Wyniki wyszukiwania - Biblioteka Nauki

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МЕТОДОЛОГІЧНІ ЗАСАДИ ПРОЕКТУВАННЯ ОСВІТНЬОГО СЕРЕДОВИЩА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

100%

Ярошинська О.

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nr 7(41)

381-390

EN

The article proves that solving the problem of designing the educational environment of professional training of the primary school teachers methodological bases combine different scientific approaches – environmental, cultural, competence, synergetic, system, axiological, personal activity, acmelogical, technological. The environmental approach is an instrument of finding new resources of professional training of the primary school teachers. The cultural approach helps to create optimal conditions for learning human and national culture, awareness and self-identity of their cultural needs, interests and abilities. The competence approach involves the formation of competences of the future teachers and the baseline in terms of determining the quality of their training in an educational environment. The synergetic approach makes it possible to investigate the nature of designing the educational environment of professional training in terms of its openness, complexity, uncertainty, dynamism and autonomy. The systemic approach helps determine the structure of the educational environment as a system, the interaction of its components, the operation of a switch and the entire system in a highly organized state. The axiological approach creates conditions to select relevant professional values projected in the educational environment in the system to ensure the quality of training of the future teachers. The personal activity approach involves the creation in the professional training of future specialists the appropriate conditions for the development of their identity as a subject of professional and educational activities. The acmeological approach determines the level of strategy of transformation the formation in an optimal educational environment that focuses the primary school teachers to the most complete fulfillment in an educational environment. The technological approach predicts setting the goal, designing tools and mechanisms of the results diagnostic, determining the effectiveness of teaching design techniques that provide a high level of professional training of the future primary school teachers. We believe that this pedagogical design based on this methodology will create an educational environment training of primary school teachers that meets all requirements, parameters and principles of the university educational environment. In highlighting the basics of this process we see prospects for further scientific studies.

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WYKORZYSTANIE PRODUKTU REGIONALNEGO BRUTTO W MIĘDZYREGIONALNEJ ANALIZIE ROZWOJU GOSPODARCZEGO (NA PRZYKŁADZIE UKRAINY)

75%

Motoryn R.

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nr 2

151-161

PL

Artykuł pokazuje możliwości wykorzystania produktu regionalnego brutto w międzyregionalnej analizie rozwoju gospodarczego (na przykładzie Ukrainy). Analiza ta została przeprowadzona przy użyciu wskaźników systemu rachunków narodowych. Natomiast analiza międzyregionalna przeprowadzona na podstawie danych z rachunków narodowych Ukrainy. Zwrócono uwagę na problem miejsca i roli regionów w gospodarce kraju, efektywności produkcji, oraz znaczenia branży w gospodarce regionu. Przeprowadzono również analizę dynamiki i struktury produktu regionalnego brutto Ukrainy.

EN

The article shows the possibilities of using the regional gross product in the interregional analysis of economic development (by the example of Ukraine). This analysis was carried out using the indices of the system of national accounts. On the other hand, interregional analysis based on the data of the national accounts of Ukraine. Attention is paid to the problem of the place and role of regions in the country's economy, the efficiency of production and the importance of the sector in the economy of the region. An analysis of the dynamics and structure of the gross regional product of Ukraine was also carried out.

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Content Peculiarities of Bachelors’ in English Language and Literature Training at Universities of Switzerland Confederation

75%

Baranovska L. , Zasluzhena A.

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nr 1

46-51

EN

The article is devoted to the content-analysis of peculiarities of Bachelors’ in the English language and literature training at Swiss universities. It has been revealed that domestic scientists have not paid special attention to this problem as the issues of future teachers’ training and future foreign languages teachers’ training in foreign universities, in particular in Germany, USA, Finland, Mexico, Great Britain, Hungary and Japan have been more studied. The study of curricula at Swiss universities under conditions of credit-modular organization of educational process, which affects the structure of the content, choice of forms and methods of teaching and assessing students' academic achievements has allowed us to conclude that the student learning is based on the multicultural, competent and communicative approaches. English language learning in the context of general linguistic picture of the world, its style and dialect importance is content particularity of this training. The communicative aspect of English study by Bachelors first appears in content acquirement of subjects “Exploring Sociolinguistics”, “Sociophonetics”. English is taught in the context of its understanding as a means of interaction under conditions of educational and cultural integration of the nations and a means of constructive polylogue in the country, that represents multicultural vector of bachelors’ training in philology. The experience of Swiss universities can be adopted by native universities to create a multicultural and communicative personality of a future philologist.

4

Świadek, protokół przesłuchania świadka oraz relacje jako źródło do badania dziejów historii najnowszej. Podobieństwa i różnice w pracy prokuratora IPN i historyka

44%

Chorązki M.

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tom 5

57-75

EN

Every questioning of a witness by a prosecutor is of a legal and formal nature. Its aim is to determine “what really happened”. A historian, if interested not only in reconstruction of the course of events, strives to get to know the world of the witness he or she is interviewing. These aims determine the methods, but do not exclude learning from each other’s experience, as well as results of investigations, inquiries and research. The same person can be the subject of interest for a narrative; a prosecutor and a historian can complement each other in their findings. This article represents a contribution to the discussion on the differences in methodology in the work of historians and prosecutors, as well as the importance of interviews with witnesses for the research on contemporary history.