Фреймовий підхід при вивченні теми «Соціально-педагогічна робота з дітьми з розладами аутистичного спектра»
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкрито зміст поняття «фрейм», ознаки, будову та види фреймів. Мета статті полягає в аналізі особливостей використання фреймів при вивченні теми «Соціально-педагогічна робота з дітьми з розладами аутистичного спектра». У процесі наукового пошуку використано методи аналізу, узагальнення, систематизації та моделювання. На основі поглядів учених фрейм визначено як схематичну (графічну, табличну) репрезентацію за родово-видовою залежністю певного явища (факту, об'єкта чи процесу), що уможливлює стисло подати значний за обсягом зміст навчального матеріалу. Обґрунтовано доцільність використання фреймів при вивченні студентами теми «Соціально-педагогічна робота з дітьми з розладами аутистичного спектра». Запропоновано завдання теми у вигляді фреймів-візуалізацій, фреймів-розповідей, фреймів-тем.
The content of the notion “frame”, its features, formation and types of frames are revealed. The aim of the article is to analyze the features of using frames while learning the topic “Social-pedagogical work with children with autism spectrum disorders”. According to scholars' opinions frame is denoted as schematic (graphic, table) representation based on gender-categorical dependence of certain phenomenon (fact, object or process), which enables to present large content of learning material briefly. It is identified that each frame consists of slots, which have to be filled with particular content. There is established the actuality of using frames by students while learning the topic “Social-pedagogical work with children with autism spectrum disorders”. The tasks of the subject in the form of visual frames, narrative frames, topic-based frames are offered. Autism spectrum disorder or autism is established as a severe form of pathology development, which is characterized by social, communicative and speech disorders, and presence of unusual interests and behaviors as well. The children with autism spectrum disorders belong to the risk group since they are not able to solve their problems themselves and they need social-pedagogical assistance by specialists. Social-pedagogical work with autistic children is investigated as a kind of social-pedagogical practice, which is conducted in education institution or family, and is also directed at correction, rehabilitation and integration of autistic children into social and learning inclusive environment. The frame is presented as a model of social-pedagogical work with children having ASD. It is stated that the process of acquiring learning material according to frame approach provides effectiveness of forming key competences of organization of social-pedagogical work with risk groups in general and especially with children with autism spectrum disorders.
The content of the notion “frame”, its features, formation and types of frames are revealed. The aim of the article is to analyze the features of using frames while learning the topic “Social-pedagogical work with children with autism spectrum disorders”. According to scholars' opinions frame is denoted as schematic (graphic, table) representation based on gender-categorical dependence of certain phenomenon (fact, object or process), which enables to present large content of learning material briefly. It is identified that each frame consists of slots, which have to be filled with particular content. There is established the actuality of using frames by students while learning the topic “Social-pedagogical work with children with autism spectrum disorders”. The tasks of the subject in the form of visual frames, narrative frames, topic-based frames are offered. Autism spectrum disorder or autism is established as a severe form of pathology development, which is characterized by social, communicative and speech disorders, and presence of unusual interests and behaviors as well. The children with autism spectrum disorders belong to the risk group since they are not able to solve their problems themselves and they need social-pedagogical assistance by specialists. Social-pedagogical work with autistic children is investigated as a kind of social-pedagogical practice, which is conducted in education institution or family, and is also directed at correction, rehabilitation and integration of autistic children into social and learning inclusive environment. The frame is presented as a model of social-pedagogical work with children having ASD. It is stated that the process of acquiring learning material according to frame approach provides effectiveness of forming key competences of organization of social-pedagogical work with risk groups in general and especially with children with autism spectrum disorders.
Опис
Ключові слова
фрейм, види фреймів, візуалізація, навчальна інформація, способи візуалізації, аутизм, соціально-педагогічна робота, соціально-педагогічна робота з дітьми з розладами аутистичного спектра (РАС), frame, types of frames, visualization, learning information, ways of visualization, autism, social-pedagogical work, social-pedagogical work with children with autism spectrum disorders (ASD)
Бібліографічний опис
Завацька, Л. Фреймовий підхід при вивченні теми «Соціально-педагогічна робота з дітьми з розладами аутистичного спектра» [Текст] / Л. Завацька, О. Бартків // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 2 (86). – С. 204–215.