Stanislava Tokarieva, Pedagogical Conditions of Training Future Physical Education Teachers for Correctional and Health-Improving Work at School (2)

(2015) Science and education, 9.- 190-196. Odessa.


DOI:

Oleksandra Fedorova,
postgraduate student, Vasyl Stefanyk Precarpathian National University,
57, Shevchenko Str., Ivano-Frankivsk, Ukraine
 


CONTROL OF LISTENING COMPREHENSION SKILLS FORMATION IN PREPARATORY DEPARTMENT STUDENTS WHEN STUDYING UKRAINIAN LANGUAGE 


SUMMARY:

Mastering different types of speech activity in the Ukrainian language by foreign students of preparatory department is a process of phased, systematic and continuous formation of speech skills on the basis of acquired language material. Monitoring listening skills formation helps to identify the level of language acquisition, difficulties associated with this type of speech activity, as well as to review the effectiveness of methods and ways of teaching. The complexity of teaching listening comprehension in Ukrainian as a foreign language is in developing the ability of processing the speech perceived by ear in different communicative conditions, both in direct contact with native speakers and listening to recordings (radio, television, entertaining and educational audio resources on the Internet). The choice of forms and methods of listening comprehension skills check depends on the purpose and type of checking (preliminary, current, back, theme, final), the lesson type (lectures, practicals), work phase and students. The aim of monitoring can be checking foreign students’ phonetic hearing, accuracy and depth of understanding the audiotext, complete or partial understanding of basic content of a message, etc. An effective way to organize control of foreign students’ listening comprehension skills formation at the preparatory department in the process of learning the Ukrainian language is oral, written and test check, speech and non-verbal methods of control. Listening comprehension skills check should correspond to the terminal learning objective and stimulate foreign students’ speech and mental activity. Terminal learning objectives of the subject “Ukrainian as a Foreign Language” at preparatory department of higher educational institutions involves practical mastering of the Ukrainian language at the level proper for carrying out cognitive activity in educational, professional, common and sociocultural spheres of life. Diversification of tasks for monitoring listening comprehension skills will provide clear understanding of the progress while studying the Ukrainian language, help to identify the successes and difficulties, allow a teacher to review his/her activity and make some necessary adjustments to the educational process


KEYWORDS:

  listening comprehension skills, terminal objective, type of control, testing, foreign students of preparatory department.


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REFERENCES:


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Natalia Сhernenko, Peculiarities of Educational Institution Administration Basing on Risk Management

(2015) Science and education, 9.- 196-200. Odessa.


DOI:

Natalia Сhernenko,
PhD (Candidate of Pedagogical Sciences), acting professor,
Department of Management of Educational Institutions and Civil Service,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofranskivska Str., Odesa, Ukraine



PECULIARITIES OF EDUCATIONAL INSTITUTION ADMINISTRATION BASING ON RISK MANAGEMENT 


SUMMARY:

The article is focused on the determination of the concept of “risk management” and the substantiation of features of educational institution administration on the basis of risk management in the modern context. Different approaches, rules, principles and functions of risk management are described. It is worth noting that risk management as any other management activity has its logic aspect and specific procedure. Risk management is an integral part of any conscious activity, which consists of such processes as forming the purpose, decision-making, planning, organizing, as well as controlling all kinds of the applied recourses. The carried out content-analysis allows to admit that modern theory and practice of management has the following approaches to management: situational, process and complex (integrated, systemic). It is complex risk management, which helps an educational institution reach the planned strategic goals and assumes the unity of risk management system and general institution management. Nowadays it is impossible to provide the successful educational institution administration without the efficient risk management. The main stages of risk management are the following: setting a goal of risky activity, diagnosing problems, assigning probable risks, analyzing risks, examining methods of influencing risks, choosing optimal method of influence in terms of efficiency assessment, developing management decision, making a decision, direct impact on risk, controlling and correcting management results. The process of risk management is considered as a systemic usage of rules, principles, functions, methods, ways and tools of solving problems , concerning risks: setting context, analysis (revealing and assessment of risk), impact, monitoring and communication.


KEYWORDS:

principles, functions, risk management, educational institution administration, risk.


FULL TEXT:

 


REFERENCES:


1.Honcharov, S. M., & Kushnir, N. B. (2009). Tlumachnyi slovnyk ekonomista [Economic dictionary]. Kyiv: Tsentr uchbovoi literatury [in Ukrаіnian].
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3.Makarova, N. N. (2009). Risk-menedzhment (metodologia upravlenia riskami v organizatsii) [Risk management (risk management methodology in the organization)]. Tomsk: Izd-vo Tomskogo politehnicheskoho universiteta [in Russian].
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