bluuebunny/crossref_metadata_2025 huggingface dataset:
FORMATION OF PROFESSIONAL CONSCIOUSNESS OF FUTURE TEACHERS
Authors:   Kryvyi Rih State Pedagogical University, Liubar Ruslana , Liubar Inna ,   Kryvyi Rih State Pedagogical University
Published: December 2021

The article is based on the analysis of scientific sources, reveals the essence of the concept of «professional self-consciousness», identifies the factors of its formation. Various forms of self-consciousness, its components, stages and levels of development of this complex formation are considered. The concept of «self-education» as a certain level of personality development, its self-consciousness is considered. Ways of professional abilities development, introduction of new forms and training methods are given. The components of professional self-consciousness include professional interests and attitudes, the desire to engage the chosen type of professional activity; diverse general and professionally necessary knowledge, cognitive skills and abilities; effective solution of professional situations, creativity as a recession from stereotypes in solving professional problems; adequate assessment of their professional qualities, attitude as a professional to himself. The author identifies the main aspects of professional self-consciousness of future teachers, identifies pedagogical conditions that contribute the process of professional self-consciousness: the usage of personality-oriented approach in the learning process, development of creative and communicative abilities, personal awareness of professional self-development, adequate self-esteem, motivational-pedagogical self-education, application of special methods and techniques of teaching in the process of training future teachers. There are methods and techniques that highlight the effectiveness of this process, namely: the study of professional literature, the study of foreign and national pedagogical experience; participation in professional competitions, contests, conferences; creative tasks performances of professional orientation; usage of game teaching methods, business role-playing games, etc.; discussion of success and failures in the process of performing creative work; determination of acquired knowledge, formation of skills and abilities that are necessary for one's own professional activity; formation of a critical attitude to one's own activity; planning their activities and analysis of what has been done; perception of own positive and negative qualities in pedagogical work. Thus, the formation of professional self-consciousness of the future teacher is a motivated, purposeful activity that leads to improve professional knowledge, skills and abilities, the development of professionally significant personal abilities and qualities.
CRITERIA AND INDICATORS OF METHODOLOGICAL COMPETENCE OF THE FUTURE TEACHER OF MATHEMATICS IN THE PROCESS OF DEVELOPMENT OF LOGICAL THINKING OF STUDENTS
Authors:   Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Mykhaylenko Lyubov
Published: December 2021

In the article we reveal the influence of methodical training of the future teacher of mathematics on the development of logical thinking of future teachers. We substantiate that the effectiveness of the development of logical thinking of students in mathematics lessons depends on the quality of methodological training of mathematics teachers in the free economic zone. Our experience in training future teachers of mathematics, allowed us to identify the criteria of methodological competence of mathematics teachers in the development of logical thinking of students: motivational, cognitive and activity; to characterize indicators of methodical competence of the teacher of mathematics in the course of development of logical thinking of pupils. We characterize the motivational criterion as the need of future mathematics teachers to master the methodological knowledge, skills and abilities for the development of logical thinking of students. The motivational criterion is revealed by the following indicators: professional orientation on the development of students' logical thinking; motivation for self-improvement in methodical activity. The cognitive criterion reflects the knowledge of future mathematics teachers of the logical component of students' mathematical competence. Indicators of the cognitive criterion of methodological competence of a mathematics teacher in the process of development of logical thinking of students are: completeness of theoretical knowledge of the logical component of mathematical competence of students; familiarity with the methods of developing students' logical thinking in mathematics lessons. The activity criterion shows the ability of future mathematics teachers to develop students 'logical thinking and involves mastery of methods for developing students' logical thinking. Indicators of the activity criterion of methodical competence of a mathematics teacher in the process of developing students' logical thinking are: the ability to use theoretical knowledge in practice; ability to develop the logical component of students' mathematical competence; the ability to generate new ideas aimed at improving the development of logical thinking of students. Selected criteria and indicators of methodological competence of mathematics teachers in the development of logical thinking of students reveal the importance of the ability to form a logical component of mathematical competence of students and determine the content of methodical activities of teachers in the development of logical thinking of students.
A BINARY MODEL OF AN ELEMENTARY SCHOOL TEACHER TRAINING TO DEVELOP LEGAL COMPETENCES OF STUDENTS
Authors:   Uzhhorod National University, Popadych Olena
Published: December 2021

The article argues that training of elementary school teachers to develop legal competences of students needs both mastering new knowledge and skills as well as formation of a creative wish and ability to model their personal pedagogical activity. Referring to the analysis of creation of the models of different pedagogical systems, it is proposed to use a binary model, which involves the process of teachers’ training at higher educational establishments and their future professional activity. Pedagogical practice is the linking element of those two systems, when a student actually performs his/her professional functions in the real school conditions. The essential component of that model is the teacher’s readiness to conduct the activity, which is founded on a complex of theoretical knowledge and skills of a new quality level. The processual constituent of the model suggests a gradual organization of the students’ educational process, considering peculiarities of all stages of the multi-level pedagogical education, securing the heredity of setting and performing the didactic tasks according to the choice of the educational content, form, methods and instruments. The procedure should be based on the appropriate pedagogical fundaments, i.e. consistent training of a future teacher to take pedagogical practice in the elementary school; gradual pedagogical focus of the content of higher pedagogical education on the urgent solution of the problem of formation of the legal component of teachers’ training due to the interdisciplinary integration of pedagogical and specific subjects; sequence of the relations of the educational process of students at higher educational establishments and their future professional activity; focus of the educational process at higher educational establishments on principally different requirements to professional activity of a modern elementary school teacher; creation of a binary model of the elementary school teachers training to develop legal competences of students, considering a complex of theoretical knowledge and specific skills at the level of determination that secures the innovative search in the conditions of an elementary school; projecting of an appropriate social and educational sphere for the best-possible training of a future elementary school teacher. The work describes an example of that model application for the program of pedagogical assistance for a family by an elementary school teacher concerning the legal education of students (a system approach to the problem of pedagogical assistance on the issue of legal educating of children, improvement of the content and education at the elementary school referring to the traditions and legal values of the family; shaping and development of a system of collaboration during the classes with children, etc.)
NEW UKRAINIAN SCHOOL: INFORMATION AND COMMUNICATIVE TECHNOLOGIES IN QUARANTINE
Authors:   Lutsk Pedagogical College, Push Olena , Yatsyk Tetyana ,   Lutsk Pedagogical College, Zamelyuk Maria ,   Lutsk Pedagogical College
Published: December 2021

The article analyzes the development of distance learning to quarantine with students, which was of a practical nature. The article substantiates the importance of the online platform Google Classroom. The first steps are introductory consultations and instructions on working remotely. Among the problems is the digital inequality of the target audience of students. As teachers, we first of all had to gather and use the tools we had mastered at webinars, trainings, online marathons, online schools, etc .. ", Educational project" On the lesson ", Geek Journal, Ukraїner, Matific, Duolingo, Childdevelop, Code Studio, Study-smile, My Class, etc. At first, students were interested in learning, they were creative, they created, but later they lacked "live" communication. It is justified that the educational process needs to change with the change of information and educational environment. But it is necessary to change gradually, involving students in: development of tests for schoolboys on platforms "All education", "On a lesson"; creation of own sites, blogs; rationally use interactive distance learning tools in their work with children. The emphasis is on the system "teacher-student (parents) -student". Everyone had the opportunity to build an individual learning trajectory, partially meet the needs of students by acquiring the knowledge that is important to them, which will contribute to the development of information and communication competence not only teachers but also all participants in the educational process. Particular attention is paid to the issue of substantiation of the main problems of development of digital competence of pedagogical staff of NUS. Emphasis is placed on the fact that the teacher can organize the following modes of learning: live online communication, when at the appointed time, you organize a video conference, chatting with students; distance learning, stretched in time, when using certain digital tools, a platform for independent learning is created with the active indirect participation of the teacher. It is noted that it is important not only to allow teachers to use distance learning tools, but also to modify the existing educational program to take into account the distance format.
THE ROLE OF COMPUTER MODELING IN THE FORMATION OF SYSTEMIC THINKING OF SENIOR STUDENTS
Authors:   Institute of Information Technologies and Learning Tools of the NAES of Ukraine, Slobodyanyk Olga
Published: December 2021

The article analyzes the pedagogical research on the essence and content of the concepts of systems approach and systems thinking, substantiates the main features of the formation of systems thinking. It is noted that systematic thinking, in contrast to linear, is focused on seeing the integrity of an object or phenomenon, to identify not things but connections between them, not instantaneous states, but patterns of change. Systems thinking is needed to distinguish the structures that form the basis of complex situations. The implementation of integrative connections during the educational process is a necessary condition for the formation of a scientific worldview and competencies. It is determined that the formation of an environment for the effective formation of systems thinking is possible through the implementation of a competency approach and the introduction of active, activity forms of learning, in particular with the use of computer models. It is noted that the use of computer models in the educational process provides a high degree of clarity, and their interactivity allows to directly influence the course of the experiment, change the conditions of its conduct, which promotes motivation, interest and desire to experiment, conduct independent research in science, and thus promotes the development of creative skills and critical thinking. It is emphasized that individual research tasks based on computer simulations are an effective tool for implementing the activity approach. Students have the opportunity to discover something new, unknown to them, to observe the patterns of processes and phenomena, to "discover" a known law in physics by measuring physical quantities.
FEATURES OF FORMATION OF DESIGN AND TECHNOLOGICAL COMPETENCE BY MEANS OF 3D-MODELING
Authors:   Dobrovelychkivska comprehensive school of I-III degrees № 1 of Dobrovelychkivska village council of Kirovohrad region, Khomutenko Maksym , Sadovyi Mykola ,   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Tryfonova Olena ,   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Kurnat Halyna ,   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Published: December 2021

The modern world society is on the threshold of total digitalization of all spheres of human activity. As a result, the process of digitalization has become widespread at the beginning of the 21st century. Ukraine does not stand aside from these processes. She joined the process of digital transformation. The Cabinet of Ministers of Ukraine approved the Concept for the Development of the Digital Economy and Society of Ukraine for 2018–2020. Digitalization provides for the saturation of the physical world with electronic-digital devices, means, systems and the establishment of electronic communication between them. Readiness to use information and digital resources in professional activities over time becomes decisive for the industry. The number of jobs in Ukraine that require employees to have at least a basic understanding of information and communication and digital technologies is growing rapidly. The ability to use modern technology is becoming one of the main requirements for staff. There is a problem of reviewing the competencies that must be formed in students in accordance with the requirements of the time. One of such competencies is design and technology. Therefore, in the article we focused on the problem of forming project-technological competence in students by introducing 3D-modeling in the educational process of technical, physical-mathematical and natural sciences. 3D-modeling software allows you to transform ideas into models that can be used in teaching, design, architecture, cinema and many other areas of human life. Today, there are many programs used for 3D-modeling. They differ in the degree of complexity and the functionality required for the task. To ensure the formation of design and technological competence in the educational process, we propose to use the program Blender version 2.82a. We offered an example of practical work «Transparent vase and fabric simulation» performed using the Blender program. We have described in detail the stages of creating an object. We have developed elements of the methodology of formation of design and technological competence during the implementation of 3D-modeling. Its contribute to the renewal of the content of education and educational technologies, which aligns them with the modern needs of society. Total digitization of all areas of human activity outlines the prospects for further development in the direction of improving the organization of the educational process.
METHODOLOGICAL FEATURES OF TRAINING STUDENTS IN PROFESSIONALLY ORIENTED DISCIPLINES
Authors:   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Tsarenko Alexander , Tsarenko Irina ,   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Published: December 2021

Based on the analysis of the problems of teaching students to professionally oriented disciplines, the article examines effective conditions for the training of future specialists, among which the development of skills to independently replenish and creatively apply the knowledge gained in various situations is decisive. This approach ensures a conscious attitude of the future teacher to the performance of professional duties and the acquisition of professional competence. The theoretical level of training of students in the discipline "Food Technologies" should contribute to the development of skills to practically implement knowledge in future professional activities, and the chosen methods and means of teaching should meet the modern needs of society for the professional competence of technology teachers. The generalization of research results indicates the need for transformation of the educational system by improving innovative forms, methods, technologies and teaching aids, which make it possible to increase the level of adaptation of graduates of higher educational institutions to the needs of the labor market and the requirements of employers. However, an undesirable phenomenon is the artificial introduction of new foreign forms and methods of teaching, which do not take into account the peculiarities of the national education system, in particular, without proper understanding and adaptation to the real conditions of the organization of the educational process. Problem lectures are effective methods of teaching students, because future teachers become active participants in the educational process. Effective methods of advanced education include: problematic, developmental, interactive and project technologies that are advisable to use when teaching students. These techniques, in combination with multimedia technologies, provide an appropriate level of visualization of educational material; contribute to an increase in the effectiveness of the educational process. When conducting lectures, presentation and video materials on the technological process of processing and determining the quality of food products are effective. We see prospects for further developments in the development of a methodology for the introduction of problematic, interactive and project technologies, which are advisable to use in teaching students to other professionally oriented disciplines, which will contribute to the formation of professional competence and the development of the methodological culture of future technology teachers.
APPLICATION OF THE PROGRAM GEOGEBRA IN THE PROCESS OF STUDYING SECTIONS «POLYGONES» AND «ROTARY BODIES»
Authors:   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Yaremenko Yurii , Ovsianik Tetiana ,   I-III levels school of Velykoandrusivka village’s council
Published: December 2021

The school has always been and remains a kind of model and a mirror that reflects the life and problems of the society. The idea of implementing innovative technologies in education provides for achieving the goal of high quality education, in other words, education that is competitive, able to provide each person with conditions for independent achievement of a goal, creative self-affirmation in various social spheres. Interactive technologies in learning help to understand better the learning material, to develop communication skills and activity, to create opportunities for independent research. One such environment for dynamic mathematics is GeoGebra which is based on the principles of dynamic geometry and computer algebra that allows to combine design, modeling, dynamic variation and experiment, build geometrically accurate images, print documents and publications on the Internet. This article considers the various functional capabilities of the environment which should be used in the construction of geometric bodies. In particular such as scans, sections and combinations of geometric bodies. The article considers the advantages of the interactive environment GeoGebra in comparison with other environments of dynamic mathematics, the directions of using the package of dynamic mathematics GeoGebra in geometry lessons. There are also various functionalities of this environment, which should be used in the construction of geometric bodies. In particular, such as polyhedra, their scans and sections, combinations of geometric bodies. GeoGebra program allows you to show the sequence of images of geometric shapes. The construction of cross sections of geometric figures is shown in specific examples.
VOCATIONAL TRAINING OF FUTURE MUSIC TEACHERS FOR EDUCATIONAL INCLUSION: CONCEPTUAL AND TERMINOLOGICAL ASPECT
Authors:   Kryvyi Rih State Pedagogical University, Bohianu Kateryna
Published: December 2021

The article reveals the results of study on the problem of modern art education - vocational training of future music teachers for educational inclusion: conceptual and terminological aspect. The urgency of the problem is that today Ukrainian society makes demands on art education. In the Pedagogical University, they must train a music teacher as a leader of humanistic values of the highest standard. A teacher should be able to implement the principle of education accessibility for all. Vocational training of future teachers for educational inclusion is increasingly treated as a vital and integral component of education. It is because the number of children and young people with special educational needs is increasing worldwide. The purpose of the article is to determine the conceptual and terminological vocabulary on the problem of future music teacher’s vocational training for educational inclusion. To achieve this purpose, a set of research methods was used: theoretical analysis, search and bibliographic analysis to determine the essence of key research concepts; comparisons to identify common and distinctive features in the concepts; generalization to outline the author's comprehension of the conceptual and terminological vocabulary components. According to results of the problem of future music teacher’s vocational training for educational inclusion, a conceptual and terminological vocabulary was outlined. It includes the following concepts: «educational inclusion», «vocational training», «professional preparedness», and «professional and pedagogical competence», «readiness of a music teacher», «readiness of a music teacher for educational inclusion». In the study, future music teacher’s vocational training for educational inclusion is considered as an educational process aimed at formation students' readiness to provide in the future professional activity a system of educational services for persons with special educational needs. It involves their mastery of inclusive-oriented music and pedagogical competences, skills and personal qualities. Readiness of a music teacher for educational inclusion is defined as a professional and personal education, the result of competence gaining in the field of inclusive music and pedagogical education and training for inclusive music activity in general secondary education institution.
THE NATURE OF THE CONCEPTS “ADULT” AND “ADULTHOOD” IN SCIENTIFIC RESEARCH
Authors:   Kryvyi Rih State Pedagogical University, Herasymenko Olha
Published: December 2021

Any socio-economic changes in our developed society significantly affect transformations of all spheres of life. Education, in particular adult education, is no exception. Education helps a person to acquire new knowledge, to adapt to life and new conditions. Adult education requires great attention in the context of integration and globalization processes of society. That is because adult education is considered as a guarantor of social protection of a person and his or her possibility to study the whole life. The presented article is deals with the definition of basic theoretical concepts of the study of such problems as lifelong learning and adult education – «adult» and «adulthood». Common and different criteria for the interpretation of these concepts are identified. Discussion aspects of such concepts as «adult» and «adulthood» understanding in the psychological and pedagogical literature by Ukrainian, Russian and foreign scholars are presented. Different approaches to understanding of the above mentioned definitions have been generalized. They are biological, social, economic, psychological etc. As there are no clearly defined boundaries of adulthood, we have compared the views of different scientists with the help of a table. The article attempts to establish a chronological framework of the «adult» based on the results of research by both psychological and pedagogical scientists. Understanding, differentiation and interdependence of the definitions «adulthood» and «maturity» are determined. Great attention is paid not only to the physiological indicator of «adulthood», but also to social, psychological, ethical and so on. The nature of the concept of «adult learner» is substantiated. Moreover there are key characteristics of adult student such as independence in choice and decision-making, interaction with the teacher at the level of exchange of knowledge and experience, a clear awareness of the importance of learning and understanding the scope of application acquired skills. Indicators that distinguish «adult learner» from non-adult student are analyzed with the help of table. Based on these characteristics, a comparative analysis of their differences was carried out. Adult person is a person who not only has reached biological and physiological maturity, but also has rich life experience, aspires to a certain goal, is conscious, is responsible for his or her own life, has a social status.
THE LANGUAGE EDUCATION IN PRIMARY SCHOOL IN GREAT BRITAIN AT THE BEGINNING OF THE SECOND HALF OF THE TWENTIETH CENTURY
Authors:   Open International University of Human Development ", Chevelіuk Marianna ,   Ukraine"
Published: December 2021

In public schools, the English language has long been subordinated to the classics. The first schools for the poor focused on teaching children to read the Bible. Later, they aimed to teach them the minimum skills of reading, writing, and encryption that would suit them for modest and rewarding employment in the short term before they went to work. Spoken language plays a central role in learning. By talking to their children, parents help them find words to express their needs, feelings and experiences. With the help of language, children can turn their active reaction to the environment into a more accurate form and learn to manipulate it more economically and effectively. Schools tried to make speaking a separate subject, a conversation lesson, and a period of "news"; there were many schools where the day was played in games, accompanied by conversations between the teacher and the children, both individuals and groups, and sometimes the whole class. Traditionally, one of the first tasks of primary school was to teach children to read, because reading was the key to most learning and to the possibility of independent learning. In many primary schools, reading and writing were treated as an extension of spoken language. The children were introduced to reading the daily events and the atmosphere in the classroom. Notices of return home, letters to sick children, signs to return materials and tools to the proper place - all encouraged reading and writing. The children, together with the teachers, developed homemade books, which they then read individually or in small groups. These books helped them see the meaning of reading and understand the purpose of written writings. As for modern languages, for many years in primary schools there have been sporadic, individual and rather inconsistent attempts to teach children, almost always French. The age at which boys in independent preparatory schools started Latin and French showed that there were no fundamental difficulties in learning a second language, at least for some younger students. It was unknown whether a second language could be taught to all or most children. Typically, these experiments were dedicated to the most gifted children in the fourth year of primary school, and were conducted through the appearance among the staff of someone who was well "fluent" or "loved" the French language.
STRUCTURE OF READINESS OF FUTURE BACHELORS OF LAW FOR PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION
Authors:   Poltava Law Institute of Yaroslav the Wise National Law University, Perebyynis Yuliya
Published: December 2021

The study provides a detailed analysis of recent research and publications on the notion of readiness for professionally oriented foreign language communication and its components, which allowed to establish links with the concept of readiness of future bachelors of law for professionally oriented foreign language communication. At the moment the problem of forming this quality at law schools in Ukraine is rather urgent as their students lack a good command in English which is proved by the results of the single entrance exam in foreign languages for applicant intending to do a master's course, as they are quite disappointing. Thus, it requires a review of approaches to forming the readiness of future bachelors of law for professionally oriented foreign language communication. Through the prism of the peculiarities of the legal profession, the author distinguished the immanent features of this concept such as multilevel, i.e. the presence of a certain structure, built due to the influence of mental processes, personality traits, and showing of foreign language competence, which can be transformed due to proper training and manifested in the future activities of legal professional due to presence of a set of knowledge, skills and abilities to use legal language in the process of professional communication. This allowed to determine the structure of the analyzed category, which contains motivational, cognitive, activity and reflection components. The motivational component includes a combination of such legal students’ qualities as interest in learning a foreign language for professional purposes, as well as relevant needs, motives, values, indicating the desire to constantly develop foreign language competence and ability to communicate in it. The cognitive element of the studied readiness presupposes the presence of linguistic and professional knowledge, an idea of the essence of foreign language communication in the legal sphere, the ability to project the results of one’s studies for future activities. The activity component is interpreted as a set of practical skills and abilities application of which acts as a prerequisite of successful communication on professional topics. The presence of a reflective component presupposes students’ ability to reflection, adequate self-esteem, control of their own foreign language communicative activities and objective assessment of interlocutors’ communicative behaviour.
PRINCIPLES OF HISTORISM AND SYNERGETICS IN THE FORMATION OF SOURCES OF TECHNOLOGICAL EDUCATION IN VOLODYMYR VYNNYCHENKO CENTRAL UKRAINIAN STATE PEDAGOGICAL UNIVERSITY
Authors:   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Sadovyi Mykola
Published: December 2021

The article considers an important problem of realization of the principle of historicism in the consideration of the formation of the department of theory and methods of technological training, labor protection and life safety (1957-1997). There are two active and one passive periods of its development. On the basis of archival data - orders on enrollment in positions the analysis of personnel of the management, teachers, employees of department is carried out. At the same time, the issue of material base development from almost all academic disciplines is revealed. The first stage of the department's origin covers the years 1957-1967. Mention of the specialty of labor training dates back to 1957, when the Department of Physics introduced an additional specialization "Work in school workshops." The department provided training in technical mechanics, electrical engineering, radio engineering, basics of mechanical engineering, mechanical engineering with a tractor workshop, woodworking and metals processing technology with a workshop in training workshops, training films, photography, methods of work in school workshops, industrial practice and more. The carpentry workshop was equipped with jointing, planing, turning, drilling and other machines, and mechanical industrial lathes, milling, drilling and planing machines. The curriculum provided for mastering the technological operations of manual and mechanical processing of materials in the school workshops of high school for boys. The girls mastered the profession of civil defense nurse. In 1967, the graduation of specialists in labor training ceased. In 1993, the second stage of the revival of recruitment for the specialty of labor training began. The educational and material base was formed, scientific and pedagogical staff, masters, laboratory assistants were selected, educational and methodical support was created, the specialty "Labor and Applied Creativity" was licensed, and recruitment for the first year was announced. In September 1994, 30 students were enrolled in the first year, according to the licensed volumes. At the beginning of the 1996-1997 academic year, the Faculty of Engineering and Pedagogy underwent a reorganization. In January 1997, the Department of General Technical Disciplines and Methods of Labor Training was established at the Faculty of Physics and Mathematics. Students studying in the specialty "Labor training and applied creativity" were transferred to the newly created licensed specialty "Labor training and basics of computer science".
INTENSIFICATION OF LABOR TRAINING IN CONDITIONS OF LIMITED TIME BY MEANS OF SIGN-SYMBOLIC STRUCTURES AND ENLARGEMENT OF EDUCATIONAL INFORMATION
Authors:   Poltava V.G. Korolenko National Pedagogical University, Tsina Andriy , Imanova Saving ,   Poltava V.G. Korolenko National Pedagogical University
Published: December 2021

The article considers pedagogical technologies of intensification of labor training by means of integration of its content with the help of sign-symbolic structures and use of enlarged didactic units in order to significantly increase the mastery of educational material while significantly reducing the workload for students in labor training lessons. Defining the effective use of time as the main criterion for the effectiveness of the lesson, means are proposed to increase the productivity of learning in a limited time to study the topics and sections of the curriculum. Reserves for improving the effectiveness of the lesson of labor training are seen not in the extensive increase in time to study certain topics and sections of the curriculum, but in the rationalization of cognitive activity of students, innovative optimization of the educational process. Scientific research is aimed at solving the problem of intensification of learning in a limited time by means of sign-symbolic structures and the consolidation of educational information. The ideographic (figurative-symbolic) basis of sign-symbolic structures is analyzed, which consists in the possibility of expressing the whole concept by means of a conditional image or drawing. Sign-symbolic visual systems are created by encoding verbally presented information. During training, the reverse process is also widely used - decoding or deployment of information given symbolically. The idea of ​​teaching educational material in large blocks allows you to significantly increase the amount of learning while significantly reducing the load on the student, when one lesson can be studied material of several lessons. Depending on the level of academic achievement of each individual student, educational material can be presented to students in a broader or narrower, in-depth or review versions. The main feature of lessons of labor training with the use of enlarged didactic units is the consolidation and application of new knowledge and skills in practice in the same lesson, where these knowledge and skills were first formed. During the lessons the main attention is paid to the analysis of condensed information, teaching students the ability to expand and collapse information that contains the studied educational material.
FORMATION OF DESIGN COMPETENCE OF FUTURE TEACHERS OF SEWING PROFILE AT PROFESSIONAL EDUCATION INSTITUTIONS ON THE BASIS OF TEXTONIC APPROACH
Authors:   Oleksandr Dovzhenko Hlukhiv national pedagogical university, Vasenok Tetiana , Zinchenko Albina ,   Oleksandr Dovzhenko Hlukhiv national pedagogical university
Published: December 2021

One of the substantialpart of the professional competence of a teacher of sewing profile is design competence. However, the peculiarities of its formation on the basis of modern technologies, in particular the tectonic approach, have not become the subject-matter of an independent research yet. The tectonic approach is used in the technology of construction and design of garments in developed countries. The development of information technologies in the field of light industry requires new approaches to solving problems of formation of design competence, which can be achieved through the usage of the tectonic approach. Consequently, the aim of the article is to characterize the conceptual and methodological features of the formation of design competence of future teachers of the sewing profile at professional educationinstitutions on the basis of the tectonic approach. The set task was performed on the basis of literature analysis by the methods of systematic, comparative analysis for generalization and systematization of referencesources and scientists’researches in order to determine the basic concepts of the given theme. The analysis of documents, in particular curricula and programs of professional disciplines, was used. Based on the analysis, we chose the way of formation of design competence on the basis of the tectonic approach by the means ofinterdisciplinary approach. Analysis of the training of future teachers of professional education institution, the curricula and the academic programs of various disciplines allowed us to claim that they had objective opportunities for the formation of the competence, namely: "Design of garments" and "CAD (computer-aided design) in the garment industry". The analysis of the aim, tasks, the maintenance of discipline allowed us to define that the central place in the decision of the problems, outlined in our research, belonged to modules "Modern process of clothes design", "Problem-solving project technology". The tectonic approach was introduced in these thematic modules. During a long period of time we were developing and testing a non-calculation method of designing women's topwear. The attempt to automate the process of designing a women's topwear was made. Development ofbasic model of clothing in an automated mode greatly facilitated, simplified and accelerated the designing of garments. The process of making sewing clothes began to take less time, leaving more time for creativity. The application of the non-calculation method of designing in manual or automated modes for the designof clotheswith usage of the tectonic approach led to the formation of design competence of future teachers at professional education institutions.
ORGANIZATIO OF DISTANCE LEARNING FOR SENIOR STUDENTS ON THE EXAMPLE OF STUDYING THE FOLLOWING TOPIC «THE DERIVATIVE AND ITS APPLICATIO»
Authors:   Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Vojnalovich Natalia , Kotelnikova Svitlana ,   Lyceum №25, Kropyvnytskyi
Published: December 2021

The quarantine that was caused by the Covid 19 pandemic has made radical changes in the measured course of the educational process at all levels of the education. Distance learning has become relevant not only in higher education institutions. It has its advantages and disadvantages like any other form of education. However, distance learning is the best way to prepare children for adult life, contributing to the formation of students' cognitive independence and the development of critical thinking. Person need self-improvement during the whole life for being competitive in the labor market. Therefore, the distance learning should be transformed into well-organized and controlled self-education with the using of computer technology and communication networks. It is proposed one of the possible approaches to the organization of distance learning for high school students on the example of studying the topic "Derivative and its application" in the article. It will increase students' interest and motivation in the learning of discipline, as well as promote critical thinking and information literacy. It is issued such as communication between teacher and students through social networks or messengers. It is proposed a way to transfer tasks and learning materials using the free Google Classroom web service. It is given the recommendations for the selection and use of video resources. It is emphasized that learning cannot be limited only by providing students with tasks and checking their answers. There must be clear instruction, voice assignment, teacher consultation and feedback. The virtual communication should be organized, for example, using the Zoom service. There is a need for systematic testing to assess student achievement and to obtain feedback during the organization of the educational process by distance learning technology. It allows you regulate quickly, adjust the learning process and set specific tasks for the next lesson. It is easy to organize test control using the Google Forms service. It is also described a methodological approach to the study of the topic "Derivative and its application", which involves the use of ICT tools. They are GeoGebra and Micrsoft Math Solver. It is given the examples of the use of these ICTs in the educational process. It is indicated the expediency of using these tools both for educational purposes and for the purpose of checking independently obtained solutions.
APPROACHES TO CLASSIFICATION AND CREATION OF APPLICATIONS
Authors:   Activity Izmail State University of Humanities, Dushchenko Olha
Published: December 2021

Gadgets have become indispensable attributes of our lives, but also applications. Using applications simplifies and speeds up users. It is the future computer science teachers who must be able to create their own applications for professional duties, because the possession of tools for creating software products is one of the software learning outcomes of future computer science teachers. The concept of "application" is analyzed in the article. An "application" is defined as a software product that can run on a PC and / or mobile device due to installation or opening by a browser without installation. Types of applications are presented: desktop applications, mobile, web applications. The existing classifications of applications are given, with their characteristics, namely: web application, rich Internet application, Internet application, mobile application, hybrid mobile application, composite web application (mashup). Describes the classification of Internet applications and composite web applications. Examples of web applications are given. Statistics on the use of mobile applications of social networks and messengers, according to which the most popular application is the YouTube application. The author's classification of applications is offered: desktop applications (applications that are installed on a PC), mobile applications (applications that are installed on mobile devices), Internet applications (web applications, applications that do not require installation, but are opened by a browser and a certain mostly use the Internet). The platforms for creating applications are given. The stages of application creation are characterized: selection of the target audience, definition of purpose and functionality, type of application interface, selection of tools for application creation, application creation, application testing, improvement of the developed application. Examples of applications that can be created by future computer science teachers for further use in professional activities are offered: own website, testing system, reference book, application with presentations to educational material and tasks, guest book, forum, etc. The creation and use of applications by future computer science teachers ensures the formation of pupils' interest in computer science lessons, because pupils often use applications for personal needs, rather than educational.
WORSPACE OF THE COGNITIVE PROCESS AS A SPACE OF MENTAL CONSTRUCTS OF THE COGNITIVE MECHANISM OF THINKING
Authors:   Kharkiv National Automobile and Highway University, Еmelyanova Tetyana
Published: December 2021

The article is dedicated the workspace of cognitive activities of the individual as a space of mental constructs of the cognitive mechanism of thinking. The relationship between of the mental constructs of cognitive space and the degree of development of cognitive abilities of the individual is studied. Thinking is considered as an unconscious process of constructing a modified model representation. The cognitive mechanism of thinking is represented as a multi-stage process of unconscious construction of the response signal in the form of a model representation of the sensory signal with consideration of information encoded in the cognitive memory space. The workspace of the thought process is considered from the perspective of modern cognitive science on modeling the activity of the neural system in the framework of the concept of neurodynamic organization and functional modes of the cognitive memory space. This approach allows us to understand the relationship between the workspace, mental constructs, the cognitive space of memory and cognitive abilities. The architecture, properties, internal mechanisms, and characteristics of the workspace are discussed. Since the workspace is formed by mental constructs, the analysis of the organization and functioning of internal mechanisms of mental constructs is performed. A dynamic instability of the workspace was found, which is caused by the dynamics of mental constructs. The study of the dynamics of mental spaces is revealed the stages of forming a response by mental constructs to a sensory signal. They can be defined as creating a mental space, creating response signal as the modified model representation, the fading of mental spaces with the display of the generated response in the cognitive memory space. Understanding thinking as a multi-stage process of "unconscious reinterpretation" of the received information can contribute to the improvement of educational technologies for the development of cognitive mechanisms of the cognitive process of the individual.