scholarly journals NON-STANDARD LESSONS IN ENGLISH IN THE NEW UKRAINIAN SCHOOL

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Lyubov Nos ◽  
◽  
Marta Khoma ◽  
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Traditional Approach ◽  
Individual Characteristics ◽  
Educational Process ◽  
Standard English ◽  
Organizational System ◽  
Primary School Student ◽  
Special Knowledge ◽  
Creative Abilities

Features of the organization and carrying out of non-standard lessons in elementary school are investigated. It is proved that the essence of a non-standard lesson lies in the structuring of the content and form, which would arouse the interest of students and contribute to their optimal development, education and upbringing. A non-standard English lesson is defined as one that does not fully or partially fit within the traditional approach to the lesson. It is shown that the modern non-standard lesson is aimed at forming the personality of an elementary school student, ensuring their general development through the acquisition of special knowledge and communicative competencies provided by the school program of English, to develop their cognitive and creative abilities. The importance of a non-standard lesson is to increase the effectiveness of learning, students' interest in learning new material, promoting the development of creative abilities and communication skills. It is shown that during a non-standard English lesson the teacher does not follow the clear stages of the educational process, as well as methods and traditional types of work. It is stated that a non-standard English lesson is born due to a non-standard pedagogical theory, thoughtful self-analysis of the teacher's activity, and assumes the absence of stereotypes in pedagogical technology. Forms of English lessons used in modern primary school are divided into binary lessons, poetry, integrated, discussions, research, competitions, travel, story sketches, etc. It is important that in the conditions of NUS the lesson is considered as a complex organizational system, in the center of which are the subjects of the educational process – teachers and students. The modern lesson is aimed at forming the student's personality, ensuring their development through the acquisition of special knowledge and communicative competencies provided by a typical English curriculum, as well as the development of cognitive and creative abilities of students, which requires high demands on this form of education. It is proved that non-standard English lessons allow to diversify the forms and methods of the teacher's work, get rid of templates, allow to take into account the specifics of the teaching material and individual characteristics of the primary school student. It is substantiated that the creation and conduct of non-standard lessons by English teachers is relevant in the New Ukrainian school.

scholarly journals ШКОЛЬНЫЙ ТЕАТР КАК СРЕДСТВО РАЗВИТИЯ МУЗЫКАЛЬНО-ТВОРЧЕСКИХ СПОСОБНОСТЕЙ ДЕТЕЙ В УСЛОВИЯХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

2020 ◽  
Author(s):  
Svetlana Shishkina ◽  
Tatyana Shutova ◽  
Yuliya Velichko
Keyword(s):  
Primary School ◽  
Individual Characteristics ◽  
Further Education ◽  
Cultural Development ◽  
Educational Process ◽  
Educational Activity ◽  
School Students ◽  
Creative Development ◽  
Creative Abilities ◽  
Additional Education

Введение. Дополнительное образование обладает высоким потенциалом влияния на музыкально-творческое развитие детей. Одной из интегративных форм образовательной деятельности является школьный театр, в рамках которого актуализируются разносторонние творческие способности обучающихся: музыкальные (вокальные, инструментальные), танцевальные, пластические, актерские, словесно-драматические и др. Цель – рассмотреть теоретико-методические основания развития музыкально-творческих способностей детей младшего школьного возраста в процессе театрализованной деятельности, осуществляемой в условиях дополнительного образования. Материал и методы. Для выявления состояния проблемы музыкально-творческого развития детей в условиях дополнительного образования и ее решения использовался метод анализа психолого-педагогической и методической литературы, позволивший разработать творческие задания для участников музыкально-театрального кружка. Результаты и обсуждение. В ходе исследования уточнены содержательные и структурные компоненты понятия «музыкально-творческие способности», включающие в себя общемузыкальные, специальные музыкальные (познавательные, исполнительские, творческие) и индивидуально-творческие способности детей (эмпатийность, артистизм, эмоциональность, образный характер мышления и др.). Подчеркивается, что музыкально-творческие способности – это комплекс личностных особенностей (мотивационной, эмоциональной, волевой, интеллектуальной и креативно-творческой сфер) и специальных способностей, необходимых для занятий искусством музыки. Методические рекомендации для педагогов описывают поэтапную организацию занятий в школьном театре (мотивационный, содержательный и процессуальный компоненты), наиболее эффективные методы музыкально-творческого развития обучающихся, исходя из возрастных и индивидуальных особенностей младших школьников, а также согласуясь с синтетической природой музыкально-театрального жанра и коллективной формой сотворчества педагога и учащихся. Заключение. Развитие музыкально-творческих способностей у учащихся начальных классов средствами школьного театра зависит от организации учебного процесса, основанной на комплексном применении творческих заданий, направленных на формирование отдельно каждой структурной составляющей данных способностей, а также на их синтез. Эффективной формой проведения занятий в школьном театре в условиях дополнительного образования детей являются репетиции музыкально-театрализованных представлений, в ходе которых происходит не только музыкально-творческое, но и общекультурное развитие личности обучающихся, становление коллектива единомышленников.Introduction. Additional education has a high potential to influence the musical and creative development of children. One of the integrative forms of educational activity is the school theater, in which the versatile creative abilities of students are updated: musical (vocal, instrumental), dance, plastic, acting, verbal and dramatic, etc. The purpose of the article is to consider the theoretical and methodological grounds for the development of musical and creative abilities of children of primary school age in the process of theatrical activities carried out in the conditions of additional education. Material and methods. To identify the status of the problem of musical-creative development of children in terms of further education and its solution used the method of analysis of psycho-pedagogical and methodological literature and empirical methods, allowing to develop and test creative task for the participants of the musical-theatre group. Results and discussion. The study clarifies the content and structural components of the concept of “musical and creative abilities”, including General musical, special musical (cognitive, performing, creative) and individual creative abilities of children (empathy, artistry, emotionality, imaginative nature of thinking, etc.). Methodical recommendations for teachers describe the phased organization of classes in the school theater (motivational, content and procedural components), the most effective methods of musical and creative development of students, based on the age and individual characteristics of younger students, as well as consistent with the synthetic nature of the musical theater genre and the collective form of co-creation of the teacher and students. Conclusion. The development of musical and creative abilities of primary school students by means of school theater depends on the organization of the educational process, based on the complex application of creative tasks aimed at the formation of each structural component of these abilities separately, as well as their synthesis. An effective form of instruction in school theater from the point of view of additional education of children is rehearsal of musical and theatrical performances, in which not only the musical, creative and cultural development of the personality of students takes place, the formation of a group of like-minded people.

scholarly journals A STUDY ON THE PSYCHOMOTOR POTENTIAL OF PRIMARY SCHOOL STUDENTS FROM BACAU SPORTS HIGH SCHOOL

GYMNASIUM ◽  
2017 ◽  
Vol XVI (1 (Supplement)) ◽  
Author(s):  
Silviu Şalgău
Keyword(s):  
Primary School ◽  
Educational Process ◽  
The Body ◽  
Psychomotor Skills ◽  
School Students ◽  
Know How ◽  
Motor Abilities ◽  
Body Development ◽  
Primary School Student ◽  
Permanent Improvement

In the process of physical training of the 1st-4th grade pupils, the improvement of psychomotor skills depends on certain available bodily reserves based on a hereditary background, but also on the abilities acquired during the body development and it can be influenced by the instructional-educational process. The main way for developing psychomotor skills in the 1st to 4th grades is represented by the activity organized during lessons in order to form motor abilities and skills, but using specific methods and means to determine the desired process. This paper presents specific means for developing psychomotor skills during the physical education lesson and it deals with their efficiency to know how to act, according to the resulted gains or losses, in such a way as to adopt in future activities, different contents, strategies and forms to determine an increase of the efficiency of the teaching process as a permanent improvement of the physical available resources and the motor level of the age of a young primary school student.

scholarly journals Future of the Learning Activities in Teenage School: Content, Methods, and Forms

2015 ◽  
Vol 20 (3) ◽  
pp. 56-69
Author(s):  
A.B. Vorontsov
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Developmental Education ◽  
Educational System ◽  
Educational Process ◽  
Learning Activities ◽  
Educational Activity ◽  
Educational Institutions ◽  
Second Stage ◽  
Scientific Ideas

V.V. Davydov scientific ideas of developing training. Since the early 1990s their scientific research results have been formed in the educational system and began to be used in general primary school. However, when the widespread use of developmental education in elementary school, further studies on the age possibilities of adolescents and the content of their education have not been completed. Targeted research was organized again under the leadership of B.D. Elkonin only in 2000. Designing of teenage school in the framework of the principles and ideology of this system started at the same time at the Psychological Institute of the Russian Academy of Education and many other educational institutions. The article presents the hypothetical ideas about the content, forms and methods of organization of educational process in the second stage of schooling. Particular attention is paid to the fate of the educational activity in teenage school, as well as methods and forms of organization of other activities in the adolescent school.

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 WAYS OF DEVELOPMENT OF ALGORITHMIC LITERAC

2020 ◽  
Vol 69 (1) ◽  
pp. 285-290
Author(s):  
Z.K. Astambaeva ◽  
◽  
А.Е. Zhumabaeva ◽  
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Everyday Life ◽  
Educational Process ◽  
School Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Mathematics ◽  
The Future ◽  
Modern Era

In the modern era of Cybernetics, future primary school teachers should use the algorithms they use in everyday life creatively in the educational process. When performing various exercises that are considered in elementary school math lessons, the future specialist must use explicit algorithms himself and correctly implement them when teaching students. In primary school mathematics, future teachers use implicit algorithms such as: an algorithm for solving various types of problems, algorithms for solving complex equations and expressions, an algorithm for constructing certain geometric shapes, an algorithm for using the Union and intersection of sets in solving problems, and an algorithm for performing tasks related to simple and geometric quantities. The article discusses the method of applying these algorithms and the ways of developing algorithmic literacy of future specialists.

scholarly journals Forming communicative competence of future primary school teachers

2021 ◽  
Vol 102 (2) ◽  
pp. 63-70
Author(s):  
Sh. Zhaukumova ◽  
◽  
N. Khanina ◽  
G. Tleuzhanov ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Communicative Competence ◽  
Educational Process ◽  
Professional Competencies ◽  
Global Changes ◽  
Main Task ◽  
School Teachers ◽  
Primary School Teachers

The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.

scholarly journals METHODICAL FUNDAMENTALS OF TEACHING ELEMENTS OF COMPUTER GRAPHICS OF YOUNG SCHOOLCHILDREN WITH LIGHT DISORDERS OF INTELLECTUAL DEVELOPMENT

2020 ◽  
Vol 1 (190) ◽  
pp. 85-90
Author(s):  
Victoria Vdovenko ◽  
◽  
Lyudmila Kashuba ◽  
Keyword(s):  
Computer Graphics ◽  
Primary School ◽  
Intellectual Disabilities ◽  
Computer Science ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Computer Literacy ◽  
Individual Characteristics ◽  
Educational Process ◽  
Primary School Children

There is no doubt that in addition to perfect command of the native language, time requires from a young person and computer literacy, acquaintance with modern information technology. The computer, which has confidently and reliably taken its rightful place among all other traditional school subjects, as well as in the life of modern man, is actively implemented at the initial stage of a child's education. Disputes over the content of computer science itself as a school subject and its place in the main and variable components of the curriculum only increase its versatility. The use of a standard program in computer science and simulators, allows you to build the educational process of primary school, taking into account age and individual characteristics, the more it is necessary for inclusive education. The article is devoted to the methodological bases of teaching elements of computer literacy of junior schoolchildren with mild intellectual disabilities. The authors emphasize that currently in Ukraine the study of the information education sector by junior schoolchildren with mild intellectual disabilities is not conducted. At the same time, the formation of elements of computer literacy, in particular the study of computer graphics, is feasible for such students, given the peculiarities of the cognitive thinking of such students. The use of computers in the education of primary school students is not the only task of the computer science course. At present, experiments on the introduction of information and communication technologies in subject teaching are being actively conducted, traditional methods are being rethought, teaching concepts are being developed, and the pedagogical conditions for forming the basic concepts of the computer science course are being revised. However, it is not yet established what impact specific methods of activity can have on the structure of educational activities of primary school children with mild intellectual disabilities, which may contribute to the formation of computer literacy in grades 2-4 to prepare children with special needs. The study of computer science and the use of ICT in inclusive education promotes the development of skills and abilities of students with mental and physical disabilities to use a variety of information about the world, the ability to apply modern methods of accumulation, storage, retrieval and processing of information based on telecommunications networks. The teacher must also adapt to the individual opportunities and individual pace of learning, comfortable for such children.

scholarly journals АНАЛИЗ РАЗВИТИЯ МЕЖДУНАРОДНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЫ И ТЕХНОЛОГИИ «STEP BY STEP» В ЗАРУБЕЖНОЙ И ОТЕЧЕСТВЕННОЙ ТЕОРИИ И ПРАКТИКЕ

2020 ◽  
Author(s):  
Elena Nikitina
Keyword(s):  
Primary School ◽  
Subjective Experience ◽  
Main Idea ◽  
Educational Process ◽  
Actual Problem ◽  
Use Of Technology ◽  
Primary School Student ◽  
Program Step ◽  
Pedagogical Analysis ◽  
Dynamic Cooperation

Введение. Исследуется актуальная проблема развития международной образовательной программы «Step by Step». Проведенный анализ социологических, психологических, педагогических, методических работ известных отечественных и зарубежных ученых и практиков позволил рассмотреть историко-педагогические аспекты проблемы развития данной программы как за рубежом, так в России и Казахстане. Материал и методы. Исследование проводилось на основе использования теоретических и эмпирических методов, основным из которых был анализ взаимодействия участников образовательного процесса, а материалом исследования послужили уроки естественно-математического цикла в начальной школе. Данная работа проводилась в три этапа. Первый этап заключался в определении основных теоретико-методологических положений для постановки проблемы, проанализирована степень ее изученности, определены общие положения. Второй этап состоял в выявлении особенностей применения «Step by Step» в классно-урочной модели начальной школы. Третий этап заключался в анализе результативности обучения детей с применением технологии «Step by Step». Результаты и обсуждение. Проведенный сравнительный анализ позволил рассмотреть историко-педагогические аспекты проблемы развития данной программы за рубежом, в России и Казахстане, а также обосновать правомерность употребления термина технология применительно к «Step by Step». Представленный анализ понятий «технология», «образовательная технология», «педагогическая технология» доказывает возможность употребления термина «технология» относительно «Step by Step». Большое внимание уделяется проблеме социальной компетентности современного ученика начальной школы и ее развитию в условиях начальной школы. Заключение. Историко-педагогический анализ развития «Step by Step» позволяет понять суть и основную идею данной технологии. Цель образовательного процесса заключается в развитии личности ребенка, ее индивидуальности, неповторимости на основе убеждения и веры, с учетом особенностей собственной «внутренней модели мира», структуры его субъективного опыта, где субъектные отношения построены на принципах индивидуализации сотрудничества, партнерства и свободы выбора деятельности. Применение технологии «Step by Step» повышает ценность обучения за счет принципиально нового демократичного подхода, соответствующего нормам сегодняшнего дня и содействующего динамичному сотрудничеству всех сторон образовательного процесса, во время которого происходит и совершенствование отдельно взятого индивида.Introduction. The article is devoted to the study of the actual problem of development of the International educational program “Step by Step”. The analysis of sociological, psychological, pedagogical, methodical works of famous domestic and foreign scientists and practitioners allowed to consider the historical and pedagogical aspects of the problem of development of this program, both abroad and in Russia and Kazakhstan. Material and methods. The study was conducted on the basis of use of theoretical and empirical methods, the main of which was the analysis of interaction of participants of educational process and research is based on the lessons of science and math in elementary school. This work was carried out in three stages. The first stage was to determine the main theoretical and methodological provisions for the problem, analyzed the degree of its study, defined the General provisions. The second stage was to identify the features of the application of “Step by Step” in the classroom model of primary school. The third stage was to analyze the effectiveness of children’s education using the technology “Step by Step”. Results and discussion. The comparative analysis allowed to consider the historical and pedagogical aspects of the problem of development of this program abroad, in Russia and Kazakhstan, as well as to justify the validity of the use of the term technology in relation to”Step by Step”. The presented analysis of the concepts “technology”, “educational technology”, “pedagogical technology” proves the possibility of using the term “technology” with respect to “Step by Step”. Much attention is paid to the problem of social competence of the modern primary school student and its development in primary school. Conclusion. Historical and pedagogical analysis of the development of “Step by Step” allows us to understand the essence and main idea of this technology. The goal of the educational process is the development of a child’s personality, its individuality, uniqueness, based on beliefs and faith, with the features of own “internal world model”, the structure of subjective experience, where the subject relations are based on the principles of individualization, cooperation, partnership and freedom of choice activities. The use of technology “Step by Step” increases the value of learning through a fundamentally new democratic approach that meets the standards of today and promotes dynamic cooperation of all parties to the educational process, during which there is an individual improvement.

scholarly journals A CONTEXTUAL PROBLEM BASED OF LOCAL WISDOM IMPROVE THE ABILITY TO SOLVING A WORD PROBLEM MATHEMATICS STUDENTS OF ELEMENTARY SCHOOL

2020 ◽  
Vol 4 (1) ◽  
pp. 55
Author(s):  
Riza Fatimah Zahrah ◽  
Winarti Dwi Febriani
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Word Problem ◽  
Word Problems ◽  
Primary Schools ◽  
Experimental Methods ◽  
Mathematics Students ◽  
Primary School Student ◽  
Control Research ◽  
Quasi Experiment

The background of the study are the results of the study in the year 2013 that has been carried out, the capacity of finishing to solve word problems still a big the difficulties encountered by primary school student on math. First, the students was difficult to understand content from to word problems which it is served. So that it would be a much trouble, students hard to change the words of story into mathematics modelling. The purpose of this research is to had a clear grasp of concerning the improvement of the the ability for solving the word problems mathematics with is using it based math thats why chose without abandoning the local wisdom. A Contextual problem of Mathematics at class was serve in sunda language and using the game of sunda’s cultured (for example: congklak). This research used a quantitative approach with the methods quasi experiment. The experimental methods specious or quasi experiment use class experimentation and class control. Research was implemented in public primary schools 1 suganangan as a class experimentation and public primary schools 2 suganangan as a class control. Class experiment given learning with using it contextual mathematics based local with N-gain 0.51 medium category.

scholarly journals АКТУАЛЬНІСТЬ ПОГЛЯДІВ В. О. СУХОМЛИНСЬКОГО В УМОВАХ РОЗБУДОВИ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

2019 ◽  
pp. 26-36
Author(s):  
О. М. Друганова ◽  
В. М. Білик
Keyword(s):  
Elementary School ◽  
Creative Thinking ◽  
Modern Science ◽  
Individual Characteristics ◽  
Educational Process ◽  
Day School ◽  
Research Approach ◽  
School Life ◽  
Children’S Work ◽  
The Individual

Sukhomlinsky's main principles of creative heritage concerning organization of elementary school as a basis for the preparation of a new generation are analyzed in the article. In the light of reforming the present-day school, the prominent scholar's advice will become a creative benchmark for organizing the educational process in the new Ukrainian school. The authors identified the scientist's most relevant advice for the present: the organization of the initial process in elementary school aimed at developing child's curiosity, creativity and thinking; creating a positive atmosphere; the application of a research approach in children's work; attentive teacher's attitude to each student. The article shows the connection of V.O. Sukhomlinsky's ideas with the conceptual directions of the new Ukrainian school: entering and adapting a child in school life, creating a situation of success in learning, fostering responsibility, creative thinking. Based on the analysis of modern educational documents, teachers', parents' and scholars' responses and significant V. Sukhomlinsky's works, the authors proved that the individual characteristics of the child were a priority in the creative heritage of an outstanding teacher, and remained so in the Ukrainian school of a new type. The scientific search revealed the peculiarities of V. Sukhomlinsky's view that the child is always a thinker, and whether she is proud of the consequences of her activity depends on her perception of herself and the world around her. The study confirms the relevance of the views of a well-known scientist for the development of the educational process of elementary school in Ukraine, the formation of a new teacher and the vision of the developed personality of the student. The article draws attention to such important approaches to human formation as self-mastering of knowledge, development of skills and abilities, awareness of oneself in public life. It is these views that are inherent to the educators of the past and are the basis of modern science.

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