Didactic Support Research Articles

ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ РОЗВИТКУ ЦИФРОВОЇ КУЛЬТУРИ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ

Актуальність дослідження зумовлена потребою суспільства в прискоренні темпів цифровізації професійної (професійно-технічної) освіти та відсутністю методологічного й методичного забезпечення даного процесу. Мета – обґрунтувати структуру та зміст організаційно-педагогічних умов формування цифрової культури педагогічних працівників закладів професійної освіти. Методи: співставлення наукових фактів та узагальнення педагогічного досвіду з екстраполюванням в теорію та методику професійної освіти проаналізованих наукових положень та емпіричних уявлень; вивчення документації й результатів діяльності педагогічних працівників закладів професійної освіти; педагогічного спостереження та самоспостереження. Результати: проаналізовано сучасний стан професійної освіти і зокрема стан цифрової культури педагогічних працівників; акцентовано увагу на посиленні тенденції цифровізації, зумовленій світовою пандемією; виявлено основні причини низького рівня цифровізації (домінування консервативних підходів до організації навчання, складні механізми впровадження наставництва та режимів навчання на засадах продуктивних діяльності); охарактеризовано оптимальні шляхи вирішення проблеми (використання гібридних моделей навчання, забезпечення відповідної інфраструктури, рівного доступу до Інтернету та цифрових освітніх ресурсів, організація навчання цифровим навичкам педагогів). Висновки: обґрунтовано власний комплекс організаційно-педагогічних умов, як підсистеми розвитку цифрової культури педагогічних працівників закладів професійної освіти, що складається з трьох блоків (особистісно-професійний блок, що складається з володіння педагогічними працівниками цифровими засобами та готовності до самоосвітньої діяльності з вдосконалення володіння цифровими засобами та сервісами; організаційно-технічний блок, що передбачає створення цифрового освітнього середовища ЗПО та організацію освітнього процесу на основі підходів змішаного навчання (blended-learning); змістово-процесуальний блок, що містить електронні навчальні курси розміщенні у Системі управління навчанням (СУН), та авторський курс «Цифрові технології в професійній освіті».

ВИВЧЕННЯ ПЕДАГОГІЧНИХ ДИСЦИПЛІН У КОНТЕКСТІ ОСВІТНЬОЇ ПРОГРАМИ “ПРОФЕСІЙНА ОСВІТА (КОМП’ЮТЕРНІ ТЕХНОЛОГІЇ)”: ФОРМУВАННЯ МОТИВАЦІЇ СТУДЕНТІВ

The article highlights approaches and techniques of increasing students’ motivation to study pedagogical disciplines at the first (bachelor’s) level of higher education in Specialty 015 Vocational Education (Computer Technologies). The analysis of modern approaches to the formation of such motivation is performed. It is proved that the diversity of methods used for organization of the educational process and the situational nature of the motives make it possible to determine and elaborate the strategy and tactics for forming the learning motives. It is clarified that an effective factor of increasing the motivation to study pedagogical disciplines by bachelor students majoring in Specialty 015 Vocational Education (Computer Technologies) is the organization and didactic support of classes based on innovative approaches, the following being identified as the most effective and efficient: integrative approach, development of appropriate methodological support of lectures and practicals, competency-based approach. The activity approach and its significance for motivating students to study pedagogical disciplines are analyzed. Methodical techniques for increasing motivation are proposed. Characteristic of the means for increasing motivation to study pedagogical disciplines is provided. The authors offer their own methodology for forming the content of the discipline “Introduction to Specialty and Basics of Pedagogy”. The results of the survey conducted among the bachelor students of this specialty are presented and the prospects of further research are outlined.

Preparing the healthcare workforce in South Africa for short-course rifampicin-resistant TB treatment: inter-professional training and task-sharing considerations

BackgroundTreatment for rifampicin-resistant Mycobacterium tuberculosis (RR-TB) is complex, however, shorter treatment, with newer antimicrobials are improving treatment outcomes. The South African National Department of Health (NDoH) recently accelerated the rollout of 9-month, all-oral, RR-TB short-course regimens. We sought to evaluate an inter-professional training program using pre-test and post-test performance of Professional Nurses (PNs), Advanced Practice Professional Nurses (APPNs) and Medical Officers (MOs) to inform: (a) training needs across cadres; (b) knowledge performance, by cadres; and (c) training differences in knowledge by nurse type.MethodsA 4-day didactic and case-based clinical decision support course for RR-TB regimens in South Africa (SA) was developed, reviewed and nationally accredited. Between February 2017 and July 2018, 12 training events were held. Clinicians who may initiate RR-TB treatment, specifically MOs and PN/APPNs with matched pre–post tests and demographic surveys were analyzed. Descriptive statistics are provided. Pre–post test evaluations included 25 evidence-based clinically related questions about RR-TB diagnosis, treatment, and care.ResultsParticipants (N = 842) participated in testing, and matched evaluations were received for 800 (95.0%) training participants. Demographic data were available for 793 (99.13%) participants, of whom 762 (96.1%) were MOs, or nurses, either PN or APPNs. Average correct response pre-test and post-test scores were 61.7% (range 7–24 correct responses) and 85.9% (range 12–25), respectively. Overall, 95.8% (730/762) of participants demonstrated improved knowledge. PNs improved on average 25% (6.22 points), whereas MOs improved 10% (2.89 points) with better mean test scores on both pre- and post-test (p < 0.000). APPNs performed the same as the MOs on post-test scores (p = NS).ConclusionsThe inter-professional training program in short-course RR-TB treatment improved knowledge for participants. MOs had significantly greater pre-test scores. Of the nurses, APPNs outperformed other PNs, and performed equally to MOs on post-test scores, suggesting this advanced cadre of nurses might be the most appropriate to initiate and monitor treatment in close collaboration with MOs. All cadres of nurse reported the need for additional clinical training and mentoring prior to managing such patients.

ТЕНДЕНЦІЇ РОЗВИТКУ ТЕОРІЇ І ПРАКТИКИ СУЧАСНОГО ПІДРУЧНИКА ФІЗИКИ

The article substantiates the trends in the development of the theory and practice of a modern physics textbook. It determines the main areas for improving a physics textbook as a core component of didactic support of the educational process in physics.The modern physics textbook is considered as a multifunctional tool that ensures the achievement of didactic goals and is a core component of the methodology of competencybased learning. It implements the idea of concretization at the level of targeted guidelines of subject components (relevant knowledge, skills, abilities and values formed in the learning process) and contribution to the formation of key competencies (communicative, mathematical, digital, environmental, literacy competencies, healthy living, etc.), and it is also a means of forming, identifying and evaluating them.The conclusion about the evolution of the modern physics textbook from the means of realization of the content of teaching physics to ensuring its general pedagogical and subject functions (formation of a holistic view of the world and holistic creative personality of a student, humanization of education, students’ abilities) and a key component of educational and methodological support, which is a tool for achieving the goals set by educational standards.It is substantiated that the established procedures for creating the physics textbook conceptually reflect the traditions of Ukrainian textbook creation, which confirms the continuity of its development as a historical and pedagogical process. The methodological ideas implemented in these textbooks are relevant for modern theory and methods of teaching physics, in particular, in the context of developing didactic support for an integrated course "Natural Sciences" for the new Ukrainian school. It is emphasized that some methodological approaches to the introduction of the basic concepts of the school physics course, implemented in textbooks, have not lost their relevance, and their study and generalization is useful in creating a modern physics textbook.

ПРИНЦИПЫ ОТБОРА СОДЕРЖАНИЯ ДИЗАЙН-ОБРАЗОВАНИЯ ДЛЯ КОМПЕТЕНТНОСТНОГО ОБУЧЕНИЯ СТУДЕНТОВ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

The modern sociocultural environment puts forward requirements for ensuring equal opportunities for vocational education for active members of the society. The established requirements for the organization of the educational process in mixed groups, including normo-typical students and students with disabilities, indicate the need to search for new methodological approaches to ensure the successful implementation of vocational education. The article highlights the problem of choosing didactic components of practice-oriented content for teaching students with disabilities. The aim of the work was to identify the principles of new didactics, which make it possible to adapt the structure of basic design education to the special educational needs of students and to optimally organize educational activities in a mixed group without losing the quality of professional development and an increase in general competencies. The article provides some of the fundamental meanings of design practice, which make it possible to find permits for the introduction of inclusive methods in the system of special-purpose training programs. The approaches to the formulation of combined tasks are disclosed that allow the variability of equivalent design solutions of different levels of complexity. New approaches to the choice of methodological and didactic techniques were determined in the course of a pedagogical experiment, using elements of a longitudinal study. The author gives examples from the experience of training students in secondary vocational education in mixed groups, points out aspects that have a particular impact on the achievement of equal positive results by students, names the methods of formulating practical tasks that minimize the difference in time spent by students with different abilities. The conclusion about a sufficient basis for the chosen direction of methodological and didactic support was made on the basis of signs of positive dynamics of mastering the techniques of project design activity by students with disabilities.

On the didactic support of practice-oriented training of fashion designers in the conditions of digitalization of the educational process

On the didactic support of practice-oriented training of fashion designers in the conditions of digitalization of the educational process

Эффективность современной практики обучения критическому анализу исторических источников в самооценках российских учителей

The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.

ОТБОР СОДЕРЖАНИЯ ОБРАЗОВАНИЯ ДЛЯ РАСШИРЕНИЯ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ ДИЗАЙНЕРОВ В НАПРАВЛЕНИИ ПРОЕКТИРОВАНИЯ АДАПТИРОВАННОЙ ОДЕЖДЫ

The article considers the necessity of proposing new competencies for specialists in creating an accessible object environment for maintaining the social status of people with disabilities. The author describes the main principles of designing aesthetically completed and functional clothing for a special target segment, gives design examples of special clothing and enumerates resources for promotion of adaptive models. The formation of designers' competencies in the development of fashionable adaptive clothing has been adapted to new realities. The didactic issues and tasks of the training program based on the existing needs of designing clothes for people with disabilities are outlined. The main descriptors of didactic support and content of educational activities in the system of the specified direction of vocational education are selected.

Дидактичні засоби музейної педагогіки як елемент формування нового освітнього простору

The article considers various types of didactic museum tools used in organizing museum and pedagogical activities with schoolchildren and students. High-quality design of museum work is impossible without the development of teaching tools that improve the quality and effectiveness of educational activities in the museum space. The author addresses the means of museum pedagogy as elements of didactic support, objects of material and spiritual culture, which contributes to the effective implementation of the museum and pedagogical process, acts as a powerful information resource for the reconstruction and actualization of the cultural heritage of the past. The main audio-visual didactic means in the space of the museum have been highlighted and analysed – museum promo videos; museum audio guides and QR codes; virtual mobile devices and applications; museum films; museum performances-improvisations; museum presentations, didactic mini-posters; museum posters; game table (wall, floor) maps; museum game and interactive guides; museum passports; route sheets of activity («work maps»); workbooks. The author emphasizes that the peculiarity of the use of didactic tools in the space of the museum can be their technological nature, in particular, availability, rationality, time saving, and certain algorithmic character. The author draws attention to the importance of didactic museum tools in the context of the formation of the new educational space, focuses on modern educational paradigms, the humanistic nature of teaching and education, an individual approach to schoolchildren and university students.

MEDIA DIDACTIC SUPPORT OF THE PROCESS OF FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE TRAINING

The article reveals the essence of media didactic support of future primary school teachers’ foreign language training. It consists in providing students with methodological support in order to form their foreign language communicative competence through completeing tasks, solving professional and life situations. Media didactic support guids in creating a foreign language communicative environment, which provides clearly defined tasks (situations, instructions) within the subject of the discipline of the foreign language unit and ways to analyze, evaluate foreign media, create own ones and perform manual actions using media tools. The paper presents some elements of the author's media didactic support of future primary school teachers’ foreign language training in the content of foreign language disciplines, which testify to the diversity of future primary school teachers’ foreign language training with didactic tools, methods and forms of foreign language teaching. Applying theoretical research methods (analysis, comparison, generalization, systematization, synthesis and specification), emphasis is placed on aspects of media didactics development in the process of future primary school teachers’ foreign language training, which allows integration of future school teachers’ foreign language communicative competence and their media literacy. It is established that alongside with traditional methods of foreign language teaching (conversation, explanation, demonstration, etc.) innovative ones are being actively used (the usage of computer programs, the usage of mobile applications, creative tasks, webquest, filming, audio recording, analysis of problem situations and others). Media tools (digital images and photos, collages, comics, screenshots, websites, blogs, infographics, clusters, audio recordings, podcasts, cartoons, audiobooks, online dictionaries, social networks, mobile applications for others) expand the didactic tools of foreign language teaching.

Didactic support of piano training for future military conductors

The purpose of the article is to analyze the theoretical and methodological aspects of future military conductors’ piano training, substantiate the enrichment of their piano repertoire with the works of modern Ukrainian composers, highlight the main performing problems and provide appropriate methodological recommendations for overcoming them. The methodology consists of the use of a comparative approach and general scientific (analysis, synthesis) methods. Scientific novelty. The paper presents the results of a creative search to enrich the repertoire of future military conductors while teaching the “Piano” subject carried out by a teacher with many years of practical experience in teaching piano playing - R. Vavrik. Two pieces for piano: “Prelude” and “Octave Etude” are stylistically analyzed. Conclusions. In the context of improving the military conductors’ professional skills, the teachers of the Department of Musical Art are faced with the task of finding various ways to achieve this goal. One of them is to enrich the repertoire with musical works by contemporary authors while teaching the “Piano” subject. Increasing musical and performance requirements for future military conductors, a lack of time altogether with the full scope of practical study of musical works in accordance with the working curriculum for the discipline “Piano” makes the teacher create appropriate conditions at the lesson for mastering the educational material, the introduction of innovations, the use of teaching methods of the subject taking into account the musical abilities of each student for the further growth of their professional level.

INNOVATIVE TECHNOLOGIES AS A TOOL OF TEACHER PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF POSTGRADUATE EDUCATION

The article identifies the problem of finding a modern format of teacher development in the system of postgraduate education. The necessity of using innovative pedagogical technologies of teaching as an aspect of innovative activity of a higher school teacher in the context of development of modern education, in particular postgraduate, is revealed. The range of innovative pedagogical technologies, methods, receptions as effective tools of professional development of the teacher in the conditions of postgraduate education is defined. Aspects of professional interaction that contribute to the creation of a creative scientific and educational environment of the educational process are characterized. Interactive technologies that are determined by the interaction of teachers and teachers (students of advanced training courses) become effective tools of higher education. Aspects of realization of innovation of educational process in establishments of higher and postgraduate education are defined. We outlined practical changes in the professional activity of the teacher, determined by the willingness to improve pedagogical skills, to develop various components of professional competence, i.e. to constantly develop their own professional resources. The practical experience of using innovative pedagogical technologies, methods and techniques and forms of organization of the educational process, contributing to the active continuous professional development of teachers in the system of postgraduate education, are highlighted. The scientific-methodical and didactic support of professional development of teachers in the context of technologicalization of the postgraduate world is presented. The purpose of the study is to reveal the features of the application of innovative pedagogical technologies in the activities of higher education teachers in the context of postgraduate teacher education. Research methods used: theoretical analysis and systematization of scientific sources − allowed to identify the state of the problem of application of innovative technologies in the modern educational process; pedagogical observation and systematization − allowed to get the results of research on the active introduction of innovative pedagogical technologies, methods and techniques in the system of postgraduate education; generalization and structuring − allowed to develop scientific –methodological, and didactic support for the continuous development of teachers in the system of postgraduate education. Conclusions were made on the introduction of innovative technologies in the educational process of higher education institutions, in particular postgraduate education institutions, which contribute to more effective mastery of educational material, its understanding and practical self-realization; creates conditions for continuous development and self-development of teachers throughout life.

Percepções de professores de Física e Matemática de uma escola pública acerca da abordagem interdisciplinar da Astronomia nessas disciplinas

Estudos da literatura apontam a potencialidade do ensino da Astronomia pela perspectiva da interdisciplinaridade, porém sua inserção no Ensino Médio ocorre, em geral, de forma disciplinar na Física. Este artigo tem como objetivo analisar as perspectivas de dois professores de Física e Matemática sobre a inserção do tema Astronomia, por meio da interdisciplinaridade entre essas disciplinas, no currículo do Ensino Médio da Educação Básica. O estudo tem bases referenciais sobre interdisciplinaridade e sobre a Educação em Astronomia. Trata-se de uma investigação qualitativa de natureza exploratória. Participaram desta pesquisa, respondendo a um questionário, dois professores atuantes no Ensino Médio da rede pública de ensino. Os resultados da análise realizada evidenciam justificativas e potencialidades para o ensino da Astronomia de forma interdisciplinar, todavia, pensar a inserção da Astrofísica e Cosmologia parece mais trabalhoso. Apontamos dificuldades relacionadas à formação dos professores, sobre o conteúdo específico, e às condições para a inserção de propostas com esse viés. Sinalizamos que a construção de materiais de apoio didático que envolvem Astronomia, Astrofísica e Cosmologia de forma interdisciplinar pode tornar mais viável a inserção desses temas por essa perspectiva na Educação Básica.

MISTAKE PREVENTION AS A COMPONENT OF THE CORRECTION OF STUDENT LEARNING OUTCOMES IN THE SYSTEM OF MATHEMATICS LESSONS

Correcting student learning outcomes is an integral part of the educational process. The need for correction arises in case of discrepancy between the planned and actually obtained learning outcomes. Correction acquires special significance during the teaching of mathematics, because gaps in the subject preparation of students that have not been identified and eliminated in time will not allow them to successfully acquire new knowledge and skills in the future. After all, mathematics as a science and as a subject is characterized by very close inter-conceptual, intra-thematic and intra-subject connections. Therefore, insufficient mastery of one topic by students will lead to a negative tendency to master others that are meaningfully related to it.The analysis of a wide source base, the conducted pedagogical experiment allowed to be defined with definition and structure of procedure of correction of results of training of pupils. The selection of two components of correction - prevention of students' mistakes and elimination of mistakes (situational and systemic) - necessitate the creation of appropriate methodological and didactic support for their practical implementation in the educational process. This article considers the features of the organization of preventive work to prevent mathematical errors of schoolchildren, identifies the main types, forms, methods, means of correction inherent in this component.Based on the classification of lessons by the main didactic purpose, didactic models of the procedure of correction of knowledge and skills of students in mathematics in each of the six types of lessons were created. Attention was focused on the feasibility and prospects of effective work to prevent mistakes, the allocation of methods and means of such work in the classroom in accordance with the goal.The content and organizational content of the considered models of correction will allow to realize in practice the systematic approach to use of procedure of correction in the course of training of mathematics for increase of its efficiency.

A gamificação como ferramenta lúdica no processo de ensino e aprendizagem na enfermagem: um relato de experiência

Esse artigo buscou descrever a experiência da gamificação como ferramenta metodológica complementar, na perspectiva do apoio didático do processo de ensino e aprendizagem de graduandos em Enfermagem no contexto da disciplina de Saúde da Mulher. Trata-se de um estudo descritivo, tipo relato de experiência, onde foi desenvolvido um jogo em hipermídia numa sequência didática, onde se buscou a promoção do aluno no papel de protagonista de sua aprendizagem. Por meio da sequência didática e diálogo com os alunos, identificou-se que todos aderiram a atividade, participando ativamente e com entusiasmo na resolução das questões e evolução do jogo, indicando uma ótima aceitação dos métodos utilizados. Pode-se observar a adequação da gamificação como ferramenta metodológica de apoio no processo de ensino e aprendizagem, proporcionando fixação do conhecimento científico da temática abordada. Com isso, conclui-se que a gamificação pode se tornar uma relevante ferramenta didática de apoio para ensino de diversos temas à graduandos de Enfermagem.

Virtual World as a Resource for Hybrid Education

The virtual worlds in the educational environment, have opened new possibilities to innovation in the teaching-learning process, where the flexibility of access to information inside or outside the classroom through an avatar, tends to a paradigm shift in education traditional, in terms of the way of transmitting and acquiring knowledge through technological means. In this sense, an investigation was carried out on the design, development and use of a metaverse as a digital tool of didactic support to students of the Faculty of Systems Engineering of the University of Cundinamarca, with a view to establishing its viability to be implemented in a course of mathematics and demonstrate the possibilities offered by this type of resource to motivate the student in his training. The metaverse design included various ICT tools, thereby promoting self-learning and collaborative learning. Finally, it was evaluated what was the appreciation of a group of students against their interaction with the metaverse, which validated its usefulness and functionality inside and outside the classroom.

Специфика процесса учебно-методического и дидактического обеспечения дистанционного преподавания в вузах МВД России

The transfer of institutions of higher education of the Ministry of internal Affairs of Russia to the format of a distance learning model has led to significant changes in the actual, representative, technical nature in the field of educational, methodological and didactic support for the entire process of educational activities of the universities. The article discusses not only basic questions of the content of educational-methodical and didactic providing of distance teaching, but also specific features and problems, that arise in connection with the transformation of the process of development of all educational programs implemented by the University of the MIA RF in remote mode.

ТЕНДЕНЦІЇ РОЗВИТКУ ПЕРЕДШКІЛЛЯ В СИСТЕМІ УКРАЇНСЬКОЇ ДОШКІЛЬНОЇ ОСВІТИ Й ВИХОВАННЯ В КАНАДІ

У статті проаналізовано основні напрями еволюції українського передшкілля (класів передшкілля, підготовчих/підготовних класів) як складника системи національної дошкільної освіти й виховання зростаючих поколінь українців Канади впродовж другої половини ХХ – початку ХХІ ст. і важливого чинника, що закладає основи гармонійного розвитку дитини, сприяє вивченню рідної мови, пізнанню історії, культури, звичаїв і традицій її прабатьківщини. Актуальність дослідження зумовлена недостатньою дослідженістю окресленої проблеми та доцільністю використання прогресивних ідей і досвіду канадських українців у національному вихованні дітей дошкільного віку в освітньому просторі України та сучасного українського зарубіжжя. Мета статті полягає у виявленні особливостей організації освітньо-виховного процесу в класах передшкілля, з’ясуванні їх ролі в розвитку особистості дитини та підготовці її до шкільного навчання. Досягненню мети сприяло використання таких методів дослідження: загальнонаукових (аналіз, синтез, систематизація зібраного матеріалу), теоретичного осмислення й узагальнення одержаних результатів та їх інтерпретації. Установлено, що класи передшкілля в системі українського дошкільного виховання в Канаді були організовані на початку 50-х рр. ХХ ст. для підготовки дітей до навчання в системі рідномовного шкільництва та продовження національної освіти й виховання, основи яких заклали дитячі світлички та садочки. Вони розташовувались у спеціально обладнаних приміщеннях, що повністю відповідали державним вимогам, і діяли за навчальними програмами, які забезпечували, окрім загального розвитку, національне й релігійне виховання дитини. Навчально-матеріальне оснащення класів передшкілля та дидактичний супровід освітнього процесу впродовж досліджуваного періоду постійно вдосконалюються з урахуванням досягнень дошкільної педагогіки та інших галузей науки, тенденцій еволюції суспільного дошкільного виховання в Канаді, що забезпечує успішне виконання програм освіти й виховання дітей дошкільного віку та належний імідж у середовищі української діаспори.

Формирование функциональной грамотности младших школьников в сфере здорового и безопасного образа жизни

The article discusses the basic principles and specifics of the organization of activities of primary school teachers in the formation of students’&#x0D; knowledge in the field of safe behavior and healthy lifestyle, as well as their development of practical skills in relevant situations. Questions of&#x0D; didactic support are highlighted, target methodological modules are marked. As an example of their use, the development of classes on the topic “My safety when riding a scooter and crossing the roadway” is presented.

ДИДАКТИКО-ТЕХНІЧНЕ ЗАБЕЗПЕЧЕННЯ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ ВИХОВАНЦІВ ДИТЯЧОГО ХОРЕОГРАФІЧНОГО КОЛЕКТИВУ

The article describes the didactic and technical support of the educational activity of the pupils of the children's choreographic team as a set of didactic and technical components. The didactic component provides videos of educational and general information content (videos of lessons, exercises, concert numbers, performances, etc.) using creolized media texts. The technical component is represented by the cloud-based YouTube service as a modern platform for hosting and openly accessing educational and general-purpose video content.Development of didactic and technical support was based on the provisions of media didactics, principles of clarity, multimedia. Didactic and technical support of the educational activities of the children of the choreographic team is a YouTube video channel as a training tool, filled with videos of educational and general information content (videos of lessons, exercises, concert numbers, performances, useful video, etc.) using creolized media text organization and interactive interaction.