Педагогічні умови формування праксеологічних умінь студентів факультетів мистецтв на заняттях з постановки голосу
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Дата
2018
Автори
Назва журналу
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Назва тому
Видавець
ФОП Цьома С. П.
Анотація
У статті визначено й охарактеризовано педагогічні умови формування праксеологічних умінь студентів факультетів мистецтв на заняттях з постановки голосу, а саме: спонукання студентів до креативного самовираження в навчальній діяльності через створення праксеологічно-зорієнтованого середовища на заняттях; упровадження інтерактивного навчання; оптимальне поєднання теоретичного та практичного компонентів фахової підготовки майбутнього вчителя музики з проекцією на майбутню продуктивну діяльність. Доведено, що забезпечення означених вище педагогічних умов дає змогу підвищити рівень якості фахової підготовки майбутнього фахівця з музичного мистецтва, сприяє адаптації студентів до музично-педагогічної діяльності в закладі середньої освіти, стимулює розвиток індивідуальності, творчі здібності суб’єктів учіння.
The article defines and describes pedagogical conditions for the formation of the praxeological skills of students of faculties of arts at the classes on voice training, namely: induction of students to creative self-expression in educational activities through the creation of a praxeologically oriented environment in the classes; introduction of interactive learning; optimal combination of theoretical and practical components of professional training of a future music teacher with a projection for the future productive activity. The first pedagogical condition is directed at formation of a motivational-value component of the formation of praxeological skills of students of faculties of arts. Accordingly, in a praxeologically oriented environment, a future musical art specialist assimilates effective, productive methods, technologies and means of professional activity, solves specific simulated tasks with the purpose of actualizing his own experience, acquires practical skills, attracts various forms of learning. The second pedagogical condition activates the dialogue interaction of participants of the educational activities on the basis of subject-subject relations. The importance of using traditional (lectures, seminars, laboratories, electives, special courses, etc.), as well as innovative types and forms of educational-cognitive activities are indicated: creative laboratories, workshops, problem seminars and etc., during which students acquire professional knowledge, deepen the idea of modern educational methods and technologies, acquire a certain experience of their implementation in the educational process. The last pedagogical condition ensures formation of a cognitive-creative component of the professional readiness of a future musical arts specialist, the characteristics of which include the ability to critically comprehend the musical material and carry out selection of artistically significant works; the ability to choose the optimal creative technologies through the choice of content, forms and methods of vocational training, training models; possession of creative abilities development methods; creative approach to accomplishing tasks; ability to create innovations in the process of professional activity; possession of techniques and methods of generation and analysis of ideas; the ability to evaluate their own professional level, plan, organize and control their actions. It is proved that provision of the above-mentioned pedagogical conditions allows increasing the quality of professional training of the future musical arts specialist; promotes adaptation of students to musical and pedagogical activity in the establishment of secondary education, stimulates development of individuality, and creative abilities of subjects of learning.
The article defines and describes pedagogical conditions for the formation of the praxeological skills of students of faculties of arts at the classes on voice training, namely: induction of students to creative self-expression in educational activities through the creation of a praxeologically oriented environment in the classes; introduction of interactive learning; optimal combination of theoretical and practical components of professional training of a future music teacher with a projection for the future productive activity. The first pedagogical condition is directed at formation of a motivational-value component of the formation of praxeological skills of students of faculties of arts. Accordingly, in a praxeologically oriented environment, a future musical art specialist assimilates effective, productive methods, technologies and means of professional activity, solves specific simulated tasks with the purpose of actualizing his own experience, acquires practical skills, attracts various forms of learning. The second pedagogical condition activates the dialogue interaction of participants of the educational activities on the basis of subject-subject relations. The importance of using traditional (lectures, seminars, laboratories, electives, special courses, etc.), as well as innovative types and forms of educational-cognitive activities are indicated: creative laboratories, workshops, problem seminars and etc., during which students acquire professional knowledge, deepen the idea of modern educational methods and technologies, acquire a certain experience of their implementation in the educational process. The last pedagogical condition ensures formation of a cognitive-creative component of the professional readiness of a future musical arts specialist, the characteristics of which include the ability to critically comprehend the musical material and carry out selection of artistically significant works; the ability to choose the optimal creative technologies through the choice of content, forms and methods of vocational training, training models; possession of creative abilities development methods; creative approach to accomplishing tasks; ability to create innovations in the process of professional activity; possession of techniques and methods of generation and analysis of ideas; the ability to evaluate their own professional level, plan, organize and control their actions. It is proved that provision of the above-mentioned pedagogical conditions allows increasing the quality of professional training of the future musical arts specialist; promotes adaptation of students to musical and pedagogical activity in the establishment of secondary education, stimulates development of individuality, and creative abilities of subjects of learning.
Опис
Ключові слова
педагогічні умови, формування, пракселогічні вміння, студенти факультетів мистецтв, заняття з постановки голосу, pedagogical conditions, formation, praxelogical skills, students of faculties of arts, classes on voice training
Бібліографічний опис
Чжан Лянхуа Педагогічні умови формування праксеологічних умінь студентів факультетів мистецтв на заняттях з постановки голосу [Текст] / Чжан Лянхуа // Актуальні питання мистецької освіти та виховання : збірник наукових праць / Міністерство освіти і науки України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; редкол.: [Г. Ю. Ніколаї, А. Валюха, Н. П. Гуральник та ін.]. – Суми : [ФОП Цьома С. П.], 2018. – Вип. 1 (11). – С. 122–129.