Досвід впровадження міждисциплінарної координації у практику підготовки майбутніх учителів музики

Abstract

У статті обґрунтовується сутність поняття «міждисциплінарна координація», представлена як інструмент мобільного узгодження різноманітних і різнорівневих компонентів начального процесу, що реалізується на засадах системно-структурного підходу. Схарактеризовано форми й методи реалізації міждисциплінарної координації, особливості їх утілення у процесі музично-теоретичної підготовки майбутніх учителів музики. Наведено результати досвідної роботи, які підтверджують ефективність застосованої експериментальної методики. Висвітлено перспективи подальших розвідок у виробленні механізмів удосконалення фахово-індивідуалізованої підготовки студентів як компетентних фахівців.

The article deals with different approaches to improve the training effectiveness based on the obtaining of its consistency and integrity. The author has described the actual state of contemporary musical and pedagogical practice particularly the predominance of functional approach, a priory disconnection of different modules of academic disciplines: music theory, musical history, performing and musical practice and methodology. The appeal to the history of educational ideas lets emphasize a number of major trends in the desire to make the teaching and learning activity systematically, therein the project method proposed by American scientists and modified by John Lewis, particularly the application of the project method at the beginning of the twentieth century in Ukraine. The problems caused by the project methods application residing in loss of disciplines’ own logic, its subordination to the schedule equal for all subjects, reducing the level of theoretical training are mentioned. The new possibilities can be opened owning to the educational process organization on the basis of interdisciplinary communication, in particular – the attainment of a higher level of knowledge generality and of flexibility and variability in practical skills. The principle features of the integrated approach to the organization of music theoretical training of the students, the idea of the creation of integrative courses and disciplines aimed at the formation of complex skills that are important for the practical activity as a music teacher are exposed.The author gives the reasons for proposed principle of coordination of the teaching content allowing accounting the specifics of the program content of each discipline and at the same time reaching their interconnection and coordination at all structural levels in all forms and variety. The role of interdisciplinary coordination mechanisms, their implementation based on the widespread use of information and communication tools, musical and pedagogical sites, blogs containing both long-term and operational information about content and organization of educational process is defined. Their creation allows the teachers of different disciplines to carry out effective, efficient, mobile and time-to-date coordination of the educational process and tasks, to aim the training at the formation of actual competencies. The data of experimental work confirming the successful implementation of the interdisciplinary coordination in the process of music-theoretical training of the students as competent music teachers are given.