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ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ ВИКЛАДАЧІВ-ФІЛОЛОГІВ ЗАСОБАМИ БІБЛІОТЕЧНИХ РЕСУРСІВ

100%

Цун Ч.

Педагогічні науки: теорія, історія, інноваційні технології

2015

issue 4(48)

390-394

In the article the question of future research faculty of philology by means of library resources and the formation of research skills during this activity is described. The problem of formation of research skills of teachers of philology is one of the important tasks that must realize high school. After all training teachers-philologists involves building knowledge and skills needed for its future professional activity, enhance mental and search activities, research skills and creativity. Every future teacher-scholar must understand the essence of pedagogical and philological phenomena and processes, which is impossible without search (research). That teacher, including a linguist must be in creative search, explore and exploit new scientific achievements in the work. Engagement into research activity is a manifestation of the existing research skills. In addition to knowledge and skills, research activity should be characterized by the following structural elements (components) as motivation, intellectual, purposeful, organizational. The purpose of research is to acquire research skills, in addition, in the course a person acquires new knowledge and skills. It should be noted that since the research activity is a specific way of activity, which requires a special organization of learning activity. Unique is that for conducting research activity cognitive, mental and search activity is implemented. The achievement of formation of research skills of the future teachers-philologists, in our view, largely depends on the formation of information culture, as well as the ability to use library resources, the ability independently to find the process and use information in training. But the formation of research skills of future teachers-philologists by means of library resources is not paid sufficient attention, mastering them is not allocated as a separate component of training, and therefore not actually monitored nor assessed. The author defines research as the ability to understand a set of knowledge, skills and personal property that is able to search and research. Manifestations of activity are interest in it, dedication, courage and ability to formulate statements, development of creative thinking and so on. The pedagogical conditions of formation of research skills of future teachers of philology by means of library resources in view of the problem and developing training is defined.

Емпирическое исследование уровня рефлексивности и гибкости поведения ичителей средней школы

67%

Остапенко К.

De Securitate et Defensione. O Bezpieczeństwie i Obronności

2015

issue 2(1)

48-56

Публикация содержит изложение методики и результатов эмпирического исследования связи рефлексивности и гибкости поведения учителей средней школы. Цель исследования – описание и объяснение характера и механизмов связи рефлексив-ности и гибкости поведения. Использованы: методика определения уровня рефлексив-ности (А.В. Карпов, В.В. Понаморева, 2000), шкала «гибкость поведения» самоактуали-зационного теста (САТ) – модификация Е.Ю. Алешиной, Л.Я. Гозмана, М.В. Загика и М.В., кроcc-опросника личностных ориентацией Э. Шострома (Personal Orientation Inventory – POI 1987). Определена и обоснована выборка. Полученные эмпирические данные обработаны с помощью компьютерной программы SPSS 17. Произведен анализ и интерпретация полученных результатов. Установлена связь рефлексивности и гибко-сти поведения. В исследовании приняли участие 80 школьных учителей: группа 30-40 лет (40 человек; медиана возраста 37 лет) и группа – 50-60 лет, (40 человек; медиана возраста 56 лет).

The publication content includes the description of methodology and results for empirical research of relationship between secondary school teachers reflexivity and flexibil-ity of behavior. The objective of the research is to describe and to explain the relationship character and mechanisms between reflexivity and flexibility of behavior. The materials used: reflectivity level determination method (А.В. Карпов, В.В. Понаморева, 2000); and the scale «flexibility of behavior» from the self-actualization test (САТ) (Personal Orientation Invento-ry – POI; 1987, E. Shostrom, modified by E. Alyoshina, L. Gozman, M. Zagik, M. Kroz). The selection was defined and reasoned. The achieved empirical data was processed with SPSS 17 software. The results were analyzed and interpreted. Relationship between reflexivity and flexibility of behavior was stated. 80 school teachers were recruited for this research: a group of 30-40-year old people (40 people; age median 37 years) and a group of 50-60-year old people, (40 people; age median 56 years).

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1 De Securitate et Defensione. O Bezpieczeństwie i Obronności

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Остапенко К.

1 Цун Ч.

2 2015

Search results

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ ВИКЛАДАЧІВ-ФІЛОЛОГІВ ЗАСОБАМИ БІБЛІОТЕЧНИХ РЕСУРСІВ

Емпирическое исследование уровня рефлексивности и гибкости поведения ичителей средней школы