(2016) Science and education, 6, 11-16. Odessa.

Roman Balandiuk,
post-graduate student, Institute of Pedagogy,

National Academy of Educational Sciences of Ukraine,
52-D, Artema Str., Kyiv, Ukraine

EXPERIMENTAL METHODS OF TEACHING ECONOMIC COMPONENT IN THE CONTENT OF
UKRAINIAN HISTORY TO 8-9-FORM PUPILS OF COMPREHENSIVE SCHOOLS

The paper deals with the results of teaching economic component in the content of Ukrainian history to the pupils of 8-9th forms. Recent events in Ukraine demonstrate the crisis in the educational system in general and in the methods of teaching economic component in the content of Ukrainian history in particular. Economic component is one of the key elements in historical education, which forms certain knowledge, skills, experience and values necessary for young generation in their lives. Practical teachers convince that it is very hard to teach pupils to understand and correctly use economic component in future if we make the most out of traditional methods. Results of questioning among pupils of 8-9th forms show the average level of their achievements. This problem determines the need for improving the methods of teaching economic component. Consequently, the aim of the paper is to present the results of testing experimental methods of teaching economic component in the content of Ukrainian history to pupils of 8-9th forms of comprehensive schools. At the first stage, scholarly literature was analyzed; experimental research was carried out which made it possible to evaluate teaching economic component to pupils. After that, original methods of teaching economic component were developed. We chose control classes, in which economic component was taught using traditional methods, and experimental classes for teaching economic component using author’s original methods. It was statistically confirmed that the result in classes, where traditional methods were used, did not change significantly. As for the classes, where author’s methods were used, achievement growth was observed. In conclusion, it can be stated that the developed author’s methods of teaching economic component in the content of Ukrainian history to pupils of 8-9th forms are effective.

economic component, history of Ukraine, teaching methods, testing

1. Balandiuk, R. G. (2014). Zmist i mistse ekonomichnoi skladovoi sered inshykh komponentiv zmistu shkilnoi istorychnoi osvity [The content and place of the economic component between other components of the historical school educational content]. Visnyk Zhytomyrskoho derzhavnoho universytety – Zhytomyr State University Journal, 1, 166-169 [in Ukrainian].

2. Balandyuk, R. G. (2015). Metodychni aspekty navchannia ekonomichnoi skladovoi zmistu istorii Ukrainy maibutnikh vchyteliv istorii [Methodical approaches of teaching economic component in the content of the Ukrainian history for the future history teachers]. Zbirnyk prats Rivnenskoho derzhavnoho humanitarnoho universytetu – Proceedings of Rivne State University of Humanities, 12, 35-40 [in Ukrainian].

3. Luzan, P. G., Sopivnyk, L. V. & Vygovska, S. V. (2010). Osnovy naukovo-pedahohichnykh doslidzhen [The bases of research and educational investigations]. Kyiv, Vydavnytstvo NUBP Ukrainy [in Ukrainian].

4. Novikov, D. A. (2004). Statesticheskie metody v pedagogicheskikh isledovaniyakh (typovye sluchai) [Statistic methods in the pedagogical researches (typical cases)]. Moscow, MZ-Press [in Russian].

5. Statystychni dani pro zahalnoosvitni navchalni zaklady Ukrainy za 2014/2015 ta 2015/2016 n. r. [Statistic facts about general educational schools in Ukraine during 2014/2015 and 2015/2016 academic years]. Retrieved from:http://mon.gov.ua/activity/education/zagalnaserednya/statistichni-dani-pro-zagalnoosvitni-navchalnizakladi-ukrayini-za-2014/2015-ta-2015/2016-n.-r.html. [in Ukrainian].

(2016) Science and education, 6, 17-22. Odessa.

Svitlana Karychkovska,

(PhD) Сandidate of Pedagogical Sciences, associate professor,
Department of Ukrainian and Foreign Languages, Uman National University of Horticulture,
1, Instytutska Str., Uman, Ukraine 

FEATURES OF FOREIGN LANGUAGE LEARNING AS A SYSTEM COMPONENT OF FUTURE ECOLOGISTS TRAINING

The article deals with the experimental studying of psychological peculiarities of senior school students’ axiological attitudes in ethnocultural environment. The experiment involved 30 students of senior grades. Having analyzed the results of the method “Types of ethical identity” it has been revealed that the dominant type (28%) is a positive one – the combination of positive attitude towards one’s nation and towards other nationalities. Ethnic indifference, which means ethnical identity “diffusion”, expressed in the uncertain ethnic attitude, is manifested in 21,3% of students. Ethnic fanaticism, which means being ready to do anything for the sake of ethic interests is expressed in 17% of the surveyed. 13,5% of the respondents are characterized by the ethnic egoism – they feel anxious and irritated when communicating with the representatives of other ethnic groups; ethnic isolation (national supremacy) is expressed in 11,7% of students. 7,5% of the surveyed have manifested marks of ethnic negativism, which means ignoring one's own national belonging. According to the research results obtained with the help of the method “Values” (by M. Rokych) the dominant terminal values in the students’ life are health, pleasure, the main groups of values are concrete (31,2%) and abstract (31,5%). The main instrumental values are politeness, cheerfulness, fairness, carefulness, independency, etc. The main groups of values are communication values (15,5%), business (16,6%) and values of self-esteem (17,7%). This, the research results have shown that in order to form axiological attitudes in senior school students one should gradually widen and deepen their beliefs about values in different areas of life. 

foreign language, future environmentalist, teaching, consistency, components, professionally-oriented education, method.

1. Bezkorovaina, O. V. (2012). Aktualni aspekty komunikatyvnoi kompetentsii studentiv VNZ [Key aspects of communicative competence of university students]. Naukovi zapysky. Seria “Filolohichna” – Scientific works. Series “Phililogical”, 25, 142-145. Retrieved from: http://nbuv.gov.ua/UJRN/Nznuoaf_2012_25_50 [in Ukrainian].

2. Bim, I. L. (1988). Teoria i praktika obucheniya nemetskomu yazyku v sredney shkole [Theory and practice of German language teaching in high school]. Moscow: Prosveschenie [in Russian].

3. Borodina, H. I. (2009). Komunikatyvni zavdannia na bazi profesiino-oriientovanoho tekstu pry navchanni ESP [Communicative tasks on the basis of professionally oriented texts when studying ESP]. Vyklanannnia mov u vyshchykh navchalnykh zakladakh osvity na suchasnomu etapi – Foreign language teaching in higher educational institutions at present, 14, 40-45. Retrieved from: http://wwwcenter.univer.kharkov.ua/vestnik/full/61.pdf [in Ukrainian].

4. Haidukova, L. V. (2007). Systema vprav dlia formuvannia profesiino-oriientovanoi kompetentsii v dialohichnomu movlenni u maibutnikh uchyteliv anhliiskoi movy [Exercise system for professionally oriented competence in dialogic speech of future English teachers]. Inozemni movy – Foreign languages, 4, 26-33 [in Ukrainian].

5. Hembaruk, A. S. (2007). Komponenty zmistu navchannia inozemnoi movy yak zahalnoosvitnioho predmeta [Content components of foreign language teaching as a general subject]. Zbirnyk naukovykh prats Umanskoho derzhavnoho pedahohichnoho universytetu imeni Pavla Tychyny – Collection of scientific works of Uman National Pedagogical University named after Pavlo Tychyna. Kyiv: Millenium [in Ukrainian].

6. Zakharchuk, Natalia. (2013). Shliakhy formuvannia systemy ekolohichnykh znan starshoklasnykiv u protsesi vyvchennia predmetiv humanitarnoho tsyklu [Ways of ecological knowledge forming in the process of humanities studying]. Molod i rynok: shchomisiachnyi naukovopedahohichnyi zhurnal – Youth and market: scientific and pedagogical journal, 2, 31 -35 [in Ukrainian].
7. Kulko, V. A. (2013). Osoblyvosti vyvchennia terminolohii studentamy-ekolohamy (na materiali tekstiv za fakhom) [Features of terminology studying by students-environmentalists (on materials of professional texts)]. Naukovyi visnyk Natsionalnoho universytetu bioresursiv i pryrodokorystuvannia Ukrainy. Seriia Filolohichni nauky – Scientific bulletin of National University of Life and Environmental Sciences of Ukraine. Series “Phililogical”, 186, 202 – 206. Retrieved from: http://nbuv.gov.ua/UJRN/nvnau_fil [in Ukrainian].

8. Martynova, R. Yu. (2007). Tsilisna zahalnodydaktychna model zmistu navchannia inozemnykh mov [Integral common didactic model of foreign language teaching]. Extended abstract of doctor’s thesis. Kyiv [in Ukrainian].

9. Rubel, N. V. (2013). Pidhotovka maibutnikh ekolohiv do profesiinoho spilkuvannia v inshomovnomu seredovyshchi: teoretychnyi aspect [Future environmentalists training for professional communication in foreign language environment]. Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni Volodymyra Hnatiuka. Seria “Pedahohichna”– Proceedings of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series “Pedagogical”, 2, 49-55. Retrieved from: http://nbuv.gov.ua/UJRN/NZTNPU_ped_2013_2_11 [in Ukrainian].
 10. Rogova, V. G. (1991). Metodika obuchenia inostrannym yazykam [Methods of foreign language teaching]. Moscow [in Russian].

11. Rudnytska, T. G. (2008). Innovatsiini metody navchannia inozemnykh mov u vyshchii shkoli v konteksti humanistychnoi spriamovanosti navchalnoho protsesu [Modern methods of foreign language teaching in higher educational institutions in the context of humanistic orientation of educational process]. Visnyk Vinnytskoho politekhnichnoho insytutu – Journal of Vinnitsa Polytechnic Institute, 4, 110-114. Retrieved from: http://ir.lib.vntu.edu.ua/bitstream/handle/123456789/5837 /628.pdf?sequence=3&isAllowed=y [in Ukrainian].
12. Shchukin, A. N. (2004). Obuchenie inostrannym yazykam: teoriya i praktika [Foreign language teaching: theory and practice]. Moscow: Millenium [in Russian].
13. Yakunin, V. A. (2000). Pedagogicheskaya psihologiya [Pedagogical psychology]. St. Petersburg: Izdatelstvo Mikhailova V. A [in Russian].

(2016) Science and education, 6, 22. Odessa.

Vasyl Karychkovskyi,
(PhD) Candidate of Economic Sciences, associate professor,
Department of Business Management, Uman National University of Horticulture,
1, Instytutska Str., Uman, Ukraine 

TERRITORIAL AND ECONOMIC ZONING FROM A PERSPECTIVE
OF AGRICULTURAL PROFESSIONAL EDUCATION

Territorial and economic zoning is one of important factors of the government of the state. The author analyses the territorial and economic regions of Ukraine represented by nine regions in the context of training future agrarians, inparticular from a perspective of providing these regions with higher agrarian educational institutions; the proportion of students of higher agrarian educational institutions within the whole population as well as human resourcing of agricultural enterprises with graduates. Based on the analysis performed, the author has made the following conclusions:

- under conditions of market economy in Ukraine agricultural sector is one of top-priority line of the national business;

- the analysis of territorial and economic regions of Ukraine in terms of training specialists for agricultural industry is relevant;
- the distribution of higher agrarian educational institutions in the above mentioned regions is unequal;
- the level of staff support of agricultural enterprises of cooperative manufacturing arrangement by graduates of agrarian universities is about 5.96-11.57 people per enterprise.
Proceeding from the research, we can recommend activation of training future specialists-agrarians at higher educational institutions of Black Sea, Dnieper and Central economic regions. They are the following: Dnepropetrovsk State Agrarian and Economic University, Tavria State Agrotechnological University, Odessa State Agrarian University, State Higher Educational Institution “Kherson State Agrarian University”, Mykolayiv National Agrarian University, Uman National University of Horticulture and Kyrovograd National Technical University.

zoning, territorial and economic region, agrarian university, future specialist, human resourcing, agricultural enterprise, percentage value.

1. Zakon Ukrainy “Pro fermerske gospodarstvo” [Law of Ukraine on farming]. Retrieved from: http://zakon5.rada.gov.ua/laws/show/973-15 [in Ukrainian].

2. Zaskalieta S. G. (2013). Tendentsii profesiinoi pidhotovky fakhivtsiv agrarnoi haluzi v krainakh Yevropeiskoho Soiuzu [Tendencies of training agrarians in European Union]. S. O. Sysoieva (Ed.). Mykolaiv: Ilion [in Ukrainian].
3. Naumenko, Zh. K. (2012). Stanovlennia rehionalnoi ekonomiky: dysproportsii ekonomichnoho rozvytku [Regional economy formation: disparities of economic development]. Economichni innovatsii: zbirnyk naukovykh prats – Economic innovations: collection of scientific works, 49, 74-81 [in Ukrainian].

4. Ofitsiinyi sait Derzhavnoho komitetu statystyky – Official website of State Statistics Service of Ukraine. Retrieved from: http://www.ukrstat.gov.ua [in Ukrainian].

5. Khomenko, M. P. (2007). Stan i prohnostychni tendentsii rozvytku ahrarnoi osvity v umovakh modernizatsii vyshchoi osvity ta sychasnukh vymoh rynku pratsi [State and prognostic tendencies of higher agrarian education development under circumstances of higher education modernization and modern labor market requirements]. Problemy osvity: naukovyi zbirnyk – Education problems: scientific collection, 53, 132 [in Ukrainian].
6. Chmyriova, L. Yu., Fediai, N. O. (2013) Raionuvannia terytorii Ukrainy yak odyn z faktoriv prostorovoho sotsialno-ekonomichnoho rozvytku rehioniv [Zoning of Ukraine as one of factors of dimensional social and economic region development]. Efektyvna ekonomika: elektronne naukove fakhove vydannia – Effective economics: electronic scientific journal. Retrieved from: http://www.economy.nayka.com.ua/?op=1&z=2168 [in Ukrainian].

(2016) Science and education, 6, 29. Odessa.

Iryna Titarenko,

post-graduate student, Department of Psychology and Pedagogy,

National University of “Kyiv-Mohyla Academy”,
2, H. Skovorody Str., Kyiv, Ukraine

COMPONENTS OF THE FORMATION OF CONFLICT COMPETENCE
IN FUTURE SPECIALISTS IN ADVERTISING AND PUBLIC RELATIONS

Professional development of an individual occurs in the process of understanding his/her functional tasks of the profession, awareness of his/her own role in it and is provided through purposeful involvement into the system of train- Педагогіка – Педагогика – Pedagogy "Наука і освіта", №6, 2016 34 ing. It is known that professional environment is characterized by conflictogenity, thus, the following measures are required in the process of professional training at higher educational institutions: to form students’ desire for harmonization of interpersonal relationships with the aim of fruitful cooperation of the entities engaged in professional activity; to provide students’ acquisition of specific professionally oriented conflictological knowledge in order to perceive and understand the conflicts adequately; to develop conflictological skills of future professionals for their effective performance of professional duties in conflict situations; to induce students to gain practical experience in conflict resolution in order to reduce the destructive impact and turn them in a constructive direction. Consequently, the problem of forming conflict competence in future professionals in the course of training becomes topical. Based on the review of literature on psychology and pedagogy as well as requirements for training specialists in advertising and public relations, conflict competence has been defined as an integrated personal formation that facilitates successful performance in conflict situations. The following components of the formation of conflict competence of specialists in advertising and public relations have been distinguished: value and motivational (personal orientation at creative conflict resolution); cognitive and practical (combination of integrated knowledge on different subjects related to conflicts and ways of their elimination); testing and correctional (conflictological attitude as a system of volitional, emotional and evaluative attitudes towards professional activity in conflict situations). Prospects for further research involve theoretical justification of the technology of forming conflict competence in future specialists in advertising and public relations. 

conflictological competence, component, future specialists in advertising and public relations.

1. Hirnyk, A. (2011). Konfliktolohichna kompetentnist yak skladova profesiinoi kompetentnosti suchasnoho fakhivtsia [Сonflict сompetence as part of professional competence of a modern expert]. Zbirnuk materialiv III Mizhnar naukovoi konferentsii «Sotsialno-humanitarni vektory pedahohiky vyshchoi osvity» - Proceedings of the 3d International Conference “Socio-humanitarian vectors of higher education pedagogy”. (pp. 19-22). Kharkiv: Kharkivskyi natsionalnyi tekhnichnyi universytet silskoho hospodarstva im. P. Vasylenka [in Ukrainian].

2. Hrytsiuta, N. M. (2014). Profesiina etyka PRdiialnosti : sutnist poniattia, pryntsypy [Professional ethics of PR-activity: essence of the concept, principles]. Derzhava ta rehiony. Seriia: Sotsialni komunikatsii – The state and the regions, 4, 130-135. Zaporizhzhia [in Ukrainian].
3. Klymentieva, O. S. (2015). Konfliktolohichna kompetentnist yak skladova profesionalizmu maibutnikh pravookhorontsiv [Conflict competence as a component of future law enforcement officers]. Pedahohika ta psykholohiia – Pedagogy and psychology, 51, 269-276 [in Ukrainian].

4. Kozych, I. V. (2008). Formuvannia konfliktolohichnoi kompetentnosti sotsialnoho pedahoha v umovakh mahistratury [The formation of conflict competence of a social teacher in the process of obtaining Master’s degree]. Extended abstract of candidate’s thesis. Kyiv: Natsionalnyi pedahohichnyi universytet imeni M. P. Drahomanova [in Ukrainian].

5. Kotlova, L. O. (2014). Formuvannia konfliktolohichnoi kompetentnosti maibutnikh praktychnykh psykholohiv [The formation of conflict competence of future psychologists]. Praktychna psykholohiia osvity XXI st.: problemy ta perspektyvy – Education psychology and the 21st century: problems and perspectives: Proceeding of AllUkraine research and practice conference. (pp. 180-184). Uman: Umanskyi derzhavnyi pedahohichnyi universytet im. Pavla Tychyny [in Ukrainian].

6. Melnychenko, A. A. & Kyrychok, A. P. (2014). Do pytannia vdoskonalennia vitchyznianoi systemy pidhotovky fakhivtsiv u sferi zviazkiv z hromadskistiu [On the issue of improving the national system of training in public relations]. Derzhava ta rehiony. Seriia: Sotsialni komunikatsii – The state and the regions, 4, 142-146 [in Ukrainian].
7. Mukhina, L. M. (2015). Teoretykometodolohichni pidkhody do rozghliadu poniattia konfliktolohichnoi kompetentnosti yak skladovoi profesiinoi kompetentnosti vykladacha [Theoretical and methodological approach to the concept of conflict competence as a component of teacher’s professional competence]. Aktualni problemy psykholohii: zbirnyk naukovykh prats Natsionalnoi akademii pedahohichnykh nauk Ukrainy, Instytut psykholohii im. H. S. Kostiuka –Topical issues of psychology: Collection of scientific papers of the National Academy of Educational Sciences of Ukraine, G. S. Kostiuk Institute of Psychology, 38, 328- 339. (Vols. 7) [in Ukrainian].

8. Syrova, H. O. Shapoval, L. H. & Shapoval, O. V. (2012). Konfliktolohichna kompetentnist yak skladova pedahohichnoi diialnosti vykladacha VNZ [Conflict competence as a component of university teacher’s work]. Vprovadzhennia novykh tekhnolohii za kredytno-modulnoi systemy orhanizatsii navchalnoho protsesu u VM(F)NZ III-IV rivniv akredytatsii – Implementation of new technologies of credit-unit system in the oranisation of educational process of higher medical education institutions (3- 4 th level of accreditation): Proceedings of All-Ukraine research and practice conference dedicated to 55th anniversary of I. Ya. Horbachevsky Ternopil State Medical University. (pp. 561-562). Ternopil [in Ukrainian].

9. Chumikov, A. N. & Bocharov, M. P. (2010). Svyazi s obschestvennostyu: teoriya i praktika [Public Relations: Theory and Practice]. Moscow: Delo ANH [in Russian].

10. Shyian, V. O. (2015). Novi standarty u pidhotovtsi fakhivtsiv z reklamy i zviazkiv z hromadskistiu v konteksti Bolonskoho protsesu [New standards in training specialists in advertising and public relations in the context of the Bologna Process]. Neperervna profesiina osvita: teoriia i praktyka – Lifelong professional education: theory and practice, 1-2, 78-82. [in Ukrainian].

11. Palea, A. (2014). The Public Relations Professional. The Elements of Identity Professional Communication and Translation Studies: international peer-reviewed conference proceedings of Politehnica University of Timisoara, 7 (1-2), 17-22 [in English].