Content Of Primary Education Research Articles

IMMERSIVE TECHNOLOGIES IN PROFESSIONAL DISTANCE TRAINING OF PRIMARY SCHOOL TEACHERS

The article analyzes the peculiarities of the use of immersive learning technologies of primary school teacher training in the conditions of digitization in the educational environment of higher education institutions. The features of the using digital tools for training of primary school teachers for the performance of professional activities are analyzed. The interpretation of immersive learning technologies as the newest form of visualization and learning technology based on the features of "immersion" in alternative reality (augmented (AR), virtual (VR), mixed (MR)) are summarized; it deals with the visualization of educational material in the context of changing image perception. Peculiarities of the functioning of augmented, virtual and mixed reality technologies in the potential of software and technical resources are presented. The approaches to the classification of immersive learning technologies are highlighted and the author's scientific views are presented. The advantages and disadvantages of using immersive learning technologies in educational practice are determined. The organizational and pedagogical, didactic, methodical, psychological factors of immersive learning technologies as conditions and levers of influence on the use of digital technologies in the pedagogical process are formed. The initial principles of the organization of the pedagogical process in the conditions of digital technologies are determined. The peculiarities of the use of immersive technologies in the content of primary education and software and technical possibilities for their presentation are defined. The results of these studies point to the opinion on the importance of the application of augmented reality technologies in the conditions of the New Ukrainian School (NUS) and the readiness of primary school teacher to build a digital educational environment with the use of appropriate tools and resources.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF JUNIOR SCHOOLCHILDREN’S SOCIAL SUCCESS IN THE LEARNING PROCESS

It is proved in the article that personality had to be able to think, constructing logical reasoning with the help of concepts, judgments and inferences, and the ability to interact constructively with others, working in a team, to succeed in the society. The content and structure of social success of a child of primary school age are presented. This concept is proposed as an integrated quality, which consists of three components: motivational, instrumental and emotional and behavioral. The motivational component is characterized by the presence of the need for knowledge, the desire to succeed. The instrumental component covers three components: cognitive (systematized program knowledge; developed conceptual, divergent, critical thinking); operational (intellectual, intellectual and cognitive, research, intellectual and creative skills); evaluative and effective (reflection and adequate self-esteem). The emotional and behavioral component of social success of junior high school students is represented by the following components: value (presence of value orientations), emotiona and volitional (developed emotional intelligence, respect, sensitivity to others, self-control, volitional qualities), communicative (developed social intelligence). Psychological and pedagogical conditions are characterized as a mechanism of formation of social success of a child of primary school age in the process of studying in the Institutions of general secondary education (IGSE), namely: dominance of problem searching dialogue between teachers and students and between students in the educational process of primary classes; implementation of the course “Logic” in the educational process of primary school in 2–4th classes and tasks related to the content of the course “Logic” on lessons in Humanities and Natural Sciences and Mathematics cycles; creating tasks for joint learning activities, providing “I am – the inclusion” of each pupil in joint work. The mission of the course “Logic” in the content of primary education is described; the techniques of organization and implementation of problem searching dialogue between the subjects of the educational process, the organization of educational activities in a team are revealed.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF JUNIOR SCHOOLCHILDREN’S SOCIAL SUCCESS IN THE LEARNING PROCESS

It is proved in the article that personality had to be able to think, constructing logical reasoning with the help of concepts, judgments and inferences, and the ability to interact constructively with others, working in a team, to succeed in the society. The content and structure of social success of a child of primary school age are presented. This concept is proposed as an integrated quality, which consists of three components: motivational, instrumental and emotional and behavioral. The motivational component is characterized by the presence of the need for knowledge, the desire to succeed. The instrumental component covers three components: cognitive (systematized program knowledge; developed conceptual, divergent, critical thinking); operational (intellectual, intellectual and cognitive, research, intellectual and creative skills); evaluative and effective (reflection and adequate self-esteem). The emotional and behavioral component of social success of junior high school students is represented by the following components: value (presence of value orientations), emotiona and volitional (developed emotional intelligence, respect, sensitivity to others, self-control, volitional qualities), communicative (developed social intelligence). Psychological and pedagogical conditions are characterized as a mechanism of formation of social success of a child of primary school age in the process of studying in the Institutions of general secondary education (IGSE), namely: dominance of problem searching dialogue between teachers and students and between students in the educational process of primary classes; implementation of the course “Logic” in the educational process of primary school in 2–4th classes and tasks related to the content of the course “Logic” on lessons in Humanities and Natural Sciences and Mathematics cycles; creating tasks for joint learning activities, providing “I am – the inclusion” of each pupil in joint work. The mission of the course “Logic” in the content of primary education is described; the techniques of organization and implementation of problem searching dialogue between the subjects of the educational process, the organization of educational activities in a team are revealed.

IMPLEMENTATION OF ETHNOCULTURAL COMPONENT OF «MUSIC» PROGRAM FOR GRADES 1-4 IN PRIMARY EDUCATION LEVEL OF REPUBLIC OF KAZAKHSTAN

The article is aimed at some issues of the implementation of the ethnocultural component in the content of program in Music for 1-4 classes in primary education level of the Republic of Kazakhstan. A retrospective of author Music programs demonstrating the various approaches of Kazakhstan teachers and musicians to organizing children musical activities based on traditional musical genres, the best examples of the national folklore, works created by the multinational culture of Kazakhstan is presented. The author defines and substantiates the importance of the ethnocultural component in the content of primary education, the role of musical folklore in the cultivation of tolerant relationships in a multicultural environment and the formation of an integrated artistic worldview among younger pupils. The updated content of the Program on the subject “Music” for grades 1-4 are revealed, the study of it takes place through the learning of cross-cutting themes that permeate all subjects and include an ethnocultural component as an important element aimed at the formation and development of national consciousness, the integration of the individual into the national and world culture.

STAGES OF MODERNISATION OF THE CONTENT OF PRIMARY SCHOOL EDUCATION: UKRAINIAN EXPERIENCE

The article highlights the Ukrainian experience of modernising the content of primary education under state independence of Ukraine. Based on the dynamics of the introduction of the State Standards for Primary Education and of a competence-based approach, the following four stages identified: the 1st stage: a Law of Ukraine “On Education” (1996) was adopted, the theoretical and legal preconditions for the development of the national Ukrainian school and State Standard for the 11-year school developed; the 2nd stage: the transition to a 12-year school started; its structure was defined, Concept of 12-year General Secondary Education was developed; the 3rd stage: the working State Standard for the 4-year School was modernized; the 4th stage: the new State Standard is based on the provisions of the Law “On Education” (2017) and of the Concept of the New Ukrainian School. The author reveals how an innovative algorithm for constructing a standard was applied; from obligatory outcomes of primary education in the state standards – to the expected outcomes in typical educational programs; content, forms, methods are the means to achieve different types of educational outcomes.

1861: la emergencia de la educación laica en México

Formal Secular education has more than a century and a half in Mexican legislation. In this article, the conditions of emergence of a free and secular education are set out, starting from the definition of an analytic operator called the regime of secularism.The institutional matrix is exposed, it means, legal-administrative, which was built between 1857 and 1863, in order to identify the ruptures that occur in the legislation about the content of primary education;the problems of the jurisdiction derived of a federal regime in which the entities of the Republic are the ones that have attribution to legislate on instruction as well as the conceptual and administrative problems about public instruction. The historical conceptual knot of secular education emergency is formed by assemblies which occur between modes of problematizing, conceptualizing and regulating public instruction in a federal Republic after the Reform War.Those theoretical conceptsare displayed in the historical exhibition, which is based in primary sources of legislative and administrative matter and in secondary sources that allow recognizing and explaining the problem in a geographical broad context.

Goal as a Form of Representing the Conceptual Approaches to the Process of Teaching Native Language to Primary School Pupils in the Mountain Areas

The essence of the goal of language teaching, historical legacy of Pedagogy in the field ofestablishing the content of primary education and conceptual grounds for defining the goal andcontent of language teaching for primary school pupils with the emphasis on the Carpathianslocation have been developed.

ACQUISITION OF MUSICAL CULTURAL VALUES IN PRIMARY EDUCATION: APPRAISING THE VIRTUE OF HOLISTIC APPROACH

The paper reviews current tendencies in making sense of the concept of holism as well as analyses relevant theoretical studies in social science about the substance and significance of holistic approach to shaping the content of primary education and to facilitating the acquisition of musical cultural values. Analysis of scientific literature germane to this topic suggested the following research aim – to ascertain the expediency of holistic approach to facilitating the acquisition of musical cultural values in primary school with due concern for enriching learners’ spiritual and physical experience. The empirical study reported on in this paper draws on survey data obtained from primary education teachers in different regions of Latvia. The survey allowed for evaluating and comparing the views of primary school subject teachers on holistic approach to facilitating the acquisition of musical cultural values in Latvian primary schools

Tempos de Império: a trajetória da geometria como um saber escolar para o curso primário

The text analyzes the history of geometry as a content of primary education in Brazil. The period of study ranges from the first to the final decades of the nineteenth century. Official documentation and textbooks were the main research sources. The empirical study is analyzed under the historical-cultural perspective. With regard to the teaching of geometry, the following aspects are analyzed: the appropriation of Condorcet’s proposals, the discussions and debates carried out at the Brazilian National Congress, and the elaboration of a practical geometry for primary school. Results show the sedimentation of the Linear Drawing as geometry for the primary school.

Tasks and Content of Primary Education

The question of the tasks and place of primary education in the system of general and polytechnical education in the eight-year school has been widely discussed in the press of late. The raising of this question is entirely natural and is motivated by a desire to eliminate deficiencies in the upbringing and instruction of schoolchildren, to improve the quality of their knowledge, and to fuse instruction and upbringing into a single process.