(2016) Science and education, 10, 12-17. Odessa.

Halyna Melnychenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of the Germanic Philology and Methods of Teaching Foreign Languages,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
Staroportofrankivska Str., 34, Odesa, Ukraine

USING INTERACTIVE TECHNIQUES OF DEVELOPING FOREIGN LANGUAGE LEXICAL SKILLS AS A PRECONDITION OF FORMING PROFESSIONAL COMPETENCE OF STUDENTS MAJORING IN LANGUAGE TEACHING

Modern demands for the professional model of the future specialist stipulate the necessity of introducing dialogical methods of education. One of such methods is the interactive one. Interactive education is based on the concept of active interaction of all educational subjects, two-way exchange of information and a carefully organised feedback. The research aim is to theoretically substantiate and experimentally verify the efficacy of using interactive techniques in developing foreign language lexical skills as a constituent of professional competence of students majoring in language teaching. There have been used some general scientific methods of theoretical level (analysis, systematisation of psychological and pedagogical, instructive and methodological literature, generalisation of information, induction, deduction, comparison) and methods of empirical level (purposeful observation). As a research result there has been specified the concept of interactive activity aimed at the development of students’ foreign language lexical skills. Such activity is based on interaction of educational subjects in the process of searching, transmitting and using lexical units on the personally essential level. In the course of scientific research there have been analyzed such interactive techniques of developing foreign language lexical skills as working with lexical cards, lexical projects and authentic material. The usage of these interactive techniques positively influences the process of forming all constituents of professional competence of students majoring in language teaching – linguistic, speech, sociocultural, operational, and managerial. It has been proved that implementing of such interactive techniques is effective in solving personal tasks, stimulates self-managing functions and the cognitive sphere, enables correct and conscientious usage of linguistic phenomena. 

interactive education, interactive techniques, mutual education, foreign language lexical skill, professional competence of future teachers of foreign languages.

1. Kulikova, E. V. (2014). Method proektov i tehnologia portfolio pri formirovanii inoyazychnoy kompetentsii studentov neyazylovogo vuza [Method of projects and the technology of portfolio in forming foreign language competence of non-linguistic university students]. Vestnik Nizhegorodskogo universiteta imeni N. I. Lobachevskogo – Bulletin of Nyzhny Novgorod university named after N. I. Lobachevsky, 3-4, 106-109 [in Russian].
2. Polat, E. S., Bukharkina, M. Yu, Moiseyeva, M. V., Petrov, A. E. (1999). Novye pedagogichaskiye i informatsionniye tehnologii v sisteme obrazovaniya [New pedagogical and informational technologies in the system of education]. Moscow: Academy [in Russian].
6. Ohneviuk, V. O., Sysoieva, S. O. (Ed.). (2013). Osvitolohiia: khrestomatiia: navch. posibnyk dlia studentiv vyshhykh navchalnykh zakladiv [The science of education: readers: book for university students]. Kyiv [in Ukrainian].
7. Sushhenko, L. P. (2003). Profesiina pidhotovka fakhivtsiv fizychnoho vykhovannia ta sportu (teoretykometodologhichnyj aspekt) [The professional training of physical education and sports specialists (theoretical and methodological aspect)]. Zaporizhzhia : Zaporizkyi derzh. un-t [in Ukrainian].

(2016) Science and education, 10, 18-23. Odessa.

Kateryna Hnatenko,
post-graduate student,
Department of Theory and Methods of Teaching Philological Disciplines at Primary School,
H. S. Skovoroda Kharkiv National Pedagogical University,
2, Valentynivska Str., Kharkiv, Ukraine

PSYCHO-PEDAGOGICAL ASPECTS OF JUNIOR SCHOOL STUDENTS’ PERCEPTION OF ART WORKS

The issue of children’s perception of a literary writing is relevant in contemporary pedagogy; solving it will help organise the methodological work at primary schools more efficiently. Taking into account the enormous cog￾nitive and educational role of literature, teaching children to perceive and understand works of art fully is a particu￾larly important task for schools. The perception of literature as works of art requires a multi-aspect research at the intersection of different disciplines. Philosophical reflection theory is the theoretical basis for perception interpreta￾tion; psychology and physiology make it possible to investigate the very process and mechanism of perception; literary studies, aesthetics, art history facilitate the understanding of the perception of an art work in its specificity. Despite the fact that the issue of children’s perception of a literary work is the focus of many scientists’ attention, there are a great number of issues that need to be solved: there is no standard classification of perception levels; no terminology; no consensus on the number of perception levels, skills that a school student should have at each level, and teacher’s involvement in the perception process. The process of perception, like most psychological processes, is a complicated integrated process, which consists of certain levels that depend on a great number of factors: the culture of a reader, viewer, his/her physiological characteristics, circumstances. All the perception levels embedded in literary texts are determined by the interaction of an author and a reader, their conversation. In our study, we relied on four levels of art work perception, which are peculiar to children of primary school age. Each of these levels is typical for a certain age of junior school students. The level of perception makes it possible to evaluate the school students’ literary development, their ability to analyse the work. Prospects for further research are deter￾mined by the necessity of selecting Ukrainian literature for children, which will make it possible to determine the level of junior school students’ perception and required future methodological work correctly 

perception, literature readings, children’s literature, primary school, levels of perception, junior school students.

1.Voiushina, M. P., Ramzaeva, T. G., Shcheglova, G. S. (2003). Metodicheskie osnovy yazykovogo obrazovaniya i literaturnogo razvitiya mladshikh shkolnikov : [ucheb.posob.] [Methodical bases of language education and literary development of younger students: Textbook]. Moscow: Vysshaia shkola [in Russian].
2. Vygotskii, L.S., Iaroshevskogo, L.S., (1989). Psikhologiya iskusstva [Psychology of art]. Moscow: Prosveshchenie [in Russian].
3. Literaturne chytannya. Navchalna prohrama dlya zahalnoosvitnikh navchalnykh zakladiv 2-4 klasy [Lіterary reading. Educational program for comprehensive educational institutions for 2-4 forms]. (n.d.) Retrived from: http://ru.osvita.ua/school/program/8793 [in Ukrainian].
4. Meilakh, B. S. (1971). Khudozhestvennoe vos￾priyatie kak nauchnaya problema [Artistic perception as a scientific problem]. Leningrad: Nauka [in Russian].
5. Nikiforova, O. I. (1959). Vospriiatie khudozhestvennoi literatury shkolnikami: [ucheb. posobie][Perception of fiction by students:Textbook]. Moscow: Uchpedgiz [in Russian].
6. Nikiforova, O. I. (1972). Psikhologiya vospri￾iatiya khudozhestvennoi literatury: [ucheb. posobie] [Perception of fiction by students: Textbook]. Moscow : puble. «Kniga» [in Russian].
7. Organova, O. N. (1975). Spetsifika esteticheskogo vospriyatiya :ucheb. posobie [The specificity of aesthetic perception: Textbook]. Moscow: Vysshaya shkola [in Russian]. 8. Petrova, G. A. (1973). Esteticheskoe vospriyatie khudozhestvennykh prizvedeniy shkolnikami starshikh klassov [Aesthetic perception of works of art by senior school students]. Kazan: puble. Kazanskogo university [in Russian].
9. Prozorov, V. V. (1982). O chitatelskoy napravlennosti khudozhestvennogo proizvedeniya [About reader’s orientation of work of art]. Literaturnoe proizvedenie i chitatelskoe vospriyatie − The literary work and the reader's perception, (pp. 13-14). Kalinin [in Russian].
10. Redozubov, S. P. (1961). Metodika Obucheniya chteniyu i pismu v nachalnoy shkole: izbr. trudy [Methods of teaching writing at elementary school]. Moscow: APN RSFSR [in Russian].
11. Rozhina, L. N. (1966). Nekotorye usloviya vozniknoveniya interesa k perezhivaniyam i myslyam literaturnykh geroev u detey mladshego shkol'nogo vozrasta [Some conditions of children’s interest for experiences and thoughts of literary characters]. Voprosy psikhologii − Issues of psychology, 2, 139-146 [in Russian].
12. Rozhina, L. N. (1977). Psikhologiya vospriyatiya literaturnogo geroya shkolnikami [Psychology of perception of a literary hero by schoolchildren]. Moscow: Pedagogika [in Russian].
13. Rubinshteyn, S. L. (2009). Osnovy obshchey psikhologii: ucheb. posobie [Basics of General Psychology]. Saint Petersburg: Piter-press [in Russian].
14. Sosnovskaya, O. V., Lvov, M.R., Goretskiy, V.G. (2000). Metodika prepodavaniya russkogo yazyka v nachalnykh klassakh: ucheb. posobie [Methods of teaching the Russian language in primary school. Textbook]. Moscow: Akademiya [in Russian].
15. Stolyarenko, L. D. (1999). Osnovy psikhologii: ucheb. posobie [Basics of psychology. Textbook]. Rostov￾on-Don: Feniks [in Russian].
16. Ushinskiy, K. D. (1949). Tsvety moskovskoi pedagogii [The flowers Moscow of pedagogy]. Egolin, A. M. (Eds.), (Vols.5). Moscow: APN RSFSR [in Russian].

(2016) Science and education, 10, 24-29. Odessa.

Inna Levina,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy, South Ukrainian National Pedagogical
University named after K. D. Ushynsky,
26, Staroportofrankivska, Odesa, Ukraine

THE MODEL OF FUTURE TEACHERS’ PROJECT COMPETENCE FORMATION IN THE PROCESS OF PROFESSIONAL TRAINING

The article represents the results of theoretical analysis of project competence as a component of future teacher’s professional competence. The author reveals the essence and structure of project competence phenomenon, defines the criteria and levels of this competence formation, submits the model of future teachers’ project competence formation in the course of professional training in a higher educational institution.

model, project, projection, project activity, project competence.

1. Isayeva, T. Ye. (2007). Klassifikatsiya professionalno-lichnostnykh kompetentsyi vuzovskogo prepodavatelya [Classification of professional and personal competencies of academic lecturers].Prepodavatel vysshey shkoly v XXI veke – University lecturer in the XXI century: proceeding of International research and practice Internet-conference, 4, 15-21. Rostov-on-Don [in Russian].
2. Kuzmina, N. V. (1989). Professionalizm deyatelnosti prepodavateley i mastera proizvodstvennogo obucheniya proftekhuchilischa [Professionalism of teach￾ers and masters of vocational training at vocational school]. Moscow: Vysshaya shkola [in Russian].
3. Pozdnyak, S. N., & Kuznetsova, M. L. (2014). Problema formirovaniya proektnoy kompetentnosti uchitelya geografii v protsesse metodicheskoy podgotovki [The problem of the formation of geography teachers’ project competence in the process of instructional train￾ing]. Obucheniye i vospitaniye: metodiki i praktika – Education and upbringing: methods and practice: Pro￾ceedings of XVI International research and practice con￾ference. S.S. Chernov (Ed.). (p. 124-129). Novosibirsk [in Russian].
4. Semenets, L. M. (2010). Pedahohichna kompe￾tentnist vykladacha yak umova formuvannia profesiinoi kompetentnosti maibutnoho vchytelia [Pedagogical com￾petence of a teacher as condition for future teacher’s pro￾fessional competence formation]. Visnyk Zhytomyrskoho derzhavnoho universytetu im. I. Franka – Bulletin of Zhytomyr State University named after I. Franko, 53, 183-186 [in Ukrainian].
5. Skvortsova, S. O. (2013). Proektuvalno￾modeliuvalna skladova metodychnoi kompetenosti vchy￾telia matematyky [Projective and modeling component of methodic competence of a mathematics teacher]. Re￾trieved from: https://skvor.info/publications/articles/view.html?id=173 [in Ukrainian].
6. Uman, A. I. (1997). Tekhnolohycheskiy podkhod k obucheniyu: teoreticheskiye osnovy [Technological ap￾proach to teaching: theoretical background]. Orel: OGU [in Russian].
7. Shcherbatiuk, L. B. (2009). Profesiina kompetent￾nist maibutnikh inzheneriv- mekhanikiv – skladna dynam￾ichna systema [Professional competence of future me￾chanic engineers – complicated dynamic system]. Visnyk Cherkaskoho universytetu. Seriia: Pedahohichni nauky – Bulletin of Cherkasy University. Series: Educational sciences, 145, 45-49 [in Ukrainian].
8. Yakovleva, N. O. (2003). Pedagogicheskoye proektirovaniye innovatsionnykh sistem [Pedagogical design of innovative systems]. Extended abstract of can￾didate’s thesis. Chelyabinsk [in Russian].

(2016) Science and education, 10, 29-34. Odessa.

Oleksandra Popova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Translation, Theoretical and Applied Linguistics,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
34, Staroportofrankivska Str., Odessa, Ukraine

INTERNATIONAL PROJECT “CONFUCIUS INSTITUTE” AS THE EDUCATIONAL DETERMINANT OF THE CONCEPTION AIMED AT THE FORMATION OF THE FUTURE CHINESE TRANSLATORS’ PROFESSIONAL COMPETENCE

The article is devoted to the problem of extra-class activity contents within the system of professional and speech training intended for the future translators of the Chinese language in Ukraine’s universities. The designated problem can be theoretically stipulated due to the solution of these tasks: 1) to analyze the essence of the educational component within the framework of the International project “Confucius Institute”; 2) to specify the educational and cultural events facilitating the formation of the future Chinese translators’ professional competence within Ukraine’s university education. There has been analyzed the educational component of the designated training through the prism of the main goals which enable functioning of the Educational-cultural center “Confucius Institute” at the State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, they are: • crea￾tion of conditions for Ukrainian students to study Chinese; • organisation and holding of diverse events in the spheres of science, education and culture which facilitates the widening of the Ukraine-China cooperation as well as strengthening of mutual understanding and friendship between the people of these countries; • involvement of the uni￾versity students and citizens of Ukraine into the centre’s activity in order to get acquainted with the history, culture and philosophy of China in contradistinction with the Ukrainian culturological determinants; • giving opportunities to the students to have language practice in the P.R.C. as well as to exchange cultural experience. The results of the future Chinese translators’ participation in the educational and cultural events initiated by the centre “Confucius Institute” have been described in the article. The most popular ones are as follows: “CI International Day”, “Chinese New Year / Spring” and “Chinese bridge”. Perspectives of the research are seen in the further study of the tactical and strategical means enabling the development of students’ scientific potential within the International project “Confucius Institute”. 

professional speech training, translators / interpreters of Chinese, extra-class activity, Confucius In￾stitute, professional competence, educational and cultural events, university education.

1. Kniazian, M. O. (2006). Samostiino-doslidnytska diialnist maibutnoho pedahoha: struktura, funktsii, zasoby aktyvizatsii [Self-guided research activity of a future pedagogue: structure, functions, means of actuali￾sation]. Izmail: Smil [in Ukrainian].
2. Konochkina, O. I. (2014). Formuvannia profesi￾inoi kompetentnosti maibutnikh uchyteliv khudozhno￾estetychnykh dystsyplin u protsesi samostiinoi roboty [Formation of professional competence of the future teachers of artistic and aesthetic disciplines in the process of self-guided work]. Extended abstract of candidate’s thesis. Luhansk [in Ukrainian].
3. Malykhin, O. V. (2009). Orhanizatsiia samostiinoi diialnosti studentiv vyshchykh pedahohichnykh navchal￾nykh zakladiv: teoretyko-metodychnyi aspekt [Organisa￾tion of students’ self-guided activity at institutes of higher pedagogical education]. Kryvyi Rih: Vyd. dim [in Ukrainian]