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1

ЗАПИТАННЯ МОЛОДШОГО ШКОЛЯРА ЯК ЕПІЦЕНТР УСПІШНОЇ ДІАЛОГОВОЇ ВЗАЄМОДІЇ

100%
Крівшенко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
262-271
EN
ThearticleincludesashortanalysisoftheinvestigationsofV. Andreev, A. Maslow, C. Rogers, V. Sukhomlynskyi, A. Khutorskyi, M. Lazarev, P. Kapterev, A. Korol, V. Sokolovandotherscholars. Theydefinea dialogueactivityasanimportantmechanismofpupils’searchfornewquestions and concentrate their attention on the development of pupils’ creative abilities in the process of heuristic education. The article deals with the problems of the heuristic and dialogue connections between the past and the present. It reveals one of the ways of teaching primary pupils dialogue interaction through inquiry activity while creating problem situations. The optimal conditions and mechanisms of how pupils’ engagement in solving heuristic tasks can be promoted are studied. On the basis of the analysis of scientific investigations of heuristic dialogue interaction the functions and goals of a question are defined. The article reveals the general algorithm of the organization of creative heuristic activity, the classification of primary pupils’ questions from the perspective of didactics and the mechanisms of interrogative activity complication, including the application of B. Bloom’s taxonomy method. The pupils study questions which gradually become more complicated in separate learning groups on the basis of the analysis of belles-letter and official texts’ samples written by famous scientists and writers. It is necessary for learners to ask exhausting questions about the plot and the structure of the texts and to find answers to these questions. These learning steps are supported by dialogue interaction with the classmates and teachers, who correct the results of cognitive efforts by counter-questions and who create favourable conditions for the pupils to correct their own mistakes and enlarge their knowledge. Having defined specific features and didactic perspectives of heuristic learning and heuristic dialogue, as one of its parts, we conclude that pupils’ ability to ask questions is important for successful dialogue interaction during the lesson and for the development of learners’ cognitive skills. Thus, the article reveals the experience of organization of primary school learners’ dialogue activity in small groups and pays attention to the application of the most frequently used interactive forms and methods of teaching.
2

САМОРЕАЛІЗАЦІЯ ОСОБИСТОСТІ СТУДЕНТА У ПРОЦЕСІ ЕВРИСТИЧНОЇ ДІЯЛЬНОСТІ (АСПЕКТ ДОСЛІДЖЕННЯ КУЛЬТУРИ ПРОФЕСІЙНОГО МИСЛЕННЯ ПЕДАГОГА)

84%
Ковальчук Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
233-243
EN
The leading idea of research is the development of theoretical, methodological and organizational principles of organization of the heuristic activity of students of Natural Sciences departments in terms of heuristic studies in the classical universities. On the basis of analysis of scientific literary sources the essence of key concepts that present the theoretical and conceptual framework of research is found out, the expediency of using the cultural and other methodological approaches is proved in the article.The factors that influence self-realization of student’s personality are identified in the context of forming of professional thinking culture of future teachers. It is proved that cultural and educational environment is an important factor. The cultural and educational environment is interpreted as a part of social-cultural space, which is a combination of external and internal terms and influences, various resources and relations, as well as other components that provide theoretical and practical preparation of students to pedagogical activity, personal and professional development of future teachers, their intellectual and cultural development, including creating of professional thinking culture and so on. On the example of study of pedagogical disciplines the organization of heuristic activity of students under the conditions of heuristic studies is exposed. A significant importance in the organization of students to heuristic methods of training of future teachers is given. Special attention is paid to creation of tutorials, introduction of innovative pedagogical technologies, creation of variety of methods, means and forms of learning, independent work of students and their involvement in active research work, etc. using the diagnostic tools developed by the author the levels of self-realization of students of Natural Sciences departments are determined: elementary (very low), reproductive (low), reproductive and constructive (middle), constructive (sufficient), creative (high). The article shows the feasibility of application of heuristic learning, which will significantly increase the heuristic activity of students, their need for self-realization and contribute to the culture of professional thinking of future teachers. The prospect of further research lies in the pedagogical rationale of the introduction of heuristic learning in higher education.
3

САМОСТІЙНЕ СТВОРЕННЯ ФІНАЛЬНИХ ОСВІТНІХ ПРОДУКТІВ У ПІЗНАВАЛЬНО-ТВОРЧІЙДІЯЛЬНОСТІ СТАРШОКЛАСНИКІВ

84%
Усенко Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
371-381
EN
In the article we describe the developed independent cognitive activity of pupils as the most important feature of their creative self-organization and it can be formed mainly at the independent cognitive creative (heuristic) activity. Organizing high school pupils’ independent cognitive activity in the heuristic learning of new knowledge is analyzed. The important role of academic setting which are specific for the heuristic learning is shown. Successful forming of pupils’ independent cognitive activity as an important personal ability is expressed in their ability to use independently valuable received knowledge in the practical heuristic activity. The determination of «a final educational product» in the heuristic learning is proposed in the article. Giving pupils necessary conditions to create independently their educational products is one of the main principals of the heuristic technology. The specific of use of some academic setting during the creation of high school pupils’ final educational products as one of the components of the heuristic technology, main result and indicator of their real independent cognitive activity is described in the article. Heuristic technology gives new didactic reserves for active motivation of the pupils cognitive activity during the creation of the significant to them educational product. The peculiarities of motive and purpose training for independent creation of their final products are given in the article. The first one is the pupils’ ability to choose independently a kind of their final product (a composition, an essay, a project, a report etc.), a theme of their independent activity, tasks and ways to solve. The second important one is to support a dialogue interaction between a teacher and the pupils. And the last one is to use the known methods and mechanisms of the heuristic learning such as «analysis and synthesis», heuristic questions to solve cognitive problems, a set of associations etc. The peculiarities of the operation and transformation component are described. To reach a success when pupils create their final educational products can be possible if they follow step by step the law of the creative activity: forming their own cognitive and creative problem, its essential contradictions, comparing with other versions, consultation with a teacher if it is necessary, long deeping in a creative search, using mechanisms of the creative and cognitive activity etc. The importance of the diagnostic and evaluation stage is shown. The pupils must own the complex of criteria and indicators of their final educational products. An important component of self-diagnosis and assessment of heritage has become common practice in heuristic education a public presentation and protection of the most significant educational products with broad involvement of senior experts, consultants and reviewers.
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