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1

САМОСТІЙНЕ СТВОРЕННЯ ФІНАЛЬНИХ ОСВІТНІХ ПРОДУКТІВ У ПІЗНАВАЛЬНО-ТВОРЧІЙДІЯЛЬНОСТІ СТАРШОКЛАСНИКІВ

100%
Усенко Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
371-381
EN
In the article we describe the developed independent cognitive activity of pupils as the most important feature of their creative self-organization and it can be formed mainly at the independent cognitive creative (heuristic) activity. Organizing high school pupils’ independent cognitive activity in the heuristic learning of new knowledge is analyzed. The important role of academic setting which are specific for the heuristic learning is shown. Successful forming of pupils’ independent cognitive activity as an important personal ability is expressed in their ability to use independently valuable received knowledge in the practical heuristic activity. The determination of «a final educational product» in the heuristic learning is proposed in the article. Giving pupils necessary conditions to create independently their educational products is one of the main principals of the heuristic technology. The specific of use of some academic setting during the creation of high school pupils’ final educational products as one of the components of the heuristic technology, main result and indicator of their real independent cognitive activity is described in the article. Heuristic technology gives new didactic reserves for active motivation of the pupils cognitive activity during the creation of the significant to them educational product. The peculiarities of motive and purpose training for independent creation of their final products are given in the article. The first one is the pupils’ ability to choose independently a kind of their final product (a composition, an essay, a project, a report etc.), a theme of their independent activity, tasks and ways to solve. The second important one is to support a dialogue interaction between a teacher and the pupils. And the last one is to use the known methods and mechanisms of the heuristic learning such as «analysis and synthesis», heuristic questions to solve cognitive problems, a set of associations etc. The peculiarities of the operation and transformation component are described. To reach a success when pupils create their final educational products can be possible if they follow step by step the law of the creative activity: forming their own cognitive and creative problem, its essential contradictions, comparing with other versions, consultation with a teacher if it is necessary, long deeping in a creative search, using mechanisms of the creative and cognitive activity etc. The importance of the diagnostic and evaluation stage is shown. The pupils must own the complex of criteria and indicators of their final educational products. An important component of self-diagnosis and assessment of heritage has become common practice in heuristic education a public presentation and protection of the most significant educational products with broad involvement of senior experts, consultants and reviewers.
2

The Disposition to Experience Offence as a Destructive Characteristic of Personality

100%
Svertilova N.
Społeczeństwo i Rodzina
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2014
|
issue 2(39)
125-135
EN
The article considers the specifics of social adaptability of persons disposed and not disposed to experience offence. The “Test-questionnaire of social adaptability” by Olga Sannikova and Oksana Kuznetsova and the procedure of “Placing oneself on the scale of offence” were chosen as diagnostic instruments. Significant negative relations of the general characteristic of offence with the characteristics of social adaptability were revealed: with the easiness of understanding and hierarchization of society signals; the precision of orientation in social expectations; the readiness to perform constructive actions aimed at coping with failures; the general satisfaction.
PL
Artykuł omawia specyfikę adaptacji osób skłonnych i nieskłonnych do przeżywania krzywdy. Jako narzędzia diagnostyczne zastosowano „Kwestionariusz adaptacji społecznej” opracowany przez Olgę Sannikową i Oksanę Kuzniecową oraz procedurę „Umiejscawiania siebie się na skali krzywdy”. Ustalono istotne negatywne relacje ogólnych cech krzywdy z cechami adaptacji społecznej: łatwością zrozumienia i hierarchizacji sygnałów płynących ze społeczeństwa; gotowością podejmowania konstruktywnych działań zorientowanych na radzenie sobie z niepowodzeniami; ogólną satysfakcją.
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