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РОЗВИТОК ПІЗНАВАЛЬНОГО ІНТЕРЕСУ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ НА ПОЧАТКОВОМУ ЕТАПІ НАВЧАННЯ

100%
Юлія Ж.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 1(65)
50-60
EN
The article theoretically grounds the development conditions of cognitive interest of the future specialists of preschool education. It is determined that for the harmonious education and qualitative beginning of the educational process of young individuals it is necessary to prepare professional, caring, creative future educators of preschool educational institutions. The implementation of such means of intensification as maximizing the mental activity of the individual; the layering and complexity of intellectual tasks, complementing them with some practical skills; the emotional atmosphere of learning, positive emotional tone of the learning process; active favorable communication are relevant in the process of education today. Cognitive interest is an important personal creation, which stimulates the cognitive activity of personality of students and thereby contributes to the development of mental, psychical, social spheres of the individual, creates the conditions for the formation of creative and intellectual activity of the future specialists of preschool education, affects the results of the process of training and education. It is necessary to stimulate cognitive interests constantly. The main directions of stimulation of cognitive interests are the selection of subjects’ content, material and rational organization of activity. The process of formation of cognitive interest is influenced by many factors. The most decisive among them are the following: the classes’ content, its methods and forms; activity, thinking, originality, uniqueness, personality’s creativity, professional motivation. The essence of the cognitive interest development of the future specialist of preschool education is to form the culture of those internal intellectual and cognitive processes that underlie the ability to originate continuously, develop, design and process in a person new ideas, implementation in meaningful and practical professional activity that is the most obvious criterion of the level of professionalism of the teacher of preschool educational institution
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Podstawowe problemy teorii świadomości językowej

100%
Maćkowiak K.
Poradnik Językowy
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2020
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vol. 771
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issue 2
29-45
EN
The modern linguistics is gaining a more and more anthropocentric markedness. This contributes, among others, to increased interest in language awareness. This paper is intended to provide both an overview and a systematisation. The threads it touches upon concern three issues. The author defines the very notion of language awareness, outlines the operating mechanisms of the mental base of speech, and identifies the subjects to whom language awareness may be attributed. Language awareness needs to be considered a separate mental structure being a fragment of the general human awareness. The structure has a dual nature. Some of its reserves are innate components, others are contents and dispositions obtained in the course of individual development. Both are responsible for language acquisition, coordinate language activities, and substantiate various judgments regarding speech as a portion of the collective life, i.e. a product of culture and a culture-building measure. The contents composing the broadly defined individual language awareness at the same time create the cognitive sphere, the pragmatic sphere, and the affective sphere. Obviously, specific language decisions are influenced by collective linguistic views. The speaker always gives in to supraindividual rules, which are an outcome of the states of collective consciousness.
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