Pedagogical Diagnostics Research Articles

Организация педагогической диагностики в военных вузах в условиях цифровизации образования

This article discusses the most significant problems of the pedagogical diagnostics process in the system of Russian military education at the present stage of its development. At the same time, special attention is paid to the impact that digitalization, which been recorded over the past decades can have on pedagogical diagnostics in military universities. Also the article discuss the possibilities of using in this process such forms of control related to the introduction of informational and telecommunicational technologies, as a computer test tasks Bank, presentations and electronic textbooks, due to their features, also have a certain resource for modernizing the process of pedagogical diagnostics.

Pedagogical conditions for the formation of the students’ scientific worldview when teaching biology

The theoretical aspects are revealed regarding the role of biology as one of the leading sciences of nature, in the formation of the students’ scientific worldview. It is emphasized that the content of the school subject “Biology”, methods, forms and means of study thereof, should be aimed at the formation of the students’ worldview. There are highlighted the main pedagogical conditions of the stepwise formation of the students’ worldview when teaching biology, taking into account the specific kinds of activity of the students and the teacher. As a structural unit of the pedagogical process there are designated the person-developing learning situations based on the relationship between the educational activity and life experience as well as the independent creative activity of the student, for the implementation of which the traditional content and techniques of teaching biology are reconstructed-the biological concepts of the worldview nature, creative tasks, problem situations, worldview-oriented issues with regard to the age-specific features of the students are emphasized. The obtained results of the pedagogical diagnostics, aimed at identifying the level of the formedness of the students’ scientific worldview, confirmed the effectiveness of the chosen pedagogical conditions.

МОДЕЛЬ ПІДВИЩЕННЯ ЯКОСТІ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ

Актуальність: вдосконалення системи професійної підготовки майбутніх фахівців неможливо без упровадження інформаційних технологій, нових підходів до вимірювання якості освітнього процесу, інноваційних методів діагностування, а також використання моделей підготовки фахівців як необхідній передумови компетентності випускника. Мета: розроблено і обґрунтовано теоретичну модель підвищення якості підготовки фахівців, яка відповідає авторському баченню розв’язання цього питання, а також показано її використання в освітньому процесі для підвищення якості підготовки майбутніх інженерів-педагогів. Методи: теоретичні; емпіричні (праксиметричні (вивчення та аналіз робочих планів, програм підготовки майбутніх інженерів-педагогів, засобів і методів педагогічної діагностики, тестових завдань і методик їх використання); використано ідею кібернетичного метода (модель «чорна скринька»). Результати: з'ясовано можливості педагогічної діагностики як технології, що сприяє підвищенню якості підготовки студентів інженерно-педагогічного вишу; запропоновано та обґрунтовано теоретичну (структурну) модель підвищення якості підготовки майбутнього інженера-педагога, визначено і описано компоненти моделі та вимоги до її розробки, вдосконалено систему оцінювання і контролю якості результатів навчання у ЗВО. Реалізація оцінювання якості професійної підготовки майбутніх фахівців здійснювалася відповідно до розроблених «теоретичної» та «математичної» моделей, без яких неможливо розв’язати питання управління якістю освітнього процесу. У статті основну увагу і приділено розгляду «теоретичної» моделі підготовки фахівців. У дослідженні запропоновано підхід до моделювання, заснований на концепції пізнання «чорний ящик» та конкретизовано принципи моделі, на яких базується процес професійної підготовки майбутніх фахівців. Висновки: теоретично доведено, що запропонована «теоретична» модель підвищення якості підготовки фахівців є складовою частиною фундаментальної підготовки інженерів-педагогів, має практично-прикладний характер, а також дає чіткий алгоритм для ефективного вдосконалення якості освітнього процесу.

Психолого-педагогическая диагностика в системе педагогического сопровождения развития социальной адаптивности студентов в высшей школе

The paper substantiates the need for the formation (along with professional competencies) of so-called soft skills in higher education institutions, including an individual’s ability to effective social adaptation – social adaptability. The essence of the concept of social adaptability and its structure are revealed. The role of psychological and pedagogical diagnostics in the successful support for development of stu-dents’ social adaptability is shown. The paper pre-sents psychological and pedagogical methods that allow determining the level of social adaptability. It reveals content of step-by-step activities to deter-mine the level of students’ social adaptability as the basis for effective implementation of pedagogical support. The results of diagnostics of students’ social adaptability are presented. Three groups of students are identified and characterized depending on the level of their social adaptability: impulsive-intuitive, pro-creative or creative.

PROBLEMS OF FORMATION OF READINESS OF THE SOCIAL TEACHER TO ANIMATION ACTIVITY

The article presents a theoretical analysis of the works of native, foreign, Russian scientists studying the concepts of social pedagogue, animation, animation activities, leisure, effective leisure organization, as well as ways of formation of readiness of social pedagogue to animation activities. The objects of work of a social teacher are not only students and parents, but also people of different ages, clubs, sections, groups and public associations. management of pedagogical systems, trainings, pedagogical and psychological diagnostics. Animation activity is a special organization-driven type of activity with the goal of socializing a human person. In this context, the educational potential of animation is predominant. Characteristic features, structure and content allow using it as a means of social education of students. Animation has potential as an instrument of social education.

ACTIVITIES OF CHILDREN’S FITNESS CENTER AND ITS MARKETING SUPPORT

The purpose is to systematize and compile information, data and materials on marketing support for the activities of children's fitness center. Materials and methods of the research. We have studied statutory and regulation documents of children's fitness center, protocols for monitoring the activities of the center, conversations with employees and managers of the organization. We used the following study methods: analysis and synthesis of literature data and Internet materials, the work experience of domestic physical education organizations, including children's fitness clubs and centers, high-quality content analysis of planning documents and reports of children's fitness center, monitoring center’s activities and its content analysis results, conversations with employees of children's fitness center and specialists in the field of sport marketing. Results of the research. The paper presents and discloses the content of the main activities of children's fitness center, including: medical and pedagogical diagnostics (children's fitness testing), implementation of fitness programs, implementation of development programs, economic activities, personnel policy and personnel management, communicative and managerial activity. We have characterized the main areas of marketing activity: product or services produced and offered by children's fitness center, price - pricing policy, place - marketing methods for fitness center services, promotion - center’s activities for disseminating information about its advantages and fitness programs, people - work with target audience. We have developed the program of communication campaigns including promotions, PR and publicity, sales promotion. Conclusion. The findings related to the marketing support of the activities of children's fitness center can be used for organizing and carrying out communicative actions in such sports organizations.

Мониторинг качества комплексного сопровождения детей раннего возраста с особыми образовательными потребностями в учреждении социальной защиты

The article presents the results of psychological and pedagogical diagnostics of the main lines of development of young children in the institution of social protection. The authors give the results of a survey of parents raising children with special educational needs as part of a comprehensive support.

Model formation of future teachers readiness to innovative activity

The relevance of the study is justified by the new requirements for the personality of a specialist in the field of education. Thus, an obligatory component of professional and pedagogical competence is the innovative competence of the teacher. The formation of this competence in future teachers in the system of their professional training in higher education requires special methodological system of innovative competence formation. The purpose of this article is to reveal the essence and to describe the model of readiness to innovative activity of future teachers. The purpose of the article is realized by applying theoretical (spectral analysis, generalization) and empirical (modeling, methods of pedagogical diagnostics) methods of scientific knowledge in the research. On the basis of the application of these methods in the study, the essence, features and structure of pedagogical innovative activity are determined. The necessity of innovative activity readiness formation of future teachers is substantiated. The components of the structure of teacher's readiness for innovative activity are described. The essence of pedagogical formation model of future teachers readiness to innovative activity is described. Its efficiency on the basis of quantitative and qualitative results is proved. The elements of scientific novelty in the work are represented by the creation of an experimental pedagogical model of the formation of the future teachers’ readiness to innovative activity, the substantiation of methodological and methodical aspects of its implementation, the development of the criteria base for determining the level of formation of the future teachers’ readiness to innovative activity.

Development and implementation of special seminar “Innovative pedagogical technologies”

Taking into account modern requirements to teacher’s personality in primary education, his knowledge of innovative pedagogical technologies’ essence as well as knowledge of methodology, relevance of the search for ways to improve the content and forms of future primary school teachers’ training has been revealed. One of the solutions to this problem can be introduction of a special seminar aimed at improving the level of innovative and technological competence of future teachers in primary education into the system of vocational training. The purpose of this article is to substantiate the conceptual and methodological significance of a special seminar "Innovative pedagogical technologies" as well as to describe process of diagnosing effectiveness of the developed special seminar. The aim of the research is achieved through the application of such theoretical and empirical methods of scientific knowledge as method of pedagogical diagnostics, methodical system modeling, method of pedagogical forecasting, analysis of results, synthesis of the results of experimental research. Based on the use of these methods, the main theoretical aspects of a special seminar development are presented, the components of its content and structure are reflected and the stages of testing effectiveness of the developed special seminar are described. The scientific novelty of the research is justified by the development of the conceptual foundations and content of the special seminar "Innovative pedagogical technologies", intended for use in the training of future primary school teachers, indicating methodological aspects of its implementation, as well as the development of a diagnostic system to test its effectiveness in the educational process of the University.

PEDAGOGICAL CONDITIONS OF THE HEALTHCARE COMPETENCE FORMATION OF FUTURE SOCIAL WORKERS

The article analyzes the pedagogical conditions of competence forming to preserve the future social workers’ health. It is determined that this is a set of measures, the implementation of which ensures that the competence of preserving the health of future social workers in the process of vocational training is formed. Purpose of the article: To analyze the pedagogical conditions of competence forming of preserving the health of students of the specialty «Social work». Research methods: theoretical analysis and generalization of scientific literature data to substantiate the essence of the concept of «competence to maintain health»; testing, valeological monitoring, pedagogical experiment of pedagogical conditions of formation of competence of preservation of future social workers’ health. Scientific novelty: the process of forming the competence of preserving the health of students of the specialty «Social work» during mastering the disciplines in the conditions of magistracy is analyzed. The state of research of the problem in modern scientific domestic and foreign literature is determined. The article complemented the methodology and tools for further empirical research on some aspects of health competency formation. Health competence is a set of knowledge, skills, attitudes and values that aim to preserve and promote health. The following pedagogical conditions of preserving health competence formation of future social workers in the course of vocational training are substantiated: increase of future social workers’ motivation for activity which preserves health; creating a health preservation environment that fosters a conscious and caring attitude to one's own health; diversification of the forms of health activities of future social workers in out-of-class work. Important components of student health are also: intensifying the health of teachers and students; the use of technologies that will help to shape the competence of students' health; organization of constructive interaction between the subjects of the educational process, aimed at forming the competence for preserving the future specialists’ health; conducting pedagogical diagnostics of students' education regarding health competence; the use of reflection in the educational process of higher education institutions.

СТРУКТУРНІ КОМПОНЕНТИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З ФІЗИЧНОЇ КУЛЬТУРИ І СПОРТУ ДО ТРЕНЕРСЬКОЇ ДІЯЛЬНОСТІ

In the article, the structural components of the formation of future bachelors in physical culture and sports of coaching, corresponding pedagogical functions and indicators on the basis of the scientific literature analysis are determined. The structural components include: cognitive and creative, design and diagnostic, organizational, informative and communicative, analytical components. It is stated that the cognitive and creative component is realized through educational, cognitive, research, creative functions. The informative and communicative component is realized through informative, communicative, perceptual, interactive, suggestive, stimulating functions. The design and diagnostic component is implemented through diagnostic, prognostic, design and modeling functions. The organizational component is implemented through organizational, managerial, controlling, guiding functions. The analytical component is implemented through: evaluative, analytical, corrective functions. It is determined that the reflexive function is common to all components of the coaching. It is determined that the indicator of the formation of the cognitive and creative component is general pedagogical, special, coaching knowledge; motivation for educational and cognitive activity; value attitude to professional activity; ability for professional creativity. An indicator of the formation of informative and communicative component is the ability of didactic processing of educational material; mastering methods of education and training; possession of pedagogical communication styles. An indicator of the formation of the design and diagnostic component is the ability to carry out sports and pedagogical diagnostics, the ability to design and model the training process. An indicator of the organizational component formation is the ability to organize, direct, control the training process; possession of sports and pedagogical technologies; adequate professional evaluation and self-assessment; ability to adjust the results of professional and pedagogical activity; knowledge of evaluation of the achieved results. Adequate professional evaluation and self-assessment are an indicator of the analytical component’s formation; ability to adjust the results of professional and pedagogical activity; knowledge of evaluation of the achieved results. Keywords: structural components, readiness formation, future bachelors in physical culture and sports, coaching.

МЕТОДИКА ВИВЧЕННЯ ДИТИНИ: АКТУАЛІЗАЦІЯ ІДЕЙ В. СУХОМЛИНСЬКОГО У НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

У статті актуалізовано ідеї В. Сухомлинського стосовно методики вивчення дитини. З’ясовано, що, за В. Сухомлинським, методика вивчення дитини включала: вивчення загального фізичного розвитку дитини, стану її здоров’я, захворювання; вивчення сім’ї – батька, матері, братів, сестер, дідусів і бабусь, заняття батьків, побутових умов учня; вивчення темпераменту, характеру, самооцінки, емоцій, волі особистості, розвитку сприймання, мислення, почуттів, інтересів, прагнень, вольових процесів дитини. Запропонована педагогом методика передбачала також вивчення дитини як суб’єкта навчальної діяльності, аналіз інтелектуальних рис, ціннісних орієнтацій та мотивів поведінки. Педагог обґрунтовував доцільність дослідження моральних та духовних якостей дитини, моральної вихованості учнів, рівня їхнього культурного розвитку. Доведено, що ідеї та методичні напрацювання В. Сухомлинського стосовно вивчення дитини не втратили актуальності й у наш час.

Formation of Humanistic Values of Future Foreign Language Teachers in the Process of Studying Social and Humanitarian Disciplines: Empirical Findings

The paper is aimed at analysing the current state of humanistic values formation of future foreign language teachers in the process of studying social and humanitarian disciplines. The research was carried out at Pavlo Tychyna Uman State Pedagogical University (Ukraine). The experiment involved 268 students, majoring in 014 Secondary education (Language and literature (English)). The following methods were used: analysis, comparison, classification and systematization of theoretical data, observation, methods of mathematical statistics and complex pedagogical diagnostics, generalisation, etc. The results have showed a low level of humanistic values formation of future foreign language teachers. It is explained by the fact that the disciplines, containing humanistic elements, are studied as separate academic disciplines without their tight correlation and applied format; humanistic potential implementation of social and humanitarian disciplines is not provided in syllabi of those disciplines and information on humanistic ideals is only illustrated. The results of the study reveal the essential difficulties in students’ humanistic values formation. The identified difficulties have led authors to the conclusion that there is a need for developing new approaches to improving the process of humanistic values formation in future foreign language teachers by means of social and humanitarian disciplines. The ways to overcome the difficulties have been suggested.

Monitoring and diagnostics of the quality of scientific and methodological work in the context of competence approach in higher pedagogical education

The article is devoted to the problem of monitoring scientific and methodological work in institutions of higher pedagogical education, in particular to the question of diagnostics of its quality in the context of the of the competence approach. The terminolog ical field of research is defined, the main purpose and tasks of creation of the monitoring system of scientific and methodological work in pedagogical institutions of higher education are outlined. Some features of monitoring research in the field of higher pedagogical education are characterized on the basis of consideration of the origin and development of the “monitoring” phenomenon, its classification, the identification of common and distinguishing features in definitions by different authors. Pedagogical diagnostics is considered as a factor in the development of scientific and methodological work, the elements of the model, directions of implementation and stages of diagnostic examination of various aspects of scientific and methodical work realization are named, and its results are predicted. On the basis of the results of scientific generalization, analysis of scientific and methodological work practice in pedagogical institutions of higher education, the key criteria of its quality are identified and the relationship of professional as well as scientific and methodological competence is established. The contradictions that determine the implementation and the main categories of competency approach, the place of scientific and methodological competence in the system of competences of the teacher of a pedagogical institution of higher education are determined. The connection of the process of forming the scientific and methodological competence of the teacher with the innovativeness of his activity at certain stages was fixed. The components of scientific and methodological competence structure are distinguished: epistemological, axiological, traseological, professional and personal. In the context of the conducted research, the object and indicators of the scientific and methodological competence formation of the teacher of a pedagogical institution of higher education were determined, the scheme of its formation was developed and the characteristics of individual levels were drawn up.

ТЕХНОЛОГІЯ ВХІДНОГО ДІАГНОСТУВАННЯ НАВЧЕННЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

The article actualizes the need to develop and use learning technologies in the educational process. It is given a brief retrospective overview of the use of the concept of technology in pedagogy and other concepts related to the technologization of the educational process in a rapidly changing environment. The content and characteristic properties of the category of learning technology are determined, namely: specific activity direction of teachers and pupils; taking into account pedagogical laws and regularities; the presence of the features of the didactic system (providing with methods, techniques, tools, conditions); reproducibility and productivity.The need to solve the problem of developing tools for the implementation of the initial diagnostics of residual learning outcomes of primary school pupils in the post-quarantine period is substantiated. The essence of the concepts connected with the initial diagnostics is considered: pedagogical diagnostics as studying the state of the educational process components; learning as a stable property of the individual, reflecting his/her ability to further learning; residual learning outcomes as part of the learning content, which is retained in the practice of pupils after the stage of studying the educational material and is sufficient for further educational activities.The author's technology of the initial diagnostics of primary school pupils’ learning iutcomes is described with emphasis on the content of three modules – Ukrainian language, mathematics, integrated course "I explore the world". The learning outcomes to be mastered by pupils in the first, second, third and fourth grades are determined. The author also presented guidelines for formulating incentives for pupils to perform educational activities with a focus on the relevant mental processes, which are determined by the classification of educational goals. It is emphasized that this approach provides differentiation of tasks and allows during the diagnostic research to establish which stage of achievement of the educational goal corresponds to the residual result shown by the pupil. The results of observations on testing the tools of the developed technology are given, the prospects of experience of its application are outlined.

Continuity in Education in The Implementation of The STEM Education for The Children of Preschool and Elementary School Age Modular Program

The article reveals the potential of introducing the STEM Education for the Children of Preschool and Elementary School Age authorial program as a means of managing the continuity process in the modern educational organization. The specific continuity content at the level of educational modules of the program is shown along with the results of monitoring the effectiveness of system implementation of the program at educational establishments. The study has been aimed at the theoretical justification and empirical verification of the effectiveness of the STEM Education for the Children of Preschool and Elementary School Age modular program as one of the means for ensuring the continuity of the preschool and general elementary education levels. During the study, the methods of analysis, theoretical modeling, pedagogical diagnostics, and mathematical statistics (U-Mann-Whitney test) have been used. Studying the effectiveness of the STEM Education for the Children of Preschool and Elementary School Age program based on three years of testing in preschool education has allowed detecting positive dynamics of the indicators in the experimental group. Given the identified level of the development of intellectual operations, imagination, and social intelligence of the children involved in the program at kindergartens, the STEM education program has been developed for the elementary school, the modules of which are shown in this article

Pedagogical diagnostics and its role in the educational process

Based on the attention and requirements presented by society in the educational process, it is required to teach taking into account the individual, psychological and personal characteristics of students. For this, teachers need to know the diagnostic methods in accordance with modern requirements, as well as be able to put them into practice. It is pedagogical diagnosis that allows you to effectively use diagnostic methods in the educational process.The content of pedagogical diagnostics lies precisely in the methodological and pedagogical process, the speed of cognition and assessment, regulation and correction of the student or teacher, regardless of the level of activity.

School-family Interaction in Forming Adolescents’ National Identity: the Ukrainian Pedagogical Experience

The paper highlights the issue of school-family interaction in forming adolescents’ national identity in the settings of the Ukrainian school on the basis of synthesizing the findings of humanistic psychology and pedagogy, Socratic pedagogy, ethics of care and culturally relevant pedagogy. The theoretical foundations of the concept “national identity” are considered. National identity is viewed as one of the components of individual social identity which refers to the life activity of individuals in a particular culture of a state and reflects the deep spiritual ties within society. Regarding national identity as a social construction in the system of individual identity, it is stated that its understanding and significance can change under the influence of various circumstances, and change quite quickly due to psychological as well as sociocultural contexts. According to the authors of the paper, the essence of the national identity of an adolescent is manifested in the subjective experience of belonging to the Ukrainian people, Ukrainian nation, conscious acceptance of moral values, and characterized by the identification and formation of the corresponding national self-concept on the basis of national dignity, responsibility for the destiny of the native land, love for Ukraine, and the desire and readiness to protect Ukraine. The Ukrainian pedagogical experience of school-family interaction in forming adolescents' national identity through the methods of psychological and pedagogical diagnostics and counseling, interactive methods and methods of encouraging reflexivity is outlined.

Педагогическая диагностика развития устной речи учащихся с нарушением слуха на уровнях начального и основного общего образования

The article presents the author’s methodology of pedagogical diagnostics of oral speech development of students with hearing impairment. The necessity of development and introduction of complex, multilevel diagnostic tools is grounded. The tasks, content, means and procedures of pedagogical diagnostics are described, criteria of evaluation and interpretation of results are defined. The levels of forming speech activity components in students with hearing impairment at the levels of primary and basic general education are singled out and described. A generalized description of the special educational needs of students with hearing impairment in the field of speech development is given.

СУЩНОСТЬ ПЕДАГОГИЧЕСКОЙ ДИАГНОСТИКИ И СТИМУЛИРОВАНИЯ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВОЕННОГО ВУЗА

The main aspects of the university educational environment are viewed. The basic notions are studied, various scientific points of view regarding educational environment peculiarities are presented. This notion development is described. The essence of educational environment in modern pedagogy is analyzed. Important characteristics of educational environment including variability and integrity are highlighted. In addition, the essence of pedagogical diagnostics and the stages of its development are discussed. The recognition character of diagnostic activity and the levels of its implementation are revealed, the objects of diagnostics are listed. The concept of pedagogical stimulus is considered; its essence, the main characteristics and basic functions of pedagogical stimulation are studied in detail. The paper defines the limits of the use of pedagogical stimulus in practice. In addition, the methods of pedagogical stimulation that affect the success of pedagogical work are described in detail.