Refine Search

New Search

Results: 599

(searched for: publisher_group_id:15151)
Save to Scifeed
Page of 12
Articles per Page
by
Show export options
  Select all
Inha Shevchenko, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-140-145

Abstract:
The professional development of a future teacher-musician involves not only the acquisition of knowledge, skills and abilities, but also personal self-improvement. The formation of a new type of teacher is possible only if the higher education approaches to real professional and pedagogical activities. Tasks of training of pedagogical staffs that meet modern requirements actualize the problem of development of vocal and performing skills of the future teachers-musicians during their studies at a higher education institution. To implement this task various forms of collective musical performance, aimed at integrating different areas of artistic life, are created. Among them vocal ensemble is one of the leading varieties of musical creativity. Educational discipline "Methodology of work with folklore ensembles" laid out for the master's students-degrees of musical separation of artistic faculty. Students can learn to manage their own voice, to develop creativity and have prospects for self-expression. Participation in the folk vocal ensemble helps not only to understand the musical material, but also learn to control voice, gestures, facial expressions, plastic body. In the process of activity of folk vocal ensemble developed the logical and creative thinking, musical talent, created some artistic images. Musical and theatrical activity contributes to the disclosure of the individual student identify his individual qualities, raising efficiency and discipline. Work on the culture of sound, breath, a sense of musical phrases possession of the breast and the main cavity, smoothing transitions register, development of natural sounding voice in contrast to imitate him – the basis of vocal and choral singers. This activates the creative process contributes to the education of various technical and performing skills, developing artistry, ability to transform in the performance of music of different genres, styles and character.
Viktoriya Kholodenko, National Pedagogical Dragomanov University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-133-139

Abstract:
The article is devoted to the study of the substantive characteristics of the existential approach. Its fundamental positions, principles, scientific interpretations of key concepts are analyzed: existence, existentialism, existential. Peculiarities of modern understanding of existential knowledge and their practical application in existential pedagogy are investigated. According to researchers, the application of an existential approach in modern education is necessary and inevitable; life-affirming ideas of existentialism as a continuation of humanistic traditions in philosophy and psychology can serve as excellent support in substantiating the existential-value orientations of educational activity and constitute a methodological, theoretical and practical construct of the humanistic educational paradigm. It was found that to meet the need of modern education in a new open knowledge about man, expanding ideas about the development of a particular person, his inner world, meaning, deep experiences in communication with another person can existential pedagogy. It is determined that the main ideal goal of existential pedagogy is the formation of a person who is able to live his life optimally, making the most of his potential and realizing himself in socially significant activities. The opinion is expressed that the goal of modern higher music education, which is based on the principles of existential pedagogy, should be the formation of the existential sphere of personality. It is noted that the leading existences of the approach – the recognition of man as the main creator of his personality, the uniqueness of each individual, focus on personal growth, self-actualization, freedom of choice, etc. – successfully correlate with the demands of art education. It is proved that the existential approach has significant potential in the modernization of modern higher music education.
Helena Kirichenko, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Тetyiana Strityevich
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-72-76

Abstract:
The article examines the ways of developing artistic perception among students who are studying fine arts. The importance of developing a professional perception of art is emphasized. The authors propose to rely on an integrated approach that includes the most effective pedagogical teaching methods. The specificity of the concept of «artistic perception» is indicated. An important role in the process of perception of art is played by an emotional reaction, which enriches the understanding of an artistic image. The authors identify the need for a gradual complication of the perception process among students who are focused on professionalism in the field of fine arts. The article emphasizes that an integrated approach to the development of artistic perception takes into account the synthesis of theoretical knowledge that students acquire in the learning process and practical skills. Own creative activity is of particular importance, which allows the student to delve deeper into the process of creating an artistic image. Learning efficiency increases when different teaching methods are used. Some methods affect the student's personality (explanation, conversation, debate, etc.). Other methods are aimed at organizing activities and creating experience, they activate the student's potential in perception. The productivity of facilitated discussions was noted. Visiting museum exhibitions and acquaintance with original works plays a significant role in the development of artistic perception. This contributes to the breadth of interpretation and understanding of the artistic language of the work. In this context, the suggestive teaching method is of great help. It is also useful for students to copy original works. The above teaching methods are focused on interdisciplinarity and integrativity. In this way, an integrated approach is based on the consistent education of students' artistic and aesthetic attitude to reality. It promotes the activation of motivational, intellectual, creative and reflective spheres, forms the personal and professional qualities of future specialists and contributes to the development of their communication skills.
Mariia Tkachenko, Poltava National Pedagogical University named V. G. Korolenka
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-205-208

Abstract:
The system of artistic and aesthetic education with the help of various arts, elevation of rhythm and choreography in a bright pedagogical theory and practice was laid in the early 20's of the XX century. All the accumulated experience in this field contributed to the improvement of the content of choreographic training and led to the process of separating professional art education from amateur and the creation of appropriate educational institutions for children. Choreographic creativity is one of the means of comprehensive development of students studying at the school of arts. Performing cognitive and educational functions, choreographic art is inseparable from its aesthetic function: choreography lessons promote the development of visual, auditory and motor forms of sensory and emotional perception of the world. Students learn to convey the movements of the various nature of music, its dynamics, tempo, to change the movement in connection with the change of parts of a piece of music, to begin with the beginning of music. The success of artistic and aesthetic education of children by means of choreography is due to the synthesizing nature of choreography, which combines music, rhythm, dance, fine arts, theater and plastic movements. The educational program for the specialty «Choreography» (today) is designed for eight years of study. Choreographic training of students of the choreographic department includes the following profile disciplines: classical dance, folk-stage dance, modern pop dance, gymnastics. Elective disciplines can also be chosen: historical and everyday dance, concert number staging, sports and ballroom dancing, duet dance. Related subjects: drawing, music, art history. The basis of the content of teaching choreographic art, regardless of the type and genre of choreography, is the involvement of students in active motor activity, which by nature is divided into: executive, improvisational, creative [development potential]. Students have the opportunity to realize themselves in the creative laboratories of art schools - choreographic groups and ensembles.
Natalia Shelepnytska-Govorun, National University of Life and Environmental Sciences of Ukraine
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-49-52

Abstract:
The article shows the periods of vocal development culture of music specialists in Europe. The article considered preconditions for the development of vocal culture of music art specialists in Europe. The table «Evolution of the development of vocal culture of music professionals in Europe during different stages» is presented in the article. It shows a brief description of the epoch and period. The article gave in more detail the features of formation of vocal culture of musical art specialists are determined, and also their characteristic in the European countries, such as: Italy, Germany, Great Britain, France, Austria, Poland. The emphasis of vocal culture, one of the most important components of the professional culture of music artists, is due to the specifics of his vocal and pedagogical activities, which is aimed at forming a personality capable of reproducing and enriching the culture of society in the future. The culture of future specialists in the art of music has undergone certain periods in the process of socio-cultural development. It, as a phenomenon of pedagogical practice, has always existed, but had different social and professional purposes depending on the influence of various factors: the political situation; moral relations that developed in society; dominant religion; type of education. Of course, knowledge of the origins, knowledge of the periods of origin and development of musical art, which took place over the centuries, is important for understanding both the current challenges of vocal culture and to determine its further development. It should be noted that the curricula of European countries provide broad training of music professionals, expanding the sector of music specialties, including training: choir directors, specialists in individual vocal technique, vocal ensembles, choral singing, dominated by the practical orientation of professional education. Thus, the analysis of literary scientific sources on the formation of vocal culture of music artists shows that each stage was a unique and significant contribution to the formation of such culture in Europe. It should be noted that the curricula of European countries provide broad training of music professionals, expanding the sector of music specialties, including training: choir directors, specialists in individual vocal technique, vocal ensembles, choral singing, dominated by the practical orientation of professional education. Thus, the analysis of literary scientific sources on the formation of vocal culture of music artists shows that each stage was a unique and significant contribution to the formation of such culture in Europe.
, Borys Grinchenko Kyiv University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-167-171

Abstract:
The paper considers one of the relevant issues of introducing and using digital technologies by a future music teacher. It is proven that the realm of aesthetic culture of a future music teacher requires the introduction of innovative forms of education and their active application. It is substantiated that digital technologies are a means of professional development of future music teachers in the process of professional training and become an integral part of society at all levels and centers, and digital competence is recognized as one of the priorities in educational activities. The paper emphasizes that modern education is the mastery of electronic, multimedia textbooks and guides, e-courses, interactive complexes, therefore learning with the use of digital technologies is not a novelty but a requirement of the time. The structural components of aesthetic culture such as aesthetic consciousness, aesthetic activity, aesthetic self-organization are analyzed and singled out, and the author believes that such components are designed to implement strategic ideas in the field of education and culture into public life, to develop values, to apply and use modern technologies in professional activities, and this requires active skills in using ICT, as well as information, music and technological competencies, critical thinking, behavioral strategies, response to changing needs and interests of society. In this paper, the author considers digital, music and computer technologies as a means of professional development of a future music teacher in the process of professional training, because the use of such technologies increases motivation for professional activity and develops positive beliefs in selected music disciplines and areas of music research. The paper studies the SAMR approach that allows assessing the level of digital technologies use in educational institutions for teaching and learning. A review of current trends in digital technologies organization and application has identified their most common forms in the training of future music teachers and proven the effectiveness of their use, which affects the development of pedagogical mastery of music teachers.
Vasyl Zorin, Mykolaiv Branch of Kyiv National University of Culture and Arts, Olena Borovytska, Iryna Yuldasheva
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-174-178

Abstract:
One of the leading groups of genres in which the interaction of vocal and instrumental principles is possible is chamber-vocal works, where one of the participants in the creative dialogue is the piano. The development of chamber and vocal works demonstrated the vitality and leading importance of the genre for musical culture. In the context of the history of music, we can distinguish various forms of interaction between voice and piano. The field of chamber and vocal creativity has repeatedly attracted the attention of scientists. However, due to the fact that it has been developing since the XIX century, the period of its existence to this day often remains little studied. Accordingly, the question of the formation of chamber and vocal piano works is a problem that opens a significant field for studying aspects of the formation of this group of genres. The combination of vocal and instrumental principles has an extremely long history. For a long period of time, vocal was given priority over the instruments that accompanied it. Regarding the question of the unity of vocal and instrumental principles in one work, it was present as early as the times of ancient cultures. As a rule, the instrumental accompaniment played a secondary function in relation to the voice, providing support, tuning, shading the voice or simply filling in the pauses necessary for the rest of the vocalist. With the advent of the Renaissance and the development of various secular vocal genres, there are various works, both purely vocal (polyphonic) and vocal-instrumental. Among the polyphonic genres can be distinguished barcarole, villanelli, frottoli, madrigals, canzones. They are dominated by a polyphonic composition, which provides for «equality» of all voices. Chamber-vocal piano works occupy an important place in the singer's activity. The process of forming a duet of voice and piano had a long prehistory. The stage of the final formation of this genre falls on the XVIII century, and this is facilitated by a number of factors – the arrival of the piano to replace keyboard instruments, its predecessors, and the worldview of the Classicist era. A very important factor is the formation of dialogue between the instrument and the voice, which changes the priority of the vocals. During this period, a kind of summary of the achievements of previous centuries is carried out and conditions are laid for the following directions, in which chamber vocal-instrumental piano works will acquire a fundamentally different quality level.
Sergiy Gorbenko, National Pedagogical Dragomanov University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-14-18

Abstract:
The article is devoted to the problem of personality-oriented education of students of general secondary education. A special place in this process belongs to the teacher. Emphasis is placed on the need to develop and implement in school practice such approaches that would be focused on the formation of students' ability to build constructive relationships with participants in the educational process in terms of mutual understanding, creative cooperation. The teacher must have a dialogical style of communication with students, cultivating in them equal subjective relationships. The content of the basic principles of personality-oriented music education and upbringing of students is covered: the subjectivity of the relationship between teacher and students (the teacher must have a dialogue style of communication with students, educating them in equal subject relations); innovative teacher training (teacher is constantly improving and uses modern innovative forms, methods and techniques of working with students); own way of the pupil's relation to a musical work, the world around, other people, to itself. (acquaintance of students with technological systems, style of activity of leading teachers of musical art, accumulation of modern methodical receptions, developments, diagnostic techniques, manuals). The pedagogical conditions of this process are offered: the presence of motivation, an important source of which is the musical needs and interests of children; experience of dialogical interaction with art, which teaches the child to understand the artistic language of the work, to realize its essence; teacher's ability to be creative; creation of personality-oriented situations in the lesson; the presence of features of the teacher's thinking (originality, predictability, accuracy, flexibility); creating a helping relationship by the teacher. Application of the personality-oriented approach to the general art education of school-age children, from our point of view, is provided by the following initial positions: the student's personality is a unique phenomenon, so this personality is worthy of respect, even if it is not exemplary; musical development of the child is the goal of the art and educational system of the school; in the process of art education and upbringing the maximum possible atmosphere of success of pupils and a high level of support of their achievements is created; the student is an active and free subject of the educational process, not passively and obediently assimilating the object of study and education; the child is taught not because to think, but because to think and think about art, music in particular; artistic and educational achievements of the student are evaluated not in comparison with other children, but in the dynamics of only his personal positive changes; the teacher perceives the purpose of artistic development of the individual as socially and professionally significant; methodological views of the teacher is a personality-oriented paradigm, the logic of which requires to build the process of general art education so that in the center of it was the personality of the student.
Volodymyr Cherkasov, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-40-46

Abstract:
The article examines and summarizes the experience of music education of students in schools of the Republic of Ireland, highlights the main trends and approaches to the content of lessons and extracurricular activities with students of different ages, aesthetic education through music and the formation of European and national values. Vocal and vocal-instrumental ensembles are created. Participation in such groups requires knowledge of musical notation, mastering the technique of reading notes, mastering the skills and abilities to use the means of musical expression. In addition to rock music, one of the most popular vocal genres in Ireland is shan-nose - highly ornamented improvisational singing (ie singing with a large number of chants), where there are several parts of voices, from which the overall composition is built. Over time, Irish folk music changed. Most of the songs are of rural origin and are associated with ancient Irish language traditions. More modern songs are performed in both Irish and English. Involvement of student youth in the performance of various genres of choral and vocal music promotes patriotic education and the formation of moral and aesthetic qualities that positively affect the worldview of young people, contribute to the involvement of world cultural values. Involvement of student youth in the performance of various genres of choral and vocal music promotes patriotic education and the formation of moral and aesthetic qualities that positively affect the worldview of young people, contribute to the involvement of world cultural values. A prominent place in the organization of musical and creative activities is given to independent work. To this end, teachers develop guidelines, conduct practical classes, which focus on methods and techniques of mastering the skills of playing a particular musical instrument. Using the methods of showing, explaining, demonstrating, illustrating, repeating individual musical episodes and overcoming performance techniques, students develop technical skills, memory, logical thinking, practice performance skills and gain experience in interpreting the content of a piece of music. It should be noted that musical education of students in schools of the Republic of Ireland has a stable approach and is based on the folk traditions of previous generations, meets modern requirements for the formation of musical culture of youth, aesthetic feelings and development of intellectual and creative abilities.
Olena Yakymchuk, Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynsky, Natalia Utesheva, Oleksandr Somyk, Lityn Music School
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-149-154

Abstract:
This article presents an analysis of the peculiarities of teaching performing music courses such as «orchestration tutorial» and «orchestral conducting» to students or choreography in the process of their professional training. The educational potential of these courses is shown to facilitate the development of professional qualities in a future choreography teacher. The research also focused on the psychological and pedagogical conditions of a successful pedagogical collaboration of the music teacher and a student of choreography. This study is aimed to contribute to the development of a new course of «Choreography» at the faculties specializing in art at state pedagogical universities of the country providing the modern teaching practice with an academic base in terms of the peculiarities of teaching performing music courses to students of choreography. teaching music and performance disciplines to students-choreographers has a problem-searching nature. This strengthens the subject-subject nature of the relationship between teacher and student, expands the possibilities of their creative interaction in classes on orchestral workshops and workshops on orchestral conducting. Successful interaction of a teacher-musician with a student-choreographer in the process of studying the laws of musical art and the basics of musical performance helps to stimulate interest in learning the latter, motivating the future of complex musical and choreographic activities in secondary school (performing, educational, creative or cognitive). on the formation of his personal qualities, professional skills, abilities, disclosure and realization of his creative potential. Psychological and pedagogical prerequisites for successful pedagogical interaction of a musician-teacher with a student-choreographer are provided by personality-oriented, competence and integration approaches of modern educational strategies.
, Borys Grinchenko Kyiv University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-22-27

Abstract:
The result of study in a modern institution of higher art education is focused on the personal and professional growth of the student through the development of his independence. However, personal development is inseparable from professional. In both the first and the second case, the principle of self-development is the basis. Here the ability of the person to prepare own vital activity for practice-oriented transformation which is a basis of self-realization of the person, its progressive self-development is important. In the course of self-organization there are changes in life, and the ability to develop it affects the formation of readiness to meet the requirements of the time. Here an important part of professional training in higher art education is the formation of motivation in future teachers of music art, because the activity of students is determined by internal reserves, motives, needs, desires, abilities. The technology of time management in the development of professional competencies of future music teachers is aimed at the rational use of strength and health of students, to increase the level of personal self-organization. In terms of technology, the teacher's activities include the following actions: the first stage - the motivation of students and the creation of optimal conditions for a clear distribution of the budget of educational time of self-organization; the second stage - the motivation of future teachers of music to self-diagnose the development of their individual tempo-rhythmic characteristics of self-organization (speed, accuracy, tempo, rhythm of work performed); the third stage - the motivation of future teachers of music to plan educational activities, the ability to determine the sequence of implementation of the planned program of action in the process of self-preparation, as well as the ability to analyze, evaluate and monitor the results of independent work. Time management technology contributes to the design of an intensive path of self-educational activities based on a system of methods and regulators of activity, the algorithm of rational use of time; theoretical prerequisites for this technology were: the law of saving time, the principles of scientific organization of labor, the theory of temporal dynamics of human life, individualized models of educational time (optimal, developmental, functional and pedagogical), activation of cognitive activity (algorithmization of educational activities, programmed learning, time methods) -management), the idea of saving and rational use of time, its subjective organization, issues of work, rest, etc., this technology includes consideration of the scientific component, based on the achievements of pedagogical theory and best practices.
Tetiana Tkachenko, I. P. Kotlyarevsky Kharkiv National University of Arts, Ol’Ha Shums’Ka, Kharkiv Humanitarian-Pedagogical Academy
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-37-40

Abstract:
Under today’s conditions the system of higher education should gradually but steadily move from the transfer of information to managing educational and cognitive activities of students, to forming their skills of creative independent work. This problem is especially topical for students of artistic specialties, in particular, music students. Their independent work actively influences the nature and quality of educational process throughout the whole period of instruction, underlies artistic education and is an important part of training process. Based on the above, there is a need to reorient the educational process so that professional development of future specialists would be primarily aimed at forming the skills of independent work. The effectiveness of independent work directly depends on the methodology of its organization. It should organically continue classroom work. From the standpoint of management approach to the organization of students’ independent work we understand this category as a purposeful activity of the teacher, ensuring the effective functioning of educational process and development of professional skills of students as the objects of management. The technology of carrying out independent work by the student-musician largely depends on his/her performing skills, as well as command of methods of working on a musical work and methods of processing scientific and scientific-pedagogical sources. The teacher determines the type of independent work (for example, learning musical works of educational or children’s repertoire, scales, etudes, etc.), which is performed by the student, as well as where and how he/she reports on completing tasks for independent work. The system of independent classes should also cover other types of educational performance activities, namely: reading music at sight, transposing, creating variants of artistic interpretation, artistic-pedagogical and performance analysis of musical works, etc. Each of the listed activities has its own specificity and therefore presupposes appropriate forms and methods of independent work. Thus, the effective training of students of artistic specialties should be aimed at forming their ability to independent creative activity, which should become one of the strategic directions of building a qualitatively new system of training.
Zhou Liguang
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-46-48

Abstract:
Patterns and repetitions are the essence of studies and exercises for piano. In music history, among composers, Carl Czerny (1791–1857) composed a great number of easy pieces for piano pedagogy that widely employed patterns and repetitions. Nowadays, minimalistic music is a new style but overlaps with the traditional repertoire of piano pedagogy on this emphasis. To employ minimalistic music in piano teaching is a new approach. Further, piano teachers can even compose pedagogical repertoire in minimalism for students. Here, I introduced my own experiences of composing such music for my students. The result was proved satisfactory in teaching. Many piano teachers composed music for their students, which was a convention in piano teaching in music history. They contributed huge amount of repertoire to piano. In the meanwhile, they were dedicated to teaching as well. Nowadays, this practice is still shining in A New Approach in Piano Teaching 6 piano pedagogy. There is a great number of piano teachers who compose music for piano pedagogy. They naturally make the music collections and published them. Undoubtedly, music composition is a specific major study in music schools and conservatories. However, the twenty-first century is an era of free style, like you can mix drinks of different flavors from a beverage machine. Further, minimalism naturally brings a solution for achieving your own piano pedagogical pieces. You can have a try! It is so fun and joyful, when you teach your students your own pieces and then enjoy progresses your students make. Ultimately, this practice will bring you such happiness when they can even memorize and perform your music. Of course, it will be fantastic if you publish your music for piano pedagogy.
Svitlana Kulikova, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-81-86

Abstract:
In the context of increasing attention to the training of future professionals outlines the special urgency of the problem of professional competence of future music teachers, which includes the ability of individuals to acquire knowledge and skills in art education institutions, to form personal qualities and values ​​and value orientations required for professional activity. social requirements. The level of professional competence of a music art teacher reflects the degree of his readiness for music-educational work in a secondary school, is a prerequisite for the effectiveness of pedagogical activities, a kind of link to improve intellectual and practical experience, finding effective ways to improve pedagogical skills. in the conditions of an educational institution of artistic direction the development of professional competence occurs during the study of both general and special (for example, block of disciplines: history of foreign music, history of Ukrainian music, solfeggio, harmony, polyphony, analysis of musical forms, basic musical instrument, choral studies and choral arrangement, choral class and practical work with the choir, choral conducting and reading of choral scores, solo singing) disciplines. The formation of knowledge and skills is a prerequisite for the formation of professional competence of the future teacher and involves mastering a set of special knowledge in theoretical and performing (instrumental, vocal and conducting and choral) disciplines. Thus, the basis of professional competence of the future teacher of music art is special (general pedagogical, conducting, instrumental, vocal, performing, musicological, research), social and personal training. One of the effective and relevant ways to develop the professional competence of a music teacher is interactive technologies. In accordance with the Law of Ukraine «On Education» and the requirements of the competence approach, mastering interactive technologies has become one of the main conditions for teaching art subjects by teachers of secondary schools. A number of authors note that as a result of the use of interactive technologies there is an actualization of intellectual reserves and capabilities of students, replenishment of knowledge of theoretical and generalizing nature, deepening and expanding the individual semantic context in working with educational material. Thus, in the article the author defines the role of the use of interactive technologies in the process of forming the professional competence of the future music teacher. The author argues that interactive technologies are based on the principles of interaction, student activity, reliance on group experience, mandatory feedback, which have a wide range of developmental, educational and reflective functions. The use of interactive technologies in the training of future teachers of music allows to stimulate creative, cognitive activity of the teacher-musician, to focus the teacher on self-development and self-affirmation, thereby developing his professional competence.
Leonid Babenko, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Andrew Babenko, Larysa Haidai
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-195-52-55

Abstract:
The article deals with the introduction of performances of theatrical musicals into the educational process of preparing future art teachers on the artistic faculty of the Centralukrainian State Volodymyr Vynnychenko Pedadogic State University. Illuminated positive impact of such an introduction on the quality of professional training of students. The motivational approach to the meaningful responsibility of students for training is revealed when they carry out self-control over the process of acquiring the necessary knowledge and skills and become fully responsible for the quality of learned material. All this greatly increases the creative activity of students, prompts them to self-studying and self-development, forms an active life position. The role of a teacher in this system of educational process is the role of the coordinator. He carries out a general leadership of the educational and creative process, acts as a consultant, an assistant, and most importantly – he is a professional-mentor, a senior mate who helps students to master the whole complex of knowledge, skills and abilities. In such motivated training, it is necessary to point out initial goals, determined by the teacher, which coincides with the educational motives of students. Only under such conditions, academic actions of the students will be transformed into conscious educational activities, the motivation of success will be created. That is why students study on the basis of partnership in the chorus studio. They make their proposals for project themes, develop the concept, choose the form of material presentation, create scenarios and are interested in preparatory and organizational work, as well as independently choose the direction of its own educational activity within the project – write or distribute musical solos and choral parties, make them choral. Arrangement or perform computer arrangement of musical accompaniment, etc. Execution of such a work not only reveals existing knowledge of students on the relevant educational subjects, but also requires mastering new knowledge and skills, assimilating the material of new educational subjects that are needed to implement the plan.
Lyubov Mykhaylenko, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 120-123; https://doi.org/10.36550/2415-7988-2020-1-191-120-123

Abstract:
In the article we reveal the influence of methodical training of the future teacher of mathematics on the development of logical thinking of future teachers. We substantiate that the effectiveness of the development of logical thinking of students in mathematics lessons depends on the quality of methodological training of mathematics teachers in the free economic zone. Our experience in training future teachers of mathematics, allowed us to identify the criteria of methodological competence of mathematics teachers in the development of logical thinking of students: motivational, cognitive and activity; to characterize indicators of methodical competence of the teacher of mathematics in the course of development of logical thinking of pupils. We characterize the motivational criterion as the need of future mathematics teachers to master the methodological knowledge, skills and abilities for the development of logical thinking of students. The motivational criterion is revealed by the following indicators: professional orientation on the development of students' logical thinking; motivation for self-improvement in methodical activity. The cognitive criterion reflects the knowledge of future mathematics teachers of the logical component of students' mathematical competence. Indicators of the cognitive criterion of methodological competence of a mathematics teacher in the process of development of logical thinking of students are: completeness of theoretical knowledge of the logical component of mathematical competence of students; familiarity with the methods of developing students' logical thinking in mathematics lessons. The activity criterion shows the ability of future mathematics teachers to develop students 'logical thinking and involves mastery of methods for developing students' logical thinking. Indicators of the activity criterion of methodical competence of a mathematics teacher in the process of developing students' logical thinking are: the ability to use theoretical knowledge in practice; ability to develop the logical component of students' mathematical competence; the ability to generate new ideas aimed at improving the development of logical thinking of students. Selected criteria and indicators of methodological competence of mathematics teachers in the development of logical thinking of students reveal the importance of the ability to form a logical component of mathematical competence of students and determine the content of methodical activities of teachers in the development of logical thinking of students.
, State Agrarian and Engineering university in Podillia, Sergey Slobodian
Academic Notes Series Pedagogical Science, Volume 1, pp 82-86; https://doi.org/10.36550/2415-7988-2020-1-191-82-86

Abstract:
The article analyzes the pedagogical technology of individual work planning on the basis of the scientific work of students during the whole period of study (starting from the first year) within the educational level and between them. The system of organization of integrated and cross-cutting educational space in agrarian engineering education, which is aimed at formation and development of different levels and types of competencies, is given. The methodology of professional discipline acquisition, the study of which is based on the integrated and cross-cutting principle and is aimed at the formation and development of different levels and types of competences of the future engineer was implemented. Pedagogical technology of cross-cutting programming and developed applied models are universal, taking into account the use of them after professional correction of content for any technological specialties. The role of organization of student cross-cutting learning in the formation of their professionalism and competence is demonstrated. The concept of future specialist training in agrarian engineering takes into account modern trends of development of agrarian and industrial sphere; specific characteristics of production competence structure; pedagogical patterns, principles and requirements, are based on the theory and practice of future specialists training in agrarian engineering. Combining two types of student educational activities such as educational and scientific, their implementation in the principles of cross-cutting requires new organizational, methodical and regulatory approaches to teaching students. Cross-cutting organization of independent work changes the requirements for the student activities, scientific and pedagogical staff and departments for educational process planning (dean's offices, educational units). The scientific materials provide peculiarities for planning cross-cutting educational and scientific work of students as a single complex of educational activity. It has been proved that cross-cutting programming of the educational process is effective for technological training, in which the form of state testing is qualification work (project). It has been established that the educational activity of students during the whole period of study and at its final stage depends on the constant cross-cutting professional, scientifically confirmed project activity. The prospect of these materials is the development of a detailed mechanism of planning "on request" and designing cross-cutting technologies for other areas of education.
Оксана Геннадіївна Медведовська, Sumy State Pedagogical University named after A. S. Makarenko, Nuriahdy Pirkhanov
Academic Notes Series Pedagogical Science, Volume 1, pp 111-116; https://doi.org/10.36550/2415-7988-2020-1-191-111-116

Abstract:
The article deals with the use of cloud technologies in the organization of independent activities of University students. This problem is particularly relevant at present due to the significant increase in the hours allocated for independent work of students at universities in Ukraine. There are many technological tools for effective organization of independent activities of students, one of which can be considered cloud technologies, as the most popular in the modern world, due to its advantages: they can be applied in the educational process not only for the organization of independent work (or distance learning) – versatility; ability to work anywhere (where there is Internet access) and at any time-versatility; reduced financial costs for training – cost-effectiveness; reach a large number of trainees-progress in learning; allow you to use a wide variety of forms of learning and types of control; allow you to release creative thinking (Sway, DropBox Paper). The use of cloud-based data storage helps each student create their own personal cloud-oriented learning environment during the learning process (personal cloud-oriented learning environment). Therefore, it is important to teach students how to use cloud services correctly at the initial stages of University education, as well as to familiarize them with the diverse functionality of modern cloud software products. The modern labor market places high demands on the level of training of modern personnel. As statistics show, one of the most popular specialists are specialists in the field of cloud technologies. If we want our graduates to be competitive in today's society, we need to train them in the latest technologies and the ability to use these skills in their future professional activities. Thus, the main task of a modern school of higher education is to cultivate a highly qualified, competitive specialist who is able to improve their professional level and update their knowledge and skills. Using the latest digital technologies in the educational process, you should not underestimate the role of the teacher in the educational process. Therefore, it is obvious that the future of the education system is in the use of a combined approach (Blended learning) to learning.
Liudmyla Iziumchenko, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 91-98; https://doi.org/10.36550/2415-7988-2020-1-191-91-98

Abstract:
Solving of competitive problems by pupils and students is a good foundation and preparation for future practical and scientific activities, as mastering the methods of solving competitive problems requires them to work hard, actively and focused, as well as develops their creativity and raises level of interest in mathematics. The article reveals the mathematical aspects of preparing students to solve competitive problems on the example of one geometric problem (the ratio between the areas of triangles formed by the intersection of diagonals of a convex quadrilateral), which is the basis of many competitive problems in geometry; the problem is solved using the facts of elementary mathematics, available to students of the eighth form of secondary school; an analysis of the range of competitive problems of various mathematical competitions, for which the considered reference problem is a key subtask in the solution. An author's competitive problem for high school students has been created, which allows integrating a purely theoretical-numerical problem into the geometric shell with the study of simplicity of elements, divisibility of a product by a prime number, mutual simplicity of elements, with the need to find solutions of Diophantine equations in natural numbers. The article combines a problem series of a large number of different competitive geometric problems around one reference problem, presents the methodological aspects of preparing students to solve competitive problems on the example of this problem; attention is paid to checking the correctness of the obtained results, which avoids erroneous solutions; the tasks which urge to find and realize ways of their fulfillment are analyzed; examples of different tasks in terms of age capabilities of researchers are selected; the problems of competitions of regional levels with geometric and theoretical-numerical filling are considered; the competitive task on the given subject is created. Further research will be aimed at creating a broader series of tasks for the considered reference problem, including problems with integration into related competitive topics. The article emphasizes the problem content and structuring according to the age capabilities of students on the research topic.
Юрій Іванович Волков, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Natalia Vojnaloviсh
Academic Notes Series Pedagogical Science, Volume 1, pp 12-16; https://doi.org/10.36550/2415-7988-2020-1-191-12-16

Abstract:
The elementary functions occupy the special place in school maths and at the study of mathematical analysis in universities .Usually the study of elementary functions begins with the definition of basic elementary functions. Elementary methods are used, without regard to difficulties and imperfections of similar methods. Often rely on intuition, although, it will be desirable to give definition and studies of properties of functions at more logical level. This is old problem, but it is also actual today. The mathematicians were interested in the problem of introduction the definition of the power operations and the logarithms since the sixteenth century, but a main contribution to the decision of this problem belongs to Euler, his book "Introductio in analisin infinitorum - Lausanannae, 1748" became basic level in development of mathematical analysis and by inalienable part in educational literature. Later to the questions of methodology of introduction of definitions basic the elementary functions an attention has been given a number of well-known mathematicians such as F.Kiein, N.Bourbaki, R.Kurant et al. Basic idea: of using the methods of mathematical analysis for the construction of more complete theory. But this suggestion wasn’t very successful in methodology of study of the elementary functions not only at school but also at higher educational establishments. There are many different ways of studying basic elementary functions (logarithmic, exponential, sine, cosine) with the using of differential, integral calculus and the theory of power series are shown in this article.
Дмитро Вікторович Соменко, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 157-161; https://doi.org/10.36550/2415-7988-2020-1-191-157-161

Abstract:
During the mastering of the discipline "Mechanical Engineering: Fundamentals of Robotics" the student must obtain a certain level of subject competence, which is determined by the knowledge, activity and value components. For future specialists in digital technologies, the key is information and digital competence, which allows the graduate to quickly navigate in the rapidly changing information space, systematize information and draw logical conclusions. The application of 3D-printing technologies in educational robotics is one of the most relevant areas, which significantly expands the possibilities of practical application of acquired knowledge during the study of the discipline. The main difference from the classical approach to the use of 3D printing technologies in the educational process of secondary schools, where the 3D printer is used to implement students' creativity and materialization of virtual objects, in educational robotics it can act as an object of study - a classic example of a robotic system. which in comparison with educational works not only models possibilities of industrial robots, but also allows to make a useful product. Interdisciplinary integration, on which educational robotics is based, contributes to the natural interest of man (pupil, student) in the development and design of various mechanisms. At the same time, robotics classes are suitable for learning the basics of algorithmization and programming, allowing students to see how their knowledge allows them to transfer action from virtual, computer space to the world of real, real objects. And this is of great psychological importance in our time, where the passion for virtualization is clearly excessive.
, Dnipro University of technology
Academic Notes Series Pedagogical Science, Volume 1, pp 123-127; https://doi.org/10.36550/2415-7988-2020-1-191-123-127

Abstract:
The paper considers the specifics of research in the field of academic integrity in the works of researchers in the United States of America. The main purpose of the paper is to describe the peculiarities of the interpretation of the concept of honesty as a component of the value basis of academic integrity in the papers of US researchers. The main sources of information on the issue of integrity in the research of scientists in the United States in the context of academic integrity are both scientific papers and case studies and various informational resources and manuals for students on the issue of integrity and ethics. In the works of scholars the research question is considered in philosophical and educational contexts. One of the key issues is also the opposition of the concepts of "honesty" - "dishonesty", which allows us to offer a convenient in terms of practical application of the definition, and take into account the main aspects of the problem. Along with the study of the concept of honesty, there is also the concept of "honest behavior" and the opposite "dishonest behavior". Teachers in higher education institutions in the United States receive significant resource and methodological support, which helps to involve them in the process of forming values of the academic environment, in particular, taking into account the priority of academic integrity. An important source of information about academic dishonesty for students is special manuals and codes of conduct for students, which are mostly posted on the websites of educational institutions. The information provided in such sources highlights the rights and responsibilities of students and educators, and serves as a guide. Quite interesting is the approach of American scientists to the prevention of academic dishonesty, which is based on modeling the profiles of "academically honest student" and "academically dishonest student." The scientific understanding of the issue is mostly based on the activity approach. Taking into account the specifics of educational activities, theoretical models of honest and dishonest behavior are formed, in accordance with these models, recommendations are created for participants in the educational process. As the prospects for further studies we can mention the research aimed at adapting the scientific achievements of US researchers for implementation in the system of educational work in educational institutions of Ukraine.
, Uzhhorod National University
Academic Notes Series Pedagogical Science, Volume 1, pp 127-130; https://doi.org/10.36550/2415-7988-2020-1-191-127-130

Abstract:
The article argues that training of elementary school teachers to develop legal competences of students needs both mastering new knowledge and skills as well as formation of a creative wish and ability to model their personal pedagogical activity. Referring to the analysis of creation of the models of different pedagogical systems, it is proposed to use a binary model, which involves the process of teachers’ training at higher educational establishments and their future professional activity. Pedagogical practice is the linking element of those two systems, when a student actually performs his/her professional functions in the real school conditions. The essential component of that model is the teacher’s readiness to conduct the activity, which is founded on a complex of theoretical knowledge and skills of a new quality level. The processual constituent of the model suggests a gradual organization of the students’ educational process, considering peculiarities of all stages of the multi-level pedagogical education, securing the heredity of setting and performing the didactic tasks according to the choice of the educational content, form, methods and instruments. The procedure should be based on the appropriate pedagogical fundaments, i.e. consistent training of a future teacher to take pedagogical practice in the elementary school; gradual pedagogical focus of the content of higher pedagogical education on the urgent solution of the problem of formation of the legal component of teachers’ training due to the interdisciplinary integration of pedagogical and specific subjects; sequence of the relations of the educational process of students at higher educational establishments and their future professional activity; focus of the educational process at higher educational establishments on principally different requirements to professional activity of a modern elementary school teacher; creation of a binary model of the elementary school teachers training to develop legal competences of students, considering a complex of theoretical knowledge and specific skills at the level of determination that secures the innovative search in the conditions of an elementary school; projecting of an appropriate social and educational sphere for the best-possible training of a future elementary school teacher. The work describes an example of that model application for the program of pedagogical assistance for a family by an elementary school teacher concerning the legal education of students (a system approach to the problem of pedagogical assistance on the issue of legal educating of children, improvement of the content and education at the elementary school referring to the traditions and legal values of the family; shaping and development of a system of collaboration during the classes with children, etc.)
Olena Synyukova, State Institution «South Ukrainian National Pedagogical University named after K. D. Ushinsky»,
Academic Notes Series Pedagogical Science, Volume 1, pp 150-154; https://doi.org/10.36550/2415-7988-2020-1-191-150-154

Abstract:
The so-called tasks with parameters for a long time now have become an integral part as of the every to some extent profound course of algebra or of algebra and the beginnings of cultures at the institutions of general secondary education, as of the corresponding tasks of the State Final Attestation in Mathematics and the External independent assessment in mathematics. And it isn’t accidental because in the most often cases the solution of the task with a parameter turns for the student into a small investigation by his own. The realization of such investigation favors the formation of the creative practical-oriented personality. Simultaneously we must state that, despite of the existence of a lot of the high scientific and methodical level created corresponding training books, it is difficult just now to find in the methodical literature the clear answers to the natural questions of what is meant on the whole by the task with parameter (or with parameters) and its solution. At the same time, in the courses of geometry of the institutions of general secondary education to the tasks with parameters it is given next to nothing consideration. But in fact such tasks in the courses are present, their importance for the proper construction of the courses can be exaggerated. In the paper the problems of what must be understand by the task with the parameter or with the parameters and by its solution are analyzed. The essence, the part and the place of the tasks with parameters in the geometry courses of institutions of general secondary education are elucidated. Euclidean geometry as an axiomatic theory investigates the sets that in their overwhelming majority represent by themselves the mathematical abstructions of the spatial forms of the surrounding, some relations between such set and quantities that characterize such sets and relations. In the contrast to the courses of algebra, in the geometrical courses the part of parameters may be played by all of the three mentioned components. Geometrical figures can change by the size and by the form. Changing by the size bring us to the concept of the scalar quantity. Changing by the form are considered in the tasks of paving and, for example, in the tasks of finding the amount and the types of symmetries of geometrical figure in dependence of its form. The part of the parameter-relation can be played by different variants of mutual displacement of the given figures in Euclidean plane or in Euclidean space. According to their content, different geometrical tasks with parameters are considered in the work. The task of the existence of geometrical figures, the tasks, conserning the character of some geometrical places of points, the tasks of tracing with the help of a compass and a ruler are among them.
Iryna Kliuchkovska, Lviv Polytechnic National University,
Academic Notes Series Pedagogical Science, Volume 1, pp 98-101; https://doi.org/10.36550/2415-7988-2020-1-191-98-101

Abstract:
The article shows the need for research on the development of Ukrainian diaspora communities and theoretically substantiates the possibilities of using an integrative approach to the use of achievements of the Ukrainian diaspora in the cultural and educational space of Ukraine. The important task of bringing the achievements of the Ukrainian intellectual elite back into the national scientific, educational, informational, and cultural layer has been emphasized. Theoretical bases of integration of achievements of the Ukrainian diaspora in the cultural and educational space of Ukraine have been determined. It has been established that integrative cooperation generates new, previously unknown in terms of content or form, types and results of cooperation; new projects, ideas, books, forums, and congresses emerge, forming a single system whose system-forming factor is the Ukrainian idea, preservation of its cultural and educational space. It has been proved that in the conditions of integration of achievements of residents of Ukraine and the Ukrainian diaspora, those aspects which are uniting should dominate: Ukrainian language, Ukrainian culture, problems of national education, concern for the future of the Ukrainian people. Full inclusion of achievements of the Ukrainian diaspora in the cultural and educational space of Ukraine is based on a number of conceptual provisions.
Anton Andreiev
Academic Notes Series Pedagogical Science, Volume 1, pp 208-212; https://doi.org/10.36550/2415-7988-2020-1-191-208-212

Abstract:
Das Ziel des Artikels besteht darin, das Problem vom Wesen und von Motiven der Konflikte auf dem nationalen Grund und Rassismus unter Schülern als eine soziale Erscheinung aus psychologischer Sicht zu erforschen und mögliche Präventionsmaßnamen anzubieten.
, Institute of Information Technologies and Learning Tools of the NAES of Ukraine
Academic Notes Series Pedagogical Science, Volume 1, pp 154-157; https://doi.org/10.36550/2415-7988-2020-1-191-154-157

Abstract:
The article analyzes the pedagogical research on the essence and content of the concepts of systems approach and systems thinking, substantiates the main features of the formation of systems thinking. It is noted that systematic thinking, in contrast to linear, is focused on seeing the integrity of an object or phenomenon, to identify not things but connections between them, not instantaneous states, but patterns of change. Systems thinking is needed to distinguish the structures that form the basis of complex situations. The implementation of integrative connections during the educational process is a necessary condition for the formation of a scientific worldview and competencies. It is determined that the formation of an environment for the effective formation of systems thinking is possible through the implementation of a competency approach and the introduction of active, activity forms of learning, in particular with the use of computer models. It is noted that the use of computer models in the educational process provides a high degree of clarity, and their interactivity allows to directly influence the course of the experiment, change the conditions of its conduct, which promotes motivation, interest and desire to experiment, conduct independent research in science, and thus promotes the development of creative skills and critical thinking. It is emphasized that individual research tasks based on computer simulations are an effective tool for implementing the activity approach. Students have the opportunity to discover something new, unknown to them, to observe the patterns of processes and phenomena, to "discover" a known law in physics by measuring physical quantities.
Oksana Vasiukovych, National Aviation University
Academic Notes Series Pedagogical Science, Volume 1, pp 52-55; https://doi.org/10.36550/2415-7988-2020-1-191-52-55

Abstract:
The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.
Yurii Yaremenko, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Tetiana Ovsianik, I-III levels school of Velykoandrusivka village’s council
Academic Notes Series Pedagogical Science, Volume 1, pp 204-208; https://doi.org/10.36550/2415-7988-2020-1-191-204-208

Abstract:
The school has always been and remains a kind of model and a mirror that reflects the life and problems of the society. The idea of implementing innovative technologies in education provides for achieving the goal of high quality education, in other words, education that is competitive, able to provide each person with conditions for independent achievement of a goal, creative self-affirmation in various social spheres. Interactive technologies in learning help to understand better the learning material, to develop communication skills and activity, to create opportunities for independent research. One such environment for dynamic mathematics is GeoGebra which is based on the principles of dynamic geometry and computer algebra that allows to combine design, modeling, dynamic variation and experiment, build geometrically accurate images, print documents and publications on the Internet. This article considers the various functional capabilities of the environment which should be used in the construction of geometric bodies. In particular such as scans, sections and combinations of geometric bodies. The article considers the advantages of the interactive environment GeoGebra in comparison with other environments of dynamic mathematics, the directions of using the package of dynamic mathematics GeoGebra in geometry lessons. There are also various functionalities of this environment, which should be used in the construction of geometric bodies. In particular, such as polyhedra, their scans and sections, combinations of geometric bodies. GeoGebra program allows you to show the sequence of images of geometric shapes. The construction of cross sections of geometric figures is shown in specific examples.
Mykola Haievskyi, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Liudmyla Iziumchenko, Inna Kliychnyk
Academic Notes Series Pedagogical Science, Volume 1, pp 58-61; https://doi.org/10.36550/2415-7988-2020-1-191-58-61

Abstract:
The high requirements regarding the content of the knowledge, abilities and skills, which determines the capacity of the specialist to compete on the modern labour market are set to nowadays graduates. The tasks which require not only the knowledge of school curriculum, but also the creative application of this knowledge, in particular for inequalities solving are reviewed during Math’s course. This issue is quite relevant, because the tasks of this type are found in the tasks of school, district math Olympiads. Inequalities take a significant part of the school mathematics’ course. Applied tasks are written into Math’s language with the help of inequalities. In addition, inequalities are a tool that allows to repeat, fix, deepen the theoretical knowledge in each subject and to develop creative mathematical capacity. This topic contains many ways, methods of solving them and methods of proving them. Proof of inequalities must be given special attention because it plays an important role in shaping the logical thinking and mathematical culture. Tasks for proving inequalities make it possible to consolidate a wide range of theoretical issues studied in the school course of mathematics (theory of inequalities, properties of functions, questions of equivalent equations), they encourage the formation of critical thinking, the ability to ground actions logically. In addition, knowledge of classical inequalities and methods of proving them gives the opportunity to apply inequalities more widely in solving other problems, including applications. Since the tasks of proving inequalities are very diverse, there is no single general way to prove any inequality. Proving inequalities has a significant impact on the formation and development of creative thinking and creative personality of the student due to the availability of different ways to prove inequality. Different methods of inequalities solving are considered in this article. The peculiarities of pupils’ preparation by the method of proving contest and Olympiad inequalities, such as f12.jpg with the fixed sum of variables, are considered in this article. Let’s review the peculiarities of differential count set usage on the level of senior pupil. The ways of proving the inequalities with tangent or n-1 statement of equal meanings are analyzed, their advantages and disadvantages are reviewed. With the help of these notions it is possible to algorithmizate the process of proving several kinds of inequalities. Several ways of proving are introduced for some kinds of tasks, such methods of inequalities solving demand from pupils the basic knowledge in differential counting. Solving such problems contributes to intellectual development, the development of logical thinking and is a good material for the development of skills.
Наталя Василівна Мироненко, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 116-119; https://doi.org/10.36550/2415-7988-2020-1-191-116-119

Abstract:
Having your own style, your own image is important for each person. Personal image is a certain tool of a person that helps to build his relationship with the world around him. It is not only the external visual image, but also the way of thinking, acting, deeds, ability to communicate, speak correctly and be able to listen. Personal image is an image of a person. A person cannot but have an image. Gait style, behavior, is the result of learning, temperament and conditions, but how a person dresses is the result of his personal choice. Personal image is determined by a complex set of internal and external factors that make up the self-image, the desired and necessary image.The article is devoted to the formation of students' own image during the study of the discipline "Technology of household activities" by future teachers of labor education and technology. The publication considers the concept and significance of one's own image in the process of training future teachers of labor training and technology. Theoretical analysis of scientific sources on the problems of forming one's own image and features of this process during the study of the discipline "Technology of household activities" by future teachers of labor education and technology. The place and role of forming one's own image in the system of higher education and training of future teachers of labor education in particular are determined. It is noted that the teacher's appearance is an integral element of pedagogical technique, which, accordingly, is a structural component of pedagogical skills. Thus, a well-chosen wardrobe will not only help to make a pleasant impression on others, but also emphasize the professional and personal qualities of the teacher. In addition, it is relevant and appropriate to improve the existing system of pedagogical skills to create a mechanism for forming a stable holistic image of the teacher (pedagogical image), which will provide optimal conditions for teaching and educating students.
Daria Bida, Lviv Regional Institute of Continuing Pedagogic Education
Academic Notes Series Pedagogical Science, Volume 1, pp 36-41; https://doi.org/10.36550/2415-7988-2020-1-191-36-41

Abstract:
The article substantiates the possibilities of developing promising skills of the XXI century, in particular soft skills, as a set of non-specialized, super-professional skills, which, unlike specialized, are not related to a specific field of professional activity. The leading means of developing such skills are STEM-projects, which combine the basic elements of research, project activities and take into account the external requirements of a particular activity. The analysis detected that common skills that were relevant 5 years ago and were envisaged for today, were such as interaction with people, integrated problem solving, creativity, critical thinking, the ability to form own opinions and make decisions, the ability to listen and ask, flexibility of mind (the ability to quickly switch from one thought to another) and emotional intelligence. In most scientific papers, the key soft skills include creative thinking, information management, emotional intelligence, the ability to form own opinions and make decisions, presentation skills. Based on this, the emphasis is on changes in the formation of soft skills and their development. At the theoretical level, methods of developing key skills include trainings, seminars, mastering models of successful behavior, finding feedback, learning from the experience of others, identifying models of successful behavior of people with a high degree of development of certain competencies. The development of soft skills requires special methods that focus on critical thinking; creativity; organizational skills; team working; emotional intelligence; problem assessment and decision making; ability to interact effectively; cognitive flexibility; versatile development of individuality; formation of a holistic scientific worldview of students; formation of a holistic scientific worldview of students; formation of a personality capable of independently choosing and making responsible decisions; education of students' respect for work, providing conditions for life and professional self-realization, formation of readiness of a conscious choice and mastering of the future profession. It is proved that the driver of the development of key competencies and skills of the future in students is STEM education in general and STEM projects in particular. The scheme proposed to the participants of the All-Ukrainian online-contest “Teacher of the Year” on the version of science journal “Kolosok”, who competed in the category “STEM teacher”, is highlighted.
Nadiya Huzyk, Engineering Mechanics of Hetman Petro Sahaidachny National Army Academy, Khrystyna Lishchynska
Academic Notes Series Pedagogical Science, Volume 1, pp 62-65; https://doi.org/10.36550/2415-7988-2020-1-191-62-65

Abstract:
Reforming the Armed Forces of Ukraine in accordance with international standards and domestic political factors indicates the urgency of finding and implementing innovative ways to develop military education. The authors see the work as a tool to solve this problem in the introduction of interactive methods in the training of future military specialists. This does not mean abandoning the use of known traditional methods, it is a combination of their diversity in the educational process. Involvement of cadets in interactive activities leads to the ability to solve complex problems based on the analysis of initial data, identify contradictions, express alternative opinions, make informed decisions, participate in discussions; model various situations, learn to build constructive relationships in the team, determine their place in it, avoid or resolve conflicts, seek compromises, seek dialogue, develop skills of project activities, independent work, creative work. The paper presents the basic principles of interactive learning, classification of interactive methods. The application of some of them, namely "question-answer", "microphone", "classes with pre-planned mistakes", "brainstorming", "debate", "business game", "teaching-learning" with the indicated advantages and disadvantages is demonstrated for specific topics of classes in "Higher Mathematics". The introduction of these methods in the educational process will ensure the formation of its participants such skills as analysis, comparison, highlighting, as well as critical thinking and the ability to make responsible decisions, competitiveness, willingness to take risks. In addition, it will promote the development of each person's system of universal values and generally accepted norms of behavior, awareness of personal responsibility, the ability to unite with other participants to solve a common problem, foster tolerance, mutual understanding and respect, compassion, kindness and care, solidarity and equality, the formation of the ability to make free and independent choices based on their own judgments and analysis of reality. And most importantly, it will improve the quality of military education, ensure the growth of military-professional, intellectual, cultural, spiritual and moral potential of future military professionals, increase the prestige of the military profession, strengthen the defense capabilities of Ukraine and its Armed Forces.
Ліана Володимирівна Бурчак, Oleksandr Dovzhenko Hlukhiv national pedagogical university, Станіслав Олександрович Бурчак
Academic Notes Series Pedagogical Science, Volume 1, pp 44-47; https://doi.org/10.36550/2415-7988-2020-1-191-44-47

Abstract:
The publication states that the modern labor market, professional conditions in the new Ukrainian school, the requirements of inclusive education, STEM-education make serious demands not only on the professional training of future educators, but also on the level of their personal development. extracurricular work ", which was previously associated only with independent preparation of applicants for practical laboratory classes, with the educational work of the curator (tutor), and today it has many significant aspects. In this regard, the article considers the essence of extracurricular work of higher education students at the Pedagogical University, which in our own research we understand as a special form of organization of life of future teachers, which takes place in extracurricular time to ensure meaningful, active and useful recreation. various interests of applicants, deepening and expanding their knowledge, skills and abilities, development of intellectual, creative abilities, self-organization, self-learning, etc. The purposes of extracurricular activities, varieties (individual, group, frontal (mass)), forms of organization and holding (self-governing bodies of applicants, clubs, clubs, studios of interest, agency of social projects, scientific society of applicants, sports clubs, sections, master class are presented , volunteering, creative laboratory), as well as the principles that we consider necessary to follow in extracurricular work with applicants (cooperation, humanization, voluntariness, expediency, interest, practical orientation). In addition, the article presents methods of extracurricular activities of future mathematics teachers used in the implementation of the author's model of the system of development of their creativity (problem-searching methods, project method, methods of collective mental activity, methods of applying the latest information and communication technologies). Therefore, organized in the general system of creativity of future teachers of mathematics extracurricular activities promote the development of intellectual, creative abilities of higher education, has a significant impact on the development of their creative potential, critical, logical and creative thinking, cognitive and creative abilities.
Tetyana Еmelyanova, Kharkiv National Automobile and Highway University
Academic Notes Series Pedagogical Science, Volume 1, pp 74-77; https://doi.org/10.36550/2415-7988-2020-1-191-74-77

Abstract:
The article is dedicated the workspace of cognitive activities of the individual as a space of mental constructs of the cognitive mechanism of thinking. The relationship between of the mental constructs of cognitive space and the degree of development of cognitive abilities of the individual is studied. Thinking is considered as an unconscious process of constructing a modified model representation. The cognitive mechanism of thinking is represented as a multi-stage process of unconscious construction of the response signal in the form of a model representation of the sensory signal with consideration of information encoded in the cognitive memory space. The workspace of the thought process is considered from the perspective of modern cognitive science on modeling the activity of the neural system in the framework of the concept of neurodynamic organization and functional modes of the cognitive memory space. This approach allows us to understand the relationship between the workspace, mental constructs, the cognitive space of memory and cognitive abilities. The architecture, properties, internal mechanisms, and characteristics of the workspace are discussed. Since the workspace is formed by mental constructs, the analysis of the organization and functioning of internal mechanisms of mental constructs is performed. A dynamic instability of the workspace was found, which is caused by the dynamics of mental constructs. The study of the dynamics of mental spaces is revealed the stages of forming a response by mental constructs to a sensory signal. They can be defined as creating a mental space, creating response signal as the modified model representation, the fading of mental spaces with the display of the generated response in the cognitive memory space. Understanding thinking as a multi-stage process of "unconscious reinterpretation" of the received information can contribute to the improvement of educational technologies for the development of cognitive mechanisms of the cognitive process of the individual.
, Ірина Леонідівна Пилипчук, Institute of Information Technologies and Learning Tools of the NAES of Ukraine, Iryna Pylypchuk, Semipolkivskyi Secondary School of the 1st-3rd Grade
Academic Notes Series Pedagogical Science, Volume 1, pp 161-164; https://doi.org/10.36550/2415-7988-2020-1-191-161-164

Abstract:
The article deals with Google services to create and maintain STEAM-based learning environment of general education institution. Analysis of major Google services on implementation STEAM-approach in general education schools gave teachers the opportunity to offer key solutions using them to organize, support and management STEAM-oriented educational environment school. It is determined that Google services (Google Classroom, Google Forms, Google Sites, Google slides, Google Suite + Lucidchart, Google Earth VR, Google Play, Google Lens, etc.) take into account such user requirements as enabling participants of STEAM projects to conduct joint research in the online environment; remotely control the learning process; use tools that allow group work on documents of different formats; data sets representing information from already conducted research; control over the research process; combination in the environment of special programs to create space for other educational projects. Attention is drawn to the distribution of roles in the Google Classroom, which is controlled by the teacher who is the author of the curriculum and course for a particular level of education, namely: teacher – student, where the teacher places materials, attaches files necessary for lessons, creates tasks, and the student processes the provided educational information, performs tasks, receives grades, challenges the teacher's grades and provides arguments for challenging their grades, while receiving advice, explanations and suggestions from the teacher; teacher - parents, where the teacher gives parents access to learning materials, student-made tasks, his assessments and chat to discuss further learning strategies; teacher - administration, where the teacher gives access to their online lessons as open to all who wish to attend these lessons and provide suggestions for improving their quality. It is determined that Google services can be used to organize, maintain and manage the school's STEAM-oriented educational environment, namely: provide teachers with tools for: modeling an STEAM educational project, creating joint communication with students within this project, evaluating students' activities in it, creating archives of these projects and their results, working with colleagues, parents and professionals (chats and forums); provide students with feedback from teachers and other professionals involved in the educational project, free access to educational and scientific materials necessary for the project, communication with students who are part of a group within a particular educational project, tools, that can help to obtain data and check designs, models, etc. Prospects for further research are related to the creation and implementation of STEAM-oriented educational environment based on Google services, testing the effectiveness of this environment in accordance with the results of STEAM projects in general education institutions.
Vasil Gayda, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 230-233; https://doi.org/10.36550/2415-7988-2020-1-191-230-233

Abstract:
In the article the author analyzes the reasons for the transition of society to the principles of sustainable development, the most promising ideology of the third millennium, which can be described as a new socio-economic paradigm. It is noted that sustainable development cannot be achieved without fundamental changes in the organization of science and education, which should take a special place among the means of implementing the above provisions. It is emphasized that in Ukraine there are some positive changes in the implementation of sustainable development ideas in education and determines the current state of penetration of sustainable development ideas into the educational process of general secondary education. Attention is paid to the regulatory framework that regulates the goals, objectives and principles of sustainable development. It is noted that in Ukraine at the state level there is a certain understanding and preconditions for the implementation of education for sustainable development. Particular emphasis is placed on the adoption of the Law "On Education", which contributed to the implementation of the educational project "New Ukrainian School", the concept of which is ideologically very close to the global concept of education for sustainable development. It emphasizes some success in promoting education for sustainable development in the field of non-formal education at the initiative of environmental NGOs, outlines the vector of their movement. The issue of implementing the principles of sustainable development in the study of physics is covered quite thoroughly. Particular attention is paid to the mechanism of formation in the process of studying the physics of key competencies and the importance of implementing semantic lines that reveal the purpose of sustainable development. Prospects for further scientific research in the development of didactic materials, which are permeated by the concept of sustainable development and the introduction of monitoring tools to assess their effectiveness, are outlined.
Raisa Prima, Volyn National University named after Lesya Ukrainka, Maria Zamelyuk, Valentina Trindyuk, Lutsk Pedagogical College
Academic Notes Series Pedagogical Science, Volume 1, pp 24-28; https://doi.org/10.36550/2415-7988-2020-1-191-24-28

Abstract:
The article is devoted to the analysis of the content of professional activity of the future educator, the disclosure of the modern idea of ​​communicative mobility of this category of pedagogical workers of preschool education. The article substantiates the importance of communicative mobility in terms of professional orientation in higher education. The proposed approach to the definition of communicative mobility allows to go beyond its narrowly utilitarian understanding. The considered definition is reduced to the level of the principle of the subject of activity. It is substantiated that such interpretation allows to reveal in communicative mobility opportunities for positive development of the future educator. Emphasis is placed on the formation of the worldview of the future teacher-educator, who demonstrates its important qualities as a high level of adaptability to familiar and new situations, allows you to form a mechanism for rapid response to events in various fields, and provides a chance to experience communication in real life. which are the basis for the formation of ideas about human life and for the realization of the needs and interests of the individual in the political, legal, economic, social and cultural life of the state. Particular attention is paid to the issue of substantiation of the mechanism of mobility, both pedagogical and communicative. The universal character of communicative mobility of the future educator is revealed: multifaceted, multifaceted and multi-textured. It was found that the structure of communicative training of this category of teachers of preschool education is the dialectical unity of all its components, which are the most important factor in self-realization of the individual, along with knowledge, skills and abilities. Emphasis is placed on the fact that pedagogical communication in the educational environment of the preschool institution coordinates purposeful, practical actions of its participants, the peculiarity of these interactions between the subjects of the communication process is that this interaction is carried out indirectly through communication. It is noted that the communicative mobility of future educators is an activity and is the ability to adapt to the implementation of communicative activities.
Anna Puzikova, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Viktoriia Matiash
Academic Notes Series Pedagogical Science, Volume 1, pp 131-135; https://doi.org/10.36550/2415-7988-2020-1-191-131-135

Abstract:
The article is devoted to the problems of content formation and software selection for the implementation of the course "Databases and Information Systems" as a necessary component of professional training of bachelors in the specialty 014 Secondary Education (Informatics). The current needs of the country in qualified IT specialists require the formation of computer science teachers' ability to work with popular programming environments and information and communication technologies. In particular, mastering the knowledge of such an important section of ICT as databases will allow pupils to implement the tasks of automating data processing and prepare them for future professional activities. Training of bachelors in the specialty 014 Secondary Education (Informatics) at the Volodymyr Vynnychenko Central Ukrainian State Pedagogical University is carried out on the basis of an educational and professional program, a mandatory component of which includes the discipline "Databases and Information Systems" as a necessary component of training in informatics. The discipline consists of the following thematic sections. Section 1. Basic concepts and architecture of databases and database management systems. Database design. Section 2. Creating and managing a relational database. Section 3. Use of CASE-tools and work in the database management systems terminal. Procedural SQL. Section 4. Database administration. Modern directions of database development. Theoretical and practical provisions of the course from sections 1 and 2, related to the issues of architecture, design and creation of databases, it is proposed to consider the example of Microsoft Office Access. Topics from sections 3 and 4 are offered to be considered on examples of "non-educational" database management systems. Thus, the study of system aspects of SQL, user security and authorization, data protection mechanisms, data backup and recovery, and database administration, it is proposed to carry out using the CASE-tool MySQL Workbench and the client terminal of the MySQL server This program was successfully tested in 2019-2020 academic year, when teaching 3rd year students majoring in 014 Secondary Education (Mathematics), educational program: Secondary Education (Mathematics, Informatics and Economics).
Тетяна Михайлівна Васенок, Oleksandr Dovzhenko Hlukhiv national pedagogical university, Albina Zinchenko
Academic Notes Series Pedagogical Science, Volume 1, pp 48-52; https://doi.org/10.36550/2415-7988-2020-1-191-48-52

Abstract:
One of the substantialpart of the professional competence of a teacher of sewing profile is design competence. However, the peculiarities of its formation on the basis of modern technologies, in particular the tectonic approach, have not become the subject-matter of an independent research yet. The tectonic approach is used in the technology of construction and design of garments in developed countries. The development of information technologies in the field of light industry requires new approaches to solving problems of formation of design competence, which can be achieved through the usage of the tectonic approach. Consequently, the aim of the article is to characterize the conceptual and methodological features of the formation of design competence of future teachers of the sewing profile at professional educationinstitutions on the basis of the tectonic approach. The set task was performed on the basis of literature analysis by the methods of systematic, comparative analysis for generalization and systematization of referencesources and scientists’researches in order to determine the basic concepts of the given theme. The analysis of documents, in particular curricula and programs of professional disciplines, was used. Based on the analysis, we chose the way of formation of design competence on the basis of the tectonic approach by the means ofinterdisciplinary approach. Analysis of the training of future teachers of professional education institution, the curricula and the academic programs of various disciplines allowed us to claim that they had objective opportunities for the formation of the competence, namely: "Design of garments" and "CAD (computer-aided design) in the garment industry". The analysis of the aim, tasks, the maintenance of discipline allowed us to define that the central place in the decision of the problems, outlined in our research, belonged to modules "Modern process of clothes design", "Problem-solving project technology". The tectonic approach was introduced in these thematic modules. During a long period of time we were developing and testing a non-calculation method of designing women's topwear. The attempt to automate the process of designing a women's topwear was made. Development ofbasic model of clothing in an automated mode greatly facilitated, simplified and accelerated the designing of garments. The process of making sewing clothes began to take less time, leaving more time for creativity. The application of the non-calculation method of designing in manual or automated modes for the designof clotheswith usage of the tectonic approach led to the formation of design competence of future teachers at professional education institutions.
Андрій Іванович Ткачук, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 165-170; https://doi.org/10.36550/2415-7988-2020-1-191-165-170

Abstract:
In the article new approaches are considered in the study of socio-political dangers related to the formation of drug dependence on opiates and opioids, in institutions of higher education in the process of teaching "Safety Life and Labor Protection in Industry" due to more effective compilation and presentation of the appropriate lecture material with the help of the system of multimedia presentations. It is shown that on the one hand, endogenous opioids (enkephalins, endorphins, dinorphins, endomorphins) are of great benefit, because they work every second inside our brain, and created opioids of the morphine series (morphine, heroin, tramadol, fentanyl, desomorphine, etc.) are an important group of analgesic drugs, but at the same time they are the most terrible of the drugs that have taken and are taking the lives of millions of people. Peculiarities of material supply due to the causes, mechanisms and consequences of the effects of narcotic opiates and opioids on the human nervous system are considered. It is shown that the two main effects of morphine are: 1) reduction of pain sensitivity (analgesia) due to inhibition of pain signals in the spinal cord and brain (instead of endogenous opioids, which themselves constantly block the transmission of weak signals in the spinal cord from minor injuries, and can to block stronger pain impulses at the level of a thalamus that gives the chance, literally, not to pay attention to pain); 2) calm, euphoria due to the weakening of the activity of inhibitory neurons that inhibit the work of the centers of positive emotions in the hypothalamus and basal ganglia - in fact, the inhibitory block is removed from positive emotions and they become much more. With the help of morphine, you can cause hyperactivation of all opioid centers, that is, "exclude" any pain, even the strongest from severe physical injuries, burns, and oncology. And since the opioid block (inhibition) is only above the pain channels, the skin and temperature sensitivity do not overlap, that is, the person continues to tactilely feel his body (and not as with novocaine). But, for 5-10 times, if morphine is used frequently, there is addiction (need to increase the dose to get the same effect) and dependence (when you suddenly stop taking the drug - develops withdrawal syndrome - the system swings in the other direction, that is, if you take painkillers, you will have severe pain, if psychostimulants and antidepressants - depression), because any synapse, if overstimulated, begins to change compensatory. In the case of morphine, the formation of the opioid withdrawal syndrome is the fastest of all known systems. At the same time, after abrupt cessation of use there is a very powerful pain withdrawal syndrome - "breaking", when even a small touch causes severe pain, or even pain "in an empty place" - small pain signals now pass unhindered and "the whole body hurts" as if "burns with fire", "pulls out pieces of skin", the heart beats at 200 beats per minute and a person can die.
Максим Володимирович Хомутенко, Микола Ілліч Садовий, Олена Михайлівна Трифонова, Галина Леонідівна Курнат, Dobrovelychkivska comprehensive school of I-III degrees № 1 of Dobrovelychkivska village council of Kirovohrad region, Mykola Sadovyi, , Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 170-175; https://doi.org/10.36550/2415-7988-2020-1-191-170-175

Abstract:
The modern world society is on the threshold of total digitalization of all spheres of human activity. As a result, the process of digitalization has become widespread at the beginning of the 21st century. Ukraine does not stand aside from these processes. She joined the process of digital transformation. The Cabinet of Ministers of Ukraine approved the Concept for the Development of the Digital Economy and Society of Ukraine for 2018–2020. Digitalization provides for the saturation of the physical world with electronic-digital devices, means, systems and the establishment of electronic communication between them. Readiness to use information and digital resources in professional activities over time becomes decisive for the industry. The number of jobs in Ukraine that require employees to have at least a basic understanding of information and communication and digital technologies is growing rapidly. The ability to use modern technology is becoming one of the main requirements for staff. There is a problem of reviewing the competencies that must be formed in students in accordance with the requirements of the time. One of such competencies is design and technology. Therefore, in the article we focused on the problem of forming project-technological competence in students by introducing 3D-modeling in the educational process of technical, physical-mathematical and natural sciences. 3D-modeling software allows you to transform ideas into models that can be used in teaching, design, architecture, cinema and many other areas of human life. Today, there are many programs used for 3D-modeling. They differ in the degree of complexity and the functionality required for the task. To ensure the formation of design and technological competence in the educational process, we propose to use the program Blender version 2.82a. We offered an example of practical work «Transparent vase and fabric simulation» performed using the Blender program. We have described in detail the stages of creating an object. We have developed elements of the methodology of formation of design and technological competence during the implementation of 3D-modeling. Its contribute to the renewal of the content of education and educational technologies, which aligns them with the modern needs of society. Total digitization of all areas of human activity outlines the prospects for further development in the direction of improving the organization of the educational process.
Ruslana Liubar, Kryvyi Rih State Pedagogical University, Inna Liubar
Academic Notes Series Pedagogical Science, Volume 1, pp 108-111; https://doi.org/10.36550/2415-7988-2020-1-191-108-111

Abstract:
The article is based on the analysis of scientific sources, reveals the essence of the concept of «professional self-consciousness», identifies the factors of its formation. Various forms of self-consciousness, its components, stages and levels of development of this complex formation are considered. The concept of «self-education» as a certain level of personality development, its self-consciousness is considered. Ways of professional abilities development, introduction of new forms and training methods are given. The components of professional self-consciousness include professional interests and attitudes, the desire to engage the chosen type of professional activity; diverse general and professionally necessary knowledge, cognitive skills and abilities; effective solution of professional situations, creativity as a recession from stereotypes in solving professional problems; adequate assessment of their professional qualities, attitude as a professional to himself. The author identifies the main aspects of professional self-consciousness of future teachers, identifies pedagogical conditions that contribute the process of professional self-consciousness: the usage of personality-oriented approach in the learning process, development of creative and communicative abilities, personal awareness of professional self-development, adequate self-esteem, motivational-pedagogical self-education, application of special methods and techniques of teaching in the process of training future teachers. There are methods and techniques that highlight the effectiveness of this process, namely: the study of professional literature, the study of foreign and national pedagogical experience; participation in professional competitions, contests, conferences; creative tasks performances of professional orientation; usage of game teaching methods, business role-playing games, etc.; discussion of success and failures in the process of performing creative work; determination of acquired knowledge, formation of skills and abilities that are necessary for one's own professional activity; formation of a critical attitude to one's own activity; planning their activities and analysis of what has been done; perception of own positive and negative qualities in pedagogical work. Thus, the formation of professional self-consciousness of the future teacher is a motivated, purposeful activity that leads to improve professional knowledge, skills and abilities, the development of professionally significant personal abilities and qualities.
Mykola Sadovyi, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 28-33; https://doi.org/10.36550/2415-7988-2020-1-191-28-33

Abstract:
The article considers an important problem of realization of the principle of historicism in the consideration of the formation of the department of theory and methods of technological training, labor protection and life safety (1957-1997). There are two active and one passive periods of its development. On the basis of archival data - orders on enrollment in positions the analysis of personnel of the management, teachers, employees of department is carried out. At the same time, the issue of material base development from almost all academic disciplines is revealed. The first stage of the department's origin covers the years 1957-1967. Mention of the specialty of labor training dates back to 1957, when the Department of Physics introduced an additional specialization "Work in school workshops." The department provided training in technical mechanics, electrical engineering, radio engineering, basics of mechanical engineering, mechanical engineering with a tractor workshop, woodworking and metals processing technology with a workshop in training workshops, training films, photography, methods of work in school workshops, industrial practice and more. The carpentry workshop was equipped with jointing, planing, turning, drilling and other machines, and mechanical industrial lathes, milling, drilling and planing machines. The curriculum provided for mastering the technological operations of manual and mechanical processing of materials in the school workshops of high school for boys. The girls mastered the profession of civil defense nurse. In 1967, the graduation of specialists in labor training ceased. In 1993, the second stage of the revival of recruitment for the specialty of labor training began. The educational and material base was formed, scientific and pedagogical staff, masters, laboratory assistants were selected, educational and methodical support was created, the specialty "Labor and Applied Creativity" was licensed, and recruitment for the first year was announced. In September 1994, 30 students were enrolled in the first year, according to the licensed volumes. At the beginning of the 1996-1997 academic year, the Faculty of Engineering and Pedagogy underwent a reorganization. In January 1997, the Department of General Technical Disciplines and Methods of Labor Training was established at the Faculty of Physics and Mathematics. Students studying in the specialty "Labor training and applied creativity" were transferred to the newly created licensed specialty "Labor training and basics of computer science".
Yuliya Perebyynis, Poltava Law Institute of Yaroslav the Wise National Law University
Academic Notes Series Pedagogical Science, Volume 1, pp 259-262; https://doi.org/10.36550/2415-7988-2020-1-191-259-262

Abstract:
The study provides a detailed analysis of recent research and publications on the notion of readiness for professionally oriented foreign language communication and its components, which allowed to establish links with the concept of readiness of future bachelors of law for professionally oriented foreign language communication. At the moment the problem of forming this quality at law schools in Ukraine is rather urgent as their students lack a good command in English which is proved by the results of the single entrance exam in foreign languages for applicant intending to do a master's course, as they are quite disappointing. Thus, it requires a review of approaches to forming the readiness of future bachelors of law for professionally oriented foreign language communication. Through the prism of the peculiarities of the legal profession, the author distinguished the immanent features of this concept such as multilevel, i.e. the presence of a certain structure, built due to the influence of mental processes, personality traits, and showing of foreign language competence, which can be transformed due to proper training and manifested in the future activities of legal professional due to presence of a set of knowledge, skills and abilities to use legal language in the process of professional communication. This allowed to determine the structure of the analyzed category, which contains motivational, cognitive, activity and reflection components. The motivational component includes a combination of such legal students’ qualities as interest in learning a foreign language for professional purposes, as well as relevant needs, motives, values, indicating the desire to constantly develop foreign language competence and ability to communicate in it. The cognitive element of the studied readiness presupposes the presence of linguistic and professional knowledge, an idea of the essence of foreign language communication in the legal sphere, the ability to project the results of one’s studies for future activities. The activity component is interpreted as a set of practical skills and abilities application of which acts as a prerequisite of successful communication on professional topics. The presence of a reflective component presupposes students’ ability to reflection, adequate self-esteem, control of their own foreign language communicative activities and objective assessment of interlocutors’ communicative behaviour.
Kateryna Bohianu, Kryvyi Rih State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 222-227; https://doi.org/10.36550/2415-7988-2020-1-191-222-227

Abstract:
The article reveals the results of study on the problem of modern art education - vocational training of future music teachers for educational inclusion: conceptual and terminological aspect. The urgency of the problem is that today Ukrainian society makes demands on art education. In the Pedagogical University, they must train a music teacher as a leader of humanistic values of the highest standard. A teacher should be able to implement the principle of education accessibility for all. Vocational training of future teachers for educational inclusion is increasingly treated as a vital and integral component of education. It is because the number of children and young people with special educational needs is increasing worldwide. The purpose of the article is to determine the conceptual and terminological vocabulary on the problem of future music teacher’s vocational training for educational inclusion. To achieve this purpose, a set of research methods was used: theoretical analysis, search and bibliographic analysis to determine the essence of key research concepts; comparisons to identify common and distinctive features in the concepts; generalization to outline the author's comprehension of the conceptual and terminological vocabulary components. According to results of the problem of future music teacher’s vocational training for educational inclusion, a conceptual and terminological vocabulary was outlined. It includes the following concepts: «educational inclusion», «vocational training», «professional preparedness», and «professional and pedagogical competence», «readiness of a music teacher», «readiness of a music teacher for educational inclusion». In the study, future music teacher’s vocational training for educational inclusion is considered as an educational process aimed at formation students' readiness to provide in the future professional activity a system of educational services for persons with special educational needs. It involves their mastery of inclusive-oriented music and pedagogical competences, skills and personal qualities. Readiness of a music teacher for educational inclusion is defined as a professional and personal education, the result of competence gaining in the field of inclusive music and pedagogical education and training for inclusive music activity in general secondary education institution.
Andriy Tsina, Poltava V.G. Korolenko National Pedagogical University, Севіндж Фазаір Кизи Іманова
Academic Notes Series Pedagogical Science, Volume 1, pp 34-36; https://doi.org/10.36550/2415-7988-2020-1-191-34-36

Abstract:
The article considers pedagogical technologies of intensification of labor training by means of integration of its content with the help of sign-symbolic structures and use of enlarged didactic units in order to significantly increase the mastery of educational material while significantly reducing the workload for students in labor training lessons. Defining the effective use of time as the main criterion for the effectiveness of the lesson, means are proposed to increase the productivity of learning in a limited time to study the topics and sections of the curriculum. Reserves for improving the effectiveness of the lesson of labor training are seen not in the extensive increase in time to study certain topics and sections of the curriculum, but in the rationalization of cognitive activity of students, innovative optimization of the educational process. Scientific research is aimed at solving the problem of intensification of learning in a limited time by means of sign-symbolic structures and the consolidation of educational information. The ideographic (figurative-symbolic) basis of sign-symbolic structures is analyzed, which consists in the possibility of expressing the whole concept by means of a conditional image or drawing. Sign-symbolic visual systems are created by encoding verbally presented information. During training, the reverse process is also widely used - decoding or deployment of information given symbolically. The idea of ​​teaching educational material in large blocks allows you to significantly increase the amount of learning while significantly reducing the load on the student, when one lesson can be studied material of several lessons. Depending on the level of academic achievement of each individual student, educational material can be presented to students in a broader or narrower, in-depth or review versions. The main feature of lessons of labor training with the use of enlarged didactic units is the consolidation and application of new knowledge and skills in practice in the same lesson, where these knowledge and skills were first formed. During the lessons the main attention is paid to the analysis of condensed information, teaching students the ability to expand and collapse information that contains the studied educational material.
Olha Herasymenko, Kryvyi Rih State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1, pp 234-238; https://doi.org/10.36550/2415-7988-2020-1-191-234-238

Abstract:
Any socio-economic changes in our developed society significantly affect transformations of all spheres of life. Education, in particular adult education, is no exception. Education helps a person to acquire new knowledge, to adapt to life and new conditions. Adult education requires great attention in the context of integration and globalization processes of society. That is because adult education is considered as a guarantor of social protection of a person and his or her possibility to study the whole life. The presented article is deals with the definition of basic theoretical concepts of the study of such problems as lifelong learning and adult education – «adult» and «adulthood». Common and different criteria for the interpretation of these concepts are identified. Discussion aspects of such concepts as «adult» and «adulthood» understanding in the psychological and pedagogical literature by Ukrainian, Russian and foreign scholars are presented. Different approaches to understanding of the above mentioned definitions have been generalized. They are biological, social, economic, psychological etc. As there are no clearly defined boundaries of adulthood, we have compared the views of different scientists with the help of a table. The article attempts to establish a chronological framework of the «adult» based on the results of research by both psychological and pedagogical scientists. Understanding, differentiation and interdependence of the definitions «adulthood» and «maturity» are determined. Great attention is paid not only to the physiological indicator of «adulthood», but also to social, psychological, ethical and so on. The nature of the concept of «adult learner» is substantiated. Moreover there are key characteristics of adult student such as independence in choice and decision-making, interaction with the teacher at the level of exchange of knowledge and experience, a clear awareness of the importance of learning and understanding the scope of application acquired skills. Indicators that distinguish «adult learner» from non-adult student are analyzed with the help of table. Based on these characteristics, a comparative analysis of their differences was carried out. Adult person is a person who not only has reached biological and physiological maturity, but also has rich life experience, aspires to a certain goal, is conscious, is responsible for his or her own life, has a social status.
Marianna Chevelіuk, Open International University of Human Development ", Ukraine"
Academic Notes Series Pedagogical Science, Volume 1, pp 246-249; https://doi.org/10.36550/2415-7988-2020-1-191-246-249

Abstract:
In public schools, the English language has long been subordinated to the classics. The first schools for the poor focused on teaching children to read the Bible. Later, they aimed to teach them the minimum skills of reading, writing, and encryption that would suit them for modest and rewarding employment in the short term before they went to work. Spoken language plays a central role in learning. By talking to their children, parents help them find words to express their needs, feelings and experiences. With the help of language, children can turn their active reaction to the environment into a more accurate form and learn to manipulate it more economically and effectively. Schools tried to make speaking a separate subject, a conversation lesson, and a period of "news"; there were many schools where the day was played in games, accompanied by conversations between the teacher and the children, both individuals and groups, and sometimes the whole class. Traditionally, one of the first tasks of primary school was to teach children to read, because reading was the key to most learning and to the possibility of independent learning. In many primary schools, reading and writing were treated as an extension of spoken language. The children were introduced to reading the daily events and the atmosphere in the classroom. Notices of return home, letters to sick children, signs to return materials and tools to the proper place - all encouraged reading and writing. The children, together with the teachers, developed homemade books, which they then read individually or in small groups. These books helped them see the meaning of reading and understand the purpose of written writings. As for modern languages, for many years in primary schools there have been sporadic, individual and rather inconsistent attempts to teach children, almost always French. The age at which boys in independent preparatory schools started Latin and French showed that there were no fundamental difficulties in learning a second language, at least for some younger students. It was unknown whether a second language could be taught to all or most children. Typically, these experiments were dedicated to the most gifted children in the fourth year of primary school, and were conducted through the appearance among the staff of someone who was well "fluent" or "loved" the French language.
Alexander Tsarenko, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Irina Tsarenko
Academic Notes Series Pedagogical Science, Volume 1, pp 175-178; https://doi.org/10.36550/2415-7988-2020-1-191-175-178

Abstract:
Based on the analysis of the problems of teaching students to professionally oriented disciplines, the article examines effective conditions for the training of future specialists, among which the development of skills to independently replenish and creatively apply the knowledge gained in various situations is decisive. This approach ensures a conscious attitude of the future teacher to the performance of professional duties and the acquisition of professional competence. The theoretical level of training of students in the discipline "Food Technologies" should contribute to the development of skills to practically implement knowledge in future professional activities, and the chosen methods and means of teaching should meet the modern needs of society for the professional competence of technology teachers. The generalization of research results indicates the need for transformation of the educational system by improving innovative forms, methods, technologies and teaching aids, which make it possible to increase the level of adaptation of graduates of higher educational institutions to the needs of the labor market and the requirements of employers. However, an undesirable phenomenon is the artificial introduction of new foreign forms and methods of teaching, which do not take into account the peculiarities of the national education system, in particular, without proper understanding and adaptation to the real conditions of the organization of the educational process. Problem lectures are effective methods of teaching students, because future teachers become active participants in the educational process. Effective methods of advanced education include: problematic, developmental, interactive and project technologies that are advisable to use when teaching students. These techniques, in combination with multimedia technologies, provide an appropriate level of visualization of educational material; contribute to an increase in the effectiveness of the educational process. When conducting lectures, presentation and video materials on the technological process of processing and determining the quality of food products are effective. We see prospects for further developments in the development of a methodology for the introduction of problematic, interactive and project technologies, which are advisable to use in teaching students to other professionally oriented disciplines, which will contribute to the formation of professional competence and the development of the methodological culture of future technology teachers.
Page of 12
Articles per Page
by
Show export options
  Select all
Back to Top Top