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1

ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ В КОНТРОЛЬНО-ОЦІНЮВАЛЬНІЙДІЯЛЬНОСТІ ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

100%
Світлана П., Інна Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
148-159
EN
The article is devoted to the analysis of pedagogical evaluation and controlling of primary school pupils. There was conducted a comparative analysis of the traditional system of education and educational system using interactive technologies in the context of control and assessment activity. The research used methods of theoretical analysis, comparison and synthesis of sources. The term “control” means the identification, measurement and assessment of results of educational cognitive activity of pupils. Verification is the procedure of the identification and measurement. In turn, verification is a complex component of control. The control provides feedback between the teacher and the pupil, as well as getting by the teacher objective information about the degree of assimilation of educational material, well-timed identification of shortcomings and gaps in knowledge of children. The purpose of verification of knowledge in the modern school is the definition of the quality level of educational achievements of pupils. Evaluation of educational achievements of the primary school pupils is an integral structural component of the teaching and educational process, which involves consideration of such indicators: the volume and quality of acquired knowledge; the ability to apply this knowledge in practice; the activity of the pupil in gaining knowledge; educational motivation. Unlike traditional system, the use of interactive technologies in training assumes control not so much of the degree of assimilation of ready knowledge, as of creative deviation from them. The main evaluation criterion is the pupil’s personal growth. Reasoned evaluation by the teacher contributes to the most complete disclosure and growth of potential and motivational forces of the child. As a consequence, happens not only the promotion of pupils in the space of knowledge, but also the development of their abilities, skills, emotional and value orientations. Summarizing the theoretical, pedagogical and practical approaches to the system of estimation, it can be concluded that it should give the possibility to objectively evaluate the academic achievement of each student and to create an additional mechanism for activation of the potential in all types of educational-cognitive activity.
2

ФІЛОСОФСЬКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ІННОВАЦІЙНОЇ КУЛЬТУРИ КЕРІВНИКА НАВЧАЛЬНОГО ЗАКЛАДУ

100%
Дмитро К.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 10(64)
196-209
EN
The concept of “innovative culture of the head of the education institution” includes structural components: innovative thinking, innovative development, innovative activity which is a set of functions that allow them to integrate in the innovative educational space: epistemological, organizing, transformation-creative, unifying, moral and ethical. Innovative culture provides the receptiveness of managers to new ideas, their readiness and ability to support and implement innovative technologies and teaching methods in the educational process in modern higher education. Innovative culture of the head of the institution is a dynamic integrative quality of the personality developing in the course of activity, characterized by a certain level of theoretical understanding and practical skills for the implementation of leading approaches to the management activities in compliance with the norms, principles of morality and ethics. While its functions are: cognitive, prognostic, communication, information, organization and coordination, creative engineering design, analysis, corrective, innovative vector, social. We have identified such components of innovative culture of the heads of education institutions: socio-determination, information and innovation, organizational and creative, acmeological providing general and special in the development of this process. The procedural model of formation of innovative culture of the head of the education institution is represented by blocks (socio-oriented, targeted, procedural and technological, analytical and productive), developed in accordance with the provisions of synergistic, acmeological and moderating approaches, captures a number of general and specific characteristics for effective development of innovative culture of the heads of education institutions, allows to predict the reporting process, outline the strategy and tactics of further actions. The complex of pedagogical conditions for the successful functioning of the model takes into account reformation of innovative culture of the heads of institutions: variable programs of leadership development in areas of vocational and management activities; ongoing development and production of professional-personal qualities of leaders in the educational environment of education institution; the integrated us of information technology resources in professional and managerial activities of the supervisor.
3
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Personality components in a person’s attitude to activity

100%
ZOBKOV V.
Edukacja-Technika-Informatyka
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2012
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vol. 3
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issue 1
27-30
EN
In this article, in the course of subjective – activity approach, definition of the relation of the person to activity is made. Here is given a structure of personal components of the relation of the person to activity. It is shown that a sensitive period of the formation of relation, is the transition age period from younger school to the younger teenage
PL
W artykule przedstawiono podmiotowo-działaniowe definiowanie podejścia człowieka do pracy. Opisano strukturę poszczególnych komponentów relacji człowieka do pracy. Wykazano, Ŝe waŜnym okresem tworzenia tychŜe związków jest etap pomiędzy szkołą podstawową a wiekiem dorastania
4

Koncepcja les espaces sociaux localisés w badaniach struktury społecznej wsi

80%
Halamska M.
Roczniki Nauk Społecznych
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2018
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vol. 10(46)
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issue 4
43-61
PL
Badania struktury społecznej wsi mają w Polsce ponad stuletnią tradycję. Badana obecnie według kanonów socjologii ogólnej ukazuje całą gamę profesji ludzi mieszkających na wsi. Ponad połowę z nich zaliczyć można do zawodów robotniczych, po około jednej czwartej stanowią rolnicy i przedstawiciele nowej klasy średniej. Te proporcje są jednak odmienne w różnych regionach kraju i wpływają na charakter środowiska społecznego, w jakim funkcjonuje jednostka, co zwane jest efektem kontekstowym. Chcąc w badaniach uchwycić jego wpływ, trzeba te odmienne środowiska (konteksty) społeczne zdefiniować i zlokalizować. Artykuł, odwołując się do koncepcji les espaces sociaux localisés Gilles’a Laferté, testuje możliwości takiej operacji, wyróżniając cztery typy struktury społecznej wsi (rolniczy, robotniczy, inteligencko-robotniczy i mieszany), dokonuje ich charakterystyki i przestrzennej lokalizacji oraz – na podstawie przeprowadzonych badań empirycznych – wskazuje wpływ kontekstu społecznego na zachowania i samooceny.
EN
Research on social structure of rural areas in Poland have been carried for over one hundred years. Nowadays it is carried according to the methods of general sociology and shows the full diversity of professions of people living in the countryside. More than the half of them are workers, whereas farmers and representatives of a new middle class account each for about a quarter. These ratios are, however, not the same in different regions and have their influence on the character of the social milieu of individuals, the so-called context effect. If the influence of the latter is to be observed, various milieus (contexts) have to be defined and localised. Testing the possibility of such an operation using the idea of les espaces sociaux localisés by Gilles Laferté is the subject of the paper. Four types of rural social structure are distinguished: agricultural, workers’, intelligentsia-workers, and mixed; they are characterised and localised spatially. Conducted empirical research is the basis of showing the influence of the social context on behaviour and self-appraisal.
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