ABSTRACT. The formation of future philologists' professional competence in the aspect of axiological approach is studied in the paper. Taking into account axiological ideas, a set of culturaland-humanistic educational functions are identified. Among them there are: development of spiritual strength, abilities and skills that enable a person to overcome life's obstacles; formation of character and moral responsibility; providing opportunities for personal and professional selfrealization; mastering the means that are necessary to achieve intellectual and moral freedom; creating conditions for creative and spiritual growth of an individual. As far as humanistic aim of education is concerned, a number of problems is outlined. Among them there are: awareness of the intrinsic value of an individual as a carrier of high humanistic principles, its unique individuality and creative nature; recognition of the harmonious development of a personality as goal and the main purpose of a man; understanding of creative nature of activity, awareness of the need of spiritual costs and self-improvement for its implementation; development of humanitarian culture as a set of personality traits -the unity of the internal moral essence and external behavioral expression, subtle perception of beauty and ugliness in human relationships, empathy, sensitivity, expressiveness, optimism, kindness. Several approaches to the classification of educational values were suggested. Among them there are horizontal plane of existence of pedagogical values (valuesgoals, values-means, values-knowledge, values-relationships and values-qualities) and vertical plane of existence of pedagogical values (social-and-educational, vocational-and-group and individualand-personal values), emphasizing the syncretic nature of these values.
The aim of the article was to evaluate the effectiveness of emotional support in the introduction of information technology in higher educational institutions during martial law. The following methods were used: general theoretical; testing, analysis of products of activity, formative experiment, statistical methods. Motivational, cognitive, activity and reflective components of professional competence were identified in the course of theoretical analysis. The medium indicators of dominance of cognitive, activity and reflective components of professional competence of students during martial law were recorded. The motivational component was the least developed. Experimental impact is effective for the development of motivational and cognitive components, but requires further clarification in the development of activity and reflective components. The significance of the changes is confirmed by statistical verification of the data. Prospects for research on the problem involve expanding the number and duration of research on the use of educational information technology during martial law.
Актуальність статті полягає у вивченні впливу комп’ютерних технологій на процес комп’ютеризації освіти, котрий супроводжується внесенням коректив у зміст технологій навчання внаслідок суттєвих змін у педагогічній теорії і практиці навчально-виховного процесу. Метою статті є дослідження процесу формування професійної компетентності майбутніх філологів за допомогою використання такої Інтернет-технології, як блог. Статтю присвячено висвітленню формування професійної компетентності майбутніх філологів в аспекті використання в едукаційному процесі такої Інтернет-технології, як блог. Увагу закцентовано на проблемі визначення цієї Інтернет-технології і її сутності у навчальному процесі. У статті також виокремлено низку стійких характеристик блогів й описано виконувані блогами функції. Крім того, побудовано типологію блогів.
The rapid development of technologies has made their adjustments in absolutely all universe processes. The accelerating pace of technology development, and constant crisis phenomena direct all interested parties towards clustering. The study is devoted to studying theoretical and methodological developments regarding clustering, the analysis of the current state of the course of sustainable development chosen by Ukraine and the achievement of goals within its framework. A special place is given to the aspect of financial regulation of creating an agricultural cluster. The analysis showed the need to improve the established clustering chain by adding schools as cluster members at the initial stage. The authors proposed and clearly presented a scheme of interaction between stakeholders in a Smart-cluster and described why this agrarian cluster could be considered smart. The resulting synergistic effect of creating a cluster is not only in increasing the efficiency of its work as a whole compared to the efficiency of individual participants but also in the mutual strengthening of competitive positions. To improve the financial regulation of creating a smart agrarian cluster, the authors proposed an algorithm that would allow the most efficient allocation of money depending on priorities. Forecasting needs to be reviewed periodically because it is planned that at the initial stage, the smart cluster will be financed by “locomotives”, i.e. profitable industries/enterprises; in the future, financing will fall on the shoulders of promising highly profitable non-resource high-tech industries/enterprises.
Актуальність статті полягає у вивченні педагогічних засад формування професійної компетентності майбутніх філологів засобами Інтернет-технологій, яке відбувається під час процесу комп’ютеризації освіти, котрий супроводжується внесенням коректив до змісту технологій навчання внаслідок суттєвих змін у педагогічній теорії і практиці навчально-виховного процесу. Метою статті є визначення й опис педагогічних засад формування професійної компетентності майбутніх філологів засобами Інтернет-технологій. Статтю присвячено висвітленню основних положень електронної лінгводидактики, котра сприяє формуванню професійної компетентності майбутніх філологів в аспекті використання в едукаційному процесі Інтернет-технологій. Увагу акцентовано на принципах і методах, які є визначальними для електронної лінгводидактики.
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