CC BY
18- удосконалення власно! культури безпеки життeдiяльностi студентiв - майбутшх соцiальних педагогiв, адже без И сформованосп на пiдставi глибоко усвщомлення !! важливостi не може бути ефективною дiяльнiсть у цьому напрямi по вщно-шенню до шших;
- формування позитивно! мотиващ! до сощ-ально-педагопчно! дiяльностi з питань формування безпеки життeдiяльностi учнiв, використання здо-ров'язбережувальних технологiй у робот зi школярами;
- формування необхщного об'ему знань, умiнь, навичок з питань безпеки життед1яльносп i оргашзащ! виховно! дiяльностi з формування культури безпеки життeдiяльностi учнiв;
- формування потреби постшного удосконалення в цьому напрямi власно! життeдiяльностi i професшно! дiяльностi.
Слiд зазначити, що цiльовий компонент сис-теми тдготовки майбутнього соцiального педагога до формування культури безпеки життед1яльносп школярiв визначаеться нами як прогнозований результат навчання, виховання, практично! тдготовки студенпв-майбутшх соцiальних педагогiв у за-кладi вищо! освiти.
Висновки i мромозицм. Отже, в контексл формування культури безпеки життед1яльносп шко-лярiв як провiдного завдання збереження життя й здоров'я тдростаючого поколiння, було визначено цiльовий компонент як системоутворюючий чин-ник системи тдготовки майбутнього сощального педагога до реалiзацi! функцiй професiйно! д1яль-носп з формування культури безпеки життедiяль-ностi школярiв.
Перспективу подальших дослщжень вбачаемо в теоретичному обгрунтуваннi шших елеменлв (т-дсистем) системи тдготовки майбутнього сощаль-ного педагога до формування культури безпеки життедiяльностi школярiв.
Лггература
1. Беспалько В.П. Педагогика. Образовательные технологии. 2005. № 4. С. 52-75.
2. Беспалько В.П., Татур Ю.Г. Системно-методическое обеспечение учебно-воспитательного процесса подготовки студентов. М.: Высшая школа. 1989. 143 с.
3. Вайнола Р. Х. Особиспсний розвиток майбутнього сощального педагога в процеа професшно! тдготовки: монограф1я / За редакщею С. О. Сисоево!. Запоргжжя: ХНРБЦ, 2008. 460 с.
4. Васильева М.П. Актуальт проблеми шдго-товки майбутнього соцiального педагога для освгг-ньо! галузi в сучасних умовах Педагогка та психоло-гiя: зб. наук. пр. Х.: ХНПУ шет Г.С.Сковороди, 2011. Вип.40. Ч. 1. С. 110-116.
5. Малькова М.О. Формування професшно! го-товностi майбутшх сощальних педагопв до взаемоди з девiантними щдлгтками: автореф. дис... канд. пед. наук: 13.00.05 / Луганський нащональний педагопч-ний ун-т iм. Тараса Шевченка. Луганськ, 2006. 20 с.
6. Мщик Л. I. Теоретико-методичт основи професшно! щдготовки сощального педагога у закладах вищо! освгти: дис. докт. пед. наук: 13.00.05. Запоргжжя, 1997. 432 с.
7. Полщук В. А. Теорiя i методика професiйно! щдготовки соцiальних педагогiв в умовах неперерв-но! освiти: монограф1я. Терноп1ль: ТНПУ, 2006. 424 с.
8. Рижанова А. О. Професшна щдготовка сощального педагога до „виклиюв" культури шформащй-ного сусп1льства. Сощальний педагог - спецiалiст ¿з сощального виховання: матерiали наук.-практ. конф. Х.: ХДАК, 2011. С. 5-6.
9. Шеплякова I. О. Деонтологiчний шдхщ в си-стемi професiйно! щдготовки сощальних педагопв. Науковий часопис Нацюнального педагогiчного ^ве-рситету iменi М. П. Драгоманова. Серiя 11: Соща-льна робота. Сощальна педагогiка: зб. наук. пр. Ки!в -1вано-Франк1вськ: Вид-во НПУ т. М. П. Драгоманова, 2013. Вип. 17, Ч. 2. С. 130-137.
ARTISTIC DEVELOPMENT, DECORATIVE AND APPLIED ART
Maltseva L. V.
Ph.D., professor, Kuban State University
ABSTRACT
Artistic development, decorative and applied art can become for each of us one of the universal methods of communicating with life in its most concrete and even everyday manifestations. At the same time, never a drying out source of aesthetic joy, the source of the most interesting philosophical reflections, as an understanding of the structure of the image, the ability to trace the process of its formation.
Keywords: art, arts and crafts, scholars, education, training, thinking, imagination, artistic development.
Art education, the development will be in the event that there will be more exhibition halls, the creation of new museums, art schools. School, more than others, is able from childhood to instill in each child the love of art, to teach the basics of graphic writing and applied - composition. Not every student can become an artist, writer or composer, but everyone can learn to love and understand the best in art, literature, music,
cinema, theater. And to teach him this is an indispensable duty of the school. The child needs to cultivate the interest and understanding of the entire wealth of the spiritual culture of the people, all complex aspects of life that are inherent in art, and therefore means of expression.
Ability to artistic development and art is the foundation, the primary indicator of the level of aesthetic and artistic evaluative representations of man about art.
Fine art is the professional sphere of human activity, in which the aesthetic consciousness turns into the main goal, which serves as a means of self-expression and, consequently, the object of art and the world, and the person himself in all his dimensions. It speaks to us in its own particular language, which must be learned before it becomes clear. In this child the school will help, and the teacher loves his work.
Attraction to art is especially revealed when we turn to folk art. It seemed that canons and forms of folklore aesthetic creativity worked out by the people for centuries. Increase the activity of a life position, the ability to create material and spiritual values. Developing creative thinking and imagination will be fine art.
This will help not only art classes, but also classes in circles, faculties in fine arts, various extracurricular and extracurricular activities in the fine arts (reports, evenings, meetings with artists, visits to museums, exhibitions). The whole system of education is based on the formation of a world outlook, aesthetic and spiritual education of the future person.
The versatile nature of art classes promotes the development of the creative personality. Meeting in classes with various creative tasks, working in various materials, then they will be able to apply the acquired skills in any area of material activity.
The creative side requires constant development in the study of imagery. And this means the teacher's attention to the development of artistic imagination, visual memory, aesthetic receptivity, spiritual development of children.
It is quite obvious that, developing these qualities it is necessary simultaneously with the development of skills and skills of literate use of means of fine arts. And for the teacher, the most difficult task is to develop skills and skills for using art means at the same time, while promoting the development of the individuality of each child.
Full-fledged perception of art requires artistic education. It is not about getting acquainted with all outstanding artists and their works, but in revealing to us the most important stages in the development of art, the main trends in it, the most vivid, typical in the work of that artist who is the exponent of this trend. Such "key" knowledge is the basis on which all the artistic and spiritual development of the younger generation is held
Awakening interest in various types of art, one should take into account that the true, personal perception of art can not be imposed by anyone, it should be as natural and unconstrained as possible.
The concept of the teacher to educate the inner need of a person to communicate with art. In independent creative activity, everyone has the opportunity to consolidate their knowledge and skills in their work. Participating in the circles of fine arts, visiting art schools, music, theater, dance, learning the laws of this or that art, the child enriches himself as a person.
The whole process of development of figurative thinking and imagination is connected, how to unite, generalize the individual perception of color, tone, form, rhythm, space and time into a single vision sub-
ordinated to the task of aesthetic education of schoolchildren by means of decorative and applied composition.
Direct interaction between the teacher and the student, which was also ensured by a creative approach in the process of education through decorative and applied composition and teaching. The success of learning also depends on how creatively every single lesson is creatively organized. In our opinion, it is necessary to follow the principles laid down in the structure of the creative activity:
1) to stimulate creative activity in the process of conducting employment in arts and crafts, using the situation for research exploratory activities during their conduct;
2) the independent formulation of questions and problems by understanding and assimilating the material through questions;
3) Introduce the principles of the interdisciplinary approach through the detection of hidden and clearly not visible links between phenomena and objects of reality;
4) to form the skills and abilities of schoolchildren in the performance of works on arts and crafts;
5) create a creative environment in the classroom;
6) use the regional component.
Getting acquainted with various types of fine, decorative-applied and folk art, certain operations are acquired, skills related to folk crafts, oral and musical folk art are acquired. They developed the ability to approach creatively the performance of various labor actions, to introduce the artistic principle into the surrounding life.
Occupation of fine and decorative art in the process of knowledge of folk art help the child to understand the beauty of work, they themselves participate in the creation of aesthetically expressive products and are satisfied with the results of their activities. In this work, the solution of creative tasks with the need to master various techniques in performing, skills and mastering the secrets that our ancestors owned was combined is limited.
Fine, decorative and applied arts and folk art in the education of youth is of great importance. It reveals the particularities of the development of figurative thinking and imagination when working in drawing, painting, and decorative and applied art. If in the process of teaching the basics of graphic literacy use an integrated methodological system that includes a set of tasks aimed at forming components of imaginative thinking and imagination. Ability to express in their works the inner content, to show the main idea of the created image. This will make it possible to intensify the formation and development of imaginative thinking and imagination, and further their creative activity.
An imaginative language of decorative art has its own characteristics. Color and form in decorative art often have a symbolic meaning. The feeling of harmony and the feeling of the material can be developed in the process of studying color and linear rhythms, compositional harmony is gradually mastered by students from occupation to occupation. Learn, the history of the appearance of a mosaic, tapestry, batik and how they were
performed. Children learn to express their personal understanding of the value of decorative art in people's lives.
The prerequisite for the development of visual and decorative-applied documents is the study of the fundamentals of color science, composition. In the process of training, students need to use the experience of the national school of fine and decorative art. Students get acquainted with various types of fine, decorative and folk art, acquire skills related to folk crafts, oral and musical folk art. Classes of decorative and applied art help everyone to understand the beauty of work, they themselves participate in the creation of products and receive satisfaction from the results of their activities. In this work, the solution of creative tasks with the necessity of mastering various techniques in performing, skills and mastering the secrets of our ancestors is combined.
Studying the basics of fine and decorative art should be accompanied by theoretical knowledge and must be carried out simultaneously with practical work. The sequence of interrelated tasks, in time supported by theoretical information on this work. Constantly in the process of learning to use problematic methods, do not give students immediately ready answers to their questions. The knowledge acquired with the help of the problem method of training is the deepest and the longest, as they were received by the students themselves, and not given in ready-made form. Using all possible methods to develop imagination, encourage any fantasy, even if it sometimes does not correspond to the topic of the lesson. Very effective in this case, five-minute fantasies, games, when students at the beginning of the lesson are set to practice using a unique test for the image of unusual animals, people, vegetation, birds, trees.
Without knowledge of the graphic arts, it is impossible to learn, to understand the artistic merits of art, not to create. If you do not give the necessary knowledge and skills, and provide students to themselves, this can adversely affect their further development, and in the future to destroy the interest in pursuing the arts. The study of all kinds of graphic literacy gives aesthetic, artistic development, the basis of the artistic culture of the people. Requires students to firmly master both theoretical knowledge in the field of fine arts, both practical and graphic skills.
In fact, all the content of art exists only thanks to the person, realized by him, belongs to him. The information we receive with the help of art about the essence of laws and manifestations of various material objects, phenomena and processes, we recognize as objective not because they can exist outside and independently of the activity of the subject, but because they reflect such features and manifestations of reality, which do not depend on the reflecting and perceiving subject.
In the process of teaching the basics of graphic literacy, other types of activities are organized in the classroom-gaming, work, communication with comrades. In these cases, the student is included in another activity, during which he will learn what the teacher plans to teach him. At school, the student does not learn the way he wants, but as he is taught.
In the development of the artistic and creative abilities of the child, both the natural properties of the analyzers and the more general qualities are of great importance. Due to the natural qualities of the child, artistic and creative abilities develop as a result of the influence of the social environment, the results of upbringing.
In the characterization of the personality, not only the abilities in themselves (their qualitative uniqueness, the degree of giftedness) acquire an essential value, but also the influence they have on the emergence of the inclinations and interests of the child, on his character and behavior. In psychological and pedagogical work, it is often noted that the availability of abilities for a certain type of artistic activity is always combined with a positive attitude toward it. But the interrelationships between abilities are very complex. Children are really interested in many things, but since their activities are limited and their abilities are not yet sufficiently formed, their creative manifestations are also weak. Interests outstrip development of abilities.
Artistic creativity, artistic development and the child are such kinds of artistic practice that are available to children. Their participation in various types of artistic activity begins at an early age. They sing, read poetry, dance. Weight types of artistic activity - the perception of works of art. The most complex and least developed type of activity is creativity.
Artistic and creative abilities, artistic development of the child and the problem of upbringing, including upbringing by means of art, for the first time appears as a broad social problem in the teachings of utopians, who demand the radical reconstruction of society. Lack of attention to the problem of creative abilities and education of the culture of human feelings is one of the main omissions in the process of all modern upbringing. Despite all the evidence of the science about the importance of culture, it is this link that falls out of the general chain of actions aimed at shaping the worldview of the future full-fledged citizens of the country.
Practice shows that the study of the foundations of the graphic arts in art is a kind of stimulus for turning to science. Since the emergence of interest in the artistic structure of the work, from the moment of the need to analyze the work, we can talk about the appearance of a qualitatively new criterion in relation to art. He stops looking, but begins to see; the visual feeling, connecting with the active work of the mind, acquires the necessary intellectuality, there is a culture of vision, awareness of emotion.
The increased attention to fine, decorative and applied art and folk art is due not to the desire to put it on other types of art, but due to the specific nature of its nature as a spatial art, which is of particular interest from the point of view of a work of art and possesses the richest material for this purpose.
Artistic development, visual, decorative and applied art and folk art can become for each of us one of the universal methods of communicating with life in its most concrete and even everyday manifestations. At the same time, the never-exhausting source of aesthetic
joy, the source of the most interesting philosophical reflections, since the understanding of the structure of the image, the ability to trace the process of its formation, is cultivated in the person of an active observer and an objective connoisseur of the creative process.
At the modern level, decorative and applied art and the aesthetic ideal embodied in it are the future, the vision of the future in the present. It is always an aspiration forward. Speaking about the multifaceted, advanced people of our time, simultaneously shows the younger generation this future in the present. Our ideas about a comprehensively harmoniously developed personality will be continuously improved, modified, filled with new content. This ensures not only the integrity of the development of society, but also the centuries-old continuity of culture.
Thus, the all-round development of the children's abilities in the process of education and upbringing with the help of art determines the harmonious development of the personality. By creating his work, the child sees how seriously his work is judged, so the child himself takes it seriously. In no form of art can it be so easily fixed and brought out for general discussion, as in the fine arts.
Thus, a person who exists as a unity of his social and spiritual life is the subject of fine, decorative, applied and folk art, he also acts as an integrity, the elements of which are organically interconnected. Decorative and applied art always discerns this dialectic specifically - historical and universal, and when this happens, art arises that we call decorative. Formation of moral and aesthetic feelings means the formation of personal qualities, special, unique for each child.
References
1. Vygotsky, L.S. Psychology of art. - Moscow: Enlightenment, 1986.-262 p.
2. Vygotsky, L.S. Pedagogical psychology. - Moscow: Education, 1996.- 290 p.
3. Gerchuk Yu.Ya. Fundamentals of artistic literacy: Language and meaning of fine art: Proc. allowance. - M .: Izobr. art, 1998. - 204 with.
4. Maltseva L.V. Methods of teaching the fine arts. - Krasnodar: KubSU, 2016. - 180 p.
5. Maltseva L.V. Methods of teaching visual and decorative arts. - Krasnodar: KubSU, 2013. - 180 p.
6. Maltseva L.V. Methods of mastering the basics of fine, decorative and applied art. - USA: Open Science Publishing, 2018. - 200 p.
ПРОБЛЕМИ П1ДГОТОВКИ МАЙБУТН1Х 1НЖЕНЕР1В-ПЕДАГОГ1В ДО ВИКОРИСТАННЯ КОМУН1КАТИВНИХ ТЕХНОЛОГ1Й У ПРОФЕС1ЙНОМУ НАВЧАНН1 УЧН1В ЗАКЛАД1В
ПРОФЕСIЙНО-ТЕХНIЧНОÏ ОСВ1ТИ
Мефатк М.С.
Укра'тська ¡нженерно-педагоггчна академ1я (м. Хартв), аспгрант
PROBLEMS OF PREPARATION OF FUTURE ENGINEERED PEDAGOGES TO THE USE OF COMMUNICATIVE TECHNOLOGIES IN PROFESSIONAL EDUCATION OF PROFESSIONAL AND TECHNICAL EDUCATION STUDENTS
Mefanik M.S.
Ukrainian Engineering and Pedagogical Academy (Kharkiv),
postgraduate student
АНОТАЦ1Я
Статтю присвячено висвиленню юнуючих проблем у чиннш CTCTeMi професшно! тдготовки майбу-тнього iнженера-педагога, пов'язаних з формуванням його готовносп до використання комуткативних технологш у професшному навчант учтв заклащв професшно-техтчно1 освгги.
ABSTRACT
The article is devoted to the coverage of existing problems in the current system of professional training of the future engineer-teacher related to the formation of his readiness for the use of communicative technologies in vocational education of students of vocational education institutions.
Ключовi слова: тдготовка, майбутнш iнженер-педагог, комуткативн технологи, професшне нав-чання, учт, профестно-техтчна освгга.
Keywords: training, future engineer-teacher, communication technologies, vocational training, pupils, vocational education.
Постановка проблеми. Перетворення в укра-тському суспшьста вщповщно до вимог штеграцп краши в европейське ствтовариство актуалiзують проблему тдвищення ефективносп пщготовки майбуттх фахiвцiв уах галузей до профестно! дь яльносп в нових умовах, забезпечення 1хньо1 кон-курентоспроможносп на ринку пращ. Система освгти виступае пею сощальною iнституцiею, в
якш такi перетворення ввдчуваються найбiльш сут-тево, вимагаючи змiн в уах ланках, починаючи з ïï дiевих суб'ектiв - представникiв педагогiчноï практики.
Так, сучасна укранська система професшно-технiчноï освiти потребуе викладача, здатного до саморозвитку, мобiльностi, фахового зростання, са-мостiйностi, iнiцiативи, нестандартного мислення,
