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

Results found: 25

first rewind previous Page / 2 next fast forward last

Search results

Search:
in the keywords:  competence approach
help Sort By:

help Limit search:
first rewind previous Page / 2 next fast forward last
1

ПРОФЕСІЙНА КОМПЕТЕНТНІСТЬ ВИКЛАДАЧА ІНОЗЕМНОЇ МОВИ З ФОРМУВАННЯ НАВИЧОК МІЖКУЛЬТУРНОЇ ВЗАЄМОДІЇ СТУДЕНТІВ ПОЛІТЕХНІЧНОГО УНІВЕРСИТЕТУ

100%
Андрейкова І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
3-10
EN
The article is dedicated to the coverage of professional competence features of Polytechnic University foreign languages teachers minding the introduction of didactic techniques of student-centered teaching of a foreign language for professional purposes. The ways of the organization of specific types of students’ independent work, which contribute to the formation of their cross-cultural skills in the professional communication with foreign partners, are disclosed. Based on the author’s own experience of teaching students a foreign language at the Polytechnic University it is highlighted that the effective use of active methods promotes the flow of the educational process in the most optimal way due to the fact that they are based on the principle of temporality. Discussion, role-play and business games are based on educational and professional situations that determine the possibility of modeling in teaching specialists a foreign language the contexts of foreign language information exchange of the subjects of professional communication, cognition and labor. On this basis there are also developed problem-based tasks that prepare students for the decision of the communicative tasks, the mastery of strategies of speech behavior in different social contexts of the future professional activity. It is concluded that European trends in the development, integration and unification of the forms, contents and levels of foreign language education significantly affect strategic objectives, didactic principles and technologies of professional-pedagogical activity of the modern teacher of a foreign language. In accordance with the leading provisions of these documents and emerging priorities of national language and education policy in Ukraine, the problem of improving the professional competence of foreign languages teachers of the Polytechnic University in the direction of formation of students’ cross-cultural communication skills requires further research The prospects for further research constitute the issues of the organization of future specialists’ foreign language education in higher technical institutions by means of student-centered and autonomous learning.
2

РЕАЛІЗАЦІЯ КОМПЕТЕНТНІСНОГО ПІДХОДУ У ПРОЦЕСІ ПІДГОТОВКИ УЧНІВ ДО РОЗВ’ЯЗУВАННЯ РІВНЯНЬ І НЕРІВНОСТЕЙ ДЕРЖАВНОЇ ПІДСУМКОВОЇ АТЕСТАЦІЇ З МАТЕМАТИКИ У 9 КЛАСІ

100%
Ачкан В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
184-195
EN
The article considers the matter of realization the competence approach while preparing the 9-th form pupils for solving equitations and inequalities during the state final certification in Maths. In the context of reform of mathematical education, building a personality oriented mathematical training systems is important to the implementation of competence approach to training. The need to implement the competency approach has declared a common criteria evaluation of academic achievements of the pupils in secondary education, which were approved by the Ministry of Education, Science, Youth and Sports of Ukraine. At the same time, the deficiencies remain contradiction between having a solid theoretical scientific achievements of the problems and the lack of the competence approach ways of its implementation in school practice; between the goals and objectives of mathematics education aimed at forming system knowledge, intellectual development, cognitive activity of the pupils on formation of their key and mathematical competencies and inadequate methodological support, the lack of specific guidelines necessary for solving these problems. This causes the relevance of scientific evidence means to implement the competency approach in the school mathematical education. State final certification (STC) in mathematics has become an inherent part of the process of graduation in primary school. At various times the collections of tasks for DPA included only the task of algebra or with algebra and geometry. One of the main lines of content of school course of algebra is a line equations and inequalities, which has an extensive system of interdiscipline connections with other lines of course. So traditionally equations and inequalities are well represented in the state final certification tasks in mathematics. But the results of these tasks in recent years has significantly deteriorated, making the actual problem definition and justification opportunities to improve the methods of studying equations and inequalities in the course of algebra competency-based approach. The analysis of the tasks of STC indicates that each of the four parts of the collection has tasks that are directly related to the content line equations and inequalities (resolve or investigate equation (inequality) or system plot the equation (inequality, systems of equations) to solve word problems, reduced to equations or systems of equations. An urgent and important is the development of the guidelines for the preparation of the pupilts for solving the problems of state final certification from all lines of the mathematics content of basic school.
3

ФОРМУВАННЯ МАТЕМАТИЧНИХ ПОНЯТЬ У МОЛОДШИХ ШКОЛЯРІВ НА ЗАСАДАХ КОМПЕТЕНТНІСНОГО ПІДХОДУ

100%
Непомняща Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
108-116
EN
The article deals with the peculiarities of forming mathematical notions of primary school pupils. It is found out that in the process of mathematical notions forming when teaching primary school children on the basis of competence approach special attention should be paid not only to the level of notions acquired but also to the skill of their correct implementation. It means that one should be able to deal with new notions, find correlations and generalize notions in the new circumstances. The foundations of continuous and meaningful learning are outlined. In order to achieve this aim it is essential that schoolchildren get acquainted not only with a single notion but also with their classes and groups, thus approaching mathematics in hierarchical manner. The orderly system of mathematical concepts is relatively basic in nature and reflects the objects in their relationship and interdependence. Moreover, this system is comprehensible for primary schoolchildren. It is the notion forming that affects the advancement of mathematical knowledge from elementary to high school. The article states that the content of teaching methods of educational sector «Mathematics» provides a sequence of mathematical notions forming based upon competence approach: 1) data supply of different generalization levels (numbers, arithmetic components, the names and values of geometric shapes etc.); 2) disclosure of calculus succession (calculation, measuring, practical work etc.); 3) symbols, schemes, and mathematical signs of systems introduction; 4) mathematical concepts and notions understanding; 5) the deliberate manipulation of mathematical notions in educational practical situations which serves as a tangible contribution in pupils’ key communicative competence forming. It is found out that mathematical notions forming on the bases of competence approach is a dynamic constantly developing system, and each new notion is formed gradually with increasing levels of difficulty. Today primary school should focus its efforts on making pupils being able to acknowledge mathematical notions, to create a system of mathematical notions, correlate between system elements. Moreover, their ability to deal with notions and concepts in a conscious way: single out the core material, analyze, synthesize, compare, summarize, and implement knowledge in new educational and life situations.
4
Publication available in full text mode
Content available

Army Leader Behavioral Competencies Identification at Future Officers Professional Training in the Higher Military Institutes

100%
BOYKO O.
Edukacja-Technika-Informatyka
|
2018
|
vol. 9
|
issue 4
299-304
EN
Based on a modern scientific sources and military specialists training experience during armed Russian aggression, the essence of behavioral competencies of future officer of the Armed Forces of Ukraine was revealed as a subject of professional training of a military leader in higher military educational institutions in the aspect of competence approach. As a result of the analysis, a set of basic competencies (knowledgeable, cognitive, behavioral) were identified. They serve as guidelines for building the content of professional training programs for officer cadres as military leaders.
5

ФОРМУВАННЯ КЛЮЧОВИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ НА УРОКАХ ФІЗИКИ З ПІДПРИЄМНИЦЬКИМ ТЛОМ

100%
Володимир І., Анна М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 8(62)
33-43
EN
The article examines the questions of formation of key competences of secondary school pupils at physics classes with an entrepreneurial background. The essence of the design and implementation of physics lessons with an entrepreneurial background is given, which provides pupils with the opportunity to combine acquired theoretical knowledge on a specific question or topic of the physics curriculum with their practical application. A variety of forms, methods and learning technologies, in particular interactive methods, contribute to creation of entrepreneurial background at these lessons. The types and characteristics of key competences of pupils involved in the fulfillment of tasks at physics lessons with entrepreneurial background (ability to learn, cultural, social, public, entrepreneurial, health-preserving competences and competence in information and communication technologies) are described. The analysis of the essence of the competence approach in education is realised, as well as the leading ideas of physics lessons with an entrepreneurial background and its ability to form key competences in secondary school pupils is conducted, besides it is shown that they have many common reference points (tasks). In particular, the fulfilled opportunities are aimed not so much at providing the pupils a certain amount of knowledge in physics, rather at developing the skills to apply this knowledge, utilizing them for completion of other tasks in case of need; at developing pupils’ communication skills, ability to work with others, the skill of participation in discussions, performing various social roles, overcoming conflicts; developing the ability to collect the necessary information, to put forward hypotheses, to use research methods of work. Two groups of teaching requirements for selection and design of content of physical education are defined, as well as preconditions of effective work with them in order to ensure qualitatively new educational outcome. These conditions outline the essential features of the learning process at physics classes with entrepreneurial background in accordance with the basic ideas of competency approach. The scheme for design and implementation of such lessons is presented. It is concluded that the inclusion of physics lessons with the entrepreneurial background into school practice is appropriate for the formation of key competences of school pupils in comparison with traditional teaching methods.
6

ФОРМУВАННЯ КЛЮЧОВИХ І СПЕЦІАЛЬНО-ПРЕДМЕТНИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ ПІД ЧАС НАВЧАННЯ АЛГЕБРИ ІЗ ЗАСТОСУВАННЯМ ПРОЕКТНИХ ТЕХНОЛОГІЙ

100%
Лук'янова С., Мовчан С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
321-330
EN
Successful adaptation of a modern school graduate to public life makes demands on availability such personality traits as mobility, the ability to learn throughout life, availability of critical thinking, tolerance and so on. This involves extensive use of competency approach in the educational process. As the student’s competence is key quality indicator of the result of his schooling, the educational problem of forming life competencies of pupils is a priority in national educational policy. Traditional teaching methods do not allow to solve the problem fully efficiently. Therefore the use of design techniques in school practice in order to create key and special subject competencies of the secondary school pupils while studying algebra is appropriate, and conduct of relevant scientific-methodological research is an important task of scientists and methodologists. The article gives the example of the educational project “Function as a mathematical model of real processes”. The teacher can arrange this project for students of the grades 7–9 in the study of content line “Options”. The author describes the types and characteristics of key competencies of pupils involved in the tasks of the educational project: the ability to learn, competence with ICT, social, general cultural, school health, civic and entrepreneurial competences. The author offers a specially-developed substantive competence according to curriculum topics in algebra in certain areas. The article contains a table which analyzes in detail the project areas and features of special-subject competences. The article will be useful for researchers, methodologists and teachers. Analyzing the essence of the competence approach in education and the leading ideas of design technologies, the authors conclude that they have many common reference points (tasks), namely: not only to convey to students a certain amount of knowledge but to teach how to apply this knowledge if you want to use them for other tasks; to develop students’ communication skills, ability to work with different people, ability to listen to the views of other participants of the educational process, the ability to persuade in debate, to perform various social roles, overcome conflict; to develop the ability to collect the necessary information, put forward hypotheses, use research methods, do introspection and so on.
7

ВИКОРИСТАННЯ СОЦМЕРЕЖ ЯК ЗАСОБУ ФОРМУВАННЯ МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

88%
Мартиненко О., Чкана Я.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
339-346
EN
An important conceptual basis of the methodology in determining the content of education is competency based approach to professional development of future teachers of mathematics during their studies at physics and mathematics departments at the pedagogical university, including the study of such fundamental disciplines as mathematical analysis. Formation of mathematical competence is not possible without the involvement of modern information and communication technologies, including social services and resources of the Internet. The spread of virtual education, training and social networks creates conditions for bringing people together in user groups according to their interests or values to meet specific needs. With the popularity of the first city in Ukraine is network “VKontakte”, also popular are “Classmates” and “Mail.ru”. However, the most popular for training and development of students abroad is the social network “Facebook”. These networks have similar functionality, convenience of the educational process, namely, to accommodate class schedules, training programs and job tasks, formation of different groups to share information, communication and so on. We distinguish the following forms of using social networks as a means of teaching students: - Social networks as a platform for interaction between a teacher and a student (opportunity to ask questions), a student and a student (communication, discussions, projects), students and the entire community (the job without a specific destination); - Social networks as a space of learning management, allocation of learning tasks and students’ activities, test objectives, and monitoring; - Social networks as a place of storage (placement of the lectures and practical classes, additional teaching materials, educational and methodological literature, articles, etc.); - Social networks as a “bulletin board” (accommodation of organizational information about events within the academic and extracurricular activities).
8

ОРГАНІЗАЦІЯ САМОСТІЙНОЇ РОБОТИ МАЙБУТНІХ ПЕДАГОГІВ НА ОСНОВІ КОМПЕТЕНТНІСНОГО ПІДХОДУ

88%
Кудінов Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
170-179
EN
The article is focused on the problem of independent work of students (future pedagogues), which, on condition of Bologna education system prevailing, is becoming the basis for personality and professional credo forming for young specialists. The notion of independent work is defined through comparison of approaches to this issue by a number of researches. The author distinguishes independent work as an organization form of student self-guided activity within which students adopt necessary knowledge, acquire skills and abilities and get conscious of the necessity of education receiving. Correspondingly, the independent work purpose is student’s independence forming, development of his competence, attainments and skills by means of all the learning sessions content and methodology. In the article it is demonstrated that students’ independent work promotes not only development of professional skills and abilities in certain specialization, but also such competence qualities as experience of creative and research activity in solution of new problems and experience of social and estimation activity. The essence of the notion «competence approach», which actualizes the sense of students’ independent work in connection to transfer in educational system from adaptiveness principle to graduates’ competence principle, is revealed. The latter is taken as a basis of State Program «Teacher». Among important competences the following are described: instrumental, interpersonal and systemic. And among the main measures of the students’ readiness to individual work are: ability to plan one’s activity, to see variable ways of set aims and to find optimal out of them, skill of speed reading, ability to distinguish guiding idea in acquired information, proficiency in compact data reduction, competence to fulfill variable types of received information recordings (proceedings, extracts, quotation, etc.), meeting of bibliography requirements.
9
Publication available in full text mode
Content available

Cultural and creative potential of technological education content of the secondary scool pupils

88%
Machaca T.
Intercultural Communication
|
2016
|
issue 1/1
114-126
EN
The purpose of research: to determine the fundamental provisions and the basic concepts of forming cultural and creative content of technological education of the secondary school pupils, its effective component. Methods of research: a critical analysis of scientific sources and the results of practical experience; comparative historical method of similarity and differences between organizational types of culture; modeling of educational field "Technology" for the detection of internal and external relations; structural and genetic analysis and synthesis of the main elements of a modern organizational type of design and technological culture, which contribute to the development of school technological education system, determine the features of structure and design of its content; clarifying of terminological concepts of cultural approach to forming the content of technological education of secondary school pupils. Results. According to the modern requirements of quality content and the process of technology training, its effective component is not determined by the level of mastering a certain amount of alienated knowledge, technocratic skills, but the mastery level of pupils of cultural needed key, brunch and the subject of design and technological competence. High-quality technological education involves not only creating conditions for the formation of the competencies based on the updated content, methods and forms of education, but also the development of diagnostic assessment criterion level of this competence of pupils.
10

ТРАНСФОРМАЦІЯВИЩОЇОСВІТИУКРАЇНИ З ПОЗИЦІЙ «НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ»

88%
Раїса Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
15-26
EN
The article is devoted to the necessity of transformation of Ukrainian system of higher education under the influence of the conception of “A New Ukrainian School” adopted in 2016. The fact is that the Law of Ukraine “On Higher Education” (2014) does not contain any positions which would allow reformation of the system of university education with taking into consideration new accents of the secondary school reforms. The author analyzes the main concepts and goals of the forthcoming school reform, principles of competence approach to education. The drawbacks of the existing system of higher education are defined and the basic ways of their withdrawal are depicted. The peculiarities of teaching and development of a new generation of students which should be taken into account are notified. Differences and absence of succession in gaining secondary and higher education are displayed. In fact the conceptual positions of the school reform are based on the implementation of twelve-year studying at secondary school when the twelfth form is equaled to the first year at the university. In such a case the time of studying to gain a bachelor degree will be shortened to three years instead of four. As a result it will be necessary to make certain changes in university education. Shortening of academic hours caused by the three-year studying will result in dismissing of a great number of university professors. It would be necessary to change radically academic programs and curricula because universities would be obliged to train a new generation of school teachers who would teach integrated courses such as for example physics, chemistry, biology and astronomy. It would be necessary to create a new generation of textbooks to provide for the new integrated courses and this process requires a lot of time for selecting potential authors, training them, collecting the team of experts etc. To succeed the school reform universities would be obliged to get rid of the obsolete lecture-seminar system and replace it with a tutor system which allows developing students’ critical thinking, creativity, ability for self-development, professional competence. Learning process should become productive instead of now existing reproductive when students retell the materials of the textbooks or lectures. A lot of other changes are to be made in the system of higher education in Ukraine from the viewpoint of “A new Ukrainian School”, and all these changes require special financing on the part of the state.
11

СТРУКТУРА БІОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ УЧНІВ ПРОФІЛЬНИХ КЛАСІВ

88%
Генкал С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 8(72)
239-250
EN
The article analyzes the structure of biological competence as an important means for increasing the effectiveness of profile education in a secondary school.The implementation of the competence approach in the biological profile education ensures: positive emotional and value attitude to learning, formation of the pupils’ theoretical knowledge, based on various branches of biological science, abilities and skills of their use in the activities, provides an active usage of educational achievements in new situations, promotes the pupils’ self-realization and self-determination.The purpose of the article is to substantiate the structure of the subject competence of the pupils of specialized classes at the biology lessons. Biological competence is considered as a multi-dimensional category, which is a factor in the intellectual development of the pupils’ personality, their cognitive ability, which provides the preparation for further professional education.The article reveals the structure of the pupils’ biological competence and the levels of formation of each of its components. Biological competence includes the following components: logical content, operational, research, cognitive competence. Logical-content competence provides the development of intellectual, psychic, creative, moral, physical, social qualities of the pupils, the desire for self-development and self-education, correctness, efficiency and accuracy of thinking, construction of logical reasoning. Operational competence is determined by the set of abilities and skills necessary for educational and cognitive activity. It is the ability to apply knowledge in practice, to plan and carry out biological research, to solve cognitive tasks and problem situations.The pupils’ research competence is the possession of biological research methods, the use of knowledge in practice, the ability to formulate goals, problem, research hypothesis, plan, experiment, analyze its results, draw conclusions.Cognitive competence is a pupil’s characteristic that is revealed in his ability to perform independent cognitive activity aimed at solving cognitive problems on the basis of theoretical, practical readiness and experience of educational-cognitive activity (autonomy of decisions, activity and thinking).The complex analysis of this problem makes it possible to assert that biological competence is a multifaceted category that requires the integration of its components, therefore, the positive dynamics of the levels of the formation of biological competence is manifested in the simultaneous formation of all its components.
12

Training of Masters in Philology in Ukraine and Abroad: Search for Educational Strategies

88%
Semenog O.
Comparative Professional Pedagogy
|
2015
|
vol. 5
|
issue 1
25-32
EN
The paper outlines the modernization experience of philology Master programs in Ukraine, the USA, Poland and Russia. It has been proved that the Masters’ training is on the search educational strategies phase, which allows to form a single educational space on the principles of internationalization, institutionalization, integration, cultural convergence, common goals and values. An important field of Masters’ training is a competency-based approach. It is based on the idea of flexibility, variability of programs, and profiling, philological integration with other humanities, criteria, standards and principles of improving the quality of education. Attention is focused on the formation of constructive-technological, operational, educational, reflective, educational, qualimetric and creative skills of future teachers. Among the perspective forms of education lecture is distinguished as it is focused on the co-creation and co-thinking of lecturer and students, monographic lectures. Among innovative teaching methods and assessment of Master training are selected case-method, cluster, reference compendium, portfolio, performance tests. The variability of final work is defined as an effective way of learning individualization. It has been proved that the result of Master’s training should be the specialist with a high level of social maturity, active citizenship, education, culture and responsibility for his professional and scientific activity.
13

НОВІ ТЕНДЕНЦІЇ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В УМОВАХ УНІВЕРСИТЕТУ

75%
Казанжи І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
274-280
EN
In the article new tendencies in the professional training of future primary school teachers in the conditions of university are described. Principles of the cognitive theory about dialectical interdependence of the pedagogical phenomena, social definiteness and human and creative substance of the personality have composed methodological bases of the investigation. Theoretical and practical sense of the investigation consists in the opening of such notions’ essence as “competence approach to professional training of future teachers”, “innovative pedagogical teacher’s activity”. Analyzed experience has allowed planning the ways of the future teachers’ professional training renewal in the educational space of the higher pedagogical institution. Passing of the Law about the higher education in Ukraine orients on the significant deepening of the fundamental and professional training of higher education institution graduates, envisage fundamental changes of teachers’ activity in the educational space of the higher education institution. First of all passage to the dialogical form of interaction with the students is widening the forms and the methods of the educational process arrangement arsenal, introduction of pedagogical innovations into the practice of higher education institutions’ activity, including informational technologies, technologies of projecting of department teachers innovative activity, realization of competence approach, that significantly changes aims, content and educational process technologies in the modern pedagogical higher education institution. It becomes especially brightly apparent in the process of study of the pedagogical disciplines which are the core of the professional competent teacher’s training for the new school. In the process of future primary school teacher’s training it is important to imagine the entire picture of that professional reality which the graduate of the pedagogical higher education institution has to enter. He needs not just to enter but to adapt quickly, become the leader of renewal and high quality of education. Solving of the educational tasks in modern entire pedagogical process needs higher professional qualification of the primary school teacher, formation of teacher’s personality, that is responsible for the value notional component of the education content, for that moral context, in which adoption of this content takes place. It needs strengthening of attention to individual pedagogues’ decisions, the research of their own approaches, extraordinary models of behavior.
14

ВИКОРИСТАННЯ КЕЙС-МЕТОДУ ПРИ ФОРМУВАННІ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

75%
Оксана П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
83-98
EN
The article is devoted to the peculiarities of implementation of case-method as one of the most interactive methods in higher education practice. Particularly the article describes the experience of case-study usage as an effective condition for the formation of research competence of the future biology teachers in the process of teaching natural sciences. According to the results of the survey conducted among biology teachers case method is used by 11,5 % respondents only. The survey among final-year students shows similar results – as only 15,8 % future biology teachers are ready to implement case study method at their lessons. The reasons of lack of case-study implementation while teaching natural sciences in higher educational establishments are analyzed in this article and represented together with the possible solutions of this problem. The definition of case study method is given in the article. The initial stages and peculiarities of case method’s implementation are shown and generalized: the rules of method creation, the algorithm of its usage and evaluation of students’ work. The role of a teacher as a tutor while implementing the case-method is determined separately. Different classifications of cases are given in the article as well as main peculiarities of research cases. It is ascertained that the usage of case-method in educational process is favorable to the development of the complex of research features and abilities: orientation in the informational space, self-sufficiency while organizing and conducting an experiment, presenting the results of own researches, usage of acquired knowledge and skills in typical and non-typical professional conditions, the ability to work in the team etc. The advantages of case method as well as the difficulties of its implementation in the studying process are stated. The examples of cases in age physiology, school health, human ecology and zoology are given. In prospect is trying-out of the effectiveness of case-study method in the process of students’ field practice on zoology.
15
Publication available in full text mode
Content available

Застосування інтерактивних технологій у процесі вивчення російськомовної професійної економічної термінології студентами-іноземцями

75%
Nikolaуenko V.
Intercultural Communication
|
2018
|
issue 5
101-117
EN
The article deals with mastering of economic terminology by foreign students when learning Russian as a foreign language. The peculiarities and specifics of the use of interactive technologies in teaching professional language at higher non-language educational institutions have been considered, the examples of interactive tasks have been given. All these activities are aimed at enhancing speech activity and mastering professional foreign language terminology by students of economic specialties. Purpose. The purpose of the research is to analyze relevant sources on the economic terminology training to substantiate theoretical preconditions of the problem and to prove advisability and effectiveness of the interactive technologies implementation into the process of teaching of vocabulary both in the classroom and within extracurricular activities. Methods. The following methods have been used in the article: the theoretical method of analysis of pedagogical and methodological literature on the problems of our research, observation of the pedagogical and psychological conditions for the successful implementation of interactive methods in practicing of terminological vocabulary by foreign students as well as the analysis of gained pedagogical experience and generalization of the most effective approaches to interactive learning that helped us to make scientific conclusions based on our results. Results. The use of interactive methods in the process of learning of foreign language stimulates development of critical thinking as a constructive activity of students. The interactive technologies proposed in the article contribute to the effective formation of the skills and abilities for using terminological vocabulary by foreign students, as well as ensure successful formation of professional skills in business communication.
16

АУКОВО-ДОСЛІДНИЦЬКА ДІЯЛЬНІСТЬ УЧНІВ В УМОВАХ РЕАЛІЗАЦІЇ КОМПЕТЕНТНІСНОГО ПІДХОДУ ДО НАВЧАННЯ МАТЕМАТИКИ

75%
Васильєва Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
196-202
EN
The article deals with the organization of research activities in the school. Research work at teaching mathematics is examined as creative intellectual activity of pupils. Skills of research activity are a necessary condition of the modern successful person’s existence and can be developed at the mathematics lessons. Pupils’ research work is the special type of educational activity, during which on the basis of theoretical and practical knowledge, abilities and skills, pupils work out the theoretical or applied scientific problems of different degree of complication and difficulty. The main idea of the article is to study how to induce an individual to active independent activity and creation at the mathematics lessons by means of research work. Pupils must get not only knowledge and abilities but also to accumulate experience in the process of studying mathematics. The use of laboratory works at the mathematics lessons demonstrates the applied aspect of mathematics, fastens intersubject copulas, promotes cognitive interest in mathematics, level of pupils’ independent and research activity, improvement of pupils’ mathematical preparation quality which provides the competence approach of mathematics teaching. It is useful to conduct laboratory works at the mathematics lessons, for example, in the 6 form while studying the topics “Circle”, “Mean arithmetic”, “Middle value of size”. The use of laboratory works at home is also useful as such the type of work is shown by the applied application of mathematics and aсtualize knowledge and pupils’ abilities, obtained above. Organizing of the laboratory home-work is possible at senior pupils’ school while studying of statistics. Implementation of laboratory work requires pupils’ ability to conduct the various measuring, determine unknown quantity from formulas, and also to evaluate the mean value of quantities and errors. Statistical treatment of measuring results is an extraordinarily useful and interesting task for senior pupils. The pupils’ laboratory works are described, which can be conducted by pupils independently at home without any special equipment. It’s “Irrational use of running water while brushing your teeth” for citizen pupils and “Sources of contamination of atmospheric air and ways of its renewal” for village pupils.
17
Publication available in full text mode
Content available

Electronic textbook: designing and application in terms of personal and competence-based training

75%
Bijchuk H.
Intercultural Communication
|
2016
|
issue 1/1
155-165
EN
The article deals with the interaction problems of pedagogical cultures and modern electronic (information and communication) educational platform on the competence approach basis in the process of e-book using in humanities. Purpose. The aim of this article is to outline the pedagogical and didactical opportunities of a new e-book using by students and teachers in the complex usage with other means of education and traditional textbook. The content, structure, main stages and criteria of effective functioning of electronic lesson design in Literature were defined. Methods. The mathods and forms of lesson elective course activities that were used in the classroom is a multimedia lecture, heuristic conversation, discussion with controversy and without it, preparation of training scenarios of teachers, training projects of students, usage of tests and statistical quantitative and qualitative indicators of studing. Results. The article reports the results of suggested educational methodology and e book using provides active interaction and development of traditional pedagogical cultures and modern electronic (information and communication) educational platform in order to gain informational skills – communicative, reading, social and cultural competences. It generates students’ needs in reading, cognitive interests, intellectual capacities, aptitudes, intercultural interests.
18

ДОСЛІДНИЦЬКА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ МАТЕМАТИКИ ТА ЕКОНОМІКИ: СПЕЦИФІКА ФОРМУВАННЯ

75%
Мартиненко О., Ковтун Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
286-294
EN
One of the main criteria for operation and effectiveness of higher education system is, above all, training of highly qualified personnel. This is facilitated by the introduction of the competence approach that focuses on the final outcome of the educational process and actually meets the requirements of modernity. An important task of higher pedagogical education is to develop future teachers’ research competence as a part of their professional skills. On the one hand it can be attributed to over subjective (basic) competencies, and on the other hand – can be considered as general subjective, as well as special subjective ones in the system of competencies, built according to the criterion of the contents of education. Attributing research competence to over subjective competencies appears to be valid because its formation involves the combination of the particular set of knowledge, skills and attitudes that are acquired as in the process of mastering the entire contents of education, as well as in the study of various academic disciplines. On the other hand, research competence can be considered to be general subjective one, as successful learning of academic disciplines that requires a high level of awareness as far systematization and generalization is concerned, is not actually possible without it. From the perspective of the future teacher of mathematics and basics of economics, it can be defined as ability to analyze mathematical and economic processes and adequately evaluate them; use inductive and deductive methods in the study of economic phenomena and while solving mathematical problems; define the main trends of economics development and establish cause-effect relations; use appropriate mathematical tools in the study of applied problems. Research competence in the suggested system of competencies can reasonably be attributed to the special subjective competencies, as the grasp of a special scientific apparatus of the theoretical and practical vocational-research activity in the study of professional disciplines determine the level of training of the future specialist. In the view of the teachers of mathematics and basics of economics it is characterized by the grasp of mathematical and economic disciplines theoretical foundations, by the proficiency in the corresponding conceptual apparatus, by the specific methods of economic-mathematical models research and the set tasks solution.
19

МЕТОДОЛОГІЧНІ ПІДХОДИ ДО ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГОТОВНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ДО ВИКОРИСТАННЯ ЗАСОБІВ КОМП’ЮТЕРНОЇ ВІЗУАЛІЗАЦІЇ МАТЕМАТИЧНИХ ЗНАНЬ

63%
Олена С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
131-141
EN
The aim of the article. The article reveals the question of determination of methodological basis of forming of professional readiness of the future mathematics teachers to the use of the tools of computer visualization of mathematical knowledge. Research methods: theoretical (analysis and systematization of philosophical, pedagogical and psychological literature, works of the local and foreign authors, legal documents, teaching materials) and empirical (research and compilation of the national and international teaching experience, observation, introspection) with the help of which effective approaches to teacher training in mathematics are defined. Results. Methodological bases of formation of professional readiness of mathematics teachers to use TCVMK reflect the relationship and interaction of different approaches of general scientific and specifically-scientific methodology in the context of formation of professional readiness of the mathematics teachers for the use of mathematical knowledge computer visualizationtools. Among the existing approaches to preparing teachers of mathematics in the context of formation of their professional readiness to use mathematical knowledge computer visualization tools the author has identified systems approach, activity approach, competence approach, integrated approach and acmeological approach. Conclusions. The systems approach ensures the integrity of the educational process which is characterized by hierarchy and continuity; using of integrated approach promotes the emergence of a new quality of knowledge of informatics and mathematic and technological skills; competence approach is important from the standpoint of practice learning; activity approach ensures activity skills; acmeological approach provides further reflection of our activity and professional activities of colleagues with orientation on individual self-improvement and self-development. The perspectives of further research. The further researches will be directed at defining principles of forming the professional readiness to use computer visualization tools of mathematical knowledge.
20

АТЕСТАЦІЯ АКАДЕМІЧНИХ ДОСЯГНЕНЬ БАКАЛАВРІВ РОМАНО-ГЕРМАНСЬКОЇ ФІЛОЛОГІЇ ЗА КРИТЕРІЯМИ КОМПЕТЕНТНІСНОГО ВИМІРУ

63%
Колесніченко Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
196-205
EN
The article is devoted to highlighting the essence of the pedagogical experiment in testing the model of professional training of bachelors of Romance-Germanic Philology based on the competence approach. The core and methods of specific types of self-study that promote academic achievements of bachelors of Romance-Germanic Philology based on the criteria for competence measurement have been analyzed. Among these types of self-study are the following: - solo work – a self-study of bachelors of Romance-Germanic Philology as future interpreters without help of a teacher-mentor directed to conduct proper scientific research and summarize the results in a scientific work, essays or reports with a public presentation in a foreign language during the debate at the students’ scientific conferences; - self access work – a self-study of bachelors of Romance-Germanic Philology in the educational resource center («School of interpreting skills») directed to written or oral translation of scientific texts (articles, abstracts, annotations) by other researchers; - autonomous learning – a self-study of bachelors of Romance-Germanic Philology without a teacher in the classroom, which is aimed at carrying out targeted cognitive research on interpreting by themselves demonstrating their achievements on the translation/interpreting of special topics and search for like-minded people and samples, supporting the rightfulness of their own point of view or professional positions in certain matters; - self-directed learning – a self-study of bachelors of Romance-Germanic Philology that gives them the right to decide what to do and what not to do, that provides for the development of their creative abilities on the basis of learning to analyze, predict and make the best decisions under certain conditions, taking into account the factors regarding their professional capabilities and potentials and individual constraints. Particular emphasis is laid on the coverage of instructional techniques of work of bachelors of Romance-Germanic Philology with the European language portfolio. A special didactic tool that is aimed at collecting individual works of bachelors of Romance-Germanic Philology as future interpreters is understood by the “language portfolio”. Collecting individual works should be carried out within a certain period of time thus demonstrating the stages of personal-professional growth in the in-depth study of foreign languages and their application in the situations of intercultural communication. The analysis proves that the use of the instructional techniques mentioned above contributes to the certification of academic achievements of bachelors of Romance-Germanic Philology according to the criteria for competence measurement.
first rewind previous Page / 2 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.