(2017) Science and education, 6, 38-43. Odessa.

Xing Zhefu,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Oriental Languages and Translation,
Borys Grinchenko Kyiv University,
13-B, Tymoshenko Str., Kyiv, Ukraine

MODEL OF PEDAGOGICAL SUPPORT FOR FOREIGN STUDENTS IN THE
PROCESS OF ADAPTATION TO TRAINING AT UNIVERSITIES OF UKRAINE

The article deals with the characteristics of the elements of the model of pedagogical support for foreign students in the process of their adaptation to the educational process at universities of Ukraine. The adaptation of foreign students to training at Ukrainian universities is considered as a process of active adjustment to a new socio-cultural and educational environment. Pedagogical support of foreign students in the process of their adaptation to training at higher education institutions is a system of interaction between the educational process participants aimed at helping them overcome a set of psychological, pedagogical and social problems associated with their interaction with a new sociocultural and educational environment to ensure a high level of adaptation. The success of the pedagogical support in the process of foreign students’ adaptation to the educational process at Ukrainian universities can be provided by means of implementing the following pedagogical conditions: 1) preparing teaching staff for providing support for foreign students; 2) creating multi-cultural socio-pedagogical environment focused on the organization of the inter-cultural dialogue, forming tolerant relations. The suggested model of pedagogical support of foreign students in the process of their adaptation to the educational process at the universities of Ukraine involves target, content and technological, monitoring and resulting blocks, and is based on the set of the methodological approaches: system, humanistic, synergetic, axiological, person-centered, and environmental. The pedagogical support in this field is carried out by means of the pedagogical conditions implemented during the preparatory, initial, intermediate and final stages. The determined diagnostic tools and levels of foreign students’ adaptive capacity demonstrate the level of the effectiveness of teaching staff’s work in terms of foreign students’ successful adaptation.

adaptation, foreign students, training, pedagogical support, pedagogical conditions, model.

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(2017) Science and education, 6, 44-50. Odessa.

Tetiana Gurova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Serhii Gurov,
PhD (Candidate of Pedagogical Sciences), associate professor,
Philological Department,
Liudmyla Moskaliova,
Doctor of Pedagogy, professor, head of the
Department of Social Work, Social and Preschool Education,
Melitopol State Pedagogical University named after B. Khmelnitsky,
20, Hetmanska Str., Melitopol, Ukraine

INNOVATIVE TECHNOLOGIES IN THE FORMATION OF FUTURE
ENGLISH TEACHERS’ INTERCULTURAL COMMUNICATIVE COMPETENCE

The article deals with the innovative teaching technologies as a means of the formation of English language communication competence as an important component of future English teachers’ professionalism. The experiment was aimed at assessing the effectiveness of using a set of innovative teaching technologies for the development of the above mentioned competence and involved 50 third-year students majoring in English philology who were divided into experimental and control groups. The following exercises were used in the survey as the examples of interactive teaching technologies: “Microphone”, “Brainstorm”, “Teaching and learning”, “Associative bush”, “Guess the question”, “Different perception”, “Describe my favorite cultural tradition”, “Idioms and proverbs”, “Pros and cons corners”, “Do you know the person?”, What’s appropriate?”. According to the research results, the applied techniques contribute to the development of students’ communicative competence development and also encourage them for self-development.

 competence, intercultural communicative competence, innovative technologies, future teacher of English.

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(2017) Science and education, 6, 51-56. Odessa.

Tetiana Derkach,
Doctor of Pedagogy, associate professor,
Department of Industrial Pharmacy,
Kyiv National University of Technologies and Design,
2, Nemyrovycha-Danchenka Str., Kyiv, Ukraine,
Tetiana Starova,
PhD (Candidate of Chemical Sciences),
head of the Department of Chemistry and Chemistry Teaching Methods,
Kryvyi Rih State Pedagogical University,
54, Haharina Avenue, Kryvyi Rih, Ukraine

PREFERRED LEARNING STYLES OF STUDENTS OF NATURAL FIELD OF STUDY

Indexes of learning styles of students majoring in “Biology and Chemistry” and “Chemistry and Informatics” were assessed by Felder-Soloman’s Index of Learning Styles. The respondents of both specialties demonstrate a pronounced active style of information processing and sensitive style of perception. They preferably use visual sensors for information perception. The difference between the specialties under comparison consists in learning patterns. The respondents majoring in “Biology and Chemistry” demonstrate preferred sequential style of understanding while the students majoring in “Chemistry and Informatics" are characterized by a balance between sequential and global styles. The characteristics of the preferred learning styles obtained in the experiment mainly conform to those of students of natural science and computer specialties at universities of the world.

 higher education, Felder-Soloman Index of Learning Style, students majoring in natural and computer science.

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5. Berg, H. van den. (2015). Changes in learning styles induced by practical training. Learning and Individual Differences, 40, 84–89 [in English].
6. Polat, Y., & Peker, A. A., & Özpeynirci, R., & Duman, H. (2015). The effect of learning styles of accounting education students on their performance: a field study. Procedia - Social and Behavioral Sciences, 174, 1841–1848 [in English].
7. Yaroshenko, O. H. & Derkach T. M. (2012). Porivnialnyi analiz styliv navchannia studentiv riznykh spetsialnostei [Comparative analysis of learning styles for students of different specialties]. Pedahohika i psykholohiia – Pedagogics and Psychology, 1, 43–47 [in Ukrainian].
8. Maric, M. & Penger, S. & Todorovic, I. & Djuric, N. & Pintar, R. (2015). Differences in Learning Styles: A comparison of Slovenian Universities. Procedia - Social and Behavioral Sciences, 197, 175–183 [in English].
9. Tulbure, C. (2012). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation. Procedia - Social and Behavioral Science, 33, 398–402 [in English].
10. Dincol, S. & Temel, S. & Oskay, Ö.Ö. & Erdogan, Ü.I. & Yilmaz A. (2011). The effect of matching learning styles with teaching styles on success. Procedia - Social and Behavioral Sciences, 15, 854–858 [in English].
11. Sait of “Index of learning styles (ILS)”. Retried from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/I LSpage.html [in English].
12. Derkach, T. M. (2011). Vplyv okremykh aspektiv styliv navchannia na zasvoiennia studentamy khimichnykh znan [The effect of individual aspects of learning styles on the acquisition of chemical knowledge by students]. Pedahohika i psykholohiia profesiinoi osvity – Pedagogy and Psychology of Professional Educatio, 5, 33–41 [in Ukrainian].

(2017) Science and education, 6, 57-62. Odessa.

Hanna Kashyna,
PhD (Candidate of Pedagogical Sciences),
National Pedagogical Dragomanov University,
9, Pyrohova Str., Kyiv, Ukraine
Vira Lebedeva,
Doctor of economics, associate professor,
Department of Administrative Management and Market Problems,
Odessa National Polytechnic University,
1, Shevchenko Avenue, Odessa, Ukraine
Maryna Kashtalian,
PhD in Medicine, associate professor,
Department of Obstetrics and Gynaecology No1,
Odessa National Medical University
2, Valikhovsky lane, Odessa, Ukraine

SIMULATION TEACHING TECHNOLOGY IN
MODERN EDUCATIONAL SYSTEM REFORMATION

Modern education aims to form an all-round future professional. So only semiotic means of training are not enough, the necessary technologies should be based on the principle of “perceiving through performing” involving effective professional tests, manifesting themselves in the development of professional competence, providing the designing of situations and appropriate situational reflection. This studying should result in not narrow knowledge in a certain sphere, but versatile one with the possibility of its further adaptation to a changing context. The article deals with the expediency of implementing a simulation teaching technology in terms of training and simulation company, the features of its adaptation to the Ukrainian educational system, the combination of methods and technologies applied in terms training and simulation company. It has been concluded that this technology has a positive impact of the development of modern professionals.

 education, educational technology, educational and training company, simulation teaching technology, educational reform.

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