Abstract
The paper deals with the role of the discipline Professiogram of a teacher of Russian as a foreign language (variable part of Curriculum 45.03.01 Philology, major Teaching Russian as a foreign language) for the development of foreign philological students pedagogical competences. The demand for Russian philological education among foreign students is largely due to the desire to continue teaching. Federal state educational standard of higher education for Curriculum 45.03.01 Philology involves the development of a number of pedagogical competencies that are important for prospective teachers of Russian. To develop necessary competencies and to become a successful specialist it is necessary to get a set of knowledge and skills, culture and experience, which is the professiogram of the teacher of Russian as a foreign language. The paper also deals with the specifics of the academic discipline Professiogram of a Teacher of Russian as a Foreign Language and defines the conceptual content, principles and form of practical work. The basis of pedagogical competencies development is a complex of knowledge about requirements for professional activity and personality of the teacher, pedagogical abilities as well as components of pedagogical skills. The specificity of the discipline Professiogram of a Teacher of Russian as a Foreign Language is that it develops communicative personality of a prospective teacher. The paper contains examples of practice-oriented tasks.
Highlights
Scientific researches in musical pedagogy about integrative links are analyzed
A use of integrative links in teaching musicaltheoretical and musical-historical areas is marked as a necessary factor of solid and systematic music language image development
A system analysis of every element of music language aimed to discover their inner correlation and semantic role is named as a necessary clause, allowing to form a solid image of musical language and musical art in general
Summary
Проблемы интеграции дисциплин в региональной системе музыкального образования // Теория и практика общественного развития. Интеграция и дифференциация в системе профессионального музыкального образования // Многоуровневая система профессионального художественного образования: проблемы интеграции и дифференциации: сб. Ройтерштейн: научная деятельность и авторская модель музыкально-теоретической подготовки учителя музыки // Вестник кафедры ЮНЕСКО Музыкальное искусство и образование. Пособие для вузов по специальности 030700 – Музыкальное образование / А.И. Пособие по курсу музыкального анализа для музыкально-педагогического факультета педагогического вуза. Samara State University of Social Sciences and Education (Samara, Russian Federation); Samara Social-Pedagogical College (Samara, Russian Federation). Nemirovskaya Iya Dmitrievna, doctor of philological sciences, professor of Musical Education Department Samara State University of Social Sciences and Education (Samara, Russian Federation)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
