Ministry of education and science of ukraine
Conclusion. Using of such method directs students-musicians on the
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- Bu səhifədəki naviqasiya:
- Perspectives of further research on the problem.
- UDC 37. 159. 9 A . Tolkachova
- Analysis of research and publications.
- UDC 371.261 : 372.94 A. Fedchynyak
- Analysis of the scientific research and publications.
- The Main Material of the Investigation
- THE LEVELS OF STUDY OF HISTORY OF EVERYDAY LIFE AS THE MAIN ASPECTS OF THE HISTORY EDUCATION
- Sufficient High
Conclusion. Using of such method directs students-musicians on the тnew vector in the independent work and gives the opportunity to unite the art and humanitarian education. The teacher’s task has to be the demonstration of ways and directions of the professional development regarding the writing annotation on the composition of school’s repertoire for the student, the future teacher. The writing and presentation of the annotation implements into the development of the creative research and cognitive activity of student, it is aimed on the solution of the basis problems in the singing and choir work, the deep pervasion in the author’s intention through the poetic and musical text. So, during the process of motivating and orienting future professional on the self improvement, with the help creating of the favorable conditions for the realization of the process of his (her) professional development as a creative person, so we implement the principle of continuous professional art education.
UDC 37. 159. 9 A. Tolkachova, Senior lecturer (Berdyansk state pedagogical university)
Urgency of the problem, its lack of theoretical elaboration at this stage of formation of the national education system necessitated the study of theoretical aspects of communicative competence of junior pupils. Analysis of research and publications. In linguistic and educational research (E. Arkhipov, E. Bystrov, G. Horodilov, D. Izarenkov, A. Leontiev, M. Mazo, I. Mihalkyn, R. Sabatkoyev etc.) communicative competence is defined as the realization of communicative behavior on the basis of components: motivational (verbal behavior), cognitive (knowledge), operational (overcoming of differences related to the content of education). Sociologists and psychologists (A. Bodalev, A. Dobrovych, E. Maliburda, L. Petrovska, E. Rudensky ect.) associated it with the development of skills to provide social and psychological situation of communication prediction, program the process, entering the atmosphere of communicative situation and manage the communication of group or team. Ukrainian scientists differently interpret the concept of competence. Most common in domestic scientific literature acquired meaning of the concept as "totality of knowledge and skills necessary for effective professional activity: the ability to analyze, predict the consequences of professional activities, use the information" [7]. However, in psychological and pedagogical science there is not enough development, which has investigated the features of communicative competence of the individual. The purpose of the article: to analyze the psychological and pedagogical basis of formation of the communicative competence of the individual. The main material of the research. In Soviet pedagogical literature concepts "competence" and "competency" were used, which are now widely used in government documents. For example, the National Doctrine of Education of Ukraine in the twentieth century among the leading tasks of identity formation indicates the need for acquisition of competence. For the explanatory dictionary these concepts are very similar. This similarity is not accidental, because they have the same source – the word generators competentia, which from Latin means "consistency, conformity," and com-peto – answer, be proper, be able [1]. Thus, competence – good knowledge of something; the terms of reference to any organization, institution or person. Competence is defined as a property and is derived from the word "competent" (one that has sufficient knowledge in any branch, with something knowledgeable, understanding, based on knowledge, qualified, has certain powers, rightfull) [4]. Considering the national language stereotypes, we believe that we should separate these concepts. The concept of competence is traditionally used to mean "term of reference", but competence is associated with the qualification, awareness, credibility. Therefore, in the pedagogical sense, it is advisable to use the term competence.
The Dictionary of the Ukrainian language, edited by W. Busel considers competence "as a certain amount of knowledge of a person who allows to judge anything, to express a convincing authoritative opinion" [2]. In this case, a competent person is a person who has a system of knowledge, is knowledgeable in a particular branch. In pedagogical dictionary the concept is defined as communicative competence, which is understood as a level of education sufficient for self-education and self-help in cognitive problems that arise in this case, determine its position [5]. In "Encyclopedic Dictionary of a man" competence is treated as a range of issues with which the person is aware of and which are necessary to carry out his/her activity [4]. We agree with the scientists who argue that among the key competencies (social, communicative, multicultural, informational, self-education, speech, etc.) the communicative competence plays a great part because, thanks to the mastery of skills a child acquires to communicate in his/her native language, interact with people, have different social roles in the team, skills in group, ect. The said competence involves the willingness and ability to build a contact on different psychological distances. The problem of communicative competence is the practical aspect of a broader problem – the problem of understanding what is seen in terms of the dialogue of cultures, political systems, religious and ethnic ideologies [3, 5]. Communicative competence has several sources in the process of identity formation: broadcast communicative skills in interpersonal interaction with others, mastery of cultural heritage, observing the behavior of others and analysis of acts of communication that play in the imagination of communicative situations. Under communicative competence one understands the ability to establish and maintain the necessary contacts with other people, a totality of knowledge and skills to ensure effective communication. It provides the ability to change the depth and range of communication, understand and be understood by a partner-companion. Communicative competence is formed from the first years of life of the individual in a direct interaction, and therefore the communicative competence is the result of communication between children, between children and adults, etc. This experience can be gained not only in the process of interaction, as well as during familiarization with literary works, theatrical performances, films, from which a person receives information about the nature of communicative situations [2]. Studying the concept of communicative competence, we can’t leave aside the actual process of communication, because these definitions are interrelated. Analysis of works of different authors (O. Brudnoy, M. Kagan, B. Rodionov, V. Sokovnin ect.) suggests that some scholars identify communication and competence. Thus, B. Parygin defines communication as "a complex and multifaceted process that can be both a process of interaction of individuals and information process; considered as people's attitudes to each other and be a process of interaction, the process of empathy and mutual understanding". [9] The scientist refers communication to one of the functions of communion. Several researchers explain communicative competence through the concept of "abilities" (O. Arshavska, M. Vyatyutnyev, D. Izarenkov, D. Kristel, A. Ryabokon, S. Savinon, ect). In the works of these scholars, this competence is seen as the ability to use language in one or another sphere of communication. Thus, M. Vyatyutnyev notes that communicative competence is characterized by human abilities that are detected in the speed, depth and strength of mastery of tools and techniques – the ability to listen, perceive and reproduce information, engage in discussions to defend their point of view, convince [4]. Based on this definition D. Izarenkov identified in the interpretations of the concept the following essential features: a) the relatedness of communicative competence to the class of intellectual abilities of the individual, b) the scope of the manifestation of these abilities is activity process, a necessary element of which supports the language component, the so-called speech activity. In view of this, the author clarifies the content of communicative competence, pointing out that: a) the ability to communicate is complex acquired skill which is formed either in the process of natural human adaptation to life in a certain language environment, or through specially organized training; b) this ability may find expression in one or several types of speech activity. Such refinement allowed the scholar to define communicative competence "as a person's ability to communicate in one, several or all types of speech activity that is acquired in the process of natural communication or specially organized training of special property of the individual speech" [6]. In this sense communicative competence emphasizes the important role of the child's abilities in his/her formation. We think, however, that while this phenomenon is significantly depleted and is not entirely accurate, in our opinion, the concept can be defined as competence, because it includes not only the ability to use the language, but also the availability of knowledge and skills that underlie communication in the different speech situations. Highlighting this fact, M. Vyatyutnyev argues that in order "to use the language as a medium of communication it is necessary to know the social, situational and contextual rules which respect native speakers; be able to classify situations depending on the theme, objectives, communication guidelines" [5]. Analyzing the presented definitions we should conclude that the concept of communicative competence in accordance with the purpose of learning can be considered as a phenomenon of linguistics and pedagogy as it relates to the knowledge, ability and skills, which most accurately reflect the diversity of communicative competence and its role in the development of personality. L. Petrovska under the communicative competence understood the ability to establish and maintain the necessary contacts with other people. The researcher includes certain set of knowledge and skills which ensure effective flow of the communicative process [3]. The scientist notes that the orientation of a child in different situations of communication, which is based on the knowledge and experience of the individual, the ability to interact effectively with what surrounds him/her by understanding by himself/herself and others at a constant interaction of mental states of interpersonal relationships and social environment conditions, are indicators of the above-mentioned competence. Analysis of these approaches allows to make conclusions that communicative competence requires a certain formation in younger pupils knowledge, abilities and skills that are acquired by specially organized training. In addition, the learning process also provides for the formation of positive attitudes of pupils in 1-4 forms, in their teaching and learning activities, namely the formation of motivation. In the process of personality development of the abovementioned competence it has several sources: identification with adults, learning of cultural heritage, observing the behavior of others playing in the imagination of communicative situations. However, the current state of social processes can establish the fact that the natural formation of communicative competence does not meet the requirements of social reality. The problem of communicative competence of the child's personality is reflected in the sociological, psychological, linguistic studies, which showed that primary school pupils not always adequately can express their thoughts, feelings, that are an obstacle for establishment of full contact between an adult and a child. At the same time, age 6-10 is extremely favorable for mastering of communication skills. Children of this group are particularly sensitive to the language and speech events, they gain interest in understanding their communication experience, problem solving communication. Communicative competence includes, in our opinion, the level of pupils' communicative skills and communicative competence – communication skills that allow him/her to adequately perform the norms and rules of life in society, as the proper term competence means a range of issues in which some competent person has the knowledge, experiences. Competence, in our opinion, in this case acts as a broad definition that may contain a number of competencies. Therefore, we believe that research scientists prefer to use the term "communicative competence" in their studies. In our opinion, it is worth noting that in recent years a growing need for the acquisition of means of communication in the learning process, increasing the need for pupils in learning methods of interpersonal interaction. This process can and should be carried out by pedagogical leadership. However, at present there is insufficient development of mechanisms and approaches to communication competence in children of 6-10 years of age. Still in the educational process unilateral broadcast of knowledge to children without installing feedback "pupil-teacher" dominates. Schoolchildren are taught not to think so much and adequately express their opinions, but rely on the possibility of storing child alleged material. The change of this situation is possible by introducing a system of training that will make a teacher and a pupil equal partners. Conclusions. Thus, the analysis of sociological, psychological and pedagogical research to determine the concept of communicative competence as a system of internal resources for effective interaction: communication positions, roles, stereotypes, attitudes, knowledge, abilities and skills. Effective communication always involves a spontaneous and creative process, so it is a communication that develops. In addition to the personal characteristics of communicative competence it includes features of cognitive processes and emotional sphere. In general communicative competence is related to the adequate use of the entire gamut of opportunities of interpersonal communication. Prospects for further research in the study. The present article does not cover all aspects of the chosen problem. Our plans are to explore the theoretical foundations of communicative competence of the pupils of primary school. LITERATURE 1. Великий тлумачний словник сучасної української мови. – К. : Ірпінь: ВТФ “Перун”, 2001. – С.445. 2. Великий тлумачний словник сучасної української мови / [уклад. і голов. ред. В.Т. Бусел]. – К. : Ірпінь : ВТФ “Перун”, 2004. – 1440с.
4. Волков Ю. Г. Человек : энциклопедический словарь / Ю. Г. Волков, В. С. Поликарпов. – М. : Гардарики, 2002. – 520 с. 5. Вятютнев М. Н. Коммуникативная направленность обучения русскому языку в зарубежных школах / М. Н. Вятютнев // Русский язык за рубежом. – 1977. – № 6. – С. 38–45. 6. Изаренков Д. И. Речевая ситуация и обучение диалогической речи / Д. И. Изаренков. – М. : 1974. – С.8–26. 7. Коджаспарова Г. М. Педагогический словарь / Г. М. Коджаспарова, А. Ю. Коджаспаров. – М. : АсаДема, 2000. – 174 с. 8. Латинско-русский словарь / И. Х. Дворецкий. – М. : Русский язык, 1976. – С. 217. 9. Парыгин Б. Д. Основы социально-психологической теории / Б. Д. Парыгин. – М. : Мысль, 1971. – 348 с.
a candidate of pedagogical science, associate professor (State Pedagogical University of Berdyansk) ESTIMATION OF THE PUPILS’ ACHIEVEMENTS IN STUDY OF EVERYDAY LIFE HISTORY Setting the problem. There are some reforms in all spheres of the social life in Ukraine during its developing. They`ve touched education itself and history in particular. The aims, tasks and studying content have been renewed. The new state standard was made. Some changes come due to the world education process and among them there are questions of testing and assessments of the studying results . We are close to European standards of education having the twelve points and four levels system assessment. It`s actual especially in studying the History of everyday life, because firstly, the pupils take historical knowledge and develop special skills and secondly, form their personal imagination, emotional judgements. Analysis of the scientific research and publications. There are many scientists who have been working over the problem of the History of everyday life. So, the term ”history of everyday life” was investigated by N. Pushkaryova and I. Akinsheva [5 : 1] .The structure of History of everyday life was studied by O. Udod and M.Korotkova [8 : 3]. The method of studying of the History of everyday life was developed by O. Pometun and K. Bakhanov [6 : 2]. Thus, the scientists have been studying lots of questions connected with the History of everyday life. But, to our mind, the problem of estimation of pupils’ achievements in studying still demands to be solved. So, the aim of this article is to reveal the peculiarities and criteria of the estimation of the pupils’ studying achievements in the History of everyday life. The Main Material of the Investigation. There is no one point of view as for the main features of the History of everyday life. O.Tykhonova marks that modern pupils like to take General History which is studied structurally and lost the integrity of the perception of the epoch. In this case History is taken out of the personality, family and concrete place. A separate person becomes an insignificant object of General History [7]. N. Osipenko thinks the main idea of studying the History of everyday life at school is exposing the deepest spiritual content which tells about the man, his character, creative actions, his attitude to the environment and historical memory [4]. The Russian scientist, M. Korotkova connects the study of the History of everyday life with four specific aspects of History: 1) a man in the system of the social life; 2) a man in the definite inhabitant; 3) a man and his life in the system of values and rules of behavior in the definite society; 4) everyday life always includes the material (technological, economical, manufactural) sphere of the civil life [3]. The studying of the History of everyday life is not only to take the knowledge about the main events, tendency in history of Ukraine and the World, to interpret and to make historical analysis, criticism, reconstruction; the development of the pupils’ interest to the subject of History; the pupils’ general culture, reminding them the Ukrainian spiritual and cultural customs and traditions of other nations; the free personality with common to all mankind national values; developing skills of practical thinking about past and future, think about the role of a person in history; but, first of all, to form the pupils’ imagination, conceptions, emotions and judgements about the History of everyday life. So, analyzing the publications, we’ve come to conclusion that we need the following indices for objective assessment of the pupils’ studying result: description of the pupil’s answer (elementary, schematic, integral, incomplete, logical, conclusive, creative); demonstration of imaginations and conceptions ( right, complete, deep, intelligent, flexible, active, systematic, improvement, perfection); the degree of forming studying and cognitive skills and self-dependence in the judgements according to this table. Table 1 THE LEVELS OF STUDY OF HISTORY OF EVERYDAY LIFE AS THE MAIN ASPECTS OF THE HISTORY EDUCATION
But, in spite of these analyzed indices, the levels of forming imaginations, notions, studying and cognitive skills, emotional and appraisal judgements as the main parts of competence have to coincide with the levels of studying achievements (elementary, middle, sufficient and high). It gives the possibility to make the criteria of assessments of each of these indices. The correlation between the levels of forming imaginations, notions, studying and cognitive skills, emotional and appraisal judgements and quantative indices of progress in studies is the following: 1) elementary level – pupils’ answers are simple, fragmentary with elementary imagination about the man’s everyday life ( 0-3points); 2) middle level – demonstrate the main studying material from the History of everyday life, do exercises using the examples, have elementary studying skills (4-6 points); 3) sufficient level – the pupils’ answers are completed, correct, logical with their own judgements, they can develop some conceptions, events, conformities from the History of everyday life and connections between them, independently master this knowledge in standard situations, operate by analysis, abstraction, improvement, make simple own conclusions (7-9 points); 4) high level – demonstrate deep, strong, improved, systematical knowledge ( imagination and conception) from the History of everyday life; use them creatively, studying activity has a research character, express their judgements freely, can prove their own position (10-12 points) . Table 2 Yüklə 2,61 Mb. Dostları ilə paylaş:
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