scholarly journals SEMANTIC APPROACH IN MUSICAL EDUCATION IN GENERAL EDUCATION SCHOOLS

2020 ◽  
Vol 17 ◽  
Author(s):  
Diana Petkova
Keyword(s):  
General Education ◽  
Semantic Analysis ◽  
Cognitive Activity ◽  
Hierarchical Structures ◽  
Educational Process ◽  
Semantic Approach ◽  
Musical Education ◽  
Scientific Disciplines ◽  
Meaningful Analysis ◽  
Current Report

Implementation of the semantic approach in musical pedagogy corresponds to a number of searches in art- cognitive activity. This gives a key to meaningful analysis of art work and includes the achievements of different scientific disciplines. In the current report the basic components of the semantic analysis are discussed and hierarchical structures of its implementation in the educational process. The capabilities of the specialized musical software and Hevner’s Clock are analyzed as a pedagogical technology, supporting the semantic analysis.

scholarly journals Activation of Cognitive Activity in Primary school students through Art

2013 ◽  
Vol 2 (2) ◽  
pp. 235-240
Author(s):  
Luybov Gorina ◽  
Keyword(s):  
Elementary School ◽  
General Education ◽  
Primary School ◽  
Cognitive Activity ◽  
Positive Influence ◽  
Educational Process ◽  
Theory And Practice ◽  
Federal State ◽  
Primary School Students ◽  
School Students

In the theory and practice of teaching primary school students great deal of attention is paid to the issue of training effectiveness and, in particular, to the issue of cognitive activity’s activation in students. The relevance of this topic can be explained by the fact that introduction of the Federal State Educational Standards of primary general education requires the teacher to know the new forms and methods of educational process organization, which could be feasible and effective in the modern conditions and interesting for children. In this article the author offers an efficient way of application of art-figurative means during the lessons in primary school. Art is the incentive of cognitive activity activation in children. Emotions give personal sense to received knowledge. The author considers the following forms of work with students: modeling of lessons, development of the technological card of a lesson, business game, and master classes. Students master methodical receptions: “transformation” into natural object, ordering of artistic images, and transformation of one art sample into another. The lessons developed by students were approved in practice at elementary school. Teachers noted positive influence of art means on activation of cognitive activity of elementary school pupils.

scholarly journals MANAGEMENT OF COGNITIVE ACTIVITIES OF PREPARATORY DEPARTMENTS FOREIGN STUDENTS AT HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE WHEN STUDYING GENERAL DISCIPLINES

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Olexandr O. Kalenyk ◽  
◽  
Iryna V. Ovsiienko ◽  
Tetiana L. Tsaregradskaya ◽  
◽  
...  
Keyword(s):  
General Education ◽  
Foreign Students ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Control Object ◽  
Training System ◽  
Educational Process ◽  
Target System ◽  
Methodological Approaches ◽  
Management Cycle

In modern conditions of competition in the market of educational services and their export, the system of strategic education management requires the design of a management model for all departments of the educational institution. Preparatory departments for foreign students are an important structural component of the educational process at leading universities in Ukraine. The public’s request for an increase in the number of foreigners studying in Ukraine, competitive positions in their training, in particular at preparatory departments, actualizes the issue of finding a systemic, activity-based, effective approach to improve the quality of their training. Taking into account modern methodological approaches to the management system (target, system and process), the problem of finding effective ways to optimize the educational process based on the use of elements of management theory is outlined. A structuralmeaningful model of managing the cognitive activity of foreign students in the subject-meaningful and linguistic aspects of the study of general education disciplines has been developed. The stages of the management cycle are considered, taking into account the peculiarities of the training system for foreign citizens at the preparatory departments. On the example of the organization of the training system at the preparatory department of Taras Shevchenko National University of Kiev, the peculiarities of the management of the cognitive activity of students are revealed, taking into account the theoretical and methodological approaches to the general problem of the management of the educational process. To implement this approach, it is necessary to complete the main stages of the management cycle: determination of the management object; formulation of goals and objectives; fixing the initial level of the control object; the formulation of a program of action; definition of feedback channels by which the results of management will be determined; analysis of the received information according to certain parameters; correction of the initial concept and subsequent actions. The preparation of foreign students for studying at universities should take place through interdisciplinary integration of basic disciplines with professionally oriented language learning and using the latest information technologies for the individualization of training. An important aspect of the management of cognitive activity is the creation of a qualitatively new organizational and educational-methodological foundation of education based on the correction of curricula, work programs, manuals, the development of mono-technologies for a different contingent of foreign citizens.

scholarly journals THE IMPORTANCE OF MUSIC IN THE STAGES OF GENERAL EDUCATION IN SUDAN

2021 ◽  
Vol 03 (07) ◽  
pp. 122-133
Author(s):  
Raga ABDALLA
Keyword(s):  
Music Education ◽  
General Education ◽  
Cognitive Skills ◽  
Educational Process ◽  
Historical Background ◽  
Main Question ◽  
Ministry Of Education ◽  
Creative People ◽  
Musical Education ◽  
Descriptive Method

Science evolve obligates those who work in educational process and creative people in the field of music in Sudan to adopt the project of music education in stages of general education at the Ministry of education – Sudan. The importance of the research is looking for to explicate the importance and necessity of musicale education in the stages of general education in Sudan The study problem was identified with a main question: Why were musical education curricula courses not included in the general education stages in Sudan? Research will depend on descriptive method to reveal the problems confront musical education in the general education stage in Sudan. The research definition plan consists of three content axes, which literature is reviewed as follows: The first axis: deals with the introduction and previous studies. The second axis: include topics about the historical background of general education in Sudan, the essence of music, the essence of music education and the role that musical education plays in enhancing the cognitive skills of students of general education stages of Sudan. The third axis: contains the applied framework and then the conclusion of the study and includes the results and their discussion, recommendation, the research library, and appendices

ON THE QUESTION OF FORMATION OF COGNITIVE ACTIVITY OF SENIOR SCHOOLS THROUGH PROJECT ACTIVITY

2021 ◽  
Vol 23 (9) ◽  
pp. 27-33
Author(s):  
Us O.A. ◽  
Grebennikova V.M. ◽  
Rusinova E.A.
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Mutual Influence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
System Activity ◽  
Project Activity

The article analyzes the process of organizing project activities among senior schoolchildren in general education institutions as a means of forming cognitive activity and implementing a system-activity approach within the framework of the Federal State Educational Standard. The structural components of the cognitive activity of senior schoolchildren (behavioral, motivational, emotional-volitional, cognitive) are indicated and the principles of the system-activity approach are outlined (the principle of obtaining new knowledge, the principle of changing the role of a teacher, the principle of forming motives for activity). The mutual influence of the stages of project activity implementation (initiating, fundamental, pragmatic/final) and the content of the components of cognitive activity is reflected. In the course of the research, theoretical (literature analysis) and practical methods were used (analysis of official websites of educational institutions, questionnaires of school teachers, the method of observation and conversations with students of senior classes of secondary schools). The problems of forming the cognitive activity of senior schoolchildren through project activities are revealed (the absence of project activity as a mandatory component of the educational process and, as a result, the impossibility of constantly improving the existing skills of teachers; the low level of innovative and pedagogical mobility of teachers within the framework of project activities; the growth of cognitive passivity of senior schoolchildren) and the ways of their solution are proposed (creation of a single regulation for the organization of project activities in educational institutions; providing an inter-level exchange of experience between representatives of pedagogical professions; monitoring the professional skills of a teacher; a separate unit for organizing project activities in an educational institution; implementing project activities taking into account the sphere of interests of senior schoolchildren with the involvement of specialists from the real sector of the economy; using forms and methods that increase the cognitive activity of students in regular and extracurricular activities).

Correctional and Developmental Program of Spiritual and Moral Education and Development of Primary General Education of Hearing-Impaired and Late-Deaf Students «Along the Roads of Little Parables»

2021 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
N.A. Petrukhina ◽  
T.B. Mazurenko ◽  
O.V. Martynova
Keyword(s):  
General Education ◽  
Moral Education ◽  
Learning Process ◽  
Cognitive Activity ◽  
Scientific Data ◽  
Educational Process ◽  
Hearing Impaired ◽  
Deaf Students ◽  
Impaired Children ◽  
Hearing Impaired Children

The program belongs to the correctional and developmental direction. In this particular version, the program is aimed at ensuring the spiritual and moral development of hearing-impaired and late-deaf students at the stage of primary general education using digital educational resources. One of the most important principles in teaching children with hearing impairments is the principle of clarity and dosed educational material. First of all, it involves the construction of the educational process based on specific objects, images, actions and small texts that are directly perceived by them. The motivational moment in training is no less important. It is important to give the child not a name for this or that concept, but to form an understanding of the information received and teach how to use the knowledge gained in everyday activities. Thus, all the functions of the learning process for hearing impaired children can be successfully implemented only if they rely on scientific data on the characteristics of the mental development of deaf students and create conditions for purposeful work to ensure this development. It should be borne in mind that the additional (correctional) goals of education for the hearing impaired and the specificity of their cognitive activity (perception, speech, thinking) determine a number of distinctive features that characterize the learning process. This program is the most accessible for use in working with hearing impaired children, as it is based on visual con-tact, which allows you to convey information to hearing impaired children in a more accessible form, in the upbringing of the spiritual and moral qualities of their personality, which helps to improve the listening comprehension of short texts.

scholarly journals SEMANTIC APPROACH IN MUSIC AND ART EDUCATION

2021 ◽  
pp. 101-111
Author(s):  
Дмитрий Николаевич Быков-Куликовский
Keyword(s):  
General Education ◽  
Cognitive Learning ◽  
Educational Process ◽  
World Music ◽  
Point Of View ◽  
Future Research ◽  
Music Pedagogy ◽  
Semantic Approach ◽  
Cultural Codes ◽  
Additional Education

Рассматривается возможность использования исторически сложившихся интонационных семантических стереотипов для развития творческой активности учащихся, мотивации познавательной учебной деятельности. Анализируются конкретные варианты использования «мигрирующих интонационных комплексов» для импровизации, сочинения, ансамблевого музицирования на музыкально-теоретических дисциплинах детских музыкальных школ (детских школ искусств), на музыкальных занятиях общеобразовательных школ и различных учреждениях дополнительного образования, включая дошкольное. Именно мотивация способствует достижению важнейшей цели в образовании – экологизации учебного процесса. Это значит максимально вписать учебную деятельность в жизненные потребности учащихся. Положительно переживаемые эмоции в процессе музыкальных занятий способствуют решению очень многих задач. «Пропустить» музыку через себя, «прожить в ней», музицируя, – значит полюбить, понять. Решение весьма сложных вопросов музыкальной педагогики академик Б. В. Асафьев видел в использовании семантического подхода, открывающего и перспективу будущих исследований ученых, и перспективу разработки методики и методологии семантического подхода в музыкально-художественном воспитании и образовании. На основе семантического подхода-анализа исследуются наиболее яркие культурные коды «золотого фонда стандартов» мировой музыки. Представлены некоторые методические подходы-рекомендации и предложения их практического использования в музыкальной педагогике. Сделаны соответствующие выводы по теме исследования. На основе семантического подхода-анализа можно раскрыть феномен музыкального текста, его смысла «не только с позиции фонетики, грамматики и синтаксиса», но и «с точки зрения поэтики, семантики, стилистики». Используя семантический подход в процессе обучения, можно приобрести «навыки устной музыкальной речи» – импровизации, бывшей обязательной когда-то при подготовке музыканта. Необходимо создание «органичной межпредметной связи» между теоретическими дисциплинами и «музицирующей практикой», так как теоретические дисциплины могут и изначально должны быть музицирующими. Вопрос в методике, методологии «погружения» в музыку. Музыкальной педагогике еще предстоит принять и освоить семантический подход, учитывая уровень современной психологии восприятия, выработать методику и методологию учебного процесса, чтобы заинтересовать, увлечь, влюбить в музыку, слушаемую и исполняемую. The article considers the possibility of using historical intonation semantic stereotypes for the development of creative activity of students, motivation of cognitive learning activities. Specific options are being considered for the use of «migratory intonation complexes» for improvisation, composition, ensemble music in the musical-theoretical disciplines of CMS / CSA, in music classes of general education school and various institutions of additional education, including pre-school. It is motivation that contributes to the achievement of the most important goal in education - the greening of the educational process. This means to maximally incorporate educational activities into the life needs of students. Positively experienced emotions in the process of music classes contribute to the solution of many problems. To «pass» music through oneself, «to live in it» while playing music means to love, to understand. Academician B. V. Asafiev saw the solution to very complex issues of musical pedagogy in the use of the semantic approach, which opens up both the prospect of future research of scientists, and the prospect of developing the methods and methodology of the semantic approach in musical and artistic education and training. Based on the semantic approach of analysis the article explores the brightest cultural codes of the «golden fund of standards» of world music. Some methodical approaches-recommendations and proposals for their practical use in music pedagogy are presented. In the effective and final sections of the article, the relevant conclusions are drawn on the topic of the study. On the basis of semantic approach-analysis it is possible to reveal the phenomenon of musical text, its meaning «not only from the position of phonetics, grammar and syntax», but also «from the point of view of poetics, semantics, style». Using a semantic approach in the process of learning you need to acquire «the skills of oral musical speech» – improvisation, which was once obligatory in the training of a musician. It is necessary to create an «organic intersubject communication» between theoretical disciplines and «music-making practice» because theoretical disciplines can and should be musical. The question is the methods of teaching, the methodology of «immersion» in music. Musical pedagogy has yet to be adopted and mastered, taking into account the level of modern psychology of perception, to develop the methods and methodology of the educational process to interest, captivate, to make students fall in love with music heard and performed.

scholarly journals Using interactive maps as a newest approach in the organization of teaching geography at modern school

2019 ◽  
Keyword(s):  
General Education ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Educational Process ◽  
Professional Activity ◽  
Highly Qualified ◽  
Interactive Maps ◽  
Modern School ◽  
Thematic Information ◽  
Interactive Map

The purpose of this article is to highlight some aspects of the introduction of interactive maps into the educational process as a means of learning, as well as means of managing the educational process and ensuring professional activity of teachers. The lack of a common approach to the development of methods of teaching geography, practical courses based on interactive maps, can be considered as the main methodological problem of teaching this discipline. Editorial preparation of interactive maps with its own characteristics requires additional research along with the traditional works of preparation of maps for publication. The main material. In recent years, the question of the use of new computer technologies and electronic means of education in General education institutions has become more and more common. A high degree of clarity of the presented material, the relationship of various components of courses, complexity and dialogue make interactive geographical maps indispensable helpers of the teacher. Interactive maps allow you to increase the level of geography teaching at the expense of better information of maps while ensuring simplicity and ease of cartographic material perception. When creating interactive maps, developers need to take into account some prerequisites: available software for the development, updating and operation of interactive maps; analysis of the volume of cartographic and text information, the number of layers, possibility of combining thematic information of different topics. Any cartographic guide requires the inclusion of illustrative material in the content. Interactive maps are sometimes called substitutes for paper wall maps and predict their dominance in the classroom. Demonstration and functionality of them is much higher than that of paper. The interactive map provides cartographic information, the content of which is presented in layers with the ability to manage different layers of thematic information and minor content editing. Conclusions and further research. Modern educational trends show that there is a main and quite interesting task before teachers-geographers: to increase the interest of pupils to study their subject through the activation of cognitive activity in the classroom. And it is possible only when the teacher competently builds teaching, using new information technologies. In the development of interactive maps, the main problem is great complexity, the need to attract highly qualified specialists. Using interactive maps in geography lessons is a significant step forward. They not only facilitate the work of the teacher, but also encourage schoolchildren to better study the subject. But we must not forget about the traditional paper cards. It is desirable to combine paper and interactive maps, which will develop a harmonious cartographic competence or geographic literacy among those who study.

scholarly journals Formation of general education skills on molecular physics

2020 ◽  
Vol 133 (4) ◽  
pp. 16-22
Author(s):  
N. Sandibaeva ◽  
◽  
A. Aidarbekova ◽  
Keyword(s):  
General Education ◽  
Cognitive Activity ◽  
Educational Process ◽  
Learning Goals ◽  
Experimental Science ◽  
Molecular Physics ◽  
General Importance ◽  
The Difference ◽  
Basic Ideas ◽  
Theoretical Thinking

education has set a goal to develop personality traits that are needed for social and value activity of a person in society. It states that knowledge, ability, skills and competencies ensure the achievement of full development of all important qualities of the person. Including the demonstration of physical phenomena allows the teacher to direct the cognitive activity of students in the process of observation and study of phenomena in molecular physics. With the help of physical experiment solve different problems. Physics is an experimental science. With the help of physical experiments, various tasks and learning goals are solved, we will consider the experiments of molecular physics. A number of possible ways for students to learn the laws that take into account the general characteristics of a particular gas and the strength of intermolecular interactions are analyzed. In addition, students study the difference between the van der Waals equation and the Mendeleev-Clapeyron law and make sure that this equation correctly describes the state of real gases.Therefore, the study of gas equations forms students’ complex fundamental concepts, uses the distribution of interrelated levels of knowledge development, which are the most important conditions for their formation and assimilation. The ordering of the basic ideas of molecular physics is of general importance for their mental development, especially for the development of imagination and theoretical thinking. In this regard, mastering the basics of scientific knowledge will undoubtedly contribute to improving the effectiveness of the educational process.

scholarly journals A system-structural approach to the formation of conceptual thinking of students at the level of secondary general education

2020 ◽  
pp. 126-137
Author(s):  
Marina V. Glebova
Keyword(s):  
General Education ◽  
High Efficiency ◽  
Cognitive Activity ◽  
Educational Process ◽  
Structural Approach ◽  
Federal State ◽  
Teaching Staff ◽  
Scientific Presentation ◽  
Conceptual Thinking ◽  
Logical Method

One of the targets of the Federal state educational standard of General secondary education is the training of creative and critical thinking of high school graduates who know the basics of scientific methods of cognition of the world, motivated for creativity and innovation. The leading component of creativity is intelligence, allowing with high efficiency to solve mental tasks, including a limited amount of information. Therefore, the problem of intellectual development of students, which is directly related to the formation of their conceptual thinking, acquires a special significance in modern general education school. From the standpoint of system-structural approach the formation of conceptual thinking is at school age in the development of academic disciplines, built on the conceptual principle of the scientific method and ways of the actions inherent in the particular subject. Conceptual thinking in this approach is viewed as a systemic quality that has the properties of multidimensionality, multilevelity and dynamism, which includes personal and cognitive constructs. According to the principle of structure, conceptual thinking is a mental function, which is not only structured, but also included in structure of the personality. On the basis of theoretical and empirical data, the dialectical interrelation of the logical and psychological aspects of thinking is considered. It is shown that the growth of the reproductive (logical) component of thinking has a significant positive impact on the development of creative thinking of students. Also the author identifies verbal-logical method of learning as strategic component of the educational process that establishes the relationship between all components of the pedagogical system aimed at developing conceptual thinking of students. From the standpoint of the system-structural approach the peculiarities of development of conceptual thinking of students of 10–11 grades of secondary school are characterized: structuring of the content of education based on the principle of scientific presentation of information, orientation of cognitive activity of students in the direction of mastering the methods and laws of scientific knowledge, the formation of logical qualities of thinking through the verbal and logical method of teaching, in-depth subject and logical training of teaching staff.

scholarly journals INTELLECTUAL-SPEECH DEVELOPMENT OF STUDENTS AS A PROCESS OF ACQUIRING OF CULTURAL COGNITIVE PRACTISES

2020 ◽  
Vol 66 (2) ◽  
pp. 272-277
Author(s):  
G. Zhumadilova ◽  
Keyword(s):  
Semantic Analysis ◽  
Academic Discipline ◽  
Cognitive Activity ◽  
Speech Development ◽  
Educational Process ◽  
Academic Disciplines ◽  
Accelerated Expansion ◽  
Language Of Instruction ◽  
Definition Of ◽  
Development Of Students

In the modern educational process, in connection with the accelerated expansion of multilingual information and the need for its correct and agile use in training, the problem of forming a culture of cognitive activity in students related to the production, acquirement of new knowledge and operating it in all the languages studied is of particular relevance. The article reveals the essence of cognitive activity as an activity of intellectuality and speech. The goal of intellectuality-speech activity is defined as an understanding of the subject matter set out in the academic scientific text. A means of mastering this content is considered linguistic and semantic analysis of the text, receding of the text, as well as the production of the text, which are both methods of forming intellectual and speech skills, and idiomatic stages of learning the material regardless of the academic discipline and language of instruction. The definition of intellectual and speech development of students as a process of acquiring the culture of cognitive activity is given. A model of the intellectual and speech development of schoolchildren when teaching Russian as a second language, based on the integration of academic disciplines, is presented.

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