ВИХОВНИЙ ПОТЕНЦІАЛ УРОКІВ ЧИТАННЯ ДЛЯ ФОРМУВАННЯ ТОЛЕРАНТНОСТІ МОЛОДШИХ ШКОЛЯРІВ

The article emphasizes that the world around us sets its own requirements for the ability of a junior student to adapt to it, to his tolerant willingness to build constructive relationships with others. In reading lessons, which aim, among other things, to form the values of primary school students, they learn to choose an individual way of self-presentation, behavior and communication. The task of the teacher is to teach to observe life, to notice human kindness, sacrifice, courage, as well as heartlessness, cruelty, indifference. Hence the signs of a tolerant personality, such as patience, indulgence, tolerance for differences, kindness, the ability to listen to others, not to judge others, to take their position, the ability to empathize, humanism. The updated content of literary material, which comprehensively covers the sphere of interests of junior schoolchildren, its emotionality, novelty, decoration, interesting forms and methods of working with texts of works and children's books with preference to problematic, creative tasks should convince students that fiction is a special kind of art, and reading – a special, unique means of satisfying cognitive interests, knowledge of the world and self-knowledge, which can not be replaced by any other means of mass culture. In the process of experimental learning, we tried to design and implement such types of educational activities of students, which contributed to the formation of tolerance in them as the most important value of the individual. After analyzing some aspects of updating the content and methodology of reading lessons in primary school in the context of implementing the ideas of tolerant education, we note that the new textbooks and manuals for extracurricular reading contain many texts with the potential for educating this quality of personality. actions of characters; to feel the state of another person, to make a moral choice. Key words: formation of tolerance in junior schoolchildren, reading lessons, educational potential of reading lessons, formation of personality of junior schoolchildren.

ДОСВІД ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В ОСВІТНЬОМУ ПРОСТОРІ ЄВРОПИ ПІД ЧАС ПАНДЕМІЇ COVID-19

The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.

ОСОБЛИВОСТІ ВИКОРИСТАННЯ ТЕКСТІВ У ВИКЛАДАННІ ПРАКТИКИ УСНОГО І ПИСЬМОВОГО МОВЛЕННЯ ДЛЯ РОЗВИТКУ КОМУНІКАТИВНИХ НАВИЧОК СТУДЕНТІВ

The article considers the theoretical issues of teaching speech on the basis of the text and tried to reveal the possibilities of practical application of this technique. As a result, it is emphasized that this way of learning oral speech (both dialogic and monologue) has a number of advantages. The use of text makes it possible to make the learning process interesting and increases motivation. At the same time, to get good results, work on the text must be well organized. Close attention should be paid to the selection of texts taking into account the age and individual characteristics of students. Adherence to these requirements allows to overcome the shortcomings of the system of exercises presented in the textbook. When organizing work at the senior stage, students should be given the opportunity to show their individuality in the process of performing creative tasks. Our proposed set of tasks makes it possible to meet the requirements for the level of development of oral skills at the senior stage. However, as we have already found out, the benefits of including creatively oriented speaking tasks are difficult to overestimate, because students not only learn new lexical material and develop phonetic skills, but they also «immerse» in the language environment, which allows students to learn a foreign language in more depth. Thanks to such tasks, a favorable psychological climate is created in the classroom, the psychological load is reduced, and emotional tone is increased. As practice has shown, the task of teaching speech is one of the most effective means of improving the level of language proficiency of students in almost all aspects. As for the development of attention in adolescence, the amount of attention, the ability to maintain its intensity for a long time and move from one subject to another are at a given age at a very high level of development. However, the attention becomes selective, significantly dependent on the direction of interests. Another feature of the development of the cognitive sphere in adolescence is that the mental growth of high school students is not so much in the accumulation of skills and changes in certain properties of intelligence, as in the formation of individual style of mental activity. The style of thinking is largely determined by the type of nervous system, as well as the student's ability to balance their individuality with the objective, external conditions of activity. All that has been said above indicates the need for an individual approach to learning that stimulates the independence and creativity of students. Key words: speech, communication skills, text, approach, educational environment.

ЦИФРОВІ ТЕХНОЛОГІЇ У ФОРМУВАННІ МОДЕЛЕЙ ПЕРЕХІДНИХ ПРОЦЕСІВ В ІНДУКТИВНОСТІ ТА ЄМНОСТІ

An important role in the formation of qualitative knowledge of physics in the modern education system is played by students` ability to present the processes being studied at a qualitative level. Formation of students' abilities and skills to construct figurative physical models, finding mathematical dependences between physical quantities is one of the urgent problems of physics teaching methods. Our research is devoted to the problem of the formation of high-quality imaginary models of physical processes among physics students on the basis of an educational experiment and digital technologies. To improve the quality of teaching physics, the necessity of forming physical and mathematical models of the studied processes among future specialists is substantiated. On the example of experimental study of processes occurring in DC circuits, which contain inductors and capacitors, a method of forming their imaginary and mathematical models is proposed. A digital measuring system with a personal computer was used in the research. It is proved that conducting a physical experiment with simultaneous display of research results in the form of tables and graphs contributes to the formation of a qualitative level of physical models. To form students' skills of building mathematical models of the studied processes, it is proposed to use software that allows to analyze the results of the experiment. The analysis of graphs of the studied processes allows to select mathematical dependences and to calculate necessary coefficients. The use of digital technologies and related programs provides a quick finding of mathematical models. Changing the parameters of the studied objects while finding the corresponding mathematical dependencies allows students to establish relationships between mathematical symbols and physical quantities. This approach provides students with the ability to find mathematical models of these processes or objects. The results of the implementation of the proposed method showed that the use of digital measuring systems in the educational physical experiment significantly improves the quality of students' learning of new material. Key words: physical experiment, model, digital technologies, extra current, inductance, capacitance.

ГНУЧКІ УМІННЯ (SOFT SKILLS) У КУРСІ ВИВЧЕННЯ МЕТОДИКИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ: ЗМІСТ, ФОРМУВАННЯ, ДЕТЕРМІНАЦІЯ

The article substantiates the importance of soft skills. Through the analysis and synthesis of scientific and methodological sources, it has been found that soft skills are flexible, sometimes unprofessional, acmecompetences (acme - peak, peak, higher degree of something, prosperity) for the successful performance of professional duties. It is proved that the new communicative environment enables productive organization of participants of educational process, encourages creativity by means of developing potential of methodical and technical receptions, operations in the form of various documents (working materials) directed on reception of information, with a powerful didactic resource for studying professional disciplines. Analysis of the professional standard «Primary school teacher of general secondary education», which is based on the job functions of the teacher, and provides a revision of attitudes to professional qualities and changing stereotypes of his professional development allowed to identify a number of flexible skills to be formed in accordance with the job functions . It was found that these include leadership skills and ability to work in a team, the ability to teach and negotiate, the ability to set and solve tasks, time management, focus, effective communication skills, presentation, stress, creativity, creative approach to solving problems and analytical skills, etc. Emphasis is placed on the communicative aspect of flexible skills. An employee with strong interpersonal skills is able to clearly articulate their needs, expectations of the team and the environment, listen carefully to how they are formulated by others. He should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was made professionally, leaving no residue of indifference and hostility. Exercises and tasks for the formation of soft skills during the study of methods of teaching the Ukrainian language are offered. The contents of the thematic portfolio as a means to present the level of mastery of such skills is highlighted. Key words: soft skills, Methodology of teaching Ukrainian language, primary school teacher, communication, portfolio.

НАВЧАЛЬНИЙ ПРИКЛАД МАСКУВАННЯ ІНФОРМАЦІЇ В АКУСТИЧНОМУ СИГНАЛІ

The paper presents a steganographic method of hiding textual information in an audio file. Hiding is implemented by a program in Python. The introduction of individual letters of the text into the sound is carried out by the method of «the least significant bit». The program can be used for both educational and practical purposes. The commonly used wave library was used to work with sound files. It is not a library specialized for cryptographic and steganographic needs. Its use and the conciseness of the program code makes it possible to visualize the mechanism of hiding information in the classroom and demonstrate in the process of creating a program its debugging and testing. It is also important for educational purposes that working within the library allows you to see the state of an empty and filled audio container at the level of individual bits. To assess the practical value of the program, it was tested with texts of different lengths and with sound containers of different grades. In particular, the sound of a tuning fork, the sound of a guitar string, classical music, rap, jazz, and an audiobook were used. The experiment showed the correct reproduction of texts. It was found that if you listen carefully to the «pure sound» of the tuning fork, when the container is overloaded with information, suspicions of a text bookmark may arise. A text bookmark in the sound, in which the volume, tempo and frequency change quickly, does not reveal the suspicion of a possible bookmark. However, if the party who intercepted the masked message has guesses about how to bookmark the text, then the text is easily removed. Therefore, the use of the program for practical purposes requires additional manipulations in the code, in particular related to the order of text input and the choice of location. Additional text encryption is also desirable. Analysis of sound and its manipulation at the level of individual bits also has educational value in the sense that it gives an idea of the noise level, the magnitude of the useful physical signal and the sensitivity of the human ear. Key words: Python language, steganography, hiding information, masking information in an audio file, educational example.

ТЕОРЕТИКО-МЕТОДИЧНІ ПІДХОДИ ДО ВИВЧЕННЯ ФІЗИКИ УЧНЯМИ ОСНОВНОЇ ШКОЛИ ЗАСОБАМИ МОБІЛЬНИХ ТА ДИСТАНЦІЙНИХ ТЕХНОЛОГІЙ

The article is devoted to the anysis of scientific, psychological - pedagogical and methodological works which clarify the essense of theoretical - methodological approaches to physics studies by students of secondary school with the help of mobile and distance technologies. The article defines the main contradictions and problems that occur on the way to physics studies implementation in secondary schools of the II category as well as specifies necessity to use theoretical - methodological approaches towards physics studies by the students of secondary school securing integrity and continuity of the educational process. Theoretical and methodological approaches to the study of physics of primary school students by means of mobile and remote technologies has been developed, the use of which provides an innovation-related educational process and allows to improve approaches to the assimilation of elements of physical knowledge in the process of studying the subject «environmental science» by students through a system of theoretical and practical knowledge, providing for the involvement of students in exploratory, experimental and creative activities. The article highlights the method of integration of traditional and distance learning to ensure an activity approach in the systematic study of physics, in secondary schools of the second degree. It is necessary to identify and justify pedagogical conditions in order to secure and justify the pedagogical conditions necessary to ensure the implementation of this activity approach within the natural education sector. A system of mobile learning techniques is proposed, focused on various forms of student activity, which assumes the priority of using students' personal mobile devices. A number of mobile applications focused on different forms of student activity in physics lessons are offered. Key words: mobile education programs, reception of mobile technologies, remote technologies, mobile methods of science.

ІННОВАЦІЙНИЙ ПОТЕНЦІАЛ НАУКОВИХ ДОСЛІДЖЕНЬ НА БАЗІ ПЕДАГОГІЧНИХ УНІВЕРСИТЕТІВ В ОСВІТНЬОМУ ПРОЦЕСІ З ФІЗИКИ

The article investigates the possibilities of scientific activity on the basis of pedagogical universities in the educational process of physics. It is emphasized that the research activity of students will be the most effective in the case of its implementation within a comprehensive, purposeful and methodologically sound system. It is proved that only under such conditions it will fulfill its main functions and ensure that students master a range of different types of research activities, which will allow future professionals to enrich their work with elements of a scientific approach to solving practical problems. Emphasis is placed on the fact that solving the problem of organizing the research activities of students, first of all, requires a significant strengthening of the research and innovation component of the educational process. It is believed that the main role in solving this important task can be performed by scientific schools, and therefore innovative transformations in the activities of institutions of higher pedagogical education should begin with the revival of scientific schools, reviewing their status and real contribution to science. It is stated that due to objective and subjective reasons, scientific schools have now degraded to some extent. It is shown that scientists of scientific schools, which operate on the basis of pedagogical universities, must have not only significant abilities in conducting directly applied research, but also a full range of scientific and methodological skills, which is related to the specifics of work in higher pedagogical school. The role of the well-known in Ukraine and abroad scientific school of academician MI is noted. Jester in the study of thermal and relaxation phenomena in polymer composites. It is emphasized that the scientists who are part of the scientific school not only successfully solve the problems of modern thermophysics of polymers, but also provide constant acquaintance of students with the latest achievements in this scientific field. It is stated that scientific schools should become a factor in preserving the scientific heritage and national values of Ukrainian education and science. Key words: educational and scientific potential of pedagogical universities, integration of educational and scientific components of the educational system, scientific schools.

ОСОБЛИВОСТІ ВИКОРИСТАННЯ ІННОВАЦІЙНИХ МЕТОДІВ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ДІАГНОСТИКИ ДІТЕЙ З ОБМЕЖЕНИМИ МОЖЛИВОСТЯМИ ЗДОРОВ’Я

The article considers the peculiarities of the application of innovative methods of psychological and pedagogical diagnosis of children with disabilities. Psychodiagnostic examination is organized taking into account the age and expected level of mental development of the child. These indicators determine the organizational forms of the diagnostic procedure, the choice of methods and interpretation of results. Diagnostic tasks should be available to the child. During the examination, the child must be offered a task that he can successfully perform, and in the analysis of the results, taking into account the tasks for which age group, the child coped. It is separately noted that at inspection it is important to reveal not only actual possibilities of the child, but also its potential possibilities in the form of a zone of the nearest development. This is achieved by offering tasks of varying complexity and providing the child with dosed assistance during the tasks. Strict scientificity is required in the selection of diagnostic tasks for each age stage, ie the examination should use those tasks that can identify which aspects of mental activity are violated in the examined child. It is emphasized that when processing and interpreting the results it is necessary to give their qualitative and quantitative characteristics, while the system of qualitative and quantitative indicators should be unambiguous for all examined children. It is noted that conducting psychodiagnostic research is always subject to a specific goal, which determines the ways to solve certain problems. The main purpose of psychodiagnostic research of a child with developmental disorders is to identify the structure of mental disorders to determine the optimal ways of correctional care. The specific task is determined by the age of the child, the presence or absence of disorders of vision, hearing, musculoskeletal system, social situation, stage of diagnosis (screening, differential diagnosis, in-depth psychological study). Psychological and pedagogical diagnosis of developmental disorders should determine the direction of the child's education, his specific educational needs, the possible level of his education, indicate the main directions of correctional and developmental education, ie psychological and pedagogical diagnosis of developmental disorders is differential prognostic. In the process of diagnosis, the optimal organizational forms of the child's education and recommendations of individual planned learning should be determined. child to develop an individual correctional program, evaluation of the effectiveness of corrective measures). To obtain informative and objective results of psychological study of the child it is necessary to adhere to a number of special conditions Key words: innovation, diagnostics, correction, lag, training.

PSYCHOLOGICAL AND PEDAGOGICAL PECULIARITIES OF THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The authors consider the development of communicative competence of children with special educational needs. Communicative competence includes the following components: psychophysical features of personality; social characteristics and status; cultural fund of the individual; language competence; pragmaticon of personality. Communicative competence is one of the key components of personality adaptations to the constantly changing conditions of the surrounding reality, which is of great importance in the mental development and in the process of social training of students. Focusing on the psychological and pedagogical features of teaching children with special educational needs, we can say that the level of development of communicative competence in the recognized category of children is low. Researchers emphasize that this category of students avoid communication. Speech contact is characterized by shortness and inferiority. This is due to the speed of testing social responsibility, the low level of vocabulary formation, which hinder the formation of utterances; misunderstanding of the interlocutor. Communication is the most important factor in the overall mental development of children, which plays a crucial role in enriching the content and structure of human consciousness. Through communication a person acquires all his higher cognitive abilities and qualities. With its help, people exchange information and transmit it for many years. Personality development largely depends on the social environment of man. Through interaction with people, a person, and in particular a child, satisfies his most important need - communication, improves mental and cognitive abilities and reaches a higher level in its development. With speech disorders in children there are difficulties in meeting and developing such needs. Establishing language communication is one of the main conditions for the full development of the child. Communication affects all the achievements of preschool age: the development of the cognitive sphere and the formation of the foundations of children's worldview; on the emergence of arbitrary behavior, the ability to act in accordance with the rules; on the formation of personal self-awareness. For children with special educational needs, learning to communicate is of great importance. If the child is able to express their desires, needs, ask for help and respond to the words of others, he will be able to enter society. Key words: communication, competence, inclusion, children with special educational needs, consciousness, educational process