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1

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ЗДІЙСНЕННЯ ПРОФЕСІЙНОЇ ПЕДАГОГІЧНОЇ КОМУНІКАЦІЇ

100%
Шкуренко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
207-214
EN
The article is dedicated to research problem of the preparedness of students to professional pedagogical communication from the aspect of psychological and pedagogical sciences. The special notice is dedicated to the term «preparedness to pedagogical communication», revealed its essence. From the conducted analysis of definitions «preparedness», an author offers the own understanding of this term of his essence, maintenance and components of forming preparedness of the students of faculty of primary education to professionally-pedagogical communication. In research the skills of interpersonality intercourse, which confirming preparedness of elementary school’s future teacher to realization of the professional pedagogical communication are presented. The basic indicator of development communicative culture of elementary school’s future teacher is a measure of formed structural components: educational, motivational and individual activity. We have a problem in front of the teachers to forming of competence which behave to professionally communicative activity, teaching future specialists to the rational communicative conduct appears before the teachers of professional disciplines. Realization solution of this problem provides plugging in the system of teaching of professional discipline of communicative-linguistic tasks and exercises, by facilities of interactive technologies of studies. Forming of professionally-pedagogical communication of students requires the special organization of educational process. So, learning content by interactive methods is complemented and appears as concrete linguistic models which fasten students in space educational and for educational intercourse and will use in the field of future professional activity.
2
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Technologie interaktywne jako wsparcie procesu edukacyjnego w szkolnictwie wyższym

100%
Shivacheva V.
Student niepełnosprawny. Szkice i rozprawy
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2018
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issue 18(11)2018
179-183
PL
W artykule przedstawiono zastosowanie technologii interaktywnych w kształceniu uniwersyteckim jako wsparcie procesu edukacyjnego, wnioski z analizy uwarunkowań kształcenia, które przyczyniają się do tworzenia środowiska wspierającego.
EN
In the article the interactive technologies are revealed in the terms of the university education. The aspects of this phenomenon as a component of a supporting educational environment. Analysis of the results of the research and approbation of the model makes it possible to draw conclusions about pedagogical conditions the presence of which contributes to the provision of a supporting environment.
3

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ ПІД ЧАС ВИВЧЕННЯ ДИСЦИПЛІН ЕКОНОМІЧНОГО ЦИКЛУ В УМОВАХ ПЕДАГОГІЧНОГО КОЛЕДЖУ

84%
Земка О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 1(45)
260-268
EN
The problem of increasing relevance preparation of the new generation teachers, having strong economic knowledge that can quickly navigate according to the flexible market conditions and actively participate in the socio-economic transformation is examined in the article. It is noted that the current level professionals must not only have a certain amount of knowledge and skills, but also be able to freely navigate in the economic environment, critically interpretate and transform the information, to be proactive, to strive for self-education and self-improvement. It is emphasized that the formation of thinking, advanced, creative personality is complicated by the traditional conditions and approaches to learning activities. The effectiveness of the innovative educational technologies implementation to the educational process during the study subjects of the economic cycle «Economics theory», «Economics of production» in Teachers College is proved. The questions of the use of innovative methods, forms of work is highlighted, including such as integrated classes; a questioningly-appropriate interview; demonstration of electronic, computer presentations and science reports of students; test ratings; methods «Microphone», «Brainstorm», «Take a Position», «Unfinished sentence», «Continue an opinion», «We know – we want to know – we know», «Board of Questions», «Associative bush», «Searching the interesting questions», «Sharing the problems» and others; various forms of discussion –«round table», «meeting of the expert group», forums, symposia, debates. The use of the role-play game is presented as an example of the practical lesson «Business activity». Such sessions are preceded by the thorough training of the students: they decide what type of business will be engaged in their firm, which specialize products, coming up with the name of the company, determine the form of an ownership and issue a report in the form of computer presentations. The individual tasks are performed in accordance with the distributed roles. The role-playing game starts in the class with the representations of the experts and rivals. Simulating business activities the role-playing game awakens the interest in the subject classes, enhances teaching and learning activities, deepening knowledge, forming business style communication, teamwork skills. It is necessary to emphasize the importance of mobile students navigate the flow of scientific information via the Internet; find, analyze, structure and highlight the main in economic writings, analytical reports, etc; perform the students’ teaching and research projects.
4

ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ В КОНТРОЛЬНО-ОЦІНЮВАЛЬНІЙДІЯЛЬНОСТІ ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

84%
Світлана П., Інна Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
148-159
EN
The article is devoted to the analysis of pedagogical evaluation and controlling of primary school pupils. There was conducted a comparative analysis of the traditional system of education and educational system using interactive technologies in the context of control and assessment activity. The research used methods of theoretical analysis, comparison and synthesis of sources. The term “control” means the identification, measurement and assessment of results of educational cognitive activity of pupils. Verification is the procedure of the identification and measurement. In turn, verification is a complex component of control. The control provides feedback between the teacher and the pupil, as well as getting by the teacher objective information about the degree of assimilation of educational material, well-timed identification of shortcomings and gaps in knowledge of children. The purpose of verification of knowledge in the modern school is the definition of the quality level of educational achievements of pupils. Evaluation of educational achievements of the primary school pupils is an integral structural component of the teaching and educational process, which involves consideration of such indicators: the volume and quality of acquired knowledge; the ability to apply this knowledge in practice; the activity of the pupil in gaining knowledge; educational motivation. Unlike traditional system, the use of interactive technologies in training assumes control not so much of the degree of assimilation of ready knowledge, as of creative deviation from them. The main evaluation criterion is the pupil’s personal growth. Reasoned evaluation by the teacher contributes to the most complete disclosure and growth of potential and motivational forces of the child. As a consequence, happens not only the promotion of pupils in the space of knowledge, but also the development of their abilities, skills, emotional and value orientations. Summarizing the theoretical, pedagogical and practical approaches to the system of estimation, it can be concluded that it should give the possibility to objectively evaluate the academic achievement of each student and to create an additional mechanism for activation of the potential in all types of educational-cognitive activity.
5
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Формирование толерантности у будущих бортинженеров при изучении английского языка

84%
Котелянец Ю.
Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego
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2015
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vol. Zeszyt
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issue XXIX
360-367
RU
Толерантность не присуща человеку от рождения, и может никогда и не появиться, если не будет специально воспитана, сформирована. Изучение иностранного языка по профессиональному направлению предполагает овладение не только умением осу- ществлять профессиональное общение в устной и письменной форме, овладение про- фессионально-ориентированной лексикой и новейшей профессиональной информацией через иностранные источники, а также формирования социокультурной компетентности, которая является одной из целей обучения английскому языку по профессиональному направлению в вузе.
EN
Tolerance is not the right man from birth and may never occur if it is not properly raised, shaped. Learning a foreign language training involves not only professional knowledge of written and oral communication, professional knowledge of vocabulary and the latest career information through foreign sources, but also the development of socio-cultural competence, which is one of the objectives of foreign language teaching career at the university.
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