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1

САМОРЕАЛІЗАЦІЯ ТВОРЧИХ І ДУХОВНИХ ЦІННОСТЕЙ ОСОБИСТОСТІВ ЕВРИСТИЧНІЙ ОСВІТІ

100%
Лазарєв М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
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issue 7(41)
271-281
EN
The main educational aim of state policy in developed countries is the creation of the necessary conditions for the development of creative and spiritual values and a citizen’s self-realization during life. That’s why the possibilities of modern heuristic education are investigating. The pupil (student) as the subject of life and as a free and spiritual individuality with his endless possibilities in self-development and self-realization is put into the center of the educational process. The basic values of humanistic educational paradigm are becoming crucial principles of heuristic education and upbringing. They are subjectiveness, autonomy, liberation, creativity and real, not declaring independence of personality, cultivation of productive interpersonal dialogue interaction of all educational subjects. A real pedagogical process is impossible without creative teachers and students’ activity. Creativity in the heuristic education is not adornment, not decoration, not an exceptional part; it’s a compulsory and an indispensable component of any activity. Pedagogical creativity is specific because the object and the result of it is not an image, not a mechanism, not a design, but a living person. Its main product is new in itself, that is successful self-realization of personal essential forces as the primary purpose of education. The research has discovered that a pupil (student) must understand not only the overall meaning of life (the need for own creative self-realization), but also the meaning of the individual, consciously chosen case as a specific contribution in its today’s «I» and a certain micro-world. This sense is appeared if both the work and the result (product) become consciously and deeply meaningful for boys and girls, young and adult. Heuristic education creates such conditions, providing to any subject of education freely elect the kind of educational product (as the purpose of a particular activity), the ways of its creation and human and technical resources for productive interaction. Heuristic system of teaching and communication helps to speed up the forming of such spiritual value as a student-dialogue style of individual relationships and behavior different in temperament and character especially if there is a wide introduction of techniques in educational process like a set of heuristic questions, a heuristic conversation, a discussion, a debate, a presentation and a defense of their own training and educational projects. This style was first investigated by us, and it is the core of the spiritual culture of the educator and the sign of multiplying personal approach to human creativity and skill to lead a humanist and a constructive dialogue with any man.
2

ДІАГНОСТИКА САМОРЕАЛІЗАЦІЇ ПІЗНАВАЛЬНО-ТВОРЧИХ ЯКОСТЕЙ СТУДЕНТІВ І СТАРШОКЛАСНИКІВ В ЕВРИСТИЧНОМУ НАВЧАННІ

100%
Лазарєв М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
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issue 2(56)
63-77
EN
The article summarizes for the first time the results of scientific and experimental research of the diagnostics and evaluation of the results of the use of innovative technologies of heuristic teaching of students and senior pupils. Diagnostic approach to the course and learning outcomes as a common heuristic activity of a teacher and pupils, a teacher and students is based on an innovative interpretation of the purpose and content of education in general and certain types of educational work in particular. Quantitative and qualitative indices of educational products form the main purpose of heuristic learning as the most effective method of self-cognitive and creative skills of pupils and students. So the diagnostic providing with heuristic mastering the Humanities is specially studied: a careful working out together with colleagues, pupils, students, testing and practical application of scientific criteria and indices of progress and results of heuristic learning. Besides, the main results of this study are distinguished – its external and internal products. The external products are compositions, reports, stories, projects, articles, reviews of subjects, solving by students and future teachers of various cognitive-creative, professional-creative tasks etc. Internal products of learning and creative self-realization are the formed leading personal characteristics of the cognitive and creative self-realization of senior pupils and students of humanities: motivation for independent creation, creative interactive cooperation between subjects of education; using the mechanisms of heuristic activity and diagnostic skills; dynamics of cognitive and creative independence as an integrative criterion of self-realization. The approved and experimentally tested the completed complexes of criteria and indices for each of the external and internal products of heuristic learning activities are used for the first time. It is revealed that a complex of interconnected diagnostically measured didactic conditions promotes the successful cognitive and heuristic activity of senior pupils and students: organization of productive interactive cooperation; profound and prolonged immersion of learning subjects in meaningful for them an independent cognitive and creative work; support for the process and results of learning activity with scientific reasonable diagnostic tools. Experimental results showed important positive changes in the dynamics of self-realization of basic cognitive and creative qualities of senior pupils and students. The number of pupils and students of experimental classes and groups who have achieved a high and a sufficient level of motivation for independent creation have increased by 2 times. Significant changes have occurred in the possession of the mechanisms of creative activity: if at the beginning of the experimental work only a quarter of pupils and students had high and sufficient levels of possessing the necessary mechanisms of creation and use them in creating of an educational product and at the end of the experiment their number increased by more than 2.5 times and amounted to 68 %. 80 % of pupils in the course of experimental work formed the sufficient diagnostic ability to measure and assess their own educational products.
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