SYNERGETIC APPROACH AS A METHODOLOGICAL BASIS OF THE THEORY OF SELF-ORGANIZATION OF PRIMARY SCHOOL STUDENTS’ EDUCATIONAL ACTIVITY

The educational process in a modern primary school involves a change in the position of the student: from the object of study they become active subjects of educational activities, which requires the activation of their self-organization. At the same time, the essence and purpose of education is not in the scholastic increase of information, but in the information support of the constant development of an individual. This problem is especially relevant in the context of distance learning in the New Ukrainian School (NUS), so increasingly popular are learning technologies aimed at enhancing the educational and cognitive activities of students and forming their readiness for independent work. Life in modern society requires that an individual develops the qualities of autonomy and organization: independence, initiative, ability to think creatively, etc. These qualities are considered as components of a single process of self-organization of an individual. Synergetic can be interpreted as a methodological basis for educational, prognostic, organizational and didactic-managerial educational activities. We characterize synergetic as an opportunity to solve problems of education in accordance with modern challenges. Despite numerous studies, the problem of implementing a synergetic approach in the formation of skills of self-organization of educational activities of primary school students remains open. The article describes the synergetic approach as a methodological basis of the theory of self-organization of educational activities of junior schoolchildren. The research of scientists in the field of synergetic, namely the transformation of its ideas in pedagogy as a basic idea of the theory of self-organization of educational activities of primary school students, analyzes the key ideas and positions of synergetic through the prism of interpretation of the educational process. The explication of the problem is carried out in the context of the analysis of the pedagogical system of primary school. The study presents the features of the synergetic approach in the first grade school. The essence of the synergetic approach as an interdisciplinary direction of cognition is considered. It is established that the synergetic approach allows to form self-organization of educational activity. It has been studied that the educational process in primary school can also be considered an open system, as it carries out a continuous process of exchange of information (knowledge) between teacher and students (feedback), and constantly changing the content of education according to society as a whole. The content of educational and cognitive activities during the formation of skills of self-organization of primary school students from the point of view of synergetic approach is revealed. The main regularities of the process of teaching junior schoolchildren as an open and complex system and a complex of multicomponent, interdisciplinary and multilevel knowledge are outlined, providing an opportunity to identify the main areas of synergetic ideas in the educational process. It is concluded that the implementation of a synergetic approach to the management and organization of the educational process of primary school will significantly increase its efficiency, make the educational process more flexible and universal.

BOOSTING STUDENTS’ MOTIVATION IN THE PROCESS OF STUDYING PRACTICAL COURSE OF THE GERMAN LANGUAGE DURING DISTANCE LEARNING

The article considers the question of boosting motivation of language specialty students during distance learning. The problem of increasing students’ motivation during distance learning is complex, completely unresolved and relevant. It is closely related to the questions of lesson organization and conducting, ways of intensifying students’ cognitive activities in the study group, the ability to provide constructive support and exchange views on different topics. The purpose of the given article is to check on the basis of the obtained practical results what means and methods can increase students’ motivation in the process of studying practical course of the German language. It is established that the crucial prerequisite for successful online learning is a conscious consideration of the motivational factor and the ability to manage it throughout the learning process. The effective factors of online lessons are indicated in the paper: well-selected and prepared material, teaching methods tested by experience and based on technical tools on various educational platforms, selected, structured and appropriately used content, forms and teaching aids. The means and methods of boosting students’ motivation in the process of studying Practical course of the German language are analyzed, considering the specific nature of this subject. It is established that the implementation of the conceptual ideas of education is carried out with the help of information technology, which is based on the fundamental didactic principles – activation, autonomy, constructiveness and a special role is paid to the whole study group. The functions and tasks of the tutor, his role in the formation of a sense of group unity in order to intensify students’ activities during distance learning are revealed. Recommendations for boosting students’ motivation in the process of online studying Practical course of the German language are developed.

SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

METHODOLOGICAL FEATURES OF FORMATION OF THE CULTURE OF CRITICAL THINKING OF PRIMARY SCHOOLCHILDREN

The article deals with the methods and techniques for the development of critical thinking of primary schoolchildren, which are fundamentally different from the reproductive style of learning. The development of critical thinking of students can largely meet the requirements of modernity, namely: the content of education is considered not as a material for learning, but as a material for research; the student in this system is one of the main subjects of cooperation; the teacher, acting as an assistant, encourages students to maximum cognitive activity, maintains a creative psychological climate through co-creativity with students. It is noted that for the quality organization of the educational process and achievement of the set goals it is important to correctly apply the tools and methods of development of critical thinking. The article suggests a detailed description of the basic methods and techniques for the development of critical thinking and features of their application at primary school lessons. It is noted that the technologically correct application of methods and techniques for the development of critical thinking will promote active learning of students and form a culture of critical thinking.

THEORETICAL FUNDAMENTALS OF CITIZENSHIP EDUCATION INTRODUCTION IN UKRAINE AND AUSTRIA

In the context of globalization citizenship education issues are re-emerging in the international scope, including the discussion of the citizenship education concept and the role and goal formulations of citizenship education. The problem of political education has recently become increasingly important. For example, against the background of difficult political events in Ukraine over the past two decades, it becomes clear that maintaining and developing democracy requires critical citizens of society who understand the prospects of a democratic system for the country. In order to understand current socio-political problems, it is first necessary to analyze a critical analysis of historical, political and socio-cultural developments in a society. The article was created as a part of the research project “Implications of global developments on job-related ideas of teacher training students in Austria and Ukraine” of the University College of Teacher Education Vienna, the TNPU and WUNU. The contribution of this article to the aim of the research project is therefore to compare the citizenship education system in Ukraine and Austria and their respective historical development in order to draw the conclusions for teacher training. This contribution is closely connected with an international current discourse on central concepts of citizenship education. The article deals with the history of the citizenship education in Ukraine and Austria, shows the current state of development of this educational area and presents the results of the curriculum analysis of the pedagogical universities with regard to the implementation of political education in the context of globalization. The results of the work can help theorists and practitioners to understand the challenges of citizenship education in times of globalization.

PROFESSIONAL AND COMMUNICATIVE IMAGE AS A RESULT OF LANGUAGE EDUCATION OF FOREIGN MEDICINE STUDENTS

In today’s globalized world, the academic migration of persons receiving higher education outside their home countries is gaining more and more popularity. The main factor in the success of obtaining a professional qualification in foreign universities is proficiency in the language in which educational services are provided. For foreign applicants for higher education (in particular, medical one) in Ukraine, the language of instruction is Ukrainian or English, but in any case, the language of interaction in the academic and sociocultural environment is the state language of the country of study. So, foreign students who receive higher medical education in Ukraine in English, master the Ukrainian language as a means of communicative interaction in the social, cultural, educational and academic environment, and also during clinical practice. This article presents a model of the result of language education of foreign medical students – their professional and communicative image. An accurate understanding of the learning outcome, focus on this result will significantly increase the effectiveness of the educational process. The author describes the structure and content of the studied phenomenon. The professional and communicative image of a doctor is a complex multicomponent phenomenon, the formation of which ensures the success of the communicative act in the professional sphere. This research provides a generalized list of requirements for the personality of a healthcare professional. The listed qualities should be manifested in a certain communicative style through strategies and tactics, and their implementation is ensured by knowledge of the necessary language means and mastery of skills in various types of speech activity. The model of professional and communicative image developed by the author as a result of teaching the Ukrainian language to foreign medical students has three levels: psychological, cognitive, and operational. The components of the psychological level are moral and ethical, volitional, organizational-communicative and professional-communicative qualities of a future doctor; knowledge of communication strategies and tactics required by a highly qualified physician, as well as typical genres of medical discourse constitute the cognitive-communicative level; language units we refer to the cognitive-language level; empathic listening, tolerant speaking, reading and writing in the clinical field are referred to the operational level. The linguodidactic description of the components of the studied phenomenon served as the basis for the development of a multi-aspect model of language education for foreign medical students in the English-language form of education.

THE INFLUENCE OF FICTION ON SOCIALIZATION OF STUDENTS WITH INTELLECTUAL DISABILITIES

The views aimed at the stability of socialization are analyzed, paying attention to the peculiarities of psychophysical development of students with intellectual disabilities, which leads to a weakening of socialization. Difficulty in socialization depends on the presence of a navigator of mispersonal communication, unformed needs in such communication, inadequacy of self-esteem, negative perception of other people. It is noted that the effectiveness of primary socialization of students with intellectual disabilities affects the formation of its components: socio-psychological adaptation and empathy. In this regard, the research of scientists on the essence of socio-psychological adaptation and empathy is taken into account. It is pointed out that the process of socialization includes not only adaptation, but also maladaptation. It is stressed on the role of empathy as a component of socio-psychological adaptation and its impact on the formation of socialization of students with intellectual disabilities in the future with works of art, since the components of empathy are sympathy and compassion. Adolescents with intellectual disabilities perceive the information better during the Ukrainian literature lessons, where they work with fiction literature. It has been substantiated, that works of fiction, studied by students at the lessons of the Ukrainian literature serve as particularly important means of teaching, correction and socialization of students with intellectual disabilities. Fiction is the only art form promoting the development of visual thinking. While studying at the lessons of the Ukrainian literature on fiction texts, students with intellectual disabilities intellectual develop thinking, connected speech, overcome communicative phobia, master social competencies, become socialized. The expediency of using interactive teaching methods for the formation of social skills in students with intellectual disabilities in the process of working with works of art during the Ukrainian literature lessons, in particular: discussion, ethical conversation, role play; such methods as «microphone», «chain of thoughts», «unfinished sentence». While working with works of art during the Ukrainian literature lessons, adolescents with intellectual disabilities learn basic morals through interactive teaching methods, learn to disseminate information, emotions, thoughts about the read and the environment learn to evaluate behavior and teach people who pay attention to other problems. The lessons create appropriate conditions for optimizing the socialization of students with intellectual disabilities and social maladaptation, which threaten to subordinate adolescents to the content and meaning of the artists with whom they work.

COMMUNICATIVE-ACTIVITY APPROACH IMPLEMENTATION IN THE MODERN SYSTEM OF FOREIGN LANGUAGE LEARNING

The review of communicative activity key features realization approach in a modern system of foreign languages learning ​​has been carried out. It is defined that the communicative activity approach is based on the conceptual provisions of the activity and principles of communicative learning theory which gives students the opportunity to investigate problems independently, to observe, to analyze, to think critically, to argue and persuade the interlocutor as well as to make their own methods of learning a foreign language and to develop the ability to assess risks, to form constructive management of feelings, to use information and communication technologies, to interact in an adequate and creative way in all kinds of social and cultural contexts, to mobilize life experience, to apply basic / declarative knowledge and skills in practice, to create success situations, to form skills of self-control and mutual control. It is stated that modern paradigms of foreign language teaching outline the need to create conditions for active mastering of foreign language communication skills through the ability to understand and to achieve coherence in the reception and production of utterances within the communicatively significant speech formations. The main aspects of foreign language learning process on a communicative basis consider, namely: non-standard methods and forms of work that support students’ speech and mental activity and contribute to the maximum disclosure of their inner potential. It has been concluded that the effectiveness of communicatively oriented foreign language teaching depends on teachers’ understanding of the need to abandon authoritarian and scholastic methods and to apply teaching methods aimed at intensifying of the forming foreign language process and general cultural background of students in a creative way.

IMPLEMENTATION OF THE ADVANCED LEARNING IN THE PROCESS OF FUNDAMENTAL MATHEMATICAL TRAINING OF BACHELORS IN THE FIELD OF ELECTRONICS AND TELECOMMUNICATION

The article substantiates the expediency of the implementation of the advanced learning in the process of fundamental mathematical training of bachelors in the field of electronics and telecommunications. At the moment, the field requires mandatory (deep) knowledge of the main classical sections of mathematics, it is also important to acquaint students in higher mathematics with elements of modern mathematical theories, concepts that allow learners to better understand special courses in mathematics and relevant special disciplines. materials of mathematics, which are used in the modern mathematical models of technical developments. The aim of the article is to reveal the approaches to the concept of the advanced learning in the process of fundamental mathematical training of future bachelors in the field of electronics and telecommunications.The main methods that were implemented in the study of the problem of advanced learning were the analysis and synthesis of the scientific sources on the selected problem, observation, implementation of projects and evaluation of their results. It is offered (from the first semester) to introduce generalized concepts (norm, operator, etc.) in time, to acquaint with ideas of variational calculus, functional analysis, mathematical methods of research of linear equations with variable coefficients, theory of stochastic approximation, mathematical modelling. Then the future specialist will be able to comprehend the objects, which have been already developed by mathematicians but have not been used yet. Thus, a difficult topic or concept can be considered in advance in some connection with the currently studied material. For example, during the study of a function and the construction of its graph, along with the asymptote, students can be introduced to the approximation of the function, the concepts of interpolation and approximation. It is expedient to acquaint students with these problems more deeply during performance of independent tasks (consultations, the abstract, the report at conference, etc.).

TOOLS FOR CREATING EDUCATIONAL VIDEO RESOURCES WITH BLENDER VIDEO EDITOR

The article explores the opportunities of using the free and open software Blender 3D, a module employed for creating and editing videos, for the formation of video materials, for organizing video conferencing during online classes. On the example of video development recommendations are provided on the creation and publication. An experimental study of the effectiveness of the resource, which describes its implementation in the educational process on the example of teaching certain disciplines, in particular “Operating Systems. Linux” and training seminars for university teachers, has been conducted. Experimental verification proves that the use of video resources leads to the significant increase in the effectiveness of training, expands opportunities for individualization and differentiation, independent and individual work of students.