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IRKHINA, Yuliana, Kateryna MULYK, Olga ALEKSEEVA, Kateryna SKYBA, Iryna POSTOLENKO, and Svitlana AMELINA. "Active Forms of Training Future English Language Teachers." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 3 (September 21, 2020): 182–99. http://dx.doi.org/10.18662/rrem/12.3/316.
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Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko, and Olena Semenikhina. "EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.
Повний текст джерелаАнотація:
Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.
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Lopatynska, Iryna. "MODERN TECHNOLOGIES FOR TRAINING AND ADVANCED TRAINING OF POLICE OFFICERS." Ukrainian polyceistics: theory, legislation, practice 1, no. 1 (April 2021): 182–88. http://dx.doi.org/10.32366/2709-9261-2021-1-1-182-188.
Повний текст джерелаАнотація:
The article is devoted to the study of high effectiveness of active forms, methods and technologies of training police officers during educational process. The system of training police officers combines psychological, theoretical and practical aspects It is noted the important tool for the professional activity of law enforcement officers of Ukraine is the study of advanced professional experience of law enforcement agencies in Europe. As the employee of the National Police is focused on effective solving the tasks facing him, but constant psychological support and awareness of the possibility of professional development.
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Onoi, Mihail, Vasile Mindrigan, and Natalia Nastas. "The Role of active tourism forms on adolescents’ socialization." Annals of "Dunarea de Jos" University of Galati Fascicle XV Physical Education and Sport Management 2 (November 26, 2019): 34–39. http://dx.doi.org/10.35219/efms.2019.2.08.
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The current global (environmental, social, national, political, moral) issues have an impact on the development of society, civilization, culture, while a particularly important object of the impact of these issues is the young generation, especially adolescents. Active tourism is a combination of phenomena and relationships, occurring on the journey, characterized by an active way of travelling on a route, with energy expenditure, made for recreational or sports purposes. In active tourism, there are several types and forms (walking tours, hiking, excursions etc.). The tasks of active tourism can be formulated as follows: socialization and integration of the younger generation, physical training, acquiring technical procedures, tourism exercises and other sports samples (technical training), the acquisition of sport-tourism tactics, the formation of motor skills and abilities, education and the development of intellectual, moral, social and voluntary qualities.
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Sysoieva, Svitlana, Olena Lokshyna, Olena Protsenko, and Ilona Tryhub. "Active Forms of Conducting European Studies: Experience, Analysis, Conclusions." Horyzonty Wychowania 20, no. 56 (November 13, 2021): 133–45. http://dx.doi.org/10.35765/hw.2184.
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RESEARCH OBJECTIVE: The purpose of the paper is to assess the efficiency of the active forms (Quiz, One Pager, the World Café, Visualization: Mind Mapping, Interactive lecture-discussion) used within the European studies for PhD students on ensuring quality of higher education.
THE RESEARCH PROBLEM AND METHODS: The empirical material of the research was collected by questionnaire with the direct participation of the authors. The respondents were asked to rate each of the active forms on a Likert scale from 1 to 5 points in order to obtain a rating scale for each of the active forms.
THE PROCESS OF ARGUMENTATION: The main professional and general competencies of PhD degree seekers (ability to analyse, evaluate and synthesize new and complex ideas; ability to apply knowledge in practical situations; ability to work in a team etc) can be developed using the active forms of training.
RESEARCH RESULTS: The study showed that active forms are effective for the European studies and development of the professional competence of PhDs.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The active forms are promising for PhD students’ training, especially for the instruction of complex knowledge and the formation of transversal competencies. No less important is the conclusion about the need to use a set of methods that together ensure the implementation of the full range of educational tasks.
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Namli Altintas, İrem, and Çiğdem Kozaner Yenigül. "Active learning education in Museum." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 120. http://dx.doi.org/10.11591/ijere.v9i1.20380.
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<p>In this study, it was aimed to determine social studies candidates how to practice about make of use museums as a learning environment. It was tried to discuss a case, for this purpose ıt was used case study. The study group consisted of 19 students (12 females, 7 males) studying social studies at a public university. Participants were given museum training lasting 7 weeks and the process started with the visit of the Antalya Archeology Museum. In this study, Museum Evaluation Forms were used as data collection tools. These forms were used at two-stage. The first stage was the Pre-Museum Evaluation Form and the second stage was the Activity Evaluation Forms. Content analysis technique was used in data analysis, and the forms were examined separately and themes and categories were created. In the categories, the statements of some of the participants were given with direct quotations. As a result of the research, the expectations of the students before the museum training are divided into the categories of Learning about the use of the Museum, Historical awareness and Embodiment in the theme of Cognitive Field. In the affective main theme, it was determined that it was divided into the categories of Group Work, Contribution to Professional Knowledge and Being an Effective Citizen. In the Cognitive Field theme, the students' experiences after museum training are divided into the categories of Field Knowledge, Museum Use Learning and Creativity. In the affective Thinking, Contribution to Professional Knowledge, Permanent Learning, and Role-Playing are the categories of the affective categories. Participants stated that to make use of museum to effect on the cognitive area more effective than affective area. </p>
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Nazarova, Z. T. "Active forms of training of teachers of the subject“ education” developing professional competences." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 2 (2022): 362–65. http://dx.doi.org/10.5958/2249-7137.2022.00137.9.
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Machynska, Nataliia, Yuliya Derkach, and Yuliya Pankevych. "TYPES AND FORMS OF PROFESSIONAL DEVELOPMENT OF A PRESCHOOL TEACHER IN IN-SERVICE TRAINING." Continuing Professional Education: Theory and Practice, no. 2 (2020): 72–77. http://dx.doi.org/10.28925/1609-8595.2020.2.10.
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The article is devoted to the practical aspects of forming the professional readiness of preschool teachers for life-long professional development. It is shown that the professional development of practicing teacher can be embodied in certain forms, in particular: specialized on-the-job training; coaching and / or advisory interactions with the professional oriented communities sharing the experience or peer training groups. In the article it is stated that pedagogical trainings are the effective form of methodological work in the preschool education establishment, the main purpose of which is the formation of readiness of teachers for professional development during life. The advantages and difficulties in conducting trainings are outlined. It is pointed out that the success of the training depends crucially on the so-called «group effect». The authors provide a description of the content characteristics and practical importance of various forms of methodological work in pre-school educational establishment, in particular: trainings, certified courses (innovative form of professional growth of teachers), business games (form and method of active teacher training), exercises (a method of teaching that involves purposeful learning), repeated repetition of certain actions or operations for the purpose of formation of skills), methodical associations (structural unit of the methodical service of the educational establishment providing the educational training, methodical research and experimental work), training (acquisition by a person experiences the tasks and responsibilities of a specialty) and others. Examples of trainings, business games and exercises, directions for methodological associations, workshops, and internship topics are provided with a clear description of their goals and objectives. It is shown that the professional growth of a preschool teacher depends on a set of different factors, including the level of motivational readiness generated and the selection of interactive forms and methods of methodical work that are appropriate to use in working with preschool teachers.
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Berehova, Mariya. "Forms of work with speech therapists as a basis for professional training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 20–24. http://dx.doi.org/10.33310/2518-7813-2019-66-3-20-24.
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The article describes the main forms of work with students of the specialty special education, contributing to the effective professional training of future specialists. The analysis of innovative and interactive forms of work with future speech therapists in educational institutions. The status of teachers is changing, who become the organizers of the educational development process, which is saturated with the student's research work. In modern conditions, the teacher does not give information about certain topics, but organizes active research activities of students. In modern conditions, the forms of interaction between the teacher and students are changing. Traditional forms of learning change into forms of active, innovative learning: didactic games, analysis of problematic pedagogical situations, mutual assessment, and mutual control. Interactive learning involves modeling problematic pedagogical situations, using role-playing games, joint problem solving, developing a common strategy for overcoming difficult situations and more. It effectively contributes to the formation of future speech and language therapists, constructive creative thinking; development of values; creating an atmosphere of cooperation, interaction; enables the future specialist to develop their abilities as it is a kind of "redistribution of activity" from teacher to student. The use of interactive forms of learning promotes the formation of students' critical thinking, the ability to reasonably argue their own opinion, analyze the thoughts of others, find ways out of problematic pedagogical situations that arise in real conditions, etc. The practical experience of introducing innovative forms of education testifies to the formation of cognitive interest in the future speech therapists to study the disciplines of the professional component, allows the teacher to take into account the peculiarities of students' creative abilities development and their ability to apply them in practice, provide active practical training.
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KOLOTUKHA, Oleksandr, and Mykola OLEKSYN. "Extracurricular activities as a significant factor in professional training of active tourism specialists (evidence from "Wings of Travel" tourist club in flight academy of NAU)." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 10 (2021): 41–46. http://dx.doi.org/10.33251/2522-1477-2021-10-41-46.
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The article reveals the most efficacious aspects of tourist extracurricular activities with regard to high-quality professional training of active tourism organizers and managers. The analyses of prior studies states that extracurricular activities attach great importance in training tourism students for future profession, and in the authors� opinion, a significant role in its organization is played by a facilitator and their choice of forms of extracurricular activities. However, the analyses of the previous scientific works shows that little research has been undertaken to study the problem of the facilitator role and choice of forms of extracurricular activities for organization of future tourism specialists� training. It has proven the relevance of the problem and determined the purpose of the research � defining the role and choice of the most efficacious forms of tourist extracurricular activities with regard to high-quality professional training of active tourism organizers and managers. Well-planned and organized extracurricular activities in students� training for future tourism profession have significant importance for their professional growth. The facilitator plays the leading role in organization of such activities and chooses the most impactful forms. The activity of tourist club of higher education institution is defined as the major and most effective form of extracurricular activities for training active tourism managers, which provides acquiring practical tourist skills, improvement of tourist and sport proficiency, and obtaining organizing and technological tourist skills. A tourist club is the highest form of initial student association in the educational institution, which deals in depth with tourist and sport activities and unites different tourist sections. The club can comprise 60 and more students. The club system of tourism activities gives the possibility for students to reveal and realize their ambitions and abilities. A notable example of such activity is "Wings of Travel" tourist club of Flight Academy of the National Aviation University (Kropyvnytskyi). Key words: active tourism, sports tourism, professional training, tourist club, Flight Academy of the National Aviation University.
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Chiusaroli, Diletta. "The Forms of Education." International Journal of Digital Literacy and Digital Competence 12, no. 1 (January 2021): 45–58. http://dx.doi.org/10.4018/ijdldc.2021010104.
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A key figure as an interpreter of the spirit of the time, the educator needs continuous training. This is an essential requirement for carrying out what is one of the main aspects of his work: facilitating inclusion, limiting any type of marginality and social exclusion. The role of the educator, based primarily on humanistic and social knowledge, is also rich in ethical values. Two valuable allies that the educator cannot help but resort to are observation and active listening; in fact, while observation allows us to collect the necessary information, by listening we welcome the other, with his strengths and weaknesses. To educate is also to communicate, to be close to the student, to communicate also with looks and gestures. In his action, the effective educator must also follow the path of dialogue, reciprocity, and communicative integration. This chapter explores these forms of education.
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Starodub, S. L. "USAGE OF ACTIVE FORMS AND METHODS OF TEACHING THE PEDAGOGICAL SUBJECTS IN FUTURE TEACHERS TRAINING." Innovate Pedagogy 2, no. 24 (2020): 125–29. http://dx.doi.org/10.32843/2663-6085/2020/24-2.25.
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Kalbergenova, Sh, B. Sansyzbayeva, and B. Koshkarbayeva. "ACTIVE TEACHING METHODS AND THEIR PLACE IN THE EDUCATIONAL PROCESS." BULLETIN Series of Philological Sciences 71, no. 1 (April 23, 2020): 655–59. http://dx.doi.org/10.51889/2020-1.1728-7804.111.
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Historically, the oldest group of methods are verbal and then written methods. It should be noted that in the early years of the formation of the theory and practice of teaching in the Soviet school, a large place, if not the most important thing, was assigned to active teaching methods - heuristic, research, especially excursions, laboratory, practical research. Teaching methods are the most important structural components of a holistic pedagogical process, which includes the goals and objectives of training, the content, the forms of organization of training and its results. As you know, the main characteristic of the learning process is its purpose, on which the choice of the content of education (training material) depends. The teaching methods should correspond to this content.
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Заредінова Ельвіра Рифатівна. "ДІАГНОСТИКА І ПЕДАГОГІЧНИЙ ІНСТРУМЕНТАРІЙ ФОРМУВАННЯ СОЦІОКУЛЬТРУНИХ ЦІННОСТЕЙ У СТУДЕНТІВ В ОСВІТНЬОМУ СЕРЕДОВИЩІ ЗАКЛАДУ ВИЩОЇ ОСВІТИ". International Academy Journal Web of Scholar, № 4(46) (30 квітня 2020): 48–53. http://dx.doi.org/10.31435/rsglobal_wos/30042020/7047.
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The problem of the formation of sociocultural values of students according to the methodological and technological points of view is obtained in the article. The pedagogical toolkit has been developed by author that allows introducing a methodology for the formation of sociocultural values of students based on the identified diagnostics. The approaches include three stages of implementation: normative-cognitive, communicative-active and reflective-evaluative. The pedagogical toolkit was selected for each stage of the process of forming sociocultural values of students, suggesting effective forms and methods.The normative-cognitive stage is forms of work: project activities in the form of individual projects of a sociocultural orientation, methods: project, partially search; individual tasks, using methods of search, practical work method; in solving problematic issues, situations, the following methods were used: problematic, situational and group forms of work: research projects, (methods: project method, partial search); creative workshops, clubs, student associations, communities, methods: role-playing games, group dynamics method; intercultural associations in the form of round tables, webinars, seminars, trainings, flash mobs, using methods: empirical, role-playing games, discussion.For communicative-activity and reflective-evaluative stages, the author proposed the following forms and methods: active: resource circle (method of situations and imitations); work in pairs (methods: group dynamics, a method for solving situational problems); communicative trainings and video-trainings (methods: visualization, immersion seminar); active and interactive: business games, quests (methods: role- playing games, situational, “brainstorming”); sociocultural dialogue (methods: interaction, training); discussion using problematic and dialogue methods of communication.
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ОВДІЄНКО, Ірина, and Тетяна ЧАУСОВА. "The content and structure of social and psychological training "Formation of secondary school principals' psychological readiness to interact with school psychological service"." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (May 11, 2020): 163–73. http://dx.doi.org/10.38014/ehs-ss.2020.2.12.
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This article discusses the objectives, content and structure of social and psychological training "Formation of Secondary School Principals' Psychological Readiness to Interact with School Psychological Service." Special attention is paid to the analysis of interactive techniques used in training secondary school principals for interacting with school psychological service. It is noted that a system of secondary school principals' psychological and pedagogical training is based on special social and psychological training for interacting with school psychological service, studying, analyzing and designing specific psychological and managerial situations during principals' advanced training, use of active forms and methods of teaching (problem mini-lectures, practical classes, role-playing and business games), individual projects, setting adequate training objectives and use of appropriate training forms, etc.
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Livingston, Gill, and Claudia Cooper. "User and carer involvement in mental health training." Advances in Psychiatric Treatment 10, no. 2 (March 2004): 85–92. http://dx.doi.org/10.1192/apt.10.2.85.
Повний текст джерелаАнотація:
National policy in the UK emphasises the importance of involving service users and caregivers in all types of mental health provision. The training of mental health care and social service professionals has always relied on seeing patients, but the patients' role has usually been a passive one. This is now changing, and service users and carers are becoming active educators in professional training, benefiting both the teachers and those taught. Provision is still very variable and is dependent on local initiatives. Voluntary organisations are active in this field, and there are now two academic posts for service users in the UK. This article explores the current forms of service user training, its benefits and drawbacks, and makes recommendations for future work.
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Basova, Evgeniya, and Denis Bondarchuk. "THE RELEVANCE OF CONCEPTUAL AND ACTIVE LEARNING IN THE FORMATION OF COMMUNICATIVE AND CREATIVE ABILITIES." Chronos 6, no. 8(58) (August 13, 2021): 39–40. http://dx.doi.org/10.52013/2658-7556-58-8-8.
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The article deals with the issues of conceptual and active learning, describes in detail the forms of training used in the practice of the university in the formation of communicative and creative abilities.
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DONCHENKO, V. "FORMS AND METHODS OF TEACHING HEALTH SAVING TO STUDENTS OF MEDICAL INSTITUTIONS OF HIGHER EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 72–75. http://dx.doi.org/10.33989/2075-146x.2020.26.227515.
Повний текст джерелаАнотація:
The complex of developmental methods is systematized in the article, sent to development of medical education in the field of health saving. These include: cognitive (dialogical teaching methods, seminars-discussions, problem-based learning, cognitive counseling, cognitive maps, instrumental-logical training, reflection training, etc.); activity (methods of projects and guiding tests, contextual learning, organizational-activity games, complex didactic tasks, technological maps, simulation-game modeling, etc.); motivational (interactive and simulation games, development trainings, developmental psychodiagnostics, etc.).
The process of teaching students of medical institutions of higher education is based on the introduction of a set of methods with an emphasis on the formation of students' readiness for creative professional activity in the field of health (social adaptation, individual work, group, control testing, training). Methods, forms and means (active, passive, interactive) of learning are considered and analyzed. They are extremely effective in increasing the level of students' cognitive interest reducing the time to assess the knowledge of all students in each class, focus their behavior on the acquisition of values, knowledge, skills and abilities. Particular attention is paid to the use of computer information technology as a highly effective learning tool.
The importance of all methods and forms of education and their necessity for the formation of readiness of students of medical institutions of higher education to use health-saving technologies in future professional activities is determined.
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Leșe, Ana-Cristina. "Physical Education - Active Support of the Stage Movement (The Training of the Bodily Expression)." Timisoara Physical Education and Rehabilitation Journal 10, no. 19 (December 1, 2017): 63–66. http://dx.doi.org/10.1515/tperj-2017-0018.
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Abstract The teaching discipline entitled the Training of the body expression sums those activities that imply the body and which come in varied forms, both as motor structures and as functional features. In the following, we will try to bring arguments in support of the idea that body education (Physical Education) should be the starting point for the Stage Movement (The training of the body expression), first of all, but also for other disciplines of movement, included in the Actor’s Art curriculum (pantomime, fencing, dance).
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Okhrimenko, Elena, and Evgenia Radygina. "Education: innovative approaches and sustainable development in modern world." E3S Web of Conferences 296 (2021): 08027. http://dx.doi.org/10.1051/e3sconf/202129608027.
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In the article, the authors consider problems related to the professional mobility of students, outline and analyze innovative teaching methods used in the educational process. Features of modern technologies used in the educational process are identified and presented; active methods of training and modeling are determined and discussed, efficiency of training technologies is investigated. Special attention is paid to the study of interactive forms of students’ training. The authors present the results of deep analysis of approaches used in the educational process, within the framework of which, classifications of interactive teaching methods are given. The main stages of the business game with a discussion approach are developed and justified; an experimental test of the application of a business game with a discussion approach the purpose of which is to control knowledge and motivate students is presented. The authors prove that usage of debating approach in the framework of active forms of education has a positive impact on educational process and increases students' motivation to gain knowledge.
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Dehtiarova, Larysa, and Anna Bulankina. "Active form of Educational Process with the Use of Information and Communication Technologies." Bulletin of Luhansk Taras Shevchenko National University 2, no. 2 (340) (2021): 277–86. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-2-277-286.
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The article reveals the question of the peculiarities of the use of active forms of educational process with the use of information and communication technologies. It was found that the introduction of information and communication technologies in the educational process encourages the organization of cognitive activity by modeling, simulation of typical professional situations with the help of multimedia technologies, application of knowledge in research, effective training of knowledge, skills, automated control of learning outcomes, implementation of feedback, development of creative thinking, the possibility of combining in the curriculum of visual and audio forms of presentation of material.
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Yakupova, Alevtina Ravilievna. "Active forms of tuition as the agency of the intensification of the academic activity while teaching human sciences." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2010): 49–57. http://dx.doi.org/10.51314/2073-2635-2010-1-49-57.
Повний текст джерелаАнотація:
Methods and forms considered in this work assist to create the conditions that will help the new generations in higher education establishments to seize the humanist mentality a good knowledge of profession and a wide cultural range of interests. They give an opportunity of reforming forms and methods of teaching that will increase the individual and creative work of students in a cognitive work. The most optimal forms and methods of effective training of specialists are considered in this work by means of humane subjects. The branch "Voshod" (cosmodrome Baikonur) is taken as an example.
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TURCHYN, A. I., та I. O. TSAR. "КОУЧИНГ ЯК ФОРМА АКТИВНОГО НАВЧАННЯ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (4 жовтня 2021): 321–29. http://dx.doi.org/10.31494/2412-9208-2021-1-2-321-329.
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The authors analyse the interpretations of the concept of coaching in scientific thought in general, and as a new direction in the educational environment in particular. It has been found out that special-pedagogical coaching originated in the USA as «Content-Focused Coaching» and was used in teaching staff training. Theoretical and methodological aspects of pedagogical coaching, which contributes to the growth of motivation of higher education students, both in personal and communicative development and helps to realize their potentialities, have been investigated. The key aspects of pedagogical coaching such as: implementation of activities on the principles of partnership, joint preparation for the class and implementation of its stages, and reflection have been highlighted. It has been found out that «linguistic coaching» is widely used in foreign language teaching, which is aimed at creating optimal conditions for acquisition, and effective and quick transmission of language knowledge from a teacher (coach) to a student, providing, first of all, the student’s awareness of learning objectives and resources, increasing the variety of learning ways, raising the responsibility of a higher education student for the course and the results of learning. The importance of the coach’s role has been emphasized, the principles and algorithms of his/her actions in organizing and conducting a foreign language class using linguistic coaching have been determined. It has been stated that the coaching technologies under analyzing are realized by means of dialogic communication and cover 4 stages: motivation, planning, realization, reflexion. The article substantiates the main stages of a session with the use of coaching forms of training, reveals the principles and methods of work. The coaching technique is gaining popularity and is more and more often used in the educational process of higher educational institutions. Key words: coaching, foreign language, foreign language teaching, linguistic coaching, active learning methods.
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Marc, Brigita, Eva Dolenc, and Damjan Slabe. "Simulation-based first aid training of students of health sciences." SHS Web of Conferences 48 (2018): 01042. http://dx.doi.org/10.1051/shsconf/20184801042.
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To achieve desired goals in the first aid training, we can use different learning methods. We can choose simulation, which represents one of the active forms of learning. Within the simulations, we can select simulated scenarios to bring more reality into the learning process. With our research we wanted to evaluate the effectiveness of scenario-based first aid training. We included 65 students of Faculty of Health Sciences, University of Ljubljana. The experimental group was unlike the control group exposed to scenario-based learning during one-week first aid training. We collected the data with a questionnaire and evaluation paper, which enabled us to assess the students during the practical test. Our research has shown that pre-training with simulated scenarios improves provided first aid in case of a simulated accident. Keywords: scenarios; teaching; active learning; first aid
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Lapshyna, Iryna, Lyudmila Lyubchak, Nataliia Franchuk, Alla Vasylyuk, and Nadiia Komarivska. "DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 395–405. http://dx.doi.org/10.17770/sie2021vol1.6298.
Повний текст джерелаАнотація:
The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion.
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Korostelyova, Svetlana G. "Discussion as an active method of teaching during a future teacher’s professional training." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 118–22. http://dx.doi.org/10.34216/2073-1426-2019-25-2-118-122.
Повний текст джерелаАнотація:
The article deals with the methodology of discussion teaching which allows forming and developing the main discussion skills and discussion abilities. The proposed approach to the organisation of the process of discussion teaching is designed using the development of connections between the substance of the thinking activity during the discussion of problematic situations and the speech means of its expression. The characteristics, included in the concept of "discussion", are given; its nature and principles are revealed. The classification of discussion skills and abilities, designed using speech and thinking acts with various thinking forms and techniques, is provided. The main focus is on the system of discussion teaching which includes a number of interconnected stages; the description of the methodology of the work on each stage is given. The ways of the construction and the technology of completing a number of exercises for the discussion skill formation and the discussion ability development are shown. The organisation and the management of the process of discussion teaching are considered.
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Mehdıyeva, Zeynab. "THE USE OF ACTIVE WORK FORMS IN THE INCULCATING THE LIFE SKILLS AMONG YOUNGER STUDENTS." Science and Education 2020, no. 4 (April 2020): 5–9. http://dx.doi.org/10.24195/2414-4665-2020-4-1.
Повний текст джерелаАнотація:
The experience of using active forms of work in inculcating life skills in students in the primary grades of secondary schools was widely analyzed in the article. The types of lessons are classified, in which the essence of the types of active lessons is clarified. It is noted that it is possible to achieve the formation of students' life skills through the use of active forms of work in the learning process organized for all types of modern lessons. For this, it is necessary to create motivation in the course of an active lesson, to use problem situations. We know that training mainly motivates thinking. Setting a task for students motivates them to think and creates conditions for the formation of their thinking. By solving the problem, children develop positive emotions and enthusiasm for learning. The use of the active work forms in the inculcation of life skills also creates the basis for enhancing students' cognitive activity. In this regard, it is also important to perform problematic tasks. Thus, creating the basis for the acquisition of new knowledge and creating conditions for active understanding of knowledge plays a key role in the implementation of problematic tasks. The article summarizes the use of interactive teaching methods, and also focuses on the main aspects of the activity process of the primary school teachers. Thus, the article reflects the use of active forms of work in the process of teaching the subject "life knowledge" in the disclosure of life skills of students.
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M. Safina, Dinara, Tatyana A. Suetina, and Kirill S. Smolyanitsky. "The Problems of Formation of Cognitive and Communicative Competences of Engineering Students." Journal of Social Sciences Research, SPI 1 (April 1, 2019): 207–13. http://dx.doi.org/10.32861/jssr.spi1.207.213.
Повний текст джерелаАнотація:
The article is devoted to the analysis of problems of engineering specialists training in Russia. The methodology for the improvement of education quality in higher educational institutions, based on the use of active forms of psychological and pedagogical support in the teaching process, is proposed. The recommendations are developed for the improvement of educational process by teaching staff. The method of psychological and pedagogical support of engineering students training is proposed. Developed methodology is intended for the formation and improvement of psychological support of educational process. Its application contributes to simultaneous formation of cognitive and communicative competences of engineering specialists. An individual approach, with the use of proposed methodology, helps to identify the students’ potential, to control the psychological state and to correct it in a timely manner. For the effective application of the proposed methodology, it is necessary to increase the professional level of teachers, in terms of psychological preparation, and also to involve professional psychologists in the work. The qualitative level of training of modern engineers can be enhanced through the active use in teaching the individual forms of education, taking into account the psychological characteristics of the student’s personality.
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M. Safina, Dinara, Tatyana A. Suetina, and Kirill S. Smolyanitsky. "The Problems of Formation of Cognitive and Communicative Competences of Engineering Students." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 1075–81. http://dx.doi.org/10.32861/jssr.spi5.1075.1081.
Повний текст джерелаАнотація:
The article is devoted to the analysis of problems of engineering specialists training in Russia. The methodology for the improvement of education quality in higher educational institutions, based on the use of active forms of psychological and pedagogical support in the teaching process, is proposed. The recommendations are developed for the improvement of educational process by teaching staff. The method of psychological and pedagogical support of engineering students training is proposed. Developed methodology is intended for the formation and improvement of psychological support of educational process. Its application contributes to simultaneous formation of cognitive and communicative competences of engineering specialists. An individual approach, with the use of proposed methodology, helps to identify the students’ potential, to control the psychological state and to correct it in a timely manner. For the effective application of the proposed methodology, it is necessary to increase the professional level of teachers, in terms of psychological preparation, and also to involve professional psychologists in the work. The qualitative level of training of modern engineers can be enhanced through the active use in teaching the individual forms of education, taking into account the psychological characteristics of the student’s personality.
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Ivanov, Roman. "Group Methods for the Prevention of Suicidal Behavior Among Employees of the Ministry of Internal Affairs of Russia." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (December 9, 2020): 87–94. http://dx.doi.org/10.12737/2587-912x-2020-87-94.
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The article discusses the features of suicidal behavior and substantiates the relevance of group forms of prevention of such destructions. A separate part of the work is devoted to factors and indicators of suicidal behavior, which should pay attention to the heads of divisions of the internal Affairs bodies of the Russian Federation when conducting preventive measures to identify and prevent suicidal behavior among personnel. Big and main part of the work devoted to group forms of prevention of suicidal behavior among cadets of the Moscow regional branch Moscow University of the MIA of Russia named after V.Ya. Kikot. The novelty of this work is the use of socio-psychological training classes for the prevention of suicidal behavior of students. Such classes in the article are divided into several areas: 1) Training and game forms aimed at active physical interaction of participants in order to maximize the inclusion of a person in the group. 2) Game problem situations in order to solve and get out of them with the help of logical thinking of each individual. 3) Exercises for the development of human energy potential. These exercises are associated with addressing the unused physical and energy capabilities of a person. This can include perception training practices, active and passive meditative training, which participants should eventually use in their private life practice as often as possible. Such group classes can be used not only in educational organizations of the Ministry of internal Affairs of Russia, but also used in similar formats in other structures of internal Affairs bodies of the Russian Federation.
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Musienko, S. O. "Application of Interactive Training in Studying Economic Disciplines." Higher Education in Russia 27, no. 8-9 (October 3, 2018): 73–79. http://dx.doi.org/10.31992/0869-3617-2018-27-8-9-73-79.
Повний текст джерелаАнотація:
The need for applying interactive teaching methods is dictated by the current legislation of the Russian Federation. It is widely known in the academic world that active and interactive teaching methods are more effective. They increase students’ motivation to study, as well as the learning efficiency and quality. The article describes the characteristics of interactive learning, as well as the possibility of its application to the study of economic disciplines. The emphasis is placed on the methodology for implementing interactive forms of learning relating to theoretical questions, which, unlike the consideration of practical aspects, remains insufficiently covered. An example of conducting classes in an interactive form is presented. The presented form of interactive training allows studying of the majority of economic phenomena, concepts, categories.
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Osadcha, Kateryna. "Forms and methods of professional training future teachers for tutoring in terms of education's individualization." Professional Education: Methodology, Theory and Technologies, no. 12 (November 24, 2020): 145–62. http://dx.doi.org/10.31470/2415-3729-2020-12-145-162.
Повний текст джерелаАнотація:
The article presents the results of research aimed at analysis and generalization of expedient forms and methods of professional training for future teachers to tutoring. The purpose of the article is to determine the appropriate forms and methods of professional training of future teachers for tutoring.
The basis of the research appropriate forms and methods of professional training in higher education institutions were publications of domestic and foreign scientists in two areas: 1) works, which devoted to the problems of selection of appropriate forms and methods of professional training of future teachers; 2) works on the forms and methods of tutoring used in practice.
Methods of analysis, synthesis and generalization were used to establish appropriate forms and methods of professional training for future teachers to tutoring.
The results. The following forms of education are considered as: tutorial, which is used as a final lesson to deepen students' knowledge of one of the sections from the course; consultations as a discussion of important issues for personal development and education of the student; educational event that involves learning in action and involvement in initiative forms of knowledge acquisition; pedagogical practice based on the principles of consistency, interdisciplinary and integrative in organizations that practice tutoring.
The following specific methods of professional training for future teachers to tutoring are identified: a case method, which based on the discussion from practical situations of tutoring; debates in which students learn to argue their point of view and refute the opposite; a method of conversation that allows you to work with questions of tutors or questions of the tutor to the ward during tutoring; portfolio method, which is an effective tool for self-evaluation; interactive methods that promote the development of the communicative component for tutoring competence in future teachers.
Conclusions. As a result of research on the basis of studying literary sources it is established that in the course of professional preparation for future teachers to tutoring activity both traditional and specific forms of training are applied. Tutorials, consultations, and educational events are singled out in the study as specific forms of professional training of future teachers for tutoring. It is determined that the appropriate methods of professional training for future teachers to tutoring are active methods, portfolio method, conversation method, problem method, interactive methods. Among the interactive methods, special attention is paid to such as lecture with the inclusion of conversation, problem lecture, interactive seminar, consultation, "round table", group and intergroup discussion, "brainstorming", business and educational games.
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Sribna, Yuliia, Tetiana Borysova, Ihor Savenko, Yurii Kaliazin, Valerii Tytarenko, and Nataliia Svyrydiuk. "Labor training in design and technological activities of students." International journal of health sciences 6, no. 1 (February 13, 2022): 267–76. http://dx.doi.org/10.53730/ijhs.v6n1.4015.
Повний текст джерелаАнотація:
The aim of the study is analyzing of labor training in the design and technological activities of students in the current educational environment, the pedagogical technologies that can purposefully influence the development of intellectual activity and creative potential of students must be the leading ones. One of these in the educational sphere is design and technological activity, which is one of the priorities in labor training. The relevance of the research is in the discourse of ways and forms of hypothesis is that the introduction of design and technology activities to the labor training contributes to increasing the level of students' success and develops practical skills by involving them in active creative work and socially beneficial activities.
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HUZII, N. "PROFESSIONAL TRAINING OF A CREATIVE MANAGER OF THE ECONOMIC BRANCH." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 57–60. http://dx.doi.org/10.33989/2075-146x.2020.26.227478.
Повний текст джерелаАнотація:
The purpose of the article is to analyze the important tasks of training the future manager of the economic sector, taking into account the creative nature of his professional activity.
According to the author, the creative potential of the future manager should also be considered as one of the drivers of self-development, a factor of self-motivation. The active manifestation of a young person's creative inclinations indicates that he is psychologically attuned to change, the source of which is himself, and the object - both the external and internal world. Creative ideas can positively affect the development of the enterprise, first of all, when the manager acts in close cooperation with other managers, does not distinguish himself as an unusual, gifted person, is able not only to admire attractive prospects, but to defend them throughout their implementation, able to reformat it at any stage if the need for such steps has become apparent.The active manifestation of a young person's creative inclinations indicates that he is psychologically attuned to change, the source of which is himself, and the object - both the external and internal world.The article substantiates the need to emphasize in the system of training the manager of the economic sector the creative nature of his professional activity. Peculiarities of formation of creative personality are considered and its important characteristics in the context of professional tasks of the manager-economist are specified. The expediency of using various forms of educational modeling, quasi-professional activity with different degrees of abstraction, which will expand students' understanding of the essence of the chosen profession, increase the field of choice of personality-attractive forms of educational material and didactic interaction.
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Sizova, Irina A. "Museum as an Active Participant in Continuing Education." Vestnik Tomskogo gosudarstvennogo universiteta, no. 464 (2021): 225–31. http://dx.doi.org/10.17223/15617793/464/25.
Повний текст джерелаАнотація:
The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.
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Останина, Елена Анатольевна, and Елена Владиславовна Поколодина. "CURRENT FEATURES OF TRAINING IT SPECIALISTS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 3(52) (October 9, 2020): 187–99. http://dx.doi.org/10.26456/vtpsyped/2020.3.187.
Повний текст джерелаАнотація:
Рассмотрен процесс подготовки специалистов ИТ-сферы, который в настоящее время больших вызовов мирового масштаба актуален и имеет большое значение для современного общества. К выявленным проблемам относятся «возрастное старение» профессорско-преподавательского состава и существенные различия в техническом, программном обеспечении обучающихся и преподавателей при реализации дистанционного формата обучения. К достоинствам нынешнего формата подготовки относится формирование дополнительных компетенций в сфере информационных технологий, доступ и активное использование мирового образовательного контента, онлайн-курсов ведущих российских вузов, размещенных на онлайн-площадках в сети интернет. К особенностям следует отнести возрастание значимости школьного этапа подготовки по информационному направлению, активное использование интерактивных форм обучения при реализации практических занятий, в частности, при подготовке будущих специалистов в области разработки и тестирования программного обеспечения. The process of training specialists in the it sphere is currently relevant to major global challenges and is of great importance for modern society. The identified problems include «age-related aging» of the teaching staff and significant differences in the technical and software support of students and teachers in the implementation of the distance learning format. The advantages of the current training format include the formation of additional competencies in the field of information technology, access and active use of world educational content, online courses of leading Russian universities, posted on online platforms on the Internet. The special features include the increasing importance of the school stage of training in the information direction, the active use of interactive forms of learning in the implementation of practical classes, in particular, in the preparation of future specialists in the field of software development and testing.
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ZHAMARDIY, V. "FEATURES OF SOCIO-PSYCHOLOGICAL ADAPTATION OF FIRST YEAR STUDENTS FOR EDUCATIONAL TRAINING WITH USAGE OF FITNESS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 75–79. http://dx.doi.org/10.33989/2075-146x.2018.21.206052.
Повний текст джерелаАнотація:
The article deals with the problem of socio-psychological adaptation of freshmen students to training activities using fitness equipment. It was clarified that the concept of social and psychological adaptation can be considered as a process of adaptation of freshmen students to the new conditions of teaching and training activities in the institution of higher pedagogical education, entering the cultural and educational environment, mastering its norms, developing a model of behavior and training activities. It is determined that socio-psychological adaptation of first-year students at the initial stages of educational activity caused by a number of regular features and is characterized by a large volume of material, high level of self-dependence and responsibility. The greatest difficulties are in changing the social position of first-year students during the transition from the school community, methods and means of training activities, relationships and stereotypes of their behavior. It is proved that one of the most effective organizational mechanisms for ensuring successful adaptation of students for training activities using fitness means is social and psychological adaptation, which unites the physical education teachers’ efforts. The main forms of training activities should be trainings, round tables, attracting students to active training and competitive activities while studying at a higher educational institution.
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Vasiukovych, Oksana. "INNOVATIVE LEARNING TECHNOLOGIES FOR PROFESSIONALLY-ORIENTED ENGLISH LANGUAGE TEACHING IN THE HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS OF EUROPE." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 52–55. http://dx.doi.org/10.36550/2415-7988-2020-1-191-52-55.
Повний текст джерелаАнотація:
The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.
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Shtelmakh, H. B. "DIFFERENTIATED EDUCATION IN SCHOOL OF PEDAGOGICAL PROFESSIONALISM AS ONE OF WAYS OF PREPARING BEGINNING TEACHERS PEDAGOGICAL PROCESS MANAGEMENT." Educational Dimension 5 (June 26, 2003): 39–45. http://dx.doi.org/10.31812/educdim.5134.
Повний текст джерелаАнотація:
For the formation of the artistic personality of the teacher there must be clone a systematical work on the perfection of his personal professional significant features. This problem can be sold by means of the organization of the teaching activity of the teachers — beginners at school of the pedagogical professionalism during the involvement into the active pedagogical activity, into the different kids of different training. The active forms and methods of teaching have great possibilities in the process of solving this problem.
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Олександр Верітов. "FORMS AND METHODS OF ORGANIZATION OF STUDENT EDUCATION IN THE PROCESS OF FORMING ENTREPRENEURIAL CULTURE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 6–16. http://dx.doi.org/10.31499/2307-4906.4.2020.224068.
Повний текст джерелаАнотація:
It has been proved that the use of certain forms and methods of organization in training of future bachelors in physical culture and sports will contribute to the formation of entrepreneurial culture of students. The following organizational forms of training have been distinguished: training sessions, individual tasks, independent work, practical training and testing. It has been determined that the formation of entrepreneurial culture may be a subject of individual classes that require providing conditions to realize creative opportunities for students, who showed an aptitude for research and creative work. In compliance with the principles of freedom and variability, a key tool to assimilate educational material by students is considered to be independent work.A set of teaching methods proved to be the most effective and appropriate for the goal of the study, they are: methods of classroom work and practical training information (Information lecture, Lecture-presentation, Lecture-press conference), interactive learning (Round-table talks, Brainstorming, Working in small groups, Heuristictalks, Presentation and protection of the results of independent work), quasi-professional methods (Case method, Business games, Performing professional roles and functions in the workplace, SWOT-analysis), methods of consolidation of knowledge (Completion of educational tasks with regulated result), creative methods (Project method, Problem-solving training, Fantasizing method, Algorithmic analysis, Focal method objects, Creating an image of an ideal object), methods of ongoing monitoring and control (Oral face-to-face interview, Oral individual interview according to the plan, Testing knowledge on a specific topic, open answer questions) and distance learning methods are teaching methods for groups without feedback, methods of individual learning with feedback and methods that involve active interaction between all participants of the educational process. The concept map of the subject area “Forms and methods formation of entrepreneurial culture” can be used to simplify the process of developing training syllabus programs of certain disciplines. In particular, it will allow constructing the educational process in a more advanced technological way by comparing forms and teaching methods.
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Cherednik, Anna. "Pedagogical conditions of preparation of future rehabilitation specialists to work in conditions of inclusive students 'training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 255–61. http://dx.doi.org/10.33310/2518-7813-2019-66-3-255-261.
Повний текст джерелаАнотація:
The article substantiates pedagogical conditions of preparation of future rehabilitation teachers to work in the conditions of inclusive teaching of students. It is revealed that the realization of the first condition (formation of students of stable positive motivational orientation to inclusive learning through the use of interactive forms and active teaching methods) was ensured through the use of interactive forms (psychological-pedagogical practicum, lectures-discussions) , panel talk (panel debate), panel discussion, closed discussion in microgroups, small group work, psycho-gymnastics), active teaching methods (question-answer here, the “half-voice discussion” method, the clinic method, heuristic questions, the reproduction of the professional situation, business games, game therapy, relaxation exercises, selection and creation of individual portfolio, scenario method, brainstorming, gateway method a holistic view of students' level of motivation was used by the “Map of Social Motives Development”. socio-pedagogical work with children with special educational needs) provided for updating the content of disciplines ("Fundamentals of inclusive education" "Correctional psychopedagogy", "General pedagogy", "Psychological and pedagogical bases of correctional and educational work); use of organizational forms (seminar, discussions, debates, abstracts, research, pedagogical practice, out-of-class activities), methods (roleplaying games, analysis of pedagogical situations, performance of creative tasks, complex of psychological and pedagogical exercises, planning of rehabilitation) . It is proved that the realization of the third pedagogical condition (realization of quasi-professional activity aimed at mastering the ways and experience of performing specific professional actions during inclusive student learning) was carried out with the use of technologies: game technologies, technologies of correction and rehabilitation work, technology of formation of technology.
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Zarichna, Olena V. "NEW FORMS OF CROSS-BORDER COOPERATION." Management 28, no. 2 (March 29, 2019): 99–107. http://dx.doi.org/10.30857/2415-3206.2018.2.8.
Повний текст джерелаАнотація:
Introduction. Active engagement of Ukraine and its regions in the system of international cooperation in the context of the development of world integration processes is possible due to the use of cross-border cooperation tools. in the form of jointly developed programs of trade and economic, scientific-technical, environmental-ecological, cultural, historical-religious cooperation.The hypothesis of scientific research. Using cross-border cooperation will solve the problems of accelerating the socio-economic development of transboundary regions, improve the personnel infrastructure training of regions and the country as a whole in order to deepen cooperation with the EU, to solve urgent issues with the neighbors of the post-Soviet space; accelerate European integration processes.The purpose of the article is to develop theoretical propositions to substantiate the effective algorithm of cross-border cooperation development on the basis of synergistic combination of integration processes and innovations in all types of cooperation.Methods of research: an interdisciplinary approach – for combining a set of general scientific and special research methods; systemic and structural-functional analysis – to determine the system of international cross-border links; institutional approach – to determine the impact on cross-border cooperation created by political institutions; situational approach – for correlating the development of cross-border cooperation with a specific socio-economic situation; a comparative analysis – for comparing processes of cross-border cooperation in different countries of Europe and post-Soviet space.Results: the experience of the international community in implementing the system of cross-border cooperation is analyzed; the legal-legal and methodological principles of cross-border cooperation as a direction of European integration processes in Ukraine are researched; The mechanisms of development of foreign economic relations in the border regions of Ukraine in the conditions of realization of its European integration aspirations are revealed.Conclusions: development of theoretical positions on the substantiation of the active development of the regions as one of the elements of the pan-European system of priorities, which corresponds to the principled integration of states through the integration of regions, which represent joint actions aimed at establishing and deepening economic, social, environmental, scientific, technical, cultural and other relations between territorial communities, various institutions of transboundary regions with the relevant authorities of other states within the competence defined s national legislation.
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Chubova, Elena, and Svetlana Bylkova. "Social and psychological training as the communicative competence development tool for future agribusiness specialists." E3S Web of Conferences 175 (2020): 15019. http://dx.doi.org/10.1051/e3sconf/202017515019.
Повний текст джерелаАнотація:
The paper concentrates on studying the structure of the overall development of socio-psychological training which introduces new forms of dialogue and communication in society and all its spheres including education. It is shown that the socio-psychological training can be used as one of the active methods of developing communication skills in a student group. To detail the program objectives, the authors focus on the development of personality through optimizing forms of interpersonal communication. Furthermore, the authors have identified and justified the necessity of applying techniques aimed at the personality as a whole or its individual components to change them according to the training objectives. Emphasis is put on one of the key issues of organizing and conducting the training, namely the question of how to estimate its efficiency. The characteristic features of feedback, which is carried out in the form of conscious control of the communicative interaction of partners and tracking changes in their own behavior, are specified and described. Based on the study, the authors propose to strengthen practical results of the socio-psychological training through including a feedback questionnaire as an assessment tool for the resultsachieved.
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Onishchuk, Larysa, and Oleksandr Permyakov. "Dependence of Student Health on Forms of Leisure." Bulletin of Luhansk Taras Shevchenko National University 2, no. 2 (340) (2021): 146–56. http://dx.doi.org/10.12958/2227-2844-2021-2(340)-2-146-156.
Повний текст джерелаАнотація:
The article reveals the theoretical foundations of the organization of leisure for student youth; the forms and styles of carrying out of permitting activity are characterized; the negative impact of motor activity deficit on students' health is considered; the concept of students' leisure is given; its characteristic features are highlighted; the shortcomings of the organization of physical education classes in higher education institutions (HEIs) are analyzed; the main classes of student youth during leisure are shown; to maintain and promote health, the need to include various forms of physical activity in the daily routine is indicated. Based on the analysis of the scientific literature, the concept of «youth leisure» is interpreted as part of free time, which contrasts with professional activities, meets the psychophysical characteristics of young people and aims to meet the cultural needs and interests of a healthy person. In connection with the transformation of the information environment, the emergence of the Internet, changes in the leisure needs of young people, etc., there are some clear trends in the organization and conduct of student youth leisure: a gradual departure from traditional forms of conduct; domestication of leisure; prevalence of entertaining and passive orientation of activity over developing and active; fascination with innovative active sports games, video games. To maintain and strengthen the health of students in the day it is necessary to include various forms of physical activity: morning hygienic gymnastics, sports and recreation activities, outdoor activities, breathing exercises, exercises to develop leg muscles, torso, arms (various jumps), walking, flexion and extension of the arms in a supine position, dance exercises, other exercises to taste). Mandatory use of natural (sun, air, water) and hygienic (hygiene training, recreation, personal hygiene) factors. No less important are proper and rational nutrition, sleep, regular change of mental and physical activity.
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Salamakha, O. "Ways to involve passive students in active physical education." (Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(130) (February 22, 2021): 104–8. http://dx.doi.org/10.31392/npu-nc.series15.2021.2(130).24.
Повний текст джерелаАнотація:
Learning passive person’s relation to physical culture shows that the dominative factor at person’s motivative sphere is the desire of omitting learning and training process; it is explained with ther help of various reasons conditioned as a rule imperfection of person’s social and psychological relations as well as unknowledge of the more important role of moving activities for a health.
An absence at students of a readiness to moving activities is shown at various forms: motivative refuse from doing tasks because of a pain, fatigue; partititional doing moving activities; an absence of important interests and desires at collective actions (games); domination of individual motives of a behaviour. To overcome these negative nuances a teacher has to know reasons of their appearance.
When learning reasons of appearance of passive relation to moving activities there are such three groups of students: those who has theoretical positive relation to physical exercises; those who is indifferent to moving activities; those who has negative relation to learning and training process and collective actions.
A lot of teachers underline special role of relation of human itself to various kinds of activities. Activities itselves does not promote developing moving activities and not already provide overcoming negative relations to physical exercises. It is possible if all educational work at higher educational establishment and requirements of teacher are directed to positive relation to each person’s action.
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Boiko, E. A. "MODEL OF FUTURE ENGINEERS’ READINESS FOR INNOVATIVE ECONOMIC AND MANAGEMENT ACTIVITIES." Review of Omsk State Pedagogical University. Humanitarian research, no. 33 (2021): 104–9. http://dx.doi.org/10.36809/2309-9380-2021-33-104-109.
Повний текст джерелаАнотація:
The article substantiates the need to develop a structural and functional model for the formation of readiness for innovative economic and management activities among future engineers. The structure of the model is presented as the interaction of normative, conceptual-targeted, meaningful, technological and evaluation-efficient blocks. Functionally, the model is aimed at creating an innovative economic and management component of the training of engineering personnel, which is provided using a wide range of active and interactive forms, methods and means of training, including means of information and computer technologies.
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Greitzer, Frank L. "A Cognitive Approach to Student-Centered E-Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2064–68. http://dx.doi.org/10.1177/154193120204602515.
Повний текст джерелаАнотація:
Like traditional classroom instruction, distance/electronic learning (e-Learning) derives from largely behaviorist computer-based instruction paradigms that tend to reflect passive training philosophies. Over the past thirty years, more flexible, student-centered classroom teaching methods have been advocated based on the concepts of “discovery” learning and “active” learning; student-centered approaches are likewise encouraged in the development of e-Learning applications. Nevertheless, many e-Learning applications that employ state-of-the art multimedia technology in which students interact with simulations, animations, video, and sounds still fail to meet their expected training potential. Implementation of multimedia-based training features may give the impression of engaging the student in more active forms of learning, but sophisticated use of multimedia features does not necessarily produce the desired effect. This paper briefly reviews some general guidelines for applying cognitive science principles to development of student-centered e-Learning applications and describes a cognitive approach to e-Learning development that is being undertaken for the US Army.
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Shekhovtsova, D. N. "Imitation modeling as a factor of increasing competitiveness of students of secondary vocational education." Transport Technician: Education and Practice 1, no. 4 (November 24, 2020): 288–93. http://dx.doi.org/10.46684/2687-1033.2020.4.288-293.
Повний текст джерелаАнотація:
The training of highly qualified specialists for the railway industry is impossible without the application of a new strategy for the development of the educational process. It should include new forms and methods based on the advanced achievements of science and technology. Comprehensive work on introducing modern interactive simulators into the educational process becomes necessary and appropriate. They imitate the operation of real mechanisms, systems and equipment. Of particular relevance is the simulation of production processes. This is one of the effective methods that helps to acquire scientific knowledge, help to work out and simulate a training or production situation. As an example, we consider a model for the organization of the educational process for college students, based on the basis of system-activity and competency-based approaches. These approaches are aimed at the active use of imitation modeling in the educational process. Experience shows that such educational activities contribute to the better assimilation of academic knowledge through their systematization, algorithmization and elaboration at different levels, taking into account intersubject communications. Such work complements knowledge with good skills. It makes them more durable due to active practical training and immersion in the subject. Such work brings students closer to real working conditions, and therefore forms students’ qualities and competencies inherent in a competitive specialist in the railway industry.
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Christou, C. G., and H. H. Bülthoff. "Scene Recognition after Active and Passive Learning." Perception 26, no. 1_suppl (August 1997): 109. http://dx.doi.org/10.1068/v970374.
Повний текст джерелаАнотація:
Most research on visual recognition has been carried out on isolated objects with the main finding being that for certain classes of objects recognition strongly depends on the views learned during training. Recognition of scenes, ie structured environments, is rarely studied, possibly because of the difficulty involved in isolation and control of pertinent cues. We can overcome such problems by using computer graphics to model structured environments where training or learning is facilitated by active explorations with the use of VR technology. We are trying to determine whether there exists the same degree of view-dependence in scenes as has been found for objects. We do this by using a single, sparsely decorated, yet structured room with which subjects familiarise themselves. This learning process can take two forms: either active or passive. In the active case, subjects can manoeuvre in a restricted set of directions in order to find ‘hidden’ coded targets. In the passive case, fifty 2-D views of the room are presented to them in random sequence with some views containing embedded targets which they have to acknowledge. Correct responses and response latencies of eighteen subjects in each condition were recorded in subsequent (old/new) recognition tests. Performance for recognition from familiar directions was similar after active and passive learning (eg approx. 80% hits). However, we found that active learning facilitates recognition from unfamiliar directions ( d' active = 0.96; passive = 0.22). This superior performance after active learning could be due to the increased availability of 3-D information (eg from motion parallax during movement). We are therefore testing this using binocular disparity as a depth cue during passive learning.
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Gorbunova, Mariia S. "Features of pedagogical college students’ training in using innovative technologies." Psychological-Pedagogical Journal GAUDEAMUS, no. 48 (2021): 85–89. http://dx.doi.org/10.20310/1810-231x-2021-20-2(48)-85-89.
Повний текст джерелаАнотація:
The forms and methods of pedagogical college students’ training for innovative activities implementation at school are considered. We analyze the values of innovative activity that are necessary for the professional activity of a future teacher. It is proved that the following innovative learning technologies are the most effective for teaching students: contextual; problem-based; modular learning; technology of full assimilation of knowledge. The specifics of the use of innovative technologies in the educational environment of the college is the presence of a tendency to rebuild, update to the required standards; a new vision of traditional material and modern ways of teaching it to students; the use of active methods for the formation of universal and professional competencies; the modernity of information and communication technologies involved in the educational process. The forms and methods of teaching that contribute to the formation of students initiative, the ability to set and deal with the challenges for solving emerging problems in professional activity, the ability to quickly respond to changes, show flexible skills, be able to work in a team: fishbone, solving practical problems, didactic games, creating interactive presentations, cinquain and essay contests, express research, developing and conducting lesson fragments, searching for original and non-standard methods and techniques for organizing classes, etc.