(2016) Science and education, 12, 28-36. Odessa.

Nataliia Vasylyshyna,
PhD (Candidate of Pedagogical Sciences), associate professor,
Educational Scientific Institute of International Relations,
National Aviation University,
4, Vidradnyi Avenue, building 7, Kyiv, Ukraine

EDUCATIONAL INSTITUTION ENVIRONMENT AS THE
SUBJECT OF HUMANITARIAN PSYCHOLOGICAL EXPERTISE

The paper presents review of the issue of forming foreign language communicative competence in tourism area; particular attention is paid to finding the most effective methods of solving this issue. The use of natural approach, experiential interactive learning along with constructivist blended learning approach to teaching English for tourism has been considered. The results of the study prove that experiential interactive learning and constructivist blended learning approach enhance the effectiveness of forming foreign language communicative competence in tourism area.

foreign language communicative competence, methods, approaches, tourism area, learning skills, experiential interactive learning, constructivist blended learning approach.

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2. Kryuchkov, G. (2002). Stratehiia navchannia inozemnykh mov v Ukraini [Strategy of teaching foreign languages in Ukraine]. Inozemni movy v navchalnykh zakladakh – Foreign languages at educational institutions, 1-2, 3-6 [in Ukrainian].
3. Safonova, V. (1996). Izuchenie yazykov mezhdunarodnogo obshcheniya v kontekste dialoga kultur i tsivilizatsiy [Studying the languages of international communication in the context of cultures and civilizations‟ dialogue]. Voronezh: Istoki [in Russian].
4. Tukalo, M. (2001). Multymediini systemy navchannia yak novyi metodolohichnyi zasib interaktyvnoho navchannia na urokakh khimii [Multimedia tutorial systems as new methodological means of interactive teaching at the lessons of Chemistry]. Informatsiyni tekhnologii i zasoby navchannya – Information technology and teaching means, 24 (4). Retrieved from: http://journal.iitta.gov.ua/index.php/itlt/issue/view/43 [in Ukrainian].
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11. Tarnopolskyi, O. (2012). Constructivist blended learning approach to teaching English for specific purposes. Great Britain: Versita, Versita Ltd [in English].
12. Teaching methods. (n.d.). Retrieved from: https://teach.com/what/teachers-teach/teaching-methods/ [in English].

(2016) Science and education, 12, 5-10. Odessa.

Liudmyla Lozynska ,
PhD (Candidate of Pedagogical Sciences), associate professor,
Olha Tsikhotska ,
PhD (Candidate of Pedagogical Sciences), associate professor,
Foreign Languages Department, Vinnytsya National Pirogov Memorial Medical University,
56, Pyrohova Str., Vinnytsia, Ukraine

THE ROLE OF INTERACTIVE LEARNING TECHNOLOGIES
IN THE PROCESS OF TEACHING FOREIGN LANGUAGES
AT HIGHER MEDICAL EDUCATIONAL INSTITUTIONS

The article highlights the role of interactive technologies in educational process of higher educational institutions.Introduction of interactive teaching methods is one of the most important directions of improvement of students‟ training in modern University and is obligatory for the effective implementation of the competence-based approach. Educational process based on the use of interactive methods is organised by means of engaging all the students into the learning process. The roles of the teacher and the student in the process of applying interactive teaching methods are described. The attention is focused on the difficulties of applying interactive learning technologies, which are determined by the lack of technical equipment in educational institutions of Ukraine.

interactive learning technologies, interactive teaching style, interactive teaching methods, learning foreign languages, professional competence, higher medical educational institutions.

1. Maliyeva, Z. K., & Bekoeva, M. I. (2015). Rol sovremennykh interaktivnykh tekhnologiy v processe samovospitaniya studentov [The role of contemporary interactive technology in students‟ self-education]. Retrieved from: http://naukovedenie.ru/PDF/51PVN415.pdf DOI: 10.15862/51PVN415 [in Russian].
2. Maliyeva, Z. K. (2014). Rol sovremennykh obrazovatelnykh tekhnologiy v reshenii problemy moralnogo otchuzhdeniya lichnosti [The role of contemporary educative technology in solving the problem of personality’s moral disengagement]. Sovremennye problemy nauki i obrazovaniya – Contemporary issues of science and education, 6 [in Russian].
3. Malyha, O. O. (2010). Pidvyshchennia efektyvnosti navchalno-vykhovnoho protsesu za dopomohoiu interaktyvnoho navchannia [Intensification of the educational process be means of interactive teaching]. Pochatkove navchannia ta vykhovannia – Primary teaching and education, 2, 5–6 [in Ukrainian].
4. Reutova, Ye. A. (2012). Primenenie aktivnykh i interaktivnykh metodov obucheniya v obrazovatelnom processe vuza (metodicheskie rekomendatsii dlya prepodavateley Novosibirskogo GAU) [The use of active and interactive teaching methods at university (guidelines for lecturers of Novosibirsk GAU)]. Novosibirsk: Izd-vo NGAU [in Russian].
5. Hrinchenko, T. V. (2010). Aktivnye metody obucheniya inostrannomu yazyku v neyazykovom VUZe [Active methods of foreign language teaching at nonlinguistic unveristy]. Visnyk SevNTU. Vyp. 105: Pedahohika: zb. nauk. pr. – Bulletin of Sevastopol NTU. Issue 105: Pedagogy: Collection of scientific papers. (pp. 46- 51). Sevastopol: Vyd-vo SevNTU [in Russian].
6. Ostapchuk, D., & Myronchuk, N. (2014). Interaktyvni metody navchannia u vyshchykh navchalnykh zakladakh [Interactive teaching methods at higher educational institutions]. Modernizatsiia vyshchoi osvity v Ukraini ta za kordonom: zbirnyk naukovykh prats – Modernisation of higher education in Ukraine and abroad: Collection of scientific papers. (pp. 140-143). S. S. Vitvytska, N. M. Myronchuk (Eds.). Zhytomyr: Vyd-vo ZhDU im. I. Franka [in Ukrainian]. 
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(2016) Science and education, 12, 10-15. Odessa.

Olha Ocheretna,
lecturer, Department of Linguistic Training,
Odessa National Academy of Telecommunications named after O. S. Popov,
1, Kovalska Str., Odesa, Ukraine

CHARACTERISTICS OF THE LEVEL OF ACMEOLOGICAL CULTURE MATURITY
IN FUTURE TELECOMMUNICATION SPECIALISTS IN THE COURSE OF TRAINING

The paper outlines the relevance of the issue of forming telecommunication specialist’s personality, which should be thoroughly studied and solved. The aim of the paper is to identify the levels of acmeological culture maturity in future telecommunication specialists in the course of training and to describe these levels. Also, the paper presents the description of the structure of acmeological culture formation (components, criteria, indexes) in the process of training future telecommunication specialists as well as diagnostic tools for assessing the levels of acmeological culture maturity. These levels were specified according to the components that comprise the structure of future telecommunication specialists’ acmeological culture: acmeological literacy, acmeological competence, and professional psychological culture, either of which is represented by the system of indexes. Acmeological literacy was evaluated on the basis of motivational and evaluative criterion with the following indexes: the need for achievements, motivation for success and avoiding failure, value orientations, students’ acmeological orientation at "work", "themselves", "relationships"; good command of technical English (test-inventory for assessing the need for achievements by Yu. Orlov, technique for diagnosing personality’s motivation for success and failure avoidance by T. Elers; technical English skills were assessed according to the results of tests and assignments in English for Specific Purposes). Acmeological competence was evaluated on the basis of value-specific and self-realisation criteria according to the following indexes: reasonable selfesteem of personality’s capacity and attempts level, satisfaction with the attained level of life projects realisation, balance of self-realisation and self-development in various spheres of life (test-inventory "Evaluation of the effectiveness of self-development as a factor of achieving "acme"). In order to measure the indexes of profession pedagogical culture on the basis of creative and self-realisation criterion, we used the technique developed by G. Olport "Diagnostics of realisation of need for self-development" as well as "Diagnostics of self-development level" by L. Berezhnov for identifying the ability to unlock and mobilise one’s own efforts under any circumstances, successful work performance with the aim of self-revealisation of hidden capabilities. Thus, according to certain criteria and indexes of students’ acmeological culture maturity, the diagnostic programme of examining future specialists has been developed. The complex of diagnostic measures makes it possible to state the insufficient level of acmeological culture maturity in future telecommunication managers in the course of training. The results obtained demonstrate the necessity for redoubling attention to the formation of their acmeological culture.

acmeological culture, levels of maturity, future telecommunication specialists.

1. Eliseev, O. P. (2003). Praktikum po psikhologii lichnosti [Workshop on personality psychology]. Saint Petersburg: Piter [in Russian].
2. Korneschuk, V. V. (2010). Matematicheskie metody issledovaniya pedagogicheskikh fenomenov [Mathematical methods of researching pedagogical phenomena]. Odessa: VMV [in Russian].
3. Minko, A. A. (2004). Statisticheskii analiz v MS Excel [The statistical analysis in MS Excel]. Moscow: Izdatelskii dom «Viliams» [in Russian].

(2016) Science and education, 12, 16-22. Odessa.

Ihor Cherkun,
senior lecturer, Department of Military Training,
National University “Odessa Maritime Academy”,
8, Didrikhsona Str., Odessa, Ukraine

PEDAGOGICAL CONDITIONS OF FUTURE RESERVE OFFICERS-PSYCHOLOGISTS’
SPECIAL MILITARY COMPETENCE FORMATION DURING MILITARY TRAINING

The following pedagogical conditions for the successful implementation of the technique aimed at the formation of special military competence of future reserve officers-psychologists in the process of military training have been distinguished: creating educational environment by organizing subject-subject interaction based on the programme for the development of the skills of social and psychological work (special course ―Military training of future reserve officerspsychologists‖); using active methods of future reserve officers-psychologists’ special military competence formation in the process of military training; forming students’ positive self-concept, approval of subjectivity, the full development of students’  potential in educational and professional activities. The first pedagogical condition involves the person-centered educational process and educational environment planning. The second condition is implemented by means of using active teaching methods in the educational process aiming to ensure close relationship between training theory and practice for future professional activities of military psychologists. The third pedagogical condition of future reserve officers-psychologists’ military competence formation is implemented through the development of students’ self-consciousness, reflection, creative skills, volitional qualities and mechanisms of volitional self-regulation, etc. The above mentioned pedagogical conditions are considered to be the core of the developed technique aimed at the development of future reserve officers-psychologists’ military competence formation, which will be described in the further studies. Besides, the further research involves suggesting recommendations for scientific and pedagogical staff in using this technique.

special military competence, future reserve officers-psychologists, student, pedagogical conditions.

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