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ВПЛИВ ДЕТЕРМІНІСТИЧНОЇ НАУКОВОЇ ОСВІТНЬОЇ ПАРАДИГМИ НА СПІВВІДНОШЕННЯ СИСТЕМ «ОСОБИСТІСТЬ» І «ДЕФЕКТ» МОЛОДШИХ ШКОЛЯРІВ ІЗ ДЦП

100%
Тетяна З.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 9(63)
247-264
EN
The purpose of this article is an exposure of influence of deterministic scientific educational paradigm on the change of correlation of the systems “personality” and “defect” of the person, in particular pupils of junior forms with child’s cerebral palsy. Heuristic-synergetic methodology of research is applied in the article. An educational process in the modern special establishments for persons with psychophysical disorders gradually passes to the new paradigm of education – synergetic. Teachers mostly take into account the system in fulfillment of necessities of children and give less preference to one-sided deterministic methods. However gradation to the synergetic educational paradigm takes place too slowly, and dominant remains a deterministic educational paradigm which does not take into account wholistic character of processes of self-organization and self-destroy of systems “personality” and “defect” of a person and that is why does not allow to carry out habilitation, progressive development, rehabilitation of subsystems of the system “personality” and correction of subsystems of the system “defect”, compensation and overcompensation of presence of subsystems of the system “defect”, and also biological, psychological and social adaptation of the person with psychophysical disorders. An author proves that deterministic scientific educational paradigm does not stimulate enough self-organization of subsystems of the system “personality” and does not represses enough self-destroy of subsystems of the “defect” of the person with psychophysical disorders during the direct processes of habilitation, development, rehabilitations, corrections, compensations, overcompensations. The article shows that it is necessary to use deterministic methods in the educational process of persons with psychophysical disorders as often as possible. Deterministic methods are not enough natural in fulfillment of necessities of the person with psychophysical disorders in self-perfection and self-organization and less effective, than synergetic, relatively habilitation, development, rehabilitations of subsystems of the system “personality” and corrections, compensations, overcompensations of subsystems of the system “defect”. In future it is necessary to compare deterministic and synergetic scientific paradigms, to find out positive and negative sides to each of them and to offer medical-psychological-pedagogical methods and methodological systems which are based on synergetic principles.
2

ПРОБЛЕМА ФОРМУВАННЯ ВМІНЬ МОЛОДШИХ ШКОЛЯРІВ ІЗ ДЦП НА ОСНОВІ ДЕТЕРМІНІСТИЧНОЇ НАУКОВОЇ ОСВІТНЬОЇ ПАРАДИГМИ

84%
Тетяна З.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 10(64)
254-269
EN
The author of the article applies heuristic-synergetic methodology of research. The comparative analysis of skills of the thematic drawing, skills of the solution of simple tasks and skills of the drafting of simple tasks and also skills of the forming horizontal connection “thematic drawing – solution of simple tasks”, “solution of simple tasks – drafting of simple tasks”, “thematic drawing – drafting of simple tasks”, formed during a deterministic educational process for pupils of junior forms with child’s cerebral palsy, with an easy mental defectiveness, delay of psychical development and normal intellect is made. In the article negative influence of deterministic and positive influence of synergetic scientific educational paradigm on forming of these skills are expounded. The article demonstrates that synergetic educational methods are more natural, than deterministic, in fulfillment of necessities of pupils of junior forms with child’s cerebral palsy in developing skills. The author offers heuristic-synergetic methodological system of mediate correctional management of development of skills of junior pupils with child’s cerebral palsy to draft the simple tasks. Healthy pupils, pupils with bad eyesight and dull hearing, pupils with easy mental defectiveness and delay of psychical development, pupils with child’s cerebral palsy can use this methodological system; in the modified kind the methodological system can be used in the educational process of adults with these psychophysical disorders and persons with other defects of development. In the deterministic scientific educational paradigm all methods of teaching of different educational disciplines have different structure owing to different content of education and methods of works which depend on him, that is why it is impossible to unite them in methodological systems of direct and mediated management of certain vertical process in systems “personality” and “defect”. This theoretic-practical problem slows realization of processes of habilitation, development, rehabilitation, of the system “personality” and correction, compensation, overcompensation of the system “defect” of pupils of junior forms with child’s cerebral palsy and people with other psychophysical disorders during an educational process. In the special education institutions it is necessary to create favourable conditions for a natural speed-up transition from deterministic to the synergetic scientific educational paradigm.
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