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Heuristic Method for Successful Learning in Education for Sustainable Development

100%
Jukh A., Kremleva V.
Studia Periegetica
|
2018
|
vol. 23(3)
93-102
EN
The economic and social transformations that have taken place in the Republic of Belarus in recent decades have led to a change in the state educational paradigm towards the priority of personal development and self-realization of students. The transition to new socioeconomic relations emphasizes the task of developing abilities to overcome emerging problems, to offer non-standard solutions. There is an urgent need to develop creative abilities of the future specialist. The problem of freedom of choice and the possibility of making independent decisions in conditions of social change are becoming significant. In this regard, innovations in the educational activities of the Yanka Kupala State University of Grodno are aimed at changing the personal attitude, the implementation of decisions, and the position of responsible and independent decision-making of future specialists. One of the methods that ensures the activity of students in the process of employment, as well as their independent thinking, is the heuristic method of teaching.
2

ЗАПИТАННЯ МОЛОДШОГО ШКОЛЯРА ЯК ЕПІЦЕНТР УСПІШНОЇ ДІАЛОГОВОЇ ВЗАЄМОДІЇ

75%
Крівшенко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
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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.
3

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

63%
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
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