CC BY
5such as initiative, flexibility, independence, ability to manage projects and achieve results. Entrepreneurship program creates excellent opportunities to connect education systems to the local economyas it is based on project work and voluntary participation of real entrepreneurs. Students who develop connections with a the local business community, are more likely to remain in their region after graduation as employees in local companies or founders of their own business.
• The proposed methodology stimulates the active participation of students in the educational process, allowing them to take the initiative in solving the problem placed in front of them. The student develops and participates in projects for the realization of business and social ideas in a learning environment.
Entrepreneurship education in seventh and eighth grade is aimed at building a sense of initiative, ability to uptake and risk assessment, improving skills for planning, analyzing, controlling, project management, leadership skills, understanding of economics and the world of work. It is a good prerequisite for the development of entrepreneurial competence. The research and conclusions drown allow us to confirm that the introduction of specific topics and objectives of an economic nature and supplementing the curriculum with the concepts and skills related to business and economics, allows the establishment of elements of entrepreneurial competence and mastering the components of entrepreneurship culture. The study of subjects in entrepreneurship enriches the technological culture of students, placing it on a contemporary level. Formation and development of entrepreneurial competence in students is a prerequisite to educate vigorous, active and prosperous people who will develop our economy. This facilitates the adaptation of Bulgarian education to European values.
Bibliography:
1) Изграждане на предприемаческо мислене и компетентности в ЕС Поредица наръчници.Как да подкрепим политиката за МСП с помощта на структурните фон-дове. изготвен от Европейската комисия. ec.europa.eu/ enterprise/.../sme/.../no.1_entrepreneurial_mindsets_bg.pdf
2) Иновации.бг Иновационната политика на Бълга-
рия -възможности за следващото десетилетие Фондаци-я„Приложни изследвания и комуникации", 2010 www. arcfund.net/fileSrc.php?id=20055
3) Ключови компетентности МОН Дирекция "Политика в общото образование" С. 2007
4) Радев, Пл. Обща училищна дидактика.УИ"П.Хилен-дарски"П. 2005
5) Учебна програма по домашен бит и техника за VII -УШклас, 2007
6) European Commission - Press Release details page Об-учението по предприемачест во набира скорост europa.eu/ rapid/press-release_IP-12-365_bg.htm/ Navigation path
7) Garnevska,S. Le sens de l'initiative et l'esprit entreprenant - une compétencenécessaire pour une bonne réalisation dans la société. Universite de Burgogne.Colloque Acteurs, auteurs, spectateurs ? Quelle place et quel(s) rôle(s) pour les individus et les groupes au sein des dispositifs et des processus communicationnels? Dijon, 21-22 novembre 2012
8) Heilbrunn S. Tamar Almor Is entrepreneurship education reproducing social inequalities among adolescents? Some empirical evidence from Israel The International Journal of Management Education 11/2014;
9) Kourilsky, M.L., & Walstad W. B. (1998). Entrepreneurship and female youth: Knowledge, attitudes, gender differences, and educational practices. Journal of Business Venturing, 13(1), 77-88.
10) LugemwaP. Improving the Secondary School Curriculum to Nurture Entrepreneurial Competences International Journal of Secondary Education. Vol. 2, No. 4, 2014, pp. 73-86. doi: 10.11648/j.ijsedu.20140204.13
11) Rasheed H. Developing Entrepreneurial Characteristics in Youth:
The Effects of Education and Enterprise Experience International Journal of Entrepreneurship Education Journal of Business Venturing, 13(1), 77-88 citeseerx.ist.psu.edu/.../ download?doi..
12) Schumpeter, J., 2002. The Theory of Economic Development, Transaction Publishers, New Brunswick
Management Journal, 1117, USA & London, U
EDUCATIONAL PROJECTS IN THE CONTEXT OF THE ARTISTIC AND
ENLIGHTENMENT IDEAS
Markova D. T.
Assoc. prof. PhD Plovdiv University "Paisii Hilendarski" Baleva, A.P. PhD
Plovdiv University "Paisii Hilendarski Yankova, Y. B.
PhD
Plovdiv University "Paisii Hilendarski"
ABSTRACT
The article examines the project activities in art training as a possible projection of the Enlightenment ideas in modern education. Here you can find a summarized model of work on an educational project and the implementation of the project-based training in the context of integration between music and visual art.
Keywords: project-based training, artistic and enlightenment activities, integration between the arts.
Introduction
The idea of updating the artistic and enlightenment tradition, the introduction of such a course, with development of the curriculum incorporates two significant components. In the most general way they relate to:
educational projects and project-based training;
- integration of the arts (especially music and fine arts)
Since education reflects the image of the modern society, the optimum practical realization of this idea is closely bound with the modern information technologies. The proximity of the students to the new technologies can be used as an opportunity - an educational tool to manifest their potential as individuals with creative thinking, who receive education, but also educate themselves, tolerant to the different opinions, seeking new perspectives to a problem.
Nature and organization of educational projects
In the specialized literature there is a relative consensus about the nature and parameters of the term "project", which is perceived as a "unique set of activities through which one pursues a specific purpose for a specific time with predetermined resources". [5, p. 12]
The educational projects are "that group of social projects whose objectives are linked to the achievement of change in the field of training, upbringing and education as a whole". [5, p. 24] In education "the project is understood as a topic for study of the context of didactic tasks which successful development requires theoretical knowledge and practical action". [2, p. 66] With the educational projects we seek opportunities to achieve educational goals - active acquisition of knowledge in the arts, requiring creativity and reflection, integration of information flows in different educational and artistic-aesthetic areas, linking educational content with practice, learning in the conditions of the changed information and education environment, learning through collaboration and others.
Training which is organized in terms of educational projects is defined as a project or also project-based training. It is based on individual interests and the strengths of the participants in it, which predetermines the positive results of their activities both in the absorption of certain information, and the formation of practical skills. In the participation in project activities students face different perspectives, they see more than one solutions to the problem raised, they use a variety of research methods and techniques, discover new cross-curricular links, and all that contribute to the development of their cognitive and creative abilities.
In the context of the modern pedagogical theory and practice, project training is seen as:
• "concept, resting on cross-curricular links. The frontier nature of the cognitive activities ... is favorable prerequisite for the improvement of the socio-cultural competence of students." [1]
• "form of organization of training related to continuous learning activities, integration of the content with real life problems or future professional realization." [4]
• "educational tool which includes students in the study of important and substantive issues through research and collaboration, use of technology, creation of products and share of ideas. [6, p. 40];
In developing a theoretical model based on the project
approach in art education, the authors rely on the basic characteristics of the project-based training:
• "specific and well-defined objective;
• limitation in time - has a beginning and an end clearly defined phases;
• demand for different classifications of the participants;
• necessity in any work to use different types and amount of resources in different periods of time;
• often required clarification and replanning in time;
• a high degree of uncertainty" [5, p. 17].
These basic characteristics are refracted through the specific features and capabilities of the students participating in the realization of a specific project - very different level of theoretical and practical training and experience, different motivation to education, various information competencies and others. As a result, each project is unique in theme, content, resources and creative solutions.
In the developed model the role of the students consists in the acquisition of knowledge and skills through an extensive research process, structured on the basis of multilateral issues and carefully considered tasks, and the teaching appears as a modeling, support, challenge and is held according to the needs of the student within the project context. The topics of the projects are interdisciplinary, related to the educational content and they fulfill the learning objectives set.
The practical project activities are organized into three main stages:
• Preparatory - it covers all activities, preceding and preparing the cognitive activity: determining the theme of the project, team formation, information support of cognitive activity, planning of the project activities as time and sequence.
• Cognitive stage - implementation of the cognitive activity in the following scheme: search for information in a variety of information sources on the formulated theme; processing of collected information; search and selection of appropriate illustrations from the visual arts and music examples on the topic in audio and video format; integration of the various components into a complete product - most often in the presentation with the PowerPoint application.
• Final stage - presenting the results of the project activities. The con-vincing performance of the final product is dependent on: preliminary estimate of the required time and resources for its implementation; clear diction and expressive presentation of information; organized and skillful handling of technical means.
The creativity in the presentation of the idea is the driving force. Essential for the organization of the training are:
• independent active research;
• driving questions;
• collaboration in solving common problems and issues; the desire to create link with the practice;
• authenticity;
• creation of a real product (artifact);
• presentation as the final deliverable of the project.
The good organization and effectiveness of the project
work requires activity and skills for work in the network information and educational environment which "is regarded as a complex of conditions in which educational activities are implemented, combining the traditional forms of the
educational content with the possibilities of the information and communication technologies" [3, p. 293]. The use of this approach is justified by the fact that in modern education a wide range of pedagogical tasks are influenced by the offered opportunities of the information and communication networks and by the use of information technologies. The work in a networked information-educational environment can be seen in two aspects: in the broad sense - use of the information and resources of the global network; in the narrow sense -communication, exchange of ideas and information in the micro network built from a number of participants, united by common educational goals - for example, the teacher and the participating in specific project.
Educational projects and project-based training in the context of the artistic and enlightenment activity
In the process of training of students from pedagogical specialties and the specialties in arts, essential is the acquisition and improvement of such knowledge, skills and competencies which allow them the realization of a variety of educational forms. This in its turn would provide them with professional mobility and flexibility.
In the context of the artistic and enlightenment activity and the search of the optimum modern forms of its implementation, the project work and project-based training offer an alternative which potential is revealed in numerous opportunities arising from it - from the ability to work with theoretical information to its targeted practical application, from the ability of individual performance to fruitful and consistent team work. It allows the students to take on the role of self-learners, boosts their capacity for analyzing and understanding the theoretical material. In this active form of learning they stand in the center of the educational process. Autonomy turns them into organizers and leaders of their own training, and in other conditions and situations, they themselves to teach and educate.
The teacher is a mediator who advises and guides the project activities. He/she supports and coordinates the work of the different teams, so that a comprehensive product is obtained, he/she motivates the initiative of the participants in the various teams and assists in the creation of a suitable environment for independent and creative work.
The projects are part of the overall process of learning, as different topics raise questions requiring in-depth study, sharing ideas and cooperative learning. In view of the future professional realization, students acquire skills to defend their position, expressing grounded ideas, to listen to others people's ideas. The design method prepares them to meet the current models for teaching and learning through which the school becomes a desirable area for the student. The work on the projects aims at achieving a broader perspective to the problem, tracking of different directions, exploring connections between different disciplines, understanding the relationships between the phenomena. The integration of knowledge from different fields becomes possible. Theoretical knowledge in the discipline is transferred to a new situation and thus they are rationalized from different positions. Initiative, planning of activities and organization are required.
The good organization and effectiveness of the project work requires activity and skills for work in the network information and educational environment which "is regarded
as a complex of conditions in which educational activities are implemented, combining the traditional forms of the educational content with the possibilities of the information and communication technologies" [3, p. 293]. The use of this approach is justified by the fact that in modern education a wide range of pedagogical tasks are influenced by the offered opportunities of the information and communication networks and by the use of information technologies. The work in a networked information-educational environment can be seen in two aspects: in the broad sense - use of the information and resources of the global network; in the narrow sense -communication, exchange of ideas and information in the micro network built from a number of participants, united by common educational goals - for example, the teacher and the participating in specific project.
The project-based training creates fruitful conditions for the deployment of the interdisciplinary nature of the artistic and enlightenment work. The integration between music and visual art provides various thematic areas for study and performance. This in its turn implies the joint work of student artists and musicians who play the role of lecturers - presenters, performers, improvisers.
The specifics of the enlightenment activities (generally curricular and extracurricular forms of work) give the necessary freedom to get out of the specific curriculum and this is largely defined as an alternative form of training and education. In this sense, the main thematic blocks (for example, different stylistic periods in the development of music and art, comparative characteristics of their means of expression, common themes, stories and images that are developed in both arts and many others) can be bound with historical, theoretical, cultural, sociological, psychological, philosophical aspects. This diversity creates conditions for the presentation of the same information at different levels of complexity depending on the target age group to which it is directed. A concrete example of this is the thematic block Time in visual arts and music. Despite the complexity of the problem, its depth and diversity enable the development of projects different in their complexity and adapted to a certain age - from the eternal theme of the natural life cycle (seasons) to the various conceptions of time activated after the beginning of XX century and found their reflection in art and music - problems which imply.
In the development of such large thematic blocks students are motivated to plan activities for a longer period of time, as in this active form of learning they inevitably perceive a full and thorough theoretical information, develop skills for its analysis and synthesis, they are forced to find the optimal variant for its multimedia organization and presentation, acquire skills for logical development of an overall concept and original directing of the final product of their work.
Substantial and delicate point is the understanding both of the relationships and the proximity between the arts, and of their originality as expressive and visual possibilities, which implies a balanced approach and skillful highlighting and compliance with their specificities. For example, when developing a project devoted to the peculiarities of the relations creativity - performance - perception the characteristic differences between music and visual art are outlined. At the same time the common practice established in modern forms
should also be displayed, such as happening, performance, etc. moreover, that the practical realization of the project itself can pass under the sign of these collective artistic and musical events sharing a common idea.
In this line of thinking it is understood that the purpose of a project and a project-based training is not limited only to the preparation and presentation of the multimedia presentation. Especially within the artistic and enlightenment activities, it can only be one of the elements of the whole. The sought final result towards the construction, upgrading and creation of motivation for self-improvement in the direction of artistic culture, suggests its combination with a live performance of music, with a demonstration of different imaging techniques, etc. The precise use of various techniques and forms of work, the information resources different in their impact (reproductions, music audio excerpts, videos, etc.) activate the multi-sensitive perception of the presented information and stimulate different mechanisms and channels of understanding and retention.
Conclusion
In summarized form the project realization contains the selection of a strategy for the study of the problem, self-organization, work planning, allocation of tasks in time, opening and work with specialized literature on the problem, selection of musical examples and reproductions, materials from the Internet, self-study of the selected material, exploration of virtual galleries, introduction to the concept of leading researchers, deduction of leading ideas and basic concepts, analysis of problems, collection, selection of sources, storage, summarizing, logical arrangement and systematization of the necessary information - text documents, music pieces and reproductions, photographs, drawings illustrating the idea, choice of research methods, implementation of the concept and the activities and the way of presentation of the final product, presentation of the content and its structure, presentation of
activities and artifacts, systematization of information in the glossary of terms; creation of virtual galleries with reproductions and music collections on various topics and others.
The development and presentation of individual or joint projects include a system of activities that extend the cognitive and practical experiences of students. Through the cooperation and exchange of ideas, they acquire skills for public presentations of the problem under consideration and for teamwork, they accumulate information competence (ability to work with information and multimedia technologies), as well as communication skills necessary for their future realization both as teachers and as competent and talented promoters of art and music. Literature:
1. Ангелова, Т. Новите образователни технологии и интернет./ Т. Ангелова. http://liternet.bg/publish/tangelova/ novite.htm 25.08.2004 г.
2. Атанасова, Н. Предизвикателството интерактив-ни методи на обучение. / Н. Атанасова. - П.: УИ „Паисий Хилендарски", 2012. - с. 66
3. Носкова, Т., Т. Павлова. Особености решения педагогических за-дач в сетевой информационной образовательной среде. / Т. Носкова, Т. Павлова. // „Педагогическое образование: современные проблемы, концепции, теории и практика". Санкт-Петербург: Учреждение Российской академии образования, 2010. - с. 293
4. Пейчева, Р. Дизайн на университетския курс./ Р. Пейчева. С:, УИ „Св. Климент Охридски", 2002.
5. Тоцева, Я., П. Кожухарова. Разработване и управление на образователни проекти./ Я. Тоцева, П. Кожухарова. С.: Сиела, 2008.
6. Frank, M., A. Batzilai. Project Based Technology: Instructional Strategy for Developing Technological Literacy./ M. Frank, A. Batzilai. 2006, I. Technal. Educ. №18, р. 39-53.
О НЕКОТОРЫХ ВОПРОСАХ ИНТЕРКУЛЬТУРНОГО ОБРАЗОВАНИЯ В ГРУЗИИ
Баласанян Марианна Альбертовна
Самцхе-Джавахетский государственный университет, Грузия Кандидат филологических наук, ассоциированный профессор, руководитель направления и программы по«Русской Филологии» факультета Просвещения, гуманитарных и социальных наук
Курдадзе Ирма Нодаровна Самцхе-Джавахетский государственный университет, Грузия Кандидат педагогических наук, профессор, руководитель направления и программы «Начальное образование» факультета Просвещения, гуманитарных и социальных наук ABOUT SOME QUESTIONS OF INTERCULTURAL EDUCATION IN GEORGIA
BALASANIAN M.A, Doktor of Philologe, Associated Professor, Georgia, Samtckhe-Javakheti State University KURDADZE I.N. - Doctor of Pedagogic, full Professor, Georgia, Samtckhe-Javakheti State University
АННОТАЦИЯ
B данной статье исследованы теоретические и практические аспекты интеркультурного образования в Грузии. ABSTRACT
In this article, it is considered some questions of intercultural education in Georgia.
Ключевые слова: билингвальное и мультилингвальное образование, национальные меньшинства, полиэтническое общество.
Key words: bilingual or multilingual education, multicultural society, national minorities.
Постановка проблемы: В контексте Грузии чрезвычайно важным представляется внедрение интеркультурного образования, так как Грузия является полиэтнической
страной. По данным всеобщей описи населения в 2002 году, грузины составляют 83,8 % от общего числа населения, а другие этнические группы - 15,2 %. Фактически
