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к нему - ценностное отношение. Наиболее значимыми для себя учащиеся определили следующие ценности: здоровье, любовь, наличие хороших друзей, счастливая семья, свобода, интересная работа, материальная обеспеченность.
Наименее значимыми ценностями у учащихся являются такие ценности, как: «общественное признание», «развлечения», «благополучие Отечества», «счастье других».
Потребностно - мотивационный подход к формированию личности, учащихся позволяет рассмотреть физическое воспитание в университете по - новому, а именно, как процесс формирования у занимающихся такого набора и такой иерархии потребностей, которые наиболее благоприятны для его здоровья, физического развития и совершенствования.
Потребность в построении педагогических систем актуализации физического самовоспитания учащихся задается обозначившимися тенденциями гуманизации, дифференциации и экологичности социальных процессов, возвышающими функцию воспитания в структуре образовательных процессов и вызывающими необходимость нового прочтения понятия об образовании как о синтезе процессов обучения и учения, воспитания и самовоспитания, развития и саморазвития, взросления и социализации индивида.
Концептуальная модель физического самовоспитания учащихся является моделью психолого-педагогического взаимодействия педагога и ребенка (подростка); она построена на идее актуализации, определяемой отношением перехода принципиальной возможности самовоспитания в действительность физического самовоспитания подростка - в мотивированный, индивидуализированный и саморегулируемый процесс физического самоопределения, саморазвития, самосовершенствования.
В качестве исходных сущностных характеристик актуализации физического самовоспитания ребенка (подростка) выступают представления:
- об актуализации как о переходе возможного в действительное - философский аспект;
- о самоопределении как о процессе и результате выбора личностью собственной позиции, целей и средств самоосуществления в конкретных обстоятельствах социальной жизни; о самоопределении как основном механизме обретения и проявления человеком внутренней свободы - социологический аспект;
- о самовоспитании как о сознательной деятельности, направленной на возможно более полную реализацию собственных духовных и физических сил (потенций); о физическом самовоспитании как процессе, в результате которого происходит осознание школьником собственных социально значимых интегральных физических способностей, адекватное и активное проявление их в учебно-познавательной деятельности, мышлении, общении, овладении опытом физической культуры с учетом требований, которые предъявляются к школьнику в процессе реализации программ общего образования - педагогический аспект;
- об актуализации физического самовоспитания как о субъект -субъектном взаимодействии в процессе решения проблемных ситуаций физического развития, имеющем форму принятой школьником педагогической поддержки и определяющем процесс физического самовоспитания в параметрах "зоны ближайшего развития" и "зоны риска" - психологический аспект.
Список литературы
1. Бальсевич В.К. Физическая подготовка в системе воспитания культуры здорового образа жизни человека (методологический, экологический и организационный аспекты) // Теор. и практ. физ. культ. 1990, № 1, с. 22 - 26.
2. Быков В.С.Теория и практика физкультурного самовоспитания школьников. Дис. ...докт.пед.наук. Челябинск, 1999. - 364 с.
3. Быков В.С., Олияр В.И. Теоретико-методологические основы актуализации физического самовоспитания учащихся //Теория и практика физ. Культуры. - 2002.- № 3 - С. 11-14
4. Лубышева Л.И. Физическая и спортивная культура: содержание, взаимосвязи и диссоциации / Л.И.// Теория и практика физ. Культуры. - 2002.- № 3 - С. 11-14
5. Лубышева Л.И. Социальная роль спорта в развитии общества и социализации личности//Теория и практика физ. культуры. 2001, № 4, с. 11-13.
6. Черепов Е.А. Интеграция общего и дополнительного физического воспитания в школе на основе создания межшкольного спортивного клуба// Физическая культура: воспитание, образование, тренировка.2015, № 1 с.22-26
MODERN DIDACTIC RESOURCES IN MANUAL BUILD AN ALGORITHM IN THE PRACTICAL EDUCATION OF PATHOLOGY
Bivolarski Iliya Petrov Koleva Mariya Stoyanova Peshev Zhivko Vladimirov
Assistant - Department of General and Clinical Pathology and Forensic Medicine, Medicine Faculty, Medical University,
Plovdiv, Bulgaria
ABSTRACT
Introduction of electronic resources and the use of computer technologies in the medical student's education give a big possibilities for illustration of the educational subject ofpathology. Simulation of morphological images of the diseases through different educational methods help the retention and build the clinical thinking in students. We create a new type of Manual for practical lessons of pathology and training CD by using the modern didactic resources. Symbiosis between them is a productive visual/electronic form of interactive education. This make the educational process of pathology more rational, control the
student's knowledge, verify their writing answers and the most helpful of all - there is a time for discussion on clinic-morphological observations.
Key words: pathology training, medical students, manual in pathology, clinic-morphological observation.
Introduction: The rapid incursion of computers in all areas of life provide to education many possibilities for transmission of information. Internet remove the restrictions of time and space. New technologies take leading positions in the arsenal of didactics. Abundance of e-training resources reflect both on the attendance of lectures and the practical lessons in the university [2]. Modern technologies are the basis of innovative methods in the pathology education - e-Autopsy, training CD, lectures ppt, digital pathology, telepathology, distance web-based training, problem-based (problem-oriented) training - PBO (PBL), education through multi head microscopes, interactive education and others [3,5,6]. It is a challenge for assistants to take an active position and to identify the degree of inclusion of the new technologies in student's education. In many medical schools in the world there is a need of a change in the educational programs and training methods [1]. Each of the basic educational system of pathology - traditional (departmental) training, integrated model, interdisciplinary, PBO (PBL), interactive training or mixture of all have its own advantages and disadvantages [8].
The training of general and clinical pathology in Medical University - Plovdiv is done by a traditional system of departmental education. It includes lecture course and lessons
with equal workloads. Striving for technological modernization in the training process is supported by a very good facilities and find a positive response among students. Each student has its own workplace and microscope in the classrooms. In every classroom there are DVD-player and TV. In one fully digitalized room the microscopes are equipped with video cameras, whose images are exposed to the monitor. This help the assistant to monitor simultaneously the work of the students and to guide them in finding the reference image.
The increase of integrated medical training plans and the transfer of students through mobile European programs require to analyse and evaluate the modern training methods in pathology's education which will lead to formation of a new style of pathology courses [7].
Purpose: To evaluate the effectiveness of a new type of manual that introduce an algorithm for leading the practical pathology lessons, combine the elements of manual with workbook and use e-teaching in the accompanying CD.
Materials and methods: Since 2011 our Department of pathology publish manual of practical lessons of General and Clinical pathology for medical students and its English version (Fig. 1). Every practical lesson is organized by a standart algorithm, that is described in a separate chapter.
Figure 1: Manual of practical pathology lessons for medical students.
The structure of the standardized protocol for pathology lesson includes: Specific educational aims; Extracurricular questions for written answers; Brief histological description of microscopic preparations with filling of specific terms; Computer-processed silhouettes of microscopic images (for coloring); Differential diagnostic tables; Clinical and morphological observations /cases/-for written analysis and diagnosis. These elements of the protocol must be completed before the beginning of the lesson. Students must get acquaint with the
theoretical part of the lesson in advance. During the lessons they microscopy and color the histological images.
Each manual is accompanied by a CD with the following content: 1. Instruction of use; 2. Thematic plan; 3. List of museum collection for the practical test; 4. Museum collection - training; 5. Test - museum collection; 6 List of histological specimens for the practical test; 7. Histopathology collection; 9. Clinico-morphological observations; 10. Topics for extracurricular practice; 11. Syllabus for the exam; 12. Regulation of the exam.
CD includes two training programs - about gross and specimen there are added animated designations of the patho-histological specimens. Every specimen has a detailed descrip- logical changes (Fig.2). tion of pathological changes. For a better orientation to each
15. Gangraena pedis
• Preparation of left foot.
• The skin of the thumb shows necrotic changes with ulcerations ^ V^
• Posterior surface-the skin is dark brown in color without well-
defined line of r_
demarcation I I
Figure 2: Presentation of pathological organ changes for practical lessons for medical students.
All examination specimens are played individually and Results: The advantages and disadvantages of the per-
in programs in the way to check the student's knowledge. On ceptional system for practical training is the aim of the survey
a lottery principle the programs show gross and histological which include 294 anonymous students. Student's answers are
images which the students must diagnose by themselves. By in % of all participants and some of them give more than one
next click the student compares his assumption with the cor- answer (Chart 1,2,3). rect answer.
Chart 1. Student's assessment for the manual of practical lessons (n=294)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Consider with the specific scientific purposes of each lesson
Coloring of the histological outlines is unnecessary and useless form
Manual of practical lessons releive the training
fill in the missing terms in the text easily
Manual of practical lessons encumber unnecessarily
Chart 2. Student's assessment for training CD (n=294)
0% 20% 40% 60% 80% 100%
Help in the training for the practica semester test
It would he better it'it can work with virtual histologic;!] slides
Replace completely the work with slides
Supplement that I do not use ^fl 7,10%
Useless ami unnecessarv I 5,30%
Chart 3. Student's assessment for the practical lessons (n=294)
0% 10% 20% rn 40* 5OT6 60% 70% 80« 90H 100%
Give answers to many questions
Learn interesting and useful things
Pass bv unnoticeablv
Staring at meaningless images
Difficult to endure
40,10%
J 12,00% J 14,70% 5 (¡,60%
Discussion: Lessons of General and Clinical Pathology, although called "practical" in their traditional form only rationalize and consolidate the theoretical knowledge obtained from lectures and textbooks. The majority of students /59,70%/ consider with the specific educational aims of each lesson. We believe that observing the algorithm that is underlined in the aims and tasks of the lessons guarantee the complete coverage of the material and prevent gaps of both students and assistants. One third of the students /33,70%/ find coloring of histological specimens for useless and unnecessary formality and our aim is to focus their attention to each image (Chart 1). Student's opinion that the training CD help for their practical training is unanimous. The few who has an opposite opinion are probably those who have not use the CD for their training. The opinions of students that the training CD could replace their work with the training specimens is a similar percentage of students who think it would be better to use a virtual histological slides (Chart 2). So in the future we will combine a visual interactive education with internet-based education [3,9]. Student's opinion about pathology lessons is predominately positive and they appreciate the benefits of introduction of the new manual of practical lessons and training CD (Chart 3). Improving the results from examination sessions also support this position. This is especially demonstrative in the final semester test where the student's success is over 95%.
Conclusion: The use of computer technologies in students education give big opportunities about illustration of such,,visual'' discipline like pathology. Proper selection and combination of various educational methods ease memorizing and help the building of clinical thinking in students [4,6]. The symbiosis between theoretical knowledge, macroscopic and microscopic diagnosis, coloring, clinical and morphological analysis and computer animation extends our teaching arsenal and engage students in active work with the new manual. The
elements of a combined manual introduce interactivity in the education through discussions. Standardized protocol to each practical lesson build an algorithm in student's training and give methodological guidance of the assistant. After completing the pathology course, students retain their manuals, which will be necessary in future.
Literature
1. Brown JH, Medical schools in crisis., Eval Health Prof. Jun;11[2]: 1988, p.147-71
2. Cardall S, Krupat E, Ulrich M., Live lecture versus video-recorded lecture: are students voting with their feet? Acad Med., Dec;83[12]: 2008, p.1174-8
3. Foster K., Medical education in the digital age: Digital whole slide imaging as an e-learning tool, J Pathol Inform. 1: 2010, p. 14
4. Ivanov Kr., Ignatov V., Kolev N. and all. „Distance learning - challenges for the medical university education in Bulgaria", 28 Trakia Journal of Sciences, Vol. 4, No. 4, 2006, 28-33
5. Löhrs, U., „Pathology in so-called Problem Oriented Learning (POL)", München Verh Dtsch Ges Pathol.; 85: 2001, p.65-71
6. Marcial, G-R. and all (Eds.), „Perspectives of digital pathology", IOS Press, Amsterdam, Netherlands, 2012, p.68-73
7. Marshall R, Cartwright N, Mattick K., „Teaching and learning pathology: a critical review of the English literature.", Med Educ. 38(3): 2004, p.302-13
8. Pillinger C., "An Overview of Pathology Undergraduate Medical Education", 2004, p.22
9. Rashbass, J., Fletcher P., „Why use the internet to teach pathology?", J Clin Pathol, 51: 2009, 179-182
РАБОТА НАД ОСНОВНЫМИ НАВЫКАМИ С НАЧИНАЮЩИМИ УЧАЩИМИСЯ В КЛАССЕ ОБЯЗАТЕЛЬНОГО ФОРТЕПИАНО
Бодауова Бактыгуль Кабидоллаевна
Кандидат педагогических наук, зав.кафедрой «Музыкальное образование» Государственного университета имени
Шакарима города Семей Шаймухамбетова Кулян Шакеновна Преподаватель музыкального училище имени Мукана Тулебаева города Семей
Игра на фортепиано, как на инструменте, дающем полную картину музыкальной фактуры, не может не увлечь настоящий музыкальный талант.
/НЛ.Римский-Корсаков/
В комплексе учебных дисциплин музыкальных училищ, призванных формировать всесторонне развитого музыканта-профессионала, важную роль играет класс фортепиано.
