Structuring Of Educational Material Research Articles

Особливості освітнього процесу підготовки бакалаврів за дисциплінами загальноосвітнього циклу у закладі вищої освіти

In the current conditions of development of higher education, one of the priority tasks is to further improve the quality of training of bachelors studying under general education programmes.
 The analysis of the experience of pedagogical achievements of theorists and practitioners in the field of higher education management and organisation of the educational process substantiates the importance of the process of teaching bachelor's students. It is established that researchers, when defining the meaning of the concept of "educational process", have in common that they characterise it as specially organised and appropriately managed training in a particular higher education institution with a clearly defined scope of educational content, coordinated activities of participants in the educational process, which is carried out in the established order and mode in various forms of conduct. An important component of the educational process is the content of education, which embodies social goals. It is proved that the educational and professional programme defines the normative part of the content of education, establishes requirements for the content, scope, level of education and professional training of students of the relevant educational qualification level of a particular specialty.
 The article identifies four levels of organisation of the educational process: Level I – theoretical – representation of the educational process as a system in all interrelationships of its structural components; Level II – formation of the concept of an educational institution; Level III – creation of a project of the educational process itself in the form of annual plans (planning of the content of education for the year through structuring of educational material); Level IV – implementation of the first three levels through the educational process.
 The system of training bachelor's students at the Semen Kuznets Kharkiv National University of Economics is described. It is proved that within the framework of the traditional model of the educational process in the training of bachelors, training is reproductive in nature, since its content is transmitted in a ready-made form and is subject to reproductive assimilation. Therefore, the university uses a modern approach to creating conditions for innovative activity of the teachers of the departments, where the leading role of forming cognitive activity in bachelor students, mastering new technologies for assimilating modern educational information and professional skills is determined.

THE PROBLEM OF SELECTING AND STRUCTURING OF EDUCATIONAL MATERIAL IN ENGLISH WHEN TEACHING STUDENTS OF TECHNICAL SPECIALITIES

The article deals with the scientifically substantiated methods of selecting and organizing educational material based on its didactic significance, taking into account the characteristics of perception, preservation and forgetting of educational information by students of technical specialities, the peculiarities of the educational process of higher education from the point of view of the influence of educational material on the formation of professional qualities of a future specialist.
 This article considers such theoretical and methodological issues of selecting and structuring of educational material in English for developing students’ educational activities in the technical university in the practice of teaching a foreign language, as well as the basic requirements for mastering the knowledge in technical subjects, like Mathematics in which the language of teaching is English. The activities of future specialists, when introducing the academic mobility, depend on the content and nature of the knowledge that higher education should provide them with. A serious reason for many disadvantages in the training of specialists is the lack of scientific substantiation for the selection of the content of education at the university.
 The general provisions on analysis of various options for solving this problem are given and it is estimated that the cybernetic approach is the most optimal, since it allows you to build a technology for selecting educational inaterial that ensures the continuity of learning. It is advisable to consider the presentation of the process of selection and structuring of educational material as a pedagogical technology for constructing an educational thesaurus through a description of its information-semantic structure. This approach reveals the interaction between didactic principles and parameters that characterize the semantic content of the descriptor of educational material. Analysis from the position of didactics of information-semantic structuring of educational material allows us to make a conclusion about the necessity of research in this area.
 The article analyzes scientists’ views on the process of selecting and structuring of educational material as a process of an educational thesaurus. The structuring of educational material depends primarily on the specifics of the subject, on the functions that the latter performs in education, and on the general idea of the construction of the content of education. Practical recommendations are provided for selecting and structuring of educational material.
 The approaches have been developed for structuring educational material that cannot be mechanically transferred to all academic subjects in the same completeness and a further study of the theory and methodology for selecting and structuring of educational material was proposed.

A Model of Teaching Mathematics with the Effect of Developing the Probabilistic Style of Thinking in a Digital Educational Environment: Theoretical Justification and Empirical Verification

The article is focused on the problem of inducing students to develop the non-linear, probabilistic style of thinking in the context of the digitalization of modern education. The purpose of the study is to create effective scientific and methodological tools for organizing the process of teaching mathematics in schools and universities in order to achieve high pedagogical, socially demanded results and, on the basis of these tools, to create an improved didactic model with the effect of developing the probabilistic style of thinking, flexibility, creativity and criticality in students so as to enable them to actively participate in social life. The model of teaching mathematics is constructed in the unity of the target, theoretical and methodological, content, technological, diagnostic and effective components. The structure-forming factor is an information-intensive educational environment for teaching mathematics as a set of digital information and educational content that contributes to the effective development of probabilistic style of thinking. The content component of the model is implemented in the selection and structuring of educational material based on the fractal approach, in the methodological update of a complex of foundation spirals equipped with banks of applied and research tasks, taking into account the depth of the fractal representation of educational elements. To obtain guaranteed learning outcomes while solving technological problems of implementing the model, an adaptive learning system was used as a tool for developing probabilistic style of thinking in students and creating an objective means of management. The results of introducing the model into teaching practice with subsequent statistical verification based on the descriptive statistics methods and Student’s t -test showed positive dynamics for all the structural components of the model with a confidence level of 95%. The prospect of the research is further intellectualization of the technological component of the model based on the hybridization of artificial intelligence methods to ensure the effective development of the probabilistic style of thinking with rapid changes in parameter values according to the set feedbacks.

Застосування структурно-логічних схем для підвищення якості навчання з питань безпеки

In the conditions of information overload and rapid reform of education, it is becoming increasingly difficult for students to acquire large amounts of knowledge. This leads to a gradual decline in their interest in learning. Therefore, there is a problem of constant search and implementation of such methods and techniques of teaching that would contribute to the intensification of educational and cognitive activities of students. This problem can be solved by using innovative methods in the learning process. Quite a large number of teachers have not yet fully mastered certain forms and methods of teaching that contribute to the activation of cognitive activity of students. As a result, they have a passive perception of educational material. Therefore, an important direction in the field of modern education is the optimization and intensification of learning. Psychological research shows that most of the information a person perceives by sight, so one of the best ways to enhance cognitive activity in the classroom is to use structural and logical diagrams and tables that graphically reflect the entire content and structure of educational material. Thus, the use of structural and logical schemes and tables contributes to better organization of knowledge, skills, activation of cognitive activity, attention management, eliminates mechanical memorization of the text and increases students' interest in learning the material. They can be used during the actualization of basic knowledge, learning new material, generalization and systematization of students' knowledge.

Роль дидактического интегративного модуля в осознании студентами личностного смысла учения

The basis of this research lies in psychological and pedagogical provisions on modular training, its goals, content and methods of organization. Such organization is based on the following principles: modularity, isolation of separate elements from the content of training, dynamism, efficiency and efficiency of knowledge and its system, flexibility, conscious perspective, versatility of methodological advice, parity. Hereby we describe and specify a modular system of teaching mathematics in higher education on the example of the integrative module "Derivative of a function" taking into account the specifics of teaching mathematics in higher education. The modular approach in the study of mathematics provides, on the one hand, the structuring of educational material into logically completed parts-modules, their technological equipment, and on the other-a certain organization of students 'educational activities based on the activation of their independent work, individualization of the teacher's work with the student, a differentiated approach to learning, step-by-step control of students' progress, a rating system for assessing knowledge. The empirical basis of the article is the data of a study conducted in 2020-2021 on the basis of the "South Ural State Agrarian University" (Chelyabinsk). The results of the development of the main professional educational program in the direction of training Agricultural Engineering for bachelors are presented on the example of the integrative module "Derivative of a function". Research results: 1. We considered the key approaches to the methodology of developing an integrative module, in accordance with the future professional activities of the graduates. 2. The article describes the result of the implementation of the didactic integrative module in the students ' awareness of the personal meaning of the teaching and methodological recommendations for its use. 3. On the basis of the developed control and evaluation tools we studied the dynamics of changes in the motivation of students' learning and the dynamics of the distribution of students who correctly completed control tasks according to the levels of knowledge assimilation.

Можливості вивчення теми «Будова атома. Періодичний закон і періодична система хімічних елементів» як засіб проєктування індивідуальної освітньої траєкторії студента під час педагогічної практики

The research is aimed to define peculiarities of methodological approaches to periodic law studying during school course of chemistry and creating an individual
 education trajectory (IET) of a teacher trainee for its further implementation during teaching practice. The following objectives have been specified: to perform an analysis of educational programs in Chemistry from the point of a correspondent scientific approach implementation while studying of periodic law, periodic table and atom structure; ground the sequence of educational material on the topic from the point of logical, scientific and methodological approach; provide options of projecting and IET implementation during teaching practice. In the process of research, methods of analysis, synthesis, generalization, analogy as well as hypothesis and deduction have been used.
 It is shown that Methods of Chemistry teaching include three approved approaches to studying periodic law, periodic table and atom structure which are historic, logical and historical and logical. However, modern educational program in Chemistry is found not to consider the above-mentioned approaches while projecting educational material on the topic «Atom structure. Periodic law and periodic table». During structuring of educational material on the topic «Atom structure. Periodic law and periodic table» the sequence of the content has been defined according to scientific, logical and methodological approach. Projecting of IET of a student while teaching practice presupposes considering a range of subjective and objective factors which stipulate the choice of scientific and methodological approach to studying the topic «Atom structure. Periodic law and periodic table». The decisive factors among those are the level of studying abilities of both – a teacher trainee and students, as well as the level of professional pedagogical motivation development of a trainee. Defined stages of IET implementation of a teacher trainee (prognostic, diagnostic, projecting, mobilizational, process and action, assessment and reflexive, correction) are discussed in the context of definite topic studying. As a research prospective, the implementation of the projected individual educational trajectories of teachers- trainees during teaching practice is planned as well as further verification of their effectiveness.

Nonlinear educational process

The article describes the features of organizing a competently oriented educational process of the university, showing its strengths and weaknesses. The features of nonlinear management of educational organizations and nonlinear construction of the educational process are described. Higher education development in Russia is proposed. The importance of the personality of students, the importance of the formation of professionally significant personality traits is indicated. The data of the survey (attitude of students to the existing educational process) of graduate students and their analysis are presented. New directions and conditions for the organization of a nonlinear educational process at the university are considered - blended learning using the traditional form of work (face to face), electronic and distance technologies, electronic information educational environment, modular structuring of educational material, etc.

FORMATION OF PROFESSIONAL COMPETENCIES OF A MUSIC ART TEACHER IN CHORAL CONDUCTING CLASSES

The key professional conductor-choral competences of a teacher of music art are defined in the article: the ability to show musicality, performing (conductor-choral, instrumental, vocal), artistic skills; ability to feel and demonstrate emotional sensitivity, reflection, value attitude to musical works; actively perceive, memorize, reproduce and interpret the content of works of art; ability to freely use and reveal the essence of historical, musicological, psychological-pedagogical, musical-theoretical and methodological concepts; ability to transfer the system of professional knowledge into the plane of the subject "Musical art", structuring of educational material, designing and organizing their music and pedagogical activity. Programmatic results of training are formulated. The expediency of conducting educational work on choral conducting in the form of individual practical training is substantiated. The process of formation of conductor-choral competences is revealed, the content, stages, and types of work with students of different level of preparation are characterized: verification of performance of tasks of independent work of the student; musical-theoretical and vocal-choral analysis of choral works; playing the piano of choral scores, the intonation of choral parts according to the nature of the works; performing songs of the school repertoire under your support; conducting works of educational repertoire; mastering the elements of conductor-choral technique, mastering the means of artistic expression; performing special exercises. The features of selection individually for each student of the educational repertoire of choral conducting are considered.

PSYCHODIDACTIC APPROACH IN THE TRAINING OF MASTERS OF PHYSICS − FUTURE TEACHERS

Psychodidactic approach in the training of a modern teacher of physics orients to the choice of trajectories for managing the individual development of student’s personality in the learning process. The urgency of the problem originates from the need to organize a modern school educational environment according to the requirements of an individual and competence-based learning, which involves the teacher’s mastery of psychodidactic principles of teaching. Thus, training of teachers to use the pros of psychodidactics to discover and develop the intellectual and personal potential of students through subject activities is an important task of higher education. The purpose of the study is to reveal the essence of psychodidactic approach to the projecting of teaching and its implementation in the content of training of masters of physics in the are of education. Research methods used: analysis (theoretical generalizations that form the basis of the psychodidactic approach, its structural components; the essence of the implementation of psychodidactic technologies in the projection of management of teaching; methodological development of lessons for students-masters); modeling (professional training and activities using psychodidactic technologies); generalization (in the process of developing algorithms for the use of psychodidactic technologies for future physics teachers; formulation of conclusions); observation (in the process of gaining experience in the use of psychodidactic technologies by students − future teachers of physics); survey (to clarify the understanding of the essence of the tasks on the content of psychodidactic technologies). The result of the research is expected in the form of methodological developments in the context of the reference topic using the technologies of psychodidactic approach; formation of knowledge on the essence of the psychodidactic approach, technologies of its realization; on management of individual development of students’ personality in conditions of the psychodidactic approach; skills: structuring of educational material according to the chosen psychodidactic technology; implementation of the choice of methods, forms and means of teaching; use of learning management methods to ensure the individual trajectory of student development.

PROBLEMS IN TEACHING FOREIGN LANGUAGE

This article discusses the problems of teaching a foreign language at a technical university at the present stage. The problem of deepening cognitive activity, strengthening the independence and creativity of students is one of the stimulating tasks in pedagogy. The modern orientation of education towards the formation of a person’s competence in activities and communication presupposes the creation of didactic and psychological conditions in which a student can show a personal position, individuality, express himself as a subject of training. And, namely, the student is involved in the process of educational activity with varying degrees of activity. The article also describes three levels of cognitive activity of students: reproducing, interpreting and creative. The first level, reproducing, is characterized by the desire of students to understand, remember, reproduce the acquired skills, mastering the ways of performing actions on the model. The interpretation level implies a desire to comprehend the meaning of what is being studied, to apply knowledge and mastered methods of activity in new educational conditions. The creative level, on the other hand, provides students with a readiness for a theoretical understanding of knowledge, an understanding of the connections between objects and phenomena, an independent search for solutions to problems. The article analyzes passive and active learning, depending on the level of cognitive activity of students in the educational process. With passive learning, the student acts as an object of educational activity (monologue lectures, reading literature, demonstrations) and does not perform any problematic, search tasks. With active learning, the student becomes the subject of educational activity, enters into a dialogue with the teacher, actively participates in the cognitive process, performs creative, search, problem tasks. Moreover, in this article, based on the objective laws of the process of cognitive activity of a person, information on problem education is given. And, namely, the basis of the theory of problem-based education is: 1. purposefulness (i.e. not one goal is to study the material, but several - educational, educational, developing); 2. The problematic structure of educational material; 3. A combination of creative and reproductive teaching methods; 4. duality of the learning process (the listener is not a passive object of pedagogical activity, but an active subject of the learning process); 5. The corresponding structure of knowledge; 6. systematic motivation for learning (the formation of students' cognitive needs and interest in knowledge). It is also noted that when implementing the principle of problem-based learning, a whole series of psychological and related problems arise, primarily with the creation of a problematic situation corresponding tasks to be solved. This article provides solutions to these problems.

Trainings in students’ extracurricular physical activity: an application method

In the research work the features of organization and conducting educational and health-improving trainings in the process of students’ extracurricular physical and health activity are exposed. The analysis of scientific literature indicated that trainings enable students to create a situation of success, to participate voluntarily and to determine their own pace of development, to apply actively the purchased theoretical knowledge in practice, to explore complex issues and problems in the context of modeling situations close to real life. An aim of the article: to expose the method of organization and conduction educational and health-improving trainings in the process of students’ extracurricular physical and health activity. Tasks: to develop theoretically the programmatic and methodical filling of educational and health-improving training at the place of students’ residence. The description of trainings by type is given. A detailed and clearly structured plan is made, which outlines the content structure of the training. The plan provides a list of problem questions in the form of plan items with laying out on constituents (subthemes and subitems) as well as their order of placement, and represents an idea, project of the training content. According to the plan, the content and scope of the training material are defined. Structuring of educational material is done taking into account interactive teaching methods. The training algorithm consists of preparation for the class; introductory part; basic part with informative and practical blocks; the final part of the training (reflection).
 The use of trainings allowed to decide such tasks: to popularize the healthy way of life, to improve the organization of physical education with a health-improving purposes in dormitories, to develop methodical and practical recommendations with the purpose of intensifying independent physical and health-improving employments.

Innovative technologies for solving the problem of mastering the content of vocational education by future specialists in mining mechanical engineering

The article addresses the solution to the problem of assimilation of professional education content by future specialists of mining mechanical engineering. The efficiency of mastering the content of professional education of future specialists of mining mechanical engineering can be ensured on the basis of a contextual-modular approach: ideological and conceptual structuring of educational material; sufficient creation of a value orientation framework, which directly affects the educational material, the process of professional development and self-development of future specialists of mining mechanical engineering; establishment of subject-subjects in the process of professional training.

Some psychological aspects of distant teaching

The article presents a short review of works dealing with distant teaching problems and the results of students and lecturers’ survey at a higher educational institution about their attitude to distant teaching and psychological problems arising in the process of implementation. The experiment conducted reveals the major part of students and lecturers’ positive attitude towards the form of distant teaching which is being applied at the present period of time. As the main drawback of distance teaching, the surveyed students pointed out the lack of direct contact with a lecturer (45% of students who rated distance education in a negative way). The revealed important negative aspect of distance teaching is that some students began to spend more time getting ready for classes (21%). 55% of lectures are positive about distance education, and 45% are neutral. There are no people who rated in a negative way or very positive. Among those who gave a positive estimation of distance teaching, 33% of respondents, as well as students, indicate a high structure of educational material. Those lecturers, who have a satisfactory degree of distance teaching skills, but indicate that this work requires a lot of effort, turned out to be 90%.

THE FORMATION OF BASICS HEALTH AND SAFETY LIFE COMPETENCIES FROM GENERAL EDUCATION SCHOOLSTUDENTS

The article is devoted to the problems of formulating health care and safety of life competence. The article presents the history of the formation and development of health care in pedagogy. The article identifies the main competencies of the 8th-grade courses “Fundamentals of Health” and “Human Biology”. Ascertaining experiment, which was conducted among 8‑form students indicates that the majority consider the course “Fundamentals of Health” — 57.2% necessary to study, but 34.5% of students want a more practical orientation of learning. The formation of students’ competencies of the basics of health and safety of life is considered in the article as a step-by-step process based on the theory of knowledge and should take place in the following stages: empirical, conceptual, and creative, corresponding to the levels of basic concepts: initial, medium, high. In the formative experiment the study of these natural disciplines is carried out using modular learning, which involves the transition of the student to the position of a real subject of educational activity, the basic concepts are highlighted. The use of the educational module involves the structuring of the material, the organization of independent work of students and the implementation of educational tasks, practical work with the application of active teaching methods (problem situations, business games). The structuring of educational material involves its division into blocks: information, practical, integration, control, and testing of knowledge. The humanistic approach is carried out by supplementing the course programs with topics of International Humanitarian Law. The content and activity component of the process, as well as the pedagogical conditions for the formation of students’ competencies in the basics of health and safety of life, have been developed. The methods which it is expedient to use in the course of formation of the given competence at students of comprehensive schools are defined.

Online tools of visualization in the work of the modern teacher

Cloud technologies opened up an access to a variety of powerful multifunctional visualization software for various purposes, the use of which allows solving the problems of intensification and humanization of the educational process, its adaptation to the needs and cognitive features of the younger generation, improving the quality and effectiveness of training and many others. However, the introduction of this tool into a broad educational practice needs the support of teachers in mastering the space of new opportunities. The aim of the article is to develop such a classification of online visualization tools for educational information, which would serve as a reliable guide in choosing an effective tool for solving a particular pedagogical task. The presented classification covers more than 200 modern online tools for creating visual materials. The tools are selected according to their effectiveness, functional ability and efficiency of use in pedagogical activity. Six categories of these instruments are identified according to the nature of the pedagogical tasks for which they are applied: tools for creating visual support for the presentation of educational material; tools for the compression, systematization and structuring of educational material; tools for creating didactic games; tools for modeling; tools for creating a joint activity area for students and teachers; tools for the implementation of operational feedback. Within the specified categories, the tools are grouped according to the types of the final product, a didactic tool developed using visualization technologies. In general, we are talking about 34 types of such funds. A brief general description of the functionality of each of the tool groups and a list of services for creating the corresponding didactic means are given

КОНЦЕПТУАЛЬНО-ТЕХНОЛОГІЧНІ ПІДХОДИ В СТВОРЕННІ ЄДИНОГО МЕДИЧНОГО ОСВІТНЬОГО ПРОСТОРУ

It was analyzed technological relations of creation a common educational space and a unified educational environment. It has proposed design features a single educational space, including space activity, pertinence and effectiveness of using content in IIES. Typical structure of IIES was described. It consists of three main elements: learning management system, tools for checking (testing) Learning and Management System of the teachers’ activities in the structuring of educational material.