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1

ЕВРИСТИЧНЕ НАВЧАННЯ ЯК ВАЖЛИВА УМОВА РОЗВИТКУ ОБДАРОВАНОСТІ УЧНІВ СІЛЬСЬКОЇ ШКОЛИ

100%
Кривонос О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
253-262
EN
In the article the organization of teaching gifted students in rural schools using didactic opportunities of heuristic methods is revealed. In particular, a variety of heuristic teaching methods are characterized, among them: involvement; pretending; if; hyperbole, agglutination, brainstorming; inversion; focal objects; heuristic tasks decision. The main approaches to training and education of gifted children are analyzed, namely: accelerated learning (this approach takes into account the innate abilities of children who during one year study the program of several years, graduating from educational institutions before their peers); modification and enrichment of the content of education (as the result of in-depth study of certain subjects takes place the acquisition of a range of knowledge from one or more branches of science); review and redesign of learning objectives (the basis of this approach makes the direction of the educational process on the development of a creative personality). The basic laws of heuristic learning aredescribed. The principles of heuristic learning, which contribute to the development of gifted students, in particular, in rural schools are highlighted. To them belong: the principle of personal goal setting of a student: the education of each student is based on his/her personal goals in each branch of education; the principle of productivity of training: the main landmark of learning is personal educational increment of the student, which makes the sum of his/her internal and external educational products of learning; the principle of contextuality of accompanying training: the educational process is based on situations involving determination and heuristic search for their solution by the student, the teacher guides the student in his educational movement; the principle of educational reflection: the educational process is accompanied by its reflexive awareness by the subjects of education. The implementation of these laws by teachers in rural schools will contribute to the education of gifted students. The author concludes that in heuristic learning is implemented stability and deep trust in creative potential of every student, i.e. his cognitive-creative (search, research, design) activity takes the first place in the education system. Perspective can become a research of other ways of development of gifted students in rural schools in modern conditions.
2

ЕВРИСТИЧНЕ НАВЧАННЯ ЯК ВАЖЛИВИЙ ЧИННИК УСПІШНОЇ ДИДАКТИЧНОЇ АДАПТАЦІЇ СТУДЕНТІВ

84%
Ольга К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 8(62)
147-158
EN
The aim of the article is the analysis of didactic possibilities of heuristic learning as an important factor of adaptation of students of younger courses to study at the pedagogical university. The theoretical foundations of didactic adaptation of students are presented. Didactic adaptation is defined as adaptation of students to the conditions of University educational process, as a result of which they become the subjects of new conditions, new activities and relationships and, as a consequence, become possible to perform their functions optimally. The problems, the solution of which will ensure the successful implementation of didactic adaptation, are analyzed. A toolkit of heuristic learning, which ensures the achievement of the goal, is presents. The task of the heuristic educational activities – constructing student’s own education through the creation of products in the content of this education is highlighted. External educational product of the participant of the educational process provides an inner product – change in the knowledge, experience, abilities, skills and other personal qualities. In particular, it analyses the principles of didactic learning as the principle of the personal goal setting of a student; the principle of productive learning; the principle of temporality accompanying training; the principle of educational reflection. The main methods of heuristic learning are defined: method of heuristic questions, methods of developing empirical knowledge to the theoretical level, association, comparison, generalization, abstraction, objective diagnosis of their own or someone else’s work. The results of the study can be used by faculty to create an environment for successful coping with problems of adaptation to new conditions of training in higher education. Didactic heuristic learning capabilities of ensuring a successful adaptation of students to training in higher education institution include: creation of conditions for independent creative activity in educational process; substantial reliance on heuristic thinking of students and their heuristic experience in learning new things, formation of professional knowledge; evaluation of knowledge and professional skills of students on the quality of created educational creative product; providing increased value of reflexive activities; motivation of cognitive activity of students through a variety of factors; extensive use of complex methods and mechanisms of creative activity, in particular heuristics for a successful adaptation.
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