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1

ПРОБЛЕМИ ЕКОЛОГІЧНОГО ВИХОВАННЯ СТУДЕНТІВ СПЕЦІАЛЬНОСТІ «ДОШКІЛЬНА ОСВІТА»

100%
Гаврило О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
193-200
EN
The article addresses the problem of future preschool educators’ ecological awareness and culture. The necessity of formation of such consciousness derived from the duties of tutors in ecological education of children. As the result of the research, students who will be tutors in future, do not have enough knowledge in the nature environment, it should be mentioned that all of them do not want to receive information about it. According to the research on future tutors 8.5 % have assessed their knowledge disappointing, “excellent” – only 5.7 %. 2.9 % of the students of this specialty do not have interest in the nature. Such approach has negative impact on the success of the process of environmental education of pre-school children. 25.7 % have showed high level of interest on ecology, environment and nature. Among the sources of information about the nature, most of the future tutors mentioned TV programs (65.7 %) and internet media (52 %), however, about 23 % of students specially search information in the mentioned source. Few of them are reading books about the nature; and the students receive knowledge about it through informal education like talking with people. Unfortunately, very few of them read scientific journals (only 5.7 %.). However, all of them like to walk in the country. The reason for poor preparation of students on environmental education would be insufficient classes on training “Basics education on nature” and methodological procedure. In order to improve the situation, in terms of Higher Education Institutions, there should be introduced different methods and forms of work with students as much as possible. The course of “The technology of formation of the pre-school children’s ecological culture” helps to improve the knowledge of future tutors, it should be a creative availability for students, which form an active position in the environmental education of children. It is concluded that the holistic model of professional training of future teachers should include substantive, professionally-related, and personal life-value levels, which are subordinated to professional knowledge and skills of the future specialist in the field of preschool education.
2

ВИКОРИСТАННЯ ЕМОЦІЙНОСТІ ДОШКІЛЬНИКІВ У ПРОЦЕСІ ОЗНАЙОМЛЕННЯ ІЗ СЕЗОННИМИ ЯВИЩАМИ У ПРИРОДІ

100%
Гаврило О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
267-273
EN
The article is devoted to the problem of education of the preschool children’s emotional attitude to natural phenomena. The aim of the article is to analyze and prove the value of the preschoolers’ emotions when reading the seasonal changes in nature for successful mastering of the educational material, shaping their environmental consciousness and culture. “The basic preshool education component” determines the emotional and value attitude to nature as a part of the personal competence. The modern educators in Ukraine offer start familiarizing children with objects of aesthetic perception and the positive attitude to it. Material for research was acquaintance with nature classes conducted by students in kindergartens. The methods of our study were the monitoring of children, the analysis of the methods, techniques and training aids used in the classroom. The great interest for the children caused the animal pictures – mothers with their calves; the stream sounds, the birds singing, the murmur of trees. The preschoolers made an imaginary trip to the forest. They presented themselves sitting on the grass, they was dripped by rain, the sun warmed. Then they developed a code of conduct in the woods. All these things have caused the emotional attitude towards nature in children. At the end of class it was found out that children had successfully learnt the material by using the funds which caused positive emotions. In the case of a simple transfer of the information preschoolers were disinterested, distracted and not all of them memorized the desired material. The educator’s unemotional attitude gave the signal to children that not necessarily follow the rules of behavior in nature, they can live as comfortably and do not take other living organisms. It can be argued that introducing children to natural phenomena requires the experience of positive emotions. It has been proved that software material is absorbed by all the children most effectively by using the methods, techniques and tools that evoke an emotional response of the pupils. And we must remember that environmental consciousness involves non-indifference, active relationship to nature conservation. It is necessary to pay attention to the students on the importance of forming an emotional component in the familiarization of the preschool children with nature.
3

ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НІМЕЧЧИНІ

63%
Гаврило Л., Гаврило О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
133-140
EN
German experts believe that primary school plays great role in further progress of a person, his career and fate. Teacher training in Germany is in a state of transformation. German and Ukrainian systems of training of primary school teachers have many aspects, but also a lot of differences. In both countries teachers are not only interested in professional training in specific subjects, but also should know how to communicate with people who clearly and convincingly express opinions. The purpose of the article is to analyze the professional training of teachers of primary schools in Germany in order Ukrainian education could take the best in the industry, to ensure optimal conditions for primary school teachers. A prerequisite to enter university in Germany is graduation of a host institution with a certain number of points in core subjects. The criteria to select students are exceptional professional and personal qualities. Most programmes of teacher training are divided into two phases: the first – theoretical study at university, and the second, practical – at school. A complex of disciplines includes teaching, methods of teaching in primary schools, and professional training. Future teachers attend parallel seminars that accompany the practice phase. Number of subjects, their combination, curriculum and training program depend on the type of school where a young specialist wants to work in future, and in what federal land he studies. Training is modular system that clearly structures the course of educational process, facilitates the formation of individual student curriculum and allows him to control his personal results. The modules consist of lectures, seminars, workshops, consultations and projects. Afterpassingthefirststateexam, thestudenthas no righttoworkinschoolanddoesnotreceive a diploma, and should find a placefor a referendariat – a two-yearinternshipbefore his secondstateexam. ThisisthemaindifferenceinthepreparationofteachersatanylevelofteachertraininginUkraine – receive a diplomaonlyafterpracticalworkinschool. The authors conclude that Ukraine and Germany have common goals for solving the problem of teacher training in German and European levels.
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