Search results

1

ЗАГАЛЬНОТЕОРЕТИЧНІ ОСНОВИ ПЕРІОДИЗАЦІЇ ВИВЧЕННЯ Й ВИКОРИСТАННЯ РЕФОРМАТОРСЬКОЇ ПЕДАГОГІКИ У ВІТЧИЗНЯНІЙ ТА УКРАЇНСЬКІЙ ПЕДАГОГІЧНІЙ ДУМЦІ КІНЦЯ XIX – ПОЧАТКУ XXI СТОЛІТЬ

100%

Наталія О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 10(64)

209-219

EN

The purpose of the article is to offer the author’s periodization of the phenomenon on the basis of clarification of the leading trends in the study of the experience of reformatory pedagogics in the national pedagogical thought of the late XIX – early XXI centuries. Research methods: general scientific (analysis, synthesis, analogy, comparison, generalization) and specific scientific: structural-genetic, with the help of which the process of development of the reformatory ideas in the Ukrainian pedagogical thought is characterized and a periodization of their learning is developed; historical and comparative, which gave the opportunity to reveal the peculiarities of learning and using the ideas of reformatory pedagogics in the context of the development of Ukrainian pedagogical thought of the late XIX – early XXI centuries. The result of research has become the author’s periodization of the study and use of experience of the reformatory pedagogics in the national pedagogical thought of the late XIX – early XXI centuries. Criteria of periodization were chosen: 1) research directions of the content of the reformatory pedagogics, caused by the importance of examining the relevant ideas and concepts in each period, taking into account socio-political, socio-economic and cultural needs of society; 2) common methodological approaches and research methods of the reformatory pedagogics and their manifestation in the independent researches and works of scientists who had worked within the native scientific-pedagogical area; 3) the use of reformatory ideas and innovations in the processes of modernization of the national educational sphere; 4) the level of socio-political development of Ukrainians, in particular the availability of public education that had directly influenced the directions and measures of support of scientific researches of the Ukrainian pedagogical science. The author proposed periodization of the study and use of reformatory pedagogics by Ukrainian pedagogical thought in the period of 80-ies of the XIX and the beginning of the XXI century which provides for the allocation of five periods: 1st period – the 80-ies of the XIX century – 1917 – familiarization with the ideas of reformatory pedagogics, understanding of its progressiveness, development of analytical research methods and the use of achievements in the domestic non-public education; 2nd period – 1917–1919 – expansion of the semantic field of researches, development of the concept of national education on the theoretical foundations of the world reformatory pedagogics (nationalization, democratization, pedocentrism, labour school); 3rd period – 20-ies – early 30-ies of the XX century – active study of the ideas of reformatory pedagogics of the Ukrainian educational leaders and the use of its achievements in educational policy, formation of a new theory of education, vocational teacher training of Ukrainian teachers; 4th period – the second half of the 30-ies – 80-ies of the twentieth century – termination of objective study of foreign ideas of reformatory pedagogics, its official condemnation by the authorities as a bourgeois; 5th period – early 90-ies of XX century – the beginning of XXI century – is characterized by the restoration of scientific interest in reformatory pedagogics as the conceptual basis of innovative development of the school in the context of democratic changes in Ukrainian society and the integration of domestic education into the European space. The practical significance of the study – proposed approaches to the analysis of the phenomenon of reformatory pedagogics will be useful for those interested in the nature of foreign innovations of the late XIX – early XX centuries, their study of Russian and Ukrainian science, use of foreign innovations in Ukraine. The criteria and the periods suggested in the article may be one of the examples for analysis and synthesis of the study of interesting, multidimensional pedagogical phenomenon, which had been studied over long periods of historical time.

2

ЗАГАЛЬНА ХАРАКТЕРИСТИКА СУЧАСНОЇ СИСТЕМИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАГІСТРІВ МІЖНАРОДНИХ ВІДНОСИН У ВЕЛИКІЙ БРИТАНІЇ

100%

Третько В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

33-42

XX

The article deals with the peculiarities of professional training of masters of international relations in Great Britain. It has been discovered that the basic features predetermining the functioning of the system of professional training of masters of international relations in Great Britain are general-pedagogic and specific principles that reflect the specifics of master’s educational process organization. New criteria of professional training of masters of international relations have been outlined, namely: focus of educational programs on education outcome; a credit-module structure of educational programs; a clear system of education quality support; the appropriate system of credits transfer; the organization of professional training on the basis of competence approach and scientific-research paradigm. The educational, educational-research and profession-oriented programs of masters in international relations training in Great Britain envisaging the training of international relations masters in different branches of specialization have been singled out. The peculiarities of the organization of educational process according to the research master’s degree program in the sphere of politics and international relations at Cambridge University have been analyzed. The peculiarities of admission to master’s degree program at Cambridge and Oxford Universities, the general requirements, the list of documents needed and the procedure of its submission have been described. The importance of the new pedagogical technologies and scientific-methodologic results implementation in educational process, the creation of new system of master’s education information support have been proved. Scientific-research and self-study play an important role in professional training. The priority aims of professional training system development of masters in international relations in Great Britain have been pointed out.An important factor in the development of vocational training Masters of International Relations in the UK is a state legislative support, which involves cooperation of all social partners. This collaboration involving non-governmental and community organizations, which is responsible for interaction and create opportunities for learning throughout life, while providing recognition and accreditation. The prospects for further research study outlined the problem is to study the concept of research training masters of international relations at universities in the UK.

3

Принципи на изследването на формалните класове при глаголните лексеми в съвременния български книжовен език

100%

Станчева [Stancheva] Р. R.

Slavia Meridionalis

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2018

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vol. 18

EN

Research principles for formal classification of verb lexemes in modern standard Bulgarian The article aims to present new formal classification of verb lexemes in modern standard Bulgarian, based on morphological criteria. The fundamental criterion is the combinatorics of the values of three types of thematic grammemes (praesens, aoristi and imperfectum). Based on this criterion, nine verb classes are distinguished in modern standard Bulgarian. The following steps in formal classification of verb lexemes take into account: representation of grammatical formants (-щ; -н/-т; -и/-е-, -й), verb suffixes, and morphonological alternations. Zasady analizy przy formalnej klasyfikacji leksemów czasownikowych we współczesnym języku bułgarskim Celem artykułu jest przedstawienie nowej formalnej klasyfikacji leksemów czasownikowych we współczesnym języku bułgarskim opartej o kryteria formalne. Podstawowe kryterium stanowi kombinatoryka wartości trzech typów gramemów (praesens, aorist i imperfectum). Na podstawie tych kryteriów wyodrębniono dziewięć klas czasowników we współczesnym języku bułgarskim. Na następnych etapach formalnej klasyfikacji uwzględnia się: obecność formantów gramatycznych (-щ; -н/-т; -и/-е-, -й), końcówki czasowników oraz alternacje morfonologiczne.

4

Критерии демократизации языка

100%

Лабащук М.

Acta Neophilologica

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2006

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issue VIII

139-146

EN

In the present paper aspects of lexical meaning of the term ‘democratization of language’ are analyzed - positive and negative peculiarity of the meaning of that term. The methodological problem of ontology of language is discussed with the special attention to forms of individual and social language as well as the category of censorship (from the perspective of necessity of differentiation between the aspects of censorship: individual and social).

5

O mierzeniu jakości tekstów tłumaczonych metodą a vista

100%

Nader-Cioczek M.

Linguistische Treffen in Wrocław

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2022

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issue 22

179-193

EN

The title of this text refers to a book by Dybiec-Gajer (2013) who investigated vast range of issues concerning quality assessment in written translation. This paper attempts to identify such quality assessment criteria which are indispensable when evaluating a target text produced in sight translation. There are no specific guidelines which would directly apply to this type of translation. Pinpointing categories which have to be taken into account when performing sight translation is necessary to establish effective communication (according to anthropocentric paradigm, see S. Grucza 2012) or to achieve desirable quality of the service provided by an interpreter. On the other hand, being aware of quality assessment criteria in sight translation demonstrated by a translator/interpreter trainer and translation/interpreting trainees affects the effectiveness of sight translation teaching. Consequently, it may result in better prepared candidates for a national sworn translator exam in Poland, which encompasses a sight translation task. In order to develop a set of criteria necessary to evaluate a sight translated text, this paper presents categories established as a result of research on quality assessment criteria in conference interpreting. Furthermore, this text lays down quality assessment criteria applied in research on sight translation as well as criteria adopted for testing candidates who take a sworn translator exam in Poland. The elements listed above may provide solid foundations for the development of quality assessment criteria in sight translation.

6

Quality Control of Education in the Universities of Ukraine

100%

RYBALKO Y., EPELBOIM O.

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2014

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vol. 5

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issue 1

456-459

EN

There are main criteria and components of education quality, the system of control of the quality of providing educational services on different levels: student – teacher – university represented in the article. The main provisions of carrying out quality assurance due to the nowadays dimensions by higher educational institutions are revealed.

7

ДІАГНОСТИКА ПРОФЕСІЙНОЇ САМООРГАНІЗАЦІЇ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОГО ВИХОВАННЯ

88%

Тесленков О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

156-163

EN

In modern scientific-educational surroundings the effective educational technologies are inseparable from open educational resources, electronic learning devices and distance learning technologies. One of such forms of education is distance learning, in which the transfer of information is carried out remotely by technical means of communication. The problem of implementation of the distance learning is thoroughly described in foreign and Ukrainian didactic literature (articles, thesis researches, monographs, etc.), but the problem of individual approach to distance learning is not presented. The goal of this research is to analyze the tactical ways of implementing individual learning approach to distance course in higher education. The author uses theoretical methods of research (such as analysis and comparison) and empirical ones (such as observation). The article reveals the essence of the concept of "distance education", "distance learning", "individual approach to students’ learning". It is also determined the basis of distance learning, established its advantages and disadvantages. The special attention is paid to individual selection of didactic material of the distance course according to the abilities of the student’s personality. The basic factors of design and development of didactic materials are described; the concept of individual personality traits is suggested that form a subsystem of intellectual sphere and subsystem of interpersonal relationships. An important advantage of this approach is psychological safety and comfort of the learning environment (prevention of complexes, fears, helplessness, etc.) that becomes another factor of studying optimization. The mentioned above approach to distance course as a result promotes the development of the individual personality, which can be called a “student-centered learning”. The article’s material makes it possible to take into account the individual learning approach to distance studying, which will promote the high quality of learning, and become the basis for self-improvement and cognitive development of the individual.

8

Segmentácia spotrebiteľov na trhu cestovného ruchu - segmentačné premenné a typológia

88%

Hvizdová st. E. H. s., Hvizdová ml. E.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2013

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issue 1(5)

71-83

EN

The concept of market segmentation is closely related to the concept of diversity. Without diverse market with many different people with different history, origin, interests, needs, wants and perceptions, we would hardly be able to segment the market. The diversity of the global market makes the market segmentation attractive, viable and potentially high yield strategy. The segmentation of the tourism market is an important part of understanding consumer behavior and is characterized by intensity.

9

Simultaneous interpretive structural modelling and weighting (SISMW)

88%

NASROLLAHI M., RAMEZANI J., SADRAEI M., FATHI M. R.

Operations Research and Decisions

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2022

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vol. 32

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issue 1

111-126

EN

Multi-criteria decision-making (MCDM) methods have been implemented in many fields. In the meantime, several methods have been proposed to obtain the weight of the criteria determined by various methods in different ways. In this paper, a new approach, called simultaneous interpretive structural modelling and weighting (SISMW), is proposed to solve a multi-criterion decision-making (MCDM) problem. Using SISMW, the weight of the criteria and the relationship between them could be determined simultaneously. In this approach, like the ISM method, pair comparison between criteria was made by the decision-maker to determine the relationships among the different criteria. With the help of this data, the weight of the criteria, as well as the causal (cause and effect) relationships between them, were determined in 12 steps. The main advantage of this method is that only one stage of data collection is required for obtaining weights and modelling, and so the research process may be faster. This may increase the reliability of the collected data because, in a one-step survey, the impact of time is minimized. This process can be useful for conceptualizing and developing theories to help decisionmakers understand the problem better.

10

КРИТЕРІЇ ТА ПОКАЗНИКИ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО РЕАЛІЗАЦІЇ ВАРІАТИВНИХ МОДУЛІВ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

75%

Діана Б.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 3(67)

3-15

EN

One of the important objectives of quality education of physical training teacher is to develop their readiness for implementation of the variant modules of physical training curriculum for students of 5–11 forms in the process of professional activity. Primarily, this is due to the existence of a quite clear relationship between the state of pupils’ health, potential to improve schoolchildren’s physical ability, their versatile physical training and level of readiness of physical education teachers for the implementation of a new content, forms and methods of physical education in modern school. This dependence is determined by the quality of professional training of the future physical education teachers, which is a significant factor in preventing negative impacts of pedagogical process. At the same time in the research literature there are no criteria and indicators, against which the effectiveness of readiness formation of the future physical training teachers to implement variant modules in the professional activity can be judged. The aim of the article is to determine the criteria and indicators of structural components of future physical training teachers’ readiness to implement variant modules in the professional activity. Based on the papers of researchers who have studied various aspects of physical training teacher’s professional readiness we concluded that the willingness of the future physical training teachers to implement variant modules in the professional activity will be successful if this model has the following structural components: motivational, theoretical, motional and design. According to each component of readiness structure of the future physical training teachers to implement variant modules in the professional activity we have formulated criteria and have defined levels: high, low and sufficient. We have described indicators, which correspond to levels. Prospects for further research can be experimental verification of efficiency of readiness formation of the future physical training teachers to implement variant modules in the professional activity.

11

ПРО ПЕДАГОГІЧНИЙ МОНІТОРИНГ РІВНІВ СФОРМОВАНОСТІ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ДО ЗДОРОВ’ЯФОРМУВАЛЬНОЇ ДІЯЛЬНОСТІ В ПОЧАТКОВІЙ ШКОЛІ

75%

Білик В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 10(54)

10-17

EN

The author specifies that during the process of reform realization in the sphere of higher pedagogical education in Ukraine there appeared a challenge connected with a necessity to increase the efficiency of future primary school teachers’ professional preparation, their ability to take care of a child, pay attention to him and assist to development of his personality. The author characterized criteria levels and indicators of formation of future teachers’ readiness to health forming activities at primary school. As indicators of motivational criteria the author considers: positive motivation to implementation of health forming activities at primary schools; desire and focus to work in educational sphere; belief in the importance of the chosen profession as a primary school teacher; the need to apply their knowledge and skills in health forming activity with younger students. The author classifies as a cognitive performance criterion: consistency, strength and depth of knowledge of children’s anatomy and physiology with the basics of genetics, bases of valeology, life safety and methods of teaching the basics of health; quality professional terminology. As the indicators of procedural criteria author considers to be: the level of professionally oriented skills for the organization of health forming activities at primary school. Indicators of personal criteria, according to the author are: the level of communication skills; the level of empathy; the level of commitment to self-development of primary school teachers. It is stated in the article that the results of constanting phase of pedagogical experiment, conducted by the author, became the basis for the identification and study of theoretical pedagogical conditions of formation future teachers’ readiness to health forming activities at primary school, which include: specification of the content of training future teachers of specific care to health forming activities at primary schools; the use of innovative educational technologies in the subject-subject interaction between the teacher and students; development of creative potential of primary school teachers in the process of research and practices

12

КРИТЕРІЇ ПІДВИЩЕННЯ РІВНЯ НАУКОВОСТІ ВИВЧЕННЯ ПИТАНЬ КВАНТОВОЇ ФІЗИКИ

75%

Трифонова О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

172-179

EN

In the article the criteria of improving the level of scientific study on quantum physics are revealed. The author used empirical and theoretical methods. The methodological basis of research is leading psycho-pedagogical concept of learning and development of students. The purpose of the article is the formulation of criteria of improving the levelof scientific study on quantum physics. The analysis of implementation of the principle of scientific training is done, compliance with which requires enriching the content of physical education and bringing it into line with the current level of scientific development, the needs of the practice of social demands and requirements of modern physics teacher training. Implementation of this we see in deepening the fundamental course of general physics combined with professional orientation and improvement of teaching methods of physical phenomena in the modern education system. Solving these problems is called to implement the proposed criteria of improving the level of scientific study on quantum physics. These criteria include: 1. Compliance with the structure and content of physical education of the academic and social experience. 2. Nomination and justification of the idea of the need for inclusion of new physics course content of science physics from providing higher-level generalizations. 3. Identification of each section of the course of General Physics leading ideas, systems of fundamental concepts that reflect the major trends in modern science. 4. Reorientation of the methods of teaching physics at a high level of motivation training. 5. The problem of the psychology of formation of new knowledge in terms of teaching jumps (transition from classical to quantum concepts) in a modern educational system. 6. Organization of teaching students self-mastery of knowledge is the defining element of the educational process in the study of quantum physics and sections that provide continuity of learning. Thus, we found and implemented training modules in the basic criteria for the organization of classes in modern methodological system of teaching quantum physics. Prospects of further scientific studies related to the development of experimental methods of forming competence of future teachers of physics in the study on modern physics.

13

КРИТЕРІЇ ТА РІВНІ СТАНОВЛЕННЯ ОСОБИСТІСНО-ПРОФЕСІЙНИХ ЯКОСТЕЙ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ У ВОКАЛЬНОМУ НАВЧАННІ

75%

Хуан Ч.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 3(67)

120-131

EN

Among the main principles of implementing pedagogical conditions of formation of personal and professional skills of the future music teachers at the vocal training ckasses in higher school we singled out the following: the principle of physical self-improvement of students; the principle of social and civic orientation of professional activities of students of Art departments; the principle of improving performance skills during concerts and theatrical activities; the principle of cultural and aesthetic approach to training. The next step of our research is oriented at the study of criteria and levels of personal and professional development of future music teachers in the process of vocal studies at the university. Problems of professional and personal development of teachers of artistic disciplines have been revealed in the works of V. Orlov, A. Pietielin, Yu. Sverliuk et al . Despite the theoretical results obtained in these studies remains unexplored in theoretical terms, and at the same time, exacerbates the practical need for solving the problem of formation of personal and professional qualities of the future teacher of vocal music in the process of teaching. The purpose of the article isto outline and substantiate the criteria and levels of formation of personal and professional qualitiesofthefutureteachersofmusicinvocaltraining. The article considers the properties inherent in the student’s age, which influence the development of the conditions for the formation of personal and professional qualities of the future specialist. In view of these features, three groups of criteria have been singled out (criteria reflecting changes in the physical state of students which are directly related to the quality of singing, criteria reflecting the students’ conscious desire to participate in sponsorship and charitable activities, criteria reflecting activity in training and participation in festivals and professional competitions), and determined the levels of becoming of personal-professionalqualities. Continuing formation after Stanislavsky exploring the field of actoe’s perception, in which to the paramount importance belongs to consistency, balance of internal and external manifestations of mood, defined in this study as congruence, M. Chekhov draws attention to the so-called “sixth sense of the actor”– a sense of partner, which he defines as “the ability to be ready ... to open” towards his/her partners. The quality of congruence indicates how sincere is the person in the expression of his/her emotions, how the ability of displaying affection is developed. To identifying the components of congruence, important were data received as a result of peer review methodology of nonverbal communication of A. Kuznetsova.

14

ДІАГНОСТИЧНО-КРИТЕРІАЛЬНИЙ ІНСТРУМЕНТАРІЙ ЕВРИСТИЧНОГО ЕКСПЕРИМЕНТУ

75%

Білоцерковець М.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

95-101

EN

The article under review deals with innovative heuristic diagnostics approach to higher school studies. Today in Ukraine highly qualified multidisciplinary professionals with knowledge of foreign languages, ready to accept new and progressive trends and to participate in international cooperation and the formation of new attitude to Ukraine in Europe and worldwide are needed. An important role in the formation and training of such professionals belongs to pedagogical diagnostics. Quality performed diagnostic procedures require adequate criteria for measuring personal progress made by students in the creation of meaningful educational products. Our experimental work was carried out at Sumy National Agrarian University. The main focus of our experiment was aimed to determine the development of students’ theoretical knowledge of the subject «Professional direction of foreign language skills». The aim of this course, according to the State standard of teaching foreign languages, is mastering practical knowledge of speech units and theoretical knowledge of the rules of their formation, theoretical knowledge of the language system, i.e. lexical, grammatical, phonological and orthographic competences, country study knowledge. We have defined four levels of development and gave their characteristics. At the elementary level, students were limited to memorization and repetition of material from the textbook and implementation of relatively complex but common tasks. The second level – reproductive is shown by attempts of theory elements interpretation. Third level is characterized by the application of assimilated knowledge. The criteria for forming the fourth, heuristic, level of learning is the availability of theoretical understanding of principles and the ability to create students’ own theoretical knowledge. Levels of development of theoretical knowledge by students at every stage of learning correspond to the content of the subject and to the recommendations of the Council of Europe obtained to establish the State standard of teaching foreign languages in Ukraine. After the series of heuristic lessons control group of students were asked to write an essay to identify the level of development of theoretical knowledge. We have identified the following criteria: volume of written work, appearance and structure, comprehensiveness of content, lexical richness, grammatical competence development level. Our experiment results showed constant tends to increase the level of development of theoretical knowledge of the experimental group comparing to the relatively minor changes in the control groups. Thus heuristic learning diagnostics tools are used for increasing academic motivation and encouraging future professionals to efficient creative study comprehension.

15

ПРОФЕСІЙНО-ТВОРЧА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ В ЕВРИСТИЧНІЙ ОСВІТІ

75%

Олена Л., Микола Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 10(64)

55-68

EN

The main purpose of the university training of the future teacher we defined as an achievement in specially created social and educational conditions of personal spiritual maturity, motivational readiness, procedural and technological capacity for successful professional and creative self-actualization. The teacher can consider this self-actualization the constant generation, personally meaningful creative educational products in different kinds and situations of teaching and education of the younger generation of the future socially useful self-actualizators. The achievement of this goal is unreal under conditions of the existing traditional (bureaucratic, transmissive, reproductive and monological) education system. Therefore, the authors based on the results of many years theoretical and experimental researches reveal the main productive possibilities of innovative, non-standard system of heuristic education. This education has been firmly established in foreign and national educational science and educational practice with problems and sufficient resistance in the last decade. The creative teacher training in heuristic education is supported by powerful motivational and procedural personality-oriented factors. Assessment of the future teachers is mainly the result of created and publicly protected educational products (works, stories, projects of the lessons and educational affairs, models of heuristic conversation on professional subjects, discussion, debates, articles, reviews, summarizing tables, charts, devices, etc.). These educational products are provided by thoroughly elaborated protected in dissertations and monographs publications by the tools of diagnostic and criterion. The number and quality of educational products created by students are the purpose of heuristic education and professional and creative criteria of the future teacher’s self-actualization. The knowledge and skills (as distinct from traditional education) are not the aim of professional education but the main instrument to achieve it. The article describes the necessary components of realized experience of heuristic education: organization on the new basis of cognitive, creative and research work of students, including the lectures of direct action as fundamentally new dialogic educational and cognitive structures of active reading, discussion and creation with the teacher of their own detailed and reduced effective knowledge; at the seminars and practical classes where students mainly present and defend their own professional and creative products; in reorganized pedagogical practice of active interaction of students with scholars and teachers-experimenters, with the development of professional skills in the creation and diagnostics of significant for them and for school educational developments, projects, articles on the results of the work of educational publications and others. The measures for the solution of revealed major problems in training of the future teachers, especially the creation of innovative and democratic educational environment with the introduction of the new requirements for academic freedom and responsibilities of students and teachers are offered in this scientific work. Besides, the introduction of the new forms of lectures and practical classes (in time and methodological dimensions), new approaches to continuous pedagogical practice, evaluation of the students for the quality of created professional educational products, creation of the necessary conditions (according to the requirements of the Bologna process) for organization and control of students’ independent work by the teachers are suggested in this article

16

Assessment of Abilities of Writing Longer Works

75%

Araszkiewicz A.

Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

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2019

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issue 4

EN

The article refers to an assessment of longer written statements of pupils in primary school (until recently also junior high school). The author emphasizes the importance of writing skills and directs readers to particular chosen resolutions of the Ministry of Education. Additionally, attention is paid to the differences between the mark and assessment. The author indicates the need of taking responsibility for self-learning by teenagers, and proposes a method of involving young people in the assessment process of their own written works. The author presents her own materials, which may inspire other teachers. Every part of her work starts with quotes from Wisława Szymborska.

PL

Artykuł dotyczy oceniania dłuższych wypowiedzi pisemnych uczniów szkoły podstawowej (do niedawna też gimnazjum). Podkreślono wagę umiejętności pisania i odwołano się do wybranych rozporządzeń ministra edukacji. Ponadto zwrócono uwagę na różnicę między stopniem a oceną i wskazano na potrzebę brania odpowiedzialności za własną naukę przez młodzież. Autorka zaproponowała też metodę mającą włączyć uczniów w proces oceniania ich wypracowań oraz zaprezentowała własne materiały, które mogą stanowić inspirację dla nauczycieli. Poszczególne części opracowania zostały zatytułowane cytatami z pracy Wisławy Szymborskiej.

17

Anorexia nervosa - rys historyczny i ewolucja kryteriów diagnostycznych

75%

KAŹMIERCZAK-WOJTAŚ N., Niedzielski A.

Archiwum Historii i Filozofii Medycyny

|

2016

|

vol. 79

16-22

PL

W pracy przedstawiono rys historyczny oraz ewolucję kryteriów diagnostycznych jadłowstrętu psychicznego. Temat świadomego ograniczania ilości spożywanego jedzenia rozpoczyna opis z 895 roku i dotyczy wieśniaczki o imieniu Friderada, następnie opisano przykłady głodzenia się w okresie średniowiecza opierając się na „żywotach świętych” oraz opisach „cudownych panien”. Pierwszego usystematyzowanego opisu objawów anoreksji we współczesnym rozumieniu tego zaburzenia dokonał angielski lekarz Richard Morton w 1687 roku. Następnie w historii anoreksji pojawiają się tak wielkie postacie jak Lasegue i Gull, którzy stworzyli wspólną listę objawów psychopato- logicznych charakterystycznych dla tego zaburzenia. W latach 70. XX w. Gerald Russell przedstawił pierwsze kryteria diagnostyczne jadłowstrętu psychicznego, natomiast jedną z pierwszych współczesnych klasyfikacji anoreksji zaproponował w 1976 roku Feighner i wsp. (współpracownicy). Na tej podstawie Amerykańskie Towarzystwo Psychiatryczne (APA - American PsychiatricAssociation) w 1980 roku zweryfikowało kryteria anoreksji psychicznej i przedstawiło je w klasyfikacji DSM-III w 1982 roku, dokonując późniejszych aktualizacji. W Polsce obowiązują kryteria zaproponowane przez Światową Organizację Zdrowia (World Health Organization, WHO), które zostały ujęte w Międzynarodowej Klasyfikacji Chorób i Zaburzeń Psychicznych (International Statistical Classification of Diseases and RelatedHealthProblems, ICD-10) i obowiązują od 1996 roku.

EN

This essay shows the history and evolution of diagnostic criteria about anorexia nervosa. The description begins in 895 with peasant woman named Friderada and refers to deliberate reduction of quantity food that is consumed. The next thing that is referred is examples of starvation people in Middle Ages based on hagiography and the description of “miraculous maiden”. The first person who did fully description of the symptoms of anorexia nervosa in contemporary meaning and that was effective systematized was English doctor Richard Morton in 1687. Next figures who was very important in history of anorexia was Lasegue and Gull who created mutual list of psychopathological symptoms that was typical for this disorder. In 70's Gerald Russell presented first diagnostics criteria about anorexia nervosa, but in 1976 Feighner and his associates did one the first contemporary classification about this disorder. Based on this, in 1980 the American Psychiatric Association verified the criteria about anorexia nervosa and in 1982 presented it with classification DSM-III (with many up- dates).Here, in Poland take effect the criteria that was suggested by World Health Organization. It was included in International Statistical Classification of Diseases and Related Health Problems, ICD-10 and has been operative since 1996.

18

Integracja i jej znaczenie dla zarządzania kapitałem ludzkim

75%

Piontek F.

Nierówności społeczne a wzrost gospodarczy

|

2016

|

vol. 46

46-59

PL

Celem artykułu jest odpowiedź na pytanie: Jakie kryteria powinna spełniać kategoria integracja, aby mogła stanowić bazę dla zarządzania kapitałem ludzkim? Wykazano, że przedmiot zadany „jak” (obiectum formale sub quo) i Konstytucja Świata pełnią funkcje kluczowe w powiązaniu trzech kategorii: integracja – zarządzanie – kapitał ludzki. Wskazano na przykład praktyczny integracji zastosowanej do kapitału ludzkiego, a budowa-nej w oparciu o Konstytucję Świata. Rozważania zawarto w trzech blokach tematycznych: I. Przedmiot kategorii integracja i zarządzanie, stosowanych do kapitału ludzkiego. II. Konstytucja Świata podstawą dla kształtowania przedmiotu zadanego integracji i zarządzania kapitałem ludzkim. III. Wybrane integracje i koncepcje zarządzania w aspekcie realizacji ich przedmiotu zadanego (formalnego).

EN

The aim of this paper is to answer the question: What criteria should complete the category of integration to become the basis for management of human capital. It is emphasized that the subject given “how” (obiectum formale sub quo) and the Constitution of the World play crucial functions in combining the three categories: integration – management – human capital. The application of integration applied to human capital and built upon the Constitution of the World was presented. The deliberations were undertaken within three subject areas: (1) the essence of category of integration and management, applied to the human capital, (2) the Constitution of the World as a basis for creation the given subject of integration and management of human capital, (3) selected inte-grations and concepts of management in a context of realization of their given subject.

19

ФРАЗЕОЛОГІЗМ ЯК ОБ’ЄКТ ВИВЧЕННЯ В ІНШОМОВНІЙ АУДИТОРІЇ (доцільність використання й критерії добирання)

71%

СЦІРА М.

Studia Ukrainica Posnaniensia

|

2020

|

vol. 8

|

issue 1

157-166

EN

The article deals with the issues of the definition of phraseology, classification of phraseologisms, and focuses on the principles of teaching phraseologisms for foreigners. The purpose of the article is to show the criteria of selection of phraseological units for their application in the process of studying Ukrainian as a foreign language, to describe the principles of presenting phraseologisms for a foreign language audience. The criteria of selecting phraseological units for foreign students at the initial level are set out, namely: a simple structure of phraseology (words in the literal sense, 2-3 components, a simple morphemic structure); transparent internal form (motivation); regional studies aspect; frequent use of phraseologism. In the process of learning, the teacher is to form a linguistic and communicative potential, which, first of all, will increase the student’s ability to effectively perceive and master information. Language teaching should form general cultural and national component of the perception of the new environment, since in this way a foreign student forms a linguistic consciousness that facilitates the perception of language formulas against the background of common cultural and national peculiarities.

PL

Artykuł dotyczy problematyki definicji frazeologii oraz klasyfikacji frazeologizmów. Badanie koncentruje się na zasadach nauczania frazeologii w audytorium obcojęzycznym. Celem artykułu jest wytyczenie kryteriów doboru jednostek frazeologicznych do ich zastosowania w procesie nauczania języka ukraińskiego jako obcego w audytorium obcojęzycznym. Przedstawiono zasady prezentacji frazeologizmów w audytorium obcojęzycznym, określono kryteria doboru jednostek frazeologicznych dla studentów obcojęzycznych na poziomie początkowym, takie jak: prosta struktura frazeologiczna (wyrazy w sensie dosłownym, 2-3 elementy, prosta struktura morfemiczna); przejrzysta forma wewnętrzna (motywacja); aspekt badań regionalnych; częstotliwość użycia frazeologizmu. W procesie nauczania nauczyciel musi stworzyć potencj ał j ęzykowy i komunikacyjny, który przede wszystkim zwiększy zdolność studenta do skutecznego postrzegania i przyswajania informacji. Nauczanie języków powinno stanowić część składową kulturowo-narodowego postrzegania nowego środowiska. Tylko wówczas bowiem student obcojęzyczny uzyskuje świadomość językową, która ułatwi mu postrzeganie formuł językowych na tle ogólnej kulturowo-narodowej specyfiki.

20

МОДЕЛЬ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ В НАВЧАЛЬНО-ВИХОВНОМУ ПРОЦЕСІ ВИЩОЇ ЕКОНОМІЧНОЇ ШКОЛИ

63%

Палічук Ю.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 6(40)

231-237

EN

The use of health preserving technology in today’s conditions is particularly important because in many institutions of higher education economics are trained professionals and masters for the profession of economist and educator. The article discusses the model implementation of health preserving technologies in the educational process of high school as a learning process, which is aimed at forming components of health preservation, valeology culture inseparably connected with the formation and development of the preparations of students for a healthy lifestyle, and is intended to provide training for students in this direction accordance with the principles of health preservation. The analysis of the scientific and methodological literature demonstrates the need for a culture of health through education as a social institution. The formation of health preserving educational environment provides the integration of social and human sciences, the participation of all members of the educational process, students, administrative and managerial staff, faculty, university support services. Conceptual plan pilot program involves a fundamental change in individual and social consciousness, the refusal of the consumer approach to health, a sense of personal responsibility for the welfare and health of relatives. The idea of the concept of a healthy lifestyle in Economics University should be implemented based on the principle of unity of personal and professional development of the specialist. The model is analyzed as a way to reflect a generalized phenomenon, the result of an abstract generalization of practical experience, the ratio of the theoretical concepts of the object with the empirical knowledge of it. To construct the model of the educational process aimed the author had to define the purpose and objectives of the experimental work. An important issue of constructing the model is to determine its effectiveness, because in the end we have to talk about the new quality of education, therefore, a new approach to its effectiveness, including teacher effectiveness of health preserving technology. This model reflects the structural and functional interaction of the main components of training. It is recommended to implement this model of teaching health-technology in the educational process at the university.

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Assessment of Abilities of Writing Longer Works

Anorexia nervosa - rys historyczny i ewolucja kryteriów diagnostycznych

Integracja i jej znaczenie dla zarządzania kapitałem ludzkim

ФРАЗЕОЛОГІЗМ ЯК ОБ’ЄКТ ВИВЧЕННЯ В ІНШОМОВНІЙ АУДИТОРІЇ (доцільність використання й критерії добирання)

МОДЕЛЬ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ В НАВЧАЛЬНО-ВИХОВНОМУ ПРОЦЕСІ ВИЩОЇ ЕКОНОМІЧНОЇ ШКОЛИ