(2017) Science and education, 4, 107-112. Odessa.

Nataliia Lazarenko,
PhD in Pedagogy (Candidate of Sciences), associate professor,
rector of Vinnytsya M. Kotsiubynsky State Pedagogical University,
Alla Kolomiets,
PhD in Pedagogy (Doctor of Sciences), professor,
vice-rector of Vinnytsya M. Kotsiubynsky State Pedagogical University,
32, Ostrozkoho Str., Vinnytsia, Ukraine,
Anatolii Klymenko,
PhD in Pedagogy (Candidate of Sciences), associate professor,
Department of Practical English and Language Teaching,
Ternopil Volodymyr Hnatiuk National Pedagogical University,
2, M. Kryvonosa Str., Ternopil, Ukraine

SYMBIOSIS OF METHODOLOGICAL APPROACHES TO THE
DEVELOPMENT OF EDUCATION IN THE INFORMATION SOCIETY

One of the topical issues in modern Pedagogy is searching for and substantiating of innovative educational technologies, effective models, forms, systems of organizing educational process, methodological competency of future teachers in the information society. Such a holistic approach as symbiosis and integration of various methodological approaches (axiological, systemic, personality-oriented, cultural, synergetic, activity-based, competency-based and others) reflects the unity of nature of the investigated pedagogical phenomenon or process. However, a competencybased approach is of the highest priority among others. Its use is intended to develop a combination of young generation’s competencies required for life in the modern information society, analysis and adequate evaluation of information. This approach is closely connected with other methodological approaches, highly valuable and productive in solving various educational problems. Among them the axiological approach with humanism as a leading principle is crucial. Systematized axiological knowledge can activate all other constituents of the system of values. This will make it possible to set the criteria for the evaluation of activity of institutions, old and new concepts of education, teaching experience, and also save the traditional humanistic values of domestic pedagogical theory and practice, and use them effectively in the modernization of the Ukrainian education. Synergetic and systematic approach based on interdisciplinarity contributes to the formation of creative thinking, reintegration of information on new qualitative level, understanding system connections and lead to the growth of creative potential of a person. They can be successfully used in modeling the educational environment, adaptation, in terms of didactics, of their ideas in the content of education in the management of the educational process

information society, education, innovative technologies, symbiosis of methodologies, competencybased approach, axiology, synergetics.

1. Boryshevskyi, M. Y. (1997). Dukhovni tsinnosti v stanovlenni osobystosti y hromadianyna. [Spiritual values in the development of an individual and citizen] Pedahohika i psykholohiia – Pedagogy and psychology, 1, 144-150 [in Ukrainian].
2. Ginetsinskiy, V. I. (1992). Osnovy teoreticheskoy pedagogiki. [Fundamentals of theoretical pedagogy]. Saint Petersburg: izd. S-Peterb. un-ta [in Russian].
3. Ziaziun, I. A. (2011). Tsilisnyi metodolohichnyi pidkhid u pedahohichnomu naukovomu doslidzhenni [Holistic methodological approach in pedagogical scientific research]. Proceedings of the 4th International Theoretical and Practical Conference “Professional development of a personality: problems and perspectives”, (pp.7- 13). Khmelnytskyi [in Ukrainian].
4. Kushnir, V. A. (2003). Teoretykometodolohichni osnovy systemnoho analizu pedahohichnoho protsesu vyshchoi shkoly [Theoretical and methodological basis of the system analysis of educational process at a higher educational instritution]. Extended abstract of doctoral thesis. Kyiv [in Ukrainian].
5. Robul, O. (2006). Synerhetyka yak innovatsiina metodolohiia pedahohichnoi osvity. [Synergetics as innovative methodology of pedagogical education]. Filosofiia osvity – Philosophy of education, 1(3), 35-42 [in Ukrainian].
6. Slastenin, V. A. & Chizhakova, G. I. (2003). Vvedenie v pedagogicheskuju aksiologiju [Introduction to pedagogical axiology]. Moscow: Akademiya [in Russian].
7. Solianyk, S. F. (2002). Demasyfikatsiia kultury na zlami tysiacholit. [Demassification of culture at the turn of the millennium]. Naukovi zapysky KITEP: Shchorichnyk – Scientific notes: annual journal, 2, 64-72 [in Ukrainian].
8. Tiurina, T. H. (2009). Pedahohika dukhovnosti: synerhetychnyi pidkhid. [Pedagogy of spirituality]. Dukhovnist osobystosti: metodolohiia, teoriia i praktyka: zb. nauk. pr. – Spirituality of a personality: methodology, theory and practice: collection of scientific works, 30, 144-162 [in Ukrainian].
9. Haken, G. (1980). Sinergetika [Synergetics]. Transl. Moscow [in Russian].

(2017) Science and education, 4, 113-117. Odessa.

Liliia Dmytruk,
PhD (Candidate of Philological Sciences),
Department of the Ukrainian Studies,
Pirogov National Medical University,
56, Pirogova Str., Vinnitsa, Ukraine

USING INNOVATIVE TECHNIQUES WHEN
TEACHING UKRAINIAN TO FOREIGN STUDENTS

The paper aims to describe the peculiarities of using innovative and information technologies in general and video presentations in particular in the educational process of teaching Ukrainian to foreign students as well as to examine its effectiveness. Innovative methods for teaching languages at higher educational institutions make it possible to optimize the ways of presenting new vocabulary and grammar, dealing with monologue and dialogue activities, teaching writing and practicing pronunciation, etc. Multimedia presentations improve the teaching process providing information support in a visual form and help students learn the material faster and more efficiently. According to the research results, video presentations assist in increasing students’ motivation and their academic performance. The study of the application of multimedia technologies during the lessons of Ukrainian as a foreign language has shown that the lack of its use in Ukrainian higher educational institutions is caused by the following reasons: low level of logistics (lack of equipment); the lack of criteria for assessing the efficiency of the technologies; low level of teachers’ information competence and lack of their motivation to apply new methods and techniques in their teaching practice.

innovation technologies, interactive education, multimedia, video presentation.

1. Balykhina, Т. М., Hartsov, А. D. (2006). Informatsiya obutseniya yazykam: stanovleniie kompyuternoi lingvodidaktiki [Informatization in teaching languages: the development of computer linguodidactics]. Vyssheie obrazovaniie sehodhia – Higher education today, 4, 32- 38 [in Russian].
2. Dmytruk, L. I., Matusevyts, L. M. (2015). Vydatni naukovtsi-likari [Outstanding doctors-scientists]. Vinnitsa [in Ukrainian].
3. Malik, S., & Agarwal, A. Use of Multimedia as a New Educational Technology Tool. International Journal of Information and Education Technology, 5, (Vol. 2). [in English].
4. Molchanova, I. A., Timoshkina, N. V., Huchapshev, A. S. (2005). Osobennosti sozdaniya multimediynykh program dlya mladshyh klasov s uchetom ikh vozrastnykh osobennostey [Features of creating multimedia programs for junior school students taking into account their age characteristics]. IT innovatsii v obrazovanii – Proceedings of the All-Russian Scientific and Practical Conference IT Innovations in Education (pp. 150-152). Petrozavodsk [in Russian].
5. Neo, М. (2007). Learning with Multimedia: Engaging Students in Constructivist Learning. International Journal of Instructional Media, 2, 149-158 (Vol. 34) [in English].
6. Osadchyi, V. V. (2012). Systema informatsiinotekhnolohichoho zabezpechennia profesiinoi pidhotovky maibutnikh uchyteliv v umovakh pedahohichnoho universytetu [System of information technology support of professional training of future teachers in terms of pedagogical university]. Melitopol [in Ukrainian].
7. Rahulin, P. H. (2004). Informatsionnye tekhnologii [Information Technology]. Vladivostok TIDOT Dalnevostochnoho universiteta [in Russian].

(2017) Science and education, 4, 118-122. Odessa.

Tetiana Mishenina,
Doctor of Pedagogy, associate professor,
professor of the Department of the Ukrainian Language,
Kryvyi Rih State Pedagogical University,
54, Haharina Avenue, Kryvyi Rih, Ukraine

AXIOLOGICAL PARAMETERS OF PHILOLOGY STUDENTS’ LINGUISTIC
PERSONALITY IN THE COURSE OF LINGUOCULTURAL STUDIES

The paper deals with the issue of the development of axiological parameters of Philology teachers’ linguistic personality in the course of linguocultural studies. The axiological parameters of philology students’ linguistic personality determine the quality of professional training; the development of the content of the axiological component provides the implementation of a valuevariant model of educational choice, which includes personal and value orientations of education. The implementation of the linguoculturological approach to the teaching of students majoring in philological specialties involves both textual and non-textbased components of the educational material: the selection of educational texts with the predominance of information material; preparation of linguoculturological comments as additional explanatory texts; the formation of scientific worldview through the prism of the sphere of concepts. The fulfillment of linguoculturological analysis is interpreted by means of a phased approach: 1) the construction of the nominative field of a linguocultureme; 2) analysis and description of the semantics of linguistic means that form the structure of the nominative field of a linguocultureme; 3) the cognitive interpretation of the results of the description of the semantics of linguistic means – the identification of cognitive features forming the studied linguocultureme as a mental unit; 4) verification of the cognitive description with the help of native speakers (hermeneutic analysis of linguistic material can confirm / disprove the correctness of the researcher’s conclusions, which are always subjective to a certain degree); 5) the description of the content of a linguocultureme as a level-based correlation of cognitive features. The formation of the axiological component of a linguistic personality is determined by conceptual and reproductive, productive and creative research levels. Observations on linguoculturological material contribute to the objectification of value-related senses by means of applying the experimental factor (the comparison of axiological analysis of senses, literary texts as a comparative and historical method in humanities), based on the comparison of linguoculturological characteristics.

cultural approach, cultural linguistics approach, axiological parameter, axiological culture, language personality, students of philological specialties.

1. Batsevych, F. S. (2007). Slovnyk terminiv mizhkulturnoi komunikatsii [Glossary of intercultural communication]. Kyiv: Dovira [in Ukrainian].
2. Shtern, I. B. (Ed.). (1998). Vybrani topiky ta leksykon suchasnoyi linhvistyky: entsyklopedychnyy slovnyk [Selected topics and vocabulary of modern linguistics: encyclopedic dictionary]. Kyiv: ArtEk [in Ukrainian].
3. Krasnykh, V. V. (2002). Etnopsikholingvistika i lingvokulturologiya: Kurs lektsiy [Ethnopsycholinguistics and linguoculturology: Course lectures]. Moscow: YTDHK «Hnozys» [in Russian].
4. Khutorskoy, A. V. (2005). Tekhnologiya proektirovaniya klyuchevykh i predmetnykh kompetentsiy [Technology for designing key and subject competencies]. Internet-zhurnal «Eydos» – Internet-journal “Eydos”. Retrieved from: http://www.eidos.ru/journal/2005/1212.htm. [in Russian].
5. Shevnyuk, O. L. (2004). Teoriia i praktyka kulturolohichnoi osvity maybutnikh uchyteliv u vyshchiy shkoli [Theory and practice of cultural education of future university teachers]. Candidate’s thesis. Kyiv [in Ukrainian].
6. Definition and Selection of Competencies (2010). Theoretical and Conceptual Foundations (DESECO). Strategy Paper on Key Competencies. An Overarching Frame of Reference for an Assessment and Research Program – OECD (Draft) [in English].
7. Glossary [Electronic resource] (2010). Higher Education Funding Council for England. Retrieved from: http://www.hefce.ac.uk/aboutus/glossary/glossary.htm [in English]. 8
8. Μανώλης Βαγιωνάκης, Μιχάλης Καδής, Φανούριος Λιαναντωνάκης, (2007) Μιλώ και γράφω ελληνικά στις γειτονιές του κόσμου. Οργανισμός εκδόσεως διδακτικών βιβλίων [I speak and write Greek in the neighborhoods of the world. Teaching books organization]. Αθήνα [in Greek].

(2017) Science and education, 4, 123-132. Odessa.

Nataliia Mukan,
Doctor of Pedagogy, professor,
head of the Department of Foreign Languages,
Marharyta Noskova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Social Management,
Inesa Baibakova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
Lviv Polytechnic National University,
12, Stepana Bandery Str., Lviv, Ukraine

THE FORMATION OF SCHOOL PRINCIPALS’ READINESS
TO USE INTERNET TECHNOLOGIES IN THEIR WORK
IN THE SYSTEM OF CONTINUOUS PEDAGCAOGIL EDUCATION

The article deals withthe theoretical and experimental study aimed at examining organisational and pedagogical conditions of school principals’ professional preparing for using Internet technologies in their work. The research paper offers a model of school principals’ Internet-readiness formation and the mechanism of its implementation into the system of continuing pedagogical education. The criteria, indicators and levels of school principals’ Internetreadiness are developed and presented; the pedagogical experiment is described. The paper also defines the notion of “Internet readiness” through the example ofschool principals’ readiness to use Internet technologies in their work” and singles out its components. The notions “Education 2.0” and “professional development of school principals in terms of using Internet technologies” are accurately defined and the necessity to develop and approve Information and Communications Technologies (ICT) standards for teachers and principals is substantiated.

system of continuing pedagogical education, professional development, school principal, professional activities, Internet technologies, Internet-readiness, Web 2.0, Education 2.0, ICT-literacy, ICT-competency.

1. Danylenko, L.I. (2004). Upravlinnia innovatsiinoiu diialnistiu v zahalnoosvitnikh navchalnykh zakladakh [Management of innovative activity in secondary schools]. Kyiv: Milenium [in Ukrainian].
2. Informatsiini tekhnolohii ‒ znachennia terminu. Pohliad z tochky zoru naukovykh i derzhavnykh standartiv [Information technologies – the meaning of the term. The view from the perspective of scientific and government standards]. (n.d.). Retrieved from: http://www.setlab.net/?view=what-is-IT [in Ukrainan].
3. Klokar, N. I. (1997). Psykholoho-pedahohichna pidhotovka vchytelia do innovatsiinoi diialnosti [Psychological and pedagogical training of teachersv for innovative activity]. Candidate’s thesis. Kyiv: NAPS of Ukraine: Institute of pedagogy and psychology of professional education [in Ukrainian].
4. Kozlova, O. H. (1999). Pidhotovka vchytelia do innovatsiinoi diialnosti v systemi pisliadyplomnoi osvity [Teacher’straining for innovative activity in the system of postgraduate education]. Extended abstract of candidate’s thesis. Kyiv: NAPS of Ukraine: Institute of pedagogy [in Ukrainian].
5. Noskova, M. V. (2015). O hotovnosti rukovoditelei shkol k ispolzovaniiu internet-tekhnolohii v professyonalnoi deiatelnosti [About school principals’ readiness to use internet technologies in professional activity]. Molodyi vchenyi – Young scientist, 8 (88), 1017-1020 [in Russian].
6. Noskova, M. V. & Kalinina, L. M. (2013). Google-servisy dlia vchytelia. Pershi kroky novachka [Google-services for teacher. The first steps of a beginner]. Lviv: ZUKTs [in Ukrainian].
7. Noskova, M. V. (2015). Pidhotovka kerivnyka zahalnoosvitnoho navchalnoho zakladu u systemi pisliadyplomnoi osvity do vykorystannia internet-tekhnolohii u profesiinii diialnosti [Training of secondary school principals in the system of postgraduate pedagogical education to use internet technologies in their professional activities]. Candidate’s thesis. NAPS of Ukraine: Institute of pedagogy.
8. Palamarchuk, V. F. (1987). Systemnyi pidkhid do vprovadzhennia pedahohichnykh idei u praktyku roboty shkoly [Systemic approach to pedagogical ideas implementation into school activity]. Radianska shkola ‒ Soviet school, 12, 16-20 [in Ukrainian].
9. Popova, O. V. (2001). Stanovlennia i rozvytok innovatsiinykh pedahohichnykh idei v Ukraini u XX stolitti [The formation and development of innovative teaching ideas in Ukraine the XXth century]. Kharkiv: “ОVS”. [in Ukrainian].
10. Shamova, T. Y., Kapustyn, N. P. & Tretiakov, P. Y. (2002). Upravlenie obrazovatelnymi sistemami [Management of educational systems]. Moscow: VLADOS [in Russian].
11. ICT Competency Framework for Teacher, Version 2.0.UNESCO. (2011). Retrieved from http://unesdoc.unesco.org/ images/0021/002134/213475e.pdf. [in English].
12. ICT Competency Standards for Teachers: Competency Standards Modules, version 1.0. UNESCO. (2008). Retrieved from: http://unesdoc.unesco.org/images/0015/001562/156207e. pdf. [in English].
13. Mukan, N. & Kravets, S. (2015). Methodology of Comparative Analysis of School Teachers’ Professional Development in Great Britain, Canada, the USA. Comparative professional pedagogy, 5 (4), 39-45 [in English].
14. Mukan, N., Myskiv, I. & Kravets, S. (2016). The model of unification and the model of diversification of school teachers’ continuing professional development. Comparative Professional Pedagogy, 6 (1), 7-13 [in English].