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11siSkl Wschodnioeuropejskie Czasopismo Naukowe (East European Scientific Journal) #9(13)/2016
- to use a combination of interdisciplinary rela- exact functional structural relations, a change in one of tions and problematic approach so as to form searching them brings about a change in other relations. cognitive ability, that is forming complex skills by Interdisciplinary relations influence the form of gradually increasing the volume and the content of in- the curriculum and teaching methods. terdisciplinary relations, and problematic trainings; In order to provide vocational training of future
- a systematic approach to the problem and inter- teachers at the high level and to use interdisciplinary disciplinary relations in learning process; relations in the curriculum in the faculty of
- solving together methodology problems of var- mathematics of higher educational institutions ious subject teachers concerning interdisciplinary rela- collective work of teachers at departments (teachers tions. that teach different subjects) and establishing
Because the teaching process is connected to the relationship between them must be taken seriously.
References :
Books:
Agayev A.A. (2006): Training process: tradition and modernity, Baku, Adiloqlu, p. 149.
Mehrabov A.O. (2015): Modern problems of education in Azerbaijan, Baku, Science and Education p. 288.
Mehrabov A.O., Abbasov A.M. (2006): Pedagogical technologies, Baku, Mutarcim, p. 372.
Karimov Y.S. (2009): Pedagogical research methods, Baku, Azernesr, p. 280.
(1999): Reform program on the education system of the Republic of Azerbaijan. Baku, "Chashioglu" p. 65.
Талызина Н.Ф. (1975): Управление процессом усвоения знаний. М. Изд. МГУ, 343 с.
Максимова В.Н. (1998): Межпредметные связи в обучения. М., "Просвещение", 160 с.
Федоговой В.Н. М. (1980): Межпредметные связи естественно-математических дисциплин / Под. ред. "Просвещение" 208с.
Лернер И.Я. (1980): Процесс обучения и его закономерности. М., "Знание", 96 с.
Magazin:
(2008, February1). The decree of the President of the Republic of Azerbaijan on some measures related to the integration of higher education institutions in the Republic of Azerbaijan to the European Higher Education Zone, "Azerbaijan" newspaper, Baku.
Olga Shpakivska
2, Vyshneva Street, Zhytomyr reg., 12404, Ukraine
School of Gadzinka Email: shov85@yahoo. com
INVOLVING STUDENTS IN UKRAINE TO STUDENT SELF-GOVERNMENT AS THE MAIN CRITERION FOR THE FORMATION OF STUDENT COLLECTIVE
Summary: In the present paper we analyze the activities of students self-government (SSG) in Ukrainian universities. We consider the government as an important factor in the formation of the student group. It is investigated the influence of joint activities of students on the formation of the collective. The stages of engaging students in student self-government is determined. Also we consider the involvement of students in the SSG as the main criterion for attracting students to the SSG and describe its stages.
Key words: students self-government, collective, involving students, criterion for the formation of student collective.
Analysis of previous results. The future of Ukraine and its socio-economic development largely depends on the formation in young people of social and communicative, organizational skills, important factor in the development of which is the student self-government. Thus the essence of the educational process in the university is help boys and girls create a student collective in which dominates is the atmosphere of friendship and camaraderie mutual assistance understanding, joint search for new ideas that promote the comprehensive development of every person.
The problem of forming of the collective is interest for such authors as I. Bekh, V. Coumarin, M. Fitsula, I. Ivanov, M. Krasovytskyi, L. Vygotskii, L. Lembryk, A. Lutoshkin, A. Makarenko, A. Petrovskii, V. Sukhomlynskii, V. Ternopilska, L. Umanskii, N. Volkova, A. Shnirman and others.
Scientific-theoretical and practical bases of government is the object of the following resurchers: N. Bondarenko, V. Bobrytska, B. Coumarin, I. Glick-man, L. Gordin, I. Ivanov, K. Korotov, M. Krasovitskii, V. Kuzya, L. Lembryk, A. Lutoshkin, A. Nikitin, A. Makarenko, B. Nabokov, L. Novikova, A. Petrov-skii, K. Potopa, V. Potyha, V. Prokopchuk, M. Prikhodko, V. Sergeev, S. Shatskii, V. Sukhomlin-skii, V. Ternopilska, E. Tishchenko, G. Tsybulko, V. Yaschenko, V. Yaschenko V. Zhukov and others.
V. Karakovskii and E. Kostyashkin investigated the question on the structure and functioning of the self-government. Experience of activities of SSG in foreign universities development such scientists as: J. Bolyu-bash, V. Danilenko, K. Levkovskii, M. Stepko, V. Shynkaruk, I. Vasilenko, K. Osborn etc.
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Wschodnioeuropejskie Czasopismo Naukowe (East European Scientific Journal) #9(13)/2016 HEI
The experience of investigate of collective formation problems of and functioning of the SSG great, but the problem of formation of collective of students by means government not considered. When we investigated this subject, we have identified the main criterion of forming collective by means of SSG. It is to involve students to participate in the SSG, which we describe in this article, focusing on the stages of this criterion.
The main result. Now Ukrainian students raises the issue of the creation of student self-government do not as the idea, but as a practical tool for action and implementation of their ideas.
Modern researchers do not pay proper attention to the fact that cooperation between students and the administration of the university do not always coincide with those described in the legal documents. That is why there is a series of discussions in scientific circles regarding the organization of the SSG at the university level and its impact on the formation of the collective.
The most common problem in Ukrainian universities is to involve students to the implementation of management functions universities. This means the ability of members of the academic independently and responsibly solve urgent problems. Self-government is part of the educational process. It manifests itself in a specially organized activities of students, which means providing active, voluntary participation in their management of their own activities [1, p. 376].
Involving students to the administration of the group, the faculty includes not only towards a common goal for the individual, group, department, but formation of a holistic collective. Only joint activities and satisfaction each student from the result contributes to the formation real of the collective and SSG in it [2].
In order to attract students to the SSG it is need to go through the following stages:
1. Preparatory and emotional stage. Provides recommendations for organizational structure, objectives, requirements, tasks, directions of the SSG. For this in university Ukraine widely used business games. They make it possible copy the activity of real people and real self-government (administrations), simulate real situations and management procedures for solving practical problems. During these games is necessary dialogical communication, interaction of all participants. The advantag of business games is that during their of preparation and holding of in students developing an interest in SSG, management acquires of personal of content, is formed and enriched the experience of self-organization and self-regulation. In addition, business simulation speed up the consolidation certain skills.
Internal controllers in students this is their motives, sense of purpose, understanding of the purpose, understanding the process, personal and collective importance, results of administrative activity, desire and the need to exert their own efforts, and so on. The empirical indicators activities students in the bodies of SSG serve: the level of inclusion of
students in management and their activity in it, satisfaction with their participation in the management.
An interesting example of this stage is Canada. In this country are create sites to help understand the work of self-government (Site of York university, Toronto, Canada) [3]. These sites are describe the work of the SSG widely and available. Also in these sites are a large number of useful links, a variety of information materials that explain young people the importance and the possibility of this phenomenon [4].
2. The cognitive stage. Provides necessary information for students: about the legal, socioeconomic, socio-psychological and pedagogical activity SSG; about the of SSG activity in the student collective; about the content, stages, forms and methods of the SSG; about the character of interpersonal relations students and administration.
3. Activity-stage. This is a management activity in the educational collective. Therefore, as a content of management skills are the following skills: constructive, organizational, communication, gnostic. Also important is the ability to set concrete goals and plan and organize the activities to achieve the goals, and quickly assess and control the personal results, and ability to organize friends, their training, and organize self-education.
This is possible only when in universities there is a clear, stable organizational structure of government. Stability of administrative activity creates conditions for providing a wide space to the initiative of students, teachers, student organizations and groups.
It is depend on the type and specific universities that executive powers SSG can be the following forms: parliament, collegium, student educational department, student dean, senate and others. SSG may evolve into other forms of its tasks with simultaneous complication in the passing stages of its development.
Only in the clear and the sustainability of SSG students can form a real cohesive collective in which everyone can realize their abilities and skills. Even fragmented acquaintance with experience of SSG in foreign universities (France, Poland, Canada, Great Britain) can understand that it is conducted efficiently and devoid of formalism.
It is interesting a Poland experience in attracting students to the activities of the SSG who have enshrined in the law a right to participate in the decision of the general university affairs. For this student community chooses its representatives to collective bodies that operate at the university. An important lever of influence on the administration of the university by SSG in Poland is the right to determine the size of tuition fees at university. In the case of pressure from the administration on student activists, students can put the university in a difficult financial situation. Another major means of influence is a crucial right to approve the pro-rector of student issues [5].
The active involvement in SSG promotes to formation a holistic collective. Attracting students to the SSG is essential for the formation of organization and unity of the collective. Because it provides the joint
Wschodnioeuropejskie Czasopismo Naukowe (East European Scientific Journal) #9(13)/2016
activities, the establishment of general traditions and moral norms, a clear division of responsibilities between collective members, the existence of authoritative and capable asset, joint responsibility. The activity of SSG at the level of the collective is aimed at solving such problems [6] :
• formation of a holistic and cohesive collective;
• formation and development of communication skills;
• actively participate in social activities and cultural events;
• formation of students initiative, organizational abilities and skills, the ability to make decisions collectively;
• create a healthy microclimate of group;
• education of careful attitude to university property;
• strengthening of labor discipline;
• respectful attitude to each member of collective.
The experience shows that the formation of each student a sense of responsibility is possible in the condition that each student make assignments, which for him is essential. In a student collective it is formed a responsible for assignments of each student. Therefore, every student academic group should have the assignments, which is associated with the interests
mayor, union leader, coordinators of educational, cultural, sports activities, responsible for relations with civil society organizations, correspondent groups, and so on. Can be installed another assignments arising from the needs of students.
Formation, organization and unity of the collective is characterized by: degree of commitment to issues of group, similarity position, the level of mutual sympathy, a measure of the usefulness of its members, common objectives, interests, goals and preferences, attitudes of the teaching staff to the group, the ability to maintain and friendly relationships and involvement in the SSG of the collective.
The functioning of the SSG at the level of the collective group aimed at improving the quality of the educational process and improve the formation of collective action through effective activity of each student. Consequently, really active SSG is connected with the restructuring of thinking and psychology of both teachers and students with the transition from monologue forms of communication with the audience to the living, creative dialogue. It is important to avoid cases of formalized and constantly refer to the experience of the SSG in foreign universities.
The power of the SSG is in unity, cohesion, what is aimed at satisfying the interests of students in the educational process, the entire university life, to create conditions for full student life to the full collective.
and abilities. Typical assignments are the following:
References
1. S. Honcharenko, Ukrainian pedagogical dictionary, Lybid', Kyiv, 1997, 376 p.
2. O. Shpakivska, Formation of students collective by means of self-government as a scientific and theoretical problem, Scientific bulletin of V. O. Sukhomlynsky Mykolaiv state university, 1.35 (2011), 224-229.
3. http://www.yorku.ca/web/futurestudents/life/links.html
4. I. Vasylenko, Parenting the civil qualities of students in Canadian universities by means of self-government, Continuous professional education: theory and practice, 2 (2005), 147-152.
5. O. Shpakivska, Organization the student self-government in the practice of domestic and foreign universities, Origins of pedagogical skills, Poltava, 11 (2013), 340-345.
6. K. Potopa, Implementation of pedagogical principles of student self-government in the conditions of higher education, Acmeology - the science of the XXI Century: Proceedings of the international scientific conference, Kyiv, B. D. Hrinchenko university, 2005, 364-378.
