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1

Гуманитаризация образования –условия развития современной школы

100%

Savenkova L. G.

Labor et Educatio

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2015

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issue 3

67-79

EN

The article discloses the innovative approach to training and education of children and youth, which is based on the humanization of education, integrated education and polyart education. Humanization of education is considered in the article on both sides. 1) Reliance on pedagogical traditions of Russian science and education based on the concept of a free, humane, spiritual, creative personality, capable to selfdetermination and self-realization. The origins of these ideas are in the theoretical works of great scientists (K. Ushinsky, Leo Tolstoy, S.Frene, V.Sukhomlinsky) and philosophers (M. Bakhtin, Yu.Lotman). 2) Integration of humanities and methods of natural history. The impetus for the revival and the pedagogical model of humanization’s creation is a desire to overcome formal, abstract learning process, introducing a broad education into the cultural space where culture performs corrective function in the development of science.

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МІЖНАРОДНЕ РЕГУЛЮВАННЯ ПРАВ ОСІБ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ ТА ІНВАЛІДНІСТЮ

100%

Малишевська І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

24-32

EN

The article analyses international special educational needs and disability acts in terms of disabled students’ equal access to education. Discrimination against students with disabilities and their social isolation appears to be a topical issue for any democratic state. Thus, ensuring conditions for the development of every personality has become the priority for each state. On the other hand, globalization, humanization and educational integration have become the main tendencies of social development at the beginning of the third millennium. Consequently, there developed a different view on education in a modern society. At present everybody has an equal access to education. To meet the special educational needs of each student the inclusive education was introduced. Inclusive education tends to be concerned with creating learning environment to meet each learner’s requirements and possibilities irrespective of his or her psychological and physical development. European community stresses that students with special educational needs and disability shouldn’t be discriminated, they must be educated in regular classes at their local schools. They find inclusive education the most favourable for learning students with special educational needs and disability. International community considers the introduction of inclusive education to be a matter of priority in reforming all modern educational systems. Modern society has recognized the disabled people’s right to their full participation in social life and realized the necessity for creating conditions to enjoy this right. For these reasons each country including Ukraine tries to make its legislation corresponding to international one in terms of equal access to education for learners with special educational needs and disability. The article gives a review of international regulation of the rights of people with special educational needs and disability to have equal access to education.

3

ТЕОРЕТИЧНІ ЗАСАДИ КУЛЬТУРНО-ІСТОРИЧНОЇ СКЛАДОВОЇ ШКІЛЬНОЇ МАТЕМАТИЧНОЇ ОСВІТИ

84%

Муртазієв Е.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

88-97

EN

This article describes the theoretical foundations of cultural and historical part of modern mathematics education. The concept of educational paradigm of the philosophy and pedagogy is interpreted. Classification of educational paradigms is made. Humanization and liberalization of education are described. Components of cultural and historical components of mathematics education are characterized. Analysis of the scientific work of researchers who determine what educational principles and humanization reform covering all educational sectors at different stages of the didactic process and are important landmarks of modern didactics is made. The analysis of school textbooks in mathematics that clearly shows the level of use of cultural and historical components now is made. The substantive components and goals of cultural and historical constituent are described, the review of literature is made, the analysis of the proposed use in teaching mathematics cultural and historical component of mathematics education. The cultural approach is considered as a set of methodological techniques that provide analysis of education, in terms of cultural concepts such as culture, cultural patterns, norms and values, cultural activities and interests. The key components of mathematics education: theoretical, practical, technological, cultural and historical are examined. These components perform specific functions and tasks and are interconnected. The basic elements that make up all paradigms are the following: understanding of the system of knowledge necessary to a person; understanding the type of culture and means of human development in the process of mastering the subject; principles of coding and transmission of information; public awareness of the importance of education; awareness of the cultural development of a person; the role of education in society; understanding of the character and place of the teacher as a carrier of knowledge and culture in the educational process; image and place of the child in the structures of education and training.

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 Labor et Educatio

1 Savenkova L. G.

1 Малишевська І.

1 Муртазієв Е.

2 2015

1 2014

Гуманитаризация образования –условия развития современной школы

МІЖНАРОДНЕ РЕГУЛЮВАННЯ ПРАВ ОСІБ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ ТА ІНВАЛІДНІСТЮ

ТЕОРЕТИЧНІ ЗАСАДИ КУЛЬТУРНО-ІСТОРИЧНОЇ СКЛАДОВОЇ ШКІЛЬНОЇ МАТЕМАТИЧНОЇ ОСВІТИ