Visnyk of the Lviv University. Series Pedagogics最新文献

{"title":"Development of senior preschool children’s coherent speech by means of visual arts","authors":"S. Kost, Oksana Pankiv","doi":"10.30970/vpe.2022.37.11648","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11648","url":null,"abstract":"The article provides a theoretical analysis of scientific publications on the development of senior preschool children’s coherent speech by means of visual art activity. The concept of “coherent speech” is defined from the psychological perspective as the contextual speech, which reflects the fundamental connections of the subject. It is a comprehensive expression of the speaker’s opinion, which becomes clear to the listeners; it is logical, consistent speech at the textual, discursive level. The author of the article reveals the inseparable unity of art and aesthetics, while pointing to the specifics of each category. Therefore, all types of artistic activity have an aesthetic and artistic principle “to create under the laws of beauty” in a certain form, providing people with a high degree of spiritual pleasure. Arts help the individual to establish a certain connection with the outside world, an aesthetic connection with reality, allow changing oneself, one’s abilities, one’s inner world. Aesthetic worldview is not just contemplation of things, but a special worldview, open to a human in the personal dimension. Thus, the focus of human vision is the uniqueness of everything that happens in the reality. This worldview is the basis for the development of the world art. Speech is important in the creation of the concept. At first, speech has a declarative descriptive nature, and serves as a means for understanding the picture. The emergence of this type of speech occurs unplanned (the scheme: draw-explain). At the second stage, speech is involved in the step-by-step creation of a plan (the child consistently plans the individual details of the drawing, with the help of speech he/she outlines each next step, talking about possible options for the drawing). At the last stage, the child mentally makes a plan or a program of sequential actions, which are subsequently voiced. Keywords: speech activity, coherent speech, visual art activity, preschool age, children of senior preschool age, preschool institution.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127107241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Continuity of preschool and primary school education: specifying the subject area of the study","authors":"O. Halian","doi":"10.30970/vpe.2022.36.11498","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11498","url":null,"abstract":"The article systematizes the subject area of the research on the continuity between preschool and primary education. It substantiates the importance of studying its basic issues, taking into account the personality oriented model of the educational process, which supports the need of a child to be a subject of their life. Emphasis is placed on the differentiation of the concepts «readiness for schooling» and «readiness for school». Accordingly, the content of the concepts «preschool maturity» and «school maturity» has been analyzed and the conceptual groups that represent those notions are identified. It is stated that preschool maturity presents the psychological portrait of the child of the senior preschool age, which collectively represents the indicators of learning, and the competencies acquired during different children activities. The author of the article justifies the concept «school maturity» in relation to the child’s readiness for school, which means, on the one hand, the ability to learn, to be proactive, independent, and, on the other hand, the readiness to realize own resources and personal potential. The application of a holistic approach made it possible to consider readiness for school in developmental, social, cultural, educational and environmental aspects. Basic ideas, singled out by the author, will help teachers thoroughly comprehend the possibilities of optimizing the educational situation of a child in transition from preschool to primary school age. They concern the content of school readiness to organize cooperation with a six-year-old child, the priority tasks of primary school in the context of continuity of preschool and primary education and a child-centeredness, and conditions for ensuring the quality of education in the transition of a child from preschool to primary school. Keywords: continuity, readiness for schooling, readiness for school, preschool and school maturity, educability, learnability, idea, holistic approach.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131025235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Homo rationalis: the formation of the new views on a person in the Ukraininan educational thought of the 17th – 18th centuries","authors":"H. Antonyuk","doi":"10.30970/vpe.2022.36.11495","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11495","url":null,"abstract":"The article examines the development of the new views of humans, Homo rationalis, in the Ukrainian educational thought of the 17th-18th century. The study is based on the example of translated from Latin philosophical disciplines taught in the Kyiv-Mohyla Academy. It was found that new ideas were connected to the strengthening of rationalist tendencies in all spheres of public life as well as in the practice of educational institutions, which deployed their activity at that period. Rationalist manifestations were clearly evident in teaching of human-oriented disciplines, in particular in Ethics. Ethics studies were a response to the social demands of the era, which called for a new individual – educated and active, who would direct their knowledge and skills to build a harmonious society, organized on a rational basis. Similar ideas and goals were dominant at the Ethics courses where the issues of freedom of will, the highest good, the purpose of human life and the possibilities of achieving happiness in real earthly life were developed. National Ethics taught during the described period became the platform for discussing the issues of the role of education and upbringing and possibility for people to realize their skills and abilities. Those courses emphasized the idea that a person, homo rationalis, armed with advanced scientific knowledge, guided by personal experience and cognitive abilities based on sensory perception and laws of thinking, can explore the world, and then, driven by rationalist principles, control and improve it. Ethics studies of the outlined epoch presented a combination of the achievements of rationalist Western European philosophical thought with its own irrational mental traditions dating back to the 10–11th, 12–15th centuries. The educational heritage presented in the courses of Kyiv Ethics of the 17–18th centuries deserves to be creatively used in the context of forming the life program of a person of the 21st century. Keywords: Ukrainian educational space, rationalist tradition, philosophical courses, Aristotelianism, ethics, freedom of will, higher good, happiness, person.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115218628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formation of future teacher’s readiness to develop critical thinking of preschoolers","authors":"Yaroslava Harasymiv","doi":"10.30970/vpe.2022.37.11640","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11640","url":null,"abstract":"The articles considers the theoretical and practical aspects of the formation of future teachers’ readiness to develop critical thinking of preschoolers. It is argued that in the system of preschool education, which is the first mandatory part of continuing vocational education, the educator, who must be a competent specialist, capable of competitiveness, plays the leading role. It is shown that the development of critical thinking of preschoolers is a priority of the system of Ukrainian pedagogical education, that is confirmed by legal documents. The author of the article determines the main components of a preschool teacher’s critical thinking: independence, readiness for planning, flexibility, persuasiveness of arguments/provability, ability to clearly formulate questions and identify the problem, persistence, search for compromise solutions. The readiness of future educators is substantiated as an integrative personal development, which is the result of purposeful professional training of students in a higher education institution. It is characterized by the formation of general and professional competencies, which reflect the ability of the specialist to identify and implement the tasks for the development of critical thinking of preschoolers. The structural components of the future teachers’ readiness to develop critical thinking of preschoolers are characterized as motivational (goals and motives for teachers’ professional development, their awareness of the need to improve the level of professional knowledge and skills); semantic (integrated system of professional, psychological, pedagogical and methodological knowledge); technological (ability to apply professional skills necessary for the effective professional activity) and reflexive (the ability and motivation for self-development, self-awareness, and self-control). The author of the article determines the criteria and indicators for assessing the level of the formed components of readiness with their thorough interpretation. The main issues of using the technology “reading and writing for the development of critical thinking” are analyzed. Keywords: critical thinking, readiness, future teachers, preschool children, preschool institution, higher education institution.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123893277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing the managerial function of future primary school teachers in the context of professional training","authors":"Natalia Semeriak, Nataliia Trokhaniak","doi":"10.30970/vpe.2022.37.11652","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11652","url":null,"abstract":"The article substantiates the content of the managerial function, identifies the features of its formation during the professional training of future primary school teachers in higher education institutions. The authors of the article present normative documents that describe managerial function and its structural competencies (prognostic, organizational, evaluative), and give detailed characteristic of each. It is argued that the managerial function determines the content of educational management, which is gaining relevance and significance in the context of implementing the leading conceptual ideas of the new Ukrainian school. The object and the subject of educational management are defimed. The study presents the directions of professional activity of the school manager as a leader of the educational institution, namely strategic, material and technical, financial, innovative, administrative, social and pedagogical. It is indicated that the effectiveness and efficiency of students’ teaching in terms of forming the structural components of the management function largely depends on the clarity of the developed criteria for evaluating various types of tasks, discussing the results and finding constructive solutions to solve professionally oriented issues. The authors of the article present the evaluation criteria and requirements for writing an essay (the clarity of information within the specified topic; justification of the author’s own position and attitude; clear composition, characterized by logic and structure; the internal logic of the presented information, etc.) and case study (the content should reflect the meaningful combination of several topics; the indication of the age of the characters; the questions for consideration should require substantiated or commented answers so that the full potential of the respondent can be assessed). Keywords: professional training, managerial function, educational management, essay, case study, primery school, teacher.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124147958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The implementation of Western European educational models in the educational space of Ukraine in the 16th–17th centuries: an attempt of the dialogue","authors":"H. Antonyuk","doi":"10.30970/vpe.2022.37.11636","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11636","url":null,"abstract":"The article describes the formation of Western European educational models in the educational space of Ukraine in the 16th-17th centuries on the examples of Ostroh Cultural and Educational Center and Lviv Fraternal School. This period is marked by the establishment of rationalist tendencies in all spheres of social life and, as a result, the strengthened role of scientific knowledge. It is shown that the demand for the school as a social institution grew significantly during the specified period. Traditionally, Ukrainian education was based on the school model borrowed from Byzantium (11th –12th centuries), but at the intersection of the 16th – 17th centuries it became obvious that the knowledge provided by the traditional Ukrainian school was not enough to meet the demands for advanced scientific knowledge that were in need of the society at that time. Ukrainian education was challenged to organize a national school that would compete with European educational institutions of the period and at the same time rely on its own cultural and educational tradition. The compromise was found after establishing the Ostroh Academy, or Ostroh Cultural and Educational Center (1576), where for the first time in the history of national education and pedagogy an attempt was made to organize an educational institution by synthesizing Western European and Eastern Slavic (Greco-Byzantine) traditions. The Ostroh School was the first to introduce the \"seven liberal arts\" and the Latin language of teaching into educational practice. The reluctance of the Ukrainian society to accept Western educational standards in the late 16th century resulted in the decline of the Ostroh Cultural and Educational Center. A few decades later, Western European educational models were integrated into the practice of fraternal Orthodox schools, Greek Catholic educational institutions and were most fully expressed in the educational practice of the Kyiv-Mohyla Academy (1632). The study analyzes the Statute of the Lviv Fraternal School, the practice of the subjects taught and the content of the library from the standpoint of humanistic pedagogy. It is concluded that the reorientation and development of national education in the next historic periods was determined by the implantation of Western European educational models in the Ukrainian educational space. Keywords: Ukrainian cultural and educational space, Western European educational model, educational institution, school, implementation, transfer, adaptation, dialogue.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124982404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"European experience of evaluating the quality of secondary education","authors":"I. Myshchyshyn","doi":"10.30970/vpe.2022.37.11651","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11651","url":null,"abstract":"The article considers the practice of evaluating the quality of secondary education in European countries. The author of the article analyzes the characteristic features of the implementation of evaluation procedures in the educational space of secondary schools. The study aims at exploring the experience and procedure of the evaluation of the quality of secondary education in European countries and to recommend their achievements for the educational practice of Ukraine. Research methods: analysis, systematization, comparison, data classification, legislative provisions concerning the organization of pedagogical evaluation the quality of secondary education in European countries. Different countries have different approaches to understanding the external and internal evaluation of secondary education. Thus, 26 countries successfully implement both, internal and external evaluation procedure. Some countries use school assessment for quality assurance, along with other methods, such as monitoring under the aegis of regional public education authorities and teachers’ evaluation. Among the criteria for quality evaluation are the indicators of students’ academic performance, obtained as a result of international survey on the quality of education in various countries. Among the most popular surveys are PISA and TIMSS. The criteria used in the external evaluation of schools are highly standardized. They are developed by the departments of the education ministries in most researched countries and only in a minority of European countries they are developed by regional education authorities. In most cases, external evaluation of schools covers a wide range of the secondary education institution activities, including teaching, management, students’ learning outcomes and compliance with legal requirements and regulations. The evaluation criteria also include teachers' professional training and competence, teaching methods, students’ academic achievements, dropout rate, school organization and management, environmental and construction conditions, involvement of the stakeholders in the educational process, social context, and integrated interaction with the environment. The progressive experience of European countries can be effectively used to improve the domestic system of quality assurance in secondary education. Keywords: quality of secondary education, evaluation, internal evaluation of the quality of education, European experience in evaluating the quality of secondary education.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125600582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The concept of digital competence in education documents of Norway: definitions and essence","authors":"I.M. Bushchak","doi":"10.30970/vpe.2022.37.11639","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11639","url":null,"abstract":"The article presents the theoretical and methodological aspects of educational policy of Ukraine and analyzes the activity and competence approaches to the formation of digital competencies of Ukrainian students. Based on the analysis of modern literature sources, the author of the article presents the Ukrainian research on the Norwegian education system, in particular the formation of digital competencies in educational institutions, and considers the problem of developing the skills of using the latest information technologies in the educational space of Norway. The author of the article analyses modern legislative normative acts, which form the educational policy of Norway, describes the competencies of government institutions in determining the principles of educational policy, and investigates the main statistical data on the development of the preschool education system. The life skills that are developed in Norwegian educational institutions are identified as speaking skills, reading skills, numeracy, writing skills, and digital skills. These skills are cross-cutting for all education curricula. The educational standards and educational normative documents of Norway determine the introduction of the latest information technologies in the educational process of preschool institutions. The descriptors presented in the documents of the educational policy of Norway guide the development of relevant skills, describe a certain type of behavior that certifies the acquisition of skills and achievement of a certain level of knowledge. The essence of the descriptors of the first level of skills development in the use of the latest information technologies is clarified and the requirements for the formation of preschool children’s competencies in the process of using the latest technologies by the teachers in their professional activity are highlighted. It is agued that the knowledge and competencies of teachers are the decisive factors in the successful implementation of the policy on the formation of digital skills of preschool children. The main digital practices that teachers implement in the daily work of preschool education in Norway are described. Keywords: digital competence, information, and communication technologies, media literacy, descriptor, preschool education institution.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"344 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133530748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Theoretical aspects of both parents’ infuence on the formation of the preschooler’s personality","authors":"Y. Zhurat, T. Ternavska","doi":"10.30970/vpe.2022.37.11645","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11645","url":null,"abstract":"The article describes the theoretical aspects of the parents’ influence on the formation of the preschooler’s personality. It is noted that modernization and adaptation to nowadays realities of preschool education curriculum in Ukraine requires the introduction of clear methodological principles, which take into account current global and European trends in preschool education and, at the same time, are based on national heritage and Ukrainian culture. The research uses general scientific research methods i.e. theoretical analysis of psychological and pedagogical scientific literature, analysis of legislative documents and generalization of data, and specific scientific methods such as natural, open observations. It is theoretically grounded the importance of cooperation between the preschool institutions and preschoolers’ parents for the development of their physical, mental and moral health, their self-identification and self-awareness, for the development of their practical and soft skills, ethical orientations and emotional receptivity. The overall development of the child’s personality depends on the cooperation of the family and preschool teachers in the process of child’s socialization in preschool institutions. It is noted, that parental authority depends on the unity of both parents’ demands on the child and on the ability to successfully use their parental authority. Parental authority mirrors the attitude of preschoolers to their families in the future perspective, because they will project the same attitude on their children. It is generalized that family upbringing is manifested in constant actions and influence of mothers and fathers to achieve the proper education of their children. Raising a child should be an organized and purposeful process, consciously guided by the interaction of family members and teachers in preschool educational institutions, where socially necessary tasks of children and youth education are implemented. Keywords: childʼs personality, preschool education, upbringing, parents, psychological qualities.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130982712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of general secondary education institutions in the context of the revival of Ukrainian independence","authors":"Kateryna KRYSHINETS-ANDYALOSHIY","doi":"10.30970/vpe.2022.37.11647","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11647","url":null,"abstract":"The article substantiates the particular features of the development of general secondary education institutions in Ukraine at the end of the twentieth century. It is emphasized that during this period there were significant educational transformations, which were marked by general professionalization of secondary education aimed at training qualified workers in various fields of industry, the promotion of democratic practices in the use of educational innovations (pedagogy of cooperation, the priority of humane relations in teaching and student groups based on individual characteristics of each person, mutual trust, respect and love, reasonable demands, organization of the educational process on the basis of creative acquisition of social experience and modern culture). It is determined that the improvement of theoretical concepts were aimed at developing the principles and laws of the educational system using modeling technologies. The school (the educational institution) is considered to be an integral living organism, a phenomenon of pedagogical reality, which is interrelated and possesses an important function to educate the individual. It is clarified that at the end of the twentieth century, progressive ideas regarding the development of general secondary education institutions were actively developing.They concerned the prospective development of general secondary education in the context of the development of Ukrainian statehood; the creation of a national state educational policy; activation of wider participation in educational reform of public, pedagogical and cultural leaders in order to form a national education system; revival of the Ukrainian school on the basis of European values and innovative principles. The author characterizes and analyzes the normative legal sources, in particular the concepts that had a synergistic effect on the development of education curricula, on the formation of different types of educational institutions, and the system of management in general secondary education. Keywords: institution of general secondary education, types of educational institutions, functions of an educational institution, educational policy.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132103517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}