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ПЕРЕХІД ДОШКІЛЬНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ УКРАЇНИ ДО ДІЯЛЬНОСТІ ЗА НОВИХ СОЦІОКУЛЬТУРНИХ УМОВ

100%
Фроленкова Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 7(61)
99-111
EN
Organizational-pedagogical grounding of the transition of pre-school education institutions of Ukraine to work under the new socio-cultural conditions has been conducted. To achieve this objective, were used the following methods of research – problem-targeted and comparative – for analysis, comparison, generalization, systematization, interpretation of the materials under research. In the course of the strategic directions of improvement of pre-school branch of education of Ukraine during the period of independence the basic priority principles –democratization, humanization, nationalization, de-politicization, de-ideologization and ethnization have been provided, and therefore in the state educational standards the updating of the content of training and education on the basis of its differentiation and integration under an angle of student-centred, competency and activity approaches have been also provided. The leading function of education in the course of its social aspect has been studied, and the transmission of the general culture of people to the future generations for use and increasing its achievements; strengthening the world outlook orientation of the education on national traditions and achievements of world culture has been identified. Accordingly, national strategic objective – comprehensive development of the personality is the responsibility of the pre-school education as a compulsory element in the general structure of integral education. These functions make peculiar algorithm of integral approach to the renewal of the conceptual-methodological foundations of the programs for pre-school institutions. Thus all participants of the educational process are given the right of choice of the educational technologies, because the modeling of the educational process according to several programs takes into account the requests, needs, potentialities and possibilities of every child, determines the timeliness of his or her integral personal development under the conditions of pre-school education institutions. As a conclusion, having described various types of software of modern pre-school education institutions of Ukraine, we ascertain general orientation according to the content of education, conformity to the progressive directions of its reforming in the content of pre-school education of Ukraine in the course of the provisions of the state standard. Integration of innovative approaches with the traditions stimulates active search of priorities for the new programs, plans for them promising directions for the further development and improvement.
2
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Wychowawczy charakter katechezy

84%
Wojtasik M.
Łódzkie Studia Teologiczne
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2014
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vol. 23
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issue 3
65-74
EN
This publication focuses on the issues of environment and ethical attitudes of Christian education. Education is a varied process of human life in which it is difficult to find a uniform classical definition. Analyzing Christian education, this publication points out that man is affected by various environments. The research shows that education is a deliberate and conscious influence on a student which is exerted with a definite aim in mind and in a concrete situation. This aim is a versatile human development and preparing him to life in accordance with the accepted model. This model represents significant values of the given society in which he has been growing up.
3
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REMARKS ON COMPLEMENTARY EDUCATION OF AN ADULT PERSON

84%
Czarkowski J. J., Strzelec M.
International Journal of New Economics and Social Sciences
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2018
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vol. 7(1)
255-268
EN
The article presents concepts of complementary education. It specifies the characteristic features of this didactic concept such as individuality, subjectivity and turning towards modern education techniques. The relationship between complementary education and didactic tradition is underlined. The authors also point to the links between education and its axiological perspective.
PL
Niniejszy artykuł prezentuje koncepcje kształcenia komplementarnego. Wskazuje on na cechy charakterystyczne dla tej koncepcji dydaktycznej takie jak: indywidualność, podmiotowość, zwrócenie się w kierunku nowoczesnych technik edukacji. Podkreślony jest związek kształcenia komplementarnego z tradycją dydaktyczną. Autorzy wskazują również na związki kształcenia z jego perspektywą aksjologiczną.
RU
В статье представлены концепции дополнительного образования. Обозначены характерные особенности дидактической концепции, такие как индивидуальность, субъективность и обращение к современным методам обучения. Подчеркнута взаимосвязь между дополнительным образованием и дидактической традицией. Авторы также указывают на связь между образованием и его аксиологической перспективой.
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