scholarly journals THE SPECIFICS OF THE PSYCHOLOGICAL ASPECT OF THE FORMATION OF STUDENTS’ PERSONAL AND METADISCIPLINARY COMPETENCIES IN TEACHING LITERATURE

2019 ◽  
pp. 257-262
Author(s):  
V. Karatkevich
Keyword(s):  
Lifelong Learning ◽  
Educational Material ◽  
Psychological Aspect ◽  
Learning Needs ◽  
Teaching Literature ◽  
Modern Education ◽  
Thinking Ability ◽  
Personal Competencies ◽  
Selection Of ◽  
Changing World

The society is interested in individuals capable of showing flexibility of thinking, ability to navigate in a changing world, mobile and creative. Provisioning today must also respond to these challenges of the time: to provide lifelong learning needs. The refore, one of the key problems of the modern education system is the formation of metadisciplinary and personal competencies aimed at adapting the student in a rapidly changing world. At the sametime, it is important to understand the psychological aspect of the formation of these competencies. The implementation of education through training, the creation of conditions for self-realization are the most important components of modern education. In this article deals with defines such concepts as upbringing in the psychological aspect and the psychological aspect of upbringing, presents the principles for the selection of educational material for the formation of metadisciplinary and personal competences.

STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS

2018 ◽  
pp. 168-172
Author(s):  
M. Kusiy
Keyword(s):  
Information Search ◽  
Cognitive Activity ◽  
Civil Defense ◽  
Educational Material ◽  
Material System ◽  
Civil Protection ◽  
Intellectual Activity ◽  
Innovative Teaching ◽  
The Future ◽  
Selection Of

Introduction.  During the training of emergency specialists, the development of a clear, structured thinking is important.  And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably.  However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science.  Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers. Purpose.  Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities. Methods.  The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).  Results.  The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application.  The proposed stages are analyzed in detail.  The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted.  There are three phases of knowledge (curiosity, curiosity, theoretical knowledge).  It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure.  Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks.  It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.  It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions).  Examples of applied tasks that can be solved in higher mathematics classes are given.  It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application. Conclusion.  Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher.  Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies).  And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.

The Oxford Handbook of Lifelong Learning

2011 ◽  
Keyword(s):  
Lifelong Learning ◽  
Cultural Anthropology ◽  
Theory And Practice ◽  
Learning Needs ◽  
Executive Development ◽  
International Perspectives ◽  
Developmental Theories ◽  
Learning Programs ◽  
The Subject ◽  
Vocational Learning

The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan; examples of learning programs, tools, and technologies, with a focus on corporate programs and business education; international perspectives on lifelong learning and learning across cultures; and assessment of learning needs and outcomes.

scholarly journals Re-thinking the Practice of Teaching Literature to Enhance EFL Students’ Civic Skills: An Algerian Perspective

2019 ◽  
Author(s):  
Mohammed KHELADI
Keyword(s):  
Active Learning ◽  
English Literature ◽  
Negotiation Of Meaning ◽  
Teaching Literature ◽  
Modern Education ◽  
Civic Skills ◽  
Efl Students ◽  
Civic Virtues ◽  
Constructive Criticism

Besides the undisputable role of literature in teaching civic virtues through exposing students to characters and themes that accurately exemplify and truly represent civility, teaching literature can serve a means to inculcate in students various civic skills, such as conflict resolution, leadership, negotiation of meaning and constructive criticism. Yet, to attain such skills, teachers need to reshape their teaching practices to be in conformity with the principles of modern education that champion active learning methodologies. The present paper argues for the necessity of rethinking the traditional teacher-centered methods in teaching English literature in the Algerian context as they tend to reduce students’ active participatory roles in learning. In response to this, a number of suggestions have accordingly been put forward to enable students reach more independency in dealing with literature. This orientation of thought stems from the belief that active learning is conducive to active citizenship.

Teaching Digital Natives Using Technology

2013 ◽  
pp. 157-177
Author(s):  
Merideth Dee
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Needs ◽  
Multimedia Technology ◽  
Workforce Readiness ◽  
Multimedia Design ◽  
Design Elements ◽  
Additional Information ◽  
Learning Challenges ◽  
Information And Communication

Students currently entering higher education are faced with a variety of new learning challenges and, over the course of their career in higher education, will develop a variety of skills that enable them to succeed in the workforce. Furthermore, students today use many different forms of technology on a day to day basis. As such, academic institutions are supplementing their curricula with additional information and communication technology (ICT) resources. These resources happen to include but are not limited to multimedia technology, which can be essential to students’ lifelong learning needs. This chapter discusses characteristics of today’s student entering higher education, ICT, multimedia learning, multimedia design elements, and perceived effectiveness of multimedia technology. Moreover, this chapter examines how these topics can help to promote workforce readiness, meaningful learning, and lifelong learning among today’s technology capable students.

scholarly journals Teaching Literature Enhances Communication Skills – a Study with Special Emphasis on Poetry

2018 ◽  
Vol 7 (3.6) ◽  
pp. 187
Author(s):  
M Ilankumaran ◽  
P Deepa
Keyword(s):  
Communication Skills ◽  
Social Activity ◽  
Teaching Literature ◽  
Literary Forms ◽  
Language And Literature ◽  
Language Classroom ◽  
Thinking Ability ◽  
Ancient Times ◽  
Rhyme Scheme

The term communication is one of the most analyzed terms in the academic arena and it has been studied systematically since ancient times. Communication is an everyday social activity that is an essential and inherent component of every human being. It is a key to human development because the quality of the existence is linked directly to the quality of the communication. This article focuses on how literature in general and poetry in particular enhances the communication skills of the students. Every literary person knows about language and literature. However, they are most common to learn the vocabulary. Literature plays a key role in language classroom. It provides not only pleasure to readers but also builds experience and creates thinking ability. Moreover, literature has several literary forms such as prose, poetry, drama, novel, short stories, etc. Though there are several forms in literature, the most interesting genre is poetry. Poetry can be the works of great beauty due to its meter and rhyme scheme like the ebb and flow of an ocean. This really helps the student to show more involvement towards poetry. On the other hand, the students can try to know more vocabulary from the lines of the poems. Through different terms of poetry used in the classroom, the students get more benefits of knowing new terms and words.  

A SELECTION OF METHODS AND TECHNIQUES PROFESSIONAL TEACHERS CAN APPLY TO THEIR OWN LIFELONG LEARNING

2018 ◽  
Vol 5 ◽  
pp. 122-136
Author(s):  
Ilga Kusnere
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Personal Growth ◽  
Education Programme ◽  
Research And Innovation ◽  
Innovative Methods ◽  
New Knowledge ◽  
Methods And Techniques ◽  
Competency Based ◽  
Selection Of

A selection of methods and techniques professional teachers can apply to their own lifelong learning.Education is the key to converting knowledge and experience into practical actions, their analysis and application. It plays a key role in the synthesis of new knowledge into research and innovation. Such thoughts on education were expressed in the resolution of the sixth World Education Congress in 2011. Today, when world education forums are widely discussing how schools can better organise the learning process, when ambitious long-term reforms are being implemented in the Latvian education system—the transition to competency-based educational content and teaching methods—it is essential to assess current situation and to bring innovative methods and techniques to our teachers' own learning process. The new knowledge and experience teachers gain through lifelong learning, through their experience and the understanding of how to share it, can be presented and guided by such methods and techniques that enrich a teacher's emotional and intellectual function. My own research has confirmed my belief that for a teacher to be confident and capable enough to help her students discover the joy of learning and gain new knowledge through the process of education, that teacher must herself have the experience of active learning, insight, and personal growth through the learning process.The author has selected a number of methods and techniques for lifelong learning based on the methods and techniques developed by a number of education researchers (Kolb, 1984; Koķe, 1999; Stueck, 2010; Vedins, 2011; Ščurkova, 2016; Robinson, 2013; Amonašvili, 2017), and on her own experience of leading and developing a professional lifelong education programme for teachers. The model of teacher learning presented here has been used in practice since 2012 and has been well-received. Teachers can develop themselves mentally, emotionally and spiritually through the learning process and in doing so increase their professional value.Objective for the Study. To create a model for teaching professional teachers in the context of their own lifelong learning, to assemble a selection of methods and techniques for professional teachers’ lifelong learning, including several designed by the author, and to assess them.

Specifics of the conflict-free situation of interrogation (psychological aspect)

2019 ◽  
Vol 4 (1) ◽  
pp. 24-30
Author(s):  
Ирина Реуцкая ◽  
Irina Reuckaya
Keyword(s):  
Conflict Situation ◽  
Psychological Aspect ◽  
General Description ◽  
Criminal Proceedings ◽  
Methods And Techniques ◽  
Bona Fide ◽  
Selection Of

The article presents a General description of the conflict-free situation of interrogation of participants in criminal proceedings, including the motives of giving bona fide testimony by victims, witnesses, suspects, accused. The importance of considering non-conflict situation of the interrogation due to its specificity related to the need for a differentiated approach to the faithful testimony of the interviewee, as not all of them are reliable. Consideration by investigators and investigators of the motives for giving bona fide testimony by participants in criminal proceedings will help in the selection of tactical and psychological methods and techniques of interrogation.

Trends and Directions for Lifelong Learning Programs and Research

2020 ◽  
Author(s):  
Manuel London
Keyword(s):  
Life Span ◽  
Lifelong Learning ◽  
Older Workers ◽  
Learning Needs ◽  
Learning Resources ◽  
Continuous Learning ◽  
Technological Changes ◽  
Self Regulated Learning ◽  
Learning Challenges ◽  
Learning Programs

This chapter addresses several key ideas and issues that emerge from the contributors to this handbook, informing the overall understanding of learning needs and processes throughout the life span. In particular, this chapter examines four significant trends that are likely to drive lifelong learning programs and research during the coming years: (1) the need for continuous learning in light of economic and technological changes, (2) learning challenges for older workers, (3) concern about the readiness of students to enter the workforce and remain productive, and (4) technological advancements in delivering learning resources, including increased attention to experiential (project-based) and self-regulated learning.

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