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1

МОТИВАЦІЙНО-ЦІННІСНА ОРІЄНТАЦІЯ НА ВИКОРИСТАННЯ ІСТОРИЧНОГО ДОСВІДУ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ

100%
Курок В., Шевель Б., Медвідь С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 1(45)
293-299
EN
The authors consider that there is reasonable implementation of special course «History of engineering pedagogical education in Ukraine» in the system of preparation the students speciality 6.010104 «Vocational training». Special attention during the study course is giving to an independent educational activity of the students, which would provide a new level of learning the discipline. The independent work is focused on understanding the content of the studied material, learning the ways of its application for the solution of professional tasks. The technologies that are recommended for the organization of independent work aimed at attracting a wide range of information sources, receiving educational support through various information channels, using a complex of methods to get the result of independent work. The presence of independent work is obligatory. The variable part of the independent work of the students (and tasks for its implementation) allows the students to choose their «route» in the process of studying the discipline. It is determined that motivation values orientation in training the students for a specific activity aimed at the realization of future engineering teachers the relevance of their own work, the formation of positive motivation activities, awareness of personal values of this activity. All this has become possible due to structuring and purposeful selection of educational material for the organization of subject-subject relations between a teacher and the students, based on the principles of trust, participation, partnership and dialogue. It is noted that modern society requires the development of historical knowledge for improvsng specialist training. But there are subjective and objective factors preventing the widespread use of historical achievements in the process of preparing the students for future professional activity. The main reasons are not only the underestimation of their implementation in the educational process and insufficient of readiness ( including psychological) of the teachers and students of higher educational institutions to use historical experience in the educational process. On the basis of the conducted research it is determined that the implemention of historical experience in the training of future engineering teachers promotes learning motivation, integration of the students’ knowledge, awareness of the perspectives for further development of engineering and pedagogical education.
2

Problematyka traumy zbiorowej we współczesnej nauce rosyjskiej

75%
Anikin D. A.
Rocznik Antropologii Historii
|
2019
|
issue 12, Historia publiczna
177-190
XX
The author analyses modern trends of Russian humanitarian science in the study of collective traumas. Two areas of the research can be distinguished as psychological and sociological. Within the psychological direction, an emphasis is placed on the study of collective traumatic experiences subsequently reflected in memories. Within the framework of sociological direction, traumas of historical memory, which are political constructs, are studied. The constructivist approach to traumas focuses not on the traumatic events themselves, but on their representations in the media, representation technologies and political actors. An example of reflection and research on collective trauma is the image of I.V. Stalin, whose contradictory attitude in mass consciousness makes it possible to formulate several important conclusions about the trauma of the past in modern Russian science. 1. The continuing importance of the past as a basis for collective identity, manifested by the sacralization of certain historical events. 2. The past is seen as the target of a possible attack. 3. From the sacralization of the past, the desire of convergence of points of view grows, when the past turns from the subject of social consensus and public agreements into the absolute basis of collective identity, rather than the experience that fits into this framework into collective trauma.
3

МЕТОДИЧНА РОБОТА В СИСТЕМІ ДОШКІЛЬНОГО ВИХОВАННЯ УКРАЇНИ В 20–30-ТІ РОКИ ХХ СТОЛІТТЯ

75%
Шинкар Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 4(48)
176-183
EN
The aim of the article is uncovering of the theoretical basis of formation and development of the methodical work in preschool institutions of Ukraine in the 20s-30s of the 20th century. The explanation of these aspects gives an opportunity to understand historical preconditions of the development of the whole system of preschool education in Ukraine. The analysis of scientific facts, pedagogical experience, and generalization of the peculiarities of foundation of social preschool education and the methodical work in the marked period are assumed as basic. The results of the research reveal the influence of the leading ideas of pedagogical science and transformation of the contents and forms of organization in preschool institutions and give an opportunity of their using in the renovated context of the development of education. It has been ascertained by the author that the 20s-30s of the 20th century is the period of vast development of the system of preschool institutions, the definition of the content of preschool education, the implementation of new theoretical elaborations into the practice, the improvement of the methodical level in organization of the work of the child care institution. All this made the theoretical basis for the development of the methodical work in the system of preschool education of Ukraine. It has been proved that the roots of the methodical work of preschool institutions originated at the beginning of the 20th century. In this period the methodical work in preschool institutions was like the school system in content and form. But the teachers were searching the ways of the original development of the content, methods and forms in organization of methodical accompaniment of educational work with children. Theoretical basis of the development, organization and sense principles of the methodical work were implemented in the practice of social preschool education through the instructive materials and methodical elaborations. Taking into account the currency of the problem, the necessity of reinterpretation and transformation of the ideas of historical experience and organization of methodical work in preschool institution we affirm the perspective of further scientific researches of these questions.
4
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The Grunwald Swords and Lech Wałęsa’s Ballpoint Pen. Ordinary objects – extraordinary events

51%
Kasprzyk D.
Historia Slavorum Occidentis
|
2022
|
issue 2 (33)
169-196
EN
The article is devoted to the Grunwald swords and Wałęsa’s ballpoint pen as material correlates of concrete events and objects that can deliver a message whose content depends on the current political, social and cultural context.
5
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Lwów wieku XX-XXI. Dorastanie i konflikt pokoleń w dobie przemian społecznych i rewolucji (na podstawie "Domu z witrażem" Żanny Słoniowskiej

45%
Jakubowska-Krawczyk K.
TEKA Komisji Polsko-Ukraińskich Związków Kulturowych
|
2018
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vol. 5
|
issue 13
159-174
UK
Метою даної статті є аналіз роману Жанни Слоньовської Дім з вітражем з точки зору стосунків між чотирма поколіннями жінок, які там проживали. Основна увага дослідниці приділялася процесові формування особистості наймолодшої героїні. Авторка статті проаналізувала вплив, який на згадану героїню мали переживання терору та війни прабабусею та бабусею, а також політична заангажованість та смерть матері. У процесі літературних досліджень було також зроблено спробу знайти відповідь на питання про місце, яке Львів та його смисловий пейзаж займають у процесі формування ідентичності головної героїні.
EN
In the article, the novel House with a stained glass by Żanna Słoniowska was analysed in terms of relations between the four generations of women living in it. The focus was on the process of shaping the identity of the youngest heroine. The impact of the experience of terror and war on her grandmother and grandmother, as well as the political involvement and death of her mother were analysed. I also looked for an answer to the question about the place that Lviv and its semantic landscape occupy in the process of shaping her identity.
PL
W artykule przeanalizowano powieść Żanny Słoniowskiej Dom z witrażem pod kątem relacji pomiędzy zamieszkującymi go czterema pokoleniami kobiet. Skoncentrowano się na procesie kształtowania się tożsamości najmłodszej bohaterki. Przeanalizowano wpływ, jaki wywarły na nią doświadczenia terroru i wojny, które spotkały jej prababkę i babkę, a także zaangażowanie polityczne oraz śmierć matki. Poszukiwano także odpowiedzi na pytanie o miejsce, jakie w procesie kształtowania się jej tożsamości zajmuje Lwów i jego pejzaż semantyczny.
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