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Journal Educological discourse

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Educological discourse; doi:10.28925/2312-5829

Olga Burko
Educological discourse pp 189-201; doi:10.28925/2312-5829.2019.1-2.189201

Abstract:У статті напрацьовано модель методичної системи формування загальнокультурної компетентності студентів Університету. В основу авторської концепції покладено принципи діалогізму та креативності. Згідно з принципом діалогізму на основі евристичного методу впроваджено діалогічне завдання: змоделювати уявний діалог екскурсантів та учасників майстер-класу з Борисом Грінченком за схемою питання / відповідь. Відповідно до обраного принципу креативності реалізовано інноваційні прийоми: «Сходини успіху» та «Піраміда досягнень», інноваційний вид роботи – пошукове завдання. Апробовано інноваційну форму роботи – інтерактивну екскурсію «Smart museum of Boris Grinchenko». У статті проаналізовано результати формування загальнокультурної компетентності студентів-першокурсників Університету, виявлено політ їхньої образної уяви, спричинений багатогранністю обдаровання Бориса Грінченка.
Olena Protsenko
Educological discourse pp 344-355; doi:10.28925/2312-5829.2019.1-2.344355

Educological discourse pp 336-343; doi:10.28925/2312-5829.2019.1-2.336343

Abstract:The article deals with the acmeological aspects of responsible behavior of a specialist in the sociological profile. The professionalism of a specialist in the sociological profile is the high level of development of professional competence, individual qualities and personality traits. Professionalism is an inalienable degree to its highest quality – the level of skill in a particular activity. A specialist in the sociological profile is a mature person by all means. Acmeology considers maturity as the ability to self-improvement (physical, moral, psychic, professional) by means of self-education, self-design, self-planning, self-organization and self-organization, self-control, self-correction by a person of his own activities. The main factor of creative development of a person (specialist of sociological profile), an indispensable condition for internal education, readiness for responsible and successful activity, e education. For all representatives of socio-economic occupations inherent desire to reach the peaks in their profession through self-development. In the course of self-development on the basis of professionalism, through the strategies of cooperation, responsibility is formed: oneself, close people, microsotsium, mesosotsium, macrosiums. Responsibility is programmed by certain actions. Professional responsibility is an acmeological invariant of the specialist of the «man-man» system. The article describes the types of professional and personal development: altercentered, conventional, dominant, and research (cognitivized). The professional ethics as a system of moral requirements for the professional activity of a person are analyzed. The categories of professional ethics are: professional duty, professional responsibility, professional conscience, professional honor, professional dignity, etc. The basis of professional compliance is the actual relationship between the result of professional activity (pragmatic and psychological) and its consequences for the individual and society. Professional deprivation implies a conscientious attitude to work. A professionally responsible specialist performs his professional duties in a qualitative way. A very important factor in the successful implementation of the professional activity of a specialist in the sociological field is his responsible professional behavior, in the process of formation of which considerable factors are acquired such factors as joy – gloom, pessimism – optimism, euphoria – wisdom.
Vita Datsenko
Educological discourse pp 268-279; doi:10.28925/2312-5829.2019.3-4.268279

Abstract:The experience in the implementation of the methodological system of building the eco-chemical knowledge into the practice of the Kharkiv National Automobile and Highway University has been analyzed. The main purpose of this work is to exchange the experience of increasing the efficiency of the eco-chemical knowledge assimilation under the influence of integrating ecological components into the chemical curriculum. The formation of the ecological consciousness of future specialists is addressed through the creation of the chemical education space, which allows, through the nature of the environmental interaction, for guiding students towards solving ecological issues in both theory and practice. The chemical curriculum in the university is based on the specialty and consist of the most important topics and issues necessary for further professional activities. It’s been shown that integrating ecological components into the chemical curriculum – lectures, laboratory and practical sessions – stimulates the ecological thinking of students. The multidimensional observation of ecological objects, solving ecological tasks, and carrying out eco-oriented laboratory sessions raises students’ interest to the addressed issues of their professional activities, increases the motivation to studying chemical subjects and reinforces the learning efficiency of chemical knowledge. Implementing the ecological component into the curriculum plans of the fundamental and profession-oriented chemical subjects and special courses, along with transforming the approach to writing diploma thesis through the development of the ecology-infused topics of diploma thesis facilitated the development of the chemical knowledge for future engineers with technical occupation in Ukrainian technical universities.
Sciprofile linkOksana Gutsul, Tetiana Biriukova
Educological discourse pp 197-205; doi:10.28925/2312-5829.2019.3-4.197205

Abstract:The article deals with the peculiarities of the teaching of the discipline "Medical and Biological Physics" to foreign students in the English language of the highest state educational institution of Ukraine "Bukovinsky State Medical University". Expansion of international relations in science and the world is one of the main manifestations of Ukraine's integration into the world of information space, impossible without a language that has long become international - the English language. A significant number of modern scholars actively study the features of methods of training foreign students, including in the direction of physics and mathematics. However, attention is not paid to the study of specific features of teaching these disciplines to foreign students. Problemrequirements of Ukrainian higher education, with their status as a foreigner in Ukraine, with the features of age psychology, with their national-psychological peculiarities. The purpose of teaching physical and mathematical disciplines, in particular, medical and biological physics, of course, should be the close connection between a physical phenomenon or a process with its application in medicine for the purpose of diagnosis, treatment and prevention of diseases. To facilitate perception and understanding of physical phenomena or processes, it is expedient to use demonstration physical models, to perform laboratory work with the processing of measurement results and to formulate conclusions. Particularly important for foreign students is the availability of English-language textbooks that correspond to the curriculum of the discipline according to the number of academic hours covering topics from lectures and practical classes. Due to the constant increase in the number of foreign students studying in English, the necessary condition is to provide a well-prepared teaching and learning material that would cover the theoretical foundations and practical skills in discipline, in particular, the physical and mathematical direction, and ensure close communication with it, with future professional activities of students.s of foreign students at the adaptation stage are related to the new
Olena Stechenko
Educological discourse pp 220-239; doi:10.28925/2312-5829.2019.3-4.220239

Abstract:Pedagogical design of the educational process is the main lever of improvement of specialist`s training in higher education. Special attention in this aspect should be paid to the curriculum of specialty, which defines the main vectors of the educational trajectory for education applicants, and provides opportunities for the implementation of the educational program`s competency-building tasks. The main differences between the curriculum of masters of medicine and the previous version - curriculum of specialists training in “General Medicine” are analyzed in the article. The main features of the structure of curricula for the physicians’ training in Poland are based on the example of the Warsaw Medical University and Collegium Medicum of the Jagiellonian University. On the basis of comparison and analysis conducted, the following changes in the design of masters of medicine curriculum in higher educational institutions (HEI) of Ukraine are predicted in accordance with the main trends in the European Higher Education Area. Increase of the classroom learning load in the general structure of credits up to 55% due to its growth at 2-5 courses is possible with the further design of curricula for physicians’ training. An increase in the number of class hours of production practice in the curriculum for the 4th year of studying – up to 82, for the 5th year – up to 102 hours without making changes in the number of credits is expedient. The volume of the lecture load is optimal to allocate from the largest one on the 1st year to the smallest – on 4th-5th years, with the simultaneous reduction of its quota in the structure of classroom hours. Taking into account the introduction of a united state qualification exam (USQE), increase in the number of credits for natural sciences up to 30% and simultaneous reduction in the number of credits for humanities (up to 2-3%) and to some degree – credits for professionally oriented disciplines (to 65-67%) can provide additional benefits to the design of curricula. The requirements of the higher education standard should be taken into account for adapting to the training of first-year students and improving of their training for both stages of external evaluation in the form of USQE, provided that a student-centered environment with better conditions is created.
Oksana Hlushak, Svetlana Semenyaka
Educological discourse; doi:10.28925/2312-5829.2019.3-4.156174

Horban Olexander, Borys Grinchenko Kyiv University
Educological discourse; doi:10.28925/2312-5829.2019.3-4.1934

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