Modern Technologies in the Process of Ukrainian Language Teaching at the New Ukrainian School

Abstract

The article states that the use of modern learning technologies in Ukrainian language classes creates conditions for better assimilation of new material and activation of students’ cognitive activity, where the student himself / herself will discover, acquire and construct knowledge and his / her own competence in various areas of life. It is emphasized that a modern lesson cannot be imagined and implemented without the use of modern educational technologies. Pedagogical technology is a certain projection of theory and teaching methods in practice. It is noted that the modern regulatory documents of Ukraine outline the priority approaches to the organization of modern teaching in the language and literature field of education, in particular activity, communicative, integrative, systemic, personally oriented, competence-based. It was determined that pedagogical innovation is the introduction of new things into the goals, content, methods and forms of teaching and upbringing, into the organization of the teacher’s activities, and a characteristic feature of modern pedagogical ones is personally oriented education. Among the wide variety of modern technologies, the article describes information and computer technologies, project technology, critical thinking technology, interactive technologies that contribute to the implementation of a personally oriented approach in the learning process, provide individualization and differentiation taking into account the abilities of students, their level of knowledge. Information and computer technologies create conditions for obtaining information and diversifying modern lessons on the Ukrainian language. Technologies of critical thinking contribute to the processing of information, the construction of one’s own opinion based on experience, ideas, perceptions, the construction of conclusions and logical connections, evidence, and the expression of opinions clearly, confidently and correctly. Project-based learning teaches cooperation, fosters such moral values as mutual help and the ability to empathize, forms creative abilities, communication skills, a culture of communication, and creates a favorable language environment. In the process of project-based learning, the inseparability of learning and education can be traced. Interactive learning is the interaction of participants in the process of acquiring knowledge with the help of a teacher who has methods aimed at mastering this knowledge. As a conclusion, it is stated that the use of modern educational technologies makes it possible to organize the educational process more productively, effectively, interestingly, informationally rich and is one of the directions of activity of the New Ukrainian School. Further prospects of research in this sphere include the expansion of the list of innovative methods and the theoretical justification of their use during the study of the Ukrainian language.

Teaching the asynchronous general physics course in a crisis context: a case study at Igor Sikorsky Kyiv Polytechnic Institute

“…In recent years, the problem of distance teaching of general physics has been raised due to the Covid-19 pandemic [12][13][14][15][16][17][18].…”

“…Holovko et al [15] devoted their study to the organisational and methodological problems of organising the educational process of the general physics course. The importance of combining traditional learning tools, electronic educational components, and virtual laboratories, as well as improving the digital literacy of both students and teachers, is indicated.…”

Аналіз Та Оцінка Новаторських Методик Навчання Мови Та Літератури В Шкільній Освіті

“…Н. Подлевська та О. Ранюк [6] виокремлюють додаткові категорії нестандартних уроків, які варіюються від занять з альтернативними методами організації (наприклад, лекції, захист ідей, уроки взаємоконтролю), до занять, що включають елементи фантазії (урокиказки, театралізовані уроки), імітації реальних дій (екскурсії, експедиції), ігрові заняття з елементами змагання, а також уроки, що передбачають трансформацію традиційних підходів (уроки-семінари, моделювання, уроки-монологи), і аналогії з відомими діяльностями (уроки-диспути, дослідження).…”