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ДОСЛІДЖЕННЯ ДИНАМІКИ НАВЧАЛЬНОЇ ВЗАЄМОДІЇ ВИКЛАДАЧА ТА СТУДЕНТА У ПРОЦЕСІ ВИВЧЕННЯ ПЕДАГОГІЧНИХ ДИСЦИПЛІН

100%
Жданова-Неділько О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
75-85
EN
The aim of the article is to disclose the essence and analysis of the factors of successful educational interaction between a teacher and a student in the study of pedagogical disciplines on the basis of the axiological approach in teacher education. The author uses general scientific and special methods, adequate to the theme and purpose (the study and analysis of scientific literature; synthesis, comparison, systematization, generalization aimed at substantiation of theoretical positions of the study; pedagogical experiment, etc.). The article substantiates the view that the formation of a successful learning interaction as a didactically-oriented system of communication in the process of studying of pedagogical disciplines necessary for quality implementation. Presented with the research purpose and implemented by the author in the practice of the didactic technology of teaching pedagogical disciplines based on axiological principles and takes into account relevant due to social, professional and personal goals of self-development of future teachers, determining the corresponding complexes of personal values. During the forming experiment was gradually updated in the learning activities: values personal development of the student; value the professional activity; values professional development of the student; the integral values of interaction, developed and adopted by the student in previous phases and are developed according to holistic ideas about professional pedagogical activity during the period of the discipline. The author experimentally confirms the effectiveness of the teaching interaction when studying pedagogical disciplines can be achieved, if its didactic framework aimed at developing the personal, professional and social values; its purpose and result is the readiness of future teacher to personality-centered constructive and functional-role relationships in a humanistic educational environment where its value relation to the reality of the educational process is activated and acts as an internal stimulus for continuous personal and professional self-development. The direction of future research is identified in the search of ways of optimization of mediated educational interaction in the study of pedagogical disciplines by means of distance education.
2
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The Educational and Moral Message in Antoine de Saint Exupéry’s The Little Prince

80%
Potočárová M.
Studia Paedagogica Ignatiana
|
2017
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vol. 20
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issue 4
57-70
EN
Stories help us to understand our own mental world and the soul of the child and its education. In stories we often find a moral message and the basis for the practical solutions to various educational problems. To understand the nature of the parable means also to find the key to open the spiritual dimension of our being. We deal just with a very small book, and allegorical story about the little prince from the planet B 612 in it, as Antoine de Saint-Exupéry described him, which carries an important message to a man at any age. The paper analyses the moral and educational message of the work The Little Prince as a description of the dramatic era in which the book was written. The universality of the message of this book (which can be possibly described also as a fairy tale for adults) bases in the fact that the message goes across every period, and every age of recipients in a various environments and conditions of life. It clearly speaks not only to kids who are being educated, but also to adults and teachers, regardless of whether they are simple or highly educated people. The Little Prince is a guide to the inner world of each human person. From a pedagogical point of view this work deals with the application of narrative as well as educative method, which are based on dialogic paradigm of philosophy and Christian humanism, especially personalism. The outline of the article develops the following analytical sequence: the background of the creation of the book, The Little Prince in us—a psychological reflection, the ideas in The Little Prince in relation to education, focusing on the moral formation of the child and the every human person.
PL
Historie pomagają nam zrozumieć nasz własny świat mentalny, a także duszę dziecka i jego wychowanie. W opowieściach znajdujemy często przesłanie moralne i podstawę praktycznych rozwiązań różnych problemów wychowawczych. Zrozumienie natury przypowieści umożliwia znalezienie klucza do duchowego wymiaru naszego bytu. W tekście zajmujemy się małą książeczką, alegoryczną opowieścią o małym księciu z planety B 612, napisaną przez Antoine de Saint-Exupéry’ego, która zawiera istotny przekaz dla ludzi w każdym wieku. Artykuł analizuje moralną i edukacyjną treść Małego Księcia jako opisu dramatycznej epoki, w której książka została napisana. Przesłanie książki (którą można również nazwać baśnią dla dorosłych) jest uniwersalne, ponadczasowe, trafia do odbiorców w każdym wieku, w różnych środowiskach i warunkach życia. Przemawia nie tylko do dzieci, poddawanych procesowi wychowania, ale także do dorosłych i nauczycieli, niezależnie od tego, czy są prostymi, czy wykształconymi ludźmi. Mały Książę jest przewodnikiem po wewnętrznym świecie każdej osoby. Z pedagogicznego punktu widzenia istotne w tej baśni jest zastosowanie narracji oraz metody edukacyjnej opartej na paradygmatach filozofii dialogu i humanizmu chrześcijańskiego, a zwłaszcza personalizmu. Plan artykułu jest następujący: tło powstania książki, Mały Książę w nas – refleksja psychologiczna, idee Małego Księcia odnoszące się do wychowania, a zwłaszcza do moralnej formacji dziecka i każdego człowieka.
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