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1

ТЕОРЕТИЧНІ ЗАСАДИ ПРОБЛЕМИ ФОРМУВАННЯ ЕКОЛОГІЧНО ДОЦІЛЬНОЇ ПОВЕДІНКИ УЧНІВПОЧАТКОВИХ КЛАСІВ

100%
Колишкіна А.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
93-101
EN
This article summarizes various attempts of scientists to determine the characteristics and typology of behaviour. The analysis of the nature and structure of the term «environmentally expedient behaviour» during which it is important to turn to the consideration of categories «behaviour» and «feasibility». It was found out that individual behavior is caused by a chain of complex psychological entities: values, needs, interests and motives. Behavior is a system of actions or behaviour of the personality caused by personal values, aims to transform and change the world, and, to some extent, concerns and interests of object interaction. Under environmental behaviour the author considers system of actions or behaviour of the individual, which is directly or indirectly focused on saving and restoration of nature. The feasibility of the child's behaviour is caused by adults process of goal-setting, which consists of defining and implementing goals. Formation of environmentally expedient behavior of primary school pupils involves not only intellectual, but primarily emotional and volitional qualities of the personality. Natural background of forming environmentally expedient behaviour is characterized as age periods during which various relationships of children with natural and social environment are being built. Psychological-pedagogical foundations of forming environmentally expedient behaviour of primary school pupils constitute the following age characteristics: high activity; need for development; emotion; formation of the child as a stakeholder; formation of moral feelings under the influence of specific actions; dominance of particular directly senses. Structural components of environmentally expedient behaviour in relation to primary school pupils (knowledge of the nature and objects of the norms and rules of behaviour in nature, interest in natural objects, attitudes towards natural objects as subjects of interaction, experiences regarding objects of nature, deliberate actions and actions arising purpose of nature saving) are grounded. The need to explore the possibility of the family concerning formation of environmentally expedient behaviour of primary school pupils, as well as to identify, how a school, on the one hand, manages the process, and on the other, uses the experience of parents in the process of environmental education in extra-curricular activities.
2

ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ В КОНТРОЛЬНО-ОЦІНЮВАЛЬНІЙДІЯЛЬНОСТІ ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

63%
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.
3
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Bezpieczeństwo zdrowotne uczniów w młodszym wieku szkolnym w opinii studentów pedagogiki

63%
Modrzejewska J.
Studia Gdańskie. Wizje i rzeczywistość
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2017
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vol. Tom 14
141-152
EN
The issue of children’s health safety in early education is often disregarded in re-search and literature and this article attempts to emphasize the importance of this sub-ject in the context of the quality of life of younger generation. As school and home environment are foundations of child’s upbringing and education, the undertaken research was based on school influences and we have asked the Pedagogy students from University in Bielsko-Biała to acknowledge and explain the aspect of children’s health safety on this ground. Future teachers should have a wide knowledge of this subject and have the ability to create awareness of this matter amongst their pupils. The carried out research is a ground to undertake further analysis as the case of health safety plays a huge part of widely understood public health and has a great impact on the whole young generation.
4

ТЕОРЕТИЧНІ АСПЕКТИ ВЗАЄМОДІЇ ШКОЛИ І СІМ’Ї У ВИХОВАННІ ШКОЛЯРІВ

63%
Колишкіна А.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
283-291
EN
This article summarizes the various attempts of the scientists to determine the feature interaction as a social mechanism. The analysis of the nature and structure of the concept of «interaction» during which it is important to turn to the consideration of the categories «educational cooperation» and «synergy» is given. It is shown that the interaction is an independent category of pedagogy which is different from «joint activity» and the problem of interaction between educational institutions is more multifaceted than the educational aspect of union forces in joint activity. School and family should work so that the children always felt unity as different and sometimes conflicting demands of adults, leading to uncertainty about the child. The concept of the unity of education, psychological and pedagogical aspects is analyzed. Psychological clarifications provide real opportunities and a full understanding of all teachers’ educational objectives. The teaching aspect aims to create educational situation in school and in the family that puts students to the need to behave according to the rules of conduct. Undoubtedly, the educational objectives should not contradict each other. The basis of interaction between school and family on the principle of «impact on the family because of the child» is presented. The centre of attention is teaching a child who thus becomes a kind of tutor own parents, though not always aware of it. The child is a link between school and family, a consolidating centre, the main figure of collective pedagogical work, which is built around a holistic educational process. The grounded structural components in the system of interaction between school and family, the functions specified interaction of school and family formation about environmentally sound behaviour of primary school pupils (diagnostic, prognostic, values, and organizational management, reflexive) and the definition of key concepts problems are characterized. The scientists and practicing teachers for the most part unanimous that the interaction of school and family is an important process that has a sufficient opportunity to provide a family psychological and educational assistance to the education of children, primarily due to increased pedagogical culture of the parents.
5

РЕАЛІЗАЦІЯ ФОРМ І МЕТОДІВ ВЗАЄМОДІЇ ШКОЛИ І СІМ’Ї У ФОРМУВАННІ ЕКОЛОГІЧНО ДОЦІЛЬНОЇ ПОВЕДІНКИ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

63%
Колишкіна А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 7(71)
171-181
EN
The article describes forms and methods of interaction of school and family in the formation of environmentally expedient behavior of pupils. In order to achieve the aim of the publication, the following research methods were used: theoretical: analysis and systematization of scientific literature on the problem of research, normative documents, which made it possible to reveal the state of the research of the problem, its relevance; synthesis, comparison, classification, systematization and generalization of the theoretical and empirical data, on the basis of which forms and methods of formation of environmentally expedient behavior of the primary school pupils in the interaction of school and family had been determined; empirical: pedagogical experiment (forming stage) in order to prove the expediency of the implemented forms and methods of formation of environmentally expedient behavior of the primary school pupils in the interaction between school and family; statistical: Monte Carlo method for checking the effectiveness of forms and methods for forming environmentally expedient behavior of the primary school pupils in the interaction between school and family.Methodological provision for the environmental education of the primary school pupils has been developed: educational hours “I and nature”; program-methodological complex “Ecoworld”, which covers the program of ecological circle “Ecoworld” and methodological recommendations for the organization of its work; methodological recommendations for working with parents regarding formation of the environmentally expedient behavior of the primary school pupils. Classes of the ecological circle are based on the principle of combining the efforts of school and family, clearly defined duties of the teacher and parents. All classes consist of two parts, the first of which is to acquire relevant knowledge about norms and rules of conduct, inducements to experiences on objects of nature. The second part has a practical orientation and is intended to help increase the interest in the received information and circle work in general. The methods, which were laid in the basis of experimental work, were grounded, namely: conversations, observation, problem tasks, didactic and environmental games, competitions, project activity. It was found out that all the revealed forms of interaction between school and family had been used in parallel, had been interconnected, complementary and had been tested during the forming stage of the experiment. The research did not exhaust all the aspects of the solution of the problem of formation of the environmentally expedient behavior of the primary school pupils in the interaction between school and family. Perspective is the study of the problem of continuity in formation of the environmentally expedient behavior of preschool children and primary school pupils.
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