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PEDAGOGICAL SCIENCES / «<g®lLlL®@U[]UM~J0U®MaiL» 2022
PEDAGOGICAL SCIENCES
Shapochka K.,
Candidate of Pedagogical Sciences, Associate Professor of the Pedagogy, Psychology and Inclusive Education Department V.O. Sukhomlynskyi National University of Mykolaiv ORCID: 0000-0002-4827-599X Vdovychenko R., Candidate of Pedagogical Sciences, Associate Professor of the Pedagogy, Psychology and Inclusive Education Department V.O. Sukhomlynskyi National University of Mykolaiv ORCID: 0000-0002-3100-6697 Mykhalchenko N., Candidate of Psychological Sciences, Associate Professor of the Pedagogy, Psychology and Inclusive Education Department V.O. Sukhomlynskyi National University of Mykolaiv ORCID: 0000-0003-0327-5491 Kurchatova A.
PhD, Associate Professor ofPreschool Education Department Faculty of Social andPegagogicalEducation V.O. Sukhomlynskyi National University of Mykolaiv DOI: 10.24412/2520-6990-2022-5128-20-22 PEDAGOGICAL CONDITIONS OF SENIOR PRESCHOOL AGE CHILDREN ACQUAINTANCE WITH THE RULES OF SAFE BEHAVIOR IN THE MODERN CITY
Abstract.
The current rapid conditions for the development of modern society are characterized by an increase in the number offactors that can cause emergencies and dangerous situations for human life and health, namely: natural and man-made accidents and disasters; environmental pollution; domestic, industrial and child injuries; mass spread of deviant forms of children's behavior, exacerbation of social needs, etc. As these problems are global in nature, they raise the issue of counteracting them, in particular at the level of education. In this regard, one of the tasks ofpreschool education is to form new views, values and behaviors in senior preschool children in order to instill in them the rules of safety in the modern city, to prevent dangers to their lives and health. The purpose of the study is to theoretically substantiate and experimentally test the pedagogical conditions and methods of acquainting senior preschool children with the rules of safe behavior in the modern city.
Keywords: pedagogical conditions, safe behavior, safety, rules of conduct, senior preschool age children
Security is not just a sum of acquired knowledge, but a lifestyle, the ability to behave adequately in different situations. After all, a child may find himself in an extreme situation quite unexpectedly, when a close adult who would protect him/her is not around.
It is worth considering what dangers may be encountered in the life of the child: heavy objects that may fall off the shelf, sharp objects, rough wood, electricity, batteries (accumulators), gas stoves; hazardous liquids: boiling water, vinegar, cologne, alcohol, poisons, acids, alkalis, solvents; water: you can drown, when diving you can come across a sharp object; ice on water: you can fall or fall into an invisible hole; ice on the tracks: you can slip; construction: pits, sharp objects, construction machines, unfenced platforms at height, roof, window, balcony: it is possible to fall; dogs: can frighten, bite, infect with rabies and other diseases; the self-made weapon: slingshots, bows, crossbows, etc., kidnappers, the highway, car maneuvering in the yard; railway: a whirlwind from the train can knock you off your feet, a steep slide, a hatch on the sidewalk; poisonous plants,
mushrooms, icicles: can fall on your head; the sun: you can get heat stroke or sunburn, snake bites, ticks, spiders, membranous; forest: you can get lost; the crowd: you can get lost or trapped in it; low temperatures in winter: you can get frostbite; internet: the Internet may contain information of aggressive or socially dangerous content. And giving preference to the virtual world over the real one has a negative impact on the child's psyche and health and can not only impair vision, posture and sleep, but also cause anxiety, irritability, social maladaptation and addictive behavior.
It is established that pedagogical conditions are such features of the organization of the educational process that determine the results of upbringing, education and personal development; ensure the integrity of education and upbringing of preschool children, promote comprehensive harmonious development of personality.
According to O. Savchenko, the personality-oriented education system of Ukraine should be built on a
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diagnostic basis, i.e. first the diagnosis should be carried out, and then adequate means of influence should be used. Modern school should use not the selection diagnostics, but one that helps and is the basis of pedagogical skills.
Thus, the first stage of the diagnostic procedure was the substantiation of the concept of "safe behavior", "modern city".
At the second stage of diagnostic activity there was a selection of criteria according to which levels of rules knowledge of safe behavior of senior preschool age children in the modern city were diagnosed.
Having developed the structure and criteria for pedagogical diagnosis of skills and abilities of safe behavior in the modern city, we move on to the next stage - the selection of methods for its study. Modern pedagogical diagnostics has a variety of methods, namely: diagnostic observation, survey methods, pedagogical testing and quantitative methods.
Pedagogical diagnostics allows to determine the content, methods and forms of teaching the safety of senior preschool children in the modern city, according to the experience and level of knowledge of safe behavior in the modern city, their personal orientation, interest structure, i.e. focuses the educational process to each student.
The process of acquainting senior preschool children with the rules of safe behavior in the modern city is a cyclical process that involves solving various tasks, the implementation of which indicates the development of skills and is the basis for the following and which is carried out in diagnostic, activity and analytical stages.
The process of acquainting senior preschool children with the rules of safe behavior in the modern city is aimed at achieving the goal that synthesizes in itself the main purposes of training in preschool educational institutions. Accordingly, the system of acquainting senior preschool children with the rules of safe behavior in the modern city includes the following components: creating a comfortable developmental environment in the preschool, the implementation of constructive interaction between teachers and parents in the process of acquaintance, age and individual development, methods of acquainting children, systematic use of pedagogical diagnostics.
The purpose of the diagnostic phase is to determine the previous experience of children, and the possibility of its application in solving a problem of safe behavior in the modern city. Various forms and methods are used for this: questionnaires, rankings, creative tasks, observations, testing, conversations, frontal work, group work, classes.
At the activity stage there is a purposeful development of skills and abilities of senior preschool children of safe behavior in the modern city, which involves the organization of subject-subject interaction between participants in the pedagogical process (educator -child, child - child), during which knowledge is formed , skills and abilities of senior preschool children. This stage requires the use of such forms and methods as observations, conversations, thematic evenings, projects, role-playing games; various types of group work, individual work, consultations.
At the analytical stage, the analysis and correction of both the educator and children, the results of educational and cognitive activities. At this stage, the forms and methods used in the two previous stages are used: testing, interviews, peer review, lesson, frontal, individual and group work, projects, role-playing games, themed evenings.
The result of the process is a certain level of development of skills and abilities of senior preschool children safe behavior in the modern city, the direct formation of which is possible only with the creation of certain interrelated pedagogical conditions, namely:
the creation by the teacher of the developmental comfortable environment in the conditions of preschool educational institution for ensuring efficiency of process of acquaintance of senior preschool age children with rules of safe behavior in the modern city;
implementation of constructive interaction between teachers and parents in the process of acquainting senior preschool children with the rules of safe behavior in the modern city;
taking into account the age and individual characteristics of the development of senior preschool children in the process of getting acquainted with the rules of safe behavior in the modern city;
introduction of a step-by-step method of acquainting senior preschool children with the rules of safe behavior in the modern city, which will ensure the unity of the formation of all its components; observance of subject-subject relations in the system "adult - child"; systematic use of pedagogical diagnostics.
In the course of our work we used the method of studying the child's ability to implement safe behavior developed by N. Avdeeva.
Existence of a system of knowledge about sources of danger, dangerous situations, means of their prevention and overcoming.
The child demonstrates knowledge: 1) surname, name, age, address; 2) surnames and names of parents, places of their work, etc.); 3) some sources of danger (household appliances, tools used at home and in the kindergarten, such as iron, kettle, meat grinder, grater, washing machine, hammer, nails, scissors, knife, needle; their purpose), rules of conduct; 4) dangerous situations (careless handling of sharp, prickly and cutting objects can injure, not to play and use electrical appliances without permission, so caution and safety should be observed), their causes and consequences; 5) rules of conduct in potentially dangerous situations (fire, hurricane, storm). Subjective value attitude to safety 6) the child can justify why it is important to follow the rules of safe behavior; 7) the child distinguishes between actions approved and disapproved by adults in terms of safety; Use of safe behavioral strategies 8) the child chooses safe ways of activity when performing work activities, in handicraft classes, on a walk, during household activities; 9) in a problematic situation seeks help from adults, uses basic methods of safe behavior to provide first aid for cuts, abrasions, burns, strokes.
The child's ability to use safe behavioral strategies can be assessed during thematic games that simulate dangerous situations on the street, in transport, when
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PEDAGOGICAL SCIENCES / «ШИШФУШМ^ШШМаИ» 2022
communicating with unfriendly people, meeting with animals , etc.
Processing of results : if the child's behavior corresponds to the position, one point is awarded. The sum of points is calculated: 7-9 points - high level; 4-6 points - average level; 0-3 points - low level.
References :
1. Brazhnych O.H. (2001) Pedahohichni umovy dyferentsiiovanoho navchannia uchniv zahalnoosvitnoi shkoly : dys. ... kand. ped. nauk / Kryvyi Rih, 238 s.
2. Kon, Y.S. (1988) Rebionok y obshchestvo. -
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3. Kononko, O. L. (2013). Umovy rozvytku v rannomu ontohenezi tsilisnoho svitobachennia. Nau-kovyi visnyk Kremenetskoho oblasnoho humanitarno-pedahohichnoho in-tu im T. Shevchenka. Ser. : Pedahohika. Vyp. 2. 85-91.
4. Manko, V. M. (2000) Dydaktychni umovy formuvannia u studentiv profesiino-piznavalnoho in-teresu do spetsialnykh dystsyplin // Sotsializatsiia osobystosti: zb. nauk. pr. Natsionalnoho pedahohich-noho universytetu im. M. Drahomanova. K. : Lohos. Vyp. 2. S. 153-161.
Асанова Жамила Килишбаевна,
магистрант 2-го курса «Казахский национальный университет им. Аль-Фараби»
Научный руководитель: Яровая Елена Юрьевна доктор PhD, ст преподаватель «Казахский национальный университет им. Аль-Фараби»
DOI: 10.24412/2520-6990-2022-5128-22-25 Создание методологии для высокоэффективного ИСПОЛЬЗОВАНИЯ ВИРТУАЛЬНЫХ ЛАБОРАТОРИЙ ПО НЕОРГАНИЧЕСКОЙ ХИМИИ
Asanova Zhamila Kilishbaevna
Master student of the 2nd course "Kazakh National University named after. Al -Farabi"
Scientific adviser: Yarovaya Elena Yurievna Doctor PhD, Senior Lecturer "Kazakh National University named after. Al -Farabi"
CREATING A METHODOLOGY FOR THE HIGHLY EFFICIENT USE OF VIRTUAL LABORATORIES IN INORGANIC CHEMISTRY
Аннотация.
На сегодняшний день многие преподаватели химии и в том числе преподаватели неорганической химии, использующие виртуальные лабораторные, в основном используют их только для внеаудиторной работы студентов или организации проектной формы работы. Для определения факторов, ограничивающих применение виртуальных лабораторий на практических занятиях по неорганической химии, было произведено исследование. А также для того, чтобы создать методологию высокоэффективного использования лабораторий на практических занятиях по неорганической химии.
Abstract.
To date, many teachers of chemistry, including teachers of inorganic chemistry, who use virtual laboratories, mainly use them onlyfor extracurricular work of students or the organization of a project form of work. To determine the factors that limit the use of virtual laboratories in practical classes in inorganic chemistry, a study was made. And also in order to create a methodologyfor the highly effective use of laboratories in practical classes in inorganic chemistry.
Ключевые слова: виртуальная лаборатория, виртуальный химический эксперимент, неорганическая химия, практическое занятие, педагогический эксперимент
Keywords: virtual laboratory, virtual chemical experiment, inorganic chemistry, practical lesson, pedagogical experiment
Виртуальная лаборатория (ВЛ) - это инструментарий, позволяющий расширить возможности образовательного процесса. В настоящее время данная проблема довольно актуальна для учебных заведений, так как инновационные подходы в образовании повышают эффективность обучения, интерес со стороны обучающихся, а также несут в себе здоровье сберегающие аспекты. Но в то же время, теоретико-методологические основы их внедрения еще не до конца изучены. Особое внимание следует уделить началу изучения предмета, когда у учащихся отсутствует опыт проведения лабораторных занятий, что может привести к различным нежела-
тельных исходам. Вместе с тем, виртуальные лабораторные имеют большое влияние на те страны и отдельные слои населения, где осуществление классических видов лабораторной работы является финансово неосуществим.
На практических занятиях по неорганической химии виртуальная лаборатория может стать заменой или дополнением к классической лабораторной работе, которая входит в обязательную часть образовательной программы по химии. Однако, теоретико-методические основы для их внедрения еще не сформированы и только начали складываться в настоящее время. По-прежнему нет четкого опре-
