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СТРУКТУРНІ КОМПОНЕНТИ ПРОФЕСІЙНО-ВИКОНАВСЬКОЇ САМОРЕАЛІЗАЦІЇ СТУДЕНТІВ-ВОКАЛІСТІВ

100%
Ши Ш.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
336-347
EN
The basic structural components of professional-performing self-realization of students-vocalists are found out and characterized. Different approaches to the definition of components of the investigated phenomenon are analyzed. It is concluded that the structure of professional-performing self-realization of students-vocalists should be reflected in the interaction of motivational-value (reflects the presence of motivation-target readiness, which implies a steady orientation of interests and needs and understanding of professional values aimed at self-realization in the process of professional activity), content-operational (the availability of professional knowledge and skills and professional experience), performing-creative (involves the ability to active self-realization along with self-realization within the limits of reproductive activity and consists of the ability to creativity and professional intuition), regulatory (the ability to self-regulation and professional reflection) components. The constituents of motivational-value component of professional-performing self-realization are values that reflect the professional orientation of students-vocalists during their professional activities. Values are the basis for the formation of the individual, the goals of his activities and the development of value orientations. Values in the field of professional activity exist in the form of ideas, ideas, norms, rules, theories. The criterion for the formation of the content-operational component is the degree of knowledge formation about the use of pedagogical-performing skills in educational activities (indicators: self-regulation skills and self-correction of emotional state, availability of experience in teaching work with data, the ability to analyze and solve pedagogical situations). The criterion of the formation of the performing-creative component is the measure of creative use of the acquired knowledge and skills in the process of preparation for pedagogical activity (indicators: free operation of musical material, ability to creatively work on the literary text of a vocal work, the need for self-expression in the process of performing creativity). Criteria of regulatory component the author identified self-regulation and professional reflection. The prospects of further research are seen in the study of the processes of formation of professional-performing self-realization of students-vocalists during the pedagogical practice, research and extra-curricular work.
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