The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
The article analyzes the students-philologists’ motivations to use the gamification with elements of augmented reality (AR) in education. The domestic and foreign experience of implementation of gamification with elements of AR into current educational practices is generalized. The aspects of implementation of gamification with elements of AR into the educational process of Mykhailo Stelmakh Faculty of Philology and Journalism are highlighted. In particular, the features of creating the board game “Fantaziarium (Imaginarium)” with elements of AR during the study of “Methodic of teaching literature” and “Methodic of teaching the Ukrainian language” are described. The methodological tools to diagnose the level of future teachers’ motivational readiness for the use of gamification with elements of AR are selected, and their indicators are defined. 47 students of the 4th year study of the specialty 014 “Secondary Education” (Ukrainian language and literature) of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the survey. The results of the survey convince of the relevance and effectiveness of organization in studying with the usage of the methods of creative practice-oriented project activities. A certain sequence of steps to increase the motivational readiness of students-philologists in the use of gamification with elements of AR is provided.
The article deals with the peculiarities of the usage cloud technologies for the organization of students-philologists' individual and group work in studying the discipline ``Scientific Research Basics''. The relevance of the introduction of cloud technologies for formation the readiness of the future teachers of Ukrainian language and literature to the professional activity is substantiated. Analysis of the scientific sources suggested that the quality of professional training process of future teachers-philologists has reached a new level by the means of cloud technologies. The domestic and foreign experience of cloud technologies implementation into current educational practices is generalized. The features of blended learning organization for professional training students-philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline ``Scientific Research Basics'' by using cloud technologies are described. The practical aspects and experience of preparation the future teachers of Ukrainian language and literature to a fluent usage of innovative cloud-based means are detailed. It is specified that the educational process is based on the communication by Gmail, Viber and Telegram messengers, store on Google Drive resource, work with educational video on YouTube, conducting online classes in Google Meet, creation publication in any of the social networks (Facebook, Instagram, TikTok), formation the different styles of references design on The Cite This for Me resource, conducting literature search on various search engines, namely Google Scholar, ScienceDirect, Web of Science, creating multimedia presentation at Prezi or Canva, making MindMaps on Mindomo, infographics on interactive board Google Jamboard or Padlet, on services for graphic design Canva and Visme, etc. Prospects for experimental studying the effectiveness of using cloud technologies in learning discipline ``Scientific Research Basics'' are determined.
The article analyzes the concept of pedagogical improvisation, clarifies its content, functions and types, determinates its role in developing professional competence of students-philologists. During the research we used the following methods: observation, analysis, interviews, mathematical statistics. The aspects of preparation of future teachers-philologists for pedagogical improvisation are highlighted, and their preparedness criteria are defined. The methodological tools of research into the level of students' ability to pedagogical improvisation are selected. The relevance of the topic is confirmed by the results of the survey of the students-philologists who are diagnosed with the level of ability to pedagogical improvisation both in the conditions of the traditional form of education and in the distance learning mode. 205 students of the specialties 035 «Philology» and 014 «Secondary Education» (Ukrainian language and literature) of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. By means of experimental activities, the features of the influence of the pedagogical improvisation on the formation of professional competence of future teachers-philologists have been identified. It was found that the level of ability to pedagogical improvisation of students-philologists in the conditions of traditional education is higher than in the conditions of excessive stay in the virtual educational space. A step-by-step algorithm of using improvisation for development of the future teachers-philologists’ professional competence in the context of blended learning is developed.
The article deals with the content of such a concept as “realia” from translational standpoint, its origin, features and existing ways of translating such linguistic units into Ukrainian. The authors of the article determine the difficulties that arise during the translation of realia of original artistic works into the language of the reader, emphasizing a significant role of the personality of an interpreter, which to some extent becomes a co-author of the final transformed work, because of necessity to transfer skilfully not only the meaning of words-realia, but also to save the national specificity of the original. It was chosen, as the most thorough classification of realia on a subject matter proposed by S. I. Vlakhov and S. P. Florin: geographical realia, ethnographic realia (everyday life, work, art and culture, ethnic objects, measures and money), social-political realia (administrative-territorial system, authorities and holders of power, socio-political life, military realia); and were distinguished the most appropriate ways to translate realia: 1) transfer “without translation” / transcoding: transcription, transliteration; 2) translation of realia – hyperonymic renaming; loan translation; contextual translation; method of assimilation; descriptive translation; and the authors of the article submit an example of an analysis of translation transformations in the text of the work “Scandal in Bohemia” by A. C. Doyle in the Ukrainian language. The analysis includes a general list of all realia of the story, the distribution of them on a subject matter and by way of translation, with the separation of their percentage ratio, as well as the study of the professional work of M. A. Dmytrenko, a translator of the story. In future, further work is planned in the field of research on the translation transformations of various writers’ literary works.
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