Аналіз розвитку проектувального мислення в закладах художньої та художньо-педагогічної освіти за кордоном: позитиви для застосування
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Дата
2015
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Анотація
Аналіз існуючих методик навчання основам проектувальної культури в зарубіжних школах показав, що фундаментом виховання всебічно розвиненої особистості, є проектувальна діяльність, яка формує такі властивості людської психіки як цілепокладання, прогнозування та передбачення результатів, забезпечує розвиток комунікабельності, вміння мобілізувати власний досвід, розкриває креативні можливості учня, які залишаються у звичних умовах незатребуваними. Проектувальне мислення може бути сформоване тільки за допомогою спеціальних методів та освітніх технологій, які необхідно виділити в особливий предметний цикл. Найважливішим при цьому є єдність викладання всіх загальноосвітніх дисциплін через впровадження навчальних завдань, що визначаються як проект.
The purpose of this article is to consider and outline the historical and theoretical aspects of the available global experience in order to analyze the development of project thinking of the students of various art and art and pedagogical education establishments in its practical aspect. To achieve this goal theoretical and analytical-synthetical methods of research have been applied. The theoretical basis for methodologies of study and the practical experience in creation of a learning and creative environment to promote effective formation of project thinking of the students has been taking place in the Italian school of design, Riccardo Dalisi being one of its bright representatives. The primary experience in implementing basics of project work at education establishments of various degrees belongs to Great Britain, where this issue was developed by Bruce Archer and Nigel Cross. Special attention should be paid to the experience of developing project thinking of the students within the art education system of Japan where the teachers bring up children in accordance with the formula «head – heart – hands». In Russia the issues of developing design thinking have been studied by I. N. Abaeva, O. G. Kulikov, V. F. Sydorenko and V. S. Shkoliarov. The analysis of modern methodologies in teaching basics of project culture at foreign schools has shown that the corner stone in bringing up an all-round person is the project activity which forms such properties of human psychology as definition of objectives, forecasting and prediction of the results, ensures the development of interpersonal skills and the ability to mobilize a person’s own experience, and helps to discover the creative abilities which remain unrequested in common conditions. The entire system of education in foreign countries is aimed at development of a personality who can implement any creative idea with the help of project thinking, emotional perception and masterfulness. Based on the experience of the foreign countries in the development of project thinking of the students of educational establishments of various degrees we can conclude that the project culture can be formed and should be formed since childhood as a constituent element of any education. Project thinking can be formed only with the help of special methods and education technologies which need to be subdivided into a particular set of the subjects. The most important thing in this aspect is the unity of teaching all liberal arts through implementation of study assignments defined as projects.
The purpose of this article is to consider and outline the historical and theoretical aspects of the available global experience in order to analyze the development of project thinking of the students of various art and art and pedagogical education establishments in its practical aspect. To achieve this goal theoretical and analytical-synthetical methods of research have been applied. The theoretical basis for methodologies of study and the practical experience in creation of a learning and creative environment to promote effective formation of project thinking of the students has been taking place in the Italian school of design, Riccardo Dalisi being one of its bright representatives. The primary experience in implementing basics of project work at education establishments of various degrees belongs to Great Britain, where this issue was developed by Bruce Archer and Nigel Cross. Special attention should be paid to the experience of developing project thinking of the students within the art education system of Japan where the teachers bring up children in accordance with the formula «head – heart – hands». In Russia the issues of developing design thinking have been studied by I. N. Abaeva, O. G. Kulikov, V. F. Sydorenko and V. S. Shkoliarov. The analysis of modern methodologies in teaching basics of project culture at foreign schools has shown that the corner stone in bringing up an all-round person is the project activity which forms such properties of human psychology as definition of objectives, forecasting and prediction of the results, ensures the development of interpersonal skills and the ability to mobilize a person’s own experience, and helps to discover the creative abilities which remain unrequested in common conditions. The entire system of education in foreign countries is aimed at development of a personality who can implement any creative idea with the help of project thinking, emotional perception and masterfulness. Based on the experience of the foreign countries in the development of project thinking of the students of educational establishments of various degrees we can conclude that the project culture can be formed and should be formed since childhood as a constituent element of any education. Project thinking can be formed only with the help of special methods and education technologies which need to be subdivided into a particular set of the subjects. The most important thing in this aspect is the unity of teaching all liberal arts through implementation of study assignments defined as projects.
Опис
Ключові слова
художньо-педагогічна освіта, художня освіта, проектувально-художня освіта, проектувальна культура, креативні технології, проектувальне мислення, творче мислення, творча проектувальна діяльність, проект, дизайн, art and pedagogical education, art education, art and project education, project culture, creative technologies, project thinking, creative thinking, creative project activity, project, design
Бібліографічний опис
Молчанова, В. В. Аналіз розвитку проектувального мислення в закладах художньої та художньо-педагогічної освіти за кордоном: позитиви для застосування [Текст] / В. В. Молчанова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 4 (48). – С. 97–106.