CC BY
0студентов пединститутов. - Москва : Просвещение, 1985. - 176 с.
4. Пилипенко Н.В. Педагопчш умови форму-вання естетично! культури у майбутшх учителiв по-чаткових клаав: дис. канд. пед. наук: 13.00.04. -Харшв, 2017. - 252 с.
5. Програма з украшсько! лiтератури для 1011 клаав загальноосвггшх навчальних закладiв з укра!нською мовою навчання. Рiвень стандарту / Р.В. Мовчан та ш. URL http://svitliteraturu.com/board/programi/programa_z_ ukraj inskoj i_literaturi_dlj a_10_11 _kl_riven_standartu _2018/3-1-0-295 (15.06.2018).
6. Програма i3 зарубiжноl лiтератури для 1011 класiв загальноосвiтнiх навчальних заклащв з укра!нською мовою навчання. Рiвень стандарту / Л.П. Юлдашева та iн. URL: http://svitliteraturu.com/board/programi/programa_iz_ zarubizhnoj i_literaturi_dlj a_10_11_kl_riven_standart_ 2018/3-1-0-294 (15.06.2018).
7. Сидоренко В.В. Професшно значущi скла-довi педагопчно! майстерностi вчителя украшсько! мови i лiтератури як вщгук на цившзацшно-ютори-чш та освггш iмперативи ХХ1 столiття // ^yraBi записки Нацiонального ушверситету «Острозька ака-демiя». Серiя «Психолопя i педагопка». Випуск 29, 2014.
8. Синиця 1.О. Педагогiчний такт i майстер-нiсть учителя. - К.: Рад. шк., 1981. - 319 с.
9. Укра!нська педагопка в персоналiях: у 2 кн. Кн.2. [навч. посiбн. / за ред. О.В. Сухомлинсь-ко!]. - К.: Либщь, 2005. - 552 с.
10. Федь А.М. Естетичний свгт педагога: Мо-нографiя. / А.М. Федь. -Слов'янськ: ПП «Канцлер», 2005. - 300 с.
11. Шалапнов Б.Б. Лиература як освптай предмет в умовах сучасного глобатзованого i дестру-ктурованого свиу // Всесвiтня лiтератyра в школах Украни. - № 2, 2017.
МЕТОДОЛОПЧН1 П1ДХОДИ ДО ФОРМУВАННЯ ГОТОВНОСТ1 МАЙБУТН1Х УЧИТЕЛ1В Ф1ЗИЧНО1 КУЛЬТУРИ ДО ПРОФЕСШНО1 САМОРЕАЛ1ЗАЦП В ОЗДОРОВЧ1Й Д1ЯЛЬНОСТ1
Вяла О.М.
викладач кафедри фьзичног реабттацИ, Нацюнальний педагогiчний уньверситет ьмень М. П. Драгоманова,
Путров С.Ю. професор кафедри фьзичног реабттацИ, доктор фшософських наук, доцент, Нацюнальний педагогьчний уньверситет ьмень М. П. Драгоманова,
Слобожаншов П.А. викладач кафедри фьзичног культури та основ здоров'я, Чертвецький нацюнальний уньверситет ьмень Юрья Федьковича
METHODOLOGICAL APPROACHES TO THE FORMATION OF READINESS FUTURE TEACHERS OF PHYSICAL CULTURE TO PROFESSIONAL SELF-REALIZATION IN HEALTH-IMPROVING
ACTIVITY
Vyala O.
Lecturer of the Department of Physical Rehabilitation National Pedagogical DragomanovUniversity
Putrov S.
Professor of the Department of Physical Rehabilitation, Doctor of Philosophy Science, Associate Professor National Pedagogical Dragomanov University,
Slobozhaninov P.
Lecturer of the Department of Physical Education and Health basics, Chernivtsi Yuriy Fedkovich National University
Анотащя
У статп вказано, що до методолопчних пiдходiв до формування готовносп майбутшх yчителiв фiзич-но! культури до професшно! самореалiзацii в оздоровчш дiяльностi вщнесено культуролопчний, систем-ний, особистiсно-орieнтований та акмеолопчний шдходи. Abstract
The article points out that the cultural, systemic, personality-oriented and acmeological approaches are related to the methodological approaches the formation of readiness future teachers of physical culture to professional self-realization in health-improving activity
Ключовi слова: методолопчш шдходи, формування готовносп, майбутш вчителi фiзичноi культури, професшна самореалiзацiя, оздоровча дiяльнiсть.
Keywords: methodological approaches, the formation of readiness, future teachers of physical culture, professional self-realization, health-improving activity.
Introduction.
Integration of Ukraine with the world system of higher education is aimed at rethinking the main directions of professional training of future physical education teachers. Therefore, it is appropriate from the standpoint of today to study the formation of readiness of future physical education teachers for professional self-realization in health-improving activities.
Reviews of recent publications.
Are consider issues related to the characterization of certain aspects of the professional training of future teachers of physical culture in the Higher Educational Establishments O.Yu. Aghyppo, L.P. Arefeva, P.B. Dzhurinsky, E.A. Zakharina, L.I. Ivanova, O.V. Omelchuk, N.I. Stepanchenko, L.P. Sushchenko, O.V. Tymoshenko, etc.
Researchers (V.V. Bauer, M.G. Vatkovska, O.O. Vihovska, I.D. Egorycheva, O. Korostyleva, D.O Le-ontiev, V.I. Logvinenko, V.I. Mulyar, I.S. Ryzhova, A.P. Smanser, I.I. Chkheailo, and others) revealed the features of self-realization of the individual.
Scientists (T.K. Andryushchenko, I.D. Bekh, V.V. Tusheva, etc.) pay special attention to issues related to the application of the culturological approach in the training of future specialists.
Scientists (R. Ackoff, R. Bellman, I. Glixberg and O. Gross, S. Bir, O. Yu. Elkin, E.P. Istomin and A. G. Sokolov, I. I. Koroleva, E. M. Pavlutenkov, M. Prokofiev, Yu. O. Shabanova, E. G. Yudin, etc.) indicate that the system approach makes up the methodology of any modeling.
Particular attention is paid to clarifying the features of the application of the personality-oriented approach to teaching such scientists as (O. V. Bondarevskaya, O. V. Gorbatyuk, V. V. Serikov, T. I. Shamova and T. M. Davydenko, I. S. Yakimanskaya and others).
Point to the importance of implementing the ac-
meological approach in the professional training of future specialists in institutions of higher education L. P. Volk and V. A. Fritsyuk, A. O. Derkach, N. V. Kuzmina, S. D. Pozharsky and L. E. Pautov, T.S. Perekrestova, L. B. Sluzhinskaya and others.
The aim of the article is to characterize methodological approaches to the formation of readiness of future teachers of physical culture for professional self-realization in health-improving activities.
Material and methods: analysis, synthesis, classification and questioning of the students of Higher Educational Establishments.
Recent findings.
An analysis of the scientific literature, in particular T.K. Andriushchenko works [1], shows that the cultural content of education is oriented toward a person, on the formation of highly moral qualities of a person based on universal values, on the ability to build their relations with the world on the basis of respect for a person, increased attention to the environment and, in general, an understanding of human life and health as the highest value.
The culturological approach as «a purposeful process of attracting an individual to culture, based on scientific principles, in the course of which the transfer of centuries-old human experience (theoretical, value, practical) from generation to generation and its development in accordance with modern realities» is considered by I. D. Bekh [2, p. 26]. The application of the culturological approach allowed us: to form a value representation of future teachers of physical culture for professional self-realization in health-improving activities, their ability to freely navigate in health-improving activities, to realize their role and purpose, to develop an individual cultural trajectory and life program in general.
The definitions of the term «system» are given in Table 1.
Table 1
Definition of the concept of « the system»
Автор BH3HaneHHH
R. Ackoff A system is «a set of interconnected elements ... there is no subset of elements not associated with another subset of»
R. Bellman, I. Gleksberg and O. Gross The system is a complex of interacting components.
S. Bir The system is all that consists of parts that are connected to each other.
E.P. Istomin and A. G. Sokolov A system is an orderly set of elements interconnected and forming an integral unity
I. I. Koroleva the system as a methodological category is characterized as an objective reflection of reality, so by its subjective perception and transformation as a result of performing an activity that can be modeled.
E. M. Pavlyuttenkov The system (from Greek - a whole, composed of parts) - is a set of principles that are the basis for any training.
The system approach is a general scientific, rather than a specifically scientific methodology. At the same time, the methodological effectiveness of the system approach, as well as of any general scientific methodology, is measured by the extent to which it is capable of playing a constructive role in the construction and development of specific research subjects.
The implementation of the system approach allowed us: to consider the process of forming the readi-
ness of future teachers of physical culture for professional self-realization in health-improving activities as an integral system; highlight the motivation-value, information-cognitive, procedural and creative-personal structural components of the readiness of the future teachers of physical culture for professional self-realization in health-improving activities; to reveal the internal connections conditioned by the components, as well as the basic conditions for the existence of this system; to allocate blocks of the model of the formation of
readiness of the future teachers of physical culture to professional self-realization in health-improving activity.
It is important to interpret the concept of «personality-oriented approach», which is provided by V. V. Serikov [4]. The scientist points out that: 1) the personality-oriented approach is an all-humanitarian phenomenon based on respect for the rights and abilities of the child when choosing an educational route, curriculum, educational institution, etc.; 2) the person-oriented approach is the goal, the program of pedagogical activity based on the desire to educate the individual; 3) the personality-oriented approach is a special kind of education based on the creation of a certain educational system that would trigger the mechanisms of functioning and development of the individual [4, p. 16-17].
O.V. Horbatyuk notes that the personally-oriented learning aims to «determine the life experience of each student, the level of intelligence, cognitive abilities, interests, qualitative characteristics that must first be revealed and then coordinated with the content of education and developed in the learning process; form positive motivation for students to cognitive activity, the need for self-knowledge, self-realization and self-improvement within the social and cultural values of the nation; to equip students with the mechanisms of adaptation, self-regulation, self-defense, self-education, necessary for the emergence of an original modern person who is able to conduct a constructive dialogue with other people, nature, culture and civilization in general»[3, p. 252]. We are impressed by this thought of the scientist.
The realization of the personality-oriented approach to the formation of the readiness of the future teachers of physical culture for professional self-realization in health-improving activities allowed us: to characterize students as unique and unique personalities in the combination of their individual manifestations; identify individual educational trajectories that contribute to the emergence of cognitive interests of the future teachers of physical culture; consider the establishment of higher education as an integral cultural and educational space in which all conditions for the development of students abilities and the activation of their personal functions are created.
In the context of the acmeological approach, it is necessary, «a new understanding and search for effective directions in the organization of educational and upbringing activities of students aimed at the formation of cognitive activity as a sustainable
education of the student's personality, which affects attitudes to social experience in all spheres of life», believes L.B. Sluzhinskaya [5, p. 185].
Akmeology as a complex and integrative science, the object of which is a person in the dynamics of its development and formation, explores the patterns and factors of self-realization of the creative potential of the individual and the ways of achieving educational and professional peaks.
Acmeology is considered as a multidimensional characteristic of the adult's condition, which covers a certain period of his progressive development, associated with certain professional, personal and social achievements. In a narrower sense, the subject of acme-ology is the search for patterns of self-development and self-improvement of a mature personality, self-realization in various spheres, self-education, self-correction and self-organization.
The acmeological approach in modern higher sports education is to ensure the strengthening of professional motivation, stimulation of creative potential, the identification and effective use of personal resources to achieve success in the professional self-realization in health-improving activities.
The goal of implementing the acmeological approach is to implement acmeological and pedagogical influences on future teachers of physical culture so that they form an acmeological focus as the most important indicator of professionalism.
The realization of the acmeological approach in the higher physical education is aimed at developing the personality of the future teacher of physical culture and its acmeological culture, forming its «acme» as a future professional, striving for the constant renewal of knowledge, the ability to independently set and solve various tasks for professional self-realization in health-improving activity.
We conducted a survey of 236 students of higher educational institutions, among them 60 students of the Berdyansk State Pedagogical University, 35 students of the Lviv State University of Physical Culture, 95 students of the National Pedagogical Dragomanov University, 46 students of The Bohdan Khmelnytsky National University of Cherkasy.
The results of the questioning of students showed that 47.38% of respondents consider it expedient to form their readiness for professional self-realization in healthcare activities in institutions of higher education, 18.89% of respondents believe that this is not advisable, 33.73% of the interviewed students found it difficult to answer this question (Figure 1).
Consider Consider Difficult to
appropriate impractical answer
Answers to the questionnaire
Fig. 1. Answers of the students about the expediency offorming their readiness for professional self-realization
in health-improving activity, %
Unfortunately, only 15.52% of the students surveyed have the necessary terminology for professional self-realization in health-improving activities, 33.94% of respondents partially own, 25.59% do not have the necessary terminology, 24.95% of respondents found it difficult to answer this question.
To the questionnaire of the questionnaire «Do you knowli
50
0J
B
Tfl '-H
o
o -
40
30
20
10
ing in the mode of the school day?» 25.01% of respondents indicated that they have full knowledge of the effective conduct of gymnastics for classes in the mode of the school day, 45.93% of the students interviewed -in part possess this knowledge, 24.80% of respondents do not have knowledge, 4.26% of the students surveyed found it difficult to answer for their knowledge of this nowledge (Figure
\ 45,93
25,01
V 24,80
i i 4,26 i
Fully knowledgeable
Partly own Do not have the Difficult to answer knowledge knowledge
Answers to the questionnaire
Fig. 2. Answers of the students about their knowledge of the effective exercise of gymnastics for classes in the
mode of the school day, %
Almost the same situation arose with the answers to the question «Do you know the knowledge on the effective holding of sports pauses during the school day?». The results of the questionnaire indicate that 23.75% of respondents believe that they have full knowledge of the effective holding of physical breaks during the school day, 35.34% of respondents partly have this knowledge, 34.63% of respondents have no knowledge, and the answer "I find it difficult to answer" was indicated by 6.28% of the students surveyed.
Conclusions. The methodological approaches of the formation of readiness future teachers of physical
culture to professional self-realization in health-improving activity are described as cultural, systemic, personality-oriented and acmeological approaches.
Prospects for the further research is the development of a model of the formation of readiness future teachers of physical culture to professional self-realization in health-improving activity.
References
1. Andriushchenko T. K. (2013) Kulturolohich-nyi pidkhid do formuvannia u doshkilnykiv zdoroviaz-berezhuvalnoi kompetentnosti [Culturological Approach to the Formation of Healthkeeping Competence
of Preschool Children] Teoretyko-metodychni prob- 4. Serikov V.V. (1999) Obrazovaniye i lichnost.
lemy vykhovannia ditei ta uchnivskoi molodi. Vol. Teoriya i praktika proyektirovaniya pedagogicheskikh
17(1). pp. 31-41. (In Ukrainian). sistem. [Education and personality. Theory and prac-
2. Bekh I. D. (2003). Vykhovannia osobystosti tice of designing pedagogical systems] M. Publishing [Education of Personality]. Osobystisno oriientovanyi Corporation «Logos». 272 p. (In Russian).
pidkhid: naukovo-praktychni zasady. Kyiv: Lybid. 334 5. Sluzhinska LB (2012) Akmeolohichnyi
р. (In Ukrainian). pidkhid u protsesi formuvannia hotovnosti u maibut-
3. Horbatyuk O. V. (2014) Osobystisno oriiento- nikh menedzheriv-ekonomistiv do profesiinoi samore-vanyi pidkhid do navchannia v VNZ u suchasnykh alizatsii [Acmeological approach in the process of umovakh [An individually oriented approach to teach- forming readiness for future managers-economists to ing in the institutions of high education in modern so- professional self-realization] Zbirnyk naukovykh prats ciety] Zbirnyk naukovykh prats Kamianets-Podilskoho Khmelnytskoho instytutu sotsialnykh tekhnolohii Uni-natsionalnoho universytetu im. Ivana Ohiienka. Seriia : versytetu «Ukraina». No.5. pp.183-187. (In Ukrainian). Pedahohichna. Vol. 20. pp. 252-253. (In Ukrainian).
АБИЛИТАЦИОННАЯ ПОМОЩЬ ДЕТЯМ С НАРУШЕНИЯМИ РЕЧЕВОГО РАЗВИТИЯ
Фуреева Е.П.
кандидат педагогических наук, доцент Волгоградский государственный социально-педагогический университет, г. Волгоград, Россия
(доцент кафедры специальной педагогики и психологии)
Алпатова Н.С. кандидат социологических наук, доцент Волгоградский государственный социально-педагогический университет, г. Волгоград, Россия
(доцент кафедры социальной педагогики)
Лоскутова Е.В. старший преподаватель
Волгоградский государственный социально-педагогический университет, г. Волгоград, Россия (старший преподаватель кафедры специальной педагогики и психологии)
ABILITATION ASSISTANCE FOR CHILDREN WITH DISORDERS OF SPEECH DEVELOPMENT
Fureeva E.P.
Candidate of pedagogical sciences, associate professor Volgograd State Social and Pedagogical University, Volgograd, Russia (Associate Professor of the Department of Special Pedagogy and Psychology)
Alpatova N.S.
Candidate of Sociological Sciences, Associate Professor Volgograd State Social and Pedagogical University, Volgograd, Russia (Associate Professor of the Department of Social Pedagogy)
Loskutova EV Senior Lecturer
Volgograd State Social and Pedagogical University, Volgograd, Russia (senior lecturer of the department of special pedagogy and psychology)
Аннотация
В статье освещена проблема формирования речи дошкольников в раннем детстве. Раскрывается понятие «абилитация». Обосновывается значение раннего выявления детей с задержкой речевого развития и оказания им логопедической помощи.
Abstract
The article highlights the problem of the formation of speech of preschool children in early childhood. The notion of "habilitation" is disclosed. The significance of early detection of children with a delay in speech development and providing them with speech therapy is grounded.
Ключевые слова: абилитация, задержка речевого развития, речь ребенка, факторы развития, коррекция, диагностика, дефект.
Keywords: habilitation, speech development delay, child speech, development factors, correction, diagnosis, defect.
В последние годы все большую обеспокоен- окружающем мире, отрицательно влияют на все ность специалистов вызывает увеличение количе- развитие ребенка, затрудняют общение, способ-ства детей раннего возраста с задержками речевого ствуют формированию негативных черт характера, развития. Отсутствие речи, в то время, когда ребе- появлению тревожности и нарушений поведения. нок должен уже говорить и накапливать знания об
