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1

АДАПТАЦІЯ УЧНІВ 5-Х КЛАСІВ В ПРОЦЕСІ ВИВЧЕННЯ МАТЕМАТИКИ

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Лук'янова С., Насадюк Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
330-339
EN
The article is devoted to the problem of pupils’ adaptation in grade 5 to the peculiarities of the process of learning mathematics in basic school. The difficulty of this process appear under the influence of external factors (significant changes in the organization of educational process, which causes disturbances of psychological and social adaptation) and internal (early adolescence, which in itself is a crisis), which leads to the appearance of school exclusion. Qualitative and quantitative changes in the body and psyche of the 10–11-year-old children, associated with the entry into younger adolescence significantly alter their previous interests and relationships with others, which causes complex, contradictory emotions and negative behaviors. The analysis of the main psychological characteristics of this age group made it possible to identify the typical difficulties of adaptation younger teens to study mathematics in the 5 grade, to point out the possible causes, and offer recommendations for their prevention and elimination. Adapting of the child to the education at the secondary level of the school is quite a long process involving significant challenges, both objective and subjective. School life of the fifth-graders often is complicated by unreasonably high requirements to them by their teachers, who had previously worked with higher school pupils. That is why the adaptation process requires painstaking, coordinated work of teachers and psychologists. Considering the importance and features of the mathematics teaching material in the 5th grade, by current curriculum, and to ensure the principle of continuity in the study of mathematics between the 4th and 5th classes, concerted action of primary school teachers and teachers of Mathematics Class 5, the comparison of which in research presented in the scheme, are needed and compulsory. This article contains tips for successful adaptation of the fifth graders to study mathematics, the use of which will contribute to a successful acquisition of educational material by the pupils and help avoid the effect of “the alienation of knowledge”. In addition, the use of these recommendations in practice will help primary school teachers and teachers of basic school mathematics increase learning motivation of the fifth-graders to their cognitive activity, improve the general atmosphere at mathematics lessons.
2

ФОРМУВАННЯ КЛЮЧОВИХ І СПЕЦІАЛЬНО-ПРЕДМЕТНИХ КОМПЕТЕНТНОСТЕЙ УЧНІВ ОСНОВНОЇ ШКОЛИ ПІД ЧАС НАВЧАННЯ АЛГЕБРИ ІЗ ЗАСТОСУВАННЯМ ПРОЕКТНИХ ТЕХНОЛОГІЙ

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Лук'янова С., Мовчан С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
321-330
EN
Successful adaptation of a modern school graduate to public life makes demands on availability such personality traits as mobility, the ability to learn throughout life, availability of critical thinking, tolerance and so on. This involves extensive use of competency approach in the educational process. As the student’s competence is key quality indicator of the result of his schooling, the educational problem of forming life competencies of pupils is a priority in national educational policy. Traditional teaching methods do not allow to solve the problem fully efficiently. Therefore the use of design techniques in school practice in order to create key and special subject competencies of the secondary school pupils while studying algebra is appropriate, and conduct of relevant scientific-methodological research is an important task of scientists and methodologists. The article gives the example of the educational project “Function as a mathematical model of real processes”. The teacher can arrange this project for students of the grades 7–9 in the study of content line “Options”. The author describes the types and characteristics of key competencies of pupils involved in the tasks of the educational project: the ability to learn, competence with ICT, social, general cultural, school health, civic and entrepreneurial competences. The author offers a specially-developed substantive competence according to curriculum topics in algebra in certain areas. The article contains a table which analyzes in detail the project areas and features of special-subject competences. The article will be useful for researchers, methodologists and teachers. Analyzing the essence of the competence approach in education and the leading ideas of design technologies, the authors conclude that they have many common reference points (tasks), namely: not only to convey to students a certain amount of knowledge but to teach how to apply this knowledge if you want to use them for other tasks; to develop students’ communication skills, ability to work with different people, ability to listen to the views of other participants of the educational process, the ability to persuade in debate, to perform various social roles, overcome conflict; to develop the ability to collect the necessary information, put forward hypotheses, use research methods, do introspection and so on.
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