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Підтекст як засіб сугестивного впливу (на матеріалі «Риторики» Аістотеля)
No full text(uk) У статті досліджено особливості побудови підтексту як засобу сугестивного впливу на матеріалі трактату Арістотеля «Риторика». Осмислення та узагальнення поглядів Арістотеля уточнюють та доповнюють теорію педагогічної риторики.(ru) В статье исследовано особенности построения подтекста как способа суггестивного влияния на материале трактата Аристотеля «Риторика». Осмысление и обобщение взглядов Аристотеля уточняют и дополняют теорию педагогической риторики.(en) One of such topical problems of the pedagogical rhetoric is the creation of the subtext as a method of suggestive influence. Originally, it was represented in «Rhetoric» by Aristotle. The studying of public speaking focused mainly on the methods of influence on listeners where subtexts and suggestions had a great role. Subtext arises in such main methods of proofs as examples and enthymemes. The subtext phenomenon constitutes as the enthymeme which Aristotle terms as the syllogism where one of premises or parts is dropped out but is meant. Aristotle explores the nature of the enthymeme, the peculiarities of its creation, underlining that the enthymeme is the most emphatic of the other methods of proofs. The relation with subtext evolves through the comparisons and the fables where the truth is supplied in symbols, images, and allegories, in other words, it is hidden, suggested to listeners. The use of comparisons and fables as illustrative materials for good evidence of some thoughts or phenomena is very effectual. The use of such impressive illustrative materials shows both orators’ and listeners’ high culture, because the subtext effects need the adequate decoding for understanding the hidden truth. Aristotle determines that it is the audience that is a final goal for orators. So, the scholar studies the portrait of hearers, because the success consists in the understanding of the audience. Also the philosopher analyses «the emotions» in detail, character traits, social positions etc., the knowledge of which helps an orator to create his speech in such a way to have influence on the hearers, their mood, thoughts, decisions, and judgements. The speech has a great sense, it must be both influential and impressive. And in this case the metaphor has an exact signification; because by its nature it has a hidden and implicit meaning and has a fantastic influence on the audience. The metaphor has a powerful effect of influence on the listeners, their mood, emotions, and thoughts. Considering the rhetorical style features, including what characteristics the style must have for effective impact on the audience, Aristotle is concerned with the question of expressiveness which is known to be often associated with emotional overtones. Such an emotional impact on the audience evokes confidence, even defusing the semantic quality of speech. The achievement of a goal by the way of belief that influences the hearer’s consciousness, and the achievement of a goal by the way of suggestion that influences the hearer’s sub-consciousness, are closely intertwined. But in every way of speech influence subtext and its effects are very significant and valuable
Изучение теоретической грамматики английского языка: основные проблемы и пути их решения (на материале изучения имени существительного)
No full text(uk): У статті розглядаються шляхи вивчення теоретичних засад граматики англійської мови; вивчаються основні труднощі, з якими стикаються студенти, які до того працювали переважно у сфері практичної граматики; запропоновано систему вправ, які б допомогли встановити зв’язки між теоретичним та практичним аспектом.(ru) Статья посвящена основным изучению теоретических основ грамматики английского языка; рассматриваются основные проблемы, возникающие в процессе изучения, и пути их решения; предлагается система упражнений, которые помогут установить связь между теоретическим и практическим аспектами.(en) Language is a multifaceted, complex phenomenon which can be studied and described from various points of view: as a psychological or cognitive phenomenon, as a social phenomenon, from the point of view of its historic changes. The following paper deals with the problem of theoretical study of the noun categories. Theoretic English grammar is usually taught after studying General Linguistics. That’s why students can easily refer to the general linguistic terminology. Studying practical grammar students mostly fulfill the tasks translating sentences and filling the blanks by appropriate word forms. But theoretical study demands the ability to explain various phenomena. Nouns directly name various phenomena of reality and have the strongest nominative force among notional parts of speech: practically every phenomenon can be presented by a noun as an independent referent, or, can be substantivized. The category of gender in English is a highly controversial subject in grammar. The category of number presents a classic example of a binary privative grammatical opposition. The category of number in English is expressed by the paradigmatic opposition of two forms: the singular and the plural. The division of the nouns into countable and uncountable is based upon their «quantitative nature». Uncountable nouns can be used either only in the singular or only in the plural; for them the category of number is absolute, or a constant feature category. Students’ attention should be turned to the difference between productive and non-productive as while studying practical grammar non-productive forms were viewed mostly as the exceptions. But students should still remind non-productive paradigms and the following exercise will help them to nail down. To sum up it should be mentioned that the study of theoretical English grammar must combine learning key terms and reviewing practical skills
New approaches of using informational technologies by future social pedagogs
No full text(uk): Стаття присвячена проблемі сучасних підходів до використання інформаційних технологій викладачами спеціальності «Соціальна педагогіка». Визначено й проаналізовано вимоги, що висуваються до освітян щодо готовності використовувати інформаційні технології (ІТ) у професійній діяльності для розробки відповідних методик і технік підготовки соціальних педагогів в сучасних умовах.(ru) Статья посвящена проблеме современных подходов к использованию информационных технологий преподавателями специальности «Социальная педагогика». Определены и проанализированы требования, предъявляемые к педагогам по готовности использования информационных технологий (ИТ) в профессиональной деятельности для разработки соответствующих методик и технологий подготовки социальных педагогов в современных условиях.(en) The article deals with the modern approaches to the use of information technologies by social pedagogues. It has been analyzed and defined the requirements for teachers on the readiness to use information technology (IT) professional activities to develop appropriate methods and technologies of training social workers in the educational process in modern conditions. the introduction of multimedia technologies in the educational process significantly improves the quality of presentation of learning material and its efficiency of its perception, enriches the content of the discipline, increases academic motivation, creates conditions for cooperation between teachers and students. Analysis of practical experience shows that the use of multimedia learning technologies is an integral part in the learning process. Multimedia technologies have indisputable advantages over other educational technologies. It should be noted that the use of modern approaches to use IT efficiently enhances the professional skills of future social workers. This allows to change the teaching process or completely transform it to ensure its exploring nature. The use of new approaches can be achieved through high competence of the specialists in the field of computer technology
Гра як засіб активної навчально-пізнавальної діяльності на уроках англійської мови
No full text(uk): В статі розглядається рольова гра як ефективний засіб навчання, який охоплює різні види мовленнєвої діяльності (слухання, говоріння, читання та письмо) на уроках англійської мови, а також вона є необхідним компонентом уроку на початковому етапі навчання.(ru) В статье рассматривается ролевая игра как эффективное средство обучения, которое охватывает различные виды речевой деятельности (аудирование, говорение, чтение и письмо) на уроках английского языка, а также она является необходимым компонентом урока на начальном этапе обучения.(en) The article discusses role playing as an effective learning tool, which covers various types of speech activity (listening, speaking, reading and writing) in English classes, and that it is a necessary component of the lesson at the initial stage of learning. Game at lessons of a foreign language helps to improve the efficiency of the educational process, develops the ability of students to be fluent in the language, and also gives educational communication communicative focus and strengthens the motivation of foreign language learning. At the initial stage it is very important that the teacher created in the lesson of a foreign language favourable psychological climate and promote children to study the subject. A special place in foreign language teaching has a role-playing game. Roleplay is one of the effective means of solving the problem of foreign language communication teaching. As the use of role-playing games give an opportunity to enhance the educational process. According to many teachers, this game has great educational value. During the role play consciousness, discipline, mutual support, ability to defend their point of view are raised. When using role-playing it is necessary to consider the age characteristics of pupils As we know, the success of holding the game depends entirely on the teacher, his professionalism, experience, communication skills and organizational skills. We believe that the teacher should organize the game, familiarize students with it and interest. Then in our opinion the teacher needs to create in class an atmosphere of trust so that students were confident in their own abilities and succeeded in reaching the goal. The teacher controls the action correctness of participants of the game and celebrates the best performance of the roles and typical mistakes with the pupils. It should also be noted that during the game it is not necessary to correct the mistakes but just record them so at the next lesson you can discuss them. It is especially good when teachers use at the lessons of foreign language visual aids, toys, games. Because greatly designed and held, game facilitates learning and also consolidation of linguistic material in phonetics, vocabulary, grammar and reading
Pedagogical conditions of professional formation of future teachers of musical art
No full text(uk) У статті теоретично обґрунтовано та експериментально перевірено педагогічні умови професійного становлення майбутнього вчителя музичного мистецтва: спрямування музично-теоретичної підготовки на різні види музично-творчої діяльності; оновлення змісту музично-теоретичної підготовки та створення навчально-методичного забезпечення на засадах інтегрованого підходу; використання мультимедійних технологій у процесі музично-теоретичної підготовки.(ru) В статье теоретически обоснованно и экспериментально проверено педагогические условия профессионального становления будущего учителя музыкального искусства: направленность музыкально-теоретической подготовки на различные виды музыкально-творческой деятельности; обновление содержания музыкально-теоретической подготовки и создание учебно-методического обеспечения на основе интегрированного подхода; использование мультимедийных технологий в процессе музыкально-теоретической подготовки.(en) The article is theoretically grounded and experimentally tested pedagogical conditions of professional formation of future teachers of musical art: musical-theoretical training on the various types of musical creative activity; renewal of the content of musical-theoretical training and creation of training and methodological support on the basis of an integrated approach; the use of multimedia technologies in the process of musical-theoretical training. The research theoretically proves and experimentally tests the effectiveness of the proposed pedagogical conditions of professional formation of future teachers of musical art in the process of earning music theory subjects, among which are: 1) the direction of musical-theoretical training on the various types of musical creative activity; 2) updating the content of musical-theoretical training and creation of training and methodological supply on the basis of the integrated approach; 3) the use of multimedia technologies in the process of musical-theoretical training
Graphic knowledge as a technical element of thinking of pupils and students of educational institutions
No full text(uk): У статті зроблена спроба показати яким засобом можна прискорити процес придбання учнями й студентами конкретних графічних знань з предмету «Креслення» з наступним формуванням у них технічного мислення. Дана технологія навчання дозволяє при цьому формувати технічне мислення з різних розділів креслення (машинобудівне, будівельне креслення, електро- радіотехнічне креслення й т.п.).(ru) В статье предпринята попытка показать каким способом можно ускорить процесс приобретения учащимися и студентами конкретных графических знаний по предмету «Черчение» с последующим формированием у них технического мышления. Данная технология обучения позволяет при этом формировать техническое мышление по разным разделам черчения (машиностроительное, строительное черчение, электро-радиотехническое черчение и т.п.).(en) Drawings in a modern society are used practically in all spheres of activity of the person. Especially they are irreplaceable in the course of technological formation (at schools, grammar schools, colleges and especially in higher educational institutions) and in professional work. Therefore ability to read and carry out drawings is one of the basic characteristics whom the competent graduate of modern high school should possess.
To learn to read the drawing, to possess necessary for this purpose competency - enough challenge, feasible only for at whom it is developed or there are abilities to spatial representation, imagination, thinking. Descriptive geometry as any other subject, opening the general laws of construction of drawings, simultaneously is the effective remedy of formation and development of spatial thinking trained. Spatial representations, active spatially-shaped thinking always were the important problem in vocational training of experts. Absence of plotting in high school and the further restoration in the quantity of class periods cut by half, and also academic load reduction on descriptive geometry, the technical drawing, plotting, seriously complicated graphic preparation of experts of art and technical specialities in higher educational institutions. Continuously increasing requirements to vocational training of experts have aggravated graphic preparation of experts. Therefore we had been made attempt to fill this lack of educational process at the expense of change of its structure and activization of training of separate themes of discipline of plotting. It is possible to consider on a theme plotting electro-and radio engineering schemes. In each scheme there are separate sites which it is possible to name typical. Very important for computer literacy to learn these elements for ever. It is carried out by constant training that allows to develop at pupils and students spatial thinking. Especially it is important for pupils of schools who will study subsequently at university by a trade «6.01010301 Technological enducation». Students who will study by this trade, will have further such disciplines, as: «Electrical engineer», «Radio engineering», «Electroinstallation works», etc. where they will meet various schemes. Therefore in the course of study at them it is necessary to develop spatial thinking, and this process should be carried out through consecutive, stage-by-stage training, namely: 1 stage, at first students should get separate elements of graphic knowledge fastening of this knowledge in the form of formation at them professional skills (to read conditional graphic representations) development of spatial thinking; 2 stage, students should get other elements of graphic knowledge to connect all elements of graphic knowledge together to generate at students professional abilities (to combine elements of electric schemes) fastening of these abilities in development of spatial thinking
Специфика организации познавательной деятельности учеников младших классов на уроках музыкального искусства
No full text(uk): У даній статті автор досліджує особливості пізнавальної діяльності дітей молодшого шкільного віку на уроках музичного мистецтва й показує шляхи й методи ефективного розвитку особистості засобами музичного мистецтва. Автор вказує, що правильно організована пізнавальна діяльність на уроках музики здатна стимулювати процеси мислення, позитивно впливає на формування таких операцій як аналіз, синтез, абстрагування, порівняння, узагальнення тощо.(ru) В представленной статье автор исследует особенности познавательной деятельности детей младшего школьного возраста на уроках музыкального искусства и показывает пути и методы эффективного развития личности средствами музыкального искусства. Автор указывает, что правильно организованная познавательная деятельность на уроках музыки способна стимулировать процессы мышления, положительно влияет на формирование таких операций как анализ, синтез, абстрагирование, сравнение, обобщение.(en) This paper is exploring the features of cognitive activity of primary school children at music lessons and showing the ways and methods of effective personal development by the means of music. In addition, the author is raising the problem of the inability and unwillingness of even beginners- students to learn and, accordingly, she is trying to find and offer secondary school teachers the ways to work with students of appropriate age that could form in children the interest to learning in general and develop a desire to learn and think. The author points out that properly organized cognitive activity at the music lessons is able to stimulate the thinking process, positively influences such operations as analysis, synthesis, abstraction, comparison, generalization, etc. It has been proved that the efficient activity improves the cognitive activity of students in the classroom, increases their mobility, communicative skills and the ability to solve more complicated tasks which require the use of some innovative approaches. The author shows that at the lessons of music students can feel the joy of collective creativity, develop the skills of artistic and creative activities and learn to cooperate with teachers and peers
Waldorf education as a recreational educational system
No full text(uk) У статті визначено основні ідеї вальдорфської педагогіки та узагальнено досвід вальдорфської школи у формуванні здоров’я школярів. Висвітлено результати науково-педагогічного експерименту всеукраїнського рівня щодо впровадження засад вальдорфської педагогіки в навчально-виховний процес навчальних закладів України з метою інтеграції педагогічної системи «Вальдорфська школа» в освітній простір України(ru) В статье определены основные идеи вальдорфской педагогики и обобщается опыт вальдорфской школы в формировании здоровья школьников. Представлены результаты научно-педагогического эксперимента всеукраинского уровня по внедрению принципов вальдорфской педагогики в учебно-воспитательный процесс учебных заведений Украины с целью интеграциии педагогической системы «Вальдорфская школа» в образовательное пространство Украины.(en) The urgency of the realization of children's health through education requires reflection and creative use of the experience of Waldorf school to support and enrich children's health. The article analyzes the leading ideas of Waldorf education and generalized experience of Waldorf schools in shaping the health of schoolchildren. The aim of Waldorf schools – will create a pedagogical space favorable for personality development and preservation of physical, psychic and spiritual health of children. while education is oriented not only to nowadays, but in the future. The basis of educational theory concept of holistic education, which is a basis of Waldorf schools, put religious and philosophical doctrine R.Shtaynera - anthroposophy. According to him, human development is at a seven-year rhythms which knowledge can correctly build the educational process. For each of the seven years of maturation is one of the elements of nature. Methods and techniques of training and education based on anthroposophic interpretation of personal development as an integrated interaction of physical, mental and spiritual factors. The principles of the Waldorf School include: 1) education in the spirit of freedom that leads the child to free and deep self-knowledge, integrated development of the internal forces of self-determination in life; 2) integrity of identity formation; 3) сonsideration of the age of cycles, circadian biorhythms; 4) resistance to the authority of the teacher, parent, spiritual ideal. Methods of Steiner designed to prevent over-intellectualization of training to ensure the artistic and creative of teaching, and the implementation of targeted child rhythm. Overall, the results of research, health character Waldorf education is not in doubt, as evidenced in publications of different authors. The therapeutic effect of Waldorf education is manifested not only in the health environment, the general organization of the educational process, but also competent methodical organization of each of the subjects. It is set that health saving orientation of Waldorf school brings ti the considerable successful results of Waldorf education: Waldorf schoolchildren as compared to the students of traditional schools have the best indexes of physical and psychical health, developed cognitive flairs, personality qualities (individual initiativeness, work, independence of decisions, collaboration with people, social mobility). In Ukraine from 2001 to 2014 conducted a work with experimental verification of scientific and methodological foundations of Waldorf pedagogics and its implementation in the educational process educational institutions of Ukraine. The aim of the experiment - adaptation ideas Waldorf pedagogical system to social and educational realiy of Ukraine, creating a Ukrainian model of Waldorf pedagogical institution, recommendations of the use of certain elements of Waldorf pedagogical methods and systems in educational institutions of Ukraine to form developed personality. Today, Waldorf education is open to development and change pedagogical innovation system, which already has a tradition of learning and education of children and is based on experience. It focuses on the realities of modern life, modern children and parents and provides its viability, relevance and development
Наукові записки КДПУ. Серія: Педагогічні науки. - Вип. 150
No full text«Наукові записки КДПУ. Серія: Педагогічні науки» внесено до Переліку наукових фахових видань
України, в яких можуть публікуватися результати дисертаційних робіт на здобуття наукових ступенів
доктора і кандидата наук. Наказ Міністерства освіти і науки України № 241 від 09.03.2016 р