Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  structural components
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

МУЗИЧНО-ПРОСВІТНИЦЬКА ДІЯЛЬНІСТЬ У КОНТЕКСТІ ПІДГОТОВКИ МАБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА

100%
Кожевнікова Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
110-
EN
The music-educational activity as an attribute of the spiritual culture and as a phenomenon of professional preparation of the future teachers of music art is determined by the necessity of the culture and creative development of a student, extension of his outlook, erudition, formation of selective attitude to the phenomenon of life. The music-educational activity (MEA) is a process of conscious, active and purposeful relations between the teacher as an educator and the audience as an object of education. It is based on an independent position of the individual who chooses musical values and tends to spread musical-aesthetic knowledge in order to activate the spiritual development of a personality. Structural components of young specialists’ preparation for musical education are: The motivational component is determined by the requirements, interests of a future teacher in this activity that lead to the necessity of its existence. The notional component contains musical, psychology-pedagogical and common-artistic knowledge of a future specialist. The operative component is based on the skills and knowledge of a future teacher, as well as on the forms and methods of the music-educational activity. The control evaluative component includes self-discovery self-esteem and self-education of a future teacher’s personality. In the long run, learning the problem of young teachers’ structural preparation for teaching music, we can make such a conclusion: - the music-educational activity is a process of conscious, active and purposeful relations between the teacher as an educator and the audience as an object of education; - structural components of young specialists’ preparation for musical education are motivational, notional, operative and control evaluative.
2

РЕАЛІЗАЦІЯ МОДЕЛІ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ НАВЧАЛЬНО-ДОПОМІЖНОГО ПЕРСОНАЛУ ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ В УМОВАХ ІНТЕГРАЦІЇ ФОРМАЛЬНОЇ, НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ

63%
Жихорська О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 10(54)
86-96
EN
The results of the study conducted on the professional competence level of the support staff of higher education institutions proved the need in elaboration and realization of an effective model of competence development. Therefore, the research is aimed at establishing the model of professional competence development of support staff and defining the conditions for its implementation. Following the analysis of academic works and pedagogical experience generalization, the author brings forward the model of professional competence development, a holistic and pedagogically sound system which consists of structural components aimed at professional development of the support staff of higher education institutions. The research defines and characterizes its structural components: purpose, targets, principles, methodological approaches, content, forms, methods, criteria, rates and levels of formation, result. The research shows that the main prerequisite for the implementation of the professional competence development model is the integration of formal, non-formal and informal education. This process is aimed at professional competence development of support staff, formation of complex skills which encourage applying acquired knowledge while performing their job duties. The implementation of the professional competence development model includes four components: short-term courses; long-term off-the-job capability development courses; work-based learning and self-learning. The results of the research can be applied for training, adaptation and competence development of support staff of higher education institutions. The investigation, justification and implementation of the model of professional competence development of support staff will ensure the topical educational results from the above mentioned staff and will allow the formation of the system of knowledge, skills and abilities, which are professionally essential and vital for the professional activity. In perspective, the subsequent research should be aimed at measuring the levels of professional competence that support staff has developed in order to demonstrate the effectiveness of the model.
3

ФОРМУВАННЯ ХОРЕОГРАФІЧНИХ ТВОРЧИХ ЗДІБНОСТЕЙ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

63%
Богута В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
181-190
EN
In the article on the basis of analysis of scientific psychological, pedagogical and art-study literature a genesis of creative abilities is reflected and the condition of development of the problem in pedagogical theory is found out. Contents of the article represent the results of theoretical part of dissertation research. Finding out the condition of the investigated problem by means of method of content analysis gave an opportunity to define the choreographic creative capabilities of primary schoolchildren as synthesis of properties and internals of personality of a junior pupils, which are formed at presence of the special knowledge and abilities, high motivation to converting activity in combination with creative imagination during creation of dancing character and valued attitude toward implementation of own capabilities in the process of choreographic activity. During realization of analytical research the psycho-physiological features (reasons, emotional-value attitude, thinking, memory, imagination, attention processes) of displaying the investigated quality in junior schoolchildren was taken into account, which gave an opportunity to expose and prove that the problem-heuristic type of study is the most effective for forming choreographic creative abilities as an integrated quality. The practical importance of theoretical research of the problem of forming choreographic creative abilities consists in an opportunity to substantiate criteria (emotional-perceptible, basic individual-functional, value-creative), corresponding indexes and levels of forming the outlined phenomenon in the primary schoolchildren (potentially-creative, adaptive-active and passive-reproductive), to offer authorial methods and pedagogical conditions of their realization (creation of pedagogical comfortable educational environment, motivation of creative interpretational and improvisational activity of primary school children in the process of choreographic activity, usage in organization of educational process of choreographic creative associations, innovative forms and methods, enriching experience of searching activity through mastering of general cognitive abilities, integration of choreographic art with other types of aesthetic art (musical, theatrical, graphic) with their stage-by-stage introduction in educational practical activity of children dancing creative associations at out-of-school educational establishments. The prospects of further research consist in the study of constituents of teachers’ training in relation to providing creative development of junior schoolchildren in choreographic activity.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.