2018-11-12-doc

Maryna Voloshenko. Peculiarities of Communication in Pedagogical Universities.

(2018) Science and education, 11-12, 64-67. Odessa.

DOI:

Maryna Voloshenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Psychology and Social Work
Odesa National Polytechnic University,
1, Shevchenko Avenue, Odesa, Ukraine

PECULIARITIES OF COMMUNICATION IN PEDAGOGICAL UNIVERSITIES

SUMMARY:

The main function of the pedagogical university is the formation of a future teacher’s personality. A university teacher significantly influences the professional competence of students at all stages of training. When conducting educational activities, he or she must demonstrate a high level of behavior culture, in particular, communication, to students who will implement their communicative culture in their professional activities then by communicating with the educational process participants at school. It should be noted that it is the university teacher to understand the consequences of improper organization of pedagogical communication and the complexity of the solution of communication problems. It confirms the importance of the university teacher’s personality and his/her role in the organization of communication in the process of future specialists training. Evaluating the role of pedagogical communication and determining its specificity in the university, one can conclude that the teacher, constantly included in the process of diverse relationships, should create conditions for successful pedagogical communication, be focused on the organization of joint activities with students, use different methods and technologies of their communicative competence development, have a high level of professional and communicative culture that promotes the creation of a coherent system for the training of future teachers.

KEYWORDS:

teacher, communication, high school, university.

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REFERENCES:

1. Zimnyaya, I.A.(2000). Pedagogicheskaya psikhologiya: uchebnik dlya vuzov [Pedagogical psychology: a textbook for universities]. Moscow: Publishing Corporation “Logos” [in Russian].
2. Korzhuyev, A.V., Popkov, V.A. (2000). Podgotovka prepodavateley vysshey shkoly [Training of high school teachers]. Pedagogika – Pedagogy, 7, 53-58. [in Russian].
3. Kolesnikova, I.A. (2007). Kommunikativnaya deyatelnost pedagoga [Communicative activities of the teacher]. V.A. Slastenina (Ed.). Moscow: Izdatelskiy tsentr «Akademiya» [in Russian].
4. Sharkov, F.I. (2004). Teoriya kommunikatsii (bazovyy kurs)[Communication Theory (Basic Course)]. Moscow: «RIP- Kholding» [in Russian].

Оlena Azarkinа. Gifted Children’s Behavior Features in Training and Interacting With Others.

(2018) Science and education, 11-12, 68-71. Odessa.

DOI:

Оlena Azarkinа,
senior lecturer,
Department of Psychology and Social Work,
Odesa National Polytechnic University,
1, Shevchenko Avenue, Odesa, Ukraine

GIFTED CHILDREN’S BEHAVIOR FEATURES IN
TRAINING AND INTERACTING WITH OTHERS

SUMMARY:

The restructuring processes that have gained momentum in modern Ukrainian society are unthinkable without activating and realizing the creative potential of its citizens, without creating favorable conditions for the training and education of gifted children. The leading role in the attitude of gifted personality is played by the peculiarities of the child’s social environment, the characteristics of life events, leaving their mark in the mind. At first glance, an event that occurred in a childhood may be a first link in the formation of a gifted personality. Therefore, a significant role in the process of timely detection of children’s giftedness, its development and the formation of the personality belongs to the parents. After all, a lot depends on how they behave when the child becomes unusual. Understanding such a uniqueness is an integral part of the developmental and educational interaction of parents with gifted children. Analysis of the peculiarities of the mental composition and social behavior of gifted children makes it possible to conclude that their own priorities, inclinations and hobbies are strikingly different from their peers. According to researchers, it raises a number of problems in the way of maintaining the real contact between a gifted child and the environment. Among the problems unusual children are facing in everyday life are as follows: no tendency to conformism (causing disturbance to others, especially adults); deepening into philosophical problems (perceived inadequately); “internal intolerance”, discrepancy between physical, intellectual and social development; successes encourage babies and their parents to expect ease in all endeavors; increased irritation with regard to nonverbal signals from people around them (may lead to exaggerated fears). The giftedness phenomenon is often accompanied by vulnerability, which is explained by egocentrism.

KEYWORDS:

gifted children, behavior, studying, interaction.

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REFERENCES:

1.Byeva, L.P. (2004). Chelovek: deyatelnost i obshcheniye [Man: Activity and Communication]. Moscow: Mysl [in Russian].
2.Gurova, L.L. (2003). Psikhologicheskiy analiz resheniya zadach [Psychological analysis of problem solving]. Voronezh [in Russian].
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Anna Miroshnikova. Internet as Convenient Facility in Language Learning.

(2018) Science and education, 11-12, 72-75. Odessa.

DOI:

Anna Miroshnikova,
Lecturer, Department of Pedagogy, Foreign Philology and Translation,
Simon Kuznets Kharkiv National University of Economics,
9a, Nauky avenue, Kharkiv, Ukraine

INTERNET AS CONVENIENT FACILITY IN LANGUAGE LEARNING

SUMMARY:

The purpose of the study is to find out the role of the Internet in the teaching process of the second language in universities; basically to identify the main advantages and disadvantages of using the Internet in the educational process; to examine new language teaching methods with the use of social networks, “room” chats, cloud technologies and teleconferences; to define the role of live communication between students and professors while studying the language. As the result of the study aims to confirm or deny the need of relocation the process of learning the language to cyberspace.

KEYWORDS:

internet, process of learning the language, communication, social networks, “room” chats, cloud technologies, teleconferences.

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REFERENCES:

1. Petrova, O.B., Popova, N.O., Akavets, I.V. (2012). Zastosuvannia internet-resursiv u navchanni inozemnykh mov yak realizatsiia osnovnykh dydaktychnykh pryntsypiv [The use of internet resources in teaching foreign languages as the main didactic principles implementation]. Zbirnyk statei III Mizhnarodnoi naukovoi konferentsii – Collection of scientific works of the 3rd International scientific conference, (pp. 78-87). Kharkiv, VD “INZhEK” [in Ukrainian].
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