future art specialists in higher education. The concept of autonomous learning is considered as a process of organizing and systematizing the student’s own learning environment independently or, if necessary, based on the teacher’s instructions. The artistic and pedagogical context of autonomous learning is aimed at preserving the uniqueness of the artistic and creative personality of a future specialist on the basis of a balanced combination of the student’s ability to self-directed artistic and creative development and the preservation of pedagogical support. This training provides students with independence in defining the goals of their learning, developing individual cognitive strategies, and assuming responsibility for learning outcomes through critical reflection. The structure of autonomous learning in the field of art includes the integral unity of mutually determined and interacting components: motivational-orientational, analytical-value, emotional-volitional and artistic-creative. The leading approaches to the development of practical technologies for autonomous artistic training of students in higher education are as follows: enhancement of the personal orientation of the educational process, competence, axiological and acmeological approaches. The introduction of autonomous learning requires the observance of certain pedagogical conditions for awareness of the future specialists themselves as active subjects of the educational process,namely: change of the role of the teacher in the organization of independent student activity, critical assessment of the educational process, activation of creative principles of learning on the basis of increasing communication with practice. Independent training of the future music teachers in higher school involves observing certain stages of the implementation of conditions and methods: first stage – focus on motivational development, second – practical-assimilative, third – effective-corrective. Implementation of the pedagogical conditions of autonomous learning is expedient to implement through modern methods: perspective designing, modeling of professional and creative situations, problem-reflexive teaching material presentation, mutual awareness raising, public demonstration of own artistic achievements (competitions, festivals, competitions), which are aimed at evaluation, self-esteem, adjustment and designing by students of their own educational and creative achievements. We consider promising the development of technology of autonomous learning, which would radically liberate the time for students’ self-creativity.
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