Logo
English

CONTENTS

Engineering and Educational Technologies. Kremenchuk : KrNU, 2021. Vol. 9. No. 2. 67 p.
Journal homepage:
http://eetecs.kdu.edu.ua

Download issue

IMPLEMENTATION OF NEW FORMS AND METHODS OF EDUCATIONAL PROCESS ORGANIZATION AT HIGHER EDUCATION INSTITUTION: HISTORY AND MODERN

Experimental pedagogical research as a means of verification of the effectiveness of the interdisciplinary approach  
Kalyniuk N.  (download)
[in Ukrainian]

Abstract. The general expediency of conducting experimental work at the stage of identifying opportunities to improve the educational process during the training of future medical professionals on the basis of interdisciplinary integration. The article is devoted to the role of experimental pedagogical research as a means of testing the effectiveness of interdisciplinary integration in training future medical professionals. It is generalized that the issue of professional training of future specialists in the medical field of pedagogical literature is considered as a component of professional self-determination and professional development in the context of studying professional self-awareness. It is proved that interdisciplinary integration in the training of medical students is an integrated component that combines individual and personal (notification of the choice of professions, completeness and strength of knowledge for the chosen profession, the formation of professional meaning and empathy) and socio-professional communication, and positioning oneself in the team, the ability to make decisions independently and take responsibility) personality characteristics; provides support for sustainable transfers in the values ​​of the professions of the medical worker for the design of their own subjective deontological position in the work of the specialty. It is substantiated that the professional training of future medical professionals on the basis of interdisciplinary integration creates conditions for identifying the personality and social experience of students in the profession and the professional community, is a process of mastering normative professional requirements that allow to accept the relevant medical implementation. To develop professionally expedient strategies and tactics, tasks and plans of professional activity, to consciously regulate own behavior within the established professional and normative imperatives. It was found that the professional training of future medical professionals on the basis of interdisciplinary integration is characterized by the presence of future professionals with a set of knowledge that reflects the changed essence of the essence of intellectual, world and moral values; ability to predict and construct the process of professional activity taking into account its specifics in interaction with colleagues and users and is determined by the content of professional medical ethics and deontology, ethical and moral imperatives and professionally ideal ideas and potential of medical activity. The peculiarities of the formation of professional training of future specialists in the medical field on the basis of interdisciplinary integration, which are the consideration of professional training as a special form of social regulation and support of professionalization of the individual; reliance on individual and personal characteristics of students and socially accepted moral and ethical and deontological requirements and norms in mastering the profession; directing the educational process to the personal and professional development of students on the basis of moral and professional values; orientation of students on realization of set of deontological relations and values in professional activity; formation of deontological orientation of the personality of medical students, etc.

Key words: interdisciplinary integration, higher medical education, human rights, quality of education, experimental research.

References

  1. Kalyniuk, N. (2020). On the question of training of future medical specialists on the basis of interdisciplinary integration. Engineering and Educational Technologies, 8 (2), 44–52. doi: https://doi.org/10.30929/2307-9770.2020.08.02.04 [in Ukrainian]
  2. Kalynyuk, N. M., Rohalʹsʹkyy, O. (2020). Kontseptualʹni zasady intehratsiyi pravovoyi ta profesiyno-praktychnoyi pidhotovky maybutnikh fakhivtsiv medychnoyi haluzi. Medychna osvita, № 3. [in Ukrainian]
  3. Kalynyuk, N. (2020). Shcho oznachaye rozuminnya dopomohy medychnoho pratsivnyka na COVID-19 yak profesiynoho: problemni momenty. Kyyivsʹki pravovi chytannya «Pryvatne pravo v haluzi okhorony zdorov'ya: vyklyky ta perspektyvy», 17.09.2020, Kyyiv. [in Ukrainian]
  4. Melʹnychuk, I. M., Fedirchyk, T. D., Kalynyuk, N. M. (2019). Sutnistʹ osvity yak sotsialʹnoyi tsinnosti. Visnyk Natsionalʹnoyi akademiyi Derzhavnoyi prykordonnoyi sluzhby Ukrayiny. Seriya: Pedahohika. Vyp. 1. [in Ukrainian]
  5. Rohalʹsʹkyy, I. O. Kalynyuk, N. M. (2018). Osoblyvosti vykladannya medychnoho prava dlya studentiv-medykiv. Medychna osvita. № 1. 2018. S. 46–49 [in Ukrainian]
  6. Shulʹhay, A. H., Fedonyuk, L. Ya., Mudra, A. Ye., Oleshchuk, O. M. (2018). Mizhdystsyplinarna intehratsiya yak skladova problemnooriyentovanoho navchannya u medychnomu universyteti. Medychna osvita, № 4 (80). C. 113–116. [in Ukrainian].
  7. Barba, M., Krasniqi, E., Ciliberto, G. et al. (2020). Cancer patients and coronavirus disease 2019: evidence in context. J Transl Med 18, 315. https://doi.org/10.1186/s12967-020-02483-w
  8. Dubé, M., Kaba, A., Cronin, T. et al. (2020). COVID-19 pandemic preparation: using simulation for systems-based learning to prepare the largest healthcare workforce and system in Canada. Adv Simul 5, 22. https://doi.org/10.1186/s41077-00138-w
  9. Jaguga, F., Kwobah, E. (2020). Mental health response to the COVID-19 pandemic in Kenya: a review. Int J Ment Health Syst 14, 68  https://doi.org/10.1186/s13033-020-00400-8

10.  Jönsson, B., Hampson, G., Michaels, J., Towse, A., Schulenburg, J-M., Wong, O. (2019). Advanced therapy medicinal products and health technology assessment principles and practices for value-based and sustainable healthcare. The European Journal of Health Economics 20:3, pages 427-438.

11.  Kalyniuk N., Maika N., Rogalskyy I., Kadobnyi T., Lototska O. (2020). Certain aspects of training fture medical specialists on the basis of interdisciplinary integration. International Journal of Management (IJM). September: Vol. 11. Issue 9. P. 939-946. DOI: 10.34218/IJM.11.9.2020.086

12.  Liliya, L. Dmytro, K., Olena, S., Ihor, B., Tamara, K. (2016). Development of methodology for identification of captopril in medicines. Asian Journal of Pharmaceutics, 10 (3), pp. 168-171.

13.  Logoyda, L., Korobko, D., Ivanusa, I., Serhii, K. (2017). Development of the methodology of the chromatographic determination of nifedipine in medicines. Asian Journal of Pharmaceutical and Clinical Research, 10 (3), pp. 149-152.

14.  Marcus, T.S., Heese, J., Scheibe, A. et al. (2020). Harm reduction in an emergency response to homelessness during South Africa’s COVID-19 lockdown. Harm Reduct J 17, 60. https://doi.org/10.1186/s12954-020-00404-0

15.  Melnychuk I., Fedchyshyn N., Pylypyshyn O., Vykhrushch A. (2019). Philosophical and Cultural Aspects of Medical Profession: Philosophical and Conceptual Peculiarities. Cultura. International Journal of Philosophy of Culture and Axiology. №16 (1). P. 165-174.

16.  Maika, N. Kalyniuk, N., Sloma, V., Sheremeta, L., Kravchuk, L., Stefanyshyn, K., Kravchuk, L. (2021). Basic of medicinal products reimbursement: a comparative-legal analysis. Georgian Medical News. Vol. 309 # 3. March 2021.

17.  Shukla, V. Seoane-Vazquez E., Fawaz S., Brown L., Rodriguez-Monguio R. (2019). The Landscape of Cellular and Gene Therapy Products: Authorization, Discontinuations, and Cost. Human Gene Therapy Clinical Development 30:3, pages 102-113.

18.  Villar, J., Añón, J.M., Ferrando, C. et al. (2020). Efficacy of dexamethasone treatment for patients with the acute respiratory distress syndrome caused by COVID-19: study protocol for a randomized controlled superiority trial. Trials 21, 717 https://doi.org/10.1186/s13063-020-04643-1

19.  Wang, Z., Fu, S., Xu, L. et al. (2020). Impact of Shenfu injection on a composite of organ dysfunction development in critically ill patients with coronavirus disease 2019 (COVID-19): A structured summary of a study protocol for a randomized controlled trial. Trials 21, 738 https://doi.org/10.1186/s13063-020-04677-5

20.  Xu, T., Ao, M., Zhou, X. et al. (2020). China’s practice to prevent and control COVID-19 in the context of large population movement. Infect Dis Poverty 9, 115 https://doi.org/10.1186/s40249-020-00716-0

The use of multi-disciplinary links in teaching a foreign language  
Ivanova O.  (download)
[in English]

Abstract. The article discusses the issue of interaction of various academic disciplines during training and the potential for interdisciplinary relationships in the educational process in order to prepare a competent and competitive specialist. Particular attention is paid to the need to find ways of the most effective use of interdisciplinary connections, to identify the maximum benefits of a productive combination of educational material from various branches of knowledge. The methods of cross relationships and interactions of various disciplines are becoming more and more relevant. These methods are considered as a common means of implementing integrated education. Methodologically correct and competent implementation of interdisciplinarity in the educational process has many opportunities to expand the general and specialized knowledge of students, develop their skills, especially when it comes to teaching a foreign language, in particular English. The article focuses on the use of an interdisciplinary approach in teaching the general English course and the English language course for special purposes, and interdisciplinary connections are researched as an effective tool for the qualitative development of the general and professional competence of future specialists. The use of interdisciplinary connections of a foreign language and other academic disciplines (Ukrainian language and Literature, History, Geography, Rhetoric) is demonstrated on the example of the author's development of an interactive quiz lesson in English on the occasion of the 150th anniversary of the outstanding Ukrainian poetess Lesya Ukrainka. The article presents a number of examples of assignments and exercises that clearly illustrate the wide possibilities of interdisciplinary relationships for the preparation of high-quality educational material, improving the level of students' English, as well as their general level of professional competence.

Key words: multi-disciplinary teaching, foreign language, multi-disciplinary approach, multi-disciplinary activity, professional communication skills.

References

  1. Volkova, N. P. (2007). Pedagogy: textbook.  Akademvidav, Kuiv, 616. [in Ukrainian]
  2. Shershnyova, V. A. (2008). Interdisciplinary integration and competency-based approach [Mezhdistsiplinarnaya integratsiya i kompetentnostnyiy podhod]. Almanac of modern science and education [Almanah sovremennoy nauki i obrazovaniya] Gramota, Tambov, № 10 Part 1, 201-202. URL: https://www.gramota.net/materials/1/2008/10-1/80.html (accessed: 05.06.2021). [in Russian]
  3. Dudley-Evans, T., St John, M.J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. / T. Dudley-Evans, M.J. St John. Cambridge: Cambridge University Press, 301.
  4. The Law of Ukraine ''On Higher Education'' dated 07/01/2014 № 1556-VII. URL: http://zakon2.rada.gov.ua/laws/show/1556-18 (accessed: 05.03.2021). [in Ukrainian]
  5. Heathfield, D. (2014). Storytelling with Our Students. Delta Publishing, Peaslake, 243.
  6. Cañado, María Luisa Pérez (2010). Globalisation in Foreign Language Teaching: Establishing Transatlantic Links in Higher Education. Higher Education Quarterly, 64(4), 392-412. DOI: https://doi.org/10.1111/j.1468-2273.2010.00451.x
  7. Komina, Natalia (2018). Interactive Teaching Foreign Language Communication In Multi-Level Classroom In Non-Linguistic University. The European Proceedings of Social & Behavioural Sciences (EpSBS). DOI: https://doi.org/10.15405/epsbs.2018.12.02.91
  8. Cajkler, W., Addelman, R. (2013). The Practice of Foreign Language. Teaching Book Chapter: Stages in foreign language teaching, 43-58. DOI: https://doi.org/10.4324/9781315068312-10
  9. Field, K. (Ed.) (2000). Issues in Modern Foreign Languages Teaching. Book Chapter: Towards independence in language use and language learning, 224-240. DOI:  https://doi.org/10.4324/9780203005682-27
  10. Schrier, Leslie L. (2011). Teaching a Foreign Language Is Unforgivingly Complex. Foreign Language Annals, 44(1), 2-3. DOI: https://doi.org/10.1111/j.1944-9720.2010.01114.x
  11. Rhodes, Nancy C. (2014). Elementary School Foreign Language Teaching: Lessons Learned Over Three Decades (1980-2010). Foreign Language Annals, 47(1), 115-133. DOI: https://doi.org/10.1111/flan.12073
  12. Mahbub, Rohana (2016). Exploring the use of “i-learn” platform for multi-disciplinary teaching of built environment programmes. EDULEARN16 Proceedings, 4630-4636. DOI: https://doi.org/10.21125/edulearn.2016.2116
  13. Castro, P., Sercu, L. (2005). Foreign Language Teachers and Intercultural Competence. Chapter 2: Objectives of Foreign Language Teaching and Culture Teaching Time, 19-38. DOI: https://doi.org/10.21832/9781853598456-004
  14. Seker, Meral (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. DOI: https://doi.org/10.1177/1362168815578550
  15. Gazizova, L., Dunyasheva, L. (2016). The importance of the use of media discourse in foreign language teaching. ICERI2016 Proceedings, 5775-5783. DOI: https://doi.org/10.21125/iceri.2016.0300
  16. Axrarova, Fotima (2021). Features of the use of pedagogical technologies in teaching a foreign language. Modern philological paradigms: interactions of traditions and innovative approaches, 519-532. DOI: https://doi.org/10.47100/conferences.v1i1.1125
  17. Sekerova, А. (2021). Use of information and communication technologies in teaching a foreign language. Modern philological paradigms: interactions of traditions and innovative approaches, 606-610. DOI: https://doi.org/10.47100/conferences.v1i1.1141
  18. Resnik, P., Schallmoser, Ch. (2019). Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment. Second Language Learning and Teaching, 9(3), 541-564. DOI: https://doi.org/10.14746/ssllt.2019.9.3.6
  19. Hu, Guangwei, Choo, Lilin (2016). The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback. Teachers and Teaching, 22(3), 329-349. DOI: https://doi.org/10.1080/13540602.2015.1058591
  20. Ostovar-Namaghi, Seyyed Ali, Norouzi, Shabnam (2015). First Language Use in Teaching a Foreign Language: Theoretical Perspectives and Empirical Findings. US-China Foreign Language, 13(9), 615-622. DOI: https://doi.org/10.17265/1539-8080/2015.09.001
  21. Tuna, Ayse (2018). A survey on the use of humanoid robots with multilingual interaction ability in foreign language teaching. Proceedings of the 5th Teaching & Education Conference, 51-57. DOI: https://doi.org/10.20472/tec.2018.005.006

Marketing research of motivational profile of potential entrants of the Kremenchuk  
Chernenko V. , Makhynia T.  (download)
[in Ukrainian]

Abstract. Modern higher education is characterized by a large variety and high competition of educational services, provided by both public and private higher education institutions. In many regions there are numerous higher education institutions that issue state diplomas in the same specialties. The article highlights the results of marketing research of the motivational profile of 75 potential entrants based on an online survey of graduates of three secondary schools in Kremenchuk, Poltava region: Kremenchuk Lyceum № 30 "Olymp" named after N.M. Shevchenko, Kremenchuk Lyceum № 17 "Vybir" named after N.G. Nelen’, Kremenchuk Lyceum № 6 "Pravoberezhnyi". From the results of the research, it was found that among 10 higher education institutions of the Poltava region, Kremenchuk Mykhailo Ostrogradsky National University (KrNU), takes a confident second place in five parameters: number of applicants, material and technical base, teacher qualifications, competition for admission, employment graduates. Despite the fact that KrNU is one of the largest institutions of higher education in the Poltava region, it is not inferior to other competing institutions in demand for specialties, professionalism of teachers and employment of their graduates. The crisis in the education system necessitates hard work to attract potential applicants and necessitates competition in the higher education sector. A survey of potential entrants, studying in secondary schools in Kremenchuk, on the quality of educational services in the Poltava region, revealed the nature and main sources of information potential entrants about further and higher education. It has been established that the majority of today's entrants, when choosing KrNU, mainly focus on the opinion of those who study there, with minimal exposure to advertising (newspapers, magazines, television). Therefore, when implementing marketing activities in the field of educational services, it is necessary to take into account that the target audience is divided into consumers and decision-makers. Traditional advertising of higher education in newspapers and magazines, radio and television is ineffective, and may not reach and attract entrants who meet the required standard of the university. From the results of the survey, methodological recommendations for strengthening the marketing policy of KrNU were prepared, which can be used as a basis for forming a program for the development of external communications to raise awareness of the competitive advantages higher education can give to the careers of potential entrants.

Key words: marketing, higher education institution, market of educational services, marketing research, entrant, survey.

References

  1. Marketynhova polityka zakladu vyshchoyi osvity : kolektyvna monohrafiia / pid zag. red. N. L. Savitskaya. Kharkiv: KhSUFTT, 2018. 218 s. [in Ukranian]
  2. Obolen’ska T. Ie. Marketynh u sferi osvitnikh posluh: avtoref. dys. na zdobuttia nauk. stupenia d-ra ekon. nauk: 08.06.02. Kharkiv. 2002. 33 s. [in Ukranian]
  3. Teletov A. S., Teletova S.G. (2014) Marketing of education at the Ukrainian higher educational institutions. Marketing and Management of Innovations. № 4. Pp. 47–56.
  4. Bilousova S. V. (2015) Marketynh osvitnikh posluh: stan, tendentsii ta perspektyvy. Business-navigator. № 1 (36). S. 39–43. [in Ukranian]
  5. Bilenko D. V. (2018) Osoblyvosti vprovadzhennya marketynhovykh zakhodiv v sferi osvitnikh posluh. Economics and management organization. № 3 (31).S. 57–64. DOI: 10.31558/2307-2318.2018.3.6. [in Ukranian]
  6. Lialiuk A. (2018) Osoblyvosti vykorystannia stratehichnoho marketynhu vyshchymy navchalʹnymy zakladamy. Economic Journal of the East European National University named after Lesya Ukrainka. Section III. Economics and business management. № 4. S. 70–78. DOI 10.29038/2411-4014-2018-04-70-78. [in Ukranian]
  7. Saginova O.,  Belyansky V. (2008) Facilitating innovations in higher education in transition economies / International Journal of Educational Managemen, Vol. 22. Рp. 341–351.
  8. Dmytriv A.Ia. (2011) Funktsionalʹnyy pidkhid do zastosuvannya marketynhu dlya rozvytku diyalʹnosti zakladiv vyshchoyi osvity. Marketing and Management of Innovations. № 3, Т.1. S. 123–129. [in Ukranian]
  9. Semeniuk S. B. (2012) Marketynh innovatsii na rynku osvitnikh posluh. Marketing and Management of Innovations. № 2. S. 39–44. [in Ukranian]

10.  Chaika I. P. (2013) Kholistychnyi marketynh i ioho znachennia u funktsionuvanni vyshchoho navchalʹnoho zakladu. Marketing and Management of Innovations. № 3. S. 53–60. [in Ukranian]

11.  Lylyk S. V. (2011) Zadovolenistʹ spozhyvachiv osvitnikh posluh yak meta i kryteriy efektyvnosti navchalʹnykh zakladiv. Marketing in Ukraine. № 05-06 (69). S. 57–58. [in Ukranian]

12.  Opytuvannya za dopomohoyu huhl-formy «Motyvatsiynyy profilʹ abituriienta». Rezhym dostupu: tps://forms.gle/uZBP3UNM2ivC7GwW6. (Дата звернення 30.05.2021)

13.  Tielietov O.S. (2011) Reklamna diyalʹnistʹ vyshchoho navchalʹnoho zakladu. Marketing and Management of Innovations. № 2. S. 53–64. [in Ukranian]

14.  Drapińska A. Zarządzanie relacjami na rynku usług edukacyjnych szkół wyższych. Wydawnictwo Naukowe PWN, Warszawa, 2011. 263 s. [in Polska]

15.  Zharsʹka I. O. (2014) Metodychni osnovy doslidzhennia povedinky spozhyvachiv u sferi osvitnikh posluh. Marketing and Management of Innovations. № 2. S. 81–94. [in Ukranian]

16.  Luminiţa Nicolescu. (2009) Applying marketing to Higher education: scope and limits. Management & Marketing. Vol. 4 (2). Р. 35–44.

17.  Karpishchenko M. Iu., Miliutina V. V. (2010) Skladannia prohramy prosuvannia osvitnikh posluh vyshchykh navchalʹnykh zakladiv na osnovi doslidzhennia abituriientiv Sumsʹkoi oblasti. Bulletin of Uzhhorod University. Economy series. № 2. S. 112–121. [in Ukranian]

18.  Dobriansʹka, V. V., Kodak, O. A., Verpeta, Ia. V. (2020) Rozvytok marketynhu zakladiv vyshchoyi osvity na osnovi doslidzhennia povedinky spozhyvachiv osvitnikh posluh. Efficient economy. № 7. DOI: 10.32702/2307-2105-2020.7.66. [in Ukranian]

19.  Sahaidak, M. P. (2013) Doslidzhennia chynnykiv vplyvu na povedinku spozhyvachiv osvitnikh posluh. Stratehiya pidpryyemstva: zmina paradyhmy upravlinnya ta innovatsiyni rishennya dlya biznesu: zb. materialiv Mizhnar. nauk.-prakt. konf. S. 404–406. [in Ukranian]

20.  Shulʹpina N. V. (2015) Marketynhovyy analiz osoblyvostey povedinky spozhyvachiv osvitnikh posluh. Young Scientist. № 11 (26). S. 119–123. [in Ukranian]

MODERN TRENDS OF PROFESSIONAL EDUCATION DEVELOPMENT

Ensuring the acquisition of professional skills and professional experience during the practical training of professional junior bachelors in physical culture and sports  
Dmitriieva N.  (download)
[in English]

Abstract. The aim of the work is to highlight the methods of ensuring the acquisition of professional skills and professional experience during the practical training of professional junior bachelors in physical culture and sports. The practice of students involves continuity and consistency of its implementation while obtaining the required sufficient amount of practical knowledge and skills in accordance with different and qualification levels. In order to ensure the acquisition of professional skills and experience of professional activity during the practical training of professional junior bachelors in physical culture and sports, the creation of a single methodological and organizational focus of all types of practice of students majoring in "Physical Culture and Sports". The practice occupies an important place, because the formation of the competencies of a specialist in physical culture and sports is carried out comprehensively and systematically throughout the period of study in a higher pedagogical education institution. The purpose of practical training is to create appropriate conditions for accelerating the process of initial professional adaptation, personal self-determination and self-realization of a specialist in physical culture and sports. The main tasks of pedagogical training are the deepening of psychological, pedagogical and methodological knowledge, the development of the ability to objectively understand the need to make decisions in accordance with the educational situation; consolidation of sports and pedagogical skills and abilities; formation of stable positive motivation for future professional activity. The main tasks of practical training are: deepening of sports-pedagogical, psychological-pedagogical knowledge, acquaintance with types and ways of activity of teachers of modern general educational institutions and coaches in a kind of sport; consolidation of skills acquired in practical classes in sports and pedagogical disciplines, pedagogy, psychology, anatomy, physiology; specific techniques that preceded the practice; formation of a stable positive motivation for further mastery of professional and pedagogical skills and abilities. At the end of each type of internship, students report on the implementation of the internship program and individual tasks. The general and characteristic form of student reporting for the internship is the submission of a written report, signed and evaluated directly by the head of a certain type of internship to the commission for its defense.

Key words: practical training, professional junior bachelor, physical culture and sports, professional experience, practical training of students.

References

  1. Belikova, N.A. (2014). Based on the experience of using interactive teaching methods in the training of future specialists in physical education and sports. Modern information technologies and innovative teaching methods in training specialists: methodology, theory, experience, problems. Vol. 37.P. 348-353.
  2. Bondareva, L.I. (2006). Educational training as a means of professional training for future managers of organizations in economic universities. (Author. Cand. Ped. Science). Kiev. 21
  3. Danilko, M. (2011). The introduction of pedagogical technologies of physical culture and sports according to the methodological foundations of the readiness of the future teacher of physical culture. Physical education, sport and health culture in modern society. No. 2 (14). S. 26-31.
  4. Danylevych, M., Matviyas, O., Romanchuk, A., Kemin, V. (2019). Monitoring the Effectiveness of Professional Training System Designed for Students in Physical Education and Sports. Slavonic Pedagogical Studies Journal. Vol. 8, Is. 1. P. 51-81. doi: 10.18355 / PG.2019.8.1.5.
  5. Danylevych, M. (2018). Professional training of future specialists in physical education and sports for recreational and health activities: theoretical and methodological aspect [Profesiina pidhotovka maibutnikh fakhivtsiv z fizychnoho vykhovannia ta sportu do rekreatsiino-ozdorovchoi diialnosti: teoretyko-metodychnyi aspekt]: monograph. LA «Piramida», Lviv, 460. [in Ukrainian]
  6. Dmitriieva, N. (2021). Psychological training of future specialists in physical culture and sports for the activities of a sports coach in higher education institutions. Engineering and Educational Technologies, 9 (1), 90–101. doi: https://doi.org/10.30929/2307-9770.2021.09.01.08
  7. Downey, M. (2008). Effective coaching. Lessons coach. Moscow:A Good Book, 288 p.
  8. Kademia, M.Yu. (2013). Using interactive learning technologies. Theory and practice of managing social systems. No. 3.P.125-129.
  9. Keyner, S., Lindy, L., Toldy, K., Fisk, S., Berger, D. (2014). Facilitator's Guide. How to lead a group to a joint decision. Moscow:Dmitry Lazarev Publishing House, 344p.
  10. Kolyada, M.G. (2014). The choice of optimal forms, methods and means of organizing the educational process according to an individually oriented educational system. Pedagogy and psychology of vocational education. No. 2.P. 30-40.
  11. Kozlovskyi, Yu.M. (2018). Integration processes in vocational education: methodology, theory, methods [monograph]. Lviv: Publishing house of the Lviv Polytechnic, 420 p.
  12. Kryshtanovych S.U. (2019). Innovative teaching methods as the basis for the formation of cognitive activity of future managers of physical culture and sports. Innovative pedagogy. Vip. 11. T.2, S. 87-93.
  13. Kryshtanovych, S., Prystupa,Y., Slobozhaninov, P. (2019). The integration of the content of training future managers of physical culture and sport in formation of professional competence. The scientific heritage. No 39.P.2, 43-46.
  14. Lapichak, I., Musica, F. (2014). Aspects of the integration of professional knowledge and skills in the preparation of physical culture specialists in higher educational institutions. Physical culture, sport and health of the nation, collection of scientific papers. Vinnitsa LLC Glider,Issue. 18. S.163-170.
  15. Leshchenko, O. (2016). Profile training in physical education as a pedagogical problem. The origins of pedagogical excellence.Vol. 17.P. 102-108.
  16. Nichkalo, N.G. (2014). The development of vocational education in the context of globalization and integration processes: [monograph]. Kiev: Publishing House of NPU named after M.P. Drahomanova, 125 p.
  17. Pashchenko, A.V. (2016). Definition of learning outcomes as the main factor in the formation of professional competence of a specialist. Kiev, 44 p.
  18. Protsenko, U., Pantiuk, T., Romanchuk, O., Danylevych, M. (2016). Improvement features of the Ukrainian physical education system. Journal of physical culture and sport (JPES), Vol. 16 (1), Art 19. P. 113 - 117. doi: 10.7752 / jpes.2016.01019.
  19. Prystupa, Y., Kryshtanovych, S., Danylevych, M., Lapychak, I., Kryshtanovych, M., Sikorskyi, P., Podolyak, Z., Basarab, V. (2020). Features of formation the professional competence of future managers of physical culture and sports. Journal of Physical Education and Sport, Vol. 20, suppl. is. 1. P. 441 – 446.
  20. Rothman, T., Henderson, M. (2011). Do school-based tutoring programs significantly improve student performance on standardized tests?,Vol. 34. №6.P.1-10.
  21. Shaposhnykova I.V. (2015). Guidelines for the organization of the educational process in higher education (types of studies): [textbook. allowance]. Kherson: Helvetica, 63 p.
  22. Stepanchenko N.I. (2016). The system of vocational training of teachers of physical culture in higher educational institutions [monograph]. Lviv:Pyramid, 2016.S. 546-617.
  23. Yavorska J. (2005). Business games and their role in the training of modern specialists. Bulletin of the Lviv University.No. 19. P. 315-320.

INNOVATIONS IN USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT EDUCATION

Visual literacy as a component of personality multi-literacy: ways of development  
Zminchak N.  (download)
[in Ukrainian]

Abstracts. The modern information society poses serious challenges to the individual, requiring the development of new competencies. In this study, attention is focused on the concept of visual literacy, its interpretation and definition of functioning in the context of a multi-literate personality. The formation of visual literacy competence is closely related to the realities of the information society, which requires mastery of the latest technologies for searching and processing information, critical and creative processing of messages from the media, social networks, the Internet and more. A significant percentage of all information that comes to a person from such sources are visual objects. Therefore, society faces the task of developing the skills of competent interpretation of such information, the purpose of which can be both a deep understanding of the meaning of the image and the avoidance of manipulative intentions of the media. That is why visual literacy is seen not only as a professional competence, but also as a component of the overall cultural development of the personality. Intensive development of the Internet, the spread of free access to information leads to confusion of the individual due to the inability to process a significant amount. Superficial reading, interpretation and use of visual images can be prevented by establishing a selective search for images available on the network or creating your own, interpreting images in different contexts, the development of visual thinking. The influence of the visual turn on education is emphasized and the need to develop visual literacy competencies by pedagogical workers, who are currently active producers of visual learning content, is emphasized. The article analyzes domestic and foreign research in the field of visual literacy and media literacy, identifies the basic parameters of visual literacy, outlines the principles of working with visual images and identifies the tools by which they are created.

Key words: media literacy, visual thinking, cognition.

References

  1. Ilina, H. (2018). Vizualna hramotnist u konteksti kohnityvnykh ta osvitnikh protsesiv. Visnyk Kyivskoho natsionalnoho torhovelno-ekonomichnoho universytetu. No.1. S. 156-168.
  2. Hrei D., Braun S., Makanufo Dzh. Heimshtormynh. (2012). Yhry, v kotorye ihraet byznes. Sankt-Peterburh. 288 s.
  3. Yerko H., Zhalko T. (2020). Mediahramotnist yak skladova tsyklu dystsyplin humanitarnoi ta sotsialno-ekonomichnoi pidhotovky u zakladakh vyshchoi osvity: metodychni aspekty. Zbirnyk statei Vosmoi mizhnarodnoi naukovo-metodychnoi konferentsii «Krytychne myslennia v epokhu toksychnoho kontentu». Kyiv: Tsentr Vilnoi Presy, Akademiia ukrain-skoi presy. 286-291 c.
  4. Kontseptsiia vprovadzhennia mediaosvity v Ukraini. Skhvaleno postanovoiu Prezydii NAPN Ukrainy 20.05.2010, protokol No. 1-7/6-150/ URL: http://osvita.mediasapiens.ua (accessed 10.05.2021).
  5. Kremen V., Ilin V. (2020). Prezentatsiia vizualnoi hramotnosti v osvitnomu protsesi ta yii eksplikatsiia u kulturi myslennia. Informatsiini tekhnolohii i zasoby navchannia, No. 1, s. 1-12.
  6. Makarova K. (2017). Formyrovanye vyzualnoi hramotnosty zrytelskoi audytoryy sovremennoho yskusstva : mahysterskaia dys. Ekaterynburh. 90 s.
  7. Masimova L. H. (2013). Vizualna hramotnist v systemi mediaosvity. URL : http://sn-philolsocom.crimea.edu/arhiv/2013/uch_26_3filol/029_masi.pdf (accessed 10.05.2021).
  8. Mediahramotnist na urokakh suspilnykh dystsyplin: posibnyk dlia vchytelia. (2016) Za red. V. Ivanova, O. Volosheniuk, O. Mokrohuza. Kyiv: Tsentr vilnoi presy, Akademiia ukrainskoi presy. 201 s.
  9. Mediaosvita ta mediahramotnist: pidruchnyk dlia roboty pedahohichnykh koledzhiv. (2014). Red.-upor. V. F. Ivanov, O. V. Volosheniuk; Za nauk.red. V. V. Rizuna. Kyiv: Tsentr Vilnoi Presy. 431 s.
  10. Roem D. (2013). Vyzualnoe mыshlenye. Kak “prodavat” svoy ydey pry pomoshchy vyzualnыkh obrazov. Moskva: Mann, Yvanov, Ferber, Eskmo. 300 s.
  11. Toffler E. (2004). Shok budushcheho. Moskva: Yzdatelstvo ACT. 557 p.
  12. Cherepovska N. (2014). Vizualna mediakultura: rozvytok krytychnoho myslennia i tvorchoho spryimannia. Kyiv: Milenium. 116 p.
  13. Association of College and Research Libraries. (2011). ACRL Visual Literacy Competency Standards for Higher Education, URL: http://www.ala.org/acrl/standards/visualliteracy (accessed 10.05.2021).
  14. Barnes B. Susan. (2011). An Introduction to Visual Communication: From Cave to Second Life. N. Y. : Peter Lang Publishing Inc., 2011, 273 p.
  15. Debes J. L. (1968). Some Foundations for Visual Literacy. Audiovisual Instruction. 13, pp. 961–964.
  16. Dondis A. Dondis. (1998).  A Primer to Visual Literacy. Cambridge & London : The MIT press, 194 p.
  17. Hattwig D., Bassert K., Medaille A., Burgess J. (2013). Visual Literacy Standards in Higher Education: an Opportunities for Libraries and Student Learning. Libraries and the Academy. Vol. 13. № 1, pp. 61–89.
  18. Jewitt C. (2005). Multimodality, «Reading», and «Writing» for the XXI Century. Discourse: Studies in the Cultural Politics and Education. Vol. 26, No 3, September, pp. 315–331.
  19. Kress G. (2003). Literacy in the New Media Age. London & N.Y.: Routledge, 208 p.
  20. Lowe, R. (2000). Visual Literacy In Science and Technology Education. UNESCO International science, technology & environmental education newsletter, Vol. XXV, No. 2, p. 2.
  21. Matusiak К. (2019). Visual Literacy in Practice: Use of Images in Students’ Academic Work. College & Research Libraries. Vol. 80. № 1, pp. 123-139.
  22. Mirzoeff N. (2015). How to See the World. An Introduction to Images, from SelfPortraits to Selfies, Maps to Movies, and More. L. : Routledge, 352 p.
  23. Purgar K. (2014). Visual studies and the pictorial turn: Twenty years later. IMAGES. Journal for visual studies.

 



Яндекс.Метрика