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37 74 34 . . ( 2 28.12.2016 )
ISSN 2518-7813
ISSN 2518-7813
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344
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352 .................. 357 LADA LICHMAN Principles of relevance of
foreign language training at higher education institutions of
Ukraine to content volume of competences: historical context
.............. 362 - (2030- )
..................................................................................................................
367 . :
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371 , . .
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(1960 . )
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391
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7 4 ( 5 5 ) , 2 0 1 6
Chapter 1 THEORY AND METHODS OF PROFESSIONAL EDUCATION MARIYA
BILIANSKA (SKIBA) The appliance of interactive methods at the
biology lessons ...................................................
10 NATALIA BORODINA Technologisation of the linguistic personalitys
development by means of Ukrainian morphology
..........................................................................................................................
17 NAYALIA BORODINA, ANASTASIIACHEREPENKO The place of the play
technigue in the formation of Ukrainian spelling skills and
abilities at school
..................................................................................................................................
22 OKSANA HINKEVICH Formation analytical and synthetic skills
students in grades 5 while studying folk tale Ivanka and the
beautiful thing devoted destination
............................................... 26 KARAZOHLIU
(HEDYL) FATMA The specifics of the teacher in the process of
interaction with the family in multicultural education of preschool
children
...........................................................................
31 NATALIA KRIT Skill-formation for independent work with the
textbook in the process of studying physical geography pupils of
the 6th8th forms
.................................................... 36 OLGA
MKHYTARYAN, ELENA KODRUL Features of preparing students for
correction training during studying of literary fable at school
...........................................................................................................................
42 NATALIIA SIRANCHUK Typology of optinal classes which are aimed
at formation of junior pupils lexical competence
.......................................................................................................................................
48
Chapter 2 COMPETENCE AND ATTRIBUTION
AS A PEDAGOGICAL PROBLEM YULIIA BABAIAN Reflexive competence of
a person as the theoretical problem
................................................. 53 IRYNA
BRANDYBURA Formation of civic competence of bachelors in political
science: experience of Great Britain
.......................................................................................................................
58 ANNA WENGER Psychological conditions of formation of
professional competence of social workers with family
.....................................................................................................................................
66 IVANNA VORONA The content and structure of foreign lexical
competence as a part of medical students professional culture
..........................................................................................
71 IRYNA ZHADLENKO Model formation of professional and ethical
competence of future pre-school teachers in vocational training
...............................................................................................................
76 VALENTYNA ISAKOVA Forming rhetorical competence of junior
specialists in economics at classes of Ukrainian language for
professional purposes
..........................................................................
81 NELIA KRAVCHUK The formation of health-preserving competence of
the future teachers by means of intellectual and psychological
impact
............................................................................................
88 OLENA SHTEFAN Concertmasters competence model formation of a
prospective music art teacher
........................................................................................................................................................
94
CONTENTS
-
8 . . .
Chapter 3 EDUCATION Vitaliy HLADUN Formation of student's
national identity in education at the history lessons
................... 99 ANNA DOBROVOLSKA The implementation of the
pedagogical innovations during forming the it competence of future
doctors and pharmacist within the limits of the independent work
.........................................................................................................................
105 OLENA DROZD Ethno-cultural component as a means of improving
the educational potential of the multiethnic environment
...........................................................................................................
116 AKEKSANDR KIRICHENKO The new doctrine of the training providing
of the fourteen-graded social science education: invitation to
discussion
.......................................................................
121 VIKTOR KOROLENKO Modern consisting of problem of moral forming
of schoolboys is of pedagogical theory and educator practice
................................................................................................................
127 LIUDMYLA LISOVA Characteristic features of developmental
education in general and special pedagogy
................................................................................................................................
131 VALENTINA MARUSCHAK Self-development as the factor of formation
intellectually gifted personality ................ 136 YULIYA
NOSENKO, ALISA SUKHIKH Ergonomic-educational requirements for the
use of ICT in the educational process of secondary school
..................................................................................................................
140 KATERYNA OSADCHA Analysis of the meaning of the concept tutor
activity in the system of school education
....................................................................................................................................
149 OLENA PASICHNYK Methodological aspects of pedagogical planning
of professionally oriented foreign language course in higher
educational establishment
............................................... 154 NATALIA
ROMANCHUK Considering students subjective experience in teaching
mathematical disciplines
......................................................................................................................................................
159 YANA RUZHEVYCH Value otientations as animportant element of
personalitys structure .............................. 163 OLEKSANDR
SAMOYLENKO, NATALIA RUCHYNSKA Normative regulations of bachelors
training in terms of a combination of full-time and distance forms
of education
..................................................................................
169 IRINA SICHKO Environmental education and education as elements
of the sustainable development strategy
...............................................................................................................................
173 MARIANA SOKOL Historical and philosophical aspect of
pedagogical appearance of the term concept
...............................................................................................................................
178 OLGA SOROKA Art-therapeutical rehabilitation program for
children who have found themselves in life trials
............................................................................................................................
184 TATIANA STEPANOVA, LLA TIUTENKO Teaching mathematics in
children groups of different ages using techniques H. Kyuizenera
and Z. Dienes
...................................................................................................................
189 Chapter 4
EDUCATIONAL TECHNOLOGY YEVHEN IVANOV The influence of the
communicative and informative technologies on the democratization
process of the management of educational institutions ..........
193 YELYZAVETA ISAKOVA Peculiarities of the usage of project
technology in the process of teaching foreign languages to the
students of technical higher educational establishments
............................................................................
198 EKATERINA OLEYNIK The use of interactive technologies in the
educational process of future social workers
...........................................................................................................................................................
203
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9 4 ( 5 5 ) , 2 0 1 6
Chapter 5 MILITARY AND PATRIOTIC EDUCATION MYHAILO BAKHTIN
Organization of military-patriotic education
.................................................................................
208 VALERII BUDAK Military-patriotic education as a component of
national patriotic education of the youth
..............................................................................................................................
212 STANISLAV KUCHYRYNA, VASIL MALYUTA Military-patriotic education
of pupils and students challenges and strategies
...............................................................................................................................................
216 VITALIY LELEKA, PAVLO FEDOTOVSKIY, EDUARD VINOGRADENKO The need
for unerring fashion establishment in the kadoma area of the modern
administrative centre of military-applied kinds of sports
......................... 221 OKSANA OLEKSYUK, INNA TKACHENKO
Patriotic education of children by means of training
.................................................................
225 OLEKSANDR SAMOKHIN, MKHAILO LOZOVSKI Modern problems of
military-patriotic education students of the military departments
...................................................................................................................
233 LILIA STAHIV, SUZANNA VOLOSHYN, IRYNA OLIYNYK The patriotic
education of the pupils of the primary school in the context of the
educational event In the world of tale (to the centenary from the
birth V. O. Sukhomlynskoho)
.........................................................................................................
238 MYKOLA TOVSTOPYAT, IGOR BUHAYEVSKYY Value military-patriotic
games in the system of training pupils and students ...............
244 URIY TURTAEV, VITALIY GLUSHENKO History of becoming the armed
forces of Ukraine in the context military patriotic education
....................................................................................................................................
248
Chapter 6 HISTORYCAL STUDIES SERGEI VASILENKO Pedagogical skills
lecturer in military training as a basic component of identity
formation future defender of his homeland
............................................................. 254
BELLA HOLYK The main problems of training a competent teacher of
fashion design at a high
school.............................................................................................................................................
259 NATALIYA KONONENKO Methodology of forming of the systemic of
professional and pedagogical knowledge of future preschool teachers
in the training process ..........................................
265 IRINA MAKARENKO Teacher management activities in the integrated
system of pedagogical management
..................................................................................................................................................
269 TETIANA OKUNEVYCH Culture speech as the basis professional
development of the future teachers-philologists
................................................................................................................................
274 OKSANA OLEKSYUK Methodological bases of formation of successful
students personality professional qualities
................................................................................................................................
280 IRYNA PARFENTYEVA, HANNA KRAPIVINA The historical origins of
the aesthetic process of training future teachers of music at the
higher school
.................................................................................................................
284 TETIANA TYKHONOVA, GHANNA POGHROMSJKA Didactic constructing of
discipline IKT at the professional activity for the future teachers
of mathematics on the basis of competence approach ..............
288 TATIANA FILIMONOVA Pedagogical aspects of training future
educators of preschool educational institutions for teaching
activities
.......................................................................................................
297
-
VALENTINA FRYTSIUK Heuristic solution situations in preparing
future teachers for professional self-development
........................................................................................................................................
302 YANG CHUNG Art-compepetency directing the preparation of future
music teachers to practice
......................................................................................................................................................
307 LARYSA YAROSHEVSKA The current situation of choral dyryhensko
training with prospective music art teacher in according to Odessas
choral school tradition
.................................................. 311 Chapter
7
CURRENT PROBLEMS OF MUSIC ART LARYSA VASYLIEVA Concentric
approach to teaching music theory courses (for example ear
training)
......................................................................................................................
316 ANGELIKA KOROL Jazz as a form of music art
......................................................................................................................
321 NATALIA REVENKO The use of piano pieces by Ukrainian composers
folk direction in the classroom for instrumental performance
......................................................................
326 HU MANLEY Structural features of training students to
management faculty of arts vocal ensemble
..............................................................................................................................
330 SHEN JING GE Features of teenagers singers in musical
activities
.....................................................................
334 Chapter 8
NATIONAL AND INTERNATIONAL EXPERIENCE LARYSA KORZH-USENKO
Sources for research in history of higher education in Ukraine at
the beginning of 20th century
..........................................................................................................
338 SVITLANA VASILIEVA Criteria for periods of development of
preschool educational establishments of various types in Ukraine
.....................................................................................................................
344 MARYNA IKONNIKOVA Technological component of philologists
professional training at American universities
..........................................................................................................................
352 MARIA KUDLA Creation and development of the management system
of primary schools in Ukrainian lands in the second half of the XIX
early XX century .................................... 357 LADA
LICHMAN Principles of relevance of foreign language training at
higher education institutions of Ukraine to content volume of
competences: historical context .............. 362 ANZHELIKA
POPOVICH Educational and methodological support of Ukrainian
language stylistics (2040th years of the XX-th century)
................................................................................................
367 OLENA POKHILKO Pedagogical activity and artistic heritage of
Iu. Stupak: review of the resources on the problem
.............................................................................................................................................
371 SNEGHANA ROSHCHINA Current management problems quality, due to
a significant transformation in universities Ukraine for example
admiral Makarov national university of shipbuilding
.............................................................................................................................................
375 YULIYA SAMOILOVA Networking of secondary schools of the United
States in the context of the education system reform: the normative
dimension .................................................... 380
SVITLANA CAYAPINA Thematic orientation of the scientific
investigations on theory of upbringing of preschool children (the
1960s the beginning of the 21st century)
............................. 384 INFORMATION ABOUT THE
AUTHORS.............................................................................................................................................
391
-
11 4 ( 5 5 ) , 2 0 1 6
37.016:57 () . [email protected]
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1
M A R I YA B I L I A N S K A ( S KIB A ) Ky iv THE APPLIANCE OF
INTERACTIVE METHODS
AT THE BIOLOGY LESSONS The article emphasizes the term
interactive methods, their value to the process of studying
ecology
material at the biology lessons. The appliance of interactive
methods encourages the formation of communi-cative skills, helps to
voice ones opinion consecutively and clearly, to analyze and form
the conclusions, to work in a team and to choose efficient
solutions. This article also gives the examples of the appliance of
such methods as: debates, aquarium, carousel, studying by studying,
open-work saw, press method, and case method.
Key words: interactive methods, the biology lessons,
environmental contents, formation of skills, group work. () .
, - . - , , , , - . , , , -, , , ase- .
: , , , - , . 24.11.2016
, , , , - . -, -, , ase-, , . - - - . 1. . . [- ] / . . , . . //
. 2013. 11 (). : http://e-koncept.ru/2013/13219.htm. 2. . - [ ] / .
. - // : - . . . 2001.
04. : /
2011http://cyberlenin-ka.ru/article/n/interaktivnye-metody-obucheniya-kak-sredstvo-formirovaniya-klyuchevyh-kompetentsiy.
3. . . - / . . . . : , 2005. 176 . 4. . . -: . . . . . : . 13.00.09
- / . . . ., 2009. 19 . 5. . . - - - : . . - . . . : . 13.00.01 , -
/ . . . , 2010 20 . 6. - : ; . 59 -. .: , 2013. 64 . 7. . : , , / .
, . -. ., 2002. 135 . 8. : / [. . , . . , . . .]; . . . . . : ,
2011. 237 .
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17 4 ( 5 5 ) , 2 0 1 6
372.461:81233 . [email protected]
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134 . 6. . . / . .. : -, 2011. 844 .
7. - (59 ) : [ ] / : . . , . . , . . . : http://mon.gov.
ua/activity/education/zagalna-serednya/navchalni-programy.html.
N A T A L I A B OR O D I NA M y k o l ay i v TECHNOLOGISATION OF
THE LINGUISTIC PERSONALITYS DEVELOPMENT
BY MEANS OF UKRAINIAN MORPHOLOGY The study of morphology is
important in the system of work on the formation and development of
the
linguistic personality of pupils at lessons of the Ukrainian
language as well as the awareness and uptake of morphological
standards ensures the formation of language, speech and
communication skills, development of spiritual, aesthetic and
intellectual qualities of students. Based on the fact that the
language person is a person who speaks freely and easily on
different issues, shows a high level of speech culture, cares about
the quality of the speech and its improvement, the author takes
recommendations on the development of the language personality of
pupils of the basic school facilities morphological educational
material . In particu-lar, a special role is given in the article
of research activity of students, among the main means to promote
the formulation which highlighted problematic issues, problem
solving, linguistic experiment, the use of lan-guage games with
study elements.
Key words: linguistic personality, technologisation, morphology,
problem study, research activities, linguistic experiment, game
technique. .
, , - , , -. , , , - . , , , - , .
: , , , , , , . 04.12.2016
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371.3 , . [email protected], [email protected]
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147150. 2. [ ]. : http://osvita.ua/legislation/Ser_osv/ 28030/.
3. . . // . 2011. 14. . 46. 4. - -. . : , 2013. 5. . . : / . . ,
. . -, . . . . : , 2000. 368 . 6. . -- : / // . 2013. 2. . 3031. 7.
. . - / . . -. : , 2000. . 198. 8. . . / . . . : - , 1998. . 228. N
A Y A L I A B OR O D I NA , A NA S T A S I I AC H E R E P E N K O M
y k o l ai v
THE PLACE OF THE PLAY TECHNIGUE IN THE FORMATION OF UKRAINIAN
SPELLING SKILLS AND ABILITIES AT SCHOOL
The authors identify the place and the role of school games in
the formation of spelling skills at different stages of the
Ukrainian language lessons in 5 class and correspond them with the
requirements of the new State Standard for complete secondary
education curriculum in the Ukrainian language on creating a
cul-ture of writing.The article reveals the significance of
studying games in the formation of students spelling skills and
abilities; illustrates different types of school games that make
the certain part of the lesson more efficient. In the paper the
authors have used games that contribute to the formation of
spelling skills and abilities at the Ukrainian lessons in 5
class.
Key words: culture of speech, learning game, spelling concepts,
spelling skills, spelling rules. , .
5 , ; - ; , ; - 5 .
: , , , , . 04.12.2016
,
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26 . . .
1 371.3+821.161.2 . [email protected]
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. ( ), - -, , - () , - . , -, , . -, , . - , - . - - - - . , , -,
-- . , : , , - ,
-
-
30 . . .
1 - . , - , - . 1. . . - . ., 1965.
2. - : ; -. 59 . . : , 2013. 160 . 3. . . : . / . . -., - . . :
. . , 2000. 151 . 4. . . - : . . 4- ., . . : , 1985. 288 . 5. . .
5- -. . . / . . , . . . . : , 2005. 320 . O K S A N A H I NK E V I
C H M y k o l ai v
FORMATION ANALYTICAL AND SYNTHETIC SKILLS STUDENTS IN GRADES 5
WHILE STUDYING FOLK TALE
IVANKA AND THE BEAUTIFUL THING DEVOTED DESTINATION The article
describes the basic guidelines for teachers to form analytical and
synthetic skills of students
5th grade in the study of folk tale Red Ivanko and the Enchanted
City. Key words: analytical and synthetic skills, literary
analysis, experimental studies, training tasks.
.
-
- 5- .
: - , , - , . 04.12.2016
-
31 4 ( 5 5 ) , 2 0 1 6
. , , , , -, - (. ), , [2]. , - , , , - - . , . - . , ' , - - .
. , . . , . . , . . , . . . - - - . , , .
- . , , - ' . () , , - (), , , . , - . , , - . , ' , - , - - -.
- , - . . , . , - .
() 37+008+316.614-053.4 ()
, , - . , .
: , , , -, , .
-
32 . . .
1 -. - - , , - - . - ', - , - , , , , , . , - . - - . - , . - -.
, , - . . . . . , - - , , , ' , -, , , - [1]. - , - . , : , , , . ,
: - - , - , - (, ).
, . , , - , -, . . - . - , , - . , - , , , , - . - . - , , - . ,
'-' - , - - - . '. -, , - , . -, - - - . -. . -' -, - , - , - . -
:
-
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; - ; - ; -, -; - ; -; . - , - . - - - - . , -, - - , , - . ' -
, - . . . . . ( , ) - , , , . ,
- . . . . - , , , , - , , ', , - , -, , , , [10]. - - . -, - -;
- , . , - -, , - -. . , , , - . -. , . , , - , - . , , , - -. , -
,
()
-
34 . . .
1
K A R A Z OH L I U ( H E D Y L ) FA T M A T u rk ey THE
SPECIFICS OF THE TEACHER IN THE PROCESS
OF INTERACTION WITH THE FAMILY IN MULTICULTURAL EDUCATION OF
PRESCHOOL CHILDREN
The article deals with the essence and peculiarities of
interaction of preschool education professionals and their families
in the multicultural education of preschool children, analyzed and
justified demands to the teacher in the conditions of modern
teaching positions educational space, a process of constant
interac-tion with the child and his family. The specificity of
educational activities, defined the requirements for the educator,
who works in a constant interaction with the child and his family.
Namely, the absolute perception of each family as it is. This is
one of the main teachers of the laws, which forms the basis of the
modern con-cept of preschool education. Understanding each family
and the socio-psychological processes that occur in it. Recognition
of equal rights educator of the family in the process of
interaction with parents. Designation of this requirement due to
several reasons. New pedagogical concepts that claim to educate
family self-worth and acceptance of her teacher. The presence of a
teacher needs in the work and sufficient creative skills. This
requirement is due to the high plasticity of the child's psyche,
the dynamism of the system of so-cial relations between adults, a
high degree of improvisation teaching activities, programming is
possible
, -, , - . , , , - -. , - - . , , - , , . , , , - , . - - - , .
-, . , , , , - ' - , ,
. , , - , , -, - . - , . 1. . ., . . - ( - ) // . 1989. 8. .
5863. 2. . - / . . . : , 1986. 420 . 3. . . // -. 2000. 5. . 6572.
4. . ., . . // . 1988. 4. . 2533. 5. . . - / . . // . : 7- . . : ,
19571958. . 5. 588 . 6. . . - - : . . ... . . / . . . ., 2004. 20 .
7. . . : . . . / . . . ., 1979. 161 . 8. .. - - : . . ... . . / . .
. ., 2004. 19 . 9. . . : . . ... . . / . . . ., 1979. 16 . 10. . .
- / . . . . : , 1966. 280 .
-
35 4 ( 5 5 ) , 2 0 1 6
() only in a limited pedagogical space. Availability of
pedagogical tact in the interaction with the child's fam-ily. The
presence of reflection in teaching. First of all, the interaction
of the teacher and his family should be based on a deep
understanding of the inner world of each family as a whole.
Key words: professional activity educator, multicultural
education, family, creativity, pedagogical tact, reflection. (
)
-
, - , . , , . , , . , - . - , . . - . , , . - . , , , . - . . ,
.
: , -, , , , . 04.12.2016
-
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- , .
- - - 68 . - , . - , - (, - , ), ( - ), ( , , - ) ( ) [2, . 278]
- - , - 68 (-, - ).
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- . . - - . - - - .
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41 4 ( 5 5 ) , 2 0 1 6
N A T A L I A K R I T Ky iv SKILL-FORMATION FOR INDEPENDENT WORK
WITH
THE TEXTBOOK IN THE PROCESS OF STUDYING PHYSICAL GEOGRAPHY
PUPILS OF THE 6th8th FORMS
The article reveals peculiarities of implementation and
experimental verification of methodology of secondary pupils skills
formation for independent work with the textbook in the process of
studying physical geography. It is proved that the individual work
with the geography textbook is the leading method of gain-ing
subject competences by pupils, their self-education instrument. The
experience concerning the condi-tions of pupils skills formation
for independent work with the textbook is explored and summarized.
The author interprets the results of an experiment conducted in a
real geography educational process at the basic school with the
help of statistical methods used in pedagogical research.
Key words: methodology of teaching Geography, independent work,
school textbook, formation of skills, Physical Geography, basic
school pupils, the competence, the experiment. .
68 -
68 . , , -. - . , - , , - .
: , , -, , , , , -. 03.12.2016
- - . 1. . . - / . . . - : , 1980. 334 . 2. . . - / . . // -
: . . / [. ., . . . . ; . . . . ]. . : , 2011. . 11. C. 277282.
3. . . - ( ) / . . . . : -, 2004. 66 . 4. . . : . . / . . . . : ,
2007. 576 . 5. . . - , - / . . , . . . - : , 1985. 39 .
6-8
-
42 . . .
1
- - - - , , - . -, - , (. , . , . , . -, . ). - , , - -- , , , -
. - - , (. ), , -, , -, - , - .
: --, - - - . - - - (. , . , . , . , . .) (. , . , . , . , . , .
.). - - (. -, . ) -- - (. ). - - (. ) -: (. , . , . ) - (. , . , .
, . ); - (. , . , . , . , . , . ); -
821.161.2342:371.32 , . [email protected],
[email protected]
- . - . , -. -.
: -, , .
-
43 4 ( 5 5 ) , 2 0 1 6
. , - . , - (. -, . , . , . -, . , . ); - (. , . , . , . , . , .
, . -); - (. , . , . , . -, . , . , . -, . , . .) - (. , . , . -, .
, . ). - . - - (. ), - (. , . ), - (. ), - (. ), - (. ) (. ) -. - -
, -. - - - - - . - - , - ,
- -. , , , , . - - , , [5, 109]. , , , , - . - - (. , . ), (. ).
, , - , (. -), (. , . ), - - (. , . ) . , - , 6 , [1, 236]. -, - ,
- , , . - , - . , (. ), - - .
,
-
44 . . .
1 , . . - , . - - , -, [3, 113117]. . - , - , [4, 38]. - - , - -
, - . , - . , - , . , , [8, 257]. - , . , -: - ; , - - ; - , ; - -
; , ; - ( , ); - , , [9, 287288].
, - - - . - , - - , (. , . ), - [7, 193197]. - , . , - , - , - .
-: 1. () ? 2. ? () . 3. . . 4. , - . 5. ? 6. , ? . 7. - ? ? 8. . .
- : 1. . 2. . 3. -. 4. . 5. . 6. . 7. . 8. . 9. [7, 194]. - - - , ,
,
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- (. ). - - . - - , , . - , -. ( - ), (, , ) ( ) , - (, --, ). -
, : -, , , -, , , , , - . 6- . , . - , - . [2] - - (. ), - :
1. ? 2. , . - , -. 3. ? ? 4. -? 5. ? ? 6. ? - - ? - ? 7. ? . 8.
? ? [7, 196]. - , - - , - - [6, 175176]. , - , - , - , , . , : 1. :
) , : -, , , ,
; ) , - : , ?; ) , , . 2. . 3. .
,
-
46 . . .
1 4. , (, -) . 5. , , (, , ) -. -- - , , - - - , - ( . ):
1. . ( ) . 2. , . 3. . 4. . 5. .
1. -. 2. . 3. () . 4. . 5. . 6. . - , , . , - , , , , - . - - -
: 1. - ( -, ; , ). 2. (, -
), -, . 3. ( , , -, ), - . 5. ( -, ). 6. , - , - ( ). 7. [9,
290]. , - - - - : 1) - ; 2) - ; 3) - - . - - - . 1. . . : . 6- . .
. / . . -. . : , 2014. 264 . 2. . . . . / . . . . : . , 1954. 96 .
3. . . . / . . , . . -. . : . , 1962. 392 . 4. . . : . / . . . . :
, 1982. 127 . 5. . . . 1. / .-. . . . . : , 2007. 608 . 6. . : / .
: , 2014. 232 . 7. . . - - : / . . . : , 2004. 304 .
-
47 4 ( 5 5 ) , 2 0 1 6
8. . . : - / . . . . : -, 2002. 320 . 9. . . - - : . . - . : .
13.00.02 ( ) / . , 2012. 456 .
O L G A M KH YT A R Y A N , E L E N A K O D R UL M y k o l ai v
FEATURES OF PREPARING STUDENTS FOR CORRECTION TRAINING
DURING STUDYING OF LITERARY FABLE AT SCHOOL In the article
justified the semantic content of the process of formation of
readiness of students to teach-
ing and remedial work while studying students literary fable.
Specifies the basic features of the fable as a kind of lyric-epic
genre. The features of fables studying in the elementary school,
including methodological aspects of assimilation fable students
with low levels of literary development. Examples of correction
train-ing in the study of sixth graders students fable genre.
Key words: semantic aspects of the philologist students,
students with low levels of literary develop-ment, literary fable.
, .
- - . - - . - , - . .
: -, , . 04.12.2016
,
-
48 . . .
1 373.5.016:811.161.2(07):[811.161.2] . [email protected]
- , , , -. - . , . , - , . , , . .
: , - , , , . . - . . , . . , . . , . . , . . , . . . -, - . . ,
. . , . . -, . . , . . , . . -, . . . - - , - ( ) , , [4, 10] , - -
, - -. , , , 1 11 .
6090- - (. . , . . , . . , . . , . . , . . , . . , . . , . . , .
. , . . , . . ), -. - - . -, . . . , - 57 [1, 13]. . . , , [3,
263].
-
49 4 ( 5 5 ) , 2 0 1 6
-, . , - , , - - -, , - . , , , - -, , . - , , - (- -) ( ). , ,
-, - . , - . -, , . -, , - - - . - - , - , . - . . , , - , , .
. - . - -: . - , - (. . , . . ). - -, , -, - . - . , - , . -, ,
- : . , , - . - , , , . , , , - . - , , , , -(). - , - - , ( ), - -
-. ,
-
50 . . .
1 , , . : - ; -, , - ; , - , ; - , - , , , ; . , - , ( ), , . ,
- . - , . , , . - - -, . . -
, - , . - -, - , ( ) , - () . - , , - - . - , - - ( 1/11 - 3861
03.06.2009 .) -
(. . , . ). - , - -. , -, , . - , -, , -, - , -- [2, 3]. -. . ,
- , - . , -, , - , - -, . , - , , - . - -, - . , , . - . , - ( ), -
, , , - , - , , , , . - ,
-
51 4 ( 5 5 ) , 2 0 1 6
, , - . , , -, . - : - ; - ; -, , , ; ; -: , , , ; ( , - ) , ; .
- -, , , , , . , ( -). - , , -. - , -. ( . . ). -, . - - , , , . .
-
, . , - , . - , , - . . , , . , , . ' . ( - / ) , . . -: ; , ; ;
- ; . , . . [5], - . -
: -
-
52 . . .
1
N A T A L I IA S IR A N C H UK R i v n e TYPOLOGY OF OPTINAL
CLASSES WHICH ARE AIMED
AT FORMATION OF JUNIOR PUPILS LEXICAL COMPETENCE The system of
linguistics concepts was laid on the base of learning content on
the competency-oriented
classes a system of theoretical knowledge about language, its
forms, types and properties. Introduction of practical, cognitive
and speaking tasks to the content is the another feature of
competence-oriented speaking lesson. These exercises consist
cognitive questions which reveal the subject of a lesson. Solving
of the practical problems according to the speaking situation
promotes cognitive needs of pupils, creates their positive
motivation for verbal skills, provides a conscious learning. The
lack of rules in the traditional sense, system replacement of
questions and tasks, algorithms and tokens allows child to do the
independent con-clusions and generalizations. The majority of
searching and creative exercises help to enhance mental and
speaking activity of pupils.
Key words: lexical competence of junior pupils,
competence-oriented language lessons, competence-oriented speaking
lessons, searching exercises, creative exercises. .
-
, , , . - . - , . , , - . , - , - . - .
: , - , , - , . 30.10.2016
( ); - ; ; ; -; ( - ). , - - , , , . - , , - - (2 ) (3 ),
(4 ), , -, . 1. . . - 4- / . . - // . 2001. 1. . 1114. 2. . . 3
/ . . -, . . . . : , 2014. 110 . 3. / - . . : . . , . . , . . , . .
, . . , . . , . . , . . , . . , . . , . . , . . . . : , 2004. 400 .
4. . . . 14 -. . : , 2013. 392 . 5. . . - / . . , . . // . 2002.
10. . 1316. 6. . . , / . . . . : . ., 1979. 184 .
-
53 4 ( 5 5 ) , 2 0 1 6
2
371.026 . [email protected]
.
. . - . : , , , . , .
: , , , , - . -. - -. , , , . , - , , , - , , , -, , , , . , . -
, - .
(, , -, , ), , , - . . , . , . , . , . , . , . , . -, . , . , .
, . -, . - , . , . - , - [7; 8]. - , , , , . . - ,
-
54 . . .
2 competentia -, , . - (, , , ), -, . , , [15]. -, - / , - / . -
, -. - , , , [8, 16]. - . 6070- -. . -, , . . - . , - 19601970 . -
- . - . 7090- , -/ - : , , , - ( ); - . , , .
, - , , - [12]. , - . - , - , , , - , - [14]. - , - , - , -, , .
: - . (, , , - ) - . -, , -, , . , , , , , -, . , - - . , - . - , -
( -
-
55 4 ( 5 5 ) , 2 0 1 6
, , , - ), - ( , , , , ), ( , , - , ), ( , , , , - , ), ( -) . .
-, - . , -, - [12]. . - c, -, - , [3]. -: -- - - . . : 1) - 2) - ;
3) - - . (; ) [4, 281]. . - , , - (), (- ). - ,
, , - , , , . [11, 253]. . , . , . - . - , : , -, . . , , , -,
[6, 7]. . , -, , -, . -, , - , , . - , - , -, . , , -, , - (, -, ,
, -, , .). -, - , (, ) , - , - . , / - . - , ,
-
56 . . .
2 , : , ( , ) - () [8, 24]. - - . : (, -); , , , , - (, -, , -,
); - -; , [10]. . , - - , (, -, , , - ); , ( - , ) [11]. . - . - ,
- - , . - -. , - . --
. . -, , [1]. - - , -, [13, 267]. - - , - . - -, - (-) . - , - ,
- , , -, [5]. , - , . -, - - - , , . , , - , : , , , . (-) ' . ' -
, . ' -
-
57 4 ( 5 5 ) , 2 0 1 6
. - . ' - - . - , , - , - . - - , , - . , - , - - . , , - , . -
- , , . , - . - ', - , - [2]. 1. . . - : / . . //
: . . : --, 2004. . 2 (7). . 1524. 2. . . : / . . . : . . . ,
2004. 216 . 3. - / [ . . . . ]. ., : , 2004. 1440 . 4. . . - / . .
. : , 2001. 654 . 5. . . / . . . . : - - -; : , 2004. 752 . 6. : -
/ . . . , . . , . . . . : , 2003. 520 . 7. . . / . . - // . : . : -
. . . -, 2008. . 105111. 8. . , -, // -. 23 (47) . 2006. . 1628. 9.
. . : / . . - // . -. . 54. . : , 2010. . 2226. 10. . . / .. . .: -
, 2009. . 2130. 11. . -: , / . . . : -, 2002. 257 . 12. / [. . . ,
. . ]. . : , 2000. 680 . 13. . . - / . . , . . // , . : , 1995. .
266271. 14. . : / . ; . . . // - -. . : , 2000. 15. . . - / . . //
-. 2003 2. . 5864. Y U L I I A B AB A I A N M y k o l ai v
REFLEXIVE COMPETENCE OF A PERSON AS THE THEORETICAL PROBLEM The
article deals with problem of determination of the concept
competency and competence. The
different approaches to the definition of these concepts are
shown. The structural components of compe-tence are defined. The
contents of the terms reflexive competence is revealed in the
article. The main types of reflection: the intellectual, personal,
communicative, cooperative are describe. Underline meaningfulness
of reflection as a present constituent of determination of
professional competence.
Key words: competenc, competence, reflection, reflexive
capabilities, reflexive competence.
-
58 . . .
2
- , - - - , , - . , ,
, - , , - , , , - - [6, 24]. ,
378.14.046.16:32.001 (410) . [email protected]
:
- . - ( , , - , - ). , , .
: , , - , - , , , -, .
.
.
. -. . - : , , , . - , - .
: , , , , . 04.12.2016
-
59 4 ( 5 5 ) , 2 0 1 6
, . , , - - -. . (R. Battistoni), . (W. Hudson), . (R. Huggins),
. (J. Kelly), . (S. Curtis), . (A. Blair), . (B. Axford), . . (D.
P. Redlawsk), . (N. Wilson), . (S. Maile), . (D. Griffiths) . - . -
. -: -- , - ; - - -; - , , - . - - - , , - , -, . - , - - . - ,
- - . - - : ( ); - ( , - ); -- (, , - ); (, -, , - ) [1, 11]. ,
-, , , , , - - -, -; - , - , : , , -; , - , - - [8, 10]. - : - , ,
-, -, , , , ; , - -; -, , ; , - , -, . -, - - - , ,
:
-
60 . . .
2 . - - , - . - - . 1997 , - -, . - -, - , . - - , , - (.
service-learning), - (. community-based learning) - - (.
community-based research) [2, 85]. - - , - - - . 2008 (. National
Coordinating Centre for Public Engage-ment), , : - ; , , - ; - -,
[13, 3]. , - -, - ,
, - . - (. Concordat for Engaging the Public with Research), - -
- -- . - : - ; - , ; , - , , -- ; , , - [8]. - Beacons for Public
Engagement - Path-ways to Impact. Beacons for Public Engagement, -
-, 6 - , - -. : - - ; - - , ; - , - [11, 14]. - - - - ,
-
61 4 ( 5 5 ) , 2 0 1 6
, - - , - - - , . -, , , - , , - . - - . - - , - , - . - , , -,
- - , -, [14, 25]. - , - , . - , . . (R. Batt-istoni) . (W.
Hudson), - ' -. -, - - , , -, [3, 3].
, - - - , - . - -, , : 1) (- ), 2) - ( ), 3) (- ) [3, 27]. . (J.
Sloam) - , - - . -, - , , ?. , ( -) . - - , - , , - . - - . , -
[12, 45]. - . - , -. - , . - ,
:
-
62 . . .
2 -. , - , ; , -; - [21, 5]. , -, , , . , , , - - - - (. service
learning), (. work-based learning), - (. community-based learning),
- (. community-based research). , , , , . . . (R. G. Bringle) . .
(J. A. Hatcher) - -, - , -, - - [4, 180]. . (J. Annette) - , - . ,
- , - [2, 83]. , ,
, , , - - . - , - , - - , . , - - . : - , - , , ; - , , ; ; - ,
, , . - - : -, , - . - - - , - , , - , , , , . . (R. Hollister), .
(N. Wil-son), . (P. Levine) , -, , - , , , , - [7, 18]. . (J.
Elshtain)
-
63 4 ( 5 5 ) , 2 0 1 6
, - , , - , [3, 12]. , - , , - , , - . - (110 ) - (1 ) . - , - ,
- [9, 7], - - , - [16, 16]. - - , - , . - - -: - . - - , . (E.
Boyer) - . - - : 1) . (R. Sclove) - , , - - ; 2) . (M. Hills) . (J.
Mullett) -
; 3) . (M. Minkler) . (N. Wallerstein) - , - , - [15, 56]. , - -
, - . - - - . -, , . , , - , - , - - - , - . , . - - - , , - . - -
- . , , , - - . - - - . . , - ,
:
-
64 . . .
2 . - - , - , - , - [10, 12]. - , - , . , , - . -. , - , -, : ,
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65 4 ( 5 5 ) , 2 0 1 6
I R Y N A B R AND Y B UR A Lv iv FORMATION OF CIVIC COMPETENCE
OF BACHELORS
IN POLITICAL SCIENCE: EXPERIENCE OF GREAT BRITAIN The article
analyses the peculiarities of forming civic competence of bachelors
in political science
through their engagement in community activities. Main forms of
civic engagement through the curriculum in Great Britains
undergraduate political science education has been identified and
characterised. In addition, the main stages of designing a course
in political science, which is based on collaboration with the
community, have been described.
The research indicates that the main ways of forming civic
competence of bachelors in political science at the universities of
Great Britain through collaboration with the community are service
learning, work-based learning, community-based learning and
community-based research. These partnership models of learning and
research enable students to consider the subject in a broader
social context, generate social action and positive social change,
raise sense of civic responsibility and community members to reduce
de-pendence on professionals and administrative bodies, direct
policy in the context of their own needs.
Universities of Great Britain within the national strategy of
enhancing partnerships with the community in higher education
develop and implement mechanisms to engage student in community
activities through the curriculum, ensuring transparency,
accountability and dialogue of higher educational establishments
with other members of the socialization process and promoting
effective training of future experts in politi-cal science, who by
means of implementing social projects on the basis of critical and
creative thinking form the sense of civic responsibility, improve
their skills to conduct constructive dialogue with other team
mem-bers and adapt to dynamic conditions of the modern world.
Key words: civic competence, service-learning, work-based
learning, community-based learning, com-munity-based research,
bachelor, political science, Great Britain. .
:
- . - ( - , , - , - ). , - , .
: , , , - , - -, , , . 07.11.2016
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. , , . - . - -, -. -, . , - . - - . - . , . - - , , - - -: ( -,
, , , , , , );
37.013.42:364 .
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: , , , , , .
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(, , , , , , , , , ); (, -, , , , -, ); (, , -, , -, , , -); (,
-, , -, , ). - - . - : , , , -, - ; , , , - ; , , ; , , - , -; - -
; - , , , - ; , , , , ; - ; ;
, - - [2]. - -. - - ; , ; - ; - - . - - , - . - , , , , - , - ,
, , . , - , , , - . , - - , - [1]. . . , - , - . , , , -, - , -
[3]. , ' , : , -, , -.
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2 , - . , - . - , . . , : (, ) - , - -- ; - , , - - ; - , -, , -
-, - ; - , - - , - ; -, (-- , ) - - [ . . - : . . . . / . . , . . .
. : . . , 2001. 432 .]. ,' - .
- , - - , -, . - , , -
- , - , - . -, , , , , - , -. , - - , . . . , , - , , -, , . -,
- , , . , 1959 -: , , - , . (, , -, - , ), - - . . -, , , - , - . ,
: 1) ; 2) , -, . , , - ,
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69 4 ( 5 5 ) , 2 0 1 6
, , - , -, , -. , : ; -; . - , , - -, - [ .. - ] . , - , - - : ,
. -, - ( -), . ' .
(. , . , . ), - , , , (. , . ), [ - , (. , . ). , . , , - , , -
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,
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2 -, . 1. . . - : / . . // : . . : --, 2004. . 2(7). . 1524. 2.
. . - - [] / . . // . - : . -, 2010. . 5, . 2. . 37. 3. . . : / . .
. ., 2001. 228 .
4. . . : . . . : 19.00.07 / . . . ., 2006. 44 . 5. . . - - // .
. 11. ., 2002. 6. . . - / . . // . . . 2005. 4. . 145150. 7. - / .
. . , . . . , 2001. 8. . // - : .-. . ., 2000. . 8492. A N N A W E
N G E R M y k o l ai v
PSYCHOLOGICAL CONDITIONS OF FORMATION OF PROFESSIONAL COMPETENCE
OF SOCIAL WORKERS WITH FAMILY
The article analyzed the socio-psychological aspects of
professional formation social worker defined stages of formation of
professional activities and designated the social and psychological
aspects of forma-tion of stereotypes, perceptions of functional
purpose of social workers.
Key words: careers, competence, professionalism, expertise,
professional development, professional socialization. .
- - , , .
: , , , , - , . 29.11.2016
-
71 4 ( 5 5 ) , 2 0 1 6
aaoioi o oaiai i ai ioaii ooi o oa oo oi oi, a o- oi ioo o-oo
oioo oo. oa oi ai, a oa a oo ooo oi, a o aa io o i o aoo aa [10,
3]. I i oo ai ioo o, aai i ai- ao , o o oooo aa i, oa aoo, oo ooi
oo. ii a o aa - ioo o oa O. Aaa, . Ao, I. a, A. o, . i-, . ai, A.
oo, . ioaa . ao, . ai, . ooa, . i, . ao, . ooa, . aio, . aa-oa a
ii. oa oea o oeei ooaoo aaa oo oci oi, e, oe, i oci e ic oo o a ae
oo o, a aa ooi o oi, oo i a iooo -o oi. a ai o oooi i a iooo o oi
aa aoo ai i. o oa-
o ao ai aa: o o a oi a -a oo ooi oo; oa o io aaoo aia oooi iooo
o; oaaia ao aai a -ai oo aia; oaa oooi o ao oo aia a aa a oi ao ioo
o. ooa cooaiioa ceia-ici aac aai aa- caco o oci. Ce- a ac aa oi a
ao coci oce, a o o a ai oioaa. oeei (a. competentia, i compete aoa;
ioia, io) oa : oo ooae o-e oaiai, cao ao oco; oo a, ocoa a ei ooae,
a, oci [7, 282]. oee (a. ompetens, ntis ioi, i) a-a oo, a oi a ei
ai; [9, 411]. C. Ccoa aa, o oeei a a oi (a eoeoo aeia, aic oo oi),
a i (ae acoca a a o oe cai), a (ioci eia aca coco c - i coiao oeci)
[6, 199].
378:372.881.1 . [email protected]
-
, , , , - . , . . . .
: , , , , .
-
-
72 . . .
2 i ioo o a a o , o aa, aoo i o oi, o o o ia, ia o oiai, oa oia
oi (oi/aia, a/ooi, o). oiaa oi aa, oa oo, a oa oi, o , i , aa, oooi
a ooai. a oi a i ai ooa o oo aa, o aa i aa i. a ii a (ooi a, aooii
iio, ii ooo) a ooii o (i, ioa, , i, i). aai - a ai, a, -, o, a,
ooii ioa [1, 110111]. a oi ai - o aoo oo o -oa i oi o i. ai o a ooi
aoi ioi ao, a a o iooi. o oa a, o a oi a i a, a i aa o ioi (ai) oa
i a oo ioi. aa aa a aoo oi i a iooo a ooi o i i o-oo i aio oa oa a
oo a-, a ao i i oa ioo [11, 27]. O aa -oo aia a o (O), a o oo, a a
ooo i ai a a oo- (oo a, o i- oi) [8, 16]. oi i a o-i i a. i - a a
oi O o a o oi, a a: iaa, iai a iiai o i oo o O; ii O
ioi oo ; oo-ao oa o a O [8, 16]. i o aa oi a oa O o -o oi, o aa:
io- O oio oi; o O i oa; i ioioo . a ioa iooi a a ia -o ioo o i o o
i a o-a . . oia o a io a: o i oo o oa; a; aoi oa a aoi, oi, ooi,
aoi, i i oio aai; ao i o oaoi oa; a ooo (aa i, oi oo); oo o, oa i o
oa: oi, i, i; ooi a/ao oioi -a io a ioo o [8, 17]. oo i a a: a o o
o o oi (O), oii ao o a oiaa i oi a ; a o ai o, aa ooai, oii aoo aa
O a oiaa i oi ai; a aa, oii o ooo; a a i, oi- o i ooo; a, oai aa
oa-oi ioi i oi, o [4, 48]. - a ioo oo, o oo a, a oo, o ia, o ao o,
aa-, a aoa. o a oai oo o oi, oo aaa oa io-i ao ai a o aa- ai ; a-i
ia oo i a o-a i oi ia. o ai a -i-i i oi a oo O a a oai,
-
73 4 ( 5 5 ) , 2 0 1 6
a ao ai o i aa ioio o a. a ai a i i oi o o a oa ao a ioii oa, a
a: ai oi io O; i oa ioi i, o a i o o iooo oa ioai o oi O. i i ao oa
aa, a i iiaoo o ao a. ia a O oo o i io ao ii aa-oo o, a a i oio -
a. ioo, o oaoo o aao oi oa. o a o ai a i o aa o o, a i o oa aai. o
ai ai o aoo a oo, a o oa a aoo a, ao oao o ooi oa ioo oo aoo ia. i
o oa a oooo o ao ai, oo a -a a oaoi a, a i oo ooaa ooi. a -a, o o
aaa, oo ao - oa i oo aa, i - i oa a a -o o aoo a oo a o. . aio oa
oa -o oi oa o i oao o o- o aoo oa oi ioi [12, 29]. o o i . ao, aaa,
o oa o a oo - aiao, oi ia ooa ao, a i oo o-a i ooa i oi oi ioi [5,
115]. ooi a o io a ooi a: 1) ai ; 2) oo i oa
o i a oo i-oi. a ai iia a o aai . aa aaa oa ai oi -ai ioio o aa,
i a i, io aa- oa a oo aoi o aoo aoo ii. a a, a oio aa oao a ai i
oi. i oi aa a o a, oa oo aooi oio a i. A a oi oai - a a ooi i oo.
Oi a ioo o o io a ii o, o ao oo -ao o oo a o a ao ai. oa ooo o o
oo, o o aa aoio a oi oa , o i a oa i oa ii ia, oi oa, o aai ao o
oi, ao o oao. aa ooa oao i o a i ao . oa aoo a a ii a, aai oa -a o
oa ao. i a ooi oa a a a o oa a ii oa, oi o -i a o ao o i aa ioa. o
oi o, o o o ooi, aaa oa o ao ia. oaoo ooi -a-a o, o i ia, ao oa oa
ia o oa, ooi, aaoaoi oa, a aa i a a, aaoioi o io ia o, oo iioi oa
oaoo ii. o o-io i i ao
-
-
74 . . .
2 a o. O i i a aoo aoa ia ooa a a a, a oia o oi-a ai oioo ia
[13, 169], a ao oo aoo ooa a o, o ooo a ai a aoo oa iooio i oo, oao
a oa iooio oi. aa o oo - o aoi aaa a -a, oio i ii aoi oo ai, o oi
oa i aoi aooi ioio o oaoo aoo aa, ooo aaoo a-ia o o aa. i - aooi a
i i i oa a ai i a aa. a, o iaao ioi -i-i oio ooa ai aooi, : o (oo i
o); aa; oaa; ioi (a, oo, a oo); o (a); o i a [2, 232]. Oo aa, i oa
- oooi iooo