SCIENTIFIC AND METHODOLOGICAL SUPPORT OF SCHOOL EDUCATION IN HISTORY IN UKRAINE (THE END OF XX – THE BEGINNING OF XXI CENTURY): HISTORIOGRAPHY OF EDUCATIONAL EDITIONS

The article considers the historiography of the problem of scientific and methodological support of school education in history in Ukraine. The results of the analysis of the complex of studies and scholarly publications review on the topic are presented in this paper. The general scientific research methods are defined: they are analysis, synthesis, systematization, analogy, classification, which were used to analyze the views of domestic and foreign scientists on the problems of school history education, its scientific and methodological support, updating the content and approaches to teaching history at school. The author defines the concept “scientific and methodological support” through such components as curricula, teaching aids and textbooks, methodology of teaching a subject, legislative and regulatory framework. It is noted that the problems of scientific and methodological support of school historical science were studied by both academic historians and teachers-practitioners. Nowadays, the studies devoted to the content and methods of teaching history are becoming increasingly important. Scientific papers on the topic are divided into several groups. The first group includes general pedagogical research concerning the goals and objectives of secondary education in Ukraine. Such works include teaching aids and textbooks on general pedagogy, history of pedagogy, pedagogical anthologies. The second group includes serious monographs describing the content of history education, updating programs and textbooks. The particular emphasis is placed on works covering the period from Ukraine’s independence, at the beginning of the XXI century. The third group consists of works on the methodology of teaching history in schools. Such works are focused on the practical aspects of teaching history, the structure and content of history lessons, and the like. The fourth group of scientific research consists of those papers, which are devoted to the discussions about the purpose and content of historical education. These are materials of thematic conferences and round tables. The author determined the prospects for further scientific research. Based on the analysis and synthesis of the available scientific papers, it is possible not only to give a detailed description of school history courses, textbooks, approaches to teaching history at school, but also to identify the positive and negative aspects of the content of school history education in Ukraine, to identify problems and ways to overcome them.

APPLICATION OF DIGITAL INFORMATION RESOURCES IN DISTANCE LEARNING

The article shows that the introduction of distance learning courses, trainings, webinars, workshops, round tables, etc. at a more systematic level are the effective ways of forming digital literacy. Possibilities of using distance learning in higher education institutions are considered. The article emphasizes that digitization affects not only the content of education but also its organization. These processes have mixed implications for positioning of universities and teaching work. Digitalization of education opens up new perspectives for any professional field, as it enables to expand the context of activities, organize international cooperation, create virtual groups and communities, forums and chats, provide access to materials of various formats (texts, multimedia, television, etc.), expand communication with native speakers through various Internet systems, etc. The advent of distance education has led to a whole new understanding of the learning process and has expanded its capabilities. The introduction of distance learning in Ukraine is currently in its active stage. At the beginning of the XXI century The Concept of Development of Distance Education in Ukraine and the Regulation on Distance Learning were approved. Today, the role and importance of digital educational resources and technologies in the educational sector is increasing; a great deal of efforts are being made to harmonize the structure of national HEIs with European requirements and to improve the quality of distance learning, which should lead to an increase in the level of training of specialists. Distance education is an important component of modern specialist training in many countries of the world, based on the use of both the best traditional teaching methods and new DER, as well as on the principles of self-study, intended for the general public irrespective of material security, place of residence, health status. A distinctive feature of distance education is interactive learning. Students have the opportunity not to attend classes, but to study at convenient time and in a convenient place. The main goal of distance learning is to ensure further development of the education system towards providing it with features and characteristics of open education (accessibility, mass, personal orientation, real continuityetc). Thus, distance education is a 21st century specialist training system, characterized by high professionalism that strives for collaboration, self-affirmation and a high level of communication with colleagues. It is characterized by a great intensification of socially significant motives: business, cognitive, cooperation, self-realization and development, self-affirmation and communication through the use of open and computer-based learning and modern means of communication.

STATE AND PUBLIC MECHANISMS FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION IN UKRAINE (1990–2020)

The article analyzes the state-public mechanisms for the development of inclusive education in Ukraine for the period 1990-2020. In the 1990s, there was inertia on the part of state institutions in deciding to implement inclusive education. For a long time, Ukraine was limited to implementing only state programs («Children of Ukraine», «Long-term Program for the Advancement of Women, Family, Maternal and Child Welfare», «State National Program «Education» (Ukraine of the 21st Century)», etc.. In fact, in 2011 inclusive education was introduced in Ukrainian schools when the Cabinet of Ministers of Ukraine approved Decree No. 872 of August 15, 2011. Since then, the Ministry of Education and Science of Ukraine has been pursuing an active policy of developing inclusive education, publishing educational and methodological literature on the topic. The author of the article distinguishes three periods of the development of inclusive education in Ukraine during its independence. The first (1990-2001), when there is a slowdown, moderation of the state’s actions in introducing declarative changes in the country's legislation; considerable attention is paid to the implementation of state programs to support children. The second period (2001-2010) begins with the general project work of the All-Ukrainian Fund «Step by Step», the Ministry of Education and Science of Ukraine and the Institute of Special Education of the Academy of Pedagogical Sciences of Ukraine; it concludes with the approval of the «Concept for the Development of Inclusive Education». In terms of the development of an inclusive educational environment, the work of many public organizations and foundations on the formation of philosophy of inclusion and the formation of a social ground for the introduction of inclusive education was fruitful. The third period (2011-2020) is characterized by excessive attention of the state, various institutions, teachers, the public to the problems of inclusive education for people with special needs, as well as informing the population through the media about achievements in the field of inclusive education. The implementation of inclusive education in Ukraine is supported in close cooperation with the Ministry of Education and Science of Ukraine by the International Fund «Renaissance», «Open Society Foundation», All-Ukrainian Fund «Step by Step», «Inclusion Support Network. School for All», «Poroshenko Charity Foundation», etc. Joint initiatives are aimed at introducing inclusive education and creating a positive environment for the perception of inclusion of people with impaired psychophysical development.

PSYCHOLOGICAL FOUNDATIONS FOR CHILD’S FORMING AS A SUBJECT OF LIFE-CREATION IN THE EDUCATIONALSPACE OF THE NEW UKRAINIAN SCHOOL.

The article analyzes the priority and opportunities of the child's formation as a subject of life-creation in the educational space of the New Ukrainian School. The fundamental ideas of the humanistic and existential psychology’s founders and modern scientists regarding the conscious and creative attitude of the individual to his life as a prerequisite for its self-actualization in the mode of being and the realization of freedom of life (A. Maslow, E. Fromm), the ideas of setting a life goal, determining meaningful life orientations and developing life personality strategy (K. Abulkhanova-Slavskaya, A. Adler, R. May, G. Allport, K. Rogers, V. Frankl), the ideas of individual readiness for life innovations in the process of self-projection (N. Samoukina, T. Titarenko) are analyzed. There were defined the life-creation methods of personality self-development as a subject of life (F. McGraw, A. Molloy, I. Pidlasa). It is shown that the priority of the psychological support of the educational process in the New Ukrainian School is the formation of students as subjects of life creation through the development of their ability to anticipate life, internality, optimistic perception of life prospects, stress resistance and motivation to achieve success. It was established that the fundamental ideas and modern approaches to the interpretation of the problem of formation of the individual as a subject of life-creation fully correspond to the conceptual priorities of the New Ukrainian School, which is designed to bridge the gap between the educational process and the requirements of society. It is revealed that the psychology of life-creation is a holistic scientific concept, which was formed on the fundamental ideas of humanistic and existential psychologists and is now actively developing within the psychology of personal life. There were defined the technologies and forms of work within the framework of psychological support of students in the educational space of the New Ukrainian School. These include: technology of life design, technology of organization of life-cognitive activity of students, psychological counseling and facilitation, training forms of psychological work, in particular, trainings of personal growth, trainings of self-determination and trainings of construction of life perspective.

METAPHOR AS A METHOD OF CONSULTATIVE WORK OF PSYCHOLOGISTS AND SOCIAL TEACHERS WITH PARENTS.

The article presents the method of metaphors as a modern effective method that involves neurodynamic mechanisms of personal reflection on current life events. The formation, essence and functions of metaphor in psychological and pedagogical work are analyzed. The genesis of the concept "metaphor" reveals the growing dynamics of its use in the social and psychological sciences. It has been active since the mid-1970s, when metaphors became the independent subject of study. Phenomenologically, metaphor is manifested in all spheres of human activity, but the first sphere of its usage is language. Metaphorical language allows a specialist to convey relevant messages to the client in a fairly secure form and unobtrusively suggest solutions to the problem. It is due to this that it makes sense to use metaphor in consultative psychological and pedagogical work. The authors propose to regard the metaphor as a means of obtaining information about the peculiarities of the relationship in the system "parents - child". Depending on the content of the family life situation, metaphors can perform expressive, dissociative, diagnostic, explanatory functions. They are used in individual or group consultations, one can employ the following options: firstly, reading and discussing metaphors (expressed in parables, instructive stories, etc.) together with parents, which helps to establish the atmosphere of trust between a psychologist and parents, and becomes a starting point for discussion of a specific problem of child-parent relations. Second, discussing drawing with metaphors enables parents to be objectively aware of the problem and then work out possible effective behaviors and corrections. Thirdly, it is possible to work with metaphoric cards "Alphabet of parental love", "The wisest time", "All the facets of harmony", "Steps to wisdom", "Treasures of vital forces" and so on. Understanding the content of a card requires parents to think, feel and remember. In a state of reflexive calm, they can remember life situations, moments of difficulties in the relationship with their child. The article provides examples of metaphors and gives methodological commentary on the work of psychologists and social educators with them. Thus, the competent use of metaphorization in the counseling process can accompany the work of a psychologist and social educator from the moment of gathering information to the implementation of the last behavioral check of the performed intervention

TYPES OF READINESS OF SPECIALISTS IN PHYSICAL THERAPY AND OCCUPATIONAL THERAPY FOR THE USE OF HEALTH-PRESERVING TECHNOLOGIES IN THEIR PROFESSIONAL ACTIVITY

The article considers the types of readiness of specialists in physical therapy and occupational therapy to use health-preserving technologies in professional activities, which are determined by: scientific knowledge about the nature, patterns, features, principles, purpose, objectives and content of work to restore public health and implement such technologies. The main indicator of the effectiveness of specialist training is the psychological, pedagogical, professional, practical, social, personal and physical readiness of a specialist in physical therapy and occupational therapy to work to restore the health of the socio-component of our society. It is shown that the main property of a specialist in physical therapy and occupational therapy is a generalized ability to think pedagogically, which implies that the teacher has analytical, prognostic, design and reflexive skills. Features of both practical and professional readiness of the specialist are external (subject) skills, which include organizational and communication skills. The main types of readiness (professional, personal, psychological, physical, social, pedagogical and practical) of specialists in physical therapy and occupational therapy to use health technology in professional activities are described; the peculiarities of use in working with patients when compiling rehabilitation programs based on the International Classification are indicated. functioning, limitation of life and health, which aims to define a unified and standardized language and schemes for describing health and health-related conditions, which introduces the definition of the components of health and some related to health, components of well-being (in particular, such as education and work). This classification has moved away from the classification of "disease consequences" and has become a classification of "health components". The components of health determine the components of health, while the "consequences" focus on the impact of disease or other health conditions on the end result. The international classification of functioning, limitation of life and health is not nosologically oriented, but takes into account changes in health without regard to the facts, at the time of the examination. This classification is focused not only on the severity of the consequences of diseases, it for the first time emphasizes the adaptive and compensatory capabilities of the body, the importance of maximum involvement of people with special educational needs in public life, which deal with physical therapists and occupational therapists activities.

CITY COMPETITION OF CREATIVE WORKS ON IMPROVEMENT OF PHYSICAL DEMONSTRATION EXPERIMENT AS A FORM OF INVOLVEMENT OF STUDENT YOUTH IN INNOVATIVE ACTIVITY

The article considers the problem of involving students in innovative activities in the process of teaching physics. The methodical features of conducting city competition of creative works (the author's form of extracurricular activities of students in teaching physics) on improvement of the physical demonstration experiment are presented and considered. The purpose and conditions of the competition, the directions in which the evaluation of student works is carried out, the criteria for evaluation of works are described. The principal features of this physical and technical creative competition, in contrast to others, are that all interested students of grades 7-11 can become participants, regardless of the level of academic success; Criteria for evaluating student work are, first of all, the degree of development of student creativity (from the ability to only materialize the teacher's idea to the independent formulation of the idea, determining the conditions of the problem and its solution), novelty and degree of scientificity. In addition, it is stated that a special educational competition is the educational environment, which is characterized by humanity and tolerance, while minimizing opportunities for competition between participants from the same class or school. It is due to the observance of these positions that the city competition of creative works demonstrates its high rating among such events and proves its effectiveness from the standpoint of developing students' creative ability during 2010-2020. It is substantiated that the competition proposed and introduced in the educational process of physics in Zaporizhzhia not only plays an important role in activating students’ creative activity in teaching physics, but also is an effective organizational form of professional training of students majoring in 014 Secondary education 014.08 Secondary education (Physics) at Zaporizhia National University. Students, who are future teachers of physics, take an active part in this mass event both as student leaders (consultants) and as organizers of the competition.

SYSTEMIC AND INSTITUTIONAL ACTIVITIES OF A HIGHER EDUCATIONAL ESTABLISHMENT TO IMPLEMENT NATIONAL PRIORITIES FOR STAFFING INCLUSIVE GENERAL EDUCATIONAL PRACTICE

The article specifies the directions in the systemic implementation of national priorities in the staffing support for inclusive general educational practice as part of the training in the following specialties: “Special education. Speech Therapy", "Primary Education", "Social Work", "Psychology", "Physical Therapy, Occupational Therapy". Such training is accomplished through the use of innovative methods and technologies in the educational process, implementation of a comprehensive interdisciplinary approach to training, ensuring their readiness to work on diversified projects in interdisciplinary teams, to provide individualized assistance for each child with special educational needs in order to intensify his/her social and communicative development, relevant acquisition of social roles and socially significant communicative norms. The study considers the importance of professional practice so that future specialists could learn all the aspects related to the implementation of structural-functional model of inclusive education at the system-institutional level and gain relevant experience in working with different categories of children with special educational needs. Based on the example of secondary boarding school of I-III degrees of Khortytsia National Academy, the importance for the practice base of future specialists was established to comply with the following organizational and methodological requirements: successful provision of variatization and individualization of inclusive educational process taking into account the capabilities of students with special educational needs; strengthening the socialization potential of the educational institution; implementation of a team approach to psychological and pedagogical support of children with special educational needs; promoting positive psychological microclimate in inclusive children's groups, active self-realization of each student in socially significant activities.

IMPORTANCE AND PLACE OF BIOGRAPHICAL METHOD IN PEDAGOGICAL METHODOLOGY

The article covers and analyzes the biographical method of pedagogy; it defines its importance and place in pedagogy methodology based on historical-genetic approach and inter(cross)disciplinary analysis of academic sources. It establishes the current phenomenon of considerable extension in objective consideration of biographical method by social sciences and the humanities (the so called "biographical turning point") and recognition of scientific “usefulness” of this method at the theoretical level. This is the very fact which stipulated the topicality of methodological realization of biographical method as a moder way of development of theoretical and practical pedagogical activity. Currently the biographical method is an important component of methodological range of the whole system of pedagogical sciences. The biographical method in pedagogical methodology shall be considered both as the method of research and obtainment of scientific pedagogical knowledge (for example, in pedagogical history, pedagogical biography science, life-creation pedagogy) and as the important method of extensive innovative teaching practice in didactics and certain methods of teaching (literature, history teaching method etc.). It can be used when considering pedagogically adapted biographical materials about the distinguished public figures and historical figures in a certain science; in special and rehabilitation pedagogy, when considering biographical knowledge on the examples of successful physical rehabilitation and socialization; in social pedagogy during social and pedagogical counseling, in educational theory etc.. The article also reveals the academic, educatory and learning opportunities of biographical method for the development of personality of candidates for academic degree and its significant role in implementing “humanization of knowledge” in the comprehensible principle of humanization and humanitarization. It was defined that this method holds a prominent place among interdisciplinary pedagogical methods and has the forseeable prospects of further transformation into biographical pedagogy and integration with the biographical psychology

WAYS TO INCREASE THE EFFICIENCY OF DISTANCE LEARNING FOR STUDENTS OF PRIMARY EDUCATION SPECIALTY

The article deals with the organization of distance learning for students of pedagogical specialties, in particular, primary and preschool education. The problem of inhibiting distance learning at all levels of education may be regarded in the context of methodological and psychological unpreparedness of both teachers and students. Refusal to actively introduce distance learning as an alternative form of traditional education significantly reduces the level of competitiveness of the Ukrainian education system in the global education market and weakens the country's economy, as it leads to a massive outflow of intellectual potential of our students abroad. The purpose of the article is to identify ways to improve the quality and effectiveness of training future primary school teachers to implement distance education in future professional activities. A significant problem that affects the development of distance learning technologies is the lack of inherent skills and demand for distance learning among students of secondary schools. Most educational skills are formed in primary school. However, at this stage the vast majority of children do not encounter distance learning, do not get acquainted with the principles of distance learning. The analysis of the factors influencing the quality of the educational process is carried out, the reasons for their occurrence are established and the ways of compensating for negative factors are determined. The article covers the correlation between the experience gained during training, teachers and the quality use of distance learning methods during the working process. The article focuses on the role of motivation for distance teachers and students, as well as the fundamental methods of its formation. It is shown that the motivation of distance learners depends on the structure and organization of distance learning. The article deals with the psychological, content, methodological and organizational aspects of electronic forms of education. The article also substantiates the relevance of electronic forms of education. The scientific-theoretical, methodological and technological ways of realizing distance learning forms at all levels of education: primary, general secondary, specialized and higher are considered.