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2 Педагогічні науки: теорія, історія, інноваційні технології

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ГОТОВНІСТЬ СТУДЕНТІВ ДО САМОСТІЙНОЇ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ

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Васько О. , Кругова А.

Педагогічні науки: теорія, історія, інноваційні технології

2016

nr 4(58)

207-213

The input of the European credit-transfer system in higher educational establishments changes whole education process, methods and forms of cooperation of students and teachers. A gradual transition originates from an information transfer to guidance by educational-cognitive activity of students and forming in them skills of independent work. The article is directed at the research of readiness of the students of specialty “Primary education” to the realization of independent educational-cognitive activity as one of the methods of studies and self-education in the methodological mathematical training. For realization of the set aim the theoretical (analysis, synthesis, comparison, generalization, systematization of theoretical and experience data) and empiric (supervision, conversations, questionnaires, independent work) methods of research were used. With the purpose of the research of the ability to carry out independent educational-cognitive activity, the students of specialty “Primary education” were offered an independent work. The selection of tasks was carried out in accordance with the levels of independent productive activity (copying actions, reproductive activity, productive activity, independent activity) set in psychological pedagogical literature. Independent work included different types of tasks: reproductive, reconstructive-variant, heuristic and creative. The results of the executed tasks of reproductive character show that in most students (about 70 %) independent productive activity is formed at initial level (levels of copying actions). The analysis of implementation of reconstructive-variant tasks specifies that most students (over 70 %) have a low level of formed skills of reproductive activity, only about 30 % students can generalize receptions and methods of educational-cognitive activity related to the recreation of information about different properties of educational object. Implementation of tasks of heuristic and creative character demonstrates that ability to carry out productive and independent activity is not formed in most students (over 70 %). Research results specify on the necessity of search of the effective methods of students’ educational-cognitive activity organization in the conditions of the credit-transfer system of teaching, as only 30 % of students are apt at productive independent educational-cognitive activity and ready to the change of forms and methods of studies.

ОПАНУВАННЯ МОЛОДШИМИ ШКОЛЯРАМИ ВМІННЯМ АНАЛІЗУ ТЕКСТУ НА УРОКАХ ЛІТЕРАТУРНОГО ЧИТАННЯ В ЕВРИСТИЧНОМУ НАВЧАННІ

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Крівшенко Л.

Педагогічні науки: теорія, історія, інноваційні технології

2015

nr 9(53)

286-296

In this article such points as how to teach junior schoolchildren to perceive and comprehend the content of the text and how to form their abilities to do the sense and structural analysis of the text are observed. The article shows the opportunities of heuristic studying as one of the leading methods in improving the junior pupils’ text analyzing skills at the reading lessons. There are some exercises which help pupils to comprehend the literary work. The article describes the methods of active heuristic studying and some creative tasks which are based on the individual cognitive activities which stimulate to do the deep and sensible analysis of the text and improve the process of studying. The content of such subject as Literary Reading has exceptionally good possibilities to form the abilities to analyze, choose the main point, sum up, state the connections, plan, express opinions which are formed in the process of structural and sensible analysis of the text. Existing methods of forming these important skills need to be improved by means of heuristic learning which provides creative self-realization of the person and his creating of the new educational products. In our research we start from the point that analysis of the text should be a general thinking aloud of a teacher and pupils that later would become the basis for development of the necessity to investigate and analyze the text, to ask and retell. The sense and structural analysis of the text is universal as it awakens reading and cognitive interests of junior pupils that is important in searching and discovering of the new knowledge. In order to provide the formation of junior pupils’ skills to analyze the text in conditions of heuristic learning, a teacher has to refuse the passive learning practice and instead of it use the methods of heuristic active learning based on the self-dependent cognitive activities, individual pupils’ experience and take into account their psycho-physiological peculiarities and asking activity. Correctly chosen creative assignments at the reading lessons improve the quality of heuristic skills, develop mental abilities that encourage junior pupils to comprehend and re-comprehend the text