(2017) Science and education, 10, 58-65. Odessa.

Valeriia Borshchenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Biology and Foundations of Health,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

FUTURE TEACHERS’ SKILLS OF ORGANIZATION AND
IMPLEMENTATION OF HEALTH SAVING ACTIVITIES AT PRIMARY SCHOOL

The article considers the necessity of teaching students of pedagogical fields how to organize and implement health saving activities at elementary school. The research aims to determine the essence of health saving activities of primary school teachers, to assess future primary school teachers’ (students of the faculty of elementary education) knowledge of the components of health, attitude to their own health, their health saving skills in terms of work with junior pupils. The following research methods were used to assess the level of their knowledge in this field: Professional Motivation Scale by K. Zamfir modified by A. Rean, Pedagogical Communication Efficiency Modified questionnaire by O. Leontiev, Volitional Qualities Scale by O. Vostrikov, Professional and Psychological Moral Qualities Expression Scale by N. Kuzmina, Communicative Tolerance Scale by V. Boiko, Emotional Maturity Scale by O. Chebykin, etc. The experiment involved 120 students studying at the Faculty of Primary Education of Ushynsky University. The level of future primary school teachers health saving skills was determined according to motivational-cognitive (indicators: motivation for the implementation of health saving activities with junior school students, knowledge of health saving activities, healthcare methods), organizational and activity (indicators: communicative, organizational skills, moral and volitional qualities), personal (indicators: tolerance, empathy, emotional selfregulation skills), evaluative-analytical (indicators: attitude to health, ability to analyze one’s own activities and activity of junior pupils, ability to monitor the health of junior pupils). As a result of the assessment, it has been found that most students have poor knowledge of the organization of healthcare activities at primary school, cannot use healthcare-saving techniques necessary for health-saving activities in terms of work with junior school students. It requires purposeful work on their theoretical, practical and methodical training to develop their skills of organization and implementation of healthcare activities at elementary school. To this end, an experimental work was carried out with the respondents aimed at raising their levels of health-saving skills consisting of three stages (theoretical-informational, practical-oriented, health-correctional), which has positively affected the level of their respective knowledge and skills.

 future teachers, junior schoolchildren, health saving activity, criteria and indicators of students’ skills of health saving activities implementation at primary school.

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(2017) Science and education, 10, 66-73. Odessa.

Tamara Lytniova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages and Modern Teaching Techniques,
Zhytomyr Ivan Franko State University,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine

THE EVOLUTION OF FOREIGN LANGUAGE AIMS IN SECONDARY
SCHOOL OF UKRAINE IN THE SOVIET AND POST-SOVIET PERIODS

The purpose of the article is to investigate the contents of the aims of foreign language education in Ukraine and to find out the main tendencies of their development in secondary schools in the Soviet and post-Soviet periods. The necessity of considering the former experience of formulating the aim-centred component of school foreign language education under conditions of contemporary educational transformations is emphasized. The chronological, comparative, historical and system methods of inquiry as well as the method of historical retrospection and the method of comparative and historical analysis have been used. The selection, classification and systematization of historical and pedagogical literature as well as methodological literature have been done. The author’s periodization of the stages of the development of foreign language teaching aims in the context of forming education contents in the Soviet and post-Soviet periods is proposed. The changes in defining the aims of foreign language education are analyzed. The problem of correlation of traditional aims of foreign language teaching and innovative communicative competences that are popular in modern language education is raised. These competences build up intercultural competence of language learners. The possibility of correlation of innovative foreign education contents with traditionally recognized aims of foreign language teaching is proved. The expediency of formulating the practical, educational, cultural and developmental aims of foreign language teaching within the competence-based educational paradigm is scientifically substantiated. The constant dynamic development of the aims of foreign language education in the Soviet and post-soviet periods has been demonstrated. It has been stated that despite the constant transformation processes within the education contents the aim-centred component remains the system forming factor of the contents.

aims of foreign language teaching, practical aim, educational aim, cultural aim, developmental aim, contents of foreign language education, competence-based approach.

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(2017) Science and education, 10, 74-81. Odessa.

Oksana Zhernovnykova,
Doctor of Pedagogy, associate professor, professor of the Department of Mathematics,
Liudmyla Shtefan,
Doctor of Pedagogy, professor,
Head of the Department of History of Education and Comparative Pedagogy,
H.S. Skovoroda Kharkiv National Pedagogical University,
Vasyl Fazan,
Doctor of Pedagogy, associate professor,
professor of the Department of General Pedagogy and Andragogy,
Poltava V. G. Korolenko National Pedagogical University,
2, Ostrohradskoho Str., Poltava, Ukraine

FORMING FUTURE MATHEMATICS TEACHERS’ INSTRUCTIONAL DESIGN SKILLS

The paper deals with modern approaches to the definition of the essence of developing future Mathematics teachers’ instructional design skills. According to the research hypothesis the formation of such skills will contribute to the proper design of the educational process in line with the Conception of the New Ukrainian School. There have been distinguished the following components of instructional design skills formation: motivational (motivation for instructional design), cognitive (knowledge necessary for the efficient instructional design and acquisition of designing abilities and skills, which provide the optimization of the educational process), activity and reflexive (skills of educational process organization, focused on the assessment of future Mathematics teachers’ instructional design skills). The experiment involved 212 students of the 3rd – 6 th years of study. At the initial stage of the experiment the respondents were interviewed and suggested to fill in the questionnaire. According to the research outcomes, they had the low level of skills according to all indicators. After that the group of students was subdivided into experimental and control subgroups. In the experimental group, the students were taught according to the technique of instructional design skills formation. The control group students were taught according to traditional methods. In the process of teaching General Pedagogy, Pedagogy and Psychology of Higher Education to the experimental group students, problematic questions that intensified cognitive activity of students; the tasks of identifying intellectual feelings (surprise, doubt, interest); provocative statements method (planned mistakes); method of educational discussions; role-playing, etc. were used. The research results have shown that the levels of the respondents’ instructional design skills in both groups have increased but the experimental group students were characterized by the higher indicators which means that the suggested technique can improve and develop the respective skills in students.

future teachers, Mathematics, university, training, instructional design, skills.

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(2017) Science and education, 10, 82-89. Odessa.

Liudmyla Ishchenko,
Doctor of Pedagogy, professor, head of the Department of Psychology and Pedagogy of Child Development,
Pavlo Tychyna Uman State Pedagogical University,
28, Sadova Str., Uman, Ukraine,
Ildiko Oros,
PhD, rector of Ferenc Rákóczi II. Transcarpathian Hungarian Institute,
6, Kossuth square, Beregszász, Ukraine,
Olesia Liakhovets,
PhD (Candidate of Pedagogical Sciences), senior lecturer, Department of Preschool Education,
Bohdan Khmelnytsky National University of Cherkasy
81, Shevchenko Boulevard, Cherkasy, Ukraine

PSYCHO-PEDAGOGICAL ASSESSMENT OF FUTURE TUTORS’
ABILITY FOR THE FORMATION OF PRESCHOOLERS’ CREATIVE SKILLS

The paper aims to reveal the results of psychological and pedagogical assessment of future tutors’ ability for the formation of creative skills in preschool children. The assessment was carried out according to the following criteria: motivational and value, cognitive, activity, evaluative and reflexive. Each criterion includes a group of qualitative indicators that reveal the content and describe the achievements of students in this type of activity. There have been distinguished high, sufficient, medium and low levels of ability for this activity with specific characteristics of qualitative dimensions, which reveals the prospects for developing appropriate effective measures to improve the quality of professional training of future tutors. The experiment involved 60 students of Pavlo Tychyna Uman State Pedagogical University majoring in Preschool education. According to the results of the performance of a series of diagnostic tasks by the respondents, it has been found that no one of them has a high level of the ability for the formation of a preschoolers’ creative skills. A sufficient level is characteristic of almost a quarter of the students; an average level is peculiar for more than a quarter of the respondents. A low level has been found in about 50% of the students. The results of the study have revealed the main problems of the students associated with the lack of knowledge of scientific and methodological, as well as psycho-pedagogical bases of the specific nature of the organization of the process of preschoolers’ creative skills formation; as well as incompetence of professional skills of carrying out this kind of work. Thus, the carried out research has revealed the need for the development of the efficient technique of increasing the level of training of future tutors in terms of the formation of preschoolers’ creative skills. This technique is going to involve the development of basic psycho-pedagogical disciplines by means of introducing new modules, topics, issues, specialized courses, study guides, trainings focused on the development of preschoolers’ creativity.

future educators, psychological and pedagogical diagnostics, methodical tools, criteria, indicators, levels, creative person, child of preschool age.

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