25 research outputs found
Неперервність сенсорного розвитку особистості: дошкілля, шкільна освіта
No full textThe general trends in the provision of perceptual development of children and pupils: cross-cutting nature of the implementation of the tasks of sensory development from pre-school educational institutions to high school are established; the presence of distinct ways to improve the visual, audial and tactile perception; the gradual expansion of the objects and phenomena’ external properties that are of survey; the use of targeted and indirect approaches to the formation of sensual sphere of personality.Установлено загальні тенденції в забезпеченні перцептивного розвитку дітей і учнів: наскрізний характер реалізації завдань сенсорного розвитку від дошкільного освітнього закладу до старшої школи; наявність чітко виражених напрямів удосконалення зорового, слухового та дотикового сприймання; поступове розширення обсягу зовнішніх властивостей предметів і явищ, що є об’єктами обстеження; застосування цілеспрямованого й опосередкованого підходів до формування чуттєвої сфери особистості
Psycholinguistic foundations for the formation of phonematic skills of younger schoolchildren
No full textThe article interprets the results of empirical-theoretical research of the phonematic skills of junior schoolchildren. The urgency of the problem is determined by primary school's tasks on the formation of children's ability to explore speech, the need for effective organization of teaching students phonematic perception. The research was performed using a set of methods: theoretical – allowed to identify the basic provisions and formulate conclusions of scientific work; empirical – provided the association of respondents on the qualitative levels of phonematic perception, checking the effectiveness of the implemented didactic influences; data processing – used to establish the interdependencies between the obtained indicators, to determine the structure of the observed units. Phonematic skill as a psycholinguistic phenomenon, its structure, and mechanism of formation are defined. Prospects for further scientific research are outlined in the context of the integrative development of phonematic and musical hearing of junior schoolchildre
Масовий педагогічний досвід сенсорного розвитку учнів початкової школи
No full textУмовою ефективності сенсорного розвитку учнів початкових класів є критичне вивчення педагогічного досвіду його її організації. Важливість розв’язання цієї проблеми зумовлена тим, що шкільна практика закладає основу педагогічної науки та має враховувати як сучасні наукові досягнення, так і вимоги нормативних державних документів. Мета дослідження полягає у висвітленні масового педагогічного досвіду сенсорного розвитку учнів початкової школи. Для досягнення поставленої мети проведено письмове й усне опитування вчителів (анкетування, інтерв’ю, бесіди) та спостереження за їхньою професійною діяльністюA condition for the effectiveness of sensory development of primary school students is a critical study of the pedagogical experience of its organization. The importance of solving this problem is caused by the fact that school practice lays the foundation of pedagogical science and must take into account both modern scientific achievements and requirements of regulatory state documents. The purpose of the study is to highlight the mass pedagogical experience of sensory development of primary school students. To achieve this goal, written and oral interviews with teachers (questionnaires, interviews, talks) and observation of professional activities were used
Formation of musical perception of junior schoolchildren on an intermodal basis
No full textThe importance of forming the musical perception of primary school students is justified by the reform of general secondary education in Ukraine, the introduction of a new educational standard and educational programs for first-grade schools, teaching in art education on the basis of integrative methodological approach. The concept of musical sensory ability as a specific unit of functioning of musical perception is formulated. The levels of formation of musical sensory in students in the conditions of mass experience of primary education are revealed. Exercises and game tasks aimed at forming children's perceptual musical operations are described. The effectiveness of the introduced didactic influences is proved: in comparison with the control group the participants of experimental groups, especially the first one, showed the highest efficiency of distinguishing and systematizing music sounds, variety of skills to reproduce them in singing, spatial modeling, instrumental gam
Засоби навчання молодших школярів перцепції: сутність і систематизація
No full textThe article states that means of training perception for primary school children is a variety of objects (natural and artificial), instruments, devices and equipment that are used as carriers of information about the external properties of objects and phenomena surrounding, subjective instruments of cooperation in training and perceptual activity. The necessity of usage of certain means, their complexes and systems has been proved. The author states that means of training perception for primary school children is a subsystem of educational environment; it is designed to create the necessary conditions for effective and safe achievements of goals of sensory development of primary school children. At the same time it is a subsystem of global educational space – a part of unlimited subject area of the objective world, which is associated with large-scale phenomena in education. The author has defined the main functions of means of training perception. They are: compensatory, adaptive, informative, integrative, instrumental. The author has justified the four groups of systematization of training means according to the character of reality reflection. The first group includes natural objects (real objects, collections, instruments and accessories, materials, tools); the second one includes image and reflection of properties of external reality objects (subject pictures, planar and three-dimensional models, models, models, videos, audio);the third group contains descriptions of properties of external reality objects, conventional signs and symbols (tables, process maps, cards for individual work, graphic marks); the fourth group is represented by hardware (teacher’s personal computer, student’s personal computer, educational software, multimedia, interactive boards, classroom blackboards and chalk, patterned cloth, TV, tape recorder, VCR, teacher’s synthesizer, pupil’s synthesizer). According to this typology, the author has characterized teaching means of color and spatial visual perception, phonetic and musical perception, physical, mechanical and tactile spatial perception. The particular attention is paid to the analysis of sensory-developing resource of pedagogical means, which is included in curricula of Ukrainian language, Mathematics, Arts and Music, Labor Training.У статті визначено засоби навчання молодших школярів перцепції; доведено необхідність застосування окремих засобів, їх комплектів і комплексів і систем. Виявлено провідні функції засобів навчання перцепції, а саме: компенсаторну, адаптивну, інформативну, інтегративну, інструментальну. Розглянуто різні підходи до класифікації засобів навчання перцепції; обґрунтовано їх систематизацію та виокремлено серед них чотири групи: натуральні об’єкти, зображення і відображення зовнішніх властивостей об’єктів дійсності, описи зовнішніх властивостей об’єктів дійсності умовними знаками і символами, технічні засоби. За цією типологією схарактеризовано засоби навчання кольорового і просторового зорового, фонетичного і музичного слухового, фізико-механічного і просторового дотикового сприймання. Особливу увагу приділено аналізу сенсорно-розвивального ресурсу програмних педагогічних засобів з української мови, математики, образотворчого і музичного мистецтва, трудового навчання
Creation of Authors’ Methods of Children’s Sensory Development in the Context of Reformatory Pedagogy
No full textУ статті схарактеризовано підходи представників реформаторської педагогіки до розвитку сенсорики дитини: визначення ролі сприймання в пізнанні оточуючої дійсності; установлення провідних видів чуттів, які потребують удосконалення; обрання способів і засобів формування перцептивних процесів. Проаналізовано напрями вдосконалення чуттєвої сфери особистості, доведено, що навчання школярів перцепції стає ефективним завдяки застосуванню спеціального навчального обладнання; розглянуто провідні методи сенсорного розвитку дітей.This article characterized the representatives of the reformatory pedagogy approaches to the children’s sensory development: defining perception role in cognition of reality; establishing the perception leading types, which require improvement; choosing tools and methods of forming perceptual processes. Directions of improvement of sensoric sphere of personality are analyzed; it is proved that teaching schoolchildren perception is effective thank’s to use of special education equipment; leading methods of sensoric development of children are revealed
«Модель условий развития профессионально-ценностных ориентаций учителя в образовательной организации»
No full textThe author proposes pattern of conditions for the development in professional value orientations of teacher at school. In that context the author poses the challenge for the search engine based on modern pedagogical principles professional development of teacher. During the implementation of model condition for development in professional value orientations of teacher the author concludes that the value emphasis modification in the teacher educational activities is aimed at child development and new learning results.Автор предлагает модель условий развития профессионально-ценностных ориентаций учителя в школе. В связи с этим автор ставит проблему поиска современных педагогических условий профессионального развития учителя. В процессе реализации модели развития профессионально-ценностных ориентаций учителя автор приходит к выводу, что изменение ценностных акцентов в педагогической деятельности учителя направленно на развитие ребенка, достижение новых образовательных результатов
Next-Generation Educational Technologies in University Settings
No full textIntroduction: in view of digitalisation, use of modern technology in education has become necessary as
education is aiming at quality. For teachers and facilitator, the impact of technology namely e-learning,
blended learning, mobile learning and AI on learners and the learning outcomes has to be explored.
Methods: systematic analysis, comparative analysis, modelling, and classification of educational technologies
were used in the study. The purpose of these methods was to discover main features of modern educational
technologies and to appraise their role in the teaching and learning processes in higher education.
Results: results suggest that modern learning technologies help make education much better and student
performance significantly improves with the integration of modern learning technologies. Blended learning
and AI application leverage flexible, personalized learning, which is offered in multiple modes of delivery,
texts, videos, audio, and more. Technological aspects are shown to be essential for promoting such
competences in students.
Conclusions: new technologies like AI and cloud based apps give you the ability to transform your course
design with personalisation, collaboration, and direct communication between teachers and students. These
improvements serve to highlight that well defined guidelines need to be combined with practical tools to
optimise the integration of modern technologies into educational processes to promote the professional
growth and activity of students
Next-Generation Educational Technologies in University Settings
No full textIntroduction: In view of digitalisation, use of modern technology in education has become necessary as education is aiming at quality. For teachers and facilitator, the impact of technology namely e-learning, blended learning, mobile learning and AI on learners and the learning outcomes has to be explored.
Methods: Systematic analysis, comparative analysis, modelling, and classification of educational technologies were used in the study. The purpose of these methods was to discover main features of modern educational technologies and to appraise their role in the teaching and learning processes in higher education.
Results: Results suggest that modern learning technologies help make education much better and student performance significantly improves with the integration of modern learning technologies. Blended learning and AI application leverage flexible, personalized learning, which is offered in multiple modes of delivery, texts, videos, audio, and more. Technological aspects are shown to be essential for promoting such competences in students.
Conclusions: New technologies like AI and cloud based apps give you the ability to transform your course design with personalisation, collaboration, and direct communication between teachers and students. These improvements serve to highlight that well defined guidelines need to be combined with practical tools to optimise the integration of modern technologies into educational processes to promote the professional growth and activity of students
