Добірка наукової літератури з теми "Філологічна освіта"
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Статті в журналах з теми "Філологічна освіта"
Франчук, В. "Філологічна освіта в середньовічній Україні". Нові дослідження пам"яток козацької доби в Україні, Вип. 14 (2005): 327–30.
Знайти повний текст джерелаДолинський Є. В. "ЕЛЕКТРОННІ ОСВІТНІ РЕСУРСИ ДЛЯ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕРЕКЛАДАЧІВ В ІНФОРМАЦІЙНО-ОСВІТНЬОМУ СЕРЕДОВИЩІ УНІВЕРСИТЕТУ". ПЕДАГОГІЧНИЙ АЛЬМАНАХ, № 49 (30 жовтня 2021): 76–84. http://dx.doi.org/10.37915/pa.vi49.258.
Повний текст джерелаКозлик, Ігор. "Володимир Серафимович Вахрушев (Від публікатора)". Sultanivski Chytannia, № 10 (31 травня 2021): 61–71. http://dx.doi.org/10.15330/sch.2021.10.61-71.
Повний текст джерелаУдовиченко, Ірина. "Актуальність процесу інтеграції філологічних і природничих знань у суб'єктів профільних закладів освіти (на прикладі України)". New pedagogical thought 106, № 2 (5 липня 2021): 28–32. http://dx.doi.org/10.37026/2520-6427-2021-106-2-28-32.
Повний текст джерелаMatsko, Vitalii, та Halyna Tsyts. "Верлібр як нетрадиційна форма вірша: поетика і проблематика (за збіркою «Лугини» Тадея Карабовича". Філологічний дискурс, № 9 (21 березня 2019): 130–37. http://dx.doi.org/10.31475/fil.dys.2019.09.12.
Повний текст джерелаМішеніна, Тетяна Михайлівна. "Технологічний підхід до навчання у процесі формування дидактичної компетентності майбутнього вчителя філологічних спеціальностей". Освітній вимір 38 (16 травня 2013): 64–71. http://dx.doi.org/10.31812/educdim.v38i0.3115.
Повний текст джерелаЧух Г. П. "Історико-педагогічні дослідження проблеми розвитку післядипломної освіти вчителів філологічних дисциплін у південних областях України (40-ві рр. ХХ ст. – початок ХХІ ст.)". ПЕДАГОГІЧНИЙ АЛЬМАНАХ, № 46 (12 лютого 2021): 265–70. http://dx.doi.org/10.37915/pa.vi46.139.
Повний текст джерелаЦегельська, М. В. "Синергетичний підхід ц позашкільній філологічній освіті". Educational Dimension 32 (25 листопада 2011): 536–42. http://dx.doi.org/10.31812/educdim.4630.
Повний текст джерелаМалоіван, Марина Вікторівна. "Інформаційні технології на засадах принципу індивідуалізації самостійної навчальної діяльності студентів філологічних спеціальностей". Освітній вимір 46 (10 грудня 2015): 179–83. http://dx.doi.org/10.31812/educdim.v46i0.2526.
Повний текст джерелаРосінська, О. "Література української діаспори в системі філологічної освіти". Донецький вісник Наукового товариства ім. Шевченка 36 (2013): 245–48.
Знайти повний текст джерелаДисертації з теми "Філологічна освіта"
Іконнікова, М. В., та M. V. Ikonnikova. "Теорія і практика професійної підготовки філологів в університетах США". Дисертація, Хмельницький національний університет, 2019. http://elar.khnu.km.ua/jspui/handle/123456789/10232.
Повний текст джерелаThe thesis is devoted to the problem of theory and practice of philologists’ professional training. The thesis analyzes the system of philologists’ professional training at US universities, defines its theoretical and methodological, organizational and didactic principles, outlines the possibilities of using innovative ideas of the US experience to improve and develop the system of philologists’ professional training in Ukraine. The thesis presents a thorough analysis of pedagogical, psychological, historical and philosophical scientific works on the problem under study, clarifies and interprets the basic concepts and terms of the research. The comparative nature of the research has caused the need to justify its conceptual foundations from the standpoint of theoretical, methodological and practical and prognostic concepts. The systematic, holistic, comparative, interdisciplinary, integrative and culturological approaches have been chosen as methodological guidelines for this scientific research. The study of terms related to the research problem and professional functions of the philologist concludes that the content of philological education involves integrating social and humanitarian, linguistic, literary, cultural, ethnographic, translation, information and communication and other components oriented towards forming a competent and integrative specialist: the interpreter/translator and philologist, the linguist/applied linguist and philologist, the literary critic and philologist, the ethnographer and philologist, etc. As a field of training, it represents the subject areas of linguistics, literary studies, translation, ethnography, applied linguistics, etc. The conceptual basis for professional training of philologists is characterized based on the interrelation between scientific theories, substantiated methodology, pedagogical patterns in the organization of the educational process in higher education institutions, principles of pedagogical comparativism, certain scientific approaches (systemic, integrative, anthropological, personality-oriented, axiological, linguocultural, competency-based, practice-oriented, cross-cultural, interdisciplinary, prognostic), modern requirements for professional activities of philologists. The thesis is based on a systematic approach which made it possible to structurally and functionally analyze professional training of philologists in the USA in the context of its integrity and consider it as a systemic phenomenon encompassing a set of interconnected structural components. The identified conceptual and methodological guidelines prove the multidimensional and interdisciplinary nature of the problem under study, as well as the possibility of solving it in various dimensions. The thesis specifies modern requirements for professional activity of philologists under the conditions of linguistic globalization and informatization, intensification of intercultural relations. A modern philologist should possess integrated linguistic, socio-cultural, literary knowledge, theory and practice of translation, text linguistics, types of discourse in foreign language, genre conventions, methods of selecting equivalents in translation; integrated skills in standardizing and unifying scientific and technical terminology, automatic annotation, conceptual modeling of information; be able to outline the current trends in the development of philology, operate language and communicative strategies and tactics, express linguistic thoughts, predict the effects of globalization on the evolution of the national language, have a critical logical, associative and analytical thinking. Based on the historical, genetic and chronological analysis, the thesis distinguishes a set of internal and external factors and elaborates the periodization of forming and developing philological education in the USA. Considerable attention is paid to modern trends in the development of philological education. The thesis analyzes the influence of philological education in the USA on educational activities of the most influential organizations in the field of philological education and identifies its priorities and further tasks. The thesis justifies theoretical and methodological principles of philologists’ professional training in the USA. Thus, it is found that it is based on philosophical, sociological, socioeconomic, psychological and pedagogical principles aimed at fulfiling the needs of the state and society. The system of philologists’ professional training in the USA is described based on the structural and functional analysis of philologists’ professional training at US universities in the context of its integrity. It covers a set of interrelated structural components such as legislative, normative, managerial, socioeconomic, institutional, target, strategic, personal, organizational, content and technological, diagnostic and productive, prognostic. The system of philologists’ professional training in the USA operates at state, institutional and individual levels. The thesis determines organizational and didactic principles of philologists’ professional training at US universities. It also analyzes the forms, levels and degrees of philological education, clarifies various degree programmes on professional training of philologists, describes the forms of organizing professional training of future philologists and reveals the processes of monitoring the quality of philological education. In the course of the research, degree programmes of 40 US universities in 20 different states have been considered. The thesis characterizes the principles of philologists’ professional training in the US educational space (pragmatism, variability, guided optionality, relevance, learner autonomy, diversity, scientificity, focus, knowledge consolidation, facilitation, gradual approximation, simultaneous study of languages and cultures, cultural reflection, linguodidactic, authenticity of educational content taking into account students’ bilingualism and specializations, situational and thematic organization of training, feedback, systematic development of research skills; implicitness and explicitness (the ways of presenting educational material; topics designed to motivate students towards cognitive and informative search, consolidation of extralinguistic knowledge, etc.). The thesis discloses the content characteristics of philologists’ professional training at US universities (educational, cognitive, creative, project and research activities) which form professional competency of philologists. It includes the following competences: core (social, universal cultural, communication, project, ecological, information, research, pragmatic, etc.), professional (linguistic, literary, sociolinguistic, cross-cultural, translation, analytical, linguodidactic, ethnographic, discursive, strategic, illocutionary, terminological, auditory, etc.) and leadership (interpersonal, managerial, organizational, innovative, creative, etc.) ones. The thesis reveals the features of using information and communication educational space to organize professional training of future philologists and analyzes innovative methods and teaching technologies: collaborative learning, independent study / research, cooperative learning, self-learning, learning in small groups, contextual learning, micro teaching, collaborative teaching, reflective mentoring, micro group discussions, asynchronous discussions, semantic graphs, mind maps, project-oriented learning, research-oriented learning, research- and information-oriented learning, narrative learning, etc. These forms and methods ensure proper feedback between lecturers and students and active exchange of views, promote the effective cognitive activity of students, as well as their analytical, figurative and critical thinking, etc. The thesis discloses the organization of independent work, practical training and research activity of future philologists. The thesis proves high-level diversity of philologists’ practical training in the context of its duration, forms and types. According to the subject field and specialization of philologists’ professional training, degree programmes include sociolinguistic, linguistic, literary, ethnographic, informational and analytical, dialectological, translation, pedagogical, ethnographic and other types of practical training. The thesis describes the features of internal and external monitoring of the quality of philologists’ professional training in the USA. The mechanism of quality monitoring and forms and methods for assessing educational attainment of philology students are aimed at standard-based assessment, outcome-based assessment, competency-based assessment and performance-based assessment. The thesis highlights the organizational and pedagogical principles of philologists’ professional training in higher education institutions in Ukraine. The peculiarities of philologists’ professional training at US and Ukrainian universities have been comparatively analyzed to identify the similar and different approaches with the aim to implement positive aspects of the US experience and prevent possible mistakes when updating higher philological education in Ukraine based on the following criteria: the legal framework, education management, financing, educational institutions, higher education levels, academic degrees, types of degree programmes, study duration, forms of training, tuition fees, admission requirements, focus of degree programmes, study load, training content, use of innovative forms and methods of training organization and information and interactive technologies, diversification of practical training, independent work, forms of assessment, certification, employment opportunities, etc. The comparative analysis of philologists’ professional training in Ukraine and the USA conducted based on certain criteria proves that the US and Ukrainian systems of philologists’ professional training are characterized by similar and different characteristics. The thesis justifies the possibility of using the US innovative experience to improve and develop the system of philologists’ professional training in Ukraine at state, institutional and individual levels. In this regard, relevant scientific and methodological support for professional training of philologists in Ukrainian higher education institutions has been elaborated. The scientific novelty of the obtained research findings implies that: – for the first time, the problem of philologists’ professional training at US universities has been integrally, systematically, comparatively and pedagogically analyzed; the origins and periods of forming and developing philological education in the USA have been traced and distinguished; the system of philologists’ professional training at US universities has been described as an integral, dynamic and open pedagogical structure, covering a set of interrelated components (legislative, normative, managerial, socioeconomic, institutional, target, strategic, personal, organizational, content and technological, diagnostic and productive, prognostic); the features of philologists’ professional training at US universities have been specified (the educational process based on the principles of competency-based approach; the focus on integrative professional training; the flexible system of connections between independent professional organizations; diversification of degree programmes (combined, double degree, joint, interdisciplinary); the structuration of training content based on interdisciplinarity; professionalization and career-oriented practical training; interactivity, reflexivity, facilitation of forms, methods and technologies of teaching and learning); the peculiarities of philologists’ professional training at US and Ukrainian universities have been comparatively and pedagogically analyzed; the possibilities of using the US innovative experience to justify the conceptual foundations and prospects of developing the system of philologists’ professional training in Ukraine have been outlined; – the educational and methodological support of philologists’ professional training in Ukraine (the content of professional subjects, the designed interdisciplinary degree programme on linguistic expertise) has been improved; – the provisions on the implementation of the competency-based approach in professional training of philologists, educational strategies for the activities of US organizations specializing in the field of philological education, relevant areas in the state language policy in the USA, professional functions of philologists in the context of linguistic globalization have been further developed. The practical significance of the obtained research findings consists in developing and implementing the educational and methodological support based on the results obtained from the analysis and generalization of theoretical and practical foundations of philologists’ professional training in the USA, namely the educational and methodical support of the subject “Foreign Literature” (the educational programme of the subject “Foreign Literature”, textbooks titled “The History of Foreign Literature in the 20th Century”, “The Essays on Foreign Literature during the 20th and 21st centuries”, relevant materials for independent study, in particular, for mastering “Daisy Miller” by Henry James), methodical recommendations, titled “Professional Training of Linguists: the Comparative Aspect”; the interdisciplinary degree programme on linguistic expertise has been elaborated. The content of such subjects as “The History of Foreign Literature”, “The Literature of England and the USA”, “Comparative Professional Pedagogy” has been structured and updated. The presented organizational and pedagogical aspects of training philology students have been introduced into pedagogical practice with the aim to enhance the educational and cognitive activity of students, as well as their motivation to engage in independent, individual and group research activities. The prognostic potential of the research is determined by the possibility of organizing further scientific research on the problems of philological education and pedagogical comparative studies. The thesis findings can be used to further develop educational, professional and scientific interdisciplinary programmes, improve the content of curricula, training courses and specialized courses, apply innovative methods, technologies and means of training. The obtained findings will be useful to master and doctoral students during the preparation and implementation of research.
Книги з теми "Філологічна освіта"
Малюга, Н. М. Мовознавство: упровадження результатів пізнання у практику сучасної школи. КПІ ДВНЗ "КНУ", 2014. http://dx.doi.org/10.31812/0564/36.
Повний текст джерелаЧастини книг з теми "Філологічна освіта"
Дузь, Л. І. "ТИПОЛОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ КОМУНІКАЦІЇ ЗА УЧАСТІ ІНОЗЕМНИХ СТУДЕНТІВ У МУЗИЧНОМУ ЗАКЛАДІ ВИЩОЇ ОСВІТИ (МІЖДИСЦИПЛІНАРНИЙ ДИСКУРС)". У СУЧАСНА ФІЛОЛОГІЧНА НАУКА: АКТУАЛЬНІ ПИТАННЯ ТА ВЕКТОРИ РОЗВИТКУ, 34–60. Liha-Pres, 2021. http://dx.doi.org/10.36059/978-966-397-242-8-2.
Повний текст джерелаТези доповідей конференцій з теми "Філологічна освіта"
Прунько, Віра. "ДО ПИТАННЯ ПРОБЛЕМНОГО НАВЧАННЯ У СЕРЕДНІЙ ОСВІТІ". У СУЧАСНИЙ ПЕДАГОГ ТА ТЕОРІЯ ПЕДАГОГІКИ, ФІЛОЛОГІЧНІ ДИСПУТИ ТА НАУКА ПРО МОВУ. Міжнародний центр наукових досліджень, 2021. http://dx.doi.org/10.36074/mcnd-19.02.2021.pedphilol.02.
Повний текст джерелаШевченко, Ольга, та Валентина Черній. "ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ЗАПРОВАДЖЕННЯ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНИХ ТЕХНОЛОГІЙ В ЗАКЛАДИ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ". У СУЧАСНИЙ ПЕДАГОГ ТА ТЕОРІЯ ПЕДАГОГІКИ, ФІЛОЛОГІЧНІ ДИСПУТИ ТА НАУКА ПРО МОВУ. Міжнародний центр наукових досліджень, 2021. http://dx.doi.org/10.36074/mcnd-19.02.2021.pedphilol.09.
Повний текст джерелаЗвіти організацій з теми "Філологічна освіта"
Штельмах, Г. Б. Моніторинг підготовки фахівців із вищою педагогічною освітою як педагогічна проблема. Криворізький державний педагогічний університет, 2013. http://dx.doi.org/10.31812/0564/1751.
Повний текст джерела