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1

ПІЗНАВАЛЬНА АКТИВНІСТЬ ЯК ЗАСІБ ФОРМУВАННЯ ЗВ’ЯЗНОГО МОВЛЕННЯ В ДІТЕЙ З ІНТЕЛЕКТУАЛЬНИМ НЕДОРОЗВИНЕННЯМ

100%
Тарасова В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
192-199
EN
The article notes that the problem of implementation of the potential of children with mental retardation, their social adaptation to life, becomes increasingly important in Ukraine in connection with a tendency to increasing the number of children in this category and the small number of studies on the issues of education and upbringing. For a long time the children of this category were considered incapable of learning. In modern scientific literature raises the question of implementation of the potential of these children in the educational activity, the possibility of integrating them into society. One of the incentives for the development of connected speech, including in the form of communication and dialogue, is the activity of the child, due to his natural information needs of reality based on existing experience. From this perspective, the promotion of cognitive activity may be one of the means of forming coherent speech at pupils with intellectual underdevelopment. Driving force, enabling active cognitive manifestations of children is cognitive interest. At present, the content of remedial work to stimulate cognitive activity as a means of forming a dialogue to be developed, and the problem of finding new effective approaches to diagnosis and formation of coherent speech via stimulation of cognitive activity becomes particularly relevant. Improving correctional-educational work should take into account the dynamics of psychiatric and personality of the preschooler. Early and targeted correctional and educational work carried out with children at an early agemaximizes adjust of their existing disorders and helps in the prevention of secondary personality disorders, more successful schooling of these children. The relevance and importance of the problem of speech disorders and their correction in children with intellectual underdevelopment is determined, above all, a close relationship between the processes of development of speech and cognitive activity of the child. Correction of speech disorders in schoolchildren with intellectual underdevelopment should be closely linked with the development of their cognitive activity, analysis, synthesis, comparison, generalization, abstraction.
2

РОЛЬ ПРАКТИЧНОГО КОМПОНЕНТА В СТРУКТУРІ ФОРМУВАННЯ РИТОРИЧНОЇ КУЛЬТУРИ КОРЕКЦІЙНИХ ПЕДАГОГІВ

63%
Тарасова В., Ільченко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
415-422
EN
The article reveals the structure of the practical component in the system of formation of rhetorical culture of correctional pedagogues. It is noted that the practical component of the correctional pedagogue’s rhetorical culture is one of the main components of the structure of educational activities, including the entire spectrum of speech abilities, as well as the ability to organize communication processes, interact with the subjects of the educational process, to interact with the actors of the educational process, with slight signs include the development of communication, see the options of communicative interaction; assist pupils in solving educational problems, find and fix bugs in tact utterances of others; pick up a convincing argument in favor of its position; openly demonstrate and uphold respect for the feelings and rights of the other person views their position, if necessary; ability to dramatic art. It is noted that an important part of the practical component of the rhetorical culture of the teacher is a speech technique. The characteristic features and voice quality technology are characterized. The author also draws attention to the teacher’s diction as an important element of culture. It is noted that the diction depends on the correct pronunciation of the degree of expressiveness in the pronunciation of words, syllables, sounds in conversation, teaching teacher training material, and therefore, understanding by the audience the content of verbal communication. Considerable attention is paid to self-presentation, because if the child does not like the teacher, or really likes, it has a bad effect on the perception of the meaning of their messages; it is difficult to establish pedagogical interaction with pupils and, as a consequence, it reduces the effectiveness of education and training. The article draws attention to the fact that one of the most important components of the rhetorical culture of pathologists is dramatic art, which involves mastering artistic skills by the students. It is noted that native pedagogy has a number of research works which concern the development of the personality by means of dramatic art. The idea of using the achievements of the art pedagogy in teacher’s training is not new. It is noted that reviewing the status of the research problem allows indicate that the problem of formation of the abilities of performing excellence in the field of professional training of future specialists, including the formation of their rhetorical culture in higher education is not sufficiently developed.
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