Journal articles on the topic 'Psycho-didactic approach'

The psycho-didactic approach in education is becoming more and more popular. Its supporters emphasize the great values that are associated with the implementation of this approach to various fields of science and school subjects. The greatest value of the psycho-didactic approach is supporting the personal growth of the learner by respecting the developmental factors involved in each subject’s learning processes. Psycho-didactics could also be used in the design of core curricula and their implementation in the field of religious, ethical, and moral education. By supporting personal development through moral and religious education, it is possible to simultaneously influence the agencyof each learner. Personal agency in self-development, as well as in religious and moral development, is one of the greatest challenges for modern education and one of the most significant issues of positive mental health advancement in the field of education. Within psycho-didactics, it becomes possible to foster every student in an individual way, therefore all methods and techniques used in the psycho-didactic approach are focused on the student’s needs.

Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.

In the article, taking into account the challenges of the global information revolution, modern socio-educational realities, the authors substantiate the need for a communicative approach in teaching physics as one of the methodological approaches of a new scientific direction – psycho didactics of physics. The purpose of the article is defined as the coverage of some results of experimental teaching of physics to high school students of a secondary school based on a communicative approach with elements of bilingualism, its essence is characterized. Using a specific example, the author’s methodology for implementing this approach was first demonstrated, the need for its integration with other psycho-didactic approaches with the aim of comprehensive development of the student’s personality in the process of teaching physics is emphasized. Some experimental data are presented that make it possible, as a first approximation, to optimistically evaluate the results of testing the methodology of the communicative approach with elements of bilingualism in physics education, the prospect of further studies to obtain data on a more voluminous statistical sample is outlined , as well as to identify the possibility of using the proposed methodology in studying other disciplines in natural sciences in both secondary and high school.

The analysis of intelligent learning systems efficiency revealed a number of contradictions between the capabilities of software-integrated computer hardware facilities and low didactic efficiency of their use. Therefore, when designing intelligent learning systems, the task of researching and analyzing the existing psycho-pedagogical theories, concepts and training methods is still urgent today. The purpose of the paper is to study existing theories, concepts and learning methods for adapting them to automated software-integrated hardware learning facilities. The paper proposes variants of teacher and students adaptation to intelligent learning systems capabilities. Meanwhile, in the process of users adaptation to intelligent learning system by changing the color presentation of information blocks, its possible to gain a chance to influence students psycho-emotional state favorably. The author considers various fonts (words image) application which influence the efficiency of perception and capture of visual information; the author takes into account psycho physiological capacities of human capture of visual information and considers functionality of informing software-integrated hardware facilities, namely: volume and speed of visual information processed; - increasing the sizes of graphic pictures by which a certain person cannot analyze information presented. The methodological basis of the research is a complex application of mutually supportive approaches and methods based on the principles of general scientific methodology. The main approaches were - Person-oriented, system-working and competence-oriented approaches. The analysis of existing theories and concepts has shown that each of the studied educational concepts has its values. The paper considers shortcomings of basic theories and educational concepts from the position of a complex approach to the solution of educational tasks. Thereunder, any of basic applied theories and concepts can be adopted as a single universal educational basis for educational process structuring. A specific emphasis in the paper is aimed at the advantages and disadvantages of the concept of personal-oriented education, which is the most progressive in learning process structuring in authors opinion and which causes more discords of opponents. Using the results of theories and education concepts analysis the author gives recommendations how to design technical requirements to intelligent learning systems. The conditions of feasibility of intellectual learning systems and their didactic values have been formulated. The results of the research can be used in the design of intelligent learning systems for the purpose of selecting a complex of didactic educational tools.

IntroductionPsychosocial Education is defined as give to the patient structured, systematic and didactic information about mental illness and his treatment. Actually is one the most frequent rehabilitation approaches, being used in several mental health departments. The good results obtained by this approach are congruent with the principles and guidelines defined for best practices in rehabilitation process (Rummel-Kluge et al, 2006).AimsDescribe a psycho educative b-learning program develop to reduce self-stigma in schizophrenic individuals.MethodsA psycho educative B-Learning program was developed using the results of other studies. This program was after applied during 4 months with 21 schizophrenic individuals followed in a psychiatric department, evaluated in a pre and pos-test model.ResultsThe program includes 10 sessions intentionally prepared for those individuals, given information to reduced self-stigma using topics such us myths, stereotypes, self-esteem, self-confidence, relapse prevention, social interaction, feel include in the community, being able to ask for help and to recover. All those topics where discuss using Moodle platform from Porto University within a group in the presence of the therapist and individually at home. A sociodrama group was also developed.ConclusionsThis approach seems to empower the individuals, allowing them to achieve the program by their own rhythm and to participate within a group but also to be in contact using the Moodle platform, decreasing feeling of loneliness. Primary results seem to be good, with low relapse, low absenteeism in class and some success in finding a job.

This paper aimed to introduce the Konstanz Method of Dilemma Discussion KMDD® as one of the most effective methods that are designed to foster moral competence and, therefore, to promote tolerance and equality, regardless of cultural background, religion, or views. It is mainly used within the educational context, but it can be also implemented in different environments and conditions. The Konstanz Method of Dilemma Discussion should also be considered as the representative of a psycho-didactic approach to education. There is a possibility of assessing KMDD®’s effectiveness with the Moral Competence Test (MCT®), as well as comparing its significance with other methods that are not only based on the discussions of moral and spiritual dilemmas. Therefore, dilemma discussions would seem to be the best framework for practicing not only social skills and a democratic attitude but also positive mental health and psychological stability by providing a background for personal moral and spiritual growth.

In order to develop the core element of professional training (knowledge, skills and abilities) the system of pedagogical conditions and principles (overall didactical and specific), that include the peculiarities in performing teaching activities while training lawyers.The core of this system is formed by the general didactical principles: a systematic and consequent approach, scientific methods in terms of training; a dominant-motivational mindset; availability of training; clear examples in the course of the training process; consciousness and an active approach in the course of the training process; the solidity of knowledge, skills and abilities; the inclusion of peculiarities related to the individual and his age.The peculiar principles that determine the essence of a law pedagogue in the currently developed situation, among these principles there’re the following: the principle of the dominant –motivational mindset, the principle of an individual approach, the principle of variable rhythmical training, the principle of strict determination and setting of time limits for the professional actions of a teacher; the principle of additional psychological pressure based on the main psycho-physiological pressure; the principle of emotional training.Among the organizational-pedagogical conditions there’re the following: providing of professional motivation to the future masters; the assurance of the training to be oriented at the professional and psychological imprints of the law pedagogue; active use of the informational environment of the educational facility; the introduction of interactive methods in order to form the pedagogical culture of the future masters in law. The specificity of the training of future lawyers puts before the teacher of law disciplines a number of requirements to the personality of the teacher, which in pedagogical science are defined as professionally significant personal qualities, and the scientific basis for the formation of these qualities are pedagogical principles and organizational and pedagogical conditions.To form the content of vocational training (knowledge, skills and abilities), we need a system of pedagogical conditions and principles (general and specific), that take into account all the peculiarities and specifics of teaching lawyers. As a basis of this system we put general didactic principles: systemicity and consistency; scientific knowledge in learning; dominant-motivational attidude; learning accessibility; visibility in learning; awareness and learning activity; strength of knowledge, skills and abilities; taking into account individual and age-specific features. Specific principles that reflect the essence of the teacher of law disciplines in modern conditions of development include: the principle of dominant-motivational attitude; the principle of individual approach in learning; the principle of multi-directional rhythmic training; principle of strict regulation and time limitation of professional actions of the teacher; the principle of additional psychological charge on the base of psycho-physiological stress; the principle of emotionality in learning.General dictatic principles are the basis for studying all disciplines, and also should regulate the organizational foundations of the educational process at different levels. Principles are closely related to the laws of learning and reflect didactic laws. On the basis of general didactic principles, the principles of professional methodology are developed.One of the mentioned directions of realization of the preparation of the future masters in jurisprudence for teaching activities is the introduction of interactive forms and methods of teaching that contribute to the expected results, the integration of disciplines of psychological and pedagogical preparation becomes especially important.The organizational-pedagogical conditions include: providing professional motivation for future masters; orientation of training on the profession and psychograms of the teacher of law disciplines; use of information environment of educational institution; the introduction of interactive methods for the formation of the pedagogical culture of future masters of jurisprudence.Key words: pedagogical principles, pedagogical conditions, professional training of lawyers, master's degree.

One of the topical fields of modern education is implementation of an inclusive approach which makes it possible to get equal rights and access to education for students without regard for their health condition. The purpose of the article is to carry out the analysis of the inclusive components of learning environment in educational institutions and of higher and secondary professional education (using the city of Volgograd and the Volgograd Region as an example). As a part of the study, an integrated model for inclusive educational environment, which contains technology (psycho-didactic), space-object, social and process components, was developed. Relying on this model, analysis and assessment of the state of the learning environment in educational institutions and of higher and secondary professional education of Volgograd and the Volgograd Region were made. The results showed that each educational institution has its own specific way of organizing inclusive environment; there is no common standard for its implementation. The research possesses both theoretical significance and applied functions so far as with the help of this model it is possible to assess the state of learning environment and building a unified educational system on the basis of all its components.

Background: Prolonged delay in seeking medical attention for acute myocardial infarction persists as a global phenomenon, which limits effective disease management. The effects of previous mass-media campaigns and psycho-educations have been minimal. Aims: This study aimed to develop a modeling-based narrative intervention, and to examine its feasibility and preliminary effects on care-seeking behavioral intention in Chinese acute myocardial infarction patients. Methods: The modeling-based narrative intervention was developed by integrating updated research evidence and participants’ perspectives. Ten patients were invited to co-design the intervention. The narrative approach was adopted to engage patients in a mental rehearsal of the decision-making process through a virtual acute myocardial infarction attack experience. A pilot randomized controlled trial was adopted to examine the feasibility and preliminary effects of this intervention. Results: A total of 67 participants were randomly allocated to receive either the modeling-based narrative intervention ( n=34) or didactic education ( n=33). The intervention was feasible and well-accepted by the participants as evidenced by high attendance and participant satisfaction. They considered the intervention as informative and interesting. The majority of the participants in the intervention group expressed that they enjoyed the intervention. Although the preliminary data showed non-significant between-group differences, a more prominent improving trend for acute myocardial infarction knowledge, care-seeking attitudes and beliefs in the intervention group were evident. Conclusions: This study is the first of its kind to adopt a novel narrative approach to optimize care-seeking behaviors among patients with acute myocardial infarction. The preliminary findings showed that this approach was highly feasible and accepted by patients.

Introduction. The paper considers the teaching methodology aiding to improve the foreign language acquisition at a technical non-linguistic university by introducing a system of language skills building exercises such as analysis and comparison of images contained in English and Russian proverbs and sayings. The authors consider these techniques as learning and developmental tools. The aim of the study is to describe the above didactic techniques. Relevant research is few. The available practical methodological results are non-systematized. Materials and Methods. The information about the approaches was drawn on 63 sources and generalized. In the linguistic part the authors used the semantic analysis of images, the method of comparison; in the psycho-pedagogical part – the method of psychological-pedagogical experiment. The approbation of techniques was implemented at National Research Irkutsk Technical University in 2017–2018. The objects of the study were represented by 4 groups of first year students (2 experimental and 2 control groups). Results. Firstly, analysis and comparison of semantic images of English and Russian versions of proverbs and sayings helps students of non-linguistic universities to develop their speaking skills. Secondly, the integrative approach develops skills for selecting figurative analogues and contributes to the intelligent use of proverbs and sayings in oral speech. The empirical study proved the adequacy of the authors’ approach. This is a new insight into the problem of potentiality of idioms in the development of foreign language speaking abilities. Discussion and Conclusion. The study conducted with participation of university students works towards improvement of teaching methodology essential for teaching foreign languages based on the psychological- deductive approach. The approach may be applied in teaching students of linguistic universities and schoolchildren. This paper addresses foreign language teaching staff concerned with getting familiar with advanced methodologies. Keywords: improvement of teaching techniques, English language, proverbs, sayings, analysis of images, elaboration of translation skills, development of oral foreign language skill and memory

The significance of the synergistic paradigm in the context of the search for theoretical and methodological foundations of the musical and pedagogical research made in XXI century is actualized in the article. The synergetic approach has been studied; it is being actively implemented in the field of music education ‒ a complexly organized system which through openness, nonlinearity and instability leads to a critical (supercritical, creative) bifurcation state, which is conditioned by search and person’s own choice of solving a problem situation (artistic and pedagogical problem) and actualised by internal sources of personality self-development ‒ personality self-development of future professionals in the field of music. The purpose of the article is to highlight the conceptual ideas of the synergistic approach, the substantive essence of the concept “synergy” for solving the problems of modern music-pedagogical education in order to determine its theoretical and methodological foundations. To achieve this goal, a number of methods were used, such as: conceptual, terminological and comparative analysis, generalization of scientific views, concretization and extrapolation of theoretical and methodological provisions in the didactic plane. The results of the analysis devoted to the genesis of music-pedagogical education as a scientific and practical field have been covered; the productivity of the use of synergistic methodology alongside with other scientific approaches for fundamentalising and conceptualising musical and pedagogical explorations has been proved. The views of representatives of different science fields on the synergistic picture of the world and scientific reflection on the specifics of training future teachers of music in the focus of the synergistic approach, taking into account the spiritual dominant, have been compared. The substantiation of the theoretical provisions of the study is provided by the use of the concepts complementing the synergistic approach – methodological concepts (competence-based, hermeneutic, artistic-communicative, activity-centred and creative, etc.) – in order to create a holistic picture of the scientific space of music-pedagogical education. The ideas of M. Kagan’s synergetics and A. Svidzynskyi’s synergetic concept of culture have been extrapolated into the plane of formation of a self-organized multifaceted personality of the future Musical Arts teacher as an open, non-linear system which allows taking into account such factors as semantics of a figurative-symbolic language of music, impossibility to understand music unambiguously, influence of associative memory, life experience, evaluative judgments. It has been proved that synergy as a result of a creative “cooperation” between person’s psycho-physiological processes and co-creating of specialists-musicians in different types of music-performing activities has the effect of emergence, when the merging of two or more forces (actants), energies, flows (emotional and cognitive, auditory-visual-kinaesthetic, rational and irrational, subjective and objective) in the process of artistic-performing and creative-pedagogical activities leads to a new improved quality of the final result. The practical value of the research results, which can serve as a theoretical and methodological basis for further scientific research in the field of art education, has been determined. Keywords: music-pedagogical education, methodological approaches and concepts, synergistic approach, synergy, scientific space, training of future teachers of musical arts, artistic and educational environment.

This article examines the notion of communicative grammar in its relations with the Ukrainian linguodidactics. This problem is related to the language competence, which serves as a component of communicative competence. The present stage of studying the numerous problems of linguistics is characterized by the fact that they are considered in a cognitive-communicative perspective. The fact of the establishment of a cognitive-communicative paradigm in modern linguistics leads to the foreground of the study, which uses the functional description of the language system and its constructive units. Application of the communicative-activity approach corresponds most closely to modern educational goals and psycho-pedagogical ideas of the present, as it creates the preconditions for the active formation of communicative competences among students, serving as the main goal of standardized language education at all levels. The communicative approach to the study of the linguistic system demonstrates the applicable nature, because it involves mastering the linguistic material as an action: acquisition of the lexical and grammatical system of language based on their communicative importance. The specificity of modern research in the field of grammar was the emergence of various types of grammar (generative grammar, communicative grammar, functional grammar). Communicative grammar is one of the areas of language learning, which combines the systematic representation of grammar and text analysis (as part of this, there is a broad term in grammar, it also includes the lexical semantics). Significant linguistic units were in the focus of the study of communicative grammar in connection with the communicative activity of the speaker. The main object of this science is the text, and its purpose is the justification of the specific text and each of its components, the creation of an explanatory model of the grammatical system (that is the definition of functional and semantic specificity of grammatical units, the identification of functional and semantic principles that underpin the organization of the grammatical system). In our opinion, the linguo-didactic elaboration of a range of issues that lie in the sphere of interest in communicative grammar is still rather small. The development of the theory of communicative grammar itself in Ukrainian linguistics, and its linguistic and pedagogical elaboration, is, in large part, a matter of scientific and methodological perspectives.

The article provides theoretical and methodological justification of the model of teaching and research activities, taking into account cognitive, personality, developmental, and behavioral features of senior pupils; raising the safety culture of personality, a sense of responsibility to the world; to develop students ‘ interest in the subject of basics of life safety, ability to analyze and synthesize material, to grasp the essence of problems and to use the obtained knowledge in practice. To date, the development of cognitive interest among students is a complex multilevel psycho-pedagogical process, including many factors and, unfortunately, in modern general education institutions these factors are not taken into account, as traditional methods of education prevail; there is no individual approach to the student as an individual; the minimum connection is between the subject of life safety with real-life situations, absence of activation of creative thinking in students, as a result of which there is a reduced interest of teenagers both in the subject of life safety and in the process of teaching in principle. The aim of the study is to develop and theoretical justification and experimental testing of the didactic model of education and research activities of high school students in the process of teaching the basics of life safety aimed at the development of cognitive interest. Structural elements (components) of the model of education and research activities were identified: target, motivational (or personal), content-procedural and evaluative (or effective), their characteristics were presented. The criteria and indicators of the evaluation and performance unit are proposed, which are used as the basis for the efficiency of the model introduced into the training process on life safety model. The results of the study can be reflected in the practice of diagnosing the cognitive interest of schoolchildren within the framework of subject-matter training when introducing into the educational process an elective course „Research activities of students on life safety” within the framework of extracurricular work.

Background A common challenge with existing psycho-social prevention interventions for children is the lack of effective, engaging, and scalable delivery mechanisms, especially beyond in-person therapeutic or school-based contexts. Although digital technology has the potential to address these issues, existing research on technology-enabled interventions for families remains limited. This paper focuses on emotion regulation (ER) as an example of a core protective factor that is commonly targeted by prevention interventions. Objective The aim of this pilot study was to provide an initial validation of the logic model and feasibility of in situ deployment for a new technology-enabled intervention, designed to support children’s in-the-moment ER efforts. The novelty of the proposed approach relies on delivering the intervention through an interactive object (a smart toy) sent home with the child, without any prior training necessary for either the child or their carer. This study examined (1) engagement and acceptability of the toy in the homes during 1-week deployments, and (2) qualitative indicators of ER effects, as reported by parents and children. Results Across all families, parents and children reported that the smart toy was incorporated into the children’s ER practices and engaged with naturally in moments the children wanted to relax or calm down. Data suggested that the children interacted with the toy throughout the deployment, found the experience enjoyable, and all requested to keep the toy longer. Children’s emotional connection to the toy appears to have driven this strong engagement. Parents reported satisfaction with and acceptability of the toy. Conclusions This is the first known study on the use of technology-enabled intervention delivery to support ER in situ. The strong engagement, incorporation into children’s ER practices, and qualitative indications of effects are promising. Further efficacy research is needed to extend these indicative data by examining the psychological efficacy of the proposed intervention. More broadly, our findings argue for the potential of a technology-enabled shift in how future prevention interventions are designed and delivered: empowering children and parents through child-led, situated interventions, where participants learn through actionable support directly within family life, as opposed to didactic in-person workshops and a subsequent skills application.

Introduction. The article addresses the problem of developing students’ value-semantic sphere by means of situations of a semantic choice as the first moment of meaning-making and application of relevant psychological technologies. The purpose of the article is to reveal the peculiarities of using reframing as a technology of initiating students’ semantic choice in order to increase inner motivation and to develop their value-semantic sphere. Materials and Methods. The research adopted meaning-centred and psycho-semantic approaches. The authors applied the methods of content analysis, systematic analysis, comparative analysis, terminological analysis, generalization and systematization. Results. The article substantiates the necessity of using a reframing technology in the learning process. The main types of reframing that can be implemented in the context of the meaning-centred approach to learning are identified – reframing of meaning and reframing of context. The authors outline the key factors of implementing a reframing technology that affect the initiation of students’ semantic choice. They include: the focus on the sensory system of the student, reliance on subjective experience of the student, use of communication (verbal and non-verbal), aspiration to the future. The authors highlight methods and techniques, including linguistic constructs, influencing the initiation of students’ semantic choice. Conclusions. The authors emphasize the potential of reframing in the learning process as a technology of psychological and educational support and a technology aimed at increasing students’ inner motivation, thereby clarifying the specificity of reframing.