Формування умінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва в процесі фахової підготовки
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Дата
2019
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертаційна робота є комплексним дослідженням проблеми формування вмінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва в процесі фахової підготовки. Розкрито сутність поняття самоорганізації та художньо-творчої самоорганізації майбутніх учителів музичного мистецтва у філософському і психолого-педагогічному контекстах. З’ясовано зміст і структуру вмінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва. Обґрунтовано методичні основи формування вмінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва в процесі фахової підготовки. Окреслено критерії та показники оцінювання рівнів сформованості вмінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва в процесі фахової підготовки. Експериментально перевірено ефективність методичних основ формування вмінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва в процесі фахової підготовки.
It has been established that self-organization of the personality of the musical art teacher is determined by the basic necessity of the individual process, built on the purposeful, active embodiment of its essential forces, which is ensured by its orderly- planned activity and is caused by compliance with the laws of spiritual, mental and physical existence of man. It is revealed that self-organization of artistic-creative activity of the future musical art teacher is a complex phenomenological entity that is caused and directed by the goals of self-management and self-regulation of its own professionally meaningful work with the help of independent, rational organization and implementation of this activity. The essence of the skills of artistic-creative self-organization of the future musical art teacher is substantiated as readiness of the student for theoretical and practical organization and implementation of his/her artistic-creative activity with a high level of quality and significant quantitative results on the basis of the acquired knowledge and experience. It is found out that skills of artistic-creative self-organization of the musical art teacher should be considered as a complex of professional-personal actions based on knowledge, specificity of artistic-creative activity, which are manifested through self- regulation and allow to carry out professional activity effectively. The multi-component structure of skills of artistic-creative self-organization of the musical art teacher is theoretically grounded, in which the motivational-target, reflexive and personal component unis are singled out. The methodological basis for forming the skills of artistic-creative self- organization of the musical art teacher by means of vocal art is modeled as a system built on the approaches that are leading in the field of artistic education – sociocultural, subjective and technological. The system covers the principles (interactivity and subjectivity, integrity and openness, structure, continuity); pedagogical conditions (creation of a reflexive learning environment that simulates artistic-creative context of the future artistic-creative activity of future musical art teachers; subject-subject relations of the teacher and student in the target environment, which contribute to creation of conditions for artistic-creative self- organization of future musical art teachers; filling content of professional training with a personal meaning that provides students with the opportunity to gain experience of artistic-creative self-organization in the learning process; ensuring the informative nature of control over artistic-creative self-organization of future music teachers, which supports their autonomy and promotes their subjectivity). Three stages of the process of forming future musical art teachers’ artistic- creative self-organization skills are outlined: motivational; cognitive; professional self-design. Traditional lectures, seminars were chosen as the main forms of training, and among innovations – training, coaching technology, workshops. The resonance methods of formation of skills of artistic-creative self- organization of the future musical art teacher are emphasized: autonomous search; psychological support (creation of situations for obtaining a positive result); stimulating students to organize their time; situational; evaluative and regulatory; optimal solution of artistic-creative tasks; continuous and regular learning of acquired skills; analytical-selective; dialogic.
It has been established that self-organization of the personality of the musical art teacher is determined by the basic necessity of the individual process, built on the purposeful, active embodiment of its essential forces, which is ensured by its orderly- planned activity and is caused by compliance with the laws of spiritual, mental and physical existence of man. It is revealed that self-organization of artistic-creative activity of the future musical art teacher is a complex phenomenological entity that is caused and directed by the goals of self-management and self-regulation of its own professionally meaningful work with the help of independent, rational organization and implementation of this activity. The essence of the skills of artistic-creative self-organization of the future musical art teacher is substantiated as readiness of the student for theoretical and practical organization and implementation of his/her artistic-creative activity with a high level of quality and significant quantitative results on the basis of the acquired knowledge and experience. It is found out that skills of artistic-creative self-organization of the musical art teacher should be considered as a complex of professional-personal actions based on knowledge, specificity of artistic-creative activity, which are manifested through self- regulation and allow to carry out professional activity effectively. The multi-component structure of skills of artistic-creative self-organization of the musical art teacher is theoretically grounded, in which the motivational-target, reflexive and personal component unis are singled out. The methodological basis for forming the skills of artistic-creative self- organization of the musical art teacher by means of vocal art is modeled as a system built on the approaches that are leading in the field of artistic education – sociocultural, subjective and technological. The system covers the principles (interactivity and subjectivity, integrity and openness, structure, continuity); pedagogical conditions (creation of a reflexive learning environment that simulates artistic-creative context of the future artistic-creative activity of future musical art teachers; subject-subject relations of the teacher and student in the target environment, which contribute to creation of conditions for artistic-creative self- organization of future musical art teachers; filling content of professional training with a personal meaning that provides students with the opportunity to gain experience of artistic-creative self-organization in the learning process; ensuring the informative nature of control over artistic-creative self-organization of future music teachers, which supports their autonomy and promotes their subjectivity). Three stages of the process of forming future musical art teachers’ artistic- creative self-organization skills are outlined: motivational; cognitive; professional self-design. Traditional lectures, seminars were chosen as the main forms of training, and among innovations – training, coaching technology, workshops. The resonance methods of formation of skills of artistic-creative self- organization of the future musical art teacher are emphasized: autonomous search; psychological support (creation of situations for obtaining a positive result); stimulating students to organize their time; situational; evaluative and regulatory; optimal solution of artistic-creative tasks; continuous and regular learning of acquired skills; analytical-selective; dialogic.
Опис
Ключові слова
формування, самоорганізація, художньо-творча самоорганізація, уміння, майбутні учителі музичного мистецтва, процес фахової підготовки, уміння художньо-творчої самоорганізації, уміння художньо-творчої самоорганізації майбутніх учителів музичного мистецтва, formation, self-organization, artistic-creative self-organization, skills, future musical art teachers, process of professional training, skills of artistic- creative self-organization, skills of artistic-creative self-organization of the future musical art teacher
Бібліографічний опис
Хань Юйцень Формування умінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва в процесі фахової підготовки [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.02 – теорія та методика музичного навчання / Хань Юйцень ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; науковий керівник О. Є. Реброва. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – 20 с.