Педагогічні умови підготовки майбутніх учителів початкової школи до використання арт-терапевтичних технологій
Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
У статті обґрунтовано педагогічні умови підготовки майбутніх учителів початкової школи до використання арт-терапевтичних технологій. Визначено сутність понять «умова», «педагогічна умова». Виокремлено педагогічні умови, схарактеризовано як єдиний комплекс, спроможний поліпшити навчально-виховний процес у вищому навчальному закладі, всебічно розвинути особистість студента, його пізнавальну активність та спрямувати майбутнього фахівця до подальших педагогічних пошуків у контексті підготовки до використання арт-терапевтичних технологій.
Pedagogical conditions of the future primary school teachers’ training for applying art-therapeutic technologies are grounded in the article. There is defined the core of such notion as a «term», that is the set of variable, natural, social, external and internal factors which influence physical, mental, moral human’s development and his or her behavior. Pedagogical conditions are the circumstances of integral efficient pedagogic process of the expert’s professional training which depends on and goes on. This process depends on the person’s and group of people’s activity. There are such pedagogical conditions as: forming of the internal positive motivation for applying art-therapeutic technologies; enrichment of the academic disciplines’ content with the information that provides improvement and classification of art-therapeutic knowledge, abilities and skills; realization of personal oriented relations in the systems “professor – student”, “student – student group”; making the creative educational environment in the teaching and learning process of higher education institution. When creating a creative learning environment it should be taken into account: personality-oriented approach in the preparation of future teachers in the process of which the identity is the main objective and ultimate value of education; motivational orientation of the personality of each student (objectives or action planning); the relevance, novelty, availability, curiosity, the complexity of the studied disciplines and special courses, the possibility of their application in practice; the use of innovative forms, methods and technologies of training; the dominance of dialogical forms of learning over monologue; the use in the process of learning of the elements of integrative art therapy: coverage in educational material, works of art, photographs, special music will encourage students, provoking their interest and the interest; structuring of educational material, the division into blocks – modules, the possibility of self-study of the material in the system MOODLE. Distinguished pedagogical conditions are characterized as the single complex that can improve educational process in the higher education institution. It can extensively develop the student’s personality, his or her cognitive activity and direct future expert to further pedagogical searches in the context of the training for applying art-therapeutic technologies.
Pedagogical conditions of the future primary school teachers’ training for applying art-therapeutic technologies are grounded in the article. There is defined the core of such notion as a «term», that is the set of variable, natural, social, external and internal factors which influence physical, mental, moral human’s development and his or her behavior. Pedagogical conditions are the circumstances of integral efficient pedagogic process of the expert’s professional training which depends on and goes on. This process depends on the person’s and group of people’s activity. There are such pedagogical conditions as: forming of the internal positive motivation for applying art-therapeutic technologies; enrichment of the academic disciplines’ content with the information that provides improvement and classification of art-therapeutic knowledge, abilities and skills; realization of personal oriented relations in the systems “professor – student”, “student – student group”; making the creative educational environment in the teaching and learning process of higher education institution. When creating a creative learning environment it should be taken into account: personality-oriented approach in the preparation of future teachers in the process of which the identity is the main objective and ultimate value of education; motivational orientation of the personality of each student (objectives or action planning); the relevance, novelty, availability, curiosity, the complexity of the studied disciplines and special courses, the possibility of their application in practice; the use of innovative forms, methods and technologies of training; the dominance of dialogical forms of learning over monologue; the use in the process of learning of the elements of integrative art therapy: coverage in educational material, works of art, photographs, special music will encourage students, provoking their interest and the interest; structuring of educational material, the division into blocks – modules, the possibility of self-study of the material in the system MOODLE. Distinguished pedagogical conditions are characterized as the single complex that can improve educational process in the higher education institution. It can extensively develop the student’s personality, his or her cognitive activity and direct future expert to further pedagogical searches in the context of the training for applying art-therapeutic technologies.
Опис
Ключові слова
педагогічні умови, підготовка майбутніх учителів початкової школи, арт-терапевтичні технології, pedagogical conditions, training of future primary school teachers, art-therapeutic technologies
Бібліографічний опис
Сорока, О. В. Педагогічні умови підготовки майбутніх учителів початкової школи до використання арт-терапевтичних технологій [Текст] / О. В. Сорока // 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. – № 7 (51). – С. 156–165.