Wyniki wyszukiwania - Biblioteka Nauki

1

Types of Excersises for Developing Spelling Literacy of Students in the Ukrainian Language in Institutions of General Secondary Education of Ukraine

100%

Yavorska S.

Studia Gdańskie. Wizje i rzeczywistość

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2019

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tom XVI

23-40

EN

The article analyzes the scientific sources on the research problem, clarifies the leading trends and shortcomings in the methodology of teaching spelling. It is recognized that the education of a literate person with a high language and speech culture – a multi-level problem and not so much school but also national. The scientifically substantiated and experimentally tested method of teaching Ukrainian spelling in Ukrainian language classes is represented, exercises and tasks for them are developed, which promote the formation of spelling skills and abilities of students. Based on the analysis of scientific achievements of researchers, the author proposes her own approach to solving the problem of forming students' spelling skills. The concept of "spelling" has been clarified, the understanding of which as a result of step-by-step mental actions contributes to the development of students' logical thinking and raising the level of their spelling literacy. Exercises of different nature are presented, their implementation will provide strong knowledge, develop practical skills. The ways of formation of spelling skills are determined. On the basis of theoretical and empirical research it is proved that work on spellings creates a basis of strong and deep knowledge if it is logically constructed and conducted systematically. Based on pedago-gical observations, it was found that the teaching method, based on the close relationship of spelling analysis with the ability to perform word analysis by structure, as well as word-formation analysis, is effective. It is argued that the formation of spelling competence of students is impossible without the appropriate level of speech culture, spelling literacy, thorough knowledge of language theory. The expediency of introduction of the system of exercises and tasks developed taking into account interlevel communications and intensive spelling workshop is substantiated. Methodical advice, selected exercises, covered in the study, can be useful for teachers of philology, students-interns of philological profile in preparation for Ukrainian language classes.

2

ЦІЛІСНІСТЬ ПЕДАГОГІЧНОЇ СИСТЕМИ ПІДВИЩЕННЯ КУЛЬТУРИ МОВЛЕННЯ МАЙБУТНІХ ВИХОВАТЕЛІВ ДОШКІЛЬНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

100%

Давидченко І.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 2(56)

24-30

EN

The article examines the integrity of the pedagogical system of improving speech culture of future teachers of preschool education institutions, the place of speech culture in the education is determined and the notion of “speech culture” is revealed. Teaching the course “Culture of professional speech” in higher educational establishments is an actual problem that requires constant creative search and that remains constantly in the centre of attention. Language personality development depends on what language a teacher speaks to a child and it also depends on whether a teacher implants love for the native word. Culture of speech encompasses lifestyle, fundamental human rights, the system of human values, traditions and beliefs. Speech culture forms an intellectual, creative person, a person who can be able to analyze himself and his surroundings. In pedagogical and language education literature speech culture is considered as a system of signs and characteristics that attests communicative excellence of speech as a system of knowledge and skills that ensures appropriate and spontaneous use of language for the purpose of communication. Speech culture is the spiritual aspect of a person, it demonstrates the overall development of the individual, the degree of initiation to the spiritual wealth of the native people and the heritage of humanity. Speech culture is closely associated with the culture of thinking. If a person can think clear and logically, then his speech is clear and logical. And vice versa if a person has no thoughts, if he says something that he does not understand or does not know, then his speech is confusing, meaningless, cluttered with unnecessary words and unnecessary decorations. Literate, rich speech is not only an effective means of transmission and perception of thoughts and images. This is an expression of respect for the people with whom you communicate as well as to the people who created the language. The level of development of native speech reflects the level of spiritual development of the nation and its culture. The current programs used by pre-school teachers directed them at creation of developing living space, which will contribute to the full development of children (including their language development).

3

РОЛЬ ДОПОВІДІ У ФОРМУВАННІ РИТОРИЧНОЇ КУЛЬТУРИ ФІЛОЛОГА (З ДОСВІДУ ПРАКТИЧНОЇ РОБОТИ)

63%

Вікторія Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 2(66)

40-50

EN

The article explains that the formation basis of philologist rhetorical identity is its rhetorical culture that embraces effective thinking, speech quality, high cultural and communicative level, successful implementation of the rhetorical law in all the situations of communication. It is proved that an important role in rhetorical culture formation plays an ability to prepare reports and pronounce them on various topics. It analyzes traditional and innovative forms and work methods with students-philologists in the study of the topic “Report of the academic eloquence” in the course “Modern Rhetoric”. During the lecture “Rhetorical culture of research report” we focus philologists’ attention on the theoretical aspects of report genre, on the analysis of its preparation stages, on consideration general and distinctive features of the report as an oral genre and articles, qualification work, etc. as written scientific works, based on materials that report pronounced. We interpret the report as a genre of oral academic eloquence, which represents the study materials on a particular topic. We are working on preparation stages of the scientific report: invention, disposition, elocution, memoria (lat.), action (lat.), and relaxation. We investigate the particular rhetorical skills during the preparation and publication of the report. We provide advices on overcoming of public speaking fear and conduct master classes based on materials the author’s article. An important aspect of students’ individual work we can see processing lectures, recommended literature, preparation of reports. In the practice we provide a rhetorical analysis the reports of the famous Ukrainian linguists P. Hritsenko, A. Ponomarev, A. Moisiienko and other scientists. We compare articles and reports; find out general distinctive features of the written text and oral report. We immersed in a rhetorical analysis of the intercepted reports to express compliments and advices. The result of conducted training is self-conscious beliefs of students, that the key to the successful report is its scientific-theoretical validity, deep factual material, its vision of the problem and high rhetorical culture of the speaker (logical, psychological, verbal, non-verbal). The result of processing threads is to improve public speaking skills of students-philologists and the growth of professional skills.

4

Основні освітні траєкторії формування професійно-мовленнєвої культури майбутніх фахівців фізичного виховання

63%

Kondratska H.

Path of Science

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2017

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tom 3

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nr 9

5010-5023

UK

У статті розкрито теоретичні і методичні засади формування професійно-мовленнєвої культури вчителів як багатофункціональної, зумовленої ціннісними установками проблеми, яка визначає пріоритетні сторони професійної діяльності фахівця фізичного виховання, безперервність їх формування, а також взаємозв’язок і взаємозумовленість етапів розвитку такого процесу. Показано основні освітні траєкторії формування професійно-мовленнєвої культури майбутніх фахівців фізичного виховання. Встановлено зв’язок між траєкторіями мови, мовлення, спілкування, комунікації й показано їхній вплив на професійне становлення фахівця фізичного виховання. Визначено, що професійно-мовленнєва культура майбутніх фахівців фізичного виховання є складовою комунікативної компетентності. Доведено дієвість окреслених траєкторій у становленні професійно-мовленнєвої культури майбутніх фахівців фізичного виховання.

EN

The article exposes the theoretical and methodical principles of the formation of vocational and linguistic teacher’s culture as determined by the value institutions, multi-functional problem, which defines the priority aspects of professional activity of physical education specialists, the continuity of its formation, as well as the interconnections and interconnected stages of the development of such process. The basic educational trajectories of formation of the speech culture of future specialists of physical education are shown. The connection between trajectories of language, speech, communication and their influence on the professional formation of a specialist of physical education are established. It is determined that speech culture of future specialists of physical education is a component of communicative competence. The efficacy of the above-mentioned trajectories in the development of vocal-speech culture of future leading specialists in physical education field has been proved.

5

ПРОМОВА В СИСТЕМІ ФОРМУВАННЯ РИТОРИЧНОЇ КУЛЬТУРИ МАЙБУТНЬОГО ФІЛОЛОГА (З ДОСВІДУ ПРАКТИЧНОЇ РОБОТИ)

63%

Герман В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 1(55)

60-66

EN

In the article it appears that a basis for formation of a philologist’s rhetorical identity is his rhetorical culture, which covers effective thinking, high-grade speech, high cultural and communicative level, successful implementation of the rhetoric law in all communication situations. It is proved that an important role in formation of rhetorical culture is played by the ability to make speeches on various topics. It offers traditional and innovative forms and methods of work with students in the study of the topic “The speeches in the academic eloquence of Higher Education” in the course “Modern rhetoric of higher school”. We built a lecture and practical training around the principles of consistency, continuity, interdisciplinary communications, professional and creative approach to self-realization of the personality. In order to form the rhetorical culture of the philologist we should also apply the principles of fundamental nature, axiologisation, independence, creativity, emotionality. We form professional skills, providing students with analytical exercises (rhetorical analysis of the famous scientists’ speeches, politicians, fellow group), creative exercises (preparation of campaign and thank commendable speeches, laying quote pad to the subject) etc. We become proficient in oratorical tricks: how to prepare and pronounce the speech; how to begin and finish the speech originally; how to overcome stage fright; how to get the audience interested; how to choose the appropriate language and expressive means; which methods of the argument to choose as strong; how to make the speech emotional etc. Analyzing non-verbal culture of the speaker during the speech, we find out the role of the voice, psychological pauses, smiles and so on. Students simulate non-verbal culture of the speaker by using the materials enclosed quotations. The result of processing theme is improving public speaking skills of students-philologists, qualitative growth of professional skills in the thinking-speech activity, personal satisfaction from the practical implementation of the theoretical knowledge. We see perspective in defining the role of a scientific paper in the system of formation of rhetorical culture of a philologist.

6

FORMATION OF SPEECH CULTURE IN THE HIGHER EDUCATION INSTITUTION

63%

Marikivska G.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 7(71)

90-103

EN

The article proves the urgency of the problem of educating highly cultured citizens who are capable of effective communicative interaction, and in this connection the need to strengthen the students’ speech training has been proved. Such training assumes the student’s fluency in oral and written speech, the ability to carry out various types of speech activity, understandably and adequately express their thoughts. The purpose of the article is to define the pedagogical conditions for the formation of students’ speech culture in the university. In accordance with the purpose of the research, the following tasks are set: to define the essence of the concept “speech culture”, “pedagogical conditions”; to analyze pedagogical conditions of formation of speech culture of students at the universities. The solution of the tasks of the article was carried out by using a set of such research methods: comparison – to determine the state of development of this problem, to determine the theoretical bases for research; conceptual-terminological – to concretize the conceptual-categorical field of research; systematization and generalization – to determine the results of the study and draw conclusions. The essence of the concepts “speech culture”, “pedagogical conditions” is defined in the article. It was found out that due to the creation of certain pedagogical conditions in the university, the students’ speech culture should improve. Such pedagogical conditions are the following: the creation of a cultural speech environment, the mastery of students by an ordered set of normative speech tools, the use of interactive teaching methods. The collected and systematized material, the generalization of theoretical and practical aspects of formation of students’ speech culture can become the basis for further pedagogical research, and also for the creation of teaching aids, textbooks and other educational and methodological literature. The materials of the article can be used by university teachers and school teachers in their professional activities, and also by students of pedagogical specialties during the preparation of course and master’s works, can be used for the pedagogical practice at school, as well as for all those who wish to improve their speech culture. The idea of methods and forms of the formation of students’ speech culture have gained further development.

7

Професійно-мовленнєва культура у педагогічній діяльності вчителя фізичної культури

63%

Tymoshenko O.

Path of Science

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2017

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tom 3

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nr 4

3.1-3.5

UK

У статті проаналізовано літературні джерела з проблеми професійно-мовленнєвої культури вчителя фізичної культури. Показано, що формування професійно-мовленнєвої культури майбутніх вчителів фізичної культури передбачає цілеспрямоване навчання з використанням педагогічних методик. Доведено, що застосування спецкурсу сприяє формуванню високого рівня професійно-мовленнєвої культури в процесі оволодіння педагогічними методиками. Підтверджено, що впровадження в навчально-виховний процес розробленої програми формування професійно-мовленнєвої культури актуалізувало процес самовизначення майбутніх вчителів фізичної культури щодо педагогічної діяльності.

EN

The article analyzes literary sources on the issue of professional speech culture of the of physical training teacher. It is shown that the formation of professional speech culture of future teachers of physical training implies purposeful training using pedagogical methodologies. It is proved that the application of the course promotes high-level professional speech culture in the process of mastering pedagogical techniques. It is confirmed that introduction in the educational process of the developed program of formation of professional speech culture stimulated the process of self-determination of future teachers of physical training at a pedagogical activity.

8

Kultura komunikacji elektronicznej

63%

ROMANEK B.

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nr 1

85-91

PL

W artykule omówiono zagadnienie kultury wypowiedzi w komunikacji elektronicznej. Pod uwagę wzięto popularne wśród młodych osób porozumiewanie się z wykorzystaniem SMS-ów, portali społecznościowych i aplikacji oraz poczty elektronicznej. Przedstawiono najczęstsze błędy popełniane w komunikacji elektronicznej.

EN

The article discusses the issue of cultural expression in the electronic communication. They were taken into account popular among young people to communicate using SMS, social networking sites and applications and e-mail. They were presented the most common mistakes made in the electronic communication.

9

Вибір вербальних та невербальних засобів комунікації як спосіб уникнення конфліктів між учасниками освітнього процесу

51%

Федіна (Fedina) О. O. , Богатирьова (Bohatyrova) Т. T.

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nr 6(3)

155-161

UK

Інтеграція всіх сфер суспільного життя в освітній процес вимагає від сучасного педагогічного працівника вміння раціонального добору засобів вербального та невербального спілкування, що зумовлює порозуміння, контакт, стійку інформативну позицію під час навчальних занять. У статті розглянуто проблемні питання вербального спілкування, а саме: знання й використання мовних норм, можливості виходу з різних мовленнєвих ситуацій, відповідно до змін Українського правопису 2019 року. Сучасними психологами доведений вплив невербальних засобів спілкування на процес засвоєння навчального матеріалу, а тому, незалежно від модних тенденцій, викладач має залишатись викладачем у всьому, і кожний його жест має додавати стимулу для навчання, але аж ніяк не відволікати здобувача освіти. Невміння знайти порозуміння у трикутнику педагог-учень-батьки усе частіше призводить до конфліктних ситуацій, а тому, переживши певне соціальне обмеження під час умов карантину, панування пандемії, дистанційної освіти, маємо повертатись до соціальної взаємодії усіма можливими способами, у тому числі враховуючи використання невербальних засобів комунікації, які, незалежно від наших побажань, видаюсь усі аспекти поведінкової норми, характеру, психологічних особливостей мовця. Невміння говорити, виражати думки та ідеї призводить не лише до непорозуміння, але й до конфліктів між сторонами спілкування. Існує багато чинників, які впливають на процес порозуміння. Використання невербальних форм спілкування, сприймається на іншому, але не менш дієвому рівні розуміння інформації, що є незамінним методом роботи в освітньому процесі, коли потрібно залучити максимум зусиль для якісної передачі-сприйняття-засвоєння знань здобувачами освіти.

EN

The integration of all spheres of public life into the educational process requires from a modern educator the ability to rationally choose the means of verbal and non-verbal communication, which leads to understanding, contact, a stable informative position during classes. The article considers the problematic issues of verbal communication, namely: knowledge and use of language norms, the ability to get out of different conversational settings, in accordance with the changes in the Ukrainian spelling in 2019. Modern psychologists have proven the influence of non-verbal communication on the learning process, and therefore, regardless of fashion trends, a teacher must remain a professional in any way, and his (or her) every gesture should add incentives to learn but not distract a learner. The inability to find common ground in the teacher-student-parent triangle is increasingly leading to conflict situations and therefore, having experienced some social constraints during quarantine, pandemic, distance education, we must return to social interaction in all possible ways including the use of non-verbal means of communication which regardless of our wishes, give all aspects of the behavioral norm, character, psychological characteristics of a speaker. The inability to speak, express thoughts and ideas leads not only to misunderstandings but also to conflicts between the parties. There are many factors that affect the understanding process. The use of non-verbal forms of communication is perceived at a different but no less effective level of understanding information which is an indispensable method of work in the educational process, when you need to attract maximum effort for quality transferperception-assimilation of knowledge by students.

10

Redekultur als Bestandteil der Berufskultur

51%

AMELINA S.

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2012

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tom 3

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nr 1

166-172

DE

Der Artikel handelt um das Problem der Formierung der Redekultur. Es wird der Redeaspekt der Kultur der Berufskommunikation analysiert. Es werden die Aufgaben für die Entwicklung von entsprechenden Fähigkeiten und Fertigkeiten vorgeschlagen.

EN

The article deals with the problem of forming speech culture in university students. The speech aspect of the culture of professional communication is analyzed. The tasks to develop speech skills are offered.

PL

W artykule omówiono temat tworzenia się kultury językowej u studentów. Analizowany jest aspekt kultury języka komunikacji zawodowej. Przedstawione są zadania do rozwijania umiejętności językowych.