Методика формування художньо-ціннісного ставлення майбутніх учителів музики до творчої самореалізації в процесі фахової підготовки
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Дата
2019
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертація є комплексним дослідженням у галузі теорії та методики музичного навчання щодо проблеми формування художньо-ціннісного ставлення майбутніх учителів музики до творчої самореалізації. Розкрито сутність феномену ставлення та ціннісного ставлення в філософському і психолого-педагогічному контекстах. З’ясовано зміст та структуру художньо-ціннісного ставлення майбутніх учителів музики до творчої самореалізації у процесі фахової підготовки. Обґрунтовано методику формування художньо-ціннісного ставлення до творчої самореалізації майбутніх учителів музики у процесі фахової підготовки. Визначено критерії та показники оцінювання рівня сформованості художньо-ціннісного ставлення майбутніх учителів музики до творчої самореалізації у процесі фахової підготовки. Експериментально перевірено ефективність розробленої методики.
Thesis is a comprehensive study in the field of theory and methods of musical education on the problem of formation of future music teachers’ artistic-value attitude to creative self-realization. The essence of phenomenon of attitude and value attitude in the philosophical and psychological-pedagogical contexts is revealed. The content and structure of future music teachers’ artistic-value attitude to creative self-realization in the process of professional training are revealed. The essence of the concept of “artistic-value attitude to creative self-realization” of future music teachers in the process of training is revealed. The structure of artistic-value attitude of future music teachers, which consists of emotive motivational, artistic-cognitive, creative-conative, evaluative-correctional components, is determined. The methodology of formation of future music teachers’ artistic-value attitude to creative self-realization in the process of professional training, which is based on the trinitarian, holistic, attitude, constructive-activity and emotional communicative scientific approaches, is substantiated and contains a number of interrelated elements, namely: pedagogical principles (value self-determination, creative-activity orientation, additionality, emergence, purposefulness, intellectual emotionality); pedagogical conditions (intensification of the system of students’ independent, within the framework of teacher’s facilitating activity, aimed at developing creative potential and innovative activity of future music teachers; involvement in emotional and rational types of evaluation activity as key mechanisms for the formation of students’ value attitude to objects of cognitive activity; ensuring integration and strengthening of the practical adjustment of the disciplines of professional training of future music teachers); methods (empowerment, idealization, inversion, prediction of the idea by musical illustration, creative self-development (at the first stage – emotional-sensual), critical thinking, brainstorming, empowerment, musical editing, identification (at the second stage – evaluative), transdisciplinarity, musical-performing improvisation, variation, artistic-research method (at the third stage – attitude)). The criteria and indicators of evaluation of formation of future music teachers’ artistic-value attitude to creative self-realization in the process of professional training are determined. Three levels of formation of future music teachers’ artistic-value attitude are revealed: high – conscious-reasoned; medium – ambivalent-personality; low – passive-indifferent. The effectiveness of the methodology of forming future music teachers’ artistic-value attitude to creative self-realization in the process of professional training is experimentally verified, which is confirmed by the difference in the indicators of diagnostic tests of the experimental and control groups at the final stage of the study.
Thesis is a comprehensive study in the field of theory and methods of musical education on the problem of formation of future music teachers’ artistic-value attitude to creative self-realization. The essence of phenomenon of attitude and value attitude in the philosophical and psychological-pedagogical contexts is revealed. The content and structure of future music teachers’ artistic-value attitude to creative self-realization in the process of professional training are revealed. The essence of the concept of “artistic-value attitude to creative self-realization” of future music teachers in the process of training is revealed. The structure of artistic-value attitude of future music teachers, which consists of emotive motivational, artistic-cognitive, creative-conative, evaluative-correctional components, is determined. The methodology of formation of future music teachers’ artistic-value attitude to creative self-realization in the process of professional training, which is based on the trinitarian, holistic, attitude, constructive-activity and emotional communicative scientific approaches, is substantiated and contains a number of interrelated elements, namely: pedagogical principles (value self-determination, creative-activity orientation, additionality, emergence, purposefulness, intellectual emotionality); pedagogical conditions (intensification of the system of students’ independent, within the framework of teacher’s facilitating activity, aimed at developing creative potential and innovative activity of future music teachers; involvement in emotional and rational types of evaluation activity as key mechanisms for the formation of students’ value attitude to objects of cognitive activity; ensuring integration and strengthening of the practical adjustment of the disciplines of professional training of future music teachers); methods (empowerment, idealization, inversion, prediction of the idea by musical illustration, creative self-development (at the first stage – emotional-sensual), critical thinking, brainstorming, empowerment, musical editing, identification (at the second stage – evaluative), transdisciplinarity, musical-performing improvisation, variation, artistic-research method (at the third stage – attitude)). The criteria and indicators of evaluation of formation of future music teachers’ artistic-value attitude to creative self-realization in the process of professional training are determined. Three levels of formation of future music teachers’ artistic-value attitude are revealed: high – conscious-reasoned; medium – ambivalent-personality; low – passive-indifferent. The effectiveness of the methodology of forming future music teachers’ artistic-value attitude to creative self-realization in the process of professional training is experimentally verified, which is confirmed by the difference in the indicators of diagnostic tests of the experimental and control groups at the final stage of the study.
Опис
Ключові слова
методика, формування, ставлення, ціннісне ставлення, художньо-ціннісне ставлення, творча самореалізація, майбутні учителі музики, процес фахової підготовки, methodology, formation, attitude, value attitude, artistic-value attitude, creative self-realization, future music teachers, process of professional training
Бібліографічний опис
Жень Сіньян Методика формування художньо-ціннісного ставлення майбутніх учителів музики до творчої самореалізації в процесі фахової підготовки [Текст] : автореф. дис. ... канд. пед. наук : [спец.] 13.00.02 – теорія та методика музичного навчання / Жень Сіньян ; [науковий керівник М. Г. Демидова]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – 20 с.