Development Of Science Education Research Articles

Pedagogical Views of V. Zenkivskyi

The article deals with the pedagogical interpretation of the leading meanings of education in V. Zenkivskyi's pedagogy. The purpose of the article is to analyze and characterize the pedagogical views of V. Zenkivskyi. The research methods used are the following decisive ones: analysis and generalization of scientific and methodical sources for the theoretical substantiation of the research problem, modelling, obtained data synthesis. Results. In the pedagogy of V. Zenkivskyi, special attention is paid to the interpretation of education and to setting the purpose and objectives of education in the light of the divine predestination, as well as the influence of the idea of the divine predestination in the development of the pupil’s personality. The providential nature of education in the pedagogy of V. Zenkivskyi subordinated both learning and all areas of child development. Thanks to the providentialist understanding of education, V. Zenkivskyi overcomes pedagogical relativism, which consists in a mistaken understanding of the «freedom» of choice presented to a student who cannot use it. The author of the article also states that orientation to providential principles in education is a necessary condition for accepting the V. Zenkivskyi’s educational concept, which cannot be separated into components and used in line with other pedagogical currents, it cannot be analyzed «biased» from the point of view of other philosophical and religious attitudes. Conclusions. The benefit of this study is rtghe author’s conclusion that the pedagogical views of V. Zenkivskyi are conductively oriented and based on the spirituality and creative potential of the individual, which helps to reproduce and philosophically understand the integrity of the pedagogical existence, as well as to comprehend the diversity of pedagogical interpretations of the history of world and national culture. Thus, the concept of education built by V. Zenkivskyi in the light of divine providence is of unconditional scientific and practical interest as one of the highly value sources of fruitful ideas, valuable methodological technologies, the creative understanding of theoretical and practical potential of which can contribute to the further development of pedagogical science.

Социально-исторические аспекты создания и развития учебно-научного комплекса гражданской обороны, защиты населения и территорий

The article reveals historical aspects of creating and developing of the educational-research complex of civil defense, protection of population and territories of State Fire Academy of EMERCOM of Russia, and the educational activity of teachers based on modern trends in scientific and technical progress, development of pedagogical science, and practice.

РАЗВОЈ СОЦИЈАЛНЕ ПЕДАГОГИЈЕ КАО ПЕДАГОШКОГ ПРАВЦА И ЊЕН УТИЦАJ НА ДАЉИ ТОК РАЗВОЈА ПЕДАГОШКЕ НАУКЕ

Social pedagogy as a pedagogical direction appeared at the end of the 19th and the beginning of the 20th century as a tool of the social system of that time for solving social problems through upbringing and education. The aim of this work is to study the historical development of social pedagogy as a pedagogical direction and its influence on the subsequent development of social pedagogy as an independent scientific discipline and on the development of pedagogical science as a whole. In order to respond to the set goal, the following phenomena and processes were analyzed in the paper: socio-historical conditions in which social pedagogy as a pedagogical direction appears; theoretical foundations of this pedagogical direction; the course of its development; the influence of social pedagogy on the further development of pedagogical science. The paper used the historical method and technique of content analysis of available historical and pedagogical scientific sources. Paul Natorp’s social pedagogy represents the integration of three areas of human activity: personal development through education, social work and community development. Paul Bergman subordinates the process of upbringing and education to the social community and its well-being. Herman Knoll strives to develop social competence and socially responsible behavior of children and young people through the process of upbringing and education. Finally, we witness the influence of social pedagogy on contemporary pedagogy in two ways. One is reflected through the development of social pedagogy as a special discipline with a clearly separated field of action within pedagogical science, and the other through the acceptance of certain postulates in modern pedagogy in terms of understanding the goals of education and school and the role of society in education. Keywords: social pedagogy, Paul Natorp, Herman Knoll, goal of education, school, social community

Characteristics and Features of School Counselor

The development of pedagogical science by the requirements of modern education has raised the question of the quality of professional work of a school pedagogue based on his characteristics and features. The paper discusses the problem of possessing the important qualities of a school pedagogue for educational work in school. The theoretical analysis describes the qualities of a modern pedagogue in the form of personal and professional characteristics. This research aims to examine the attitudes of teachers about the possession of important characteristics of pedagogues for school work and to point out their importance for the development of pedagogical practice. A descriptive research method with a scaling technique was used in the research. The paper presents a survey conducted in the school year 2020/2021 on a sample of 102 primary and secondary school teachers in Southern Serbia. The results of the research show that the factor analysis from the Likert-type assessment scale constructed for the needs of this research highlights four factors that define the most important characteristics of a school pedagogue: flexibility, organization and professionalism, teamwork, cooperation, and innovation. The research provided encouraging data that confirm the flexibility, organization, and professionalism of pedagogues. Professional development and encouragement of the research role of the school pedagogue were identified as opportunities for strengthening cooperative relations, teamwork, and innovation of the school pedagogue to improve the educational practice in the school. The research confirmed a statistically significant difference in the attitudes of the respondents with only one factor that brought together items related to teamwork. The differences are significant in the variable school type, p <0.05.

РАЗЛИЧНИ ТЕХНИКИ ЗА НЕУТРАЛИЗАЦИЯ НА СОЦИАЛНО НЕПРИЕМЛИВОПОВЕДЕНИЕ

Over the years, various techniques have been studied to neutralize deviant behavior or non-compliance with social norms. Today this topic is especially relevant in the context of the development of modern society and especially adolescents, for whom values, requirements and moral principles are characterized by transience and less importance. The article provides a brief theoretical analysis of the topic and outlines basic techniques for neutralizing socially unacceptable behavior. On this basis, a questionnaire was developed in order to study the opinion of adults in connection with the use of these techniques in everyday communication between people. 50 people were examined. The aim is by no means to justify deviant manifestations, but rather to seek an explanation for their admission, as well as for the main reasons for non-compliance with the social norm and society’s requirements for the individual. The results of the study are analyzed in order to draw concrete conclusions that can help the development of pedagogical science in the direction of prevention and overcoming deviations in the behavior of children and students. It is noteworthy that the respondents found it difficult to complete the survey because they needed more time to assess their behavior in various situations of social reality. It turned out to be easier to analyze other people’s behavioral activity and motivation than their own. This is also of scientific interest.

The image of the teacher Celestine Freinet: explication of conceptual and theoretical concepts (on the occasion of the 125<sup>th</sup> birthday)

The author refers to the legacy of the outstanding French teacher, reformer, politician Celestine Freinet to reveal a special understanding of the nature and process of child development, his philosophical idea of pedagogy. The research made an attempt at a scientific search for questions of interest to a teacher involved in the study of the independent personality of students. Celestine Freinet sought to answer several important questions: Why might children want to learn? What will make them want this? Why might they lack a thirst for knowledge? The paper presents a comprehensive study of the conceptual and theoretical foundations of C. Freinet pedagogy, including an analysis of the image of a modern teacher in his heritage: past, present and future, the humanistic paradigm of education in the pedagogical concept, school self-government, moral and civic education of students as the basis of the Celestine Freinet education system and as a supporter of inculcating love for work in the process of educating the younger generation. Rethinking the historical and pedagogical heritage of C. Freinet from the standpoint of the modern development of pedagogical science and practice, the implementation of the leading ideas are the basis for further integration of conceptual humanistic views in the context of the formation of historical and pedagogical competencies of students. The article actualizes the main aspects of the dialectical unity of the continuity of traditions (past) innovations (present to the future), reflecting the process of transferring the historical and pedagogical heritage to modern educational practice. The author identifies and substantiates a number of theoretical provisions in the system of С. Freinet, implemented in modern conditions of education in the format of the international competition of research and creative works of students In the world of wise thoughts of domestic and foreign scientists and teachers.

Substantiation of a New Type of Family Education in the Works of Representatives of the Russian Enlightenment of the XVIII Century

The article analyzes a new type of family education, grounded in the works of representatives of the Russian intellectual elite of the second half of the XVIII century. This type was based on rethinking the process of raising children in the family in the spirit of humanism and enlightenment. Its origins were Western European pedagogical ideas, reinterpreted in the works of representatives of the Russian intellectual elite N. Novikov, A. Prokopovich-Antonsky, E. Dashkova, P. Sokhatsky, A. Bestuzhev and unknown authors published in the magazines “Morning Hours”, etc. The aim of the work was a holistic study of the type of family education proposed in the works of thinkers of the XVIII century, as well as its relevance for the modern development of pedagogical science. In studying the works of scientists, methods were used to assess the pedagogical heritage of the era of the Russian Enlightenment, based on the historical reconstruction of pedagogical phenomena and their consistent understanding. The article analyzes works of the above authors, created in the XVIII century, addressed both to the issues of raising children in the family and to general issues of improving the process of home education. In the works of the authors, educational ideas were expressed that corresponded to the ideas of the need to reorganize family education and the need for moral mentoring in relation to children in the family was justified. In general, the works of representatives of the Russian elite of the XVIII century proclaimed the following basic ideas of family education: they affirmed the need to organize child-parent interaction on the basis of humanism and faith in the success of the educational influence of parents on the child’s personality; they understood education as a sure means not only to create a perfect child’s personality, but also to achieve perfection and happiness on earth on this basis by mankind; they pointed out the need for a harmonious combination of different types of education.

Development of gifted children in the art educational enviroment

Solving a wide range of methodological and applied problems related to the reproduction and capacity building of gifted children and youth requires the creation of an artistic educational environment as a set of conditions for learning, development, individualization and socialization of gifted individuals. giftedness in accordance with natural inclinations, interests, requirements of age socialization, on the one hand, and social demand, on the other. Despite the existing research in psychology and pedagogy on the problem of the educational environment, the only position on the definition of "artistic educational environment", the structure and methods of its creation, is still under development. One of the reasons for this is the variety of methodological prerequisites and empirical principles for research on the problem of artistic educational environment for the gifted. Overcoming methodological and methodological differences is possible only if we take into account psychological features, patterns and principles of gifted personality as a starting point for creating educational systems and technologies (unity of goals, content, methods and learning conditions), including artistic educational environment as a condition for their practical implementation. The use of innovative technologies does not always meet the specifics of the phenomenon of giftedness and individual psychological characteristics of gifted children and youth, and therefore does not give the desired result for full disclosure of the potential of gifted at different stages of age. The reasons for these difficulties and ways to overcome them are not yet fully understood, and therefore should be the subject of theoretical and methodological reflection and empirical research. Thus, the trend towards personality-oriented and culturally appropriate educational systems and technologies necessarily requires the design and creation of this type of educational environment for gifted children, whose integrative quality indicator is the ability to provide all actors in the educational process a system of opportunities for effective personal self-development. That is why there is a problem of creating favorable conditions for the development of creative, intellectual and spiritual potential of gifted children in the context of the system "man - environment", in accordance with natural inclinations, interests, needs, age requirements, on the one hand, and social request, on the other. Thus, the logic of the development of pedagogical science requires special psychological research to determine the structure and principles of building an artistic educational environment focused on the manifestation, development and full realization of gifted children.

КОНЦЕПТУАЛЬНІ ЗАСАДИ РЕФОРМУВАННЯ ЗМІСТУ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УКРАЇНІ (1991–2017): ІСТОРИКО-ДЖЕРЕЛОЗНАВЧИЙ АСПЕКТ

The article considers the problem of reforming the content of general secondary education in independent Ukraine in the historical and source studies dimension. It has been found out that in the Ukrainian and foreign historiography there are no works that systematically cover this topic. To achieve the goal of the research using the source studies approach as the leading one, documents (laws, programs, doctrines, concepts, standards) and analytical materials were identified and characterized, which reflect the conceptual bases of reforming the content of general secondary education for establishing their informative value. It has been grounded that in 1991–2017 national educational legislation was developed, as well as new methodological principles for improving the content of general secondary education and intensification of creative pedagogical thought on the future development of this content based on universal and national values. The leading role in this process was played by scientists of the National Academy of Educational Sciences of Ukraine. It has been proven that the documents contain information about radical changes in the content of general secondary education: from the proclamation of new principles of its formation (national, democratic, humanistic, differentiation and individualization, humanization, child-centered, scientific, standardization, continuity, variability, etc.) to development and concretizing them. The source study of the works of the authors (M. S. Vashulenko, V. G. Kremen, O.I.Lyashenko, Yu. I. Malovany, O. Ya. Savchenko, etc.) of the national educational legislation made it possible to obtain knowledge about the features of the selected materials (authors), time, circumstances, purpose of creation, actual value, reliability, representativeness, influence of the epoch). The disclosed documents, articles of their developers on the reform of the content of general secondary education in independent Ukraine are of great importance for the reproduction of the real picture of the studied process. It has been found out that the development of the content of general secondary education was influenced by socio-political, socio-economic factors, the development of pedagogical science in accordance with the needs of the young state and society in the European integration process and self-identification of the Ukrainian nation.

Teaching Students to Work With Pedagogical Situations in the Teaching of Pedagogical Disciplines

The article is devoted to the issue of teaching students to work with pedagogical situations when teaching pedagogical disciplines in higher education. The literature on this topic is commented on. The article argues the relevance of teaching students to work with pedagogical situations in modern conditions. The level of development of the topic is analyzed in detail, the priorities of the development of pedagogical science, its role and importance in higher education are discussed. The focus is on innovative educational technologies and pedagogical situations used in the teaching of pedagogical disciplines, as well as the situation, the essence of the pedagogical situation. Opinions are expressed on finding positive solutions to the problems of the pedagogical situation. There are examples of pedagogical ministries used in the form of cases and methods of finding solutions. Conclusions and recommendations were made on the topic. The list of used literature is given.

Characteristics of school learning

Being very complex and vast, as the essence of the educational process and as an important availability of any being, the phenomenon of learning has been and is a topic of reflection and major interest for the whole society. In this article we aimed to address the characteristics of learning from an educational perspective, considering that their knowledge, but also other aspects of learning, such as the type of learning, its evolution in the development of pedagogical science, the perception of methodological derive from this understanding, it compensates an interpretive approach of a new type of learning, generated, first of all by the new socio-cultural transformations of the time.

Control and evaluation activity of primary schoolchildren and its formation in mathematics lessons

The article actualizes the problem of the formation of control and evaluation activities of junior schoolchildren in mathematics lessons, reveals the essence of the basic concepts of the study. Various aspects of control and evaluation activities are described. The problem of readiness to use modern means of assessment is considered. Methods and means of forming control and evaluative independence of primary schoolchildren are systematized. The problems that are encountered when using innovative assessment tools are identified, as well as the advantages of modern assessment tools in comparison with the traditional system. The stages of the formation of control and evaluative activity in younger schoolchildren, implying the development of evaluative independence, have been determined. Control and evaluation activities should be considered as an element of formative assessment, containing control and evaluation activities of the teacher and the student. The federal state educational standard of primary general education is focused on achieving the planned results: personal, metasubject and subject. When considering metasubject results, universal educational actions are distinguished, consisting of regulatory universal educational actions, including elements of control and assessment. During the formation of control and assessment, junior schoolchildren develop control and assessment independence. Until now, the assessment system was built within the framework of a subject-oriented approach, therefore it reflects only the result of mastering knowledge in each subject, and not educational and cognitive activities or, moreover, the assessment of personal and metasubject educational achievements of students. In the new assessment system, criteria are developed jointly by the teacher and students and are aimed at ensuring that students participate in assessment and assessment activities, thereby developing the skills of control, mutual control and self-assessment. The development of pedagogical science, the experience of Russia’s participation in international procedures for assessing the quality of education, the introduction and implementation of the Federal State Educational Standard and the resulting changes in the system for assessing learning outcomes determined the relevance of the topic under consideration.

Design of university pedagogy programs: integrating ideology and pedagogical science (1930-s) (to the 110th anniversary of the Minin Nizhny Novgorod State Pedagogical University)

Introduction. The article presents the results of the author's research work on the study of the factors that determined the development and approval of the content of the course of university pedagogy in the 1930s on the basis of the integration of state ideology and pedagogical science. The article makes an attempt to highlight general (on a national scale) and specific (using the example of the Nizhny Novgorod Pedagogical Institute, which celebrates the 110th anniversary of its foundation this year) features of the development of the content of pedagogical science in this period.Materials and Methods. The research was carried out on the basis of the analysis of normative documents, materials of pedagogical periodicals, generalizing works of scientists, archival documents of the Central Archives of the Nizhny Novgorod Region: articles, reports, resolutions, protocols, etc. Basic research methods: analysis of sources, comparative analysis of data.Results. Based on the study and analysis of data, trends in the development of the content of pedagogy as a science under the influence of government decrees, through the prism of socio-political events taking place in the 1930s, are shown. The dynamics of the development of the content of pedagogical science and education in the period under review is analyzed, the influence of state ideology on the development of pedagogical science in a national and regional format is characterized on the material of pedagogical educational institutions of Nizhny Novgorod, mainly the Nizhny Novgorod Pedagogical University. The role of government decrees in the field of pedagogical education in the practice of regional pedagogical universities and departments of pedagogy is shown. It can be stated with complete confidence that the 1930s in Soviet pedagogy passed under the sign of the development of program documents on university pedagogy.Discussion and Conclusions. The author considers the problems of the formation and development of pedagogy as a social and humanitarian science, shows the influence of politics and ideology on the development of pedagogical science and practice, substantiates the dependence of pedagogy on the order of society, the state, and the ruling party.

ФОРМУВАННЯ ПРОФЕСІЙНО-ОСОБИСТІСНИХ ЯКОСТЕЙ МАЙБУТНІХ ВЧИТЕЛІВ МУЗИКИ ЗАСОБАМИ КОМПЛЕКСНОЇ ВЗАЄМОДІЇ МИСТЕЦТВ

The article analyzes the professional and personal qualities that create a system of ideas, notions, concepts for personal development during professional training and musical and pedagogical activities of a future teacher in terms of effective pedagogical activities. The definition of "personal qualities" and "professional-personal qualities" is considered, the structure of creative personality qualities and search of natural bases of arts interaction is presented. Professionally important qualities affect the effectiveness of activity. The most important professional qualities of a teacher include the ability to understand students, the ability to exppain the material easily, respond quickly to pedagogical situations, the ability to a particular subject. Not less important role is played by special qualities such as persuasiveness, purposefulness, principledness, creativity, as they contribute to the optimization of pedagogical activities. The set of certain qualities of the teacher's personality, which is caused by the high level of his psychological and pedagogical readiness, the ability to optimally solve pedagogical problems, manifests itself in the pedagogical skills of the teacher. In this context, the author emphasizes the teacher’s personality, which in addition to a set of constituent properties and characteristics, is characterized by a developed motivational orientation and a focused process of communication with various kinds of art. Studying the problem of complex arts interaction we have found out that there has become extremely important the issues related to the need to pay more attention to the principles of professional and personal qualities of music teachers, pedagogical rethinking of fundamental musical and general artistic knowledge and skills in the learning process. Supervising students during the pedagogical practice has shown that many of them have difficulties with the involvement of artistic images of other kinds of arts and verbal application of specific musical and general artistic knowledge in the process of musical education of schoolchildren. In preparing the lesson, the future teacher should take care of the selection of tools and the organization of effective, pedagogically appropriate interaction of music images, literature and fine arts. We pay special attention to the process of creating an image based on artistic analogies in different kinds of arts. Taking into account the pedagogical potential of artistic analogies, which allow to direct the process of communication with different kinds of arts, the following methods were proposed: image-associative, analytical-formative, artistic-formative. The definition of the essence of professional and personal qualities of a music teacher, its component structure and principles of formation by means of complex interaction of arts is interpreted by us as an actual and essential problem of further development of pedagogical science.

БИБЛИОТЕЧНО-ИНФОРМАЦИОННАЯ ПЕДАГОГИКА В СТРУКТУРЕ СОВРЕМЕННОГО БИБЛИОТЕЧНОИНФОРМАЦИОННОГО ОБРАЗОВАНИЯ

Increasing information and condensing the speed of information technologies constantly transforms the functionality of libraries (as information, cultural, educational organizations) to solve acute problems, for example, informational, cultural, educational and educational education and development of readers in the new information space. Modern society sets itself each time new tasks and methods for the development of pedagogical sciences, most often they are associated with an informational approach to learning, education and cognition. The impact of information processes on the education and training and retraining of new library and information professionals is acutely affected. Allocation of information pedagogy allows us to explore new information processes and pedagogical phenomena to develop the sectoral aspect of pedagogical science. Library pedagogy is aimed at training competent specialists in the field of library information and pedagogical activity, functionally oriented to the training, education, and development of library readers. Library and information activities accumulate in themselves different types of labor processes, representing the library as the center of cultural, social, informational and pedagogical beginnings. The authors of the work propose the formulation of scientific knowledge – «library and information pedagogy», as the most appropriate to the name of the «Library and information activity» training area within the framework of the current federal state educational standards 51.03.06 and 51.04.06 «Library and information activities». Library-information pedagogy is a comprehensive knowledge of library pedagogy, pedagogy in general, as well as information pedagogy, including: the pedagogical basis of library science, the information basis of information, library and educational processes, the information worldview, pedagogical competencies that will allow the use of new information and communication technologies in the theory and practice of library and information activities. The structure of library and information pedagogy is conditionally composed of three main components: the base, core and effect. Considering the fact that at present there is no such scientific discipline as library and information pedagogy, then for the modern generation of students, in the context of the implementation of professional standards, the transition to FSES 3 ++, the emergence of a new position «teacher-librarian», it could be very useful. So, the use of the library-information approach in pedagogy makes it possible to replace the traditional plane of the problematic of pedagogical research of the educational and educational processes with the problematics of library-information activity in the implementation of these processes.

Students in the digital format of the educational process of the higher educational institution: risks and advantages

The article presents the goal and tasks of the pilot study and the methodology for processing the results in the aspect of studying the attitude of students to digital formats in education, on the example of implementing the elements of hybrid technologies in the modular structure of studying the course of higher mathematics at a technical university. The obtained results are characterized from the standpoint of identifying the readiness of students to use elements of digital technologies in educational activities using the example of online testing and remote learning in the context of the COVID-19 pandemic. The analysis of the results of a pilot social and pedagogical study using the Likert methodology and their comparison with similar studies is presented. The importance of understanding motivation and taking into account the incentives, risks and problems of modern students in relation to the digital aspects of learning for the further development of pedagogical science in the field of higher education has been updated. The obtained author’s results can serve as a basis for comparison and research in the field of pedagogy and psychology of higher education, as a tool to support pedagogical innovations, improve the educational process and the quality of specialist training.

Pedagogical stimulation of forming the readiness of future lawyers for legal activities: problem aspects and ways of their solution

Introduction. At the present stage of the development of pedagogical science in the theory and methods of vocational education, the issues of studying the characteristics of the pedagogical process for preparing a modern lawyer remain unresolved, in psychological and pedagogical works there is no unambiguous idea of the nature and structure of the readiness of future lawyers for law-making activities, organizational and methodological issues. Problems of pedagogical stimulation of the formation of readiness of future lawyers for law-making activity are not comprehensively covered.Materials and Methods. The methodological basis of the study are: the activity approach (B.G. Ananyev, V.N. Batishchev, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, A.V. Petrovsky, N.V. Kuzmina, A.M. Novikov, M.S. Kagan and others); A complex approach (A.A. Verbitsky, E.G. Skibitsky); systems approach (I.V. Blauberg, P.C. Anokhin, V.N. Sadovsky, A.I. Uemov, B.G. Yudin, A.M. Novikov, N.V. Kuzmina, A.N. Leontiev, B.F. Lomov, S.L. Rubinstein and others); sign-contextual approach (A.A. Verbitsky, E.A. Sorokoumova, I.A. Zimnyaya, etc.); axiological (value) approach (O.G. Drobnitsky, M.S. Kagan, L.V. Baeva, V.S. Stepin, N.L. Khudyakova, M.S. Yanitsky, A.V. Kiryakova, N.D. Nikandrov et al.).To achieve the goal of research and solve the problems identified in the work, a set of complementary, interconnected and non-contradictory methods of scientific research: have been used a) general scientific methods; b) psychological and pedagogical methods c) practical empirical methods.Results. Pedagogical stimulation is understood as a purposeful, emotional and intellectual subjective process of inducing and activating the potential of students, using methods and means of external psychological and pedagogical influence aimed at achieving the planned result and increasing the efficiency of stimulated law-making activities. Consultation and a training module can be the means of pedagogical stimulation of the formation of the future lawyer’s readiness for law-making activity. The characteristics of the stages of the work and the results obtained are also widely represented.

The formation of health-preserving competence of future specialists of information and communication specialties by means of physical education

The concepts of «health saving competence», «healthy lifestyle», «value for health» and «interactive technologies» have been considered in the article. The problem of formation of health-saving competence of future specialists of information and telecommunication specialties in the process of vocational training by means of physical education at the present stage of development of pedagogical science is characterized.
 The importance of comprehensive students’ preparation is revealed, because its level has a significant influence on reducing the period of mastery of the specialty, on the increase of labor productivity, on the increase of professional mobility. In this regard, the socio-economic importance of qualitative training of highly qualified specialists, whose work in the context of modern scientific and technological progress is of particular importance, is increasing.
 The problem of research of theoretical and methodological foundations of formation of health-saving competence of future specialists of information and telecommunication technologies in the process of vocational training by means of physical education at the present stage of development of pedagogical science becomes of important scientific educational and social importance.
 The list of tasks of higher education institutions, both public and private, include: solving the problem of supporting and strengthening the health of student youth, creating an atmosphere of health saving in the system of their study, providing social and psychological physical and health assistance, i.e. improving the system of measures on implementation and protection of youth rights, which is clearly defined in the Constitution of Ukraine and the Law of Ukraine «On Higher Education».

HERBART AND HERBARTIANISM IN EUROPEAN PEDAGOGY: HISTORY AND MODERNITY

The proposed article offers an assessment of J.-F. Herbart and Herbartians in the history of pedagogy of Germany, pre-revolutionary Russia, and Ukraine; the influence of the doctrine of J.-F. Herbart and Herbartians on the development of pedagogical science; borrowing ideas of these representatives in school education, namely the processes of formation, changes in directions, ideas, principles and tasks of the educational process; structural and substantive features of Herbartian pedagogy are revealed. It has been outlined the ways of popularizing Herbartianism in European countries and the significance of the theoretical heritage of Herbartians in the modern history of pedagogy.

Профессор Ш.Таубаеваның педагогика ғылымының дамуына қосқан үлесі

In Kazakhstan pedagogical science explores the contribution of the doctor of pedagogical sciences, Professor Sharkul Taubayeva in the development of pedagogical science based on specific and detailed research of the late twentiet hande arly twenty-first centuries. The system of teacher training institutions deal swiths cientific basis of the study, generalization and dissemination of advanced pedagogical experience of formation of research culture of teachers in secondary schools, enhancing the spiritual culture of the teacher, renewal of philosophical knowledge, updating the content of educationon a the oretical level, actions that contribute to the improvement of professional competence, content of culture studies, skills and knowledge, leading teachers to pedagogical creativity, the complementarity of spiritual culture. At the same time, a teacher cansucceed in educational activities only if he is able touse the rich experience of in novators in his work.