The process of education development with its innovative component begins with the influence of the need for changes in the arena of the educational process in higher education. It is created during the analytical work of specialized scientific organizations, education management bodies, heads of higher education institutions, scientific and pedagogical teams. It is highlighted the main principles that show the innovative work of modernization of higher education carried out by the Bologna process. The structure of readiness for innovative pedagogical work is outlined as a combination of motivational, cognitive, creative, reflective components. These components are interconnected. The article considered the levels of formation of a specialist's readiness for innovative work. The formation of specialists' readiness for innovative work outlines the presence of various models. Attention is focused on the model of training specialists for the use of innovative technologies, which includes various interconnected components. It was found that when training future specialists for innovative activities, the relationship between the teacher and students should be based on certain principles. The parameters of the specialist's innovative activity are determined: the specialist's readiness to carry out innovative activity, the specialist's innovative activity, the result of the innovative work.
The article analyzes the formation of the image of the world and the impact on this process of individual characteristics of perception.The problem of forming a holistic picture of the world of the individual is acute at the present stage of development of education, especially in connection with the implementation of the ideas of the New Ukrainian School. The article reveals the methodological principles of forming a holistic picture of the world, characterization of the concepts «myth», «mythological picture of the world», defines their essence as a set of generalized ideas about mythology, society, the world and its place and purpose.Modernization of the education system of Ukraine is aimed at the active formation of a holistic picture of the world of the individual, especially children. From birth, the child perceives the world as a whole, as it is, and when earlier in primary school there was a clear branching into objects, the child destroyed the holistic picture of the world. It was difficult for the child to find connections between subjects in school and in the environment, society and the world in general. The Concept of the New Ukrainian School makes it its primary task to ensure the development of the worldview of the little person, i. e. to continue to form a holistic picture of the world without disturbing the natural worldview. The Concept of the New Ukrainian School emphasizes the need to form a number of competencies in students, based on a holistic picture of the world, where information is constantly organized, supplemented, changed and transformed into a holistic system. That is why the question of forming a holistic picture of the world today is extremely relevant.The author defines the important role of worldview foundations in the formation of the value picture of the world of the individual of a particular historical time. Mythological worldview values can become a constructive element in overcoming the crisis of globalization, return to spiritual origins and give a worthy response to the challenges of modern civilization. The article reveals the formation of the image of the world and the influence of the mythological worldview on its formation.
The article reveals the peculiarities of fostering a sense of patriotism in preschool children in Ukraine in the period 1917-1941. It was revealed that the social changes caused by the formation of the Soviet Union led to the ideological and unified development of preschool education in Ukraine. The influence of the family on children is reduced to a
W artykule omówiono problem znaczenia integracji treści procesu edukacyjnego jako głównego czynnika kształtowania podstaw harmonijnego postrzegania świata u dzieci w wieku pięciu do ośmiu lat, co stwarza warunki do pełnego holistycznego rozwoju osobowości dziecka. Ujawniono różne podejścia badaczy do zrozumienia istoty pojęcia "integracja" i wpływu tego zjawiska na kształtowanie harmonijnego postrzegania świata u dzieci na podstawie holistycznych pojęć natury i społeczeństwa, rozwoju orientacji wartości i humanistycznego skupienia jednostki. W tym artykule omówiono integrację jako zasadę budowy procesu edukacyjnego, realizowaną w dwóch powiązanych ze sobą aspektach, takich jak merytoryczne i metody przyswajania przez dzieci zintegrowanych treści edukacyjnych.Nacisk kładziony jest na teoretyczne i metodyczne podstawy integracji wiedzy w edukacji, a mianowicie podstawy harmonijnego postrzegania świata u dzieci w wieku pięciu do ośmiu lat.Słowa kluczowe: integracja, światopogląd, całościowe postrzeganie świata, całościowy światopogląd, proces edukacyjny, osobowość, rozwój.
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