scholarly journals Practical works as a component of the geography course (on the example of grade 11th - standard level)

2020 ◽  
Keyword(s):  
Logical Structure ◽  
Educational Process ◽  
Geographical Information ◽  
Process Time ◽  
Time Saving ◽  
Standard Level ◽  
Current Program ◽  
The Cross ◽  
Favorable Conditions ◽  
11Th Grade

The purpose of the article is to determine the main problems in implementation and methodological support of the practical component in geography lessons in 11th grade for further substantiation of the authors’ system of didactic support of practical works in 11th grade in geography (standard level). Main material. The article presents the analysis of methodological support for the implementation of practical works, theoretical aspects of their implementation, identified problems, violating principles of scientificity and consistency in studying specific topics of the cross-cutting course of geography in grades 6-11th. The analysis of the topics of practical works introduced in different grades has showed problems in the sequence and deepening of knowledge, especially in such topics of 11th grade as "Topography", "Atmosphere and Earth System", "Economy of Ukraine in the international division of labor". The methodological support for practical works is diverse and offered by all leading publishers of educational literature, but the structure and approaches to the formulation of content are radically different. Almost no attention is paid to modern methods of mastering geographical information. Based on the analysis of theoretical and practical aspects of works in 11th grade (standard level), the authors’ structure and content of such workshops have been proposed, the main differences are the variability of time and individualization of students' work. Conclusions and further research. The implementation of practical works creates favorable conditions for the development of students’ mental abilities and the creative approach to the teachers’ work. The current program in geography is mostly inconsistent with the principles of modern education, including scientificity, formation of the scientific picture of the world. However, methodological support for practical works does not allow us to implement the principles of individualization of educational process, time saving and prevention of students’ overload. The offered methodical developments for practical works in 11th grade allow us to implement the specified principles qualitatively. Further research should be aimed at scientific substantiation of methodological requirements for practical works and reduction of the cross-cutting system in them introduced in secondary education, to the logical structure on the principles of increasing scientificity, thoroughness, complexity, diversity, consistency.

Implementation of the Cross-Cultural Approach in the Modern School

2021 ◽  
Vol 20 (4) ◽  
pp. 210-244
Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna
Keyword(s):  
Empirical Data ◽  
Cross Cultural ◽  
Educational Process ◽  
School Age Children ◽  
Control Group ◽  
Percentage Increase ◽  
Primary Input ◽  
Cultural Approach ◽  
The Cross ◽  
Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

scholarly journals Essence and Structure of the Formation of Communicative Competence of Students

2018 ◽  
pp. 225-237
Author(s):  
Tan Xiao
Keyword(s):  
Interpersonal Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Educational Process ◽  
Preschool Age ◽  
Communication Process ◽  
Professional Activities ◽  
Joint Activities ◽  
Effective Use ◽  
Favorable Conditions

The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.

scholarly journals Education in the context of an interdisciplinary paradigm in the transitional period

2019 ◽  
Vol 1 (I) ◽  
pp. 74-88
Author(s):  
Тетяна ДЯК
Keyword(s):  
Educational Process ◽  
Transitional Period ◽  
Pedagogical Practices ◽  
Educational Goals ◽  
Educational Processes ◽  
Interdisciplinary Approaches ◽  
Self Development ◽  
Human Need ◽  
Personal Qualities ◽  
Favorable Conditions

The article “Education in the Context of Interdisciplinary Paradigm in the Transitional Period” by Т. Dyak deals with the issues of interdisciplinary approaches in education in the transitional period. The problems of the essence and distinguishing features of education in the transitional period are defined. The role and place of interdisciplinary bonds as well the requirements for the educational process to meet the needs of the person, society and state are substantiated. The transitional period is revealed to be characterized by the emergence of a set of pedagogical practices caused by the pluralism of cultures, and, consequently, different requirements to education. The formulation of the educational goals and content should take place in a synergistic atmosphere. Intensification of education and the formation of personal qualities appear to be a universal human need nowadays. The problem of creativity as a manifestation of spirituality is emphasized to become the main criterion for the effectiveness of educational processes. Thus, the creation of the necessary, most favorable conditions for self-realization and self-development of a particular person by means of intellectual, emotional, moral, cultural, informational and other vectors of personality formation are found to be the most important tasks.  

BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS

2021 ◽  
Author(s):  
Ekaterina Kostina ◽  
Svetlana Khoroshilova
Keyword(s):  
Main Idea ◽  
Cross Cultural ◽  
Educational Process ◽  
Academic Mobility ◽  
Expert Review ◽  
Cultural Approach ◽  
Pedagogical Competence ◽  
The Cross ◽  
Four Levels ◽  
Comparison Of The Results

"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."

scholarly journals Design and Finite Element Analysis of Differential Multi-Gauging System

2020 ◽  
Vol 8 (6) ◽  
pp. 3250-3254
Keyword(s):  
Finite Element Analysis ◽  
Finite Element ◽  
Measurement System ◽  
Process Time ◽  
Design Calculation ◽  
Productivity Improvement ◽  
Moving Plate ◽  
Element Analysis ◽  
Time Saving ◽  
Differential Housing

Objective to checked four-wheeler transmission or differential assembly. To reduce or minimize the differential assembly end play, for that we must calculate gap and put standard shim at the end of shaft while assembly. For that requirement of customer to give customized gauging system which gives precise measurement, Effort less, easy process, Time saving and productivity improvement. The require system in three stages to distance B, distance A and Gap between both distance. Therefore, the work on design and customized gauging system for shim selection method through design calculation and finite element analysis. The system will fully reliable and strong with the help of Finite element analysis of multi- gauging system for future aspect. As study of system Main Locator and Moving plate have more load and forces while gauging condition. For that we study the design and complete FEA analysis. Also, to ensure the reliability of the differential measurement system, the researcher was required to verify the precision and accuracy of the measurement system by repeatability trials. In the differential housing bearing to bearing distance measurement and inspection procedure, operator and the indirect gauging mechanism are the two key elements.

scholarly journals VITAL AND CULTUROLOGICAL MEANINGS IN PROFESSOR OKSANA RUDNITSKA’S WORK

2017 ◽  
pp. 9-16
Author(s):  
Grigoriy Vasianovych
Keyword(s):  
Cultural Identity ◽  
Identity Formation ◽  
Art Education ◽  
Educational Process ◽  
Cultural Goods ◽  
Methodological Principles ◽  
Cooperative Relationship ◽  
Paid Content ◽  
Favorable Conditions ◽  
Personal Understanding

The article analyzes the creative achievements of Professor Oksana Rudnytska in terms of the nature and content of art education. Particular attention is paid to the methodological principles of the outlined problems, specifics of art education in the dimensions of personality-oriented approach, the ideological function of art, dialog nature of art. The attention to the dialectic of artistic perception and personal understanding of the artwork by the recipient has been paid. Content characteristics of the concept «cultural identity» are given. Reasons for the existence of such phenomena as anticulture are shown and the need for its counteraction is proved. The importance of changing priorities of modern art education and the need to develop new approaches to value criterion of identity formation have been emphasized. Cultural identity is characterized by criteria features: cognitive; value and regulatory. Accordingly, cognitive cultural identity is understood a variety of knowledge as an element of culture; value one reveals awareness of the importance of values and cultural goods, the ability to assess its position on certain ideals; regulatory one describes those requirements and rules under which a person builds their behavior, activity, following the rules Consistently the view that art education is an important factor and a source of humanization learning and education is held. Humanization of training is considered as creation of favorable conditions for the development of spiritual qualities of all subjects of the educational process, the formation of a cooperative relationship between them.

scholarly journals Formation оf Creative Pedagogical Аctivity оf Students іn Extracurricular Activities

2020 ◽  
pp. 148-157
Author(s):  
Viktoriia Dоmina ◽  
◽  
Ludmyla Tsybulko ◽  
Anna Bondarenko ◽  
◽  
...  
Keyword(s):  
Extracurricular Activities ◽  
Educational Process ◽  
Future Teacher ◽  
Modern World ◽  
The Future ◽  
Comprehensive Development ◽  
The Individual ◽  
Spiritual Potential ◽  
Favorable Conditions

The formation of creative personality is of particular importance in the context of socio-economic transformations in the modern world. At the same time, the strategic task of reforming education in Ukraine is the comprehensive development of the individual, the disclosure and realization of his creative and spiritual potential in various activities. Contemporary socio-cultural trends necessitate the development of a child's creative potential. Developing their abilities during training, the child retains the creative nature of attitude to any business that is absolutely necessary in society. That is why the future teacher should create favorable conditions for the development of creative abilities of each student, as well as – strive for continuous self-improvement. In the process of vocational training, the student should be ready to develop creative professional abilities. Thus, creative pedagogical activity is a manifestation of a person's quality, which is reflected in his quality of work, his activity. Due to the change of potential and real quality, there is an increase in the quality of a person, his professionalism, skill. In the proposed article the author proves the necessity of forming creative pedagogical activity in a new generation of future teachers. The relation between the terms «pedagogical skill» and «creative pedagogical activity» has been clarified. The basic scientific approaches to formation of creative pedagogical activity of the future teacher are investigated. Theoretical foundations of the study of the phenomenon of creative pedagogical activity, which reveal its essence as the tops of professional skill of the teacher, are considered. The importance of the teacher's creative pedagogical activity in the modern educational process is determined.

scholarly journals Learning Economics: Evaluation of Students' Cross-Interest Selection of Economics Subjects

2021 ◽  
Vol 04 (03) ◽  
Author(s):  
Ni Made Indira Suari ◽  
Keyword(s):  
Sampling Technique ◽  
Teaching Staff ◽  
Economics Students ◽  
The Cross ◽  
Evaluative Research ◽  
Academic Year ◽  
Process Dimension ◽  
11Th Grade ◽  
Selection Of ◽  
Product Dimension

The lack of socialization about students’ interest will have an impact on the wrong choice of cross-interest learning. Besides, the lack of teaching staff can also affect errors in the choice of cross-interest learning. This research was conducted to determine the level of effectiveness from cross-interest selection in 11th economics students at SMA Negeri 3 Singaraja in the academic year 2020/2021 based on the dimensions of context, input, process, and product. This study used an evaluative research design with a quantitative approach, and a questionnaire used as the research instrument. The population of this study was 245 students of class XI SMA Negeri 3 Singaraja who received economics learning. The sampling technique used was purposive sampling technique in getting a sample of 176 students. Questionnaires, interviews, and documentation was used to collect the data. The questionnaire was analyzed by using Z-score and T-score descriptive tests. Then the results of the analysis were converted into a prototype Glickman quadratic. From the data analysis, the context dimension is positive (+), the input dimension is positive (+), the process dimension is positive (+), and the product dimension is positive (+).These results indicate that the evaluation of the cross-interest selection of 11th grade students on economics subject at SMA Negeri 3 Singaraja in the academic year 2020/2021 is (+ + + +) located in quadrant I. So that it can be interpreted that the implementation of the cross-interest selection program is classified as very effective.

scholarly journals DEVELOPMENT OF A REFLECTIVE COMPONENT OF FUTURE TEACHER’S READINESS TO WORK WITH GIFTED CHILDREN DURING TRAINING

2020 ◽  
Vol 1 ◽  
pp. 119
Author(s):  
Оlena Demchenko ◽  
Tatiana Koval ◽  
Mykhailo Vatso ◽  
Yulia Lymar ◽  
Iryna Turchyna
Keyword(s):  
Self Esteem ◽  
Educational Process ◽  
International Project ◽  
Gifted Children ◽  
Future Teachers ◽  
Professional Self ◽  
Creative Self ◽  
Training Exercises ◽  
Favorable Conditions ◽  
Self Examination

The necessity of special training of future teachers to work with gifted children is substantiated. In the article defined innovative approaches to improving the educational process in a pedagogical university have been determined in order to create conditions for students to acquire the qualities necessary for the identification of gifted children and to create favorable conditions for their creative self-realization. The importance of reflective abilities in the structure of future teacher’s readiness to work with gifted children is shown. The results of diagnostics of students reflexive abilities are presented, the insufficient level of their formation is revealed. The importance of training in the development of future teachers of the reflective component of readiness to work with children is shown. The experience of conducting trainings, which were developed and tested within the framework of the international project «Development of a culture of democracy in teacher education in Norway, Ukraine and Palestine», is presented. Examples of reflexive training exercises are given, the implementation of which will contribute to the development of future teachers ability to professional self-examination and self-esteem. 

BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS

2020 ◽  
Author(s):  
Ekaterina Kostina ◽  
Svetlana Khoroshilova ◽  
Elena Pushkareva
Keyword(s):  
Main Idea ◽  
Cross Cultural ◽  
Educational Process ◽  
Academic Mobility ◽  
Expert Review ◽  
Cultural Approach ◽  
Pedagogical Competence ◽  
The Cross ◽  
Four Levels ◽  
Comparison Of The Results

The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.

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