SOCIETY, TRAPPED VALUES AND FUTURE OF HUMANITY IN EUROPE: THE LESSONS FOR UKR

The article is devoted to the formation of European values in Ukraine in the conditions of social transformations. The author defines that values are the system-forming core of activity and inner spiritual life of a person, and the system of values is the link that unites society and the individual, involving them in the system of social relations. It has been found that the main European values, which are distinguished by the profile organizations and on which the European community is based, are the following: respect for human dignity; fundamental rights, including the rights of communities and families; freedom (expression of will, freedom of speech, freedom of the media); democracy; equality of all members of society, including minorities; rule of law; pluralism; non-discrimination; tolerance; justice; solidarity; responsibility; equal gender rights. By signing the Association Agreement with the European Union, Ukraine has committed itself to develop relations with the European Union on common values. European values as fundamental ones are reflected in the Constitution of Ukraine. It has been determined that in the European Union values perform various functions (political, aimed at ensuring democracy, development of the rule of law, anti-discrimination, civil rights and human freedoms; consolidating – the formation of the European community and common social and humanitarian space; society, preservation and dissemination of European values, legal – justice, guaranteed by an ombudsman, protection of human and civil rights, economic – the formation of a socially-oriented market economy, ensuring balanced economic growth, full employment, prosperity, well-being, guaranteed property, overcoming poverty; social – achieving social harmony, social security and social assistance, health care, support for the family, protection of vulnerable groups, cultural – preservation of traditions, freedom of religion, language policy support, development of education, culture; information and communication – providing access to documentation, interaction with citizens.

THE TO-BE TRANSLATORS’ TRAINING FOR CROSS-CULTURAL COMMUNICATION IN THE SPANISH-ITALIAN ENVIRONMENT THROUGH THE PRISM OF THE PHILOSOPHICAL SCIENCE

The article considers the issue of the to-be translators’ training for cross-cultural professional interaction using as an example the communication between representatives of Spanish and Italian cultures. In this study, the author considered the possibility of combining the theoretical discipline of philosophical science with practical exercises for the development of speech competencies in Spanish and Italian foreign languages. After all, philosophy, according to the author, can become an integral auxiliary element in the formation of the worldview of future professionals, the formation of thinking, imagination, disclosure of creative and spiritual potential of the individual for further effective use in the realities of professional activity. The philosophy of education in recent years is considered by many authors as an important element that makes possible conscious educational development, which is not implemented within the dominant mentality. The article also described the essence of the concept of intercultural communication, because it is a fundamental element of professional translation. Given the practicality of new teaching models, the article examines the problem of forming a translator’s personality, their worldview, their human qualities, finding motivation and inspiration, revealing creative and intellectual potential and much more, which includes the process of preparing a translator for cross-cultural professional interaction. The domestic and foreign scientific and journalistic materials of the authors who worked in the field of philosophical science and its relationship with other disciplines and the process of professional training of applicants in higher education were considered and analyzed. Based on the experience and findings of research, the author has developed several examples of practical exercises based on crosscultural interaction in the Spanish-Italian environment, using which students of philology, translation and linguistics can work out and consolidate all necessary competencies in the process of philosophical science tasks. In the course of writing the article, the object of research was analyzed, which was the process of training future translators in higher education on the basis of a combination of philosophy and translation. The subject of research, which was the pedagogical conditions of preparation of future translators for cross-cultural professional interaction on the basis of a combination of philosophy and translation, was also considered. A set of exercises for the practice of cross-cultural interaction in the Spanish-Italian environment was developed, in which students of philology, translation and linguistics can work out and consolidate all the necessary competencies in the process of performing the proposed tasks through the prism of philosophical science. In the future, it is planned to expand and deepen research on this issue and develop new practical exercises and recommendations for their application for a comprehensive coverage of philosophical science for translators.

FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM “PROFESSIONAL EDUCATION” FOR RECIPIENTS OF THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF HIGHER EDUCATION IN SPECIALTY 015 “VOCATIONAL EDUCATION” (BY SPECIALIZATIONS)

The article reveals the experience of implementing the educational and scientific program “Professional Education” for applicants of the third (educational and scientific) level of higher education specialty 015 Professional Education (by specializations) at Alfred Nobel University. Features and purpose of the educational and scientific program “Professional Education”, as well as its structure (educational and scientific components) are described. The volume of the educational component of the educational and scientific program is given – 45 ECTS credits, of which the cycle of general (18 ECTS credits) and professional (27 ECTS credits) training, including the discipline of free choice of applicants (12.5 ECTS credits). Particular attention in the educational and scientific program is paid to the content of competencies sufficient to solve complex problems in the field of professional and / or research and innovation in the field of education. A brief description of the content of the scientific component of the program, which provides for the implementation of their own basic and / or applied research with the appropriate design of the obtained scientific results in the form of a dissertation, testing of research results. Methodological approaches (systemic, competence, activity, andragogic, student-centered, personality-oriented, participatory, environmental, integrative) and principles (systematization, scientificity, systematicity and consistency, clarity, integration of theory and practice, consciousness and activity) are substantiated and defined. Independence and activity of subjects in training, interdisciplinary connections, a positive emotional background of training, maintenance of unity of educational, developmental and educational functions are put into practice in the educational and scientific program. The main types of classes, methods and means of teaching future doctors of philosophy are identified. Emphasis is placed on the peculiarities of graduate research activities of graduate students. Ways of realization of individual educational trajectory for each postgraduate student are demonstrated (drawing up of the individual curriculum; a choice of the block of disciplines from a selective component at one’s own will, choosing the subjects of scientific and practical research works according to the interests of applicants of higher education; the organization of independent work of applicants by means of educational computer programs and electronic textbooks; certification courses for the formation of additional professional competencies; distance education; drawing up an individual schedule of graduate students; types of communication between research and teaching staff with applicants; participation in various extracurricular activities). Emphasis is placed on the scientific achievements of higher education seekers (publications in professional journals, collections of scientific papers, reporting the results at annual scientific and practical conferences, publication of research results in a foreign language in periodicals, participation in the research work of the Department of Innovation Technologies in Pedagogy, Psychology and Social Work, scientific and pedagogical internship, etc.).

THE EFFECTIVENESS OF EXTRACURRICULAR EDUCATION IN THE FORMATION OF SUBJECT COMPETENCIES IN BIOLOGY AND HUMAN HEALTH IN SECONDARY SCHOOL STUDENTS

The possibilities of out-of-school education in the formation of subject competencies in Biology and Human Health in secondary school students have been studied. Peculiarities of out-of-school education and their role in ecological-naturalistic education of students are revealed. The pedagogical experience of creating out-of-school circles on Biology, Ecology and Human Health in Novomoskovsk district of Dnipropetrovsk region is investigated. A pedagogical experiment was conducted to test the effectiveness of extracurricular education in the formation of subject competencies in Biology and Human Health in secondary school students who additionally attend the society ‘Young Nature Conservationists’. It is shown that the training load provided by the Curriculum ‘Young Nature Conservationists’ for the study of the section ‘Natural resources of Ukraine. The flora and its protection’ (60 hours) offers an opportunity to consider in detail such topics that according to the programme of the Biology course for the 6th grade at the secondary school have an insufficient number of learning hours. In the process of learning different methods of teaching and learning were used, practical methods and hands-on experience were prevailing. Thus, excursions are the major learning forms to study the local nature reservation areas in Novomoskovsk district of Dnipropetrovsk region. During the excursion the members of the society were learning about the geography, soils, flora and fauna of their environment, were strengthening their health, and became aware of the necessity to keep fit and healthy and preserve nature. The members of the society ‘Young Nature Conservationists’ also participated in a range of contests aimed at developing ecological thinking, preserving nature, creativity and forming major competences in Biology, Ecology and Human health. It is established that the developed set of educational classes increases the efficiency of formation of competences in Biology and Human Health and their components (logical-semantic, cognitive, operational, research) of members of the group ‘Young Nature Conservationists’, increases children`s satisfaction with the forms of teaching and teaching methods, and ensures students’ interest in biology and ecology studied by them at the Centre for Extracurricular Education.

ON THE ISSUE OF VERIFICATION OF THE EFFECTIVENESS OF THE INTERDISCIPLINARY APPROACH APPLICATION OF IN TRAINING MASTERS OF PUBLIC HEALTH

The expediency of conducting research and experimental work at the stage of identifying opportunities to improve the educational process in training future public health professionals on the basis of interdisciplinary integration is substantiated. The article is devoted to the role of experimental pedagogical research as a means of testing the effectiveness of interdisciplinary integration in the training of future public health professionals. It is generalized that the issue of professional training of future specialists in the specialty «Public Health» in the pedagogical literature is considered as a component of professional self-determination and professional development in the context of the study of professional self-awareness. It is proved that the interdisciplinary integration in the training of future public health professionals is an integrated component that combines individual and personal features (awareness of the choice of profession, completeness and strength of knowledge in the chosen profession, the formation of professionally significant and empathetic qualities). It is socially oriented and oriented at building relationships and positioning oneself in the team, develops the ability to make decisions independently and take responsibility as well as personality characteristics; it implies the presence of strong beliefs in the values of the profession of public health specialist for the design of their own subjective deontological position in the work connected with their specialty. It is substantiated that the professional training of future medical professionals on the basis of interdisciplinary integration involves creating conditions for identifying personal and social experience of students with the profession and the professional community, is a process of mastering normative professional requirements that allow them to adequately perceive medical reality, as well as to develop professionally expedient strategies and tactics, tasks and plans of professional activity, to consciously regulate one’s own behavior within the established professional and normative imperatives. It was found that the professional training of future public health professionals on the basis of interdisciplinary integration is characterized by the presence of future professionals with a set of knowledge that reflects the substantive essence of intellectual, ideological and moral values; the ability to predict and design the process of professional activity taking into account its specifics in interaction with colleagues and patients and is determined by the content of professional medical ethics and deontology, ethical and moral imperatives and professional and ethical ideals and values of public health. The peculiarities of the formation of professional training of future public health specialists on the basis of interdisciplinary integration are studied.

ON THE ISSUE OF MONITORING THE EFFECTIVENESS OF PATRIOTIC EDUCATION OF STUDENTS

The article is devoted to the issues of monitoring the effectiveness of patriotic education of student youth in the context of the activity of a general educational institution. It is determined that monitoring is an evaluation activity aimed at determining the effectiveness of educational influences, studying the characteristics of the group in order to assess the level of education, and optimization of educational and upbringing processes. It is shown that the scientific principles of the organization of patriotic education of student youth require taking into account the level of their patriotic upbringing. It is proved that the main purpose of determining the effectiveness of pedagogical processes is to study the personalities of students, which allows to control the course and pace of their mental development, identify their individual and potential capabilities, features of class groups to identify general and functional delays, mental, labor and ethical difficulties in the development and thus scientifically measure the management of educational and upbringing processes. The main components of patriotic upbringing are characterized: cognitive, emotional-motivational, and activity ones. The key criteria of patriotic upbringing of student youth are revealed – knowledge and imagination, social behavior, activity and efficiency. It is noted that in the context of the implementation of personality-oriented approach, the study of student personality provides for the consideration of those requirements that are due, on the one hand, to the basic psychological and pedagogical principles, on the other, to the specific conditions of educational processes. It is concluded that after analyzing the formation of individual personality traits of each student, a general map is made in the classroom. In particular, the levels of education of each student and individual groups of students are shown, as well as to what extent and in what sphere of life (study, peers, work, self-education) at a given time a student can demonstrate independence, initiative, self-regulation of behavior, and who of them can do it only with the teacher’s support. Thus, the success of educational activities depends on the deep study of the inner world of students, on understanding the motives of their behavior. The teacher studies students not only in class, but also in the process of educational work: in extracurricular activities, when visiting the student’s family, during hiking and excursions, etc. The research does not claim to provide an exhaustive disclosure of all aspects of the specified problem. Further study and development are needed with the methodological bases to ensure the development of the process of patriotic education in the schools of Ukraine. Questions are raised as to formation of readiness of pedagogical workers for implementing the process of patriotic education in the conditions of decentralization

AN INTEGRADED APPROACH TO THE STUDY OF A FOREIGN LANGUAGE IN HIGHER EDUCATION

The article considers the issue of distance learning. The practice of training students at universities of Ukraine shows that the use of traditional forms and methods of training does not provide sufficient knowledge level of the foreign language for graduates. Therefore, it is necessary to seek and use new approaches to learning a foreign language. The transition to distance learning in higher education, due to the pandemic, was an unexpected and serious challenge for both teachers and students. That is why the problem of introducing distance learning in higher education is so important and relevant, especially in the process of learning foreign languages. It is dictated by the new social demands to higher education. Attention is drawn to the fact that distance learning has long been of interest to scientists. In the 21st century, with the advent of computers and the Internet, the spread of distance learning is gaining enormous proportions. A brief analysis of recent research and publications on this issue has been made. Definitions of the concept of “distance learning” are given. Attention is drawn to the fact that there are two concepts of “distance learning” and “complete education”. The term “distance education” is much broader than the term “distance learning”, although they are often used as synonyms. It is noted that there are two types of distance learning: traditional and e-learning (learning through the Internet and multimedia). The spread of e-learning has led to a new direction – blended learning. It is emphasized that the future lies in blended learning, which will increase or decrease offline and online components depending on the capabilities and needs of students. The disadvantages and advantages of distance learning are considered. It is emphasized that distance learning can be used when learning foreign languages at any level. Attention is drawn to the fact that the effectiveness of distance learning in foreign languages depends on the quality of methodological support of each online lesson. It is emphasized that the development of electronic textbooks is one of the leading areas of economic education, which introduced distance learning. There are various types of work that can be used for distance learning of foreign languages. Examples of various interactive games that are used in the process of teaching foreign languages are given. It is noted that the prospects for further research lie in the more active introduction of e-learning in the learning process, especially in the study of foreign languages.

DIDACTICS OF WORK WITH VIDEO MATERIALS IN THE PROCESS OF THE GERMAN LANGUAGE TEACHING

The article considers the linguadidactical possibilities of using video materials in the educational process and substantiates the expediency of their use in German language classes. It is established that working with video materials mainly promotes the development of skills and abilities of listening and speaking, as well as actively contributes to the formation and further development of socio-cultural competence. The use of video in the classroom allows to individualize learning and intensify the selfdirected work of students. The introduction of video materials in the classroom also provides opportunities to create an artificial foreign language environment at any time and stage of study, adds a sense of realism, and promotes the development of audile and memory. Recently, there has been a notable increase of interest in educational videos as an effective means of teaching a foreign language, and the effectiveness of using video in German classes depends on the level of language training of students, thorough thematic selection of films and educational goals. The potential of videos is fully exploited if you integrate different activities. The most active and truly creative form of modern video work is the independent creation and viewing of video episodes. Working with video removes even a small risk of passive-receptive consumption of information, as well as increases the role of independent creative work. Preparatory explanatory conversations about the video are more useful than watching and working on the video itself, which can often only be an occasion for real communication and facilitate further understanding of the film. In addition, the effectiveness of foreign language teaching by this tool is also facilitated by the technical capabilities of video. Methodological processes based on the perception of image and sound can be used to achieve various goals of educational activities, development of creative abilities and skills through exercises for commenting and making dialogues. The use of video contributes to a more effective coverage of new language and subject material, strengthening and practical application of knowledge, the formation of receptive capabilities, executive skills and productive word use. Also, the use of video materials introduces elements of novelty, significantly expands and diversifies classes, increases cognitive activity and motivation of students, interests them in learning a particular topic and a foreign language in general

TECHNIQUE APPROACHES IN TEACHING FOREIGN LANGUAGE TO STUDENTS OF ECONOMICS

The article reveals the problem of increasing the efficiency of teaching foreign languages to students of non-linguistic specialties by means of introducing a system of pedagogical teaching technologies into the educational process. It has been determined that pedagogical technologies of teaching are such pedagogical technologies, which are based on modern positions of professional development of a person and aimed at achieving educational goals. In the process of learning foreign languages, they are a way of a phased system of organization of the communicative interaction between a teacher and a student in the conditions of operative feedback between them through the use of specific methods, forms and means of learning. It has been found that the leading class of pedagogical technologies for teaching foreign languages is a communicatively oriented technique – a project technique and an appropriate system of its successive and phased implementation, in which learning emerges as a model of real-world foreign communication. The article provides a classification of pedagogical techniques for teaching foreign languages to students of the economic area of expertise, which can contribute to their more systematic use to improve the efficiency of the educational process in higher education institutions. Among the subspecies of communicative oriented techniques of teaching foreign languages to students of economic specialties the following subcategories have been identified: subjects of educational process management – techniques of teaching, learning, partnership interaction and instrumental techniques; the place in the organization of the educational process – the technique of in-class, out-of-class and independent activities; according to the methodological approach – technique-modernization and technique-transformation and in the terms of implementation – meta-techniques, branch macro techniques, modular-local and micro techniques. The author sees the directions for further research in the development of tools for the implementation of the above techniques in accordance with the characteristics of the professional training of students of economic area of expertise.

CONTEMPORARY APPROACHES TO THE FORMATION OF STUDENTS’ CIVIC COMPETENCE: INTERNATIONAL AND NATIONAL CONTEXTS

The article is devoted to the analysis of youth civic education, civic engagement, and civic competence in international and national contexts. Over the last decades these themes have acquired importance in research, policy and practice in many parts of the world, including the EU and Ukraine. Citizenship, citizen, civic virtues, civic culture, civic competence are singled out by the authors as the key concepts of the discussed phenomena. Civic competence is defined as a path for a person to be included into a certain political or social community; it is the knowledge and exercising of the rights and duties of this community; it is a civic self-identification and a quality of a personality that necessitates his/her active participation in political or public life and characterizes his/her community involvement; it is a moral value that is based on the sense of patriotism, respect for human rights, sense of duty, responsibility, tolerance, solidarity. The genesis and the formation of the citizenship from the time of Aristotle to the present has passed the way from seeing it as a critical engagement with others; understanding and exercising one’s own rights and freedoms, and towards realizing the necessity of interdependence of the world nations and the world equality. The second part of the article substantiates the importance of youth civic education for both Ukraine and other countries as young people greatly influence the future of their nations. The main structural components of civic education that are presented by the authors include understanding key concepts, fostering respect for law, justice, democracy and common good, encouragement of thought independence. It develops skills of reflection, enquiry and debate. The article also presents the models of civic education for secondary and higher schools and highlights the problems related to the formation of civic education in Ukraine. The emphasis is placed on the use of serious video games as a promising tool for the formation of civic competence actively used in Western Europe. Examples of social projects based on serious video games, web platforms and mobile devices aimed at solving social problems of the society include Nutriciencia project, Ukrainian GameHub project, Hidden in the Part game. Conclusions are made about the need to recognize civic education not only as a subject of the curriculum, but as an integral part of educational policy – central to both educators and the society as a whole, both on the international and national levels.