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2 Педагогічні науки: теорія, історія, інноваційні технології

2 2015

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ПЕДАГОГІЧНІ УМОВИ ТВОРЧОЇ САМОРЕАЛІЗАЦІЇ СТАРШОКЛАСНИКІВ У НАВЧАЛЬНІЙ ПРОЕКТНІЙ ДІЯЛЬНОСТІ

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Левченко Л. , Іонова І.

nr 1(45)

164-172

The article describes the analysis of the concepts of «conditions» and «pedagogical conditions». The authors define the pedagogical conditions of self-actualization of the senior pupils as specially created circumstances in which take place a stimulation of creativity disclosure of the pupils in the educational project activities. The effectiveness of the pedagogical conditions such as conducting methodical work with the teachers on the issues of the organization of the educational project activities of high school students; an orientation of motivational and value sphere of high school students for developing their own potential in the educational project activities; getting by high school students knowledge and skills for the educational project activity has been theoretically proved and experimentally verified for the first time. Based on the experience of the researchers in thesphere of the educational project activityand onour own experience we can conclude that following general educational abilities and skills of senior pupils are formed in the educational project activity. They are: – search and creative skills (the ability to determine and explain causal relationships in the educational project activity; the ability to analyze various project objects; to generate the solution of the problems during the work on the project; to find several correct answers for the one project task); – communicative skills (the ability to initiate educational interaction with the adults; to affiliate to a dialogue; to exchange of scientific ideas, to discuss the results of the research project; to review foregoing of a speaker during the communicative interaction); – organizational skills (the ability to determine the objective of the project activity; to plan the sequence of the project’s tasks pursuance; to organize an interactive educational project activity); – reflective skills (the ability to evaluate their own interest in the educational project activity; to assess an own project activity plan; to assess the conformity of selected resources for the rendition of the project’s tasks; to correlate the predicted results and the product obtained).

ПЕДАГОГІЧНА ДІАГНОСТИКА ПРОФЕСІЙНО-ТВОРЧИХ УМІНЬ СТУДЕНТІВ ЯК ПОКАЗНИКА ГОТОВНОСТІ СПЕЦІАЛІСТА ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

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Левченко Л. , Кривонос О.

nr 2(46)

360-369

The article presents the results of a study of the essence of educational assessment of student’s professional and creative skills, considers the complex of diagnostic procedures for objective evaluation of professional and creative skills of students to solve the problem of non-standard professional activity in executive search and heuristic and creative levels. In a study thе pedagogical diagnostics in high school is considered us educational activities aimed at studying and recognition the status of objects and subjects of education to cooperate with them and managing the process of education and training, as a general approach to identify all the circumstances of didactic process course, a clear definition of the results of the last one. Applied in the study of pedagogical diagnostics us part of heuristic module technology and us an indicator of readiness of specialist for professional work makes it possible to make: a powerful motivation of students to their further cognitive and creative activity; comprehensive educational assessment of students for professional and creative activity; assessment of all units forming professional and creative skills of the future employee (communicative, research, operational, reflexive); taking into account the structure of the creative activity of students at different levels according to the established criteria in determining the formation of their professional and creative skills; individual and differentiated approach to students in the principles of personal study. Proposed and experimentally tested criteria of professional and creative skills correspond to the main characteristics – components of creative activity: motivational, operational, executive, communicative, diagnostic, they reflect measuring quality indicators of all components of creative activity of students – their cognitive motivation, character, and results of operating and diagnostic activities. The material formed as the analysis and synthesis of psychological and educational literature and as the results of its own author’s experimental study. The prospects for further research can be the search of more efficient criteria of pedagogical diagnostics of formation of professional and creative skills of students.