Contents Secondary School Pedagogy icon

Contents Secondary School Pedagogy




НазваContents Secondary School Pedagogy
Дата23.06.2013
Розмір25.7 Kb.
ТипДокументи

«Education and Pedagogical Sciences» («Освіта та педагогічна наука»). Освіта Донбасу. 2013, № 1 (56)


Contents


Secondary School Pedagogy


Turyans’ka O. F. History Textbooks for Future Generations of Secondary School Students: Considerations for Authors


Higher Education Pedagogy


Modern Trends in the Development of Higher Education


Zhyhir V. I. Conceptual Framework of Constructing the Model of the Education Manager: Competency-Based Approach


Panchenko L. F. Massive Open Online Course as an Alternative Way of Advanced Training for Higher Educational Establishment Professors


Panchenko L. F. Massive Open Online Course as an Alternative Way of Advanced Training for Higher Educational Establishment Professors


Philology


Shats’ka О. P. Teaching Foreign Languages in China


Social Pedagogy


Karaman O. L. Characteristics of the Content of Social and Pedagogical Work with Juvenile Delinquents in Penitentiaries


The History of Pedagogy


Knyazheva I. A. The Formation and Development of University Education in the 11th –18th Centuries and its Role in the Training of Prospective University Professors


Zelens’ka L. D. The Activity of the Academic Councils of the 19th Century Universities


Nezhyvyi O. I. Resilient Soul (dedicated to the 100th Anniversary of Professor Ivan Bilohub)

Contents


Secondary School Pedagogy


Turyans’ka O. F. History Textbooks for Future Generations of Secondary School Students: Considerations for Authors

The article discusses the main issues related to the process of school textbook creation, outlines possible solutions to the challenges, and determines the fundamental principles that should govern the process of composing a textbook.

On the basis of the comparative analysis of modern history textbooks, the author distinguishes two approaches to the composition of school textbooks (encyclopedic and functional) and describes their advantages and disadvantages. These approaches reflect their authors’ priorities with regard to the selection of the content of history studies, as well as the methodology of preparing the texts for such studies. The author emphasizes that an excessive amount of scientific facts, usually given in a form of summary, should be avoided, because it can discourage students from learning about the past, learning in general, and destroy students’ inherent interest in history. On the contrary, modern history textbook creators should attempt to stimulate students’ cognitive needs, describing historical importance, as well as moral and aesthetic meaning of the facts. A history textbook should not be seen as a medium of transmitting learning information of scientific nature, but must be turned into a didactic means, which exposes the ethic and aesthetic content of historical events. A textbook meeting this requirement can be critical to opening the world of spiritual and moral values to students.

^ Key words: textbook, means of educating and developing a students, the senses of historical material.


Higher Education Pedagogy


Modern Trends in the Development of Higher Education


Zhyhir V. I. Conceptual Framework of Constructing the Model of the Education Manager: Competency-Based Approach

The article focuses on the current state of the system of higher education and the challenges of the professional training of education managers. It outlines the possible directions of the improvement of professional training of prospective educational establishment administrators in the context of competency-based approach. The notion of the model of the specialist is discussed, the need for its construction is justified, and the basic principles which determine the process of model development are listed. The existing models of the manager of an educational establishment are analyzed in terms of their efficacy and the principal types of activities constituting the work of the education manager are determined, including scientific, methodological, innovative, organizational, administrative, and economic. On the basis of the education manager’s professional activity structure consisting of the lists of spheres, objects of professional activity and its different types, as well as the qualificational characteristics, a competency-based model of the education manager is described. This model embraces the peculiarities of the education manager’s activity and includes all types of professional competencies that ensure that the professional activity of the education manager is carried out effectively. These competencies are described in the form of the skills necessary to deal with educational and administrative situations.

^ Key words: education manager, professional training, professional activity, professional competence, competence-based model.


Panchenko L. F. Massive Open Online Course as an Alternative Way of Advanced Training for Higher Educational Establishment Professors

The article discusses the importance of university professors’ advanced training as one of the possible ways of the realization of the «lifelong learning» strategy. It focuses on the educational potential of the massive open online course (MOOC) phenomenon as an alternative form of the advanced training of the faculty. The analysis is conducted on the basis of the content analysis of several projects (Coursera, Udacity, edX, etc.), as well as author’s own experience of participation in the courses Machine Learning (Stanford University), Model Thinking (University of Michigan), Social Network Analysis (University of Michigan), and Computing for Data Analysis (John Hopkins University) in 2012. Two varieties of MOOC (сMOOC and хMOOC) are compared, the dynamics of «Coursera», «Udacity», «edX» search engine enquiry frequency is analysed, and the pedagogical foundations of the platforms for massive on-line courses are examined. The author describes the structure of lectures and quizes used in the courses and determines the principal features of active learning methodology embedded in MOOC. An example of the latter is short video lectures with built-in quizes, tests, and assignments to follow up on every topic of the course, efficient feedback, message board participation, peer help, and peer assessment. Peer assessment criteria used in Analysis of Social Networks course are examined.

Key words: massive open online course, advanced training for university professors, Coursera, Udacity, edX.


^ Panchenko L. F. Massive Open Online Course as an Alternative Way of Advanced Training for Higher Educational Establishment Professors


The article deals with the main works of outstanding educators of the XX century, regarding methods, forms, and means to implement the content of pedagogical disciplines. The author discovers peculiarities of their selection due to the democratic process in training a future specialist that stimulate processes of increasing activity, independence, creativity during the late XX – early XXI centuries.

The ambiguity of interpretation of the practical aspects of organizing the teaching process in the late XX century is shown as a conflict of creativity and standard.

The author characterizes traditional and innovative forms of learning in universities, both active and passive. The examples of various search and creative teaching methods are given.

The article also presents the analysis of forms of independent activity of students, which contributes to the development of creative imagination, thinking, will power; work in groups, which is a democratic form of the educational process, as well as work in pairs on the basis of games and discussions.

In perspective investigations in this field may be connected with the identification of the impact of methods, forms and means of implementing the content of pedagogical subjects on the results of shaping the future specialist.

^ Key words: content, methods, forms, tools.


Philology


Shats’ka О. P. Teaching Foreign Languages in China

The article is devoted to the teaching of foreign languages in China from ancient times to the present days. It describes the emergence of first educational institutions devoted to teaching foreign languages and outlines domineering approaches to teaching foreign languages in different historical epochs.

The author showcases a curriculum of a Chinese higher education institution to demonstrate the range of subjects relating to foreign languages. An example of the integration of electronic communication into the process of teaching foreign languages (web sites, language educational software, online journals, electronic libraries, etc.) is given. The advantages of information and communications technology in learning and teaching English are shown. The assessment of foreign language learning outcomes of undergraduate and postgraduate students in China is reported to be conducted on the basis of a national English as a foreign language test, known as College English Test (CET 4 and CET 6).

The article points to the fact that Chinese students take elevated interest in studying foreign languages. Author’s analysis suggests that they enjoy access to a wide range of English-language websites. The introduction of different means of the development of educational activities of students using new technologies (media, TV, Internet, online lessons, etc.), which have proved to be effective means of teaching/leaning foreign languages, marks the shift from “teacher-centered” to “student-centered” educational models.

Further research in this area can be devoted to the investigation of the peculiarities of learning foreign languages by engineering and technical students in Chinese universities.

^ Key words: English language, e-learning, Internet, China.


Social Pedagogy


Karaman O. L. Characteristics of the Content of Social and Pedagogical Work with Juvenile Delinquents in Penitentiaries

The author develops and characterizes the content of the social and pedagogical work with juvenile convicts as the system of its components: educational (basic secondary, vocational and higher education), upbringing (comprehensive education and participation in the programs focused on differentiated educational impact), psychological (psychodiagnostics, psychological prophylaxis, correction, psychological consultation, psychological study), and social (organization of the interaction between the penitentiary personnel and the parties of the resocializing environment). This work is aimed at the realization of the objective related to the resocialization of the individual.

The educational and upbringing work presupposes the overall training and development of all personal aspects of the juvenile, increasing the level of general culture, expanding the perspectives of the successful social reintegration after the release.

The content of the psychological work with the convicts is aimed at the psychological provision of the process of their resocialization and at rising of the level of psychological competence of the penitentiary personnel.

Social work promotes personal development of the juvenile delinquents, which involves the renovation of the social status, family and social connections, the creation of conditions for employment and return home after release, as well as the conditions for the integration into the society as a full citizen.

^ Key words: content, social and pedagogical work, juvenile convicts.


The History of Pedagogy


Knyazheva I. A. The Formation and Development of University Education in the 11th –18th Centuries and its Role in the Training of Prospective University Professors

The article determines the main trends in the formation and development of university education from the moment of its inception and through the 18th Century and defines its role in the preparation of university professors.

The author exposes the challenges that had to be confronted when establishing first vocational schools (e.g., Atheneum, the University of Magnaura, Beirut, Montpellier, Salerno, and Padua) and higher educational establishments (Bologna, Paris, Salamanca, Vicenza, Oxford, Cambridge, Prague, Lviv) and describes the formation and development of the European university education, as well as the features of the teaching system in different historical epochs. The contribution of famous educators, philosophers, politicians, and other scholars that proved to be crucial to the development of university education is discussed.

Special attention is given to the analysis of the priorities of university professors training within certain historical period. The content and basic forms of such training specific to certain periods are discussed as well. The role of Master-level courses in training of prospective university professors, as seen from the historical point of view, is also covered. Detailed analysis of the training of university professors in first Ukrainian educational establishments (e.g., the Ostroh Academy, Kyiv-Mohyla Academy and Saint Sophia Cathedral) allowed tracing the origin and development of Ukrainian traditions in this sphere. 

^ Key words: university education, professors, higher school, training.


Zelens’ka L. D. The Activity of the Academic Councils of the 19th Century Universities

The practice of activity of all-university collegiate organs (academic councils) during the 19th Century is generalized in the given article. The directions of work on the certain educational tasks that, despite of socio-political, economic and educational determinants, were fulfilled by the scholars of university academic councils during the period under consideration are outlined. The functions, which Soviet university academic councils performed, are defined on the basis of the normative analyses. The range of challenges dealt by the academic council during developing rules for students, e.g. a) on the duties of students and following rules, b) on punishment for students, c) on admission to a university and allowance for third persons to attend a course of lectures, d) on transference from between universities and departments, e) on withdraw from the university, etc. is discussed. The methods of encouragement of scientific and research work of both the higher-education teaching personnel and students are covered. Taking into consideration the specifity of government reforms in the sphere of higher education during this period, the meaningful directions of the performance of the above-mentioned functions by academic councils in Kharkiv, Kyiv, and Novorossiysk universities are characterized.

^ Key words: university, academic council, activity, functions, directions, content.


Nezhyvyi O. I. Resilient Soul (dedicated to the 100th Anniversary of Professor Ivan Bilohub)

The article is dedicated to Ivan Mikhailovych Bilohub’s life and career as a professor who would be celebrating his 100th anniversary this year. Upon graduation from Kharkiv State University in 1934 with a major in Primary Education, he worked as a teacher of the secondary school No. 40 in Kharkiv and, since 1936, he started his career as a Ukrainian literature professor at Kharkiv Library Institute and as a junior research fellow at Taras Shevchenko Art Gallery. On April 29, 1937, he was persecuted for political reasons and sent to prison until October of 1946. He was rehabilitated on November 28, 1964 by the Supreme Court of the USSR due to the absence of the event of a crime. He, then, worked in Luhansk Taras Shevchenko State Pedagogical Institute at the Department of Ukrainian Literature from 1949 until July 1994 and, since 1971 until 1990, was the Chair of the Department. His research interests were focused on the history of the literary and artistic aspects of Luhansk area, leading to the initiation of a new academic course devoted to the study of regional literature as a part of the curriculum. He is the author of more than 70 scientific and semi-popular publications, 100 contributions and reviews in the periodicals. Prominent among them are Vohnem Promteya (With the Fire of Prometheus, 1960), Vasyl’ Fedchenko (1974), Bibliografichna karta pys’mennyka na urokakh ukrains’koyi literatury (Writer’s Bibliography Map in the Study of Ukrainian Literature, 1983), Literaturno-krayeznavcha Luhanshchyna (Literary and Regional Studies in Luhansk Region: part 1 – 1993, part 2 – 1994). A book of memoir Nekrolog (Obituary) was published in 2000. One of the Regional Literature classes in Luhansk Taras Shevchenko National University is called Ivan Bilohub’s Artistic Heritage.

Key words: Ivan Bilohub as a theorist of literature, life and career, regional literature, literary regional ethnography, memoirs.

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