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1

МОДЕРНІЗАЦІЯ ЕВРИСТИЧНОГО НАВЧАННЯ США В УМОВАХ АКТИВНОГО ВПРОВАДЖЕННЯ СУЧАСНИХ ІНФОРМАЦІЙНИХ ЗАСОБІВ ОСВІТИ

100%
Сірик Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
50-60
EN
This article reviews the new approaches to heuristic learning as an innovative technology of education. Modernization of heuristic learning in the United States under active implementation of modern information media education is determined. The effectiveness of using information technology is identified in the traditional process of studying which strengthens heuristic of learning and proves that a pupil has a right to choose necessary information, to use learning for «researching» the facts, phenomena, concepts at different levels. One of the first systems of computer studying which contains individual program techniques or integrated learning systems is characterized. The characteristic of WSCL (wise system of learning) which became wide spread in the 90th – 2000th years is given. Three types of informational technologies which are used for researching studying as an important component of heuristic learning (computers systems of gathering information which include electronic date basement), microcomputer laboratories and interactive videos are described in the article. It is considered that Computer control technology combined with education heuristic efficiently improves diagnostic machine learning, providing its constant modernization. It is proved that active intrusion of ICT within the scope of the educational process, as it is revealed by the American and Ukrainian researchers, both complicated and enriched capabilities of the teacher and his students have created new opportunities for the personal development aimed at (personalized) heuristic education. There is no alternative to the use of positive achievements of computer technology such as the availability and timeliness of relevant information, feedback during the development of knowledge and skills, dialogic interaction in the «human-computer-human» presence of heuristic training programs, which number is increasing annually. However, IT technology combined with heuristic techniques requires more teaching competence and skills of the teachers and educators.
2

ДИДАКТИЧНІ МОЖЛИВОСТІ ЕВРИСТИЧНОГО НАВЧАННЯ БІОЛОГІЇ УЧНІВ ПРОФІЛЬНИХ КЛАСІВ

70%
Генкал С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
300-307
EN
The article discusses and analyzes the conceptual apparatus, features and concepts of heuristic learning. The ways of implementing heuristic learning at biology lessons in specialized classes, the goals, the content, the methods, the forms, the tools and its educational possibilities are outlined. It is noted that the efficiency of heuristic learning depends on the integration of all components in the educational process and ensures the students’ specialized competence, the development of creative abilities, skills of productive activity and reflexive skills. The problem of formation of readiness of the senior pupils to the choice of profession is very important in modern conditions. The need for formation of professionally significant qualities of the students of specialized classes is caused by the rapid development of biological science, intellectualization of labor integration of Ukrainian education into the international educational space. The realization of the goals of biological science is possible through the use of heuristic learning, based on the main principle of heuristics – search, discovery, create a new one. Productivity of heuristic learning is provided by: the students’ motivation for productive activity; active involvement of the students in creative activity; the interrelatedness of the forms, methods, techniques, tools with the didactic principles of developmental education; use of heuristic methods, the system of heuristic tasks while studying biology; heuristic pedagogical support activity; systematic use of heuristic methods, techniques, forms that are organically combined with the traditional heuristic and mainstreaming situations. The didactic possibilities of heuristic learning are to improve the efficiency of study, the formation of the cognitive motives, the strong system of knowledge, the students’ specialized competence, the students’ creative activity in the study of biology, providing independent creative obtaining, transformation and use of knowledge, the development of creative thinking, skills of productive activities, reflective skills and creative abilities. The prospect of further studies is to improve the theoretical and methodological foundations of the heuristic teaching of biology in specialized classes.
3

ЕВРИСТИЧНЕ НАВЧАННЯ ЯК ВАЖЛИВА УМОВА РОЗВИТКУ ОБДАРОВАНОСТІ УЧНІВ СІЛЬСЬКОЇ ШКОЛИ

61%
Кривонос О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
253-262
EN
In the article the organization of teaching gifted students in rural schools using didactic opportunities of heuristic methods is revealed. In particular, a variety of heuristic teaching methods are characterized, among them: involvement; pretending; if; hyperbole, agglutination, brainstorming; inversion; focal objects; heuristic tasks decision. The main approaches to training and education of gifted children are analyzed, namely: accelerated learning (this approach takes into account the innate abilities of children who during one year study the program of several years, graduating from educational institutions before their peers); modification and enrichment of the content of education (as the result of in-depth study of certain subjects takes place the acquisition of a range of knowledge from one or more branches of science); review and redesign of learning objectives (the basis of this approach makes the direction of the educational process on the development of a creative personality). The basic laws of heuristic learning aredescribed. The principles of heuristic learning, which contribute to the development of gifted students, in particular, in rural schools are highlighted. To them belong: the principle of personal goal setting of a student: the education of each student is based on his/her personal goals in each branch of education; the principle of productivity of training: the main landmark of learning is personal educational increment of the student, which makes the sum of his/her internal and external educational products of learning; the principle of contextuality of accompanying training: the educational process is based on situations involving determination and heuristic search for their solution by the student, the teacher guides the student in his educational movement; the principle of educational reflection: the educational process is accompanied by its reflexive awareness by the subjects of education. The implementation of these laws by teachers in rural schools will contribute to the education of gifted students. The author concludes that in heuristic learning is implemented stability and deep trust in creative potential of every student, i.e. his cognitive-creative (search, research, design) activity takes the first place in the education system. Perspective can become a research of other ways of development of gifted students in rural schools in modern conditions.
4

ДІАГНОСТИКА САМОРЕАЛІЗАЦІЇ ПІЗНАВАЛЬНО-ТВОРЧИХ ЯКОСТЕЙ СТУДЕНТІВ І СТАРШОКЛАСНИКІВ В ЕВРИСТИЧНОМУ НАВЧАННІ

61%
Лазарєв М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
63-77
EN
The article summarizes for the first time the results of scientific and experimental research of the diagnostics and evaluation of the results of the use of innovative technologies of heuristic teaching of students and senior pupils. Diagnostic approach to the course and learning outcomes as a common heuristic activity of a teacher and pupils, a teacher and students is based on an innovative interpretation of the purpose and content of education in general and certain types of educational work in particular. Quantitative and qualitative indices of educational products form the main purpose of heuristic learning as the most effective method of self-cognitive and creative skills of pupils and students. So the diagnostic providing with heuristic mastering the Humanities is specially studied: a careful working out together with colleagues, pupils, students, testing and practical application of scientific criteria and indices of progress and results of heuristic learning. Besides, the main results of this study are distinguished – its external and internal products. The external products are compositions, reports, stories, projects, articles, reviews of subjects, solving by students and future teachers of various cognitive-creative, professional-creative tasks etc. Internal products of learning and creative self-realization are the formed leading personal characteristics of the cognitive and creative self-realization of senior pupils and students of humanities: motivation for independent creation, creative interactive cooperation between subjects of education; using the mechanisms of heuristic activity and diagnostic skills; dynamics of cognitive and creative independence as an integrative criterion of self-realization. The approved and experimentally tested the completed complexes of criteria and indices for each of the external and internal products of heuristic learning activities are used for the first time. It is revealed that a complex of interconnected diagnostically measured didactic conditions promotes the successful cognitive and heuristic activity of senior pupils and students: organization of productive interactive cooperation; profound and prolonged immersion of learning subjects in meaningful for them an independent cognitive and creative work; support for the process and results of learning activity with scientific reasonable diagnostic tools. Experimental results showed important positive changes in the dynamics of self-realization of basic cognitive and creative qualities of senior pupils and students. The number of pupils and students of experimental classes and groups who have achieved a high and a sufficient level of motivation for independent creation have increased by 2 times. Significant changes have occurred in the possession of the mechanisms of creative activity: if at the beginning of the experimental work only a quarter of pupils and students had high and sufficient levels of possessing the necessary mechanisms of creation and use them in creating of an educational product and at the end of the experiment their number increased by more than 2.5 times and amounted to 68 %. 80 % of pupils in the course of experimental work formed the sufficient diagnostic ability to measure and assess their own educational products.
5

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

51%
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
6

ФОРМУВАННЯ РИТОРИЧНОЇ МАЙСТЕРНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ В УМОВАХ ЕВРИСТИЧНОГО НАВЧАННЯ

51%
Уварова А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
376-384
EN
One of the important tasks of reforming higher education in Ukraine is training of highly qualified specialists skillfully mastered the art of living convincing word. Among the new forms and methods of didactic technologies which are successfully implemented in the practice of higher education heuristic learning occupies a prominent place. The department of educational and creative educational technologies of Sumy state Pedagogical University named after A. S. Makarenko has implemented a heuristic modular technology of education at all stages which create the necessary conditions for the development of basic techniques, methods and mechanisms of cognitive creativity, the creative abilities of future teachers and develop their rhetorical skills. According to the principles of heuristic learning each student is given an opportunity to choose the subject independently, identify the goals and objectives, finding the methods, techniques, tools and their organization. The result of the independent students’ activity can be created by such external educational products, work on the problem of the studied subject, a teacher story, a heuristic discussion, a review or criticism of the scientific model of dispute, the draft of collective creative affairs, charts and tables, which summarize theoretical materials, products, devices and so on. The created educational product usually passes a stage of the author’s presentation and copyright protection. Then, if necessary, the students have the right within the prescribed period to correct the identified deficiencies, improve their work and submit it for final diagnosis and evaluation. As a result such future teachers acquire skills fitting correctly to express their opinions, arguments. It is found out that heuristic technology training provides the necessary psychological and pedagogical conditions for self abilities and skills of each student, including rhetoric, his spiritual growth creativity, forming important social value orientations of the individual.
7

ЕВРИСТИЧНЕ НАВЧАННЯ ЯК ВАЖЛИВИЙ ЧИННИК УСПІШНОЇ ДИДАКТИЧНОЇ АДАПТАЦІЇ СТУДЕНТІВ

51%
Ольга К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 8(62)
147-158
EN
The aim of the article is the analysis of didactic possibilities of heuristic learning as an important factor of adaptation of students of younger courses to study at the pedagogical university. The theoretical foundations of didactic adaptation of students are presented. Didactic adaptation is defined as adaptation of students to the conditions of University educational process, as a result of which they become the subjects of new conditions, new activities and relationships and, as a consequence, become possible to perform their functions optimally. The problems, the solution of which will ensure the successful implementation of didactic adaptation, are analyzed. A toolkit of heuristic learning, which ensures the achievement of the goal, is presents. The task of the heuristic educational activities – constructing student’s own education through the creation of products in the content of this education is highlighted. External educational product of the participant of the educational process provides an inner product – change in the knowledge, experience, abilities, skills and other personal qualities. In particular, it analyses the principles of didactic learning as the principle of the personal goal setting of a student; the principle of productive learning; the principle of temporality accompanying training; the principle of educational reflection. The main methods of heuristic learning are defined: method of heuristic questions, methods of developing empirical knowledge to the theoretical level, association, comparison, generalization, abstraction, objective diagnosis of their own or someone else’s work. The results of the study can be used by faculty to create an environment for successful coping with problems of adaptation to new conditions of training in higher education. Didactic heuristic learning capabilities of ensuring a successful adaptation of students to training in higher education institution include: creation of conditions for independent creative activity in educational process; substantial reliance on heuristic thinking of students and their heuristic experience in learning new things, formation of professional knowledge; evaluation of knowledge and professional skills of students on the quality of created educational creative product; providing increased value of reflexive activities; motivation of cognitive activity of students through a variety of factors; extensive use of complex methods and mechanisms of creative activity, in particular heuristics for a successful adaptation.
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