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1

ФОРМУВАННЯ ПІЗНАВАЛЬНОЇ САМОСТІЙНОСТІ СТУДЕНТІВ В ЕВРИСТИЧНОМУ НАВЧАННІ ІНОЗЕМНИХ МОВ

100%
Усенко Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
225-232
EN
The article deals with the problem of the formation of students’ cognitive independence at heuristic learning of foreign languages. To take into account the increased interest in learning foreign languages more actively various innovative technologies are being introduced in education. They ensure the free choice of the students concerning the forms and methods of learning. The formation of cognitive independence – one of the most important components of self-realization of students’ cognitive and creative potential – is considered the leading requirement for modern education. Heuristic education can be considered the most perspective educational technology that allows personalizing educational process, developing students’ creative abilities, implementing reflection, self-appraisal, self-control and self-organization, as constituents for creative self-realization of the personality. Teachers often conduct the process of learning foreign languages using just reproductive methods without any motivation. Heuristic education provides new didactic reserves for active motivation of students’ cognitive activity during the creation of a significant to them educational product. The last one is a main purpose of the students’ cognitive and creative activity at heuristic learning of foreign languages. It’s such factors as: removal of ratings and time limits, democratic style of communication, the situation of choice, personal significance, productive, creative kind of work with regard to age condition. You need to create situations in which students would have the need and desire to express their views and defend it. Modeling conditions of discussion in educational process advantageously differs from the situations of domestic nature, the discussion is not tied to specific circumstances (theatre restaurant), and the target audience is the natural venue for the debate. The subject of the speech appears as a problem which might cause the professional, personal interest of students taking into account their experience, mental skills and encourage them to express their own point of view. The goal of communication should not be linguistic but practical and caused by the life's needs. In the article we present examples of heuristic cognitive and creative activity that ensures the successful formation of students’ cognitive independence at learning foreign languages. The special attention is drawn to the students’ independent work as one of the forms while performing foreign language tasks.
2

САМОРЕАЛІЗАЦІЯ ТВОРЧИХ І ДУХОВНИХ ЦІННОСТЕЙ ОСОБИСТОСТІВ ЕВРИСТИЧНІЙ ОСВІТІ

100%
Лазарєв М.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 7(41)
271-281
EN
The main educational aim of state policy in developed countries is the creation of the necessary conditions for the development of creative and spiritual values and a citizen’s self-realization during life. That’s why the possibilities of modern heuristic education are investigating. The pupil (student) as the subject of life and as a free and spiritual individuality with his endless possibilities in self-development and self-realization is put into the center of the educational process. The basic values of humanistic educational paradigm are becoming crucial principles of heuristic education and upbringing. They are subjectiveness, autonomy, liberation, creativity and real, not declaring independence of personality, cultivation of productive interpersonal dialogue interaction of all educational subjects. A real pedagogical process is impossible without creative teachers and students’ activity. Creativity in the heuristic education is not adornment, not decoration, not an exceptional part; it’s a compulsory and an indispensable component of any activity. Pedagogical creativity is specific because the object and the result of it is not an image, not a mechanism, not a design, but a living person. Its main product is new in itself, that is successful self-realization of personal essential forces as the primary purpose of education. The research has discovered that a pupil (student) must understand not only the overall meaning of life (the need for own creative self-realization), but also the meaning of the individual, consciously chosen case as a specific contribution in its today’s «I» and a certain micro-world. This sense is appeared if both the work and the result (product) become consciously and deeply meaningful for boys and girls, young and adult. Heuristic education creates such conditions, providing to any subject of education freely elect the kind of educational product (as the purpose of a particular activity), the ways of its creation and human and technical resources for productive interaction. Heuristic system of teaching and communication helps to speed up the forming of such spiritual value as a student-dialogue style of individual relationships and behavior different in temperament and character especially if there is a wide introduction of techniques in educational process like a set of heuristic questions, a heuristic conversation, a discussion, a debate, a presentation and a defense of their own training and educational projects. This style was first investigated by us, and it is the core of the spiritual culture of the educator and the sign of multiplying personal approach to human creativity and skill to lead a humanist and a constructive dialogue with any man.
3
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Estetoterapia: kompetencje nowoczesnego nauczyciela w dziedzinie nauk humanistycznych

84%
Fedij O.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2019
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vol. 32
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issue 1
EN
The article is dedicated to the major concerns of the aesthetotherapeutic education of the modern teacher, who works in complex socio-cultural conditions in the era of information society. The methodological basis of the aesthetotherapy is made of the following psycho-pedagogical human-oriented concepts: personally-oriented educational paradigm of classical aesthetics, valeological aesthetics, the theory of evolution of sanogenic thinking, art therapy and art-pedagogical concept of formation and development of the individual, etc. An interdisciplinary approach toward investigating the aesthetotherapy as philosophical, aesthetic, psychotherapeutic, psychological and educational categories, has created a background for an integrated definition. Aesthetotherapy is an independent sphere of scientific knowledge about the ways and methods of creating psychologically comfortable educational environment by the teacher. It is estimated that such environment has the potential of restoring the natural harmony of the modern child with the environment and creates the fertile background for the further creative development of an individual. In the article, the following aspects are considered and represented: the purpose, tasks, types and means of the aesthetotherapy in the professional activity of the modern teacher. Finally, the author has offered the general principles of projecting the aesthetotherapy into professional teaching career.
PL
Artykuł jest poświęcony głównym problemom edukacji estetyczno-terapeutycznej współczesnego nauczyciela, który pracuje w skomplikowanych warunkach społeczno-kulturalnych w erze społeczeństwa informacyjnego. Podstawę metodyczną estetyki stanowią następujące psychopedagogiczne koncepcje humanistyczne: osobowo zorientowany paradygmat edukacyjny estetyki klasycznej, estetyka valeologiczna, teoria ewolucji myślenia sanogennego, arteterapia i artystyczno-pedagogiczna koncepcja formacji i rozwoju osoby itp. Interdyscyplinarne podejście do badania estetyki w kategoriach fiozofiznych, estetycznych, psychoterapeutycznych, psychologicznych i edukacyjnych stanowi tło dla zintegrowanej definicji. Estetoterapia to niezależna dziedzina wiedzy naukowej o sposobach i metodach tworzenia psychologicznie komfortowego środowiska edukacyjnego przez nauczyciela. Ocenia się, że takie środowisko może przywrócić naturalną harmonię współczesnego dziecka z otoczeniem i stworzyć fundament dla dalszego twórczego rozwoju jednostki. W artykule rozważane i reprezentowane są następujące aspekty: cel, zadania, rodzaje i środki estetyki w działalności zawodowej współczesnego nauczyciela. Ponadto autor zaproponował ogólne zasady projektowania estetyki w profesjonalnej karierze pedagogicznej.
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