The article deals with the results of experimental work concerning the educational environment formation that is focused on the foreign language training of future energy engineering students. Project learning technology is chosen as the means of formation. A model of the educational environment for the metalanguage studying of the speciality of energy engineering students has been developed. In the educational process, educational projects with elements of professional orientation were implemented in accordance with the subject of the discipline “Business Foreign Language”, and the language abilities and internal potential of students were taken into account. The preparedness of energy engineering students to integrate knowledge of professionally oriented disciplines into a foreign language environment for solving project tasks of communicative nature has been determined. According to the results of the pedagogical experiment, it was established that in the process of project activity the mastering level of lexical and speech competences as the components of foreign language competence of students has significantly increased. The developed educational environment is characterized by differentiation, individuality, independence, autonomy, informativeness, creativity, which allows to create the necessary conditions for successful learning of foreign language, development of creative thinking, communicative skills of energy engineering students, formation of foreign, communicative, professional, informational, project, research competencies.
кандидат медичних наук, доцент кафедри гігієни та екології Івано-Франківський національний медичний університет ВПЛИВ ФІЗИЧНОЇ АКТИВНОСТІ ТА ЗАГАРТУВАННЯ НА АДАПТАЦІЙНІ МОЖЛИВОСТІ УЧНІВСЬКОЇ І СТУДЕНТСЬКОЇ МОЛОДІ, ЩО ПЕРЕБУВАЄ В УМОВАХ СУЧАСНИХ ЗАКЛАДІВ ОСВІТИ Анотація. Проблема збереження та зміцнення здоров'я учнів і студентів в умовах сучасних навчальних закладів залишається однією з найбільш актуальних для профілактичної медицини на даному етапі. Особливої актуальності вона набула протягом останнього часу, у зв'язку з постійним погіршенням показників здоров'я сучасних юнаків та дівчат. В умовах сучасних закладів освіти на учнів та студентів постійно щоденно впливає цілий ряд несприятливих соціальних, психологічних, педагогічних чинників та умови навчального та житлово-побутового середовища. Саме заняття фізичною культурою і спортом, загартування, активна участь юнаків і дівчат у спортивних гуртках і секціях можуть у короткі терміни запобігти негативним наслідкам гіподинамії, і закласти основи здорового спосіб життя, задля зміцнення здоров'я майбутніх поколінь. Ключові слова: фізична активність, загартування, адаптаційні можливості, сучасні заклади освіти.
To reflect and clarify the methodological paths we are following, the objectives of this work were to base the choice of the methodology to be used in our research project related to the Inclusive Education of children with special needs in Arts Education Programmes in Music in Portugal. We started by comparing methodologies used in other research studies on the same theme. We carried out an integrative literature review according to the theme of our study. We began by searching articles through selected keywords in English between 2015 and 2020 in the search engine Google Scholar and b-on, and in the databases: ERIC, Web of Science, and Scopus. All the compiled information was organised and studied through content analysis supported by the webQDA software. We compared methodological options of 40 selected studies. We found 3 empirical studies, 27 studies using an interpretative paradigm and 10 studies using a socio-critical perspective. However, according to the subject of our study, there is only one study using the Action-Research Methodology. Nevertheless, considering the other methodological possibilities, we confirmed that this methodology is the most appropriate for our type of study. The flexibility and collaborative nature of Action-Research is an advantage. The researcher can be considered as part of the reality under study, allowing us to achieve an in-depth understanding of the problems and practical situations. From this perspective, all subjects can be participants in the construction of knowledge, in a continuous dialectical process, in favour of inclusion.
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