Positive Emotional Background Research Articles

IMPLEMENTATION OF THE PRINCIPLE OF EMOTIONALITY IN THE PROCESS OF LANGUAGE TRAINING OF FUTURE SPECIALISTS THROUGH DISTANCE EDUCATION: THE VIEWPOINT OF HIGHER EDUCATION ACQUIRES

The article raises the problem of implementing the principle of emotionality in the process of language training of future specialists in the conditions of distance learning. According to the author’s observations, in the educational scientific field, the principle of emotionality is the subject of research by many scientists. The purpose of the proposed study is to analyze the results of a questionnaire of higher education graduates of various educational fields regarding the problem of implementing the principle of emotionality in the process of language training of future specialists in the distance learning format. The researcher believes that language classes are a fertile ground for the implementation of the principle of emotionality and the formation of the emotional sphere of learners, since language performs an emotional function in the process of any type of activity ‒ learning, education, development, communication, etc., and is a tool for creating positive (or negative) influence on the personality, and therefore the basis of the formation of positive emotional thinking and speech (communication). In order to achieve the goal of the study, we developed a questionnaire and conducted a survey of higher education graduates. Among the respondents are students of “Publishing and editing”, “Journalism”, “International journalism”, “TV host”, “Law”, “Ukrainian language and literature” specialties. Students were asked to answer the following questions: 1. Does the emotional background of the class have an impact on learning and the desire to get an education? 2. Are distance learning sufficiently emotional? 3. In which learning format do you get more positive emotions ‒ offline or online? 4. Name the emotions that specific activities evoke in you. 5. What is the cause of negative emotion? 6. What emotions lead to motivational activities in class? 7. What, in your opinion (forms, techniques, means of teaching), could enliven classes in the Ukrainian language in a distance format? The results of the survey showed that there is a certain discrepancy between the expectations of students regarding the implementation of the principle of emotionality in distance learning classes and the actual state of the situation. The student needs dynamic educational content that increases positive emotions in class and serves as a motivator for educational activities. A positive emotion is provided to the student not so much by the role of a traditional passive subject who is given the necessary knowledge system, but by the role of an active analyst, researcher, coach, moderator, innovator, inventor, representative. Providing a positive emotional background in the conditions of distance learning is the basis for the formation of positive thinking and positive communication, and as a result, a high level of education.

Preparation of future science teachers for cognitive visualization of the educational process

The issue of designing a qualitative educational environment for the formation of a flexible personality in the light of global world changes has been actualized in the article. Its main essential characteristic is the ability to adapt to the changing conditions of the modern natural and social environment. We consider the visualization of the educational process as a means of improving the quality of educational services, forming a holistic perception of the environment that combines logical and visual thinking. According to the purpose of the article, based on the analysis of existing visualization techniques and their expert evaluation, the most effective ones for mastering the content of natural sciences disciplines as well as professional and methodological training of future natural sciences teachers have been identified and substantiated. The significance of visualization techniques for the educational environment has been determined by the method of expert evaluation according to the criterion of «didactic quality». Its indicators are: the possibility to use information educational environment of the higher education institution on the base of existing material and technical support; importance for creating a positive emotional background for teaching; importance for organizing interactive pedagogical interaction of participants in the educational process; accessibility for perception of educational information; expediency of use in the future natural sciences teachers professional training; easy to use both for teachers and students. The five most effective visualization techniques for ensuring a holistic perception of knowledge by combining logical and imaginative thinking (scribing, mind map, infographics, timeline, tag cloud) have been identified by ranking. The effectiveness of the scribing technique and its influence on the formation of indicators of the fully assimilated knowledge quality such as depth and awareness has been experimentally proved.

PEDAGOGICAL POTENTIAL OF A PICTURE TO ENHANCE SPEECH FOR CHILDREN WITH LANGUAGE DISORDERS

The scientist A. Leontyev assures that the language competence is the result of development of continuous use of each language. Only through active communication and active speech activity an understanding about language emerges for the child (Leontyev, 1977). The scientist Glukhov (2005) outlines the skill to improve the language abilities by performing the speech activity in the process of communication. Whereas, one of the most significant factors in the process of mastering the language is a positive emotional background, where the child is encouraged to perceive visible, apparent things, living beings, natural phenomena, to listen and pronounce words which designate them. This also inspires to investigate the pedagogical potential of a picture to enhance speech for children with language disorders.The picture is a significant visual aid for a child not only to be taught but also to have fun for improving the language skills. Therefore, it is worked out a set of pictures as a help for the parents to work with a child at home. In a such way a speech therapist is involving the parents in a teaching process to prolong an educational process with a child. As a result, the parents get a pedagogic experience and the efficient development for a child language.

Dynamics of psychophysiological indicators of children with severe speech disorders in terms of implementation of game programs of physical education

Introduction. The social order to create the foundation for a healthy childhood necessitates a scientific search for new strategies for building a variable system of physical education for children with severe speech disorders. The purpose of the study is to assess the impact of the "Play for health" partial adaptive physical education and development program on the psychophysiological indicators of children of senior preschool age with severe speech disorders. Materials and methods. The study involved 53 children (25 girls and 28 boys) with "General underdevelopment of speech, III level of speech development." A set of methods was used to assess the level of physical development, somatic health and psycho-emotional status of older preschoolers with general speech underdevelopment. The reliability of the obtained results was proved using the method of mathematical statistics according to Student's t-test. Results. The data obtained made it possible to note that children with severe speech disorders have an average, disharmonious physical development, a third of them have a lack of body weight, insufficient muscle strength. Problems with the regulation of body functions by the central nervous system were identified. Thus, the stability of the reaction in children with severe speech disorders was significantly lower than the same values in children with normal speech development (p≤0.05), the functional capabilities of the nervous system were also lower (p≤0.01). The psycho-emotional status of children with severe speech disorders is less stable than that of their peers with a normal level of speech development. Conclusion. The re-diagnosis of children with severe speech disorders after the implementation of the "Play for health" partial adaptive physical education and development program showed a positive trend in the psychophysical state of the body, the functional status of the cardiovascular, respiratory and nervous systems, an increase in the levels of physical development and, to a certain extent, overcoming its disharmony, the formation of a positive emotional background, a change in the level of somatic health, etc.

Latviešu valodas elektroniskā rokasgrāmata – didaktikas un tehnoloģiju korelācija

The concept of correlations as an indicator of cross-compliance and relations has been widely used not only in natural sciences and in engineering. It is also increasingly viewed in the sub-sectors of social sciences and the humanities, to describe the interrelation between phenomena, concepts, events, etc. In this study, correlation is used as a measure of relation to determine how strong and interacting the relationship between two different systems is – the principles of modern didactics and the functions of a learning tool, respectively, application capabilities. The handbook essentially is a compilation of the main information for practical purposes. It is a type of teaching aids in which development and preparation of certain didactic principles, such as scientific and visualization, systematic and sequence, readability, accessibility, are respected. However, a modern learning process is inconceivable without several other didactic principles as well (e.g., free creative activities, positive emotional background of learning, linking learning experience to real life, intellectual activities and self-expression options of pupils, etc.). When designing a handbook for use in the electronic environment, a balance between the conditions of good practice in the didactics and opportunities and limitations of technologies must be found. The handbook uses various technological solutions: (1) Multimedia allows using text, pictures, audio, and video in the explanation of study content. (2) Hyperlinks allow providing quick access to appropriate information both in different sections of the handbook and on the Internet. (3) Interactivity, which ensures the involvement of the learner in the learning process, the choice of topics and the order in which they are acquired, and to perform self-testing tasks, etc. The handbook is developed by implementing best practices in responsive design, i.e., the content of the material is equally well-comprehensible on different screens (computer screen, tablet, smartphone). The object of the research is the “Latvian Language Handbook” („Latviešu valodas rokasgrāmata”; valodasrokasgramata.lv), which has been developed as a multifunctional informative practical electronic tool for any Latvian language learner. The study aims to characterize a tripartite correlation between 1) adherence to didactic principles in the development of electronic teaching aid, 2) human learning habits, and 3) the opportunities and limitations of modern technology. To achieve the aim of the study, it is important to clarify several issues: - Whether technology is a sufficiently motivating language learning tool that could lead to a waiver of one or another of the didactic principles; whether the correlation can be characterized as a mutually positive factor, i.e., the more limited the potential of the electronic learning tool, the more effective the respect of didactic principles should be, and vice versa. - How current capabilities (text, audio, images, and interactivity) offered by an electronic learning tool correlate with the learner’s creativity, and self-expression; tests and self-tests do not allow for several correct solutions, they must be “unambiguous”, verifiable with computer tools.

Features of Students’ Experiences in Gaming Activity (Based on Group Board Games)

The problems of the game have long been relevant for many researchers and are considered from the perspective of various disciplines. In the modern era of digitalization, computer games have become widespread; they attract the attention and interest of both users and researchers. At the same time, “ordinary” board games in modern psychology are studied much less frequently and, mainly, on the example of chess. The purpose of this study is to identify changes in emotional states during and as a result of two board games that involve cooperative and competitive actions ( Imaginarium and Monopoly respectively) as well as to describe the nature of experiences of students in gaming activities, in particular, taking into account their personal characteristics. The study involved 62 students of higher educational institutions in Tashkent (Uzbekistan). To diagnose the emotional state of the respondents, we used the Method for Measuring Emotional Experience in Activity by D.A. Leontiev, and the Russian-language version of the Implicit Positive and Negative Affect Test (IPANAT) by O.V. Mitina et al. To measure personality traits, we used the Russian versions of the six-factor HEXACO-PI-R personality questionnaire by M.S. Egorova et al. and of the Dark Triad personality trait diagnostic technique by T.V. Kornilova et al. The results of the study, in general, demonstrate positive changes in the emotional state after gaming, regardless of the result and process. Both board games, in spite of their specificity, well increased the positive emotional background of the respondents. At the same time, it was found that the nature of the experience is related to the content of the gaming activity: the respondents more often experienced meaningfulness in the cooperative game Imaginarium and emptiness in the competitive game Monopoly .

Formats of Pedagogical Support of Teachers in the Digital Educational Environment

The author presents the result of the research on formats of interaction with students in the situation of self-isolation as well as the relevant content of teacher’s support and pedagogical support provided by a higher school teacher. It is shown that the situation in education caused by the pandemic in the spring of 2020 has led to the necessary revision of the traditional forms of pedagogical activity such as lectures and seminars. The traditional forms and methods of interaction with students have become almost impossible to use. The article provides a detailed description of the transfer of educational process in higher school to the remote work format. It also describes the author’s pedagogical findings and gives specific examples of tasks for students. The study has proved that the transfer of learning process to the remote work format is efficacious when realized in accordance with the following stages of teacher’s support and pedagogical support of students: creating a sensation of stability of existence in the educational process; forming positive emotional background in the classroom; actualizing the evolutionary processes of transition to the adoption of digital education; minimizing the risks caused by a lack of direct contact with students; forming an ability to obtain profit from the situation to self-determination and self-development. The author presents the content of each stage and shows how these stages are pedagogically provided due to the primary trial to transfer traditional types of classes to a digital educational system, due to the formation of new formats of interaction between teachers and students and living through it as well as in the process and as a result of the search for pedagogical opportunities to organize the procedure of midterm and end-of-course assessment as a situation of personal and professional self-determination in the problem. It is proved that a combination of live broadcast on Zoom with the following submission of completed tasks for teacher’s review in the system Ipsilon Uni has turned out to be the best possible format of classes for students.

Creating the Positive Emotional Background Based on Teaching Situations in Process of Building Mathematical Students’ Competence

The effective implementation of the structural-functional model, introduced into the educational process of an educational organization, is facilitated by the determination of the necessary and sufficient pedagogical conditions, which are determined taking into account the specifics of the educational process of the organization and the relationship of these conditions, which structurally form a single, integral complex. This article provides the results of a theoretical analysis of the creation of an emotionally positive background, considered as one of the necessary pedagogical conditions that contribute to the effective implementation of the structural and functional model of pedagogical support for the formation of students' mathematical competence. The article discusses the methodological principles and means of creating an emotionally positive background by a teacher in the process of educational activities of students. The results of a theoretical analysis of the influence of positive and negative emotional states of students

Коллективные методы обучения в гуманитарном образовании

The article analyzes the prospect of using collective teaching methods in higher education. The psychological component of the effectiveness of the collective teaching method is substantiated: conditions for the formation of positive self-esteem, improvement of the psychological climate of the study group; decrease in volitional tension during classes due to greater dynamism (complete absence of monotony due to a change in activities). creating a positive emotional background by meeting the social need for communication. The substantiation of the pedagogical effectiveness of the collective learning method is given by the fact that information is perceived immediately through the visual and auditory channel, systematized and refined, the period between the assimilation and use of information is minimal. In the course of clarifying the concept of collective learning, it is compared with group teaching methods. The choice of a collective teaching method is substantiated. A pedagogical experiment on the use of a collective teaching method is presented and its results are evaluated.

PЕАЛІЗАЦІЯ ІНДИВІДУАЛЬНОГО ПІДХОДУ В ПРОЦЕСІ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ НЕМОВНИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article is deals with the search for effective ways to organize independent work of students of non-language educational institutions. The author notes that the modernization of national education requires consideration of integration processes in European and world education. In this regard, it is necessary to ensure a modern attitude to educational standards, change the content of education, make adjustments to the direction of the educational process, approve a personality-oriented pedagogical system, introduce innovative teaching methods. The main purpose of teaching foreign languages in higher non-language institutions is to prepare specialists for practical knowledge of a foreign professionally oriented language. Mastering a foreign language is considered as the acquisition by students of communicative competence for practical use of a foreign language, namely: work with relevant foreign literature on the specialty, participate in conversation and international conferences, write articles in a foreign language, correspond with foreign partners. The main goals of students' individualization of foreign language learning include the following: filling gaps in the level of foreign language proficiency and timely elimination of the gap; development of intellectual outlook, mental qualities of the personality of students who play a leading role in mastering foreign language speech; formation of an individual style of mastering a foreign language; creating a positive emotional background of the educational process. In the context of an individually oriented approach to teaching foreign languages in the theory and practice of teaching, the concepts of autonomous learning stand out. Studies of the theory and practice of teaching a foreign language to students show that the introduction into the educational process of three main types of different types of independent work (copying, reproducing and creative) is quite appropriate. Key words: foreign language, independent work, individual approach, globalization.

З ДОСВІДУ ВПРОВАДЖЕННЯ ОСВІТНЬО-НАУКОВОЇ ПРОГРАМИ «Професійна освіта» для здобувачів третього (освітньо-наукового) рівня вищої освіти спеціальності 015 Професійна освіта (за спеціалізаціями)

The article reveals the experience of implementing the educational and scientific program “Professional Education” for applicants of the third (educational and scientific) level of higher education specialty 015 Professional Education (by specializations) at Alfred Nobel University. Features and purpose of the educational and scientific program “Professional Education”, as well as its structure (educational and scientific components) are described. The volume of the educational component of the educational and scientific program is given – 45 ECTS credits, of which the cycle of general (18 ECTS credits) and professional (27 ECTS credits) training, including the discipline of free choice of applicants (12.5 ECTS credits). Particular attention in the educational and scientific program is paid to the content of competencies sufficient to solve complex problems in the field of professional and / or research and innovation in the field of education. A brief description of the content of the scientific component of the program, which provides for the implementation of their own basic and / or applied research with the appropriate design of the obtained scientific results in the form of a dissertation, testing of research results. Methodological approaches (systemic, competence, activity, andragogic, student-centered, personality-oriented, participatory, environmental, integrative) and principles (systematization, scientificity, systematicity and consistency, clarity, integration of theory and practice, consciousness and activity) are substantiated and defined. Independence and activity of subjects in training, interdisciplinary connections, a positive emotional background of training, maintenance of unity of educational, developmental and educational functions are put into practice in the educational and scientific program. The main types of classes, methods and means of teaching future doctors of philosophy are identified. Emphasis is placed on the peculiarities of graduate research activities of graduate students. Ways of realization of individual educational trajectory for each postgraduate student are demonstrated (drawing up of the individual curriculum; a choice of the block of disciplines from a selective component at one’s own will, choosing the subjects of scientific and practical research works according to the interests of applicants of higher education; the organization of independent work of applicants by means of educational computer programs and electronic textbooks; certification courses for the formation of additional professional competencies; distance education; drawing up an individual schedule of graduate students; types of communication between research and teaching staff with applicants; participation in various extracurricular activities). Emphasis is placed on the scientific achievements of higher education seekers (publications in professional journals, collections of scientific papers, reporting the results at annual scientific and practical conferences, publication of research results in a foreign language in periodicals, participation in the research work of the Department of Innovation Technologies in Pedagogy, Psychology and Social Work, scientific and pedagogical internship, etc.).

Интерпретация эмоциональной речи пациента как элемент коммуникативной компетенции врача

The relevance of this study is due to the desire to propose one of the criteria that contributes to improving the effective communication with a patient: analyzing and interpreting patient’s emotional speech. The aim of this paper is to consider the usage features of figurative and expressive means in a patient’s speech which may characterize both the sick state and his attitude to health problems. To achieve this aim the following methods are used in the paper: distributive, contextual, semantic and stylistic methods. The material for analysis is the patent’s phrases taken from the various sources: real and designed for classes communication situations, mass media, teaching aids and science articles on the medical discourse. A patient is an equal partner in the communication with a doctor that is why the consideration of linguistic and paralinguistic factors influencing the patient’s choice of speech means is no less important. When studying the patient’s speech expressive means can be distinguished at all levels of the language: phonetic, morphemic, lexical and grammatical. Doctor’s understanding the explication of the patient’s intentions and analyzing the patient’s speech expressive means contribute to correct interpreting the patient’s story about himself and his state of health. We believe that the patient’s thinking creativity being expressed in using the emotional means is due to, on the one hand, his inability to describe internal pain sensations properly in detail. On the other hand, in the situation of a strong pain it is due to the patient’s desire to quickly find the right metaphor or other means to express his thought by a non-standard way that implies more emotionally and thus increases the function of influencing the interlocutor and creates more positive emotional background in communication with a doctor.

ЗАСТОСУВАННЯ ВИСТАВКОВИХ МАТЕРІАЛІВ КРАЄЗНАВЧОГО МУЗЕЮ В ОСВІТНЬОМУ ПРОЦЕСІ ШКОЛИ

The dynamic system «collaboration: school + museum» is represented in the article. The intersection ways of activity of two institutions as school and museum are analyzed. The principles and forms of work are clearly defined. It is concentrated on the five ways of activities which provide developing basic competencies of students by means using the exhibition materials of Local history museum in the educational school process. The examples of introduction of modern teaching means, projects, technologies that promote improvement of educational process, reflect the professional growth of teacher’s pedagogical skills are given in this article. The systemic work, motivation, practical orientation of each direction of activity, examples of school teachers’ experience deserves attention. In particular the improvement of interaction, communication in the direction of work which began under the influence of spreading the new trend in the museum work is noted as participation culture. Everyone who shares the philosophy of inclusion understands that a person cannot be separated from society because of special feature of development, physical, organizational barriers. It is useful the experience of mastering the modern information about effective project activities with children that have special educational needs, the cooperation with the Local history Museum, the creation of a positive emotional background, opportunities for harmonious coexistence of a «special» child in a social environment. It is demonstrably improved that cooperation with the History Museum widens and extends the intellectual and emotional experience of students, provides the principle of continuity in relationships of a school with a kindergarten. The tested materials of ecological direction can be used by teachers in terms of implementation the conception of the New Ukrainian School for the purpose of achieving mandatory learning outcomes by learners in a natural science education, implementation of educational principles of partnership, the creation of conductive conditions for the development and self-improvement of a competent personality, the education of a museum culture as an integral part for formation of the general culture of a person. Key words: dynamic system, museum work, participation culture, collaboration, basic competencies.

Professional and Personal Readiness of Teachers to Work with Children with Speech Disorders

Развитие речи как высшего ментального процесса, определяющего все психическое развитие человека, успешность его образования, воспитания и социализации в целом, не всегда соответствует возрастной норме. В связи с увеличением количества детей с нарушениями речи, профессия логопеда пользуется большим спросом.Профессиональная деятельность логопеда характеризуется повышенной ответственностью, восприимчивостью к социальной оценке, постоянной новизной возникающих ситуаций, поэтому она часто сопровождается высоким эмоциональным напряжением, тревогой, что может привести к состоянию эмоционального выгорания. В связи с этим успех коррекционно-логопедической работы с детьми с нарушениями речи зависит не только от специальных знаний и умений педагогов, но и от достаточного уровня их речевого развития, готовности к активному взаимодействию и формированию таких профессионально значимых личностных качеств, как толерантность, рефлексия, эмпатия, доброжелательность, терпение, положительный эмоциональный фон, нейропсихологическая стабильность, общительность и др. Эти свойства развиваются у логопедов в процессе профессиональной подготовки в университете и в самой профессиональной деятельности и находят свое отражение в их речи. Представлены результаты эмпирических исследований особенностей коммуникативной и эмоциональной сфер личности будущих и уже работающих логопедов-логопедов, которые во многом определяют успех коррекционно-логопедической работы с детьми с нарушениями речи.

INTERPRETIVE STRATEGIES USED FOR DISCURSIVE CONSTRUCTION OF ONE’S OWN EXPERIENCE

The article examines strategies used for discursive construction of significant life events on the examples of women experienced divorce. Using the author's approach to the discursive analysis of autobiographical texts, we highlighted the specific features of event interpretation by such women. As a result of our study, we identified five main interpretive strategies used by these women for discursive construction of their experience: “dramatic”, “demonstrative”, “pragmatic”, “accusative” and “analytical”, which were examined from the following aspects: psycholinguistic (a narrator’s focus, communicative tonality of their texts), emotional (emotional load, a polarity of emotions), meaningful (area of meanings, meaningful and factual information), reflexive (meanings, senses, conclusions, ways of interpretation, attitudes), self-designing (the way of experience organization), intentional (a basic line of self-presentation, purposes of communication), regulatory (constructed links between the past and the future, planning of the future), motivational-value (a role and significance of marital relations in a woman's life). We demonstrated that these interpretive strategies used for discursive construction of examined women’s experience had clear specificity, due to the used methods objectifying textually their experience in divorce, discursive strategies and individual characteristics of meaning generation. According to our previous results, the “analytical” strategy is a more productive trend for interpretations of divorce. Thus, as for motivation and values, women preferring this strategy focuses on the values of the classical family due to highly structured life experience and its conversion into a narrate; as for regulation, they use a constructive spatial-temporal orientation, positive emotional background, an unbiased attitude to the Other, moderate involvement in the event and an optimistic perspective. If these factors are reduced, as it is characteristics for intermediate interpretive strategies, the integrity of self-narrative texts is breached, the semantic core is ruptured, factual information predominate over reflective, which generally leads to superficial destructive conclusions and negative prospects as for marriage. Keywords: experience, personal experience, discourse, discursive construction of experience, interpretive strategies, discursive text analysis.

PRINCIPLES OF TEACHING FOREIGN LANGUAGES BASED ON THE FORMATION OF STUDENTS’ COGNITIVE COMPETENCE


 
 
 
 Nowadays teaching foreign languages is impossible to imagine without the use of multimedia teaching tools. In this connection, the importance of information technology in the foreign language classroom is great. It deals with different technologies like internet technology and multimedia technology in the development of learners’ intellectual competencies. Modern technologies allow development of intellectual potentials in improvement process of traditional and information forms and methods of education. It also develops methods of teaching, implementation of training, finding and adaptation of information from different sources, accessibility of different tools and techniques in teaching process, trainability of systematic education process, improvement of selfeducation, creation of a positive emotional background for teaching; and many other issues. The use of cognitive technology creates the most positive and favourable conditions in motivation of teaching foreign languages. 
 
 
 

Means of Creating Credibility Effect in Commercial Advertising Texts

The article deals with verbal means of creating credibility effect in creolized advertising texts. The topicality of the study is explained by the insufficiency of pragmalinguistic and psycholinguistic researches on the problem of implementing manipulation tools and persuasion methods in adverting texts. The detailed description of language means of creating advertising credibility as effect that causes mass consumption determines the originality of the study. Within the frames of the study, verbal means of creating advertising credibility are identified and grouped in four categories: lexical, word-building, morphological, and syntactical ones. The author also determines and describes their functions, which include convincing the consumer of high quality of the item or service advertised, forming a positive emotional background, creating an illusion that the information in the ad is precise, full, and reliable. The results of the study may be used for both academic purposes (in teaching relevant disciplines to undergraduate and postgraduate students, in study guides on mass media communication) and practical use (e.g. in organizing advertising campaigns).

DIDACTIC CONDITIONS OF INTERNET TECHNOLOGIES APPLICATION IN THE EDUCATIONAL ENVIRONMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

It is analyzed the concept of "didactic conditions", it is also offered its own definition of the concept in the article. It was found that in most pedagogical sources this issue is studied within higher education establishments, so our paper is devoted to general secondary education. Four main pedagogical conditions for the use of Internet sources in the educational environment are identified. They are technical equipment for computerized education, combination of information and communication technologies with traditional forms of education, teacher training to use innovations in the educational process through appropriate applied training, as well as the formation of a high level of digital skills of secondary school students. Attention is also paid to fleeting, auxiliary didactic conditions. This is a combination of activity and competence approaches to learning, activation of educational and cognitive activities of students through game learning, visualization of educational material, increasing the motivational aspect of learning through the novelty of teaching methods; providing a positive emotional background of learning, online support of students outside the school in order to motivate, adjust, direct work. It was found that for the formation of any didactic condition (basic or auxiliary), there must be a number of factors - the reasons for its appearance. The formation of didactic conditions is a long-term process that is the result of solving a didactic problem. The essence of the didactic condition itself is inconsistent, which is associated with the development of society, its constant changes. Similarly, the set of didactic conditions also constantly varies: one condition becomes irrefutable, does not require proof, but a new, more urgent or relevant one appears.Big part of the article is devoted to the analysis of modern Internet resources for teachers to master computer technology, mastering the skills of using gadgets in the educational space.

ЭМОЦИОНАЛЬНО-ВОЛЕВОЙ КОМПОНЕНТ СОРЕВНОВАТЕЛЬНОЙ УСТАНОВКИ СПОРТСМЕНОВ-ГРЕБЦОВ

High achievements in modern sports are associated with the development of the emotional and volitional sphere of athletes, with their abilities for effective self-regulation of functional states and actions. The theoretical basis of the study is the provisions of the attitude theory, the concept of system organization and self-regulation of the process of activity, the differential psychology of emotions, the concept of basal and system volitional qualities. The competitive attitude of rowing athletes is considered as an attitude for self-mobilization and stabilization of highly coordinated, powerful rowing actions. The purpose of the study is to determine the structure, relations, symbolic and significant forms of strengthening the emotional and volitional component of the competitive attitude of rowing athletes. The following methods were used to determine the values of indicators in the empirical study: natural experiment (indicator of overcoming exhaustion); analysis of performance (sports qualifications); test psychodiagnostics of emotional stability, worry, conscientiousness, courage, self-control (16 Personality Factors Questionnaire of Raymond Cattell); achievement motivation (test of T. Ehlers); frequency of manifestation of basal emotions (T. Dembo technique); questioning (frequency of using mental resources). A subgroup of 18 people was selected in the group of subjects using cluster analysis who have a high level of development of volitional qualities, with a preference for a positive emotional background of vital activity, with relatively higher (Mann-Whitney U-test) sports achievements, evaluated by indicators of sports qualifications (U=96.5; p=.003) and the ability to overcome exhaustion (U=101.0; p=.005). A higher, in comparison with other subjects, expressiveness of achievement motivation (U=90.5; p=.002), conscientiousness (U=35.0; p<.001), cheerfulness the opposite of worry (U=43.0; p<.001), courage (U=111.5; p=.011), self-control (U=95.5; p=.003), emotional balance (U=110.5; p=.011), experiences of pleasure (U=117.5; p=.014) were observed in this subgroup. The analysis of the study results allows to conclude that the emotional and volitional component of the competitive attitude of rowing athletes functionally aimed at mobilizing and stabilizing highly coordinated, powerful rowing actions, in its structure relies on developed systemic qualities of conscientiousness and cheerfulness associated with manifestations of courage, self-control, patience, energy, with expressed preferences for a positive emotional background of vital activity. The implementation of the emotional and volitional component is directly related to the motivation of achievements and the energy strengthening of the oared process. The competitive success of rowing athletes is increased by using mental resources (verbal formulas, figurative constructs) for self-mobilization.

From the Experience of Applying Innovative Technologies in Teaching Speaking Skills of Medical Students at the English Language Lessons

The article deals with the necessity and the importance of applying innovative technologies to foreign language lessons in teaching speaking skills. They have a number of advantages compared with other technology in the field of learning a foreign language, as they allow: to improve the process of organic combination of traditional forms and methods of education with innovation; implement training, information, games, modeling, design and analysis functions; general didactic perform such principles as the visibility, accessibility, difficulty feasible, system, transition from education to self-education, positive emotional background of training, between theory and practice.