Educological discourse最新文献

{"title":"COMPARATIVE ANALYSIS OF MODEL PROGRAMS OF THE INTEGRATED COURSE \"HEALTH, SAFETY AND WELL-BEING\" 5-6 GRADES","authors":"V. Zaplatynskyi","doi":"10.28925/2312-5829.2022.15","DOIUrl":"https://doi.org/10.28925/2312-5829.2022.15","url":null,"abstract":"The article is devoted to a comparative analysis of five model curricula of the integrated course \"health, safety and well-being\" for grades 5-6 for schools of general secondary education of different groups of authors. These programs were recommended in 2021 by the Ministry of Education and Science of Ukraine. The expediency of conducting a study of model programs is due to the need for teachers to freely choose one basic model program, which will become the basis for writing the curriculum of an school. The article presents selected research results, which include a comparative analysis of the volume and structure of model programs. The presented results include an analysis of the features of the programs, a comparison of the content of the main part, namely, the proposed topics, types of learning activities and expected learning outcomes. The presented results cover only issues related to transport safety in programs, as an example of one aspect of a general study that includes a comparison of all relevant topics that are provided for by the State Standard. The presented research results allow us to reasonably and balancedly choose a model program that will best fit the characteristics of the educational institution, including internal and external social, natural and man-made factors. In addition, the presented analysis allows you to get acquainted with the interesting proposals of various authors' teams on topics and types of educational activities that can be used to write your own program and its implementation.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"13 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":"126034180","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":"Methodological Aspects of the First Foreign Language for History and Archaeology Bachelors","authors":"I. Shkarban","doi":"10.28925/2312-5829.2023.18","DOIUrl":"https://doi.org/10.28925/2312-5829.2023.18","url":null,"abstract":"The present study aims at methodological grounding of the specific types of foreign language competences for non-philology faculty students enrolled in the First Foreign Language (English) course taught within the first (bachelor) level of the academic professional program 0.32 History and Archaeology. The suggested methodological and conceptual basis outlined in the research has a concrete practical application to address university language teachers in non-philology faculties, curricula designers, professionals, researchers or practitioners in the field of foreign language teaching. The competency-based foreign language author methodology is practically exemplified in the study as a collaborative teacher-student(s) foreign language learning experience to reinforce cognitive competences through brainstorming, intellectual communication and research via formative e-learning educational and methodological complex, its development and implementation. An overall history study is essentially focused on the concept of historical thinking, specifying such cognitive skills as significance, primary source evidence, continuity and change, cause and consequence, historical perspective-taking, the ethical dimension as key research matters of academic history discourse. The fundamental meaning-making aspects of historical accounts theoretically and empirically substantiate that history and historical knowledge are always culturally predetermined, dynamic and open to contestation and discussion. Within the conceptual-methodological model, the issue is open to a broad scientific analysis in terms of cognitive competences in professional history and archaeology settings as well as in the field of competency-based foreign language learning deploying spoken and written discourse for special purposes. Pragmatic competence encompasses discursive strategies of organizing and structuring the general and professional or specialised discourse in terms of its coherence, cohesion, thematic organization, logical reasoning, as well as functional action-oriented knowledge via general or professional-oriented communicative functions performing. From the foreign language studying perspective multimodality approach has clearly envisaged as progressive constituent for further research under the competency-based foreign language learning methodology to apply in non-linguistic specialties.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"160 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":"123455222","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":"Features of the Centers of Academic Success in US Universities","authors":"S. Tsymbaliuk","doi":"10.28925/2312-5829.2023.215","DOIUrl":"https://doi.org/10.28925/2312-5829.2023.215","url":null,"abstract":"The article reviews the peculiarities of Academic Success Centers (ASC) in US universities. In this regard, the concept of \"student success\" was analyzed, it was found that this concept is directly related to academic achievements, in particular, academic success. There is no single definition of the term \"academic success center\" in scientific discourse today. This is related to the academic autonomy of higher education institutions, which independently determine the range of services and support programs for students in such centers. A study of the practices of the best private and public universities in the United States showed that most of these institutions of higher education have centers of academic success in their structure. These structural subdivisions direct their activities, first of all, to ensure academic support and retention of the student contingent of the educational institution. It was found that the main technologies for supporting the academic success of students are tutoring, academic coaching and mentoring. Special attention is payed on interaction with students of the first year of study (freshmen), who most often face a number of problems in a new academic environment for them (adaptation to new conditions, change of lifestyle, choice of profession, new acquaintances). Centers for academic success provide an opportunity not only to learn, but also to teach. Senior students have the opportunity to become tutors, mentors and academic coaches. Such practice allows them to strengthen their own knowledge base, acquire new skills and take the first step in your career. Another feature of academic success centers is conducting career guidance work with applicants. Universities specially organize meetings of future freshmen with students, graduates, teachers and administration of the institution to provide complete information about admission, studies and further employment prospects. Attention is paid to the development of university campus culture and the involvement of education seekers in student communities. Providing socio-psychological support is one of the important areas of activity of centers of academic success, because it is important for students to develop self-awareness, self-confidence in order to become independent and fully reveal their academic, professional and personal potential. The conducted study actualized the need for a thorough research of the basic principles of the areas of activity of centers of academic success in US universities in order to introduce better experience into the educational practice of domestic universities.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"6 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":"121814258","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":"Periodization of the Development of Improving the Qualifications and Training of Educators of Orphanage Homes and Preschool Institutions of Ukraine (1920-s – 1991)","authors":"K. Binytska","doi":"10.28925/2312-5829.2023.21","DOIUrl":"https://doi.org/10.28925/2312-5829.2023.21","url":null,"abstract":"The article outlines the periodization of the development of professional development and retraining of educators of children's homes and kindergartens of Ukraine (1920-s – 1991). The purpose of the article is to investigate the periodization of the development of professional development and retraining of educators of children's homes and kindergartens of Ukraine (1920-s – 1991). In the course of our research, a retrospective analysis of the development of professional development and retraining of educators of children's homes and kindergartens of Ukraine (1920-s – 1991) has been carried out and a periodization of the development of this process has been developed. The analytical-descriptive method was used to study and generalize archival sources, which highlighted the experience of learning in postgraduate pedagogical education institutions, and the analysis of scientific-pedagogical sources was also used in accordance with the purpose of the research. Based on the examination of modern scientific-pedagogical sources on the issues of the development of postgraduate pedagogical education of pedagogical workers of pre-school institutions of Ukraine (1920-s – 1991), processing of archival materials, the article presents the periodization of the development of the specified problem and outlines the following periods: the 1st period (1920–1941) – formation of a system of retraining and advanced training of educators of children's homes and kindergartens; the 2nd period (1945-1967) – development of the institutional system of training and advanced training of educators of children's homes and kindergartens; the 3rd period (1967-1991) is the constant modernization of the system of advanced training of educators of children's homes and kindergartens, the active conduct of scientific research and the introduction of their results into the practice of postgraduate pedagogical education institutes in the context of democratization of social life, introduction of elements of market relations. So, after studying archival sources and works of domestic scientists, we can come to the conclusion that today there is an increased interest of scientists in the field of history of pedagogy in studying the problems of the development of postgraduate education of professional development and retraining of educators of children's homes and kindergartens as an organic component of their continuous education.","PeriodicalId":289326,"journal":{"name":"Educological discourse","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":"125525767","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":"STUDENT’S FOLK MUSIC BAND: TECHNOLOGY OF GROUP INTERPRETATION OF MUSICAL COMPOSITION","authors":"Marharyta Malakhova","doi":"10.28925/2312-5829.2019.3-4.100109","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.3-4.100109","url":null,"abstract":"The article deals with the problem of collaboration and group interaction during the production of a musical composition. The terms “music band”, “pedagogic technology” and “interpretation” are revealed. Based on author’s experience, the technological dimensions in the activity of student’s folk music band are shown. These dimensions are aimed at performance of musical compositions during collective interactions. According to this problem the four main stages are market out, such as familiarization with a musical composition, technical mastering, realization of artistic content and music performance. It is stressed, that performance interpretation covers all possibilities of musician. Thus for the sake of realization owns ideas it is necessary to have professional skills. Among them we point out creative thinking, performance skills, including ensemble mastering, possibilities, specifically good ear for music, and psychological stability, i.e. the high level of self-regulation during public performances. The main part of the article shows theoretical grounds, methodological recommendation and practical advice as for formation of collective thinking and common masterly performance. It is stressed, that necessary condition of good activity of student group is implementation of methods and tasks directed at development of creative individuality of every folk music band member, improvement of masterly performance and increasing of psychological stability during the performances. It is pointed out that team work during permanent cooperation creates band performance style and makes the conditions for generalization of masterly performance and development of creative potential, intuition and artistic feeling","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"51 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":"127451543","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 student ethnocultural competence","authors":"Lu Baowen","doi":"10.28925/2312-5829.2022.346","DOIUrl":"https://doi.org/10.28925/2312-5829.2022.346","url":null,"abstract":"The article presents the results of the study on the definition of the concept of \"ethno-cultural competence\". To define and analyze this complex definition, derivative definitions of \"ethnoculture\", \"culture\", \"competence\", \"ethnocultural competence\" in the philosophical, pedagogical, psychological aspects have been analyzed. Analyzing and summarizing the above concepts, it is noted that ethnocultural competence manifests itself in a certain manner of behaviour in relation to the native culture or culture in the habitats of any ethnic group, helps individuals to be adequate, adapted and harmonious both for themselves and for representatives of a particular society. The results of the study showed that the concept of \"ethno-cultural competence\" and its derivative concepts have different definitions and are focused on determining the place of a person in the system of social coordinates and are aimed at accepting the main pattern of interethnic interaction in various aspects of human interaction. The main components accumulating the determination of ethnocultural competence of students include: adaptability to intercultural interaction, tolerance, awareness of the peculiarities of ethnocultural relations in a particular territory or social group, openness to new cultural features, etc. Based on the analysis of the research by scientists in the field of ethno-cultural interaction, our own definition of this concept has been formulated. Ethnocultural competence is defined as a multi-level construct of knowledge, skills and abilities in the field of ethnic and cultural diversity, aimed at developing intercultural understanding and acceptance of this ethnocultural diversity in oneself and others.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"27 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":"129591201","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":"A University as a Space of Values for Students' Professional Self-Efficacy Development","authors":"Olena Muzуka","doi":"10.28925/2312-5829.2023.28","DOIUrl":"https://doi.org/10.28925/2312-5829.2023.28","url":null,"abstract":"The article analyzes the value space of Grinchenko University and the mechanisms of its reflection in the personal values ​​of students through the prism of the scientific heritage and management activities of Viktor Ogneviuk. Professional value experience of students is considered as the result of integration into the structure of individual value consciousness of assimilated professional values ​​of educational space, experience of successful activities and development of professional abilities. Accumulated valuable experience becomes the basis for the development of professional self-efficacy - a valuable formation based on the conviction of a person in his own ability to cope with professional tasks of a high level of complexity and achieve the desired results. To develop the professional self-efficacy of students in the educational process, the use of a psychological-technological complex consisting of a psychodiagnostic method and group training is proposed. Psychological method «Professional self-efficacy profile of students» (Muzyka O.O., 2020) allows you to identify individual indicators according to five subscales: leadership, goals and motives of professional activity; abilities and confidence; reflection and personal standards; resistance to failure, overcoming and will; self-education and self-development. Group training promotes reflection, enrichment of resources and mutual support for the development of professional self-efficacy. The general training algorithm is described: 1) familiarization with the content and tasks of the exercises; 2) preliminary group discussion of the task using real situations proposed by students; 3) filling in a self-efficacy notebook based on self-analysis of one's own professionally important qualities and self-efficacy resources; 4) discussion of the exercises and students filling in the self-efficacy notebook based on group analysis. Taking into account the conditions of wartime, all procedures of the psychological-technological complex are adapted to be carried out on electronic platforms that allow organizing work in microgroups, as well as generate and provide each student with individual interpretations of the results of his research and recommendations for self-development.","PeriodicalId":289326,"journal":{"name":"Educological discourse","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":"129020692","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":"Learning English through Own Context Creation","authors":"Mykhailo Pylynskyi","doi":"10.28925/2312-5829.2023.25","DOIUrl":"https://doi.org/10.28925/2312-5829.2023.25","url":null,"abstract":"The article offers a method of teaching English, according to which teaching is conducted exclusively in English through interpretation. The method is opposed to the more usual method in which the teacher and students use Ukrainian translation. According to the author, the method proposed in the article is more productive, because it is aimed at the development of memory and thinking in students. This process occurs by creating one's own contexts for unfamiliar vocabulary instead of the commonly used methods of filling in a blank in a sentence, matching, or translating. The article contains a detailed description and comparison of the theoretical part of both methods and features of their practical application. First, the author in the article outlines the terminology that will be used in the article and indicates the broader context of the application of the proposed method with any pair of languages. Next, the author of the article cites the advantages of the interpretive method and outlines its shortcomings, comparing it with the translation method. Among the advantages, the author cites the improvement of the quality of oral and written communication by developing the skill of understanding the interlocutor without translation, posing questions about the misheard and unknown vocabulary in a polite way, and searching for the necessary information. Also, the advantage of the interpretive method is that access to information is significantly expanded in this way, as well as the accuracy of the use of vocabulary increases, taking into account the language situation and the personality of the speaker. Among the shortcomings, the author cites various inaccuracies of the dictionaries, and the need for a highly educated teacher to use this method. Then the article presents commonly used exercises aimed at learning and checking the learned vocabulary. The author outlines the shortcomings of these exercises and instead offers his own exercise, which is subject to the interpretative method of teaching English. Among the shortcomings, the author cites the students’ desire to cheat by guessing the correct answer, the rigidity of the given context and the difficulty of independent use of the learned vocabulary outside this context, the increase in the gap between students with different levels of English proficiency.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"2 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":"129049010","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":"CONCEPTUAL PROVISIONS OF THE FORMATION OF THE EXECUTIVE CULTURE OF FUTURE MUSIC TEACHERS WITH THE MEANS OF THE UKRAINIAN FORTOPIAN","authors":"Alla Mihalyuk","doi":"10.28925/2312-5829.2020.2.4","DOIUrl":"https://doi.org/10.28925/2312-5829.2020.2.4","url":null,"abstract":"The article is devoted to the problem of forming the performing culture in the instrumental preparation of future music teachers. The urgency of developing this problem is exacerbated by a number of existing contradictions, namely: between the increasing demands for the cultural orientation of performing arts teachers of the future and the insufficient level of formation of their performing culture; between the powerful educational potential of Ukrainian piano art and its underutilization in the process of forming the performing culture of future music teachers. Of particular importance is the Ukrainian piano art in the formation of the performing culture of future music teachers.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"17 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":"127660417","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 Current State of the Formation of Emotional Literacy of Older Preschool Children with Logopathology","authors":"O. Bielova","doi":"10.28925/2312-5829.2023.16","DOIUrl":"https://doi.org/10.28925/2312-5829.2023.16","url":null,"abstract":"The purpose of this study is to identify the current state of emotional literacy, which affects the speech readiness to study at school of older preschool children with logopathology. The main priority of older preschoolers is that they are already able to manage their emotions and feelings, which acquire stability and validity. During training, moral, aesthetic, motivational, cognitive feelings are built on their basis. Emotional readiness determines in children an adequate reaction to life situations, understanding of actions and consequences of emotional states (emotional prediction); awareness of one's experiences, the ability to explain one's condition (feelings become arbitrary, controlled), which is extremely important for a future student. This especially applies to children with speech pathology. The results of the experimental study give a clear idea that there are significant differences between the groups of children with logopathology and those with normotypical psychophysical development regarding the formation of the emotional component of the psychological component of speech readiness for school: insufficiently formed knowledge about schematic types of emotions, which reveals a low level of awareness and ideas about types of emotions and their properties; insufficiently developed ability to analyze the facial expressions of the close environment; not understanding what kind of emotion a person can feel in different life situations. Their knowledge is limited to a small number of emotions, so during mood swings it is difficult for them to explain their emotional state or identify it in others; during communication, negative emotions are inherent (stubbornness, behavioral negativism, anxiety, fear of something new, in particular, speech). The obtained research materials and statistical evidence allow us to conclude that the majority of older preschool children with logopathology have an insufficiently formed emotional regulation; more often than children with normotypical development, they experience negative emotions during communication both with peers and with adults. The research materials indicate the unformed readiness of this category of children to interact in the conditions of schooling.","PeriodicalId":289326,"journal":{"name":"Educological discourse","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":"121247931","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}