Вісник Луганського національного університету імені Тараса Шевченка最新文献

{"title":"Determination of the emotional state of elderly women in nontraditional types of gymnastics","authors":"Olena Zakharova, Serhii Smetanin","doi":"10.12958/2227-2844-2023-3(357)-116-122","DOIUrl":"https://doi.org/10.12958/2227-2844-2023-3(357)-116-122","url":null,"abstract":"The political, economic, healthcare and demographic situation in our time is not easy. In this regard the need for regular physical activity to maintain people’s health, regardless of age, is becoming an increasingly urgent issue. In today’s realities, there is a growing need to create new and further develop existing areas of recreational gymnastics for different age groups. Historically formed systems of gymnastics and long-term practice of their application prove their effectiveness in preserving physical and mental health of people, which has now become significant. Based on this, the purpose of our article was to determine the impact of training in non-traditional types of gymnastics on the emotional state of older women, which is especially important during military operations. The objectives of the study are to determine the emotional state caused by practicing non-traditional types of gymnastics, and even to form a stable desire to perform gymnastic exercises regularly. The study was conducted in groups of elderly women aged from 55 to 72. The survey method was used to determine the correctness of the chosen direction of training in non-traditional types of gymnastics. Based on the data obtained during the surveys, it can be concluded that training in non-traditional types of health-improving gymnastics has a positive effect on the emotional state of older women and can be used as a means of helping to maintain health in difficult times. This seems to be extremely necessary, especially in the current difficult political situation, to preserve the health and improve the quality of life of older women.","PeriodicalId":486345,"journal":{"name":"Вісник Луганського національного університету імені Тараса Шевченка","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135599270","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 use of social networks in the professional development of pedagogical workers","authors":"Vira Andriievska, Tetiana Halkina, Oleksandr Belevets","doi":"10.12958/2227-2844-2023-4(358)-28-34","DOIUrl":"https://doi.org/10.12958/2227-2844-2023-4(358)-28-34","url":null,"abstract":"The article shows that the pedagogical workers of the new generation need to create innovative conditions that meet the demands of the time for professional development and personal development. It was found that social networks provide the teacher with a number of new opportunities for improving professional skills and self-realization. The practical issues of using social networks in the professional development of pedagogical workers are revealed. The concept of “social network” in the perspective of the professional development of pedagogical workers has been clarified, namely: a social network is a tool for building an open informational and discussion space, within which specialists of various fields can exchange experience; accumulate ideas and identify problematic issues of science and education, find common ways to solve them; find or generate points of contact of their professional interests. The directions of using social networks in the professional development of pedagogical workers are highlighted: participation in online professional associations, communities of interest, groups; maintenance of online professional blogs, thematic pages, professional portfolio sites; creation and use of digital educational content. The practical issues of the use of social networks in the professional development of pedagogical workers in each of the highlighted areas are characterized, which will contribute to the formation of a complex of theoretical knowledge and practical skills for the productive use of social networks among specialists in various fields. Prospective areas of further scientific research are the preparation of pedagogical workers for the use of educational social networks in pedagogical practice.","PeriodicalId":486345,"journal":{"name":"Вісник Луганського національного університету імені Тараса Шевченка","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134882766","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 critical thinking personality in the context of the value-sense educational paradigm","authors":"Svitlana Bader, Mariia Pochynkova","doi":"10.12958/2227-2844-2023-4(358)-35-44","DOIUrl":"https://doi.org/10.12958/2227-2844-2023-4(358)-35-44","url":null,"abstract":"The article is devoted to the problem of the formation of critical thinking of an individual in the context of the value-sense paradigm of education. The authors provide a thorough description of the essence of the value-sense educational paradigm, the leading ideas of which are defined as: the natural urge of the individual to learn based on internal meanings without presenting ready-made knowledge and facts, but through meaningful learning and “discovery” of knowledge; personality is unique and unique with its own set of values and meanings, and also, in fact, personality produces values and in the educational process there is a kind of mutual exchange of values; mutual exchange of values, and, accordingly, their formation/correction is possible during subject-subject interaction between participants of the educational process, which is what the value-sense paradigm is focused on; the purpose of the educational process is to form a person’s ability to successfully model and, on this basis, realize his future based on values and meanings; the formation of the necessary competences set by society through the legal framework occurs naturally if the individual recognizes the necessary values as meaningful. In turn, the critical thinking of an individual is a type of thinking that cannot be formed in the conditions of outdated (technocratic) paradigms that are focused purely on the knowledge component. After all, critical thinking involves independent “discovery” of knowledge through analysis, reflection, generalization, revision of the formed point of view if necessary. The authors prove that the leading features of critical thinking (meaningfulness and awareness, reflexivity, purposefulness, reasonableness, self-control, independence, flexibility) can be formed only in such an educational environment that is meaningful for the individual. The implementation of the value-sense paradigm in education allows to form the critical thinking of an individual naturally, taking into account the value orientations of a person, by saturating the educational process with interactive forms and methods of work based on dialogic and partner interaction.","PeriodicalId":486345,"journal":{"name":"Вісник Луганського національного університету імені Тараса Шевченка","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134882771","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 axiological competence as a psychological and pedagogical problem","authors":"Nataliia Rudichieva","doi":"10.12958/2227-2844-2023-4(358)-51-59","DOIUrl":"https://doi.org/10.12958/2227-2844-2023-4(358)-51-59","url":null,"abstract":"The relevance and necessity of a permanent systemic axiological approach in the educational process of the modern education system is revealed. The problem of formation of axiological competence was studied from the point of view of various approaches to its solution. It is noted that modern society is experiencing the most dangerous crisis of values, humanity, loss of ideals. A way out of the crisis is presented, which is possible through the formation and spread of global values as the foundation of humanity. A significant increase in the attention of scientists and practitioners to the education of modern youth in accordance with the humanistic values of society and the world was noted. Emphasis is placed on the presence of a close connection between values and education, culture and education, which is revealed in the improvement of a person’s personality. Emphasis is placed on the growing significance of the value approach in the field of education, which is aimed at the formation of key competencies of the individual, in particular axiological. The views of scientists on the essence of the concept of “axiological competence” are analyzed. It was found that there are different points of view regarding the definition of the studied concept. On the one hand, the concept of “axiological competence” is presented as a component of subject historical competence, which should be gradually and systematically developed and improved during primary school education. On the other hand, the concept of “axiological competence” is highlighted from the point of view of a component of professional competence in the context of training specialists in various fields. On the basis of the conducted analysis, the definition of “axiological competence” was formulated, which we understand as a complex multi-component personal education, which is the result of value education and is based on theoretical knowledge and objective ideas about the diversity of humanistic values of society and the world, which are implemented through skills, abilities and models of behaviour that ensure successful life in society.","PeriodicalId":486345,"journal":{"name":"Вісник Луганського національного університету імені Тараса Шевченка","volume":"53 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134882788","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}