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1

ПСИХОЛОГО-ПЕДАГОГІЧНІ АСПЕКТИ ВПРОВАДЖЕННЯ ІННОВАЦІЙ У ПОЧАТКОВІЙ ШКОЛІ

100%
Кириченко Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 9(43)
140-147
EN
By interactive technology of teaching one should understand such management of educational process when the person who is studying is sure to take part in collective, intersupplementary process of studying, which is based on interaction of all its participants. Issues of pedagogical innovations of interactive technologies of teaching are being disclosed in the article. Learning process informatization implies gradual introduction of informational methods and means of learning and rational combination of traditional methods with modern information technologies, which leads to learning results improvement. Modern teacher is a key figure in introducing renewed goals and content of primary education. He continuously improves his professional mastery, uses new models of educational program, and modernizes subject and topic knowledge, masters new approaches to learning and education. The main task of the teachers is to broaden psychological-pedagogical knowledge and improve professional skills in building educational process, to create innovational framework for formation intellectual, socially active, creative personality, which possesses necessary competences for self-learning and successful self-realization. Innovational development of education implies a set of created and introduced organizational and implicational innovations, development of new factors and conditions needed for a build-up of educational system innovational potential. Innovational teaching is an educational activity which is oriented towards dynamic changes and is based upon the development of various forms of thinking, creative talents, high socially adaptive abilities of a personality. Innovative teaching is quite specific due to its openness to future, a capacity to foresee and forecast on the basis of values reassessment and an orientation toward active and constructive actions in changing situations. Therefore, the use of new informational technologies improves the work of primary school teachers, broadens their capacities, stimulates creative search to improve their pedagogical mastery.
2
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Nowe technologie na lekcjach języka polskiego

100%
Handzel A.
Postscriptum Polonistyczne
|
2014
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issue 2(14)
205-2017
EN
The article discusses changes in education that have resulted from the digital revolution. The author analyses changes in young people’s behaviour, their mentality, their methods of learning and the consequences of these changes. She describes the situation of young people and teachers being forced to change their way of thinking and modernize the modes of cooperation at school. She presents some possibilities of using multimedia tools in Polonistic didactics. They can help in the effective shaping of skills needed to function properly in the future.
3
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Ocena umiejętności studentów wyższej uczelni technicznej w zakresie tworzenia prezentacji multimedialnych

75%
CIESIELKA M.
Edukacja-Technika-Informatyka
|
2013
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vol. 4
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issue 2
214-219
PL
W pracy przedstawiono wyniki badań przygotowania studentów do wymagań studiów technicznych w zakresie umiejętności przygotowania poprawnej prezentacji multimedialnej.
XX
Article presents research results of students’ preparation for requirements of technical study in the scope of preparing appropriate multimedia presentation skill.
4
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Multimedialna prezentacja wykładu jako środek postrzegania, rozumienia oraz zapamiętywania informacji edukacyjnej przez uczniów

63%
Skvortsova S., Haran M.
International Journal of Research in E-learning IJREL
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2018
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vol. 4
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issue 2
79-105
EN
The demand for teachers of Ukrainian universities to create multimedia presentations of lectures and their use in the process of teaching the course “Methodology of teaching mathematics” has been formulated as the result of the experimental research. Taking into account the specificity of the discipline and the peculiarities of the perception, comprehension, and memorisation of educational information by students, what has been determined are the requirements for visual and audio content, for the text presented on presentation slides, and for the design and navigation, and their effectiveness has been experimentally proved. In particular, it has been established that, in order to facilitate students’ perception of educational information, presentation slides should not contain large text arrays. Text slices of presentations should be executed using a certain font, with a certain font size and dominant colours of the headings and main text. To facilitate understanding and memorisation of the content of teaching, the theoretical information should be structured and presented in the form of circuits, tables, diagrams, etc. To stimulate interest in learning, a positive emotional background should be created, and thus a presentation should contain bright colour objects, photographs, and video footage of real mathematics lessons. It is emphasised that, in order to create conditions for the perception, understanding, and memorisation of educational information, presentation design should provide a single style of design and identical compositions of components; for example, image of the same type of information should be in the form of identical elements of “SmartArt.”
PL
Istniejący na ukraińskich uniwersytetach wymóg tworzenia prezentacji multimedialnych wy-kładów oraz ich użycia w procesie nauczania kursu „Metodologia nauczania matematyki” zostałsformułowany na podstawie wyników badań eksperymentalnych. W oparciu o cechy szczególne dyscypliny i specyficzne prawa rządzące postrzeganiem, zrozumieniem oraz zapamiętywaniem in-formacji edukacyjnej przez uczniów, zostały określone wymagania dotyczące wizualnej i dźwiękowej zawartości, a także tekstu zamieszczonego na slajdach prezentacji oraz projektu i sposobu poruszania się po prezentacji. Efektywność zastosowania tych praw została dowiedziona eksperymentalnie. Ustalono, że aby ułatwić postrzeganie informacji przez studentów, slajdy prezentacji nie powinny zawierać dużego obszaru tekstu, tekst powinien być napisany odpowiednią czcionką, odpowiedniej wielkości, nagłówki oraz tekst główny powinny być w kolorach podstawowych. Aby ułatwić zrozu-mienie i zapamiętywanie tekstu, prezentowanej informacji teoretycznej powinno nadać się strukturęschematów kołowych, tabel, diagramów, itd.. Aby pobudzić zainteresowanie uczeniem się, należy wywołać pozytywne emocje poprzez wykorzystanie rysunków obiektów wykonanych w jasnych kolorach, fotografii oraz filmów wspierających lekcje matematyki. Podkreślono, że w celu stworzenia sprzyjających warunków do postrzegania, zrozumienia i zapamiętywania informacji, projekt prezen-tacji powinien wykorzystać jeden styl oraz identyczne kompozycje elementów, na przykład przed-stawienie tego samego typu informacji za pomocą identycznych elementów schematów „SmartArt”.
5

ОСОБЛИВОСТІ СОЦІАЛЬНО-ГУМАНІТАРНОЇ ПІДГОТОВКИ ІНОЗЕМНИХ СТУДЕНТІВ ЕКОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ

63%
Світлана С.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 2(66)
142-152
EN
In the article the nesessity of researching the features of social and humanitarian training of foreign students studying economics is substantiated, the role of training in solving issues of foreign students’adaptation to social, cultural and educational environment of Ukraine is defined. The purpose of the article is determination and analyzing of the main features, forms, pedagogical methods and technologies of teaching social and humanitarian science in educational process of foreign students. During the research theoretical and empirical methods, which allowed distinguishing of the cultural, social, religious, national features of foreign students, were used. It is proved, that using active methods of training sessions, its content closeness to social realities of Ukraine and the world promotes deeper assimilation of educational material, intensifies educational and cognitive activity, promotes stable interest in the social and humanitarian science by foreign students. Using summaries during the lectures allows to save time and pay more attention to explanation of educational material, promotes formation of communicative practice and assimilation of the basic categories of sociological and political science concepts and categories. Individual work of students on finalization of the summaries develops skills of comparative analysis of social structures, political and party systems, political regimens, ideologies of different countries. It is proved, that using active(non-traditional) methods increases efficiency during social and humanities seminars. High activity and interest of students caused by the seminars with elements of conference, which provides preparation of reports, discussions, different forms of business games. It is shown that the use of innovative lectures and supporting compendia of lectures raises the level of perception of educational material of the foreign students, while significantly increasing the absolute quality of education. In the article the aspects for further scientific studies are defined, which consist in searching, theoretical studying and practical implementation of efficient methods of education for foreign students; development and improvement of methodologies.
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