(2016) Science and education, 12, 88-93. Odessa.

Vadym Pienov,
senior lecturer, Department of Medicine and Health and Safety,
Odessa I. I. Mechnykov National University,
2, Dvorianska Str., Odesa, Ukraine

EXPERIENCE OF VALEOLOGICAL EDUCATION IN COMMUNITIES’ ACTIVITIES IN SOUTHERN UKRAINE (LATE 19th – EARLY 20th CENTURY)

The article deals with the activities of communities of the south of Ukraine (in the late 19th – early 20th century) and their representatives in the development of advanced valeological education. The practical activities of progressive representatives of southern societies created the conditions for the use of active methods, forms and means of education aimed at strengthening and preserving of health, which was one of the components of valeological education.

valeological education, community organization “Sokil”, community organization “Ridna Shkola”, community organization “Prosvita”, south of Ukraine.

1. Denysova, L. N. (1988). Vseobschee srednee obrazovaniye i sotsialno progressivnaya sila [Valeological secondary education and social progressive force]. Moscow: Nauka [in Russian].
2. Duchyshyn, I. (1928). Chim ye dlia nas fakhove shkilnytstvo? [What is special schooling for us?]. Ridna Shkola – Native school, 13, 18-19 [in Ukrainian].
3. Zelskyy, I. (1934). Vyhliady na provedennia reform narodnoho shkilnytstva [Views on reforms of public schooling]. Shliah vykhovannia i navchannia – Way of upbringing and education (pp. 117-265). Kyiv [in Ukrainian].
4. Istoriya mist i sil Ukrainu. Crymska oblast [The history of towns and villages. Cremean region]. (1974). Kyiv [in Ukrainian].
5. Istoriya tovaristva "Prosvita" [The history of ―Prosvita‖ community]. Zittya y znannya – Life and knowledge. (1932). [in Ukrainian].
6. Makarushka, O. (1922). Nauka vykhovannia: Pidruchnyk dlia shkil i rodyn [Science of education: textbook for schools and families]. Lviv: Nakl. Avtora [in Ukrainian].
7. Materialy pro provedennya ziyzdiv, navchannya, sportivnih zmahan, konkursiv, kontsertiv 1908 – 1935 rr. [Proceedings of conferences,sport competitions, and concerts 1908-1935 years]. Central state history archive in Lviv [in Ukrainian].
8. Sukhomlinska, O. V., Kalenychenko, N. P., Yelchenko, Z. D. (1996). Narys istorii ukraynskoi shkoly (1905 - 1933): navchalnyy posibnik [History of Ukrainian school (1905-1933): textbook]. O. V. Sukhomlinska (Ed.). Kyiv: Zapovit [in Ukrainian].
9. Pantyuk, M. P. (1997). Vyhovannya pidlitkiv u diyalnosti molodiznykh tovaristvy obyednan v pivdennoukrayinskykh zemlyakh kintsya XIX – pochatku XX stolittya (istoriko-teoretychniy aspect) [Education of adolescents in the youth communities’ organizations in the south of Ukraine in late 19th – early 20th century]. Candidate‟s thesis. Kyiv: Natsional’niy pedahohichniy un-t im. M. P. Drahomanova [in Ukrainian].
10. Penishkevych, O. I. (2002). Rozvytok ukrainskoho shkilnytstva (XVIII – pochatok XX st.): monohrafia [Development of Ukrainian school education (18th - early 19th century): monograph]. Chernivtsi: Ruta [in Ukrainian].
11. Statut ta diyalnist tovarystva 1904-1914. [Statute and activities of Sich community]. Lviv: Central state history archive. [in Ukrainian].
12. Holachev, S. J. (1903). Programma prepodavaniya plastiki i tantsev v institutakh, kadetskyh korpusakh, zhenskikh i muzhskikh gimnaziyakh [Program of teaching plastics and dancing at universities, cadet schools, female and male gymnasiums]. Odessa [in Russian].
13. Voloshyn, O. R. (2011). Valeolohichna diialnist tovarystva "Vidrodzhennia" na zakhidnoukrainskykh zemliakh mizhvoiennoho periodu [Valeological acitivities of "Vidrodzhennia" community in Western Ukraine]. Naukovyi chasopys natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova – Scientific bulletin of national pedagogical Dragomanov university, 13, 91-95. Kyiv: Vyd-vo NPU imeni M. P. Drahomanova [in Ukrainian].

(2016) Science and education, 12, 94-98. Odessa.

Marianna Horvat,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Mariia Kuzma-Kachur,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Theory and Methods of Primary Education,
Mukachevo State University,
26, Uzhhorodska Str., Mukachevo, Ukraine

THE ROLE OF ENVIRONMENTAL STUDIES IN MORAL EDUCATION OF JUNIOR SCHOOL STUDENTS

The paper presents the opportunities provided by the subject “Environmental Studies” for moral education of junior school students. The relevance of investigating this phenomenon for personality development has been discovered. It has been stated that the role of moral education of primary school students depends on the use of the following major techniques of educational impact: ethical instruction, moral behaviour encouragement. The authors focused attention on the use of environment-related material in this vector of education

 moral education, humanism, environmental friendliness, Environmental Studies, nature, junior school students.

1. Hilberh, T. H., & Sak, T. V. (2012). Pryrodoznavstvo. Pidruchnyk dlia 1 klasu [Environmental studies. Textbook for 1st year pupils]. Kyiv: «Heneza» [in Ukrainian].
2. Hilberh, T. H., & Sak, T. V. (2013). Pryrodoznavstvo. Pidruchnyk dlia 3 klasu [Environmental studies. Textbook for 3rd year pupils]. Kyiv: «Heneza» [in Ukrainian].
3. Navchalni prohramy dlia pochatkovoi shkoly [Academic programmes for primary school]. (2016). Retrieved from: http://osvita.ua/school/program/8793/ [in Ukrainian]. 4. Sukhomlynskyi, V. O. (1976). Vybrani tvory [Selected works]. (Vols. 5). Kyiv: Radianska shkola [in Ukrainian].
5. Tarasenko, H. S. (2003). Parostok. Metodyka humanistychnoho vykhovannia molodshykh shkoliariv zasobamy pryrody. 1 – 4 klasy. Posibnyk dlia vchytelia [A sprout. Methods of humanistic education of primary school children with the help of nature. Year 1-4. Teacher‟s book]. Ternopil: Navchalna knyha [in Ukrainian].

(2016) Science and education, 12, 110-114. Odessa.

 Tetiana Kartel,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
Odessa State Academy of Civil Engineering and Architecture,
4, Didrikhsona Str., Odesa, Ukraine

ACMEOLOGICAL APPROACH TO FUTURE ENGINEERS’ TRAINING IN THE PROCESS OF
LEARNING ENGLISH FOR SPECIFIC PURPOSES IN MODERN EDUCATIONAL INSTITUTIONS

The issue of future engineers’ professional training in the process of studying English for specific purposes is important due to the increasing demands of the modern society in general and educational system in particular. In modern Ukraine, there is an urgent need for training highly qualified specialists who have a good level of technical foreign language. The article is aimed at considering the use of acmeological approach to future engineers’ training in higher educational institutions through the example of studying English for specific purposes. Acmeology is a new integrative branch in professional training. The essence of acmeological position of a future specialist involves the desire to achieve positive changes in his/her professional training, successful implementation of personal and professional potential in different kinds of activities. The personality’s acmeological position has the following functions: self-cognition, self-realisation, self-development, self-assessment. The ability of specialists for constant knowledge and skills enriching, focusing on professional development are the important criteria of their professionalism and the level of their education. Acmeological technologies are aimed at the development of future specialists’ creative skills and personal qualities. The implementation of trainings into the educational process is one of the means of future specialists’ acmeological position formation. With the help of trainings students can consciously develop their reflexive and subjective skills, satisfying their need for personal and group self-identification, forming stable personal need for lifelong education. In terms of person-centered educational paradigm, trainings are considered to change students’ attitude toward the educational process, motivate them to study and work, enrich their personal professional experience, promote reflection, develop their communicative skills, tolerance, and cooperativeness.

professional development, training, future engineers, acmeology, professional training, acmeological approach.

1. Derkach, A., Zazykin, V. (2003). Akmeologiia: uchebnoe posobie [Acmeology: textbook]. Saint Petersburg: Piter [in Russian].
2. Ananev, B. G. (1989). Chelovek kak predmet poznaniia [A man as a subject of cognitions]. Leningrad: LTU [in Russian].
2. Bodalev, A. A. (1998). Vershina v razvitii vzroslogo cheloveka: kharakteristika i usloviia dostizheniia [The top of the development of a person: characteristics and conditions of achievement]. Moscow: Flinta; Nauka, [in Russian].
3. Kartavykh, O. V. (2001). Aksiolohichni osnovy formuvannia zahalnoi kultury studentiv vyshchykh tekhnichnykh navchalnykh zakladiv [Axiological bases of technical university students’ general culture formation]. Candidate’s thesis. Kharkiv [in Ukrainian].
4. Medved, H. M. (2010). Formuvannia profesiinoi komunikatyvnoi kultury maibutnikh inzheneriv zviazku [Future telecommunication engineers’ professional communication culture formation]. Candidate’s thesis. Kyiv [in Ukrainian].
5. Morozova, M. M. (2007). Metod proektov kak fenomen obrazovatelnoho protsessa v sovremennoi shkole [Project-based method as a phenomenon of the educational process at school]. Novye tsennosti obrazovaniya. Produktivnoe uchenie dlya vsekh – New values in education. Productive teaching for everyone, 2, 40 [in Russian].
6. Rean, A. A., Andreeva, T. V., Kireeva, N. P., Moskvichevі, N. A. (1999). O tsennostno-motivatsionnoi sfere studentov universantov [Value and motivational sphere of university students]. Ananevskie chteniia-99. Tezisy nauchno-prakticheskoi konferentsii – proceedings of the scientific and practical conference. Saint Petersburg [in Russian].
7.Subetto, A. I. (2000). Problema kachestva vysshego obrazovaniia v kontekste globalnykh i natsionalnykh problem obshchestvennogo razvitiia (Filosofiia kachestva obrazovaniia) [The problem of higher education quality in terms of global and national challenges of social development]. Saint Petersburg; Kostroma, [in Russian].

(2016) Science and education, 12, 115-121. Odessa.

Anna Baliuk,
post-graduate student, Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

ALGORITHM OF PROFESSIONAL SOCIALISATION OF MASTER-DEGREE
STUDENTS MAJORING IN SOCIAL STUDIES AND HUMANITIES

The article deals with the concept of socialisation in general and professional socialisation in particular. The suggested algorithm of professional socialisation of Master-degree students majoring in social studies and humanities involves the following stages: professional orientation, professional development, professional adaptation, and professional formation. The definition of each phenomenon in psycho-pedagogical literature has been considered, followed by the author’s interpretation.

socialisation, professional socialisation, Master-degree students, professional orientation, professional development, professional adaptation, professional formation.

1. Vitvytska, S. S. (2011). Teoretychni i metodychni zasady pedahohichnoi pidhotovky mahistriv v umovakh stupenevoi osvity [Theoretical and methodical means of Master-degree students’ pedagogical training in terms of staged education]. Doctor’s thesis. Zhytomyr [in Ukrainian].
2. Orel, V. V. (2011). Pedahohichni umovy sotsializatsii maibutnikh ekonomistiv i menedzheriv u fakhovii pidhotovtsi [Pedagogical conditions of future economist and managers’ socialisation in terms of professional training]. Candidate’s thesis. Zaporizhzhia [in Ukrainian].
3. Mary Diane Burton (1986). Gender Differences in Professional Socialisation: A Study of Women and Men in the Computer Science. Carnegie Mellon University [in English].
4. Vollmer Howard M., Donald L. Mills (1966). Professionalization. Englewood Cliffs, New Jersey: Prentice Hall, Inc. [in English].
5. Graen George (1976). Role Making Processes within Complex Organizations. D. Dunnet (Ed.). Chicago : Rand McNally College Pub [in English].
6. Lebedyk, I. V. (2006). Osnovy profesiinoi samorealizatsii vchytelia. Posibnyk / I. V. Lebedyk. – Kirovohrad: TOV “IMEKS-LTD”, – 62 s.
7. Tykholaz S. I. (2011). Pedahohichni umovy rozvytku profesiinoi spriamovanosti studentiv vyshchykh medychnykh navchalnykh zakladiv [Pedagogical conditions of medical university students’ professional orientation development]. Candidate’s thesis. Vinnytsia [in Ukrainian].
8. Hren, L. M. (2010). Pedahohichni umovy formuvannia u studentiv vyshchykh tekhnichnykh navchalnykh zakladiv spriamovanosti na uspishnu profesiinu diialnist [Pedagogical conditions of technical university students’ orientation at future successful professional activities]. Candidate’s thesis. Kharkiv [in Ukrainian].
9. Diachenko, M. Y., Kandybovych, L. A. (n.d.). Psikhologiya vysshey shkoly [Psychology of high school]. [in Russian].
10. Moskaliuk, O. I. (2004). Profesiina spriamovanist yak vyznachalna kharakterystyka tvorchoho opanuvannia profesiieiu [Professional orientation as a characteristic feature of creative profession mastering]. Nauk. zap. Ternop. natsion. ped. un-tu im. V. Hnatiuka. Seriia: Pedahohika – Scientific notes of Ternoil national university named after V. Hnatiuk. Pedagogy, 6, 189-194. Ternopil [in Ukrainian].
11. Shavir, P. A. (1980). Psikhologiia professionalnogo samoopredeleniia v rannei iunosti [Psychology of professional self-determination in early youth]. Tiumen [in Russian].
12. Kondrashova, L. I. Profesiina adaptatsiia y sotsializatsiia studentiv ahrarnykh VNZ [Professional adaptation and socialisation of students]. Voprosy dukhovnoy kultury – Issues of spiritual culture (pp. 48-50) [in Ukrainian].
13. Izbash, S. S. (2004). Osoblyvosti profesiinoi adaptatsii studentiv pedahohichnoho universytetu [Peculiarities of pedagogical university students’ professional adaptation]. Pedahohika i psykholohiia formuvannia tvorchoi osobystosti: problemy i poshuky – Collection of scientific works “Pedagogy and psychology of creative personality formation”, 30, 97-100. Kyiv – Zaporizhzhia [in Ukrainian].
14. Yegorova, L. G. (1983). Metodicheskie ukazaniia po sotsialnoi i professionalnoi adaptatsii studentov v tekhnicheskom vuze [Methodical restrictions on social and professional adaptation of students majoring in technical sciences]. Kazan: KKhTI [in Russian].
15. Petlovana, L. L. Pedahohichni osnovy profesiinoi adaptatsii studentiv-ekonomistiv zasobamy novitnikh informatsiinykh tekhnolohii: dys. ... kand. ped. nauk: 13.00.04 / L. L. Petlovana. – Khmelnytskyi, 2008.
16. Matsyshyn, M. O. (2006). Osoblyvosti profesiinoho stanovlennia maibutnikh ofitseriv-prykordonnykiv [Peculiarities of professional formation of future officers]. Naukovi zapysky Vinnytskoho derzhavnoho pedahohichnoho universytetu. Seriia: Pedahohika i psykholohiia – Scientific notes of Vinnitsia State Pedagogical University. Pedagogy and Psychology, 18, 156-160 [in Ukrainian].
17. Kartel, T. M. (2009). Profesiine stanovlennia maibutnikh inzheneriv-budivelnykiv u navchalno-vykhovnomu protsesi vyshchoho navchalnoho zakladu [Professional formation of future engineers-builders in the educational process of a higher educational institutiom]. Candidate’s thesis. Odesa [in Ukrainian].
18. Kukharchuk, T. A. (2008). Orhanizatsiino-pedahohichni umovy adaptatsii molodykh vchyteliv pryrodnychykh dystsyplin do roboty v shkoli [Organisational pedagogical conditions of future nature science teachers’ adaptation to working at school]. Candidate’s thesis. Ternopil [in Ukrainian].