Basanets L., Ivanova O., Kulagina T., Tokarenko O.
SECTION III. PROBLEMS OF THEORY OF EDUCATION
Baidala V.
The use of gender component in the pedagogical process.
This paper analyzes the issue of gender problems, the process of genderization of the personality, the gender socialization. Despite the transformational trends, contemporary Ukrainian society is characterized by gender stereotypes. The different points of scholars’ views about the lack of harmonious relations among school age children are analyzed. The necessity of using gender component in the educational process is defined.
It is pointed out that in the process of gender socialization, which provides a person’s awareness of their sexual independence and behavior throughout life according to it, the most effective are the mechanisms of imitation and identification. Starting with coping the behavior of their parents (girls trying to be more like the mother, the boys – like father), the child moves on, choosing new examples of gender behavior both real and unreal (the book characters, the heroes of fairy tales and so on). The suggestion of gender norms is often used by society as a means to influence individuals. So, in a society often evoke gender stereotypes and standards of conduct, that are not based on logic and not explaining the reasons for their imitation.
It is noted that modern society is undergoing fundamental changes, providing the need for further development of the gender approach in pedagogy, as well as providing targeted development of youth gender culture. Among these changes are: converting egalitarism in one of the priority directions of the state policy of the majority of countries in the world, forcing a rethinking of the role and place of women in society; changing cultural stereotypes of masculinity and femininity, loss of polarity; scrapping the traditional system of gender stratification, easing stiffness in the definition of male and female social roles, the elimination of normativityin the traditional gender division of labour; changes in gender characteristics of marriage and family relations:acquisition of new high-quality properties: activation of marriage and family egalitarization; mutual contribution of men and women in their wellbeing; the spread of consensual, business forms of marriage and serial monogamy; objective changes in marriage and family status of modern women: reduction the role of the family as the traditional value for her, the growing importance of the values beyond the family (education, career, prestige, financial income and so on), focus on the one child or even on childlessness; objective changes in marriage and family status of the modern man: the loss of the traditional «breadwinner», the reduction of socializing role of fatherhood;deepening of the general tendency of family relations on the change of value orientations, in the centre of which is the family group and the individual;reorientation of the process of formation of the child’s personality with traditional, clearly fixed gender behaviors in mixed or inversive model that has significant negative consequences for society.
Key words: pedagogical process, gender stereotypes, educational institutions, male, female, a gender component.
Basanets L., Ivanova O., Kulagina T., Tokarenko O.
Psycho-functional indicators of the first-graders in the dynamics of learning.
The article presents the results of a study of some psycho-functional characteristics of the first-graders in the dynamics of the school year. The aim of this work is to clarify the features of adaptive activities for 6-year-old children, enrolled in a traditional school and gymnasium. The quantitative and qualitative indicators of mental work and productivity, the amount of visual and auditory memory, emotion and performance level of adaptability are determined. The conventional techniques of psycho-physiological testing are used.
The research, conducted at the beginning and end of the school year, has showed a significant improvement of the most psycho-functional characteristics of the pupils, regardless of the type of institution in which they were trained. It is noted that the first-graders pupils of gymnasia have the higher level of productivity of mental activity and memory during the school year than that of the pupils of secondary schools. Some differences indices studied of children of different sexes, consisting of the advantages of cognitive function of the girls are revealed. Assessment of the emotional state of the first-graders in the course of their training in different conditions have showed that most children respond positively to the training load and micro-social environment. However, the performance of the boys and girls of emotion vary somewhat: emotional stability is more common for the boys, whereas the girls have more pronounced psycho-emotional lability.
The overall results of the study indicate that satisfactory orientation adaptation of the children to the complex intraschool factors is associated with learning in educational institutions of various types. However, the high efficiency of the mental activity of the first-graders of gymnasia during the school year is provided by significant functional stress adaptation mechanisms, which manifest itself in a greater number of children at “risk” with signs of fatigue varying degrees among the pupils enrolled in a school.
The data obtained on psycho-functional characteristics of the 6-year-old children may be used as a scientific basis in the development and implementation of effective organizational measures in order to create the optimal conditions for training and education of children in primary school educational institutions of various types. This will give the opportunity to prevent the development of early fatigue and exhaustion of children during their learning activities that may adversely affect their health and productivity of their learning activities in the subsequent stages of training.
Keywords: the first-graders of secondary schools and gymnasia, mental performance, memory, psycho-emotional state, adaptation to training.
Vitvitskaya S.
The system-activity approach to education in pedagogical legacy of V. Sukhomlinskogo.
The formation of new social relations in our country, the development of Ukrainian state, concern about its future bring to prominence the issue of national education. National education is impossible without patriotism. That commitment to their native land, love of country, their people, history, language, culture generate national mentality, psychology and human nature. And it begins, according to V. Sukhomlynsky, nature, childhood parental care.
This article analyzes the concept of «system», «system approach», «system-activity approach to education», «system-activity approach to education in pedagogical legacy of V. Sukhomlinskogo». The author describes the ethnopedagogical approach to the implementation of all kinds of education in the experiment V. Sukhomlinskogo, interdependence of patriotic, moral, aesthetic, intellectual education in the pedagogical system V. Sukhomlinskogo. The author outlines the ways of using the pedagogical ideas of V. Sukhomlinskogo in modern teaching systems.
It is emphasized that the participation of the entire team of Pavlyska High School helped V. Sukhomlinsky to create a science-based, effective educational system.
In the article the essence of the educational process as a process of human creation, human nature, the sequence of its humanity, understanding the nature of national education, the formation of patriotism, knowledge of the mother tongue as the main educator is described.
The author defines that V. Sukhomlinsky considered the main task of secondary school was education as a moral culture of the students.
In the educational system established theoretically and practically implemented V. Sukhomlynsky put the humanistic, system-activity ethnopedagogical approaches that have provided efficiency, viability and sustainability. The result of the educational system according to V. Sukhomlynsky should be comprehensively developed personality, patriot, able to make informed social and moral choice, man that is the subject of the historical process.
Key words: system, educational system, the system-activity approach to education of youth, ethnopedagogical approach to education of V. Sukhomlinsky.
Ivanenko L.
Legal framework of education of mercy of schoolchildren.
The article analyzes the Ukrainian state documents, which regulate the process of education school-age children to mercy. The main object of attention is legislation documents of the period of Ukrainian Independence (1991–2014). Due to the relevant multidisciplinary approaches, mercy is regarded as a concept which has in its structure the main content, the conceptual content and the frame that provides information about the pragmatic potential of the text with this category.
Such documents as State National Program «Education» (Ukraine of XXI century), National Program of Education of Children and Youth in Ukraine (2005), the Concept of National Education (1994), Law of Ukraine on the Rights of Child (Family Code of Ukraine, 2008), Law on «Education», the Concept of National-patriotic Education, the program «Basic Educational Guidelines for Students 1-11 Grades of Secondary Schools of Ukraine», the Concept of family education in the education system of Ukraine «Happy Family» for 2012–2021 and the Law of Ukraine on «Charities and Charitable Organizations» were analyzed by the author.
The analysis of these documents let us conclude that the frequency of use of the term «mercy» has significantly increased in the second decade of the XXI century. The first edition of the State Law on «Education» (1991) did not mention mercy at all. The edition of 2011 mentioned it in association with responsibility of the family.
The most vivid representation of the concept of mercy has «Basic educational Guidelines for students 1-11 grades of secondary schools of Ukraine» approved by the Minister of Education, Youth and Sports of Ukraine in 2011. There are 7 lexemes mentioning «mercy». The document demonstrates a vivid distinction between mercy, love, sensitivity, kindness, charity. First there were introduced recommendations and measures to educate mercy, depending on the age characteristics of the students. The document emphasizes that mercy should be formed as a moral quality in early elementary school.
During the period of independence in government documents a noticeable evolution of semantic load of the concept of mercy is traced. If at the beginning of the independence this concept was presented only implicitly as a part of moral education, in more than 20 years the frequency of its use increases, and its conceptual structure becomes much more complicated. This indicates an increased awareness of the importance of its role in the Ukrainian educational system.
Keywords: the concept of mercy, education to mercy, State program «Education», The concept of national education, Law of Ukraine on «Education», «Basic educational Guidelines for students 1-11 grades of secondary schools of Ukraine», the concept of family education «Happy Family».
Levkiv S.
The trends in putting into practice the principles of secondary school education for sustainable development.
This article is dedicated to identifying the trends in putting into practice the principles of secondary school education for sustainable development. The essence of the concepts of «trend», «sustainable development», «education for sustainable development», «sustainable development of society» are characterized. The reasons for the emergence of the concept of «education for sustainable development» are defined by the author.
It is determined that education is a prerequisite and a priority and at the same time a means of achieving sustainable development. It is crucial to ensure awareness of environmental issues and ethics, the formation of values and approaches, instilling skills and encourage behavior in consistent with sustainable development.
The shortcomings of traditional secondary education to implement in practice the concept of sustainable development are given. The priority areas of improving the environmental component of secondary education for sustainable development are revealed.
The author focuses on results and prospects of the project «Education for sustainable development in action». The role of the state in the implementation of education for sustainable development into practice in secondary schools is mentioned. The basic principles of the modernization of educational content based on the reorientation of the objectives of sustainable development are shown.
Attention is drawn to the importance of the course «Lessons for sustainable development» in terms of its impact on the process of implementation in practice of secondary school education for sustainable development. It reveals the importance of understanding the concept of «sustainable development» and the experience obtained by the students as an important element of preparation for life.
The attention is focused on that high-quality secondary education is a prerequisite for sustainable development. Based on the analysis of scientific literature, legal documents, content, forms and methods of secondary schools to implement the paradigm of sustainable development the author of the article has identified the following trends: the priority of secondary schools on the implementation of the principles of education for sustainable development; unification of the efforts of schools and NGOs ecological sustainable development; the diversity of content, forms and methods of interaction between schools and community organizations in the implementation of sustainable development; the creation of a new teaching for schools in the context of sustainable development.
Keywords: trend, sustainable development, education for sustainable development, secondary education, secondary schools, ecology, sustainable development of society.