The most characteristic feature of modern society is changing in all spheres of life, which today drive science, economy, industry, and culture and affect the development of the information and educational space. The focus of the education system on the assimilation of knowledge, which was traditional and justified before, no longer corresponds to the current social order; it is determined by the objective need of society for a new person capable of independent, responsible, creative actions, an intellectual person, with critical thinking, liberated from dogmas, living in a complex. The fulfilment of these tasks requires a significant improvement in the quality of professional training of future specialists, based on the application of the philosophical aspects of human existence and development in the context of the formation of their professional competence and involves the development of personal qualities and creative abilities, the ability to independently acquire new knowledge and solve problems, and navigate in the life of society. Taking this into account, the article discusses in detail the main components of professional competence and provides the most effective ways to improve it.
The process of methodological search in the field of school education is continuous and is based on the analysis of historical experience and modern requirements of society to the level of school education. Under such conditions, a retrospective study of methodological aspects of school education in Ukraine becomes especially significant for pedagogical science. The article summarizes the methodological approaches to teaching the humanities and sciences in secondary schools of Ukraine in the second half of the XIX – early XX centuries. The analysis of positive and negative consequences of using different methodological approaches is carried out. The aim of the article is to analyse and systematize the publications of scholars and practicing teachers of the period under study on the methods of teaching school subjects and calls for the use of positive foreign experience of that time. The research methodology involved the use of comparative analysis, systematization and theoretical generalization, bibliographic search. Instructions, manuals for the schedule of educational material, absolute control over each methodological step of the teacher, the number and topic of tasks as well as teaching time to present the material slowed down the progress in teaching methods development for the humanities and sciences in secondary schools throughout Ukraine. At the same time, teachers made attempts to make learning easier and more interesting, tried to introduce a humorous component into the learning process, had the opportunity to share methodological recommendations and learn about foreign methods in the pages of pedagogical journals. In the second half of the XIX – early XX centuries, the following tendencies were observed in the methodology of teaching school subjects in Ukraine: presentation of educational material from simpler to more complex, individual approach to students, use of associations between previously studied material and the new one, the use of visual aids in primary school.
The process of creating school textbooks is continuous and is based on positive retrospective experience and modern demands of society to the content of education. Under such conditions, the study of the attitude of practising teachers and scholars towards textbooks for primary school in the second half of the nineteenth – early twentieth centuries is relevant for pedagogical science. The article analyses the ideas of Western Ukrainian teachers of the second half of the XIX - early XX centuries on the problem of compiling and using school textbooks, their role in education. The analysis of positive and negative characteristics of textbooks for primary school of the period under study is carried out. The main socio-economic and political factors influencing the state and functioning of textbooks for primary school are considered. The aim of the article is to analyse publications and ideas of Western Ukrainian teachers and scholars towards the structure of textbooks for primary school, scientific and accessible content, brevity, accuracy and quality of presentation, the language of textbooks, clarity of definitions, unambiguous use of terms. The research methodology involved: bibliographic search, comparative analysis, systematization and theoretical generalization, content analysis for analytical processing of literature. During the period under study, theoretical substantiation of textbooks for primary school structure, content, didactic principles of text construction began. The importance of visual instruction in primary school was emphasised. Numerous examples have shown the fact that teachers' dissatisfaction with school textbooks was due to excessive volume, numerous unsuccessful passages of texts with dry content, complex, unsuitable for the children’s style, terms and long sentences. Their main flaw was that the material was presented in a dry and tendentious way, thus creating obstacles to the development of interest in independent reading outside the school.
The article deals with the analisys of content and methods of teaching the German language in secondary schools of Western Ukraine in the second half of XIX – early XX century. It summarizes positive historical experience of Western Ukraine in teaching the German language, identifies distinctive features of content and methods of teaching the German language in secondary schools in this period and clarifies the importance of researches by Ukrainian scholars, educators and methodologists in order to improve school educational content in modern conditions. To make teaching of the German language more effective diferent tyres of exercises were used: explanatory reading, reading excerpts from prose and poetic works of the past with oral and written retelling, oral and written translation, copying from a texbook, explanatory dictations, memorizing poems and excerpts from prose and writing them from memory in class, grammar and lexical tests. It has been defined that the ideas about daily study of the German language is well worth noting. Grammatical material cannot underlie the study of the German language and should be used to explain complicated structures in the texts.
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