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ТЕОРЕТИЧНИЙ АНАЛІЗ ВОКАЛЬНО-ФАХОВОЇ ПІДГОТОВКИ СТУДЕНТІВ МАГІСТРАТУРИ ДО ВИКОРИСТАННЯ ІННОВАЦІЙНИХ МЕТОДІВ НАВЧАННЯ

100%
Лю Ц.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 10(64)
68-78
EN
The article proposes a theoretical analysis of graduate students’ vocal training to innovative activity; influential scientific approaches (philosophical, pedagogical, cultural, art criticism) are revealed, on the basis of which a synthesis and analysis of the concepts of “training”, “artistic training”, “musical training”, “vocal-training” are conducted. In order to enrich the theoretical and methodological framework the author suggested interpretation of the concept of “training graduate students to the use of innovative teaching methods”. Based on the analysis of the conceptual provisions researchers offer their own interpretation of the concept of Master students training to use innovative teaching methods: it is complicated, multilevel, multi-component process with a dynamic structure and system of interrelated motivational, moral, volitional, mental and creative qualities and abilities of learning process, the level of mastery that provides performance and capacity awareness of innovative teaching methods by students is the mechanism they use in their future careers. Creating innovative educational space in order to prepare Master students to use innovative teaching methods will create positive incentives for vocal and professional training, increase the intellectual potential of every student to improve his/her performance and prepare him/her for professional activities. Music and system of teacher education needs substantial modernization that involves search for innovative methods to solve educational problems. Therefore, the main task of teaching science should be the search and implementation of the learning process of training future music teachers to use innovative technologies in order to enrich their creative and educational experience in general, vocal and vocational training in particular. Vocal features characterize interesting syncretic forms of artistic and performance skills, that is why for each future teacher of music it is important to increase his/her own arsenal of knowledge from different fields of art, which requires implementation of the process of vocal and professional training of effective innovative technologies aimed at the development of a universal, creative and intellectual professional able to operate the acquired skills in their own educational activities. The study does not exhaust all the process of vocal and professional training of Master students to use innovative teaching methods, but rather opens the prospect for a better understanding of the structural components of pedagogical conditions, characteristics of the implementation and improvement of the process.
2
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Inovačné vyučovacie metódy a ich využitie v technickom vzdelávaní

100%
STEBILA J.
Edukacja-Technika-Informatyka
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2015
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vol. 6
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issue 1
57-64
SK
Hlavným cieľom článku je analyticko-sumarizačné predstavenie nových vývojových trendov vyučovania a učenia sa (prostredníctvo inovačných metód), ktoré sa v plnej miere odvíjajú od nových cieľov vzdelávania. Autor dlhodobo pracuje s tvrdením, že niektoré „inovačné“ metódy (aktivizačné, interaktívne) nie sú ničím novým, iba sa s nimi naši žiaci v školskej praxi stretávajú veľmi málo alebo vôbec.
EN
The main objective of the article is analytical and summarizing the introduction of new trends of teaching and learning (through innovative methods) to fully derive from new learning goals. Author of a long work, arguing that some „innovative” methods (activation, interactive) are nothing new, only with them our students in school practice encounter very little or not at all.
3
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Pomysły pedagogiczne Wasyla Suchomlińskiego – od szkoły pawłyskiej do nowej szkoły ukraińskiej

80%
Makarenko L., Sevastiuk M.
Prima Educatione
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2019
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vol. 3
EN
The article attempts to analyze the fundamental principles of Vasyl Sukhomlynsky’s educational work concerning the purpose, content, specific aspects of the Pavlysh School elementary education organization and to compare them with the changes taking place in the modern Ukrainian elementary school system. The ideas of the teacher’s and pupil’s creative potential development, the use of innovative techniques and technologies, the creation of educational and developmental environment, which were incorporated by Sukhomlynsky and now form the basis of the New Ukrainian School Concept, are highly important for educational reforms. First of all, the article analyzes the influence of the Sukhomlynsky’s leading idea – person-oriented pedagogy – on the formation of child-centered pedagogy in the development of the new Ukrainian school. The comparative analysis has been carried out, which examines the goal and general approaches to the learning process organization, which were developed and implemented in the Pavlysh School learning process by Sukhomlynsky and then to the new Ukrainian school, and has showed their further development in modern ideas of elementary education. The article also proves that Sukhomlynsky’s ideas were way ahead of their time, and that the Ukrainian school reforming process is based on the best traditions of national pedagogy and education.
PL
W artykule podjęto próbę przeprowadzenia analizy podstawowych postanowień Wasyla Suchomlińskiego w odniesieniu do celu, treści, specyficznych aspektów i organizacji podstawowego kształcenia w szkole pawłyskiej i porównania ich ze zmianami zachodzącymi we współczesnej ukraińskiej szkole podstawowej. Dla reform edukacyjnych znaczący jest rozwój potencjału twórczego nauczyciela i ucznia, stosowanie innowacyjnych technik i technologii, tworzenie środowiska edukacyjnego i form rozwoju wprowadzonych przez Suchomlińskiego i stanowiących podstawę koncepcji nowej ukraińskiej szkoły. Przede wszystkim przeanalizowano wpływ wiodącej idei Suchomlińskiego – humanistycznej pedagogiki – na kształtowanie się partnerstwa pedagogicznego i pedagogiki zorientowanej na dziecko w rozwoju nowej szkoły ukraińskiej. Przeprowadzono analizę porównawczą celu, ogólnych podejść do organizacji nauczania opracowanych i wdrożonych przez Suchomlińskiego w pawłyskiej szkole i nowej szkole ukraińskiej oraz pokazano ich dalszy rozwój we współczesnych ideach szkoły podstawowej. Autor dowodzi również, że idee Suchomlińskiego znacznie wyprzedziły swój czas, a reforma ukraińskiej szkoły odbywa się w oparciu o najlepsze tradycje pedagogiki krajowej i edukacji.
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