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1

ПРО РОЗВИТОК ДОСВІДУ СТУДЕНТІВ ЩОДО ВПРОВАДЖЕННЯ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ ПРАКТИЧНОЇ ДІЯЛЬНОСТІ ЗІ СТАРШОКЛАСНИКАМИ

100%
Дручик В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
22-31
EN
This article describes the features of students’ experience on implementing health-saving technologies in practice with high school pupils. The measures in the system of future physical education teachers’ training in the field of health-saving, namely the work of the School of the future physical training teacher, business games, students’ research work, teaching practice and volunteer work in the field of health-saving are analyzed. The purpose of the article is to disclose and justify the methodology of development of students’ experience in the implementation of health-saving technologies in the process of practical activity with high school pupils. In order to identify the current state of preparation of the future physical training teachers to the implementation of health-saving technologies in high school we conducted a survey of college students, which was attended by 465 people. Analysis of responses indicates that a significant number of respondents (71.66 %) strongly believes that in modern times it is advisable to train future teachers of physical training to the introduction of health-saving technologies in high school and only 14.85 % students believe that it is not appropriate to prepare future teachers of physical education in this area. To implement pedagogical support of formation of the future physical education teachers’ health preservation we used technology in high school. So the main result of future physical education teachers’ training should be seen not only in the availability in graduates of fundamental knowledge in various fields of science, a high level of professional skills, but also a certain willingness to be a competitive person and take care of health-saving activities. The features of students’ experience on implementing health preservation technology in practice with high school pupils are the main goal of the study. Prospects for further scientific research are seen in the development of a teaching system for efficient formation of the future physical training teachers’ readiness to the implementation of health-saving technologies in high school.
2
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Testy zdolności i osiągnięć muzycznych dzieci i młodzieży szkolnej

84%
PĘKALA A.
Edukacja-Technika-Informatyka
|
2016
|
vol. 7
|
issue 2
76+82
PL
Celem artykułu jest opisanie trzech wybranych testów do diagnozy i oceny zdolności i osiągnięć muzycznych dzieci i młodzieży szkolnej. Pierwszy z nich – średnia miara słuchu muzycznego Edwina E. Gordona – przeznaczony jest do badania zdolności muzycznych dzieci w wieku 6–9 lat. Test muzycznych umiejętności percepcyjnych opracowany przez Agnieszkę Weiner przygotowany został dla uczniów kończących III klasę szkoły podstawowej. Test orientacji w dziejach i dorobku kultury muzycznej Barbary Kamińskiej skonstruowany został z myślą o młodzieży licealnej jako końcowy sprawdzian wyników nauczania muzyki w szkole powszechnej z założeniem, iż bada on podstawowe umiejętności i wiadomości niezbędne dla słuchacza muzyki artystycznej bez względu na miejsce ich zdobycia (szkoła, kontakty pozaszkolne).
EN
The aim of the article is to describe three chosen texts on diagnosis and evaluation of musical abilities and achievements of school-age children. The first text Intermediate Measures of music audiation by Edwin E. Gordon is devoted to research on musical abilities of children aged 6–9. Second text Test of musical perceptive abilities elaborated by Agnieszka Weiner was prepared for children who graduate from a III grade of a primary school. The last text – Test of knowledge on history and musical culture achievements by Barbara Kaminska was prepared as a final test of music education for high school aged children. Author’s assumption was to evaluate general abilities and knowledge of an artistic music recipient, irrespectively of a place where one learned them (school, out-of-school contacts).
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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