Методика формування мотивації до виконавської самопідготовки у майбутніх учителів музики
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Дата
2021
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.02 – теорія та методика музичного навчання. – Сумський державний педагогічний університет імені А.С. Макаренка. – Суми, 2021. Дисертаційну роботу присвячено комплексному дослідженню проблеми формування мотивації до виконавської самопідготовки у майбутніх учителів музики. З’ясовано сутність і зміст виконавської самопідготовки майбутніх учителів музики. Розкрито мотиваційні чинники музично-виконавської діяльності майбутніх учителів музики та визначено компонентну структуру мотивації (мотивів) дій студентів у виконавській самопідготовці. Окреслено методологічні підходи та розроблено, теоретично обґрунтовано модель формування мотивації до виконавської самопідготовки у майбутніх учителів музики. Визначено критерії, показники та встановлено рівні сформованості мотивації до виконавської самопідготовки у майбутніх учителів музики. Експериментально перевірено ефективність поетапної методики формування мотивації до виконавської самопідготовки у майбутніх учителів музики.
Thesis for Candidate of Pedagogical Sciences degree in specialty 13.00.02 –theory and methods of musical education. – Sumy State Pedagogical University named after A.S. Makarenko. – Sumy, 2021. Thesis is a comprehensive study of the issue of forming motivation for performance self-training in future music teachers in higher education institutions. The motivational factors of music-performance activity of future music teachers are revealed, namely: ratio of external and internal motives, their awareness or unconsciousness, orientation (positive or negative), stability. The model of forming motivation for performance self-training of future music teachers is developed and theoretically substantiated. It contains the purpose, principles, pedagogical conditions (creation of artistic-educational environment, comfortable for independent work on the basis of harmonization of intersubjective relations “student-teacher”; ensuring prospects for professional self-improvement of students in the process of setting and solving musical-creative and artistic-educational tasks; encouragement for developing in students of a positive attitude to performance self-training through involvement in motivational training classes), stages, forms and methods of work, components of motivation formation, and the result. The methodological foundations of forming motivation of future music teachers for performance self-training in a holistic system of competence, hermeneutic, artistic-personalized, acmeological and synergetic approaches are substantiated. The criteria and indicators of the formation of motivation for performance self-training in future music teachers (value-motivational, content-technological, artistic-interpretive and reflexive-self-regulatory) are determined, the levels of the formation of motivation for performance self-training in future music teachers (high (creative-interpretive), medium (reproductive-interpretive) and basic (reproductive)) are outlined. The methodology of forming motivation for performance self-training in future music teachers has been developed and experimentally tested. The concept of “performance self-training of a future music teacher” has been introduced into scientific circulation. The results of the experimental work have shown positive dynamics of increasing in the experimental group of the levels of formation of the studied phenomenon in comparison with the control group by all the outlined criteria, which proves the effectiveness of the proposed methodology. There was a significant increase in the number of students with a high level of motivation (from 19,2 % to 39,2 %) and a significant decrease in the number of students with a low level of research quality (from 40,8 % to 15,0 %).
Thesis for Candidate of Pedagogical Sciences degree in specialty 13.00.02 –theory and methods of musical education. – Sumy State Pedagogical University named after A.S. Makarenko. – Sumy, 2021. Thesis is a comprehensive study of the issue of forming motivation for performance self-training in future music teachers in higher education institutions. The motivational factors of music-performance activity of future music teachers are revealed, namely: ratio of external and internal motives, their awareness or unconsciousness, orientation (positive or negative), stability. The model of forming motivation for performance self-training of future music teachers is developed and theoretically substantiated. It contains the purpose, principles, pedagogical conditions (creation of artistic-educational environment, comfortable for independent work on the basis of harmonization of intersubjective relations “student-teacher”; ensuring prospects for professional self-improvement of students in the process of setting and solving musical-creative and artistic-educational tasks; encouragement for developing in students of a positive attitude to performance self-training through involvement in motivational training classes), stages, forms and methods of work, components of motivation formation, and the result. The methodological foundations of forming motivation of future music teachers for performance self-training in a holistic system of competence, hermeneutic, artistic-personalized, acmeological and synergetic approaches are substantiated. The criteria and indicators of the formation of motivation for performance self-training in future music teachers (value-motivational, content-technological, artistic-interpretive and reflexive-self-regulatory) are determined, the levels of the formation of motivation for performance self-training in future music teachers (high (creative-interpretive), medium (reproductive-interpretive) and basic (reproductive)) are outlined. The methodology of forming motivation for performance self-training in future music teachers has been developed and experimentally tested. The concept of “performance self-training of a future music teacher” has been introduced into scientific circulation. The results of the experimental work have shown positive dynamics of increasing in the experimental group of the levels of formation of the studied phenomenon in comparison with the control group by all the outlined criteria, which proves the effectiveness of the proposed methodology. There was a significant increase in the number of students with a high level of motivation (from 19,2 % to 39,2 %) and a significant decrease in the number of students with a low level of research quality (from 40,8 % to 15,0 %).
Опис
Ключові слова
фахова підготовка майбутніх учителів музики, виконавська підготовка, самостійність, самопідготовка, виконавська самопідготовка, мотивація, художньо-педагогічна інтерпретація, поетапна методика, формування мотивації до виконавської самопідготовки, professional training of future music teachers, performance training, independence, self-training, performance self-training, motivation, artistic-pedagogical interpretation, step-by-step methodology, formation of motivation for performance self-training
Бібліографічний опис
Чжу Пен Методика формування мотивації до виконавської самопідготовки у майбутніх учителів музики [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.02 "Теорія та методика музичного навчання" / Чжу Пен ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [наук. керівник Т. О. Бодрова]. – Суми, 2021. – 20 с.