Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  educational product
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

ДІАГНОСТИЧНО-КРИТЕРІАЛЬНИЙ ІНСТРУМЕНТАРІЙ ЕВРИСТИЧНОГО ЕКСПЕРИМЕНТУ

100%
Білоцерковець М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
95-101
EN
The article under review deals with innovative heuristic diagnostics approach to higher school studies. Today in Ukraine highly qualified multidisciplinary professionals with knowledge of foreign languages, ready to accept new and progressive trends and to participate in international cooperation and the formation of new attitude to Ukraine in Europe and worldwide are needed. An important role in the formation and training of such professionals belongs to pedagogical diagnostics. Quality performed diagnostic procedures require adequate criteria for measuring personal progress made by students in the creation of meaningful educational products. Our experimental work was carried out at Sumy National Agrarian University. The main focus of our experiment was aimed to determine the development of students’ theoretical knowledge of the subject «Professional direction of foreign language skills». The aim of this course, according to the State standard of teaching foreign languages, is mastering practical knowledge of speech units and theoretical knowledge of the rules of their formation, theoretical knowledge of the language system, i.e. lexical, grammatical, phonological and orthographic competences, country study knowledge. We have defined four levels of development and gave their characteristics. At the elementary level, students were limited to memorization and repetition of material from the textbook and implementation of relatively complex but common tasks. The second level – reproductive is shown by attempts of theory elements interpretation. Third level is characterized by the application of assimilated knowledge. The criteria for forming the fourth, heuristic, level of learning is the availability of theoretical understanding of principles and the ability to create students’ own theoretical knowledge. Levels of development of theoretical knowledge by students at every stage of learning correspond to the content of the subject and to the recommendations of the Council of Europe obtained to establish the State standard of teaching foreign languages in Ukraine. After the series of heuristic lessons control group of students were asked to write an essay to identify the level of development of theoretical knowledge. We have identified the following criteria: volume of written work, appearance and structure, comprehensiveness of content, lexical richness, grammatical competence development level. Our experiment results showed constant tends to increase the level of development of theoretical knowledge of the experimental group comparing to the relatively minor changes in the control groups. Thus heuristic learning diagnostics tools are used for increasing academic motivation and encouraging future professionals to efficient creative study comprehension.
2

САМОРЕАЛІЗАЦІЯ ТВОРЧИХ І ДУХОВНИХ ЦІННОСТЕЙ ОСОБИСТОСТІВ ЕВРИСТИЧНІЙ ОСВІТІ

100%
Лазарєв М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
271-281
EN
The main educational aim of state policy in developed countries is the creation of the necessary conditions for the development of creative and spiritual values and a citizen’s self-realization during life. That’s why the possibilities of modern heuristic education are investigating. The pupil (student) as the subject of life and as a free and spiritual individuality with his endless possibilities in self-development and self-realization is put into the center of the educational process. The basic values of humanistic educational paradigm are becoming crucial principles of heuristic education and upbringing. They are subjectiveness, autonomy, liberation, creativity and real, not declaring independence of personality, cultivation of productive interpersonal dialogue interaction of all educational subjects. A real pedagogical process is impossible without creative teachers and students’ activity. Creativity in the heuristic education is not adornment, not decoration, not an exceptional part; it’s a compulsory and an indispensable component of any activity. Pedagogical creativity is specific because the object and the result of it is not an image, not a mechanism, not a design, but a living person. Its main product is new in itself, that is successful self-realization of personal essential forces as the primary purpose of education. The research has discovered that a pupil (student) must understand not only the overall meaning of life (the need for own creative self-realization), but also the meaning of the individual, consciously chosen case as a specific contribution in its today’s «I» and a certain micro-world. This sense is appeared if both the work and the result (product) become consciously and deeply meaningful for boys and girls, young and adult. Heuristic education creates such conditions, providing to any subject of education freely elect the kind of educational product (as the purpose of a particular activity), the ways of its creation and human and technical resources for productive interaction. Heuristic system of teaching and communication helps to speed up the forming of such spiritual value as a student-dialogue style of individual relationships and behavior different in temperament and character especially if there is a wide introduction of techniques in educational process like a set of heuristic questions, a heuristic conversation, a discussion, a debate, a presentation and a defense of their own training and educational projects. This style was first investigated by us, and it is the core of the spiritual culture of the educator and the sign of multiplying personal approach to human creativity and skill to lead a humanist and a constructive dialogue with any man.
3

ОПАНУВАННЯ МОЛОДШИМИ ШКОЛЯРАМИ ВМІННЯМ АНАЛІЗУ ТЕКСТУ НА УРОКАХ ЛІТЕРАТУРНОГО ЧИТАННЯ В ЕВРИСТИЧНОМУ НАВЧАННІ

84%
Крівшенко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
286-296
EN
In this article such points as how to teach junior schoolchildren to perceive and comprehend the content of the text and how to form their abilities to do the sense and structural analysis of the text are observed. The article shows the opportunities of heuristic studying as one of the leading methods in improving the junior pupils’ text analyzing skills at the reading lessons. There are some exercises which help pupils to comprehend the literary work. The article describes the methods of active heuristic studying and some creative tasks which are based on the individual cognitive activities which stimulate to do the deep and sensible analysis of the text and improve the process of studying. The content of such subject as Literary Reading has exceptionally good possibilities to form the abilities to analyze, choose the main point, sum up, state the connections, plan, express opinions which are formed in the process of structural and sensible analysis of the text. Existing methods of forming these important skills need to be improved by means of heuristic learning which provides creative self-realization of the person and his creating of the new educational products. In our research we start from the point that analysis of the text should be a general thinking aloud of a teacher and pupils that later would become the basis for development of the necessity to investigate and analyze the text, to ask and retell. The sense and structural analysis of the text is universal as it awakens reading and cognitive interests of junior pupils that is important in searching and discovering of the new knowledge. In order to provide the formation of junior pupils’ skills to analyze the text in conditions of heuristic learning, a teacher has to refuse the passive learning practice and instead of it use the methods of heuristic active learning based on the self-dependent cognitive activities, individual pupils’ experience and take into account their psycho-physiological peculiarities and asking activity. Correctly chosen creative assignments at the reading lessons improve the quality of heuristic skills, develop mental abilities that encourage junior pupils to comprehend and re-comprehend the text
4
Publication available in full text mode
Content available

Specyfika konsumenta produktu edukacyjnego Miejsca Pamięci Auschwitz

67%
Folga R.
Handel Wewnętrzny
|
2015
|
issue 3 (356)
59-69
PL
Celem rozważań jest przedstawienie charakterystyki odwiedzających Miejsce Pamięci Auschwitz w ujęciu marketingowym. Zastosowano podejście eksploracyjne, metodologia badań opierała się na krytycznej analizie wtórnych materiałów źródłowych, w tym wyników dotychczasowych badań naukowych oraz realizacji badań pierwotnych jakościowych w postaci wywiadów indywidualnych pogłębionych. Badania wykazały niepowtarzalny i wyjątkowy charakter konsumenta odwiedzającego Miejsce Pamięci Auschwitz wobec równie szczególnego produktu edukacyjnego tego miejsca. Konsekwencją jest wniosek o konieczności zachowania troski o realizację celów pedagogiki pamięci wobec zagrożeń współczesnego świata. Artykuł można zaklasyfikować do kategorii artykułu badawczego opartego na studium przypadku.
EN
An aim of considerations is to present the characteristics of the visitors to the Auschwitz Memorial in the marketing approach. The author applied the explorative approach; the research methodology was based on a critical analysis of secondary source materials, including results of the hitherto research surveys and accomplishment of primary qualitative surveys in the form of in-depth face-to-face interviews. The surveys showed a unique and exceptional nature of the consumer visiting the Auschwitz Memorial towards the equally specific educational product of this place. A consequence is the conclusion to necessarily take care of achievement of the objectives of pedagogy of memory in face of threats of the contemporary world. The article can be classified to the category of research article based on case study.
RU
Цель рассуждений – представить характеристику посетителей Мемориала Аушвиц в маркетинговом выражении. Применили исследовательский подход, методология исследований основывалась на критическом анализе вторичных материалов, в том числе результатов прежних научных исследований и осуществления первичных качественных исследований в виде индивидуальных углубленных интервью. Исследования показали неповторимый и уникальный характер потребителя, посещающего Мемориал Аушвиц, по отношению к столь же особому просветительному продукту этого места. Последствием является вывод о необходимости сохранить заботу об осуществлении целей педагогики памяти перед лицом угроз современного мира. Статью можно отнести к категории исследовательской статьи, основанной на анализе конкретного случая.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.