CC BY
16
образования для слушания, пения или музыкально-ритмического движения [4]. Персонажи этих произведений становятся образцами для подражания, ребенок начинает отождествлять себя с полюбившимся образом.
Воспитательные возможности музыкальной театрализации усиливаются тем, что их тематика практически не ограничена. Разнообразие средств выражения, эмоциональная насыщенность дают возможность использования музыкальной театрализации в целях эмоционального развития и всестороннего воспитания личности ребенка.
Литература
1. Жигун О. Ю. Формирование культуры восприятия классической музыки на музыкальных занятиях у детей старшего дошкольного возраста посредством использования электронных средств обучения / Актуальные вопросы современной науки: сборник научных трудов. Вып. 47 / Под общ. ред. С. С. Чернова. - Новосибирск: Издательство ЦРНС, 2016. С. 95-106.
2. Жигун О. Ю. Белорусские народные песни и музыкальные игры как средство формирования литературной белорусской речи детей старшего дошкольного возраста // «Язык и культура»: материалы XXIII Международной научно-практической конференции (22 июня 2016 г.) Новосибирск: Издательство ЦРНС, 2016. С. 226-238.
3. Маханева М. Д. Театрализованные занятия в детском саду: пособие для работников дошкольных учреждений. М.: ТЦ Сфера, 2001. 233 с.
4. Учебная программа дошкольного образования. Минск. НИО, 2013. 253 с.
Determination of efficiency of educational work of class teachers
in comprehensive school Senmez F.1, Kurudirek A.2, Akdja H.3 (Republic of Uzbekistan) Определение эффективности воспитательной работы классного руководителя
общеобразовательной школы Сенмез Ф.1, Курудирек А.2, Акджа Х.3 (Республика Узбекистан)
'Сенмез Фахри /Senmez Fahri — аспирант, кафедра педагогики и психологии профессионального образования, Башкирский государственный педагогический университет им. М. Акмуллы, г. Уфа; 2Курудирек Абдуллах /Kurudirek Abdullah — аспирант; 3Акджа Хусейин /Akdja Huseyin — аспирант, кафедра методики преподавания математики, Ташкентский государственный педагогический университет, г. Ташкент, Республика Узбекистан
Abstract: the purpose of this article is analysing professional and pedagogical competence of class teachers that work in comprehensive schools. To achieve the research purpose we used the following methods of pedagogical research: theoretical analysis of scientific and methodical research literature; pedagogical supervision; individual conversations; methods of statistics and mathematical data processing; questioning. The research result showed that it is required 7 main competences and 88 behavioural indicators for effective work of class teachers in comprehensive school.
Аннотация: целью данной статьи является анализ профессиональной и педагогической компетентности классных руководителей общеобразовательной школы. Для достижения цели исследования использовались следующие методы педагогического исследования: теоретический анализ научно-методической литературы; педагогическое наблюдение; индивидуальные беседы; методы статистики и математической обработки данных; анкетирование. Результат исследования показал, что требуется 7 основных компетенций и 88 поведенческих показателей для эффективной работы классных руководителей общеобразовательной школы.
Keywords: educational work, competence, class teachers, comprehensive school.
Ключевые слова: воспитательная работа, компетентность, классные руководители, общеобразовательная школа.
Introduction
In the modern context society makes greater requirement to a teacher, such as; his professional, pedagogical preparation and personal qualities. In the document «About Educational Policy in Russia at the
Present Stage» it was underlined that a developing society needs independent, highly moral and enterprising people who are capable of making decisions independently. In the solution of this problem the leading role is assigned to the education system. At comprehensive schools class teachers are urged to carry out the leading role in education of younger generation.
We agree with V. I. Kudzoyeva who notes that changes and transformations in any sphere of human activity have to begin with changes and transformations of its subject, creator and former, that is a teacher who carries out duties as the class teacher. None of modern technologies will help the teacher to build the pedagogical activity if he isn't ready for it.
To define main problems and reasons of poor pupils' progress we conducted research among directors of schools, class teachers and parents. It was established that a part of pupils systematically doesn't do their homework, makes immoral acts, is not motivated to receive education, etc. Besides, there are pupils having an unhealthy life style that is expressed in an irregular dream, long use of the Internet without parents' control, excessively long stay in the street with unsuccessful friends.
The analysis of literature devoted to this problem testifies that the conducted researches concerning elimination of the existing defects of class teachers do not have complete character and can't serve as a reference point for the teachers carrying out this duty. After all unsuccessful children will create big problems for society in the future, and from this point of view the question is very serious and needs an urgent decision. Thus, there is a contradiction between need of increase and the need of educational work efficiency among pupils and insufficient scientific and practical readiness of pedagogical reality aspect. Taking this contradiction into consideration the choice of research subject was formulated as follows: what are the pedagogical conditions of educational work efficiency of a class teacher providing successful implementation of the education studying problems at comprehensive school?
The purpose of this research was an identification of the professional and pedagogical competences of class teachers ensuring successful educational functioning at a comprehensive school.
Efficiency of educational work at comprehensive school in many respects depends on level of professional and pedagogical competences of the class teachers providing successful implementation of professional activity.
A. V. Hutorskoy defines competence as an aloof, set social requirement to educational training of the expert that is necessary for its effective productive activity in a certain sphere [3]. The psychologist E. F. Zeer understands professional competence as a set of professional knowledge, skills, and also ability successfully to carry out professional activity. The scientist assumes that competence is difficult integrated point including various kinds of expert activity [4]. A. K. Gecher allocates an emotional part of educational process: lessons where teachers are interested in pupils are mostly popular and productive. Thanks to their relation pupils purposefully choose teacher as their profession and continue to develop in this direction. And, on the contrary, because of inhumane attitude of teachers towards children during the lessons there is no productive work, and pupils don't have any desire to attend school [2]. Considering all aspects of the problem, Council of Scotland teachers listed the following leading components of teacher competence: owning of information and awareness of importance of a profession; existence of skills connected with the profession; personal qualities and existence of a personal contribution to providing education problems [1].
As a result of scientific analysis and research, we can conclude that it is necessary for efficiency of pupils' education in comprehensive school that class teachers had set of knowledge, abilities, skills, qualities of activity, inclusiveness, responsibility, a versatility, insight, commitment and strong-will.
Research methods
The problems given in the research were solved on the basis of a complex of research methods. During the research such methods were used as theoretical analysis of scientific and methodical literature on a research problem, pedagogical supervision, individual conversations, methods of statistics and mathematical information processing, questioning.
For this pedagogical experiment we prepared a questionnaire. In the questionnaire there were 7 main competences and 117 questions (behavior indicators).First of all a pilot inspection was made. As a result of experimental introduction (pilot inspection) some questions weren't included in the questionnaire of the main research.
Pedagogical experiment it was carried out in Iraq among nine private schools of Fezalar Educational Institution. The questionnaire was offered to 262 class teachers, among them only 243 questionnaires were returned. Collected questionnaires were checked some of them and that weren't filled in in a proper way were excluded from the list. As a result the number of questionnaires was 238. Processing of questionnaires was the following step. The following answers were used at an assessment of class teachers' views: «I don't agree» - 1 point, «I find it difficult to answer» - 2 points, «I agree» - 3 points, «I completely agree» - 4 points.
Results of research
The research authors personally had discussions with parents, pupils and teachers of comprehensive school. Conversations revealed problems of pupils, defined competences that class teachers have to own to
93
solve the problems of pupils. Considering the results of conversations, we prepared the questionnaire for determination of efficiency of educational work of class teachers.
During supervision differencesbetween teachers who had lessons in the same group of pupils, according to the attitude of pupils towards the teacher, obedience and observance of an order at the lessons. It was established that at the same pupil's morale and motivation were different depending on the teacher.
After the analysis of questioning there were defined the following professional and pedagogical competences of class teachers of comprehensive school: 8 behavioral indicators on social competence; 11 behavioral indicators on communicative competence; 16 behavioral indicators on personal competence; 11 behavioral indicators on psychological and diagnostic competence; 14 behavioral indicators on competence of teacher's activity; 14 behavioral indicators on competence of class management; 14 behavioral indicators on competence of conducting educational work.
Thus, to increase of efficiency of educational work of class teachers in comprehensive school 7 main competences and 88 behavioral indicators were defined.
References
1. Arslanbas D. Ozel Dershanelerde Calisan Ogretmenlerin Mesleki Yetkinliklerini Belirleme ve Ozel Ugur Dershanesi'nde Ornek Uygulama. Yuksek Lisans Tezi. Istanbul, 2011. 97 p.
2. Gecer A. K. Ogretmen Yakinliginin Ogrencilerin Basarilari, Tutumlari ve Gudulenme Duzeyleri Uzerindeki Etkisi. Ankara Universitesi Egitim Bilimleri Enstitusu, Doktora Tezi. Ankara, 2002. 228 p.
3. Hutorskoj A. V. Kljuchevye kompetencii i obrazovatel'nye standarty [Electronic resource]: doklad na otdelenii filosofii obrazovanija i teorii pedagogiki RAO 23 aprelja 2002 g. URL: http: //www.eidos.ru/journal/2002/0423.htm.
4. Zeer Je. F. Modernizacija professional'nogo obrazovanija: kompetentnostnyj podhod // Obrazovanie i nauka, 2004. № 3 (27). S. 42-53.
Lesson industrial training - as the basic organizational form of the educational
process
Otabayev I. (Republic of Uzbekistan) Урок производственного обучения - как основная организационная форма учебного
процесса
Отабаев И. А. (Республика Узбекистан)
Отабаев Искандар Абдуганиевич /OtabayevIskandar - самостоятельный соискатель, Институт повышения квалификации и переподготовки кадров системы среднего специального, профессионального образования, г. Ташкент, Республика Узбекистан
Аннотация: в данной статье рассматривается одна из важнейших педагогических проблем -оптимизация урока производственного обучения в учебных мастерских. Именно в учебных мастерских закладываются основы мастерства, здесь проявляется интерес и любовь к профессии, учащиеся приучаются к дисциплине труда, у них воспитывается потребность в качественном выполнении порученной работе.
Abstract: in this article one of the major pedagogical problems - optimization of a lesson of in service training in educational workshops is considered. In educational workshops the skill foundation is laid, interest and love to a profession is shown here, pupils are accustomed to discipline of work, and they cultivate need for high-quality performance to the charged work.
Ключевые слова: производственного обучения, комплексных работ, учебных мастерских, проведения уроков, умений и навыков, дидактическая задача, организация урока.
Keywords: industrial training, complex works, educational workshops, carrying out lessons, abilities and skill, didactic task, organization of a lesson.
Данная тема особенно актуальна и в наше время, потому, что именно в учебных мастерских закладываются основы мастерства, здесь проявляется интерес и любовь к профессии, учащиеся приучаются к дисциплине труда, у них воспитывается потребность в качественном выполнении порученной работы [1, 2, 5].
