(2015) Science and education, 9, 45-50. Odessa.

Kateryna Drozdova,
senior lecturer, Department of Theory and Methods
of Physical Education, Remedial Gymnastics and Sport Medicine,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine 

TEACHING FUTURE PHYSICAL EDUCATION TEACHERS
HOW TO FORM HEALTH-SAVING SKILLS IN JUNIOR SCHOOL CHILDREN

The article deals with the issue of promoting respect for healthy lifestyle in future Physical Education teachers, conscious attitude towards their own health, as well as the issue of forming and developing health-saving skills in junior school children, forming positive serious attitude towards health as a guarantee of successful professional activity. Mental health is an extremely important component of human health. It can be expressed in asthenic feeling and neurotic states of a person, depression, vegetovascular dystonia, etc. Mental health includes individual peculiarities of mental processes, for example, anxiety, emotionality, sensibility. Another significant component of human health is physical health. It is considered as a natural state of an organism, conditioned by normal functioning of all its organs and systems. The formation and development of health-saving skills in junior school children are realized by means of implementing health-saving activities into the education process. These activities are considered as a complex multifunctional social phenomenon, which provides using appropriate methods and techniques of education process organization, providing saving physical, mental, social and moral health of education process participants in educational, gaming, sport, remedial activities and during leisure time. Preparing students of the Departments of Physical Education for work with junior school children, forming and developing health-saving skills in junior pupils are specially organized purposeful guided processes, which should be carried out in methodological, theoretical and practical aspects. 

physical education, future teachers, junior school children, physical health, psychical health.

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6. Trofanova, M. (2000). Vykhovannia molodshykh shkoliariv u systemi pozanavchalnoi diialnosti [Teaching junior pupils in the system of extracurricular activities]. Ridna shkola – Native school, 9, 44-45 [in Ukrainian].
7. Fitsula, M. M. (2002). Pedahohika: navchalnyi posibnyk dlia studentiv vyshchykh pedahohichnykh zakladiv osvity [Pedagogy: textbook for students of higher educational insitutions]. Kyiv: Vydavnychyi tsentr “Akademiia” [in Ukrainian]. 

(2015) Science and education, 9, 50-54. Odessa.

Halyna Dudchak,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Psychology,
Khmelnytsky Humanitarian Pedagogical Academy,
139, Proskurivskoho pidpillia Str., Khmelnytskyi, Ukraine 

PEDAGOGICAL MANAGEMENT OF STUDENTS’ SELF-STUDY
BY MEANS OF INNOVATIVE TECHNOLOGIES 

At the present stage, the issue of implementing innovations into the pedagogical process in higher education is becoming especially urgent, which is caused by the need for new approaches to training creative, independent, and competitive professionals. Under the conditions of modernization of the Ukrainian system of education, one of the most popular educational forms at higher educational institutions is students’ self-study. To ensure the successful performance of this type of activity by students, new efficient ways, including innovational technologies, must be used in the process of self-study management. The essence of pedagogical management of students’ independent work and its structure are revealed. Its structure presents an interconnection of five components: goal-oriented, motivational, semantic, operational and activity-related, as well as result-controlling one. It has been determined that pedagogical management of future professionals’ self-study has to be based on key principles of person-centered teaching and implemented in the following directions: forming motivation to organize and carry out self-study; creation of favorable and comfortable environment for achievement goals of self-study; provision of opportunities to achieve success, to satisfy cognitive needs and needs for self-fulfillment; use of such methods of self-study management that ensure a high level of efficiency of this process; reliance on students’ experience, knowledge, and skills; control of self-study results. It has been shown that the use of game technologies stipulates motivation to self-study, skills of its organization and implementation, ensures effificent control of its results. Multimedia technologies as a means of future professionals’ self-study management contribute to students’ motivation, activation of their independent cognitive activity, ensure mastering skills of analysis, comparison, classification, generalization, abstraction, concretization, systematization, highlighting of the most important information, synthesis, determination of cause-and-effect relationships, perception, documentation and memorizing of information. Use of project technologies allows to combine theory and practice, studying and real life; it stipulates the development of cognitive, creative, communicative and research skills of future professionals as well as positive motives of self-study, the ability to construct their knowledge independently, to be able to work with informational resources, to think critically; it broadens students’ worldview and develops independence as a personal quality. Further research is oriented at studying international experience of the above mentioned processes realization in higher education. 

1. Dychkivska, I. M. (2012). Innovatsiini pedahohichni tekhnolohii [Innovative educational technologies]. Kyiv: Akademvydav [in Ukrainian].
2. Ladyzhets, N. D. (2009). Vykorystannia informatsiinokomunikatyvnykh tekhnolohii, zokrema Internetu, v protsesi pidhotovky studentiv ta vykladachiv do zaniat z inozemnoi movy u VUZi [The use of information and communication technologies, particularly the Internet, in preparing students and teachers for classes in a foreign language at higher educational institutions]. Vitchyznianyi ta zarubizhnyi dosvid uprovadzhennia Bolonskoi systemy: uspikhy i problemy – Domestic and foreign experience of the Bologna system implementation: successes and challenges, (pp.252–257). Uzhhorod: Lira, ZakDU [in Ukrainian].
3. Machynska, N. I. (2011). Vprovadzhennia ihrovykh tekhnolohii u praktyku pidhotovky maibutnikh mahistriv [The introduction of gaming technologies in the practice of future Masters training]. Naukovi pratsi Chornomorskoho derzhavnoho universytetu imeni Petra Mohyly kompleksu «KyievoMohylianska akademiia» – Proceedings of Petro Mohyla Black Sea State University of «Kyiv-Mohyla Academy», (Vols.158). Retrieved from: http:// http://nbuv.gov.ua/jpdf/Npchduped_2011_158_146_5.pdf [in Ukrainian].
4. Strelnikov, V. Yu. & Britchenko, I. H. (2013). Suchasni tekhnolohii navchannia u vyshchii shkoli [Modern technologies training in higher education]. Poltava : PUET [in Ukrainian].
5. Yahupov, V. V. (2002). Pedahohika [Pedagogy]. Kyiv: Lybid [in Ukrainian]. 

(2015) Science and education, 9, 54-58. Odessa.

Egis S. Emre,
postgraduate student, Department of Pedagogy
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine 

DETERMINING MATURITY OF FOREIGN STUDENTS’ PROFESSIONAL

COMMUNICATIVE COMPETENCE IN PROFESSIONAL TRAINING 

Peculiarities of determining the level of development of foreign students’ professional communicative competence are revealed in the article. Besides, features of teaching foreign citizens at Ukrainian higher educational institutions are described. It has been determined that the basis of communicative competence is a communicative approach (communicative activity). Communicative competence depends on the level of communication culture, which is the subject of human intercourse and interaction, and the latter is the subject of communicative competence. Communication culture is considered as a component of professional and pedagogical culture of a teacher, so it is identified with professional and pedagogical communication. Pedagogical culture is derived from the phenomenon of “culture”. In its contents and forms it represents an independent direction in the development of practical human activity, performs the function of preserving human experience in the creation of cultural subjects in all their diversity. Important pedagogical conditions of forming professional communicative competence of foreign students are the following: accordance of educational material content to students’ educational opportunities; systematic motivation of students to a master a subject; orientation of forms and methods of teaching at the gradual mastery of educational material by foreign students; preparing teachers to work with students-foreigners; creating comfortable linguodidactic environment, providing continuity in learning; the use of intersubject relations in the process of forming professional communicative competence; the organization of professionally oriented communicative activity of students aimed at the formation of professional and communicative competence; creating students’ positive motivation. The work of teachers should be focused on foreign students’ vocabulary expansion, overcoming speech barriers in interaction between a teacher and a student, which is associated with differences in building affirmative and interrogative sentences, in pronunciation, auditory perception, etc. The final aim of education is the formation of a certain level of foreign students’ communicative competence. In order to achieve this purpose it is necessary to determine a number of stages of teaching, their duration, the requirements and the main types of speech activity within a certain stage of students’ training. 

1. Aleksandrova, S. A. (2008). Profesiinokomunikatyvna kompetentnist: Teksty lektsiy (dlia studentiv 5 kursu vsikh form navchannya napryamu pidhotovky «Turyzm», spetsialnostei 7.050401 – «Turyzm», 7.050402 – «Hotelne hospodarstvo») [Professionallycommunicative competence: Texts of lectures (for 5th years students of all forms of education of specialty “Tourism” specialities 7.050401 “Tourism”, 7.050402 – “Hospitality”)]. Kharkiv, KhNAMH [in Ukrainian].
2. Derzhavnyi standart pochatkovoi zahalnoi osvity [State standard of primary education]. Retrieved from: http://www.mon.gov.ua [in Ukrainian].
3. Zakon Ukrayiny «Pro vyshchu osvitu» [The law of Ukraine “On higher education”]. Retrieved from: http://zakon4.rada.gov.ua/laws/show/1556-18 [in Ukrainian].
4. Palshkova, I. O. (2009). Formuvannia profesiinopedahohichnoi kultury maibutnioho vchytelia pochatkovoi shkoly: praktyko-oriyentovanyi pidkhid [Formation of professional and pedagogical culture of future primary teachers: practice-oriented approach]. Extended abstract of Candidate’s thesis. Odesa [in Ukrainian]. 

(2015) Science and education, 9, 59-62. Odessa.

Tetiana Zharovtseva,
Doctor of Pedagogy, professor,
Dean of the Department of Preschool Pedagogy and Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushysnky,
1, Nishchynskyi Str., Odesa, Ukraine 

STUDENTS’ READINESS FOR SELF-STUDY

Students’ self-study is defined as a multifunctional phenomenon, which is not only of educational, but also of personal and professional significance. The importance of proper organization of students self-study is determined by the fact that it takes about 60% of the total time of the course and therefore teachers should start preparing students for self this kind of educational activity since their first days of studying at the university. Formation of motivation to learning should begin at the initial stage of studying at a higher educational institution. It may be a difficult process for students if tasks for their independent work are just mechanical in their nature; texts for independent reading include uninteresting information, tasks and exercises are too difficult for students or just monotonous; if tasks do not consider individual characteristics of students; if there is no systematic monitoring of students’ knowledge obtained in the result of their self-study, this leads to the fact that students do not perform tasks at all. In the process of organizing students’ course of self-study a number of issues related to students’ readiness as subjects of this form of activity for its implementation arises. Self-study of students is considered as reproducing and creative activities. Reproducing or reconstructive activity is work performed by students according to the proposed models: doing sums, charting, writing summaries, plans and programs of work with children and parents. Cognitive activity of students at this stage means learning, comprehension and memorization of information; its purpose is to solidify knowledge, to form competences and skills. It is proven that self-training activities should be managed by a teacher. It is a teacher, who helps determine the purpose and object of students’ self-study, on the basis of personally-active approach organize the conditions for this activity; plan future professional activities; define the range of communicative tasks. Strengthening the role of independent work of students is a fundamental revision of the organization of educational process at a higher educational institution, which should be designed to develop students’ abilities to learn, to form their motivation for self-development and creative implementation of acquired knowledge, adaptation to professional activity, etc. 

1.Aleksyuk, A. N., Kazakov, V. A., Pidkasistyy, P. I. (1993). Organizatsyya samostyatelnoy roboty studentov v usloviyakh intensifikatsii obucheniya [Organization of independent work of students in terms of training intensification. Textbook for students]. Kyiv [in Russian].
2.Bogdanova, I. M. (1993). Tekhnolohii v osviti: teoretyko-metodolohichnyi aspect [Technologies in education: theoretical and methodical aspect]. Odesa [in Ukrainian]. 3.Vakulenko, V. M. (2001). Osnovy vyschoi osvity Ukrainy [Fundamentals of Higher Education in Ukraine]. Luhansk: publishing house SNU [in Ukrainian].
4.Zatsepina, O. V. (2007). Tekhnologiya organizatsii raboty buduschikh pedagogov profesionalnogo obuchniya [Technology of future teachers’ independent work organization]. Candidate’s thesis. Yekaterinburg [in Russian].
5.Kozyrev, O. A. (2007). Nekotoryie osobennosti formirovaniya i razvitiya kultury samostoyatelnoy roboty studentov pedagogicheskoi akademii [Some features of forming and developing Pedagogical Academy students’ independent work culture]. Vestnik BGPU im. M. Akmully – Newsletter of BSPU. Named after M. Akmulla [in Russian]. 6.Mieszko, G. M. (2008). Vstup do pedahohichnoi profesii: Praktykum. navch. posib. dlia stud. vysch. navch. zakl. [Introduction to the pedagogical profession: textbook for university students]. Ternopil: TYPU [in Ukrainian].