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1

ВИПЕРЕДЖАЮЧЕ НАВЧАННЯ ЯК ЗАСІБ ПІДГОТОВКИ ДО ШКОЛИ ДІТЕЙ ІЗ ПОРУШЕННЯМИ МОВЛЕННЯ

100%
Кравченко А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
137-145
EN
The article presents the author’s view on the use of elements of problem-based learning as a means of preparing children with speech disorders for school. The article specifies the ambiguous role of modern information saturation that has both positive and negative impacts on the preparations for preschoolers. The readiness of senior preschool children with severe speech disorders to school is especially sharp and one that requires adequate measures and means to ensure the full circumstances. The author presents an analysis of views on the interpretation of «readiness» and «training» for school from the standpoint of psychological and pedagogical trends and their individual components as well as the problem of learning of preschool-age children with severe speech disorders. So the scholars (E. Proskura) determine the psychological readiness to communicate; S. Kulachkivska, S. Ladyvir, S. Maksimenko offer the characteristic of the individual components of psychological readiness for school (morphogenetic, psychological, social) and N. Hutkina has added a generalized definition of pedagogical speech readiness. Through inter-related violations of speech and learning of school readiness of children with severe speech disorders, which is based on traditional approaches to learning reaches a low level. Indeed, by A. Vinokur, I. Demin, M. Mikhailyuk children with severe speech disabilities through speech pathology have significant deviations of individual mental functions caused by low bioelectrical activity and performance of the brain, developing various neurological and psychiatric syndromes suffer autonomic functions. These children, as Ivan Martynenko stresses, inherent a lack of motivation, accompanied by insufficient levels of self-control and self-control operations, reducing the need for verbal communication, identity formation in the central mental formations and the state of motivational and volitional components of individual children with speech disorders evidence of their motivational and volitional unwillingness to school and, accordingly, a psychological inability to school as a whole. On the basis of the views S. Lisenkov, L. Zankova, T. Kudryavtsev, A. Matyushkina, T. Napolnovoyi the feasibility of using problem-based learning (proactive elements) to fill the preparatory process of preschool teaching speech therapy groups and special general mass pre-schools is shown. In particular, the author summarizes that the use of the appointed means for teaching senior preschool-children with speech disorders will contribute to the knowledge of motivation and problematic wording provided these training problem-cognitive tasks help to optimize the processes of thinking, independent learning and use, arbitrary behavior, which in turn will guarantee full, optimal training of six-year- old children with severe speech disorders to learn in school.
2

ПРОБЛЕМНОЕ ОБУЧЕНИЕ КАК ОДИН ИЗ ИННОВАЦИОННЫХ МЕТОДОВ ОБУЧЕНИЯ ФИЗИКЕ В ВЫСШЕЙ ШКОЛЕ

88%
Салтыкова А., Хурсенко С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
61-71
EN
Today Ukraine focuses on the quality of education. The traditional view of education in building knowledge and skills no longer meets the demands of society. Among the priorities of the state policy in terms of integration of national higher education to European and world educational space were defined the problems of continuous improving of the quality of education, modernizing its contents and organization of the educational process; development and implementation of educational innovation. Innovative methods include static perfection of an education system, the introduction of its new triggers that cause a violation of the stability, familiarity, predictability, typical situations and so on. Therefore, innovation is linked to certain risks, unpredictable learning outcomes of atypical situations, which complicates their introduction in the educational process. One of the innovative training problems is that technology is often seen as a developmental education aimed at obtaining active knowledge formation of mental abilities and techniques of research, involving scientific research, development of works. Compared to traditional training objective problem-based learning is wider: learning is not only the results of scientific knowledge, but also the way and the process of obtaining these results, it includes also the formation of students’ learning, the development of their creative abilities (except mastering the system of knowledge and skills). The emphasis is made on the development of thinking. The content of physics that includes scientific facts, concepts, laws, theories is set out in the order that promotes problem-based learning, i.e. physics course has educational problems which can be arranged as problem tasks and problem questions. Students are proposed the problem situations related to life, the solution of which requires knowledge of physics. Students can nominate their assumptions and ways of solving this problem. Technology problem-based learning requires a significant investment of time and effort on the part of the teacher and of the students. However, the use of problem-based learning can achieve a better understanding of the material, its conscious learning, provides scientific evidence knowledge, teaches students to think dialectically, and promotes the development of personal qualities.
3

ДОСЛІДНИЦЬКИЙ МЕТОД: СУТНІСТЬ, РЕАЛІЗАЦІЯ

75%
Васько О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
72-79
EN
In the article the essence and peculiarities of the research teaching method usage in the training of future primary school teachers to the mathematics teaching is revealed. It is emphasized that the present reforms of the primary education system have influence on the future primary school teachers training so far as they should be ready to the new conditions of junior schoolchildren teaching. In is found out that one of the high school educational process modernization directions is the application of the problem of teaching technology, especially the research method, to the future primary school teachers' training. The functions of the research method such as the creative activity features forming; the creative knowledge learning organization; mastering of the scientific perception methods in the process of these methods search ensuring; interest and need in the creative activity forming, are ascertained. According to the functions the purpose of the research method is in the organization of the students' searching and creative activity connected with the problems and problem tasks solution organization. It is stated that by means of the research method of teaching the instructor systematically advances a research task problem as the students through their independent learning fulfil the creative search. It is stressed that the research method realization is the result of the research tasks fulfilling organised not only as a simple complex but as a system answering number of the didactical and methodological indexes. The research tasks are observed as partial searching tasks which need all or most of all stages of the research process passing as far as their solution integrity ensures the research method functions accomplishment. These stages mean: 1) facts and phenomena observation and study; 2) incomprehensible phenomena, which need investigation, clarification (the problem stating); 3) hypothesising; 4) the plan of the research composition; 5) this plan accomplishment; 6) the practical conclusions about the gained knowledge applying possibility and necessity. The peculiarity of the article is in the demonstration of the research method realization on the specific subject material during the course «Mathematics teaching technique» learning.
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