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1

ДИФЕРЕНЦІЙОВАНИЙ ПІДХІД ДО ПЕРІОДИЗАЦІЇ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ ЗАСАД РОЗВИТКУ СІЛЬСЬКОЇ ШКОЛИ УКРАЇНИ

100%
Іванюк Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 10(44)
115-125
EN
The article presents the author’s concept of differentiated approach to the study of periodization and socio-pedagogical principles of rural schools of Ukraine in the second half of the twentieth century. Rural school is seen as a socio-pedagogical phenomenon. Decisive for the development of rural schools are the demands of society to prepare pupils for life and work in different social spheres. The essence of the change objectives, content and methodological support, the school network and professional training of teachers varied in accordance with the educational paradigms. This idea is crucial to clarify the nature of external (in the Soviet era) and intra-school (in independent Ukraine) differentiation, allowing clarifying the characteristics of social and pedagogical principles for rural schools in the indicated chronological limits. In the years of the Soviet era external differentiation was based on political and economic policies towards the village and was regulated with party documents. The limits of external differentiation defined in the education acts that duplicate party instructions. The period of development of rural schools in terms of market relations in the independent Ukraine is dominant intra-school differentiation of goals, objectives, content of teaching of rural students based on personal meaning for education. Historical and pedagogical studies of definite problem based on an understanding of the priority of education paradigm that was decisive in the set of original and the upper limit of the era (Soviet schools) and schools in the independent Ukraine. Within an era we identified segments of time in historical and pedagogical development of rural school that has a beginning and completeness and is characterized by certain features of social needs on preparing young people for work and life (periods). In each period we singled out stages, characterized by chronological boundaries and essential features of the development of objectives of schooling of rural students, content, forms, methods of training and education, types of secondary schools, teacher requirements in a changing educational paradigms. Periodization of socio-pedagogical principles of rural schools performed on two groups of criteria: social and pedagogical. The concept of social criteria embedded understanding of the impact of society queries on preparing students for life and work. To this group of criteria we refer compliance of objectives and contents of secondary education with needs of socio-economic development of the society; social ideas for the development of rural schools; mechanisms of state regulation of development of rural schools; dependence types of rural schools, their structures and networks of economic, demographic, environmental factors; ties of secondary school to the cultural, social environment and economic entities in the village. To pedagogical criteria we refer: goal of education is determined by social need of preparation of youth for work; nature of the content and technological support of the educational process; network dynamics; the content and form of vocational training of the teachers; advanced teaching experience (innovative pedagogy); pedagogical theories and scientific support of rural schools in different periods.
2

ІДЕЇ НОВАТОРСЬКОЇ ПЕДАГОГІКИ В ТЕОРЕТИКО-ПРАКТИЧНІЙ СПАДЩИНІ ІВАНА ГУРОВИЧА ТКАЧЕНКА

100%
Іванюк Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 8(42)
70-79
EN
The article presents the results of historical and pedagogical studies of the innovative ideas in the theory and practice of an Ukrainian teacher Ivan Hurovych Tkachenko. The analysis of the published and unpublished sources, curricula, programs and reports on the results of the inspections of school performances held in the collections of the archives of Pedagogical Museum of Ukraine is presented. The liberalization of public life in the late 50-s of the twentieth century, reform of the Soviet system of education to prepare young people for work in industry, agriculture, culture and science led to a strong pace of innovation in educational theory and practice. The innovative ideas of Ivan Tkachenko are in unison with the social priorities of those days. Noteworthy is the author’s approach to the development of content and organizational forms, the methods of labor education and training of the students, implemented in the Bogdanivska secondary school of Znamyansk district in Kirovograd region. In the terms of knowledge as the dominant paradigm of education Ivan Tkachenko successfully embodied the principles of labor education and personal development of the students: intellectual, aesthetic, physical. The teacher did not consider labor education of the students as an end in itself but as a way of formation of positive motivation to learning and creative use in everyday practice. Ivan Tkachenko developed the idea of social and professional component of teaching and education of the students that was based on an understanding of transfer to the youth the essence of social culture. In the period of modernization of activity of secondary school innovative idea to integrate knowledge from natural subjects and agricultural production, the use of science and technology and science knowledge in production processes is relevant. The elements of pedagogical innovation of humanistic orientation are developing training methods, improving the structure and organizational learning and education implemented by the teachers in school practice. The significant innovative achievements have been implemented not only in practice of Bogdanivska secondary school, but also in other comprehensive schools of Ukraine, especially in Sahnivska secondary school of Korsun-Shevchenkivskiy district of Cherkasy region, Novopokrovska boarding school of Solonyanskiy district of Dnipropetrovsk region and others. The article singles out the importance of pedagogical innovation of the second half of the twentieth century and the ideas that are in unison for the modern development of Ukrainian school system.
3

ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ДІАЛОГІЧНОГО НАВЧАННЯВ КОНТЕКСТІ РОЗБУДОВИ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

100%
Іванюк Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 6(70)
254-264
EN
Modernization of the elementary school teacher training system in Ukraine is due to challenges at the internal and external levels. The essence of these challenges is to bring teachers closer to the socio-cultural needs of junior pupils’ education. External challenges are due to intercultural interaction in a globalized space. Therefore, the article deals with the preparation of a teacher for the dialogic teaching of pupils as a means of forming functional literacy. The solution of this problem is considered in the context of changes in the value priorities of education (from the subject-content – to the person-oriented), which makes it possible to build childhood-centric connections of the learning process. Therefore, the preparation of a teacher for dialogue teaching is focused on the improvement of pedagogical (didactic, methodical), psychological components of general and professional competence. Studying the research of a given topic made it possible to distinguish two groups of sources: 1) works that reveal the strategies of pedagogical education (V. Andrushchenko, N. Bibik, V. Bondar, O. Savchenko, S. Sysoeva); 2) works that highlight the peculiarities of the preparation of elementary school teacher for the organization of dialogue teaching (N. Mikhailova, S. Yusin, O. Alexander, O. Moroz); the philosophical aspects of this problem are disclosed in the writings of I. Zyazyun, V. Ognevyuk. The author’s interpretation of the preparation of elementary school teacher for a dialogic teaching has a practical orientation. The readiness of the elementary school teacher for the dialogue teaching is given in the context of psychological and professional experience, communication, the opinions of another person, respect and ability to accept the person with her thoughts: cooperation for the purpose of correction and self-correction, development and self-development in dialogue interaction. The readiness of the teacher for dialogue teachig is reflected in the light of the design of dialogical training in accordance with the goals and objectives, content and technology provision, the algorithm of educational activities.
4

ДІЯЛЬНІСНИЙ ПІДХІД ДО НАВЧАННЯ Й ВИХОВАННЯ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ В ІСТОРИКО-ПЕДАГОГІЧНОМУКОНТЕКСТІ XX СТОЛІТТЯ

63%
Іванюк Г., Січкар А.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
120-131
EN
In the context of modernization of the pre-school education institutions of Ukraine within the framework of individually oriented and competent approach is a change of priorities for education – on the child's development, on the accumulation of knowledge – on the ability to apply them in specific situations. Providing self-development of preschool children in a prepared environment causes the introduction in the educational process of the activity approach. Therefore, the problem of studying the updated achievements of the past to identify those that can be adapted to the modern educational space is up-to-date. According to the results of the theoretical analysis the interpretation of key concepts, namely, the «idea», «activity», «action», «approach» in the philosophical, psychological and pedagogical sense is presented. The absence of a holistic historical and pedagogical research activity approach to training and education of pre-school children, in our opinion, has a negative impact on the development of both the historical and pedagogical science and practice of implementation of the activity approach in the modern educational process in the kindergarten. Theoretical analysis reveals that in its essence and content of the concept of the activity approach is complex and multi-faceted education, which includes an analysis of the formation of self-realization, self-development of the person as the subject of activity. The basic idea of the activity approach in the educational process is not connected with the activity as such, but with the activities, which is a means of formation and development of the child. The transformation of ideas of the activity approach in historical and pedagogical context of the twentieth century is revealed. It was found out that the content of this concept in the 30’s in psychology was regarded as «the principle of the activity»; in the 70th of XX century appeared in the scientific revolution definition of «active approach». In the second half of the 80th – student-activity approach, focused not only on the assimilation of knowledge, but also on the ways of their assimilation, thought and action, the development of cognitive effort and creativity of the child that has been recognized as one of the system-forming factors restructuring the education system. Further development of the activity approach in psychological and educational research over 90s is associated with a change in the educational paradigm (90 years of the twentieth century), since the transformation took place in the student-activity-oriented concept of education. Generalization of the characteristics, especially the development of the ideas of the activity approach in educational theory, due to deterministic requirements of the society for the education of children in different historical periods is made.
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