Прогностично-особистісний підхід в організації уроків образотворчого мистецтва у системі початкової освіти.

Abstract

The study presents the forms of fine arts lessons based on a prognostic-personal approach in the primary education system. The article actualizes the problem of optimization of art education and cognitive development by means of fine arts lessons. The purpose of the article is to highlight the results of theoretical research and their practical approbation of various forms of teaching the arts to primary school pupils on the basis of a personal approach and foretelling the child's activities. In the process of scientific research, it has been found that the most effective form of innovative teaching of fine arts in primary school classes is a lesson- problem-based learning , a lesson-fairy tale, a lessonjourney, a lesson the perception of painting and its description, prediction and forecasting of events in a painting. It has been proven that the process of a fine arts lesson and prognostic tasks for primary school pupils are better implemented in the form of a game. The formation of prognostic experience in primary schoolchildren has its own specifics - mastering the ability to predict their own actions based on educational and social experience is associated with the assimilation of the following operations: ability to establish cause-and-effect relationships; ability to apply and reconstruct the acquired knowledge in different conditions; make an independent forecast of their own actions, set goals, foresee ways to achieve them; choose the most effective means and ways of implementing the plan; establish a chronological sequence of actions required to achieve the objectives. The number of children simultaneously participating in art classes based on a prognostic-personal approach should not exceed 10 people. It has been established that all forms of fine arts lessons based on forecasting and planning, relying on a personal approach should contain individual, group and joint forms of organization of children. It is proved that the use of a prognostic personal approach in the process of teaching primary school students in fine arts lessons contributes to the optimization of primary art education, the prognostic abilities of children and their learning competence in accordance with the requirements of the New Ukrainian School.