Методологічні засади формування проектного мислення майбутніх учителів музичного мистецтва
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
ФОП Цьома С. П.
Анотація
Стаття присвячена розгляду наукового феномену проектного мислення в контексті фахової підготовки майбутніх учителів музичного мистецтва. Визначено сутність, специфіку й компонентну структуру проектного мислення. Окреслено методологічні підходи, взаємозв’язок яких забезпечує будування стратегії формування проектного мислення студентів. Обґрунтовано педагогічні принципи, впровадження яких у фахову підготовки сприяє формуванню проектного мислення майбутніх учителів музичного мистецтва.
The article is devoted to the scientific development of the problem of project thinking in the context of future musical art teachers’ professional training. The purpose of the article is defined as scientific justification of methodological approaches and principles of the formation of project thinking of future musical art teachers. The article uses such theoretical methods of research as analysis, synthesis, generalization, extrapolation, systematization, comparison, and concretization. Project thinking in the context of professional training of a future musical art teacher is considered as the intellectual basis for individualization of the educational process. Project thinking is the basis for the development of the project culture of the future teacher. The component structure of project thinking includes the following components: motivational-volitional component (activates a positive attitude towards creative self-realization through innovative activity); cognitive-strategic component (analytical and synthetic activity of the subject in the process of mastering the musical work, unique trajectories and strategies of the pedagogical process); creative-activity component (responsible for creating of a new artistic-pedagogical product, original, effective for solving tasks); reflexive-prognostic component (reflexive assessment of the project activity process during all its stages, provides an adequate understanding of one’s capabilities and available resources for the purpose of timely correction). The author substantiates the strategy for the formation of future music teachers’ project thinking based on methodological approaches and pedagogical principles, implementation of which in the process of training will contribute to the effective and successful formation of students’ project thinking. The methodological basis for the formation of all components of project thinking is acmeological, personal-activity and creative approaches, as well as the principle of personal-professional transformation, the principle of predictability, the principle of cultural and professional correspondence. The prospects for further research of the specified issue are development, on the basis of substantiated methodological approaches and principles, of methodological and technological support for the formation of project thinking of future musical art teachers by means of a phased methodology.
The article is devoted to the scientific development of the problem of project thinking in the context of future musical art teachers’ professional training. The purpose of the article is defined as scientific justification of methodological approaches and principles of the formation of project thinking of future musical art teachers. The article uses such theoretical methods of research as analysis, synthesis, generalization, extrapolation, systematization, comparison, and concretization. Project thinking in the context of professional training of a future musical art teacher is considered as the intellectual basis for individualization of the educational process. Project thinking is the basis for the development of the project culture of the future teacher. The component structure of project thinking includes the following components: motivational-volitional component (activates a positive attitude towards creative self-realization through innovative activity); cognitive-strategic component (analytical and synthetic activity of the subject in the process of mastering the musical work, unique trajectories and strategies of the pedagogical process); creative-activity component (responsible for creating of a new artistic-pedagogical product, original, effective for solving tasks); reflexive-prognostic component (reflexive assessment of the project activity process during all its stages, provides an adequate understanding of one’s capabilities and available resources for the purpose of timely correction). The author substantiates the strategy for the formation of future music teachers’ project thinking based on methodological approaches and pedagogical principles, implementation of which in the process of training will contribute to the effective and successful formation of students’ project thinking. The methodological basis for the formation of all components of project thinking is acmeological, personal-activity and creative approaches, as well as the principle of personal-professional transformation, the principle of predictability, the principle of cultural and professional correspondence. The prospects for further research of the specified issue are development, on the basis of substantiated methodological approaches and principles, of methodological and technological support for the formation of project thinking of future musical art teachers by means of a phased methodology.
Опис
Ключові слова
мислення, проект, проектування, проектне мислення, фахова підготовка вчителя музичного мистецтва, акмеологічний підхід, особистісно-діяльнісний підхід, креативний підхід, thinking, project, projecting, project thinking, professional training of a musical art teacher, acmeological approach, personal-activity approach, creative approach
Бібліографічний опис
Новська, О. Р. Методологічні засади формування проектного мислення майбутніх учителів музичного мистецтва [Текст] / О. Р. Новська // Актуальні питання мистецької освіти та виховання : наукове видання / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: Г. Ю. Ніколаї, А. Валюга, Н. П. Гуральник та ін.]. – Суми : [ФОП Цьома С. П.], 2019. – Вип. 1–2 (13–14). – С. 23–31. – doi: 10.24139/978-617-7487-53-0/2019-01-02/023-031.