2024-3-doc

Raisa Martynova CRITICAL ANALYSIS OF RUSSIAN FOREIGN LANGUAGE METHODICAL EDUCATION IN THE 60-80S OF THE 20TH CENTURY

(2024) Science and education, 3, 38-45. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-3-6

Raisa Martynova,
Corresponding member of the National Academy of Educational Sciences of Ukraine
Doctor of Pedagogical Sciences, Professor,
Professor at the Department of Western and Oriental Languages and Methods of their Teaching,
The state institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky",
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0000-0002-7201-4247

CRITICAL ANALYSIS OF RUSSIAN FOREIGN LANGUAGE METHODICAL EDUCATION IN THE 60-80S OF THE 20TH CENTURY

SUMMARY:

The aim of the presented article is to carry out an objective scientific characterization of the conscious and practical method of teaching foreign languages introduced by Russian methodologists in order to understand the reasons for the inability of the Ukrainian youth to contact their peers from the leading countries of the world, to use their experience of personal development during the 60–80s of the 20th century. The conducted research made it possible to come to the following conclusions: 1. The unlawful psychological foundations of the conscious-and-practical method were the following: the assertion that person's thinking depends on the language of his communication; violation of the postulate of activation of the entire analyzer system for awareness and memorization of the material under study; lack of motivation to learn a foreign language due to the impossibility of its practical use. 2. The principles of the conscious-and-practical method were the following: the oral basis of teaching; study of vocabulary in ready-made sentences, which excluded their conscious use in one's own speech; the study of grammar based on the use of integral grammatical structures, which slowed down the understanding of grammatical operations for the implementation of independent normative speech; teaching how to read on the basis of the material previously studied in the oral form that brought not to reading but to guessing words by their graphic signs, excluding writing activity from the teaching process made it difficult to master the material under study. 3. The advantages of the conscious-and-practical method were only in the point that the students from the beginning of their studies enjoyed the simplified form of educational activities with gaming, singing and homework absence. The disadvantages consisted in: the choice of unsubstantiated psychological foundations of students’ education in a non-linguistic environment; analogical methods of teaching both native and foreign languages; denial of the use of comparison of foreign language phenomena with similar content in the native language; lack of connection between the material under study and the material previously studied; allowing the accumulation of the material which was not mastered completely and the increase of inability to use speech skills in all types of speech activity. 4. In Passov’s communicative method, some shortcomings of the conscious-and-practical method were taken into account and corrected. The following steps were done: the denial of the possibility of learning a foreign language as a native one – through listening and imitating foreign language speech; the transformation of the intuitive study of vocabulary into a communicative one – foreign language interpretation of the meanings of lexical units; the change of the structural study of grammatical speech patterns into an explanatory study of grammatical phenomena and their use in speech in relation to the previously studied ones; the change of thematic speech into the speech of current interest which was conditioned by spontaneously arising circumstances. However, lack of well-trained language skills before use of language material in real speech; lack of understanding the linguistic phenomena; requirement to read non-adapted texts without sufficient reading of adapted ones; insufficient attention to teaching the written speech – brought to the violation of psychological, linguistic and didactic principles of foreign language teaching.

KEYWORDS:

conscious-and-practical method, oral-and-auditory method, communicative method, foreign languages, 60–80-s years of the 20th century.

FULL TEXT:

REFERENCES:

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Serhii Medynskyi, Oleksandr Kyriienko FEATURES OF THE IMPLEMENTATION OF CERTIFICATION PROGRAMS IN THE LEADING US HIGH SCHOOLS AS A COMPONENT OF ADULT PREAND POST-GRADUATE EDUCATION

(2024) Science and education, 3, 31-37. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-3-5

Serhii Medynskyi,
Doctor of Pedagogical Sciences,
Professor at the Department of Theory and Methods
of Physical Education and Sports,
Bogdan Khmelnitsky Melitopol state pedagogical university,
59, Scientific Town Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0001-6082-6566

Oleksandr Kyriienko,
PhD Student
at the Department of Pedagogy and Pedagogical Mastery,
Senior Lecturer at the Department of Theory and Methods
of Physical Education and Sports,
Bogdan Khmelnitsky Melitopol state pedagogical university,
59, Scientific Town Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0002-1633-3892

FEATURES OF THE IMPLEMENTATION OF CERTIFICATION PROGRAMS IN THE LEADING US HIGH SCHOOLS AS A COMPONENT OF ADULT PREAND POST-GRADUATE EDUCATION

SUMMARY:

The article highlights the peculiarities of the implementation of certification programs in leading institutions of higher education in the USA as an integral component of pre- and post-graduate education of adults. On the example of the Massachusetts Institute of Technology and Stanford University, the approaches to the development and implementation of certification programs that contribute to the improvement of qualifications and competitiveness in the labor market are analyzed. The various types of programs offered are reviewed, focusing on areas such as engineering, information technology, business and management, medical sciences, etc. Particular attention is paid to the analysis of teaching methods, which include traditional lectures, seminars, laboratory classes, as well as modern online courses and interactive modules. The forms of assessment of students' knowledge and skills, including written exams, projects and presentations, were studied. Analyzing the experience of the Massachusetts Institute of Technology and Stanford University, the main advantages and challenges of implementing certification programs are determined. Among the advantages are the flexibility of study plans, the possibility of an individual approach to learning, access to highly qualified teachers and the latest educational materials. Challenges include the need to constantly update the content of programs, ensure the quality of education in conditions of mass, as well as financial and organizational issues. The authors draw attention to the fact that certification programs at US universities are an effective tool for improving the professional qualifications and competitiveness of adults in the modern labor market. The experience of these leading HEIs can be useful for the implementation of similar programs in other educational institutions and countries, in particular, in HEIs of Ukraine.

KEYWORDS:

adult education, certification program, competencies, university, USA.

FULL TEXT:

REFERENCES:

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Іoan Neag, Ion Mihaila, Gabriel Trandafirescu, Ilie Mihai, Vladimir Potop CHANGE OF DIRECTION SPEED AND AGILITY: MANIFESTATION AND RELATION IN YOUTH SOCCER PLAYERS

(2024) Science and education, 3, 23-30. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-3-4

Ioan Neag,
Postgraduate Student,
Doctoral School of Sports Science and Physical Education,
National University of Science and Technology Politehnica Bucharest,
University Center Pitesti, Pitesti – 110040, Romania,
ORCID ID: https://orcid.org/0009-0009-1423-1348

Ion Mihaila,
Professor, PhD in Physical Education and Sports,
Doctoral School of Sports Science and Physical Education,
National University of Science and Technology Politehnica Bucharest,
University Center Pitesti, Pitesti – 110040, Romania,
ORCID ID: https://orcid.org/0000-0001-6173-9771

Gabriel Trandafirescu,
Associate Professor, PhD in Physical Education and Sports,
Doctoral School of Sports Science and Physical Education,
National University of Science and Technology Politehnica Bucharest,
University Center Pitesti, Pitesti – 110040, Romania,
ORCID ID: https://orcid.org/0009-0000-1763-784X

Ilie Mihai,
Associate Professor, PhD in Physical Education and Sports,
Doctoral School of Sports Science and Physical Education,
National University of Science and Technology Politehnica Bucharest,
University Center Pitesti, Pitesti – 110040, Romania,
ORCID ID: https://orcid.org/0000-0002-5932-1859

Vladimir Potop,
Professor, Doctor of Physical Education and Sports,
Doctoral School of Sports Science and Physical Education,
National University of Science and Technology Politehnica Bucharest,
University Center Pitesti, Pitesti – 110040, Romania,
ORCID ID: https://orcid.org/0000-0001-8571-2469

CHANGE OF DIRECTION SPEED AND AGILITY: MANIFESTATION AND RELATION IN YOUTH SOCCER PLAYERS

SUMMARY:

Change of direction speed (CODS) and agility are critical components of soccer performance because of the high number of changes of direction ocured during a match. This study investigates the relationships between various CODS tests, both with and without the ball, and a newly designed agility test in youth soccer players. A sample of 111 youth soccer players (11.15 ± 0.47 years) participated in a series of physical tests, including modified versions of the Illinois and T-tests, the 505 test, the s180 test, and a Zigzag test with the ball. The results revealed strong correlations and variances between CODS with the ball and CODS tests without the ball, ranging from (ρ = 0.739, R² = 0.546) to (ρ = 0.787, R² = 0.619). Very strong correlations were found between the CODS tests (modified Illinois and T-tests, 505, the s180) without the ball, ranging from (ρ = 0.857, R² = 0.734) to (ρ = 0.923, R² = 0.852). Additionally, very strong correlations were observed between CODS with and without the ball and agility, ranging from (ρ = 0.805, R² = 0.648) to (ρ = 0.831, R² = 0.690). These findings suggest that the tests measure similar underlying attributes of agility and CODS, both with and without the ball. The study provides valuable insights into the interrelationships between different CODS and agility, contributing to a better understanding of performance assessment in youth soccer players.

KEYWORDS:

Change of Direction speed, COD, Agility, Youth Soccer Players, Performance Analysis.

FULL TEXT:

REFERENCES:

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Hanna Zhara WAR VETERANS’ PHYSICAL AND SPORTS REHABILITATION IN THE CONDITIONS OF VETERANS’ SPACES

(2024) Science and education, 3, 17-22. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-3-3

Hanna Zhara,
Doctor of Pedagogical Sciences, Professor,
Professor at the Department of Biological Bases of Physical Education, Health and Sports,
T.H. Shevchenko National University "Chernihiv Colehium",
53, Hetmana Polubotka Str., Chernihiv, Ukraine,
ORCID ID: http://orcid.org/0000-0002-8092-542X
Researcher ID: R-7389-2017
Scopus Author ID: 58284024100

WAR VETERANS’ PHYSICAL AND SPORTS REHABILITATION IN THE CONDITIONS OF VETERANS’ SPACES

SUMMARY:

The relevance of the problem is due to the growing needs of military personnel, war veterans and their family members for complex rehabilitation, which is one of the important challenges for the public health system in Ukraine. The search for effective methods and tools for rehabilitation in the post-acute period at the community level is urgent given the multiplicity of traumas, injuries, physiological and psychological conditions, which requires an individual approach at the same time as supporting the veteran community on an "from equal-to-equal" principle. There are large numbers of veterans who, due to their health injures or lack of motivation, cannot participate in physical and sports activities with high-intensity motor loads, such as veteran sports. Therefore, the introduction of physical culture and sports interventions with low-intensity motor loads in the conditions of veteran hubs (as multifunctional institutions for the reintegration of servicemen, war veterans and their family. members by providing informational and advisory support and organizing their rehabilitation and readaptation) is promising considering the existing nosologies and expressed needs, as well as the creation of more psychologically comfortable conditions for rehabilitation within such spaces. The purpose of the research is to demonstrate the possibilities of low-intensity motor activity interventions for the implementation of physical culture and sports rehabilitation of military personnel and war veterans in the conditions of veteran hubs. Research methods: bibliosemantic method, interviews, surveys, goniometry. Results. The article presents the content, principles, SWOT analysis and results of the pilot implementation of the project "Specialized course of self-preservation, self-recovery and survival", which is implemented in the conditions of veteran hubs for physical and sports rehabilitation of military personnel, war veterans and their family members. The content of the project includes 3 degrees of theoretical and practical training, which allow participants to master self-recovery skills, get full motivation for daily physical activity, an individual set of exercises for a conscious feeling of one's own body, motor correction of one's psychophysical state; for the wounded – to continue the rehabilitation process; and also prepare those willing to help others. According to the results of the implementation of the 1st and 2nd degrees of the project, 83.7% of the 43 participants rated it as useful and favourable for themselves. An increase in the amplitude of movements (from 3 to 22% in different participants), a decrease in pain, an improvement in sleep and mood, an increase in work capacity, and a decrease in irritability and anxiety were noted. The proposed project makes it possible to compensate for unresolved aspects in the system of physical culture and sports rehabilitation of servicemen and war veterans in the conditions of veteran hubs.

KEYWORDS:

military personnel, war veterans, physical culture and sports rehabilitation, low-intensity motor loads, veteran hub, social project, SWOT-analysis.

FULL TEXT:

REFERENCES:

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Natalia Derstuganova DETERMINING THE COMPETENCES OF THE DOCTOR OF PHILOSOPHY DEGREE STUDENTS IN THE EU NORMATIVE AND REGULATORY DOCUMENTS

(2024) Science and education, 3, 12-16. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-3-2

Natalia Derstuganova,
Candidate of Pedagogical Sciences,
Associate Professor at the Department of Education
and Educational Institution Management,
"Classic Private University",
70-b, Zhukovsky Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0003-2455-5695

DETERMINING THE COMPETENCES OF THE DOCTOR OF PHILOSOPHY DEGREE STUDENTS IN THE EU NORMATIVE AND REGULATORY DOCUMENTS

SUMMARY:

The modernization of the higher education system of Ukraine, the focus on the entry into the European research space determines the interest of national researchers in the scientific heritage of foreign colleagues, in particular – the experience of implementing the norms of European educational legislation in the process of preparing doctors of philosophy on the basis of competence approach. In the national discourse, to name the competences that are not included into special (subject, professional) competencies, it is used the term «generic competence», and at the same time a wide range of definitions are used for describing such competences in foreign discourse. The purpose of this study is to identify trends on the use of terms to refer to competences other than special (professional, subject) competences in foreign discourse, in particular in the EU normative and regulatory documents describing the preparation of the third educational and scientific levels (doctors of philosophy). To achieve this purpose, theoretical analysis, synthesis, systematization, comparison and generalization of the presented material were used. The article provides modern approaches to the choice of competences other than special (professional, subject) competences in foreign discourse, in particular in the EU normative and regulatory documents describing the preparation of the third educational and scientific level (doctors of philosophy). Of particular interest in our study are the terms used to refer to competences other than special (professional, subject) competences, in documents that had a fundamental impact on the reform of doctoral education in Europe. The study revealed that today competences other than special (professional, subject) competences, are in the center of attention of the scientific community and are the subject of scientific and methodological developments at different levels, the results of which are embodied in the documents of regulation and recommendation. It is established that the foreign discourse does not produce a single generally accepted term to refer to competences other than special (professional, subject). To denote such competences, in parallel, are used such phrases as: «transferable skills», «transversal competences», «generic competences», «key competences», «generic skills» and the other approaches to outline the content of which do not always coincide. It is established that the EU normative and regulatory documents, in particular in those that manage the process of preparation of students of the third educational and scientific level (doctors of philosophy), to refer to competences other than special (professional, subject), it is favourable to use «transferable skills» construct. The paper provides methods of translation from English into Ukrainian phrase «transferable skills», which are found in modern normative and regulatory literature in scientific publications. The analysis of modern scientific articles has shown that in most cases Ukrainian researchers translate the phrase «transferable skills» as «трансферабальні навички», using the method of transliteration to translate the term «transferable». We see the prospects for further exploration in the study of synonyms of the term «generic competence» in scientific discourse.

KEYWORDS:

transferable skills, transversal competences, generic competences, generic skills, key competences, key competencies.

FULL TEXT:

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