Creative Cognitive Activity Research Articles

КОГНІТИВНИЙ СТИЛЬ ТЛУМАЧА ЯК ЧИННИК ВИБОРУ ПЕРЕКЛАДАЦЬКОЇ СТРАТЕГІЇ У ЦІЛЬОВОМУ ТЕКСТІ (НА ПРИКЛАДІ АНГЛО-УКРАЇНСЬКИХ ПЕРЕКЛАДІВ П'ЄСИ Б. ШОУ "ПІГМАЛІОН")

The article focuses on translator’s cognitive style as an important factor that determines translation strategies and techniques while rendering a source text into a target language. In particular, the study analyses and compares the cognitive styles of Oleksandr Mokrovolskyi and Mykola Pavlov, Ukrainian translators of the play ‘Pygmalion’ by George Bernard Shaw. The relevance of the paper is stipulated by the need to provide theoretical justification for the differences in cognitive styles of the interpreters. The theoretical justification can help to explain interpreters’ successful or unsuccessful translation decisions. The results of the investigation can be used while rendering English texts into Ukrainian. The investigation is carried out using the method of contrastive analysis of the source and target texts as a main one. The comparison between O. Mokrovolskyi’s and M. Pavlov’s cognitive styles are drawn on the basis of the analysis of the translation strategies and techniques used by them while rendering cockney, a social dialect used by people from the East End of London; and interpreting associations of source precedent names and verbal poetic images in the target text. The article proves that translator’s cognitive style manifests itself in translation strategy of keeping or changing the stylistic tone of the original text. M. Pavlov uses stylistically marked vocabulary to render cockney and stylistically neutral lines more often than O. Mokrovolskyi does. The paper notes that the translator’s creative cognitive activity can also manifest itself in using the translation technique of so-called ‘explicative asymmetry’. The mentioned technique involves using target lexical units that are not considered to be equivalents for source words in order to reveal the author’s ideas better. It should be mentioned that the ‘explicative asymmetry’ technique usually causes conceptual shift. The investigation proves that while rendering English precedent names into Ukrainian M. Pavlov tends to use transformations that cause conceptual shift whereas O. Mokrovolskyi does not use the technique of explicative asymmetry very often. The author expresses the opinion that the technique of ‘explicative asymmetry’ helps to interpret associations of source precedent names in the target text. While rendering English idioms into Ukrainian both the translators use the ‘explicative asymmetry’ technique that causes conceptual shift to reveal the author’s ideas better.

МЕТОДОЛОГІЧНИЙ АСПЕКТ STEM-ОСВІТИ У КОНТЕКСТІ РОЗВ’ЯЗУВАННЯ ФІЗИЧНИХ ЗАДАЧ

The article claims that the basis for the introduction of elements of STEM education into the process of teaching natural subjects, in particular physics, is their integration based on the reflection of natural science methodology. Attention is focused on the possibilities of forming students’ methodological knowledge in the process of solving physical problems. It is shown that the methodological content of solving an educational physical problem consists in theoretical modelling. At the same time, the problem solution model consists of three components: physical, mathematical and graphical. The process of building a theoretical model of problem solving reflects educational research and is based on the application of scientific methods of cognition. Theoretical models for solving one problem may differ, and vice versa, mathematical components of theoretical models for solving different problems may be analogs. An example of building a theoretical model of solving a creative physical problem based on the method of analogy is a confirmation that methodological knowledge is the guiding basis of creative cognitive activity.

ИНТЕГРАЦИЯ ТРАДИЦИОННЫХ И ИННОВАЦИОННЫХ МЕТОДОВ РАБОТЫ С ОДАРЕННЫМИ ДЕТЬМИ В УСЛОВИЯХ ЦИФРОВИЗАЦИИ ОБРАЗОВАНИЯ

This article examines the actual problem of developing the potential of the talented children in the context of the digitalization of society. The goal of developing the digital educational environment of the school is to ensure high quality education and the integration of innovative methods in working with children with increased motivation. One of the main goals of schooling is the formation of the information culture of students. The main characteristics of the use of modern information technologies are the ability to differentiate and individualize instruction, as well as the possibility of developing students' creative cognitive activity. It is assumed that the digitalization of education, information and innovative technologies attract pupils, activates their thinking and educational activities and makes the educational process engaging and interesting

МЕТОДОЛОГІЧНИЙ КОМПОНЕНТ ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ У НАВЧАННІ ФІЗИКИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

The article analyzes the content of the methodological component of students’ subject competence in the context of teaching physics in the New Ukrainian School. It is shown that the methodological component is an important component of subject competence, which is an integral characteristic of the subject of educational and cognitive activity, which includes knowledge, abilities, skills, attitudes, values, and orientations. The key cognitive skills that form the basis of the methodological component of subject competence and reflect the connection with the subject’s intellectual and heuristic sphere of cognitive activity, which unites creative qualities and abilities, are defined. It was established that the solution to the problem of effective formation of the methodological component of subject competence lies in the plane of effective combination of two functions of education: informative and illustrative and innovative and creative. The dialectical unity of reproductive and creative activity in education is an objective factor in achieving the desired result. One of the forms of realization of such unity is the dominant transformation of reproductive activity into creative activity. Creative cognitive activity is an effective mechanism for the formation of methodological knowledge, therefore the methodological component is an important factor in the design and organization of creative educational and cognitive activity in the context of the implementation of the competence approach in education.

Improving the quality of preschool education through introducing preschoolers to technical creativity

Today, society needs socially active, independent and creative people capable of self-development. Innovative processes in education require new approaches. The formation of motivation for the development and learning of preschoolers, as well as creative cognitive activity - these are the main tasks that the teacher faces today within the framework of federal state educational standards. These difficult tasks, first of all, require the creation of special learning conditions. In this regard, design is of great importance. In the article, we reveal the conditions for working on LEGO technology and robotics with the children of our group.

Project learning as a technology for the development of creative cognitive activity of students

Project learning as a technology for the development of creative cognitive activity of students

PSYCHOLOGICAL NATURE OF THE ART OF AITYS

The main purpose of present research was to investigate the psychological nature of Kazakh Aitys and it’s impact to personal development, ethnocultural values and other skills of Kazakh young People, which required by modern market world. Also the opportunity of creating the communicative and interactive model of creative process of Aitys is considered. According to the results of the present research there are considered that the Aitys is a jont dialogical creative cognitive activity, which psychological structure has communicative-interactive nature and depends on Kazakh ethnic picture of the world. Aitys as a kind of folklore has a change trends. Process of communication in the Kazakh ethnos has it's features. Aitys isn't result and a victory of one person during competition, since Aitys is result of joint creativity of listeners and poets, because they are representatives of the same ethnos. With the influence of an Aitys uniform ethnic integrity of the Kazakh people is created. During an Aitys there is a co-authorship, empathy of the same problems and conditions of the people. Aitys introduces novelty and according to the contents it leads to particular change in human minds. In the intellectual sphere of young people there are the development and flexibility, resourcefulness. In this regard, one more function of Aitys in the process of communication is the development of critical thinking of youth, and also a new creative position in a communication process.

PROFESSIONAL TRAINING OF FUTURE SKILLED WORKERS IN PROFESSIONAL (VOCATIONAL) EDUCATION SCHOOLS BASED ON MODULAR ÀND COMPETENCE APPROACH

Relevance: in order to implement the effective personal self-realization of the future skilled worker, there is a need for the system of professional (vocational) education to follow the changes in the sphere of work, respond to the economic situation in the country, the structure of the market of professions, the demand for new competences. All this requires a significant increase in the degree of flexibility of this education system, creation of fundamentally new forms of its interaction with the labor market, employers and their active participation in its further and future development.
 Purpose: to carry out theoretical and methodological substantiation of the system of professional training of future skilled workers in the professional (vocational) education schools on the basis of modular competence approach.
 Methods: theoretical analysis, study of regulatory documents, analysis of curricula – to find out the state of development of the problem and determine the directions of research; comparison – to study different scientific perspectives on the problem; analysis and synthesis – to develop criteria and indicators of the readiness of future skilled workers to carry out professional activities on a modular basis; systematization and generalization – to formulate conclusions.
 Results: the essential characteristics of module competence training are revealed, its peculiarities and main aspects are characterized, which create the proper conditions for the formation of key competences and suc- cessful training of future skilled workers, the development of their creative cognitive activity and independence in terms of modular mastery of professional activity.
 Conclusions: in the implemented professional training of future skilled workers, based on modular com- petence, there is a complex development of skills and knowledge within the framework of formation of the specific competence of the individual, which ensures the fulfillment of the specific labor function and reflects the requirements of the modern labor market.

ЛОГІКО-ДИДАКТИЧНИЙ АНАЛІЗ ПРОЦЕДУРИ ПОЯСНЕННЯ В КОНТЕКСТІ РОЗВИТКУ ТВОРЧИХ ПІЗНАВАЛЬНИХ УМІНЬ ШКОЛЯРІВ У НАВЧАННІ

The relevance of the research topic outlined in the article and is determined by the urgency of the problem of developing the students’ cognitive independence in learning. A large number of didactic, psychological and social studies is devoted to the solution of the questions concerning the development of creative cognitive activity of schoolchildren. At the same time, an educational practice states the fact that in spite of the large amount of scientific research in line with the above-mentioned problem, the traditional reproductive teaching method remains dominant in the practices of the school’s work.In the proposed article, the authors offer one of the solutions of this problem, based on a fundamentally new technology of organizing the educational process – a procedural and operational way of studying.The described method is based on the structure of scientific knowledge, which consists of three components: concepts; ideas, laws, properties, statements; rules. These three elements of the scientific knowledge structure perform three functions in science: the function of description, the function of explanation, and the function of prescription, which are realized in the practice of knowledge through appropriate procedures.In the article, the authors note that all three of these procedures in the cognitive process are closely related to each other, but at the same time, each of the cognitive procedures has certain autonomy and for research purposes is a separate subject for consideration.The procedure of explanation in comparison with the procedures of description and prescription is the most difficult due to the variety of methods for its implementation.On the basis of the structural analysis of the defined procedure, the article reveals its content, its own logical structure, the role and place in the overall systemic cognitive process and its projection on the learning process. The subject of the students’ cognitive activity in the learning process is determined. Based on the analysis of the logical essence of laws, properties, theorems, the article describes a set of logical tools and a system of actions for performing an explanation procedure. The essence of the procedural and operational way of learning is revealed, the technology for performing the procedure of explanation within the framework of the named method is described.The possibility of implementing the proposed method of organizing the educational process and its effectiveness are proven by experimental data.

ИНОВАТИВНИ МЕТОДИ ЗА ПРЕПОДАВАНЕ И УЧЕНЕ ПО МАШИННИ ЕЛЕМЕНТИ ПРИ ДУАЛНА ФОРМА НА ОБУЧЕНИЕ

In modern school the problem of interest in learning is up to date, since interest can boost the private creative and cognitive activity of students. The teacher who created the enduring interest to a subject, achieved high results in training and provoking the desire of students to the selection, preparation and effective practice of the profession. The objective of this study was to showcase some innovative methods to achieve a higher success rate in the educational process. The study will help to understand what is the pedagogical effect of the introduction of the technology project-based learning in the process of mastering the knowledge and skills of the students in the context of the dual training. To outlining the readiness of students to work in an hour, their expectations and their achievements at the end of the school year. Analyse how by building skills and habits for private work in the learning process on machine elements developed mindset for a private creative cognitive activity. The enrichment of the academic practice of this method provides a means to raise interest in the learning process, makes it possible, through private participation in lessons on machine elements, students take control of their education and to gradually switch to the actual workplace. Dual training system provides a real connection of class theory with practice. Create opportunities students directly participate in their education and to gradually switch to professional development.

ОСОБЛИВОСТІ ПРАКТИЧНОЇ ПІДГОТОВКИ СТУДЕНТІВ У НАУКОВО-ПЕДАГОГІЧНИХ ДОСЛІДЖЕННЯХ ОЛЕКСІЯ ГРИГОРОВИЧА МОРОЗА

The article deals with the scientific and pedagogical heritage of Moroz Oleksiy Hrygorovych, the issue of the importance of out-ofclass modern students' work, the concepts and content of their individual work, pedagogical conditions of ensuring the individual educational activity of students of third level educational institutions. The article analyzes Oleksiy's Hrygorovych Moroz scientific and pedagogical heritage. It emphasizes the importance of effective organization and pedagogical conditions for providing individual student's work. It is concluded, that: – in conditions of students' creative cognitive activity intensification during the educational process individual work can not only be reduced to the implementation of normative home assignment; – students' independence and creative activity are to be started not in the audience when listening to and acquiring lectures but when preparing for them in the laboratory, library, during practice in school etc. According to O.H. Moroz, this activity, with the transfer of students to senior courses, should assume the nature of research; – with the material for independent study, the modern student is more motivated to perform creative research tasks, like preparation of papers, abstracts, research of school experience, presentation at student scientific conferences, preparation for colloquiums, writing of coursework, graduation works to further studying the problematic topics of lectures. Such individual and practical activity will be more pedagogically effective for the professional competence formation of a future specialist. Moroz also emphasized the importance of systematic and continuous nature of individual student work, which can be ensured not by increasing time for work but by its more rational distribution between subjects, according to the semester schedule, taking into account the significance of their specifics.

ACSELECOLOGICAL CONCEPT FOR DEVELOPING THE CREATIVITY IN PEDAGOGICAL AMETOLOGY

Acselecological concept for developing the creativity of the f developing the creativity of students is part of an intensive training system based on ametological technologies to gradually increase the level of education. The concept creates conditions for enhancing the learning process based on an educational process of psycho-physiological conditions for the complex activation of the student's personality reserve capabilities that are hidden in daily life and are unavailable for use due to existing psychological barriers. The aim of the educational process through the acselecological concept and application of specific methodological principles of ametology (personal subject activity, optimality of thought processes), to consider the student I-IV class as a subject of learning activity.The disciple must be able to direct the processes of self-development by fulfilling the public procurement as the subject of his / her own life and the continuity of the maintenance of all stages of improvement of personality qualities, transformation of the space of pedagogical relations, creation of feedback and reflexivity.The application of educational games creates different forms of reproduction of passive knowledge, contains elements of entertainment, includes elements of psycho-training and thought processes of creativity.For the activity in the „Technology and Entrepreneurship” educational discipline, interest is the level of „application” implemented through the role-playing system and the level of „creativity” – through the system of gaming competitions of the educational groups to „generate ideas”. All intensive training techniques are easy to perform using technical means using audiovisual and computer equipment.Depending on the specific tasks, the content of the study material, the level of creative cognitive activity of the students, different types of conversations are conducted in the didactic process. In order to develop creativity, we use the heuristic conversation.A set of additional methods are used to perform the tasks and test the hypothesis: an accelerological analysis that allows to substantiate the essential characteristics of the primary school pupil's development and amorogram; a retrospective analysis of the problem of ammetrical support for pupil's school development; Modified version of a questionnaire - Self-Assessment of Practice, „Factors accompanying the self-development of the individual“; with standard psychodiagnostic methods, which provide quantitative and qualitative information about the phenomenon studied: „Personal Self-Development“, „Level of Subjective Control“, „Self-Governing Capacity“.The developed concept allows to define the ametological essence, the essential characteristics, to distinguish goals at all stages of the training development.

ТВОРЧА ІНДИВІДУАЛЬНІСТЬ ЯК ОСНОВА ПРОФЕСІЙНОГО САМОРОЗВИТКУ МАЙБУТНЬОГО ВЧИТЕЛЯ ОБРАЗОТВОРЧОГО МИСТЕЦТВА

The article presents theoretical analysis of an important problem of pedagogical art education: creative individuality of a future art teacher as an important part of his or her professional self-development. It examines general meanings of such concepts as “personality”, “creative personality” and “creative personality of teacher”. On the basis of the analysis the essence and the main characteristics of creative personality of an art teacher it is possible to distinguish the following features: creative cognitive activity, critical thinking, the main focus on self-actualization, self-knowledge, self-improvement, spiritual culture, moral values orientation, self-fulfillment and self-expression in artistic creativity, pedagogical orientation, formed positive “Self-conception, the feeling of being special and unique as a teacher and an artist. In our opinion, the most complete development of creative personality of the future art teacher will be implemented in the process of active educational and cognitive activity, independent work, presentations of personal creative projects, exhibitions, etc. Moreover, according to scientists, any activity not only presents a person as a personality, but also contributes to the development of his personal traits, and, cin particular, development of creative personality.