Engineering and Educational Technologies. Quarterly theoretical and practical journal [Online journal].
– Kremenchuk: KrNU, 2016. – № 4 (16). – 51 p.
– Available at: http://eetecs.kdu.edu.ua

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Development and Application of Pedagogical Science Achievements at Educational Practice

Vasylyshyna N.  (download)
[in English]

The ongoing paper discusses the most sophisticated approaches, techniques, that can be implemented in high school teaching process respectively. We have conducted the detailed analysis of findings made in the area of foreign language teaching by such prominent scholars, as: Wyner, Lenneberg, Johnson and Newport, Jenkin and Levis, Choi and Murphy, Jennifer Jenkins.

As a result, we made the summary that, in spite of numerous sufficient results in acquiring foreign language skills by students, a lot of difficulties are still exist in modern education, especially taking into account the fact, that foreign language programs and syllabus is characterized with limited amount of hours.

So, the following controversy appears, which can be worded as: contemporary requirements for specialists and professionals are high, but level of high education is rather weak, restricted and limited.

Consequently, the primary goal of our survey is to find out the most appropriate and time-consuming approaches, highlight urgent problems, challenges modern students come up with in order to accomplish high results in the learning and teaching sphere.

While searching a sufficient solution for the defined controversy, we gave the outlook on four Wyner’s principles. Also, during the scientific study we enumerated problems students can have in English pronunciation, grammar and vocabulary. However, besides tutoring factual material, such notion as “appropriate motivational context” was mentioned as of great importance and an intrinstic tool in accomplishing foreign language skills.

To sum up, we finished our piece of research with the outcome along with a great number of various methods, techniques; approaches which are supposed to be used in different learning situations there are many obstacles to be overcome by tutors to accomplish pedagogical aims. Prospects of further investigation were made correspondingly.

Key words: foreign language, principles, challenges, learners, appropriate, officious, motivational context.

1. Biggs, J. and Tang, C. (2007), Teaching for Quality Learning at University.What the Student Does, Open University Press, Berkshire, England.

2. Lane, L. (2010), Tips for teaching. Pronunciation: a practical approach. White Plains, Pearson Longman, NewYork, USA.

3. Wyner, G. (2014), Fluent Forever. How to Learn Any Language Fast and Never Forget It, Harmony Books, New York, USA.

Samokysh I. (download)
[in Ukrainian]

The results of correlation analysis of the functional testing with load power change in a closed cycle and indicators anthropometry and fiziometrii students. A total of 150 students (86 girls and 64 boys who belonged to the main medical group) the first and second courses at the age of 17-19 years. It is shown that the degree of influence of parameters of physical development on the results of functional testing (physical performance, heart rate (HR) during exercise, the effectiveness of the regulation of cardiac activity, the energy level), as well as established reliable relationship between different forces. Based on the correlation analysis of the new data that complement the available information on the functional reserves of an organism of students were prepared.

Key words: correlation analysis, functional reserves, physical development, functional testing, students.

1. Bosenko, A.I. (1986), Identifying features of the cardiovascular and central nervous systems, adolescents during intense muscular activity, Abstract of Cand.Sc. (Life Sciences), Tartu, Russia. [in Russian]

2. Bosenko, A.I. (2003), The method of diagnosis of functional reserves of human, Author's certificate no. 59144 А, published 15.08.2003. [in Ukrainian]

3. Bosenko, A.I., Samokish, I.I. and Dubinin, A.N. (2008), "Operational control of the load with reverse rowers in the annual cycle of training", Physical Culture and Sports in the 21st Century: Mater. International scientific conference, pp. 65-70. [in Russian]

4. Volkov, L.V. (1981), The physical abilities of children and adolescents, Health, Kyiv, USSR. [in Russian]

5. Davidenko, D.N., Andrianov, V.P. and Yakovlev, G.M. (1984), "Methods оf assessing the functional reserves of the body when using a stress test on a closed loop power", Forest Path mobilization of functional reserves of the athlete: Coll. scientific, pp. 35-41. [in Russian]

6. Davidenko, D.N. (2010), "Health, human adaptation and reserves", Health - the basis of human development: problems and ways to solve them, the works V All-Russian scientific-practical conference with international participation, on November 25-27, St.Petersburg, pp. 223. [in Russian]

7. Davidenko, D.N. (2011), "Methods of assessing the mobilization of functional reserves of the organism in its response to the dosage load", Scientific-theoretical journal "Scientific notes of the name PF University Lesgafta", 12 (70), pp. 52-57. [in Russian]

8. Karpman, V.L. Belotserkovsky, Z.B. and Gudkov, I.A. (1988), Testing in sports medicine, Physical Culture and Sports, Moscow, USSR. [in Russian]

9. Kurzanov, A.N., Zabolotskikh, N.V. and Kovalev, D.V. (2016), Functional reserves of the body, Publishing House of the Academy of Natural Sciences, Moscw, USSR. [in Russian]

10. Mozzhukhin, A.S. (1979), Physiological reserve athlete, Lecture, GDOIFK, Leningrad, USSR. [in Russian]

11. Mozzhukhin, A.S. and Davydenko, D.N. (1984), "The role of the athlete's physiological reserves in its adaptation to physical stress", Physiological adaptation problems, рр. 84-87. [in Russian]

12. Samokih, I.I. (2005), "New approaches to identify the level of physical performance of girls of primary school age", Pedagogy, Psychology, Medical-Biological Problems of Physical Education and Sport, iss. 3, рр. 41-46. [in Ukrainian]

13. Samokih, I.I. (2011), "Methods of evaluation of educational achievements of girls of primary school age in the course of physical training", Abstract of Cand. Sc. (Pedagogics) dissertation, South Ukrainian National Pedagogical University named after K. D. Ushynsky, Odessa, Ukraine. [in Ukrainian]

14. Samokih, I.I. (2011), "The hysteretic method of identifying features as a criterion for performance evaluation of physical education in higher education", Physical education students, iss. 4, рр. 71-75. [in Russian]

15. Samokih, I.I. and Bosenko, A.I. (2014), "Evaluation of educational achievement in physical education in universities using indicators veloerhometrychnoho testing", Scientific journal "Science and Education", iss. 4, рр. 27-32. [in Ukrainian]

16. Samokih, I.I. (2016), "Monitoring the physical fitness of students first and second courses on the state regulatory mechanisms of heart rate", Scientific Journal of South National Pedagogical University Ushinski, Series: Pedagogy, iss. 2 (109), рр. 74-78. [in Ukrainian]

17. Samokih, I.I. and Bosenko, A.I. (2016), "Optimizing the learning process of physical education in higher educational institutions on the basis of the monitoring functionality of students", Scientific journal "Science and Education", iss. 8, рр.151-157. [in Ukrainian]


Bespartochna O., Ziuman H.  (download)
[in Ukrainian]

The features of dialogic communication are considered. The conditions under which the dialogic communication arises as well as its main characteristics are explored. The role of communication in a dialogue-centered learning is determined. The conditions which influence the effective dialogical communication in student-centered learning are proved: subject-oriented, presence of a common semantic field, difference in the points of view on the dialogue subject, mental process activation, the need of self-reflection. The dialogical communication structure has been revealed; the factors that interfere or stimulate the dialogical communication have been marked and their appliance in the studying process has been stated.

Keywords: communication, dialogue, subject-subject relationship, semantic field, personality-oriented education.

1. Vul'fov B.Z., Ivanov V.D. and Menyaev A.F. (2015), Pedagogika [Pedagogy], Yurayt, Moscow, Russia. [in Russian].

2. Skibitskiy, E.G. and Skibitskaya, I.Yu. (2008), Osnovy delovogo obshcheniya [Fundamentals of business communication], NGASU, Novosibirsk, Russia. [in Russian].

3. Borisova, I.N., Burvikova, N.D, Vepreva, T.T., Kupina, N.A. and Khomyakov, M.B. (2003), Filosofskie i lingvokul'turologicheskie problemy tolerantnosti [Philosophical and linguo-cultural issues of tolerance], Izd-vo Ural'skogo un-ta, Ekaterinburg, Russia. [in Russian].

4. Gol'din, V.E. (2005), Tolerantnost' kak printsip kul'tury rechi [Tolerance as a principle culture of speech], Filosofskie i lingvokul'turologicheskie problemy tolerantnostі, pp. 515-532. [in Russian].

5. Kruk, S.I. (2010), Realizatsiia vykhovnoho protsesu na zasadakh dialohichnoi vzaiemodii yak pedahohichna umova vykhovannia tolerantnosti [Implementation of educational process on the basis of Dialogic interaction as a pedagogical condition of tolerance], Nova pedahohichna dumka, no. 2, pp. 83-87. [in Ukrainian].

6. Bratchenko, S.L. (1997), Mezhlichnostnyy dialog i ego osnovnye atributy [Interpersonal dialogue and its main attributes], Psikhologiya s chelovecheskim litsom: gumanisticheskaya perspektiva v postsovetskoy psikhologi, pp. 201-222. [in Russian].

7. Mojsejuk, N.Je. (2007), Pedaghoghika [Pedagogy], Kondor, Kyiv, Ukraine. [in Ukrainian].

8. Busel, V.T. (Eds.) (2005), Velykyi tlumachnyi slovnyk suchasnoi ukrainskoi movy [Big explanatory dictionary of modern Ukrainian language], VTF Perun, Kyiv, Irpin, Ukraine. [in Ukrainian].

9. Lypko, I.P. (2013), Dialohichna yednist yak bazova odynytsia dialohichnoho movlennia [Dialogical unity as the basic unit of dialogical speech], Filolohichni traktaty, no. 2, vol. 5, 75-80 [in Ukrainian].

10. Aytpaeva, A.S. (2015), Voprosy obucheniya dialogicheskim formam obshcheniya [The issues of training Dialogic forms of communication], Proceedings of the 10rd International scientific-practical Conference “Problemy i perspektivy yazykovoy podgotovki inostrannykh studentov”, pp. 3-7. [in Ukrainian].

11. Bobkov, A.K. (2005), Osnovy tvorcheskoy deyatel’nosti zhurnalista [Bases of creative activity of the journalist], Irkut. Un-t, Irkutsk, Russia. [in Russian].

12. Rubchevskiy, K.V. (2005), Logika [Logic], Filial SPb IVESEP v g. Krasnoyarske, Krasnoyarsk, Russia. [in Russian].

13. Stefanenko, T.R. (2000), Etnopsikhologiya [Ethnopsychology], Іnstitut psikhologії RAN, Moscow, Russia. [in Russian].

Information and Communication Technologies at Education

Bespartochna O., Anisymov A.  (download)
[in Ukrainian]

The article deals with the peculiarities of pedagogical interaction of teachers, students and the ICT environment of the institution in the context of three subject didactics. The role of each subject of pedagogical interaction is defined. The conditions under which the effective pedagogical interaction of educational process participants occurs have been highlighted among which are the following: the creative style of pedagogical activity of teachers; ICT competence of the pedagogical interaction participants; pedagogical monitoring training; the organization of social and psychological atmosphere for effective learning and cognitive activity.

Keywords: pedagogical interaction, Traub CCNA interaction, pedagogical conditions, information and communication learning environment.

1. Kas'yanova, O.M. (2004), Monitorynh v upravlinni navchal'nym zakladom, Osnova, Kherson, Ukraine. [in Ukrainian]

2. Koval'chuk, L. (2005), Pedahohichna vzayemodiya vykladacha i studentiv pid chasvykorystannya novykh informatsiynykh tekhnolohiy navchannya u protsesi vyvchennya pedahohichnykh dystsyplin, Visnyk L'viv. un-tu, iss. 19, p. 2, pp. 17-25. [in Ukrainian]

3. Kurova, T.H. (2012), IKT-kompetentist' studentiv ekonomichnykh spetsial'nostey, Visnyk Kyyivs'koho natsional'noho universytetu tekhnolohiy ta dyzaynu, no. 6 (68), pp. 370-374. [in Ukrainian]

4. Maksymova, L.P. (2013), Pedahohichni umovy funktsionuvannya informatsiyno-navchal'noho seredovyshcha vyshchoho navchal'noho zakladu ekonomichnoho profilyu, Neperervna profesiyna osvita: teoriya i praktyka : naukovo-metodychnyy zhurnal, iss. 2, pp. 69-74. [in Ukrainian]

5.  Bykov, V.Yu., Bilou, O.V., Bohachkov, Yu.M. et al. (2010), Osnovy standartyzatsiyi informatsiyno-komunikatsiynykh kompetentnostey v systemi osvity Ukrayiny : metod. rekomendatsiyi, Atika, Kyiv, Ukraine. [in Ukrainian]

6. Petukhova, L.Ye. (2010), Rozshyrennya mozhlyvostey navchal'noho protsesu v umovakh informatsiyno-komunikatsiynoho pedahohichnoho seredovyshcha, Informatsiyni tekhnolohiyi v osviti : Zbirnyk naukovykh prats', iss. 6, pp. 32-37. [in Ukrainian]

7. Ravchyna, T. (2005), Orhanizatsiya vzayemodiyi studentiv z osvitnim seredovyshchem u vyshchiy shkol, Visnyk L'vivs'koho universytetu: ser.: Pedahohichna, iss.19, p. 2, pp. 4-16. [in Ukrainian]

8. Spivakovs'kyy, O.V., Petukhova, L.Ye. and Voropay, N.A. (2011), Do otsinyuvannya vzayemodiyi u modeli «Vykladach – student – seredovyshche», Nauka i osvita, no. 4, pp. 401-405. [in Ukrainian]

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