Методика формування інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії
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Дата
2021
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Анотація
Дисертація є комплексним дослідженням проблеми формування інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії, яка є актуальною в контексті підготовки майбутніх магістрів до ефективного відтворення поліфункціональної діяльності викладача в мистецько-освітньому процесі. Уточнено сутність феноменів інтегральності й метазнання, поняття «інтегральна компетентність»; розкрито зміст поняття «інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії» та визначено структуру даного кваліфікаційно-якісного метаконструкту. Введено поняття «компетентнісний комплекс», «метакогнітивне компетентнісне самопроєктування». Обґрунтовано методологічні засади та розроблено методику формування інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії. Визначено критерії та показники оцінювання рівня сформованості інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії. Експериментально перевірено ефективність методики формування інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії.
The thesis is a comprehensive study of the issue of forming future musical art and choreography teachers’ integral competence, which is relevant in the context of preparing future masters to effectively reproduce the multifunctional activities of the teacher in the educational process of teaching art disciplines. The essence of the phenomena of “integrity” and “metacognitive knowledge”, the concept of “integral competence” is specified; the content of the concept of “integral competence of future musical art and choreography teachers” is revealed and the structure of this quality-qualification meta-construct is determined. The concept of “competence complex”, “metacognitive competence self-design” is introduced. Methodological bases are substantiated and the technique of integral competence formation in future musical art and choreography teachers is developed. The effectiveness of the methodology of forming future musical art and choreography teachers’ integral competence has been experimentally tested. The structure of the studied construct is determined, which consists of motivational-self-corrective (awareness of the needs of actualizing certain competences in order to solve the tasks of art-educational process; motivation for forming competences to achieve self- defined artistic-pedagogical goals); competence-adaptation (actualization of competences of integrating information into holistic interdisciplinary artistic-syncretic complexes, adaptation of artistic information taking into account the specifics of the art-educational process), methodologically personalized (creative actualization of competences of selecting and designing personalized methods of teaching), creative-interpretive (creative application of pedagogical-interpretive and performing competences; application of educational- organizational and special-methodological competences) components. The essence of the concepts of the “competence complex”, “metacognitive competence self-design” is introduced and revealed. The methodology of forming the integral competence of future musical art and choreography teachers is developed. It is based on pedagogical conditions: promoting awareness and specification of the content of competence complexes; actualization of processes of selecting effective competence complexes for achievement of concrete educational and creative and developmental purposes; stimulating the reflection of individual characteristics of the subjects of the educational process as priority factors in structuring psychological and pedagogical competence complexes; directing at determining the content of competences that are effective in ensuring the processes of pedagogical and creative interpretation. The criteria and indicators for assessing the level of integral competence formation of the future musical art and choreography teachers (acmeological-competence, synergistic-cognitive, reflective-praxeological, performance-self-projective) have been developed.
The thesis is a comprehensive study of the issue of forming future musical art and choreography teachers’ integral competence, which is relevant in the context of preparing future masters to effectively reproduce the multifunctional activities of the teacher in the educational process of teaching art disciplines. The essence of the phenomena of “integrity” and “metacognitive knowledge”, the concept of “integral competence” is specified; the content of the concept of “integral competence of future musical art and choreography teachers” is revealed and the structure of this quality-qualification meta-construct is determined. The concept of “competence complex”, “metacognitive competence self-design” is introduced. Methodological bases are substantiated and the technique of integral competence formation in future musical art and choreography teachers is developed. The effectiveness of the methodology of forming future musical art and choreography teachers’ integral competence has been experimentally tested. The structure of the studied construct is determined, which consists of motivational-self-corrective (awareness of the needs of actualizing certain competences in order to solve the tasks of art-educational process; motivation for forming competences to achieve self- defined artistic-pedagogical goals); competence-adaptation (actualization of competences of integrating information into holistic interdisciplinary artistic-syncretic complexes, adaptation of artistic information taking into account the specifics of the art-educational process), methodologically personalized (creative actualization of competences of selecting and designing personalized methods of teaching), creative-interpretive (creative application of pedagogical-interpretive and performing competences; application of educational- organizational and special-methodological competences) components. The essence of the concepts of the “competence complex”, “metacognitive competence self-design” is introduced and revealed. The methodology of forming the integral competence of future musical art and choreography teachers is developed. It is based on pedagogical conditions: promoting awareness and specification of the content of competence complexes; actualization of processes of selecting effective competence complexes for achievement of concrete educational and creative and developmental purposes; stimulating the reflection of individual characteristics of the subjects of the educational process as priority factors in structuring psychological and pedagogical competence complexes; directing at determining the content of competences that are effective in ensuring the processes of pedagogical and creative interpretation. The criteria and indicators for assessing the level of integral competence formation of the future musical art and choreography teachers (acmeological-competence, synergistic-cognitive, reflective-praxeological, performance-self-projective) have been developed.
Опис
Ключові слова
методика, інтегральність, інтегральна компетентність, формування інтегральної компетентності, метакогнітивне знання, самопроєктування, компетентнісні комплекси, поліфункціональність діяльності викладача, сформованість інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії, methodology, integrality, integral competence, formation of integral competence, metacognitive knowledge, self-design, competence complexes, multifunctionality of the teacher’s activity, formation of integral competence of future musical art and choreography teachers
Бібліографічний опис
Хмелевська, І. О. Методика формування інтегральної компетентності майбутніх викладачів музичного мистецтва та хореографії [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.02 – теорія та методика музичного навчання / Хмелевська Інга Олексіївна ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка. – Суми, 2021. – 22 с.