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ПЕДАГОГІЧНА ВЗАЄМОДІЯ: ВИМОГИ В КОНТЕКСТІ ОСОБИСТІСНО ОРІЄНТОВАНОЇ ОСВІТНЬОЇ ПАРАДИГМИ

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Грудинін Б.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 5(39)

245-255

EN

In the article it is shown that the pedagogical interaction between the teacher and the student belongs to current issues of the pedagogical science, which owns a number of ideas of cooperation, active, friendly, and therefore productive actions in the system «teacher – student». The essence of the concept of «educational interaction» as a system of mutual influence of the entities included into the common activities based on the professional education is revealed. It is shown that to the general psychological mechanisms of the educational interaction belong the following: a) teacher’s and students’ understanding the subject- and subject-object relations and b) teacher’s and students’ reconciling their own actions with the actions of each other. According to the personal characteristic interaction serves as a basis for uniting certain separate subjects into the collective subject of activity; and according to activity characteristic it serves as «actions exchange» using the subject-object-subject scheme. The interaction of the educational process subjects is understood as a multidimensional phenomenon, namely, as social, psychological and pedagogical, aimed at achieving the positive educational changes. The attention is drawn to the fact that the effectiveness of the teaching interaction will depend on the following conditions: 1) the perception of the individual as a personality with his own needs and interests; 2) identifying the interests of the partner, empathy to his success or failure; 3) recognizing the partner’s right to disagreement, to having his own mind, the right of behavior choice and the responsibility for his choice. The conclusion is made: 1) pedagogical interaction should manifest itself only in the form of cooperation after reaching by both parties mutual agreement and solidarity in the sense of joint activities and goals and ways of achieving them; 2) the essence of the pedagogical interaction is a direct or indirect influence of the subjects of this process on each other, generating their mutual connection; 3) the most important characteristic of personal interaction on teacher’s side is his ability to influence each other and produce real transformation in the cognitive, emotional and volitional and personal spheres.

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Педагогическое взаимодействие: условия эффективности

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Нижнева Н. Н. , Нижнева-Ксенофонтова Н. Л. , Ксенофонтов В. А.

Linguodidactica

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2017

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tom 21

PL

Analizowana jest integralność procesu pedagogicznego, współdziałania pedagogicznego i jego typy. W artykule rozpatrywane są: komunikacja pedagogiczna, jej funkcja i etapy; inicjatywa wykładowcy w procesie komunikacji pedagogicznej, jej funkcje i etapy; inicjatywa pedagoga w procesie kierowania komunikacją pedagogiczną i czynniki, które ją gwarantują; aksjologiczna podstawa kształcenia i jej humanistyczny charakter.

EN

Integrity of pedagogical process, pedagogical interaction and its types within the framework of holistic pedagogical process are analyzed. Pedagogical communication, its functions and stages; the teacher’s initiative in the process of management of pedagogical communication and factors that provide it; axiological basis of education, its humanistic character are described.

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ТЕОРЕТИЧНІ АСПЕКТИ ВЗАЄМОДІЇ ШКОЛИ І СІМ’Ї У ВИХОВАННІ ШКОЛЯРІВ

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Колишкіна А.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 3(47)

283-291

EN

This article summarizes the various attempts of the scientists to determine the feature interaction as a social mechanism. The analysis of the nature and structure of the concept of «interaction» during which it is important to turn to the consideration of the categories «educational cooperation» and «synergy» is given. It is shown that the interaction is an independent category of pedagogy which is different from «joint activity» and the problem of interaction between educational institutions is more multifaceted than the educational aspect of union forces in joint activity. School and family should work so that the children always felt unity as different and sometimes conflicting demands of adults, leading to uncertainty about the child. The concept of the unity of education, psychological and pedagogical aspects is analyzed. Psychological clarifications provide real opportunities and a full understanding of all teachers’ educational objectives. The teaching aspect aims to create educational situation in school and in the family that puts students to the need to behave according to the rules of conduct. Undoubtedly, the educational objectives should not contradict each other. The basis of interaction between school and family on the principle of «impact on the family because of the child» is presented. The centre of attention is teaching a child who thus becomes a kind of tutor own parents, though not always aware of it. The child is a link between school and family, a consolidating centre, the main figure of collective pedagogical work, which is built around a holistic educational process. The grounded structural components in the system of interaction between school and family, the functions specified interaction of school and family formation about environmentally sound behaviour of primary school pupils (diagnostic, prognostic, values, and organizational management, reflexive) and the definition of key concepts problems are characterized. The scientists and practicing teachers for the most part unanimous that the interaction of school and family is an important process that has a sufficient opportunity to provide a family psychological and educational assistance to the education of children, primarily due to increased pedagogical culture of the parents.

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ІНТЕРАКТИВНЕ НАВЧАННЯ МАТЕМАТИКИ: КЛЮЧОВІ ПОНЯТТЯ

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Федосєєв С.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 5(39)

382-391

EN

This paper analyzes the interpretation of the concept «interactive teaching and learning». The definition of «senior pupils interactive teaching and learning of mathematics» is clarified. The author divides it into such key points as: it is such teaching and learning provided with the interaction between senior pupils and their own experiences in teaching-learning activities and between other pupils’ experiences (experience is realized, accumulated, systematized). Moreover, it comprises such teaching and learning grounded on the organization of a joint learning process, characterized by a realization of the natural senior pupils’ needs to dialogue, polylogue (communicative and interactive nature of learning) with artificially constructed system, the structure and content accompanied with the main studying purpose of Mathematics in upper school. The author describes interactive pedagogical interaction and learning environment in the structure of Mathematics. The paper views the learning environment in the study of Mathematics, as a specially created system, accompanied with the achievement of the main Mathematics teaching and learning goals. There is the emergence and development of the processes of informational-educational interaction between the pupils, the teacher and the means of new information technologies, formation of pupils’ cognitive activity in order to fulfill the components of the environment with the content of teaching in Mathematics. The description of the components of the learning environment (school material resources, training and methodological support; model of the educational process, the system interrelationships) is given and a qualitative description of these elements is suggested. The author conducts a systematic and functional analysis of the learning environment structure in the studying process of mathematics by senior pupils. This paper outlines the characteristics of interactive teaching and learning: the relationship between life experiences and pupils’ studying activities based on interaction with a resource of expertise and experience of others. The author offers a model of experience resource intensification through reflection activities, appeal to the dialogue and critical thinking. The author views this critical review by the characteristics of thinking, which is carried out by means of interactive learning means.

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The teacher’s personality as a tool of influence in pedagogical interaction in the process of foreign language communication of students

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Grytsyk N. , Shvets N. , Golikova O.

Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach

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2021

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tom nr 13

117--126

EN

The leading role of the culturological paradigm in the formation of a graduate of a higher education institution who speaks a sufficient foreign language is determined. The article critically analyzes the strategies of the teacher’s personality as a tool of influence in pedagogical interaction in the process of foreign language communication of students. The analysis of the teacher ‘s personality as the most important factor necessary for effective study of a foreign language is performed and the motivation of students as a pedagogical condition in the process of teaching foreign language communication of students is singled out. Effective methods of work in the process of preparing students are described. In order to study this issue on the teacher’s personality as a tool of influence in pedagogical interaction in the process of foreign language communication of students conducted a quantitative study in the form of questionnaires among PhD students 1-4 years of study of the Faculty of Humanities and Education (National University of Life and Environmental Sciences of Ukraine, Kyiv). The methodical recommendations of modern scientists in Ukraine and teachers from Cambridge Assessment English concerning motivation of training as an important factor in preparation of junior bachelors in institutions of professional higher education of specialty 013 “Primary education” with additional qualification “Primary school teacher, foreign language teacher in primary schools” are taken into account. » and bachelors of specialty 014” Secondary education “(English / German / French / Russian language and literature) and in the education of schoolchildren in general secondary education in the new Ukrainian school.

PL

Zdefiniowana jest wiodąca rola paradygmatu kulturologicznego w kształtowaniu się absolwenta uczelni, posługującego się językiem obcym w stopniu wystarczającym. Artykuł krytycznie analizuje strategie osobowości nauczyciela, jako narzędzia oddziaływania pedagogicznego w procesie obcojęzycznej komunikacji studentów. Dokonuje się analizy osobowości nauczyciela, jako najważniejszego czynnika niezbędnego do efektywnej nauki języka obcego oraz wyodrębnia motywację studentów, jako warunku pedagogicznego w procesie nauczania komunikacji w języku obcym. Opisano efektywne metody pracy w procesie przygotowania studentów. W celu zbadania zagadnienia nad osobowością nauczyciela, jako narzędzia oddziaływania w pedagogicznym procesie porozumiewania się w języku obcym, wśród studentów przeprowadzono badanie ilościowe w formie ankiet dla doktorantów 1-4 lat studiów, Wydziału Humanistyczno-Pedagogicznego (Narodowy Uniwersytet Przyrodniczy i Nauk o Środowisku Ukrainy, m.Kyjew). Uwzględniono zalecenia metodyczne współczesnych naukowców na Ukrainie i nauczycieli z Cambridge Assessment, dotyczące motywacji do szkolenia, jako ważnego czynnika w przygotowaniu młodszych licencjatów w uczelniach zawodowych o specjalności 013 „Edukacja podstawowa”, z dodatkową kwalifikacją „Szkoła podstawowa, nauczyciel języka obcego w klasach podstawowych» i licencjat specjalności 014” Szkolnictwo średnie „(angielski / niemiecki / francuski / rosyjski język i literatura ) oraz w edukacji uczniów w liceum ogólnokształcącym, w nowej ukraińskiej szkole.