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№ 3 (239), 21 august 2023
doi: 10.25198/1814-6457
Василий Александрович СУХОМЛИНСКИЙ (1918–1970). Советский педагог-новатор украинского происхождения, детский писатель, создатель педагогической системы, основанной на признании личности ребёнка высшей ценностью, на которую должны быть ориентированы процессы воспитания и образования. Член-корреспондент Академии педагогических наук СССР, кандидат педагогических наук, заслуженный учитель школы Украинской ССР, Герой Социалистического Труда.
Pedagogics
Ryndak V.G., Bazhenova Yu.A. HISTORICAL AND PEDAGOGICAL ANALYSIS OF V.A. SUKHOMLINSKY’S HOLISTIC PEDAGOGICAL SYSTEM IN THE CONTEXT OF MODERNITYThis article was prepared on the eve of the 105th anniversary of the birth of V.A. Sukhomlinsky. To analyze his holistic pedagogical system, we used the main scientific works of the teacher-researcher, substantiated and proven by many years of practice on the issues of education of a comprehensively developed personality, the organization of educational work with students, cooperation of schools, families and the public in the upbringing of children. The problems of the content, methods and forms of teaching, pedagogical creativity and mastery of the teacher, works of art for children are analyzed. His pedagogical heritage is considered as the author’s system of humanistic views based on the understanding of the philosophical truth that education, upbringing and development of a growing personality is, first of all, the affirmation of harmony of mind and heart, where, according to V.A. Sukhomlinsky, a gentle and subtle melody belongs to the heart, which naturally claims to be modern and timely comprehension. The purpose of the article is to show the significance of V.A. Sukhomlinsky’s views in the context of modern and promising development of education and pedagogical science.Key words: V.A. Sukhomlinsky’s holistic humanistic pedagogical, artistic works for children, cooperation of schools, families, the public in the upbringing of children.
Mukhin M.I. EDUCATOR WITH A GLIMPSE INTO THE FUTUREThe range of V. A. Sukhomlinsky’s creative thought is unimaginably wide, 105 years old this year. The pedagogue said his original, innovative word practically on every aspect of education and upbringing. The purpose of the article is to identify and, to the extent possible, reveal the provisions and conclusions of the innovator, which have already played an invaluable role in the enrichment of national education, and those ideas, the use of the potential of which will be the driving force for the development of education in the third millennium.Key words: Humanistic paradigm, comprehensive development of personality, system approach, profile education, humanization of knowledge, health-saving educational technologies, regental function of education, interrelation of processes: understanding and upbringing of personality
Kiryakova A.V., Yuzhaninova E.R., Moroz V.V. V.A. SUKHOMLINSKY ABOUT THE AGE FORMATION OF SCHOOLCHILDREN’S VALUE ORIENTATIONS. LOGIC, MECHANISMS, TECHNOLOGIESThe rich pedagogical heritage of V.A. Sukhomlinsky by virtue of its depth and uniqueness makes it possible to identify the axiological constants of pedagogy, relevant at each stage of society development. The purpose of this article is to reveal the logic of formation of value orientations of schoolchildren in the age aspect on the basis of V.A. Sukhomlinsky’s work experience as a teacher and director of Pavlyshskaya secondary school. To achieve this goal, the article addresses the following tasks: an attempt is made to identify those parts of V.A. Sukhomlinsky’s heritage that reflect the regularities of age and value development of schoolchildren; synthesis on their basis of the age logic of the formation of value orientations; filling the values realized in the pedagogical process by V.A. Sukhomlinsky with the content relevant for modern schoolchildren.
In V.A. Sukhomlinsky’s pedagogical system it is possible to distinguish a special line of development of a schoolchild’s personality — age-specific features of the formation of his value orientations, which determine the subsequent life of a person: his future choices, successes and failures. The strength of V.A. Sukhomlinsky’s axiological ideas lies in building a system of school work on basic universal values, including the universal triad: Truth — Goodness — Beauty. Having proclaimed and realized first in the experience of his school and then in the pedagogical theory the cult of Book, Knowledge, Beauty, — he actually created a basic classification of values-objectives in pedagogy. According to the authors, this hierarchy of values of an adult can be relevant today, if we fill these values with actual content within the pedagogical process.
The changed realities of the first third of the XXI century require the rejection of formal analysis of Sukhomlinsky’s heritage, since extrapolation of the great pedagogue’s ideas to the realities of the modern school in an unchanged form has become impossible. Gamification, neural networks and avalanche-like flow of information, which modern schoolchildren face, require adaptation of the great teacher’s ideas and change of approach to education, departure from value neutrality.Key words: V.A. Sukhomlinsky, values, value orientations, personality, child, age changes.
Litvak R.A., Zaikova O.N. METHODOLOGY OF CHILD SOCIALIZATION IN V.A. SUKHOMLINSKY HUMANISTIC PEDAGOGYThe article examines the value of the child upbringing system developed and implemented by V.A. Sukhomlinsky in the process of professional activity. The special significance of the famous scientist is the strategy of this system, built on the anthropological approach in combination with a set of principles: cultural conformity, natural conformity, humanism, value-oriented, as well as the provisions of the system approach. The core of the scientist’s system was spiritual and moral education, the results of which made it possible to mark a new stage in the development of modern pedagogy aimed at supporting the child, which contributed to a change in the views of teachers on the attitude towards the child, interaction in the system “Man — child — society” and form the qualities necessary in the process of socialization. The authors of the article note that in modern conditions the ideas of the scientist acquire a new sound, interpretations, acquire new meanings, allow for an innovative approach in the education system to educate a free, worthy man with a firm position as a citizen of his Fatherland.Key words: Socialization of the child, existential pedagogy, humanistic pedagogy, methodology of socialization.
Maron A.E., Rezinkina L.V. RELEVANCE OF V.A. SUKHOMLINSKY’S LEGACY WHEN FORMING MORAL AND ETHICAL QUALITIES OF A TEACHER The article reveals the possibilities of forming the moral and ethical qualities of a modern teacher based on the actualization of V. A. Sukhomlinsky’s pedagogical works. It is shown that the increasing role of information in the process of moral and ethical education of the younger generation requires the teacher to demonstrate new moral and ethical qualities that allow them to form an inclusive educational environment in educational organizations. It is emphasized that the role of a teacher who can successfully work in the information space, as well as with children with limited health opportunities, based on the principles of the pedagogical system proposed by V.A. Sukhomlinsky, becomes important in this process. The method of determining the requests of the teaching staff in the development of moral and ethical qualities is given.Key words: pedagogical culture, moral and ethical qualities of a teacher, V.A. Sukhomlinsky’s pedagogical system, inclusive education, information space, principles of informational and inclusive ethics, upbringing, tolerance.
Zakharishcheva M.A., Nelyubina N.A. PEDAGOGY OF SUKHOMLINSKY IN A MODERN RURAL SCHOOLThe article is about an experiment that was organized at the Uva School of the Udmurt Republic. V.A. Sukhomlinsky began his professional pedagogical activity at this school during the harsh years of the Great Patriotic War. The teachers of the Uvinsky school preserve the traditions of humane pedagogy and continue their creative search in modern conditions. V.A. Sukhomlinsky’s ideas about patriotic and spiritual and moral education have been introduced into the educational process, extracurricular activities and additional education. “Lessons of kindness”, “Pedagogical Constellation”, “Holiday of Fairy tales” and other events have become traditional holidays at school. The school has a historical and pedagogical museum of V.A. Sukhomlinsky with unique exhibits. Republican pedagogical readings are held annually with the invitation of scientists, teachers of institutions of higher and secondary vocational education, students, public figures, cultural figures, preschool workers. The conference discusses current problems of modern pedagogy, organized the exchange of experience through participation in master classes. The peculiarity of the pedagogical experiment lies in the fact that all teachers of the school take part in it, just as the experiment was organized by V.A. Sukhomlinsky himself in the Pavlysh secondary school led by him.Key words: V.A. Sukhomlinsky’s legacy, pedagogical experiment, rural school, museum, scientific conference.
Ivanishcheva N.A. CIVIL IDENTITY IN POLYCULTURAL EDUCATIONAL SPACE IN THE CONTEXT OF V.A. SUKHOMLINSKYThe article discusses the main approaches to understanding civic identity in Russian and foreign scientific thought. Attention is focused on the preservation of the historically established state unity of Russia in the current conditions of geopolitical confrontation. In the author’s interpretation, civic identity is an indicator of the consolidation of society in the national environment, the solidarity of social forces, a certain condition for the integrity of the state. The definition of civic identity is revealed in close connection with the concepts of citizenship and patriotism. It is substantiated that pedagogical science introduces the formation of civic identity among the strategic priorities of educational activities. The educational process should be based on the obligatory consideration of value orientations that ensure the formation of an integral personality of a patriot and defender of his Motherland. Multicultural education as an environment for interaction between representatives of different cultures ensures that the younger generation realizes that they belong to a country with a multi-ethnic and multi-confessional Russian people.
The phenomenon of civic identity in the pedagogical heritage of V.A. Sukhomlinsky, who defined the contours of the “national idea” of citizenship in close connection with humanism. The sources of the study were the works “Motherland in the Heart” and “The Birth of a Citizen”, where the teacher expressed a thought that is significant for our work — the Fatherland as a value is important for the individual by the realization of her spiritual aspirations in it. Despite the serious transformation of value ideas in recent decades, the expression “a person is unthinkable without a civic core” (V.A. Sukhomlinsky) in the coming trials for the Russian state is more relevant than ever.Key words: humanistic paradigm of education, civic identity, citizenship, patriotism, national values, multicultural education, pedagogical heritage of V.A. Sukhomlinsky.
Kargapoltseva N.A., Kargapoltseva D.S. THE VIEWS OF V.A. SUKHOMLINSKY TO QUESTIONS OF GIFTEDNESSThe article is devoted to the modern state educational paradigm, which focuses on the identification and development of the talents and abilities of each child, which is an important factor for achieving high results in education and in life in general. It is noted that thanks to national projects, more students have the opportunity to use educational platforms of a single high level, as well as equal access for children and youth to competitions that allow everyone to show and develop talents and abilities.
One of these projects is Every Child’s Success, which aims to identify, develop and realize abilities. The article also analyzes the Modern School project, which contributes to the modernization of educational institutions and the provision of conditions for obtaining a quality education.
The article presents a retrospective analysis of the views of the outstanding Soviet teacher Vasily Alexandrovich Sukhomlinsky on the identification and development of giftedness, talents and abilities of students, who noted that each child is unique and has his own talent. That is why V.A. Sukhomlinsky considered it necessary to create pedagogical conditions for its disclosure and development. An important aspect in the concept of Sukhomlinsky’s views on the upbringing and development of the child is labor, including through which, through diligence and patience, a growing person is given the opportunity to learn how to do something with his own hands, without fail, best of all.
The study, comprehension and application of the humanistic views of outstanding representatives of Russian pedagogy in educational activities will certainly allow modern teachers and teachers of preschool and additional education to find a unique approach to recognizing and developing giftedness, talents and abilities of a growing personality.Key words: national project “Education”, state politics, educational paradigm, Sukhomlinskiy V.A., gifted child, potentiality, ability, personality, labor.
Nevolina V.V. SCIENTIFIC AND PEDAGOGICAL HERITAGE OF V.A. SUKHOMLINSKY AND MODERNITYIn the year of the teacher and mentor, which was announced by the President of Russia V.V. Putin, special attention is paid to the role of the teaching profession in modern life. The article discusses the relevance of the scientific and pedagogical heritage of V.A. Sukhomlinsky in modern realities of education transformation. Particular attention is paid to the problems of self-development of students and the continuation of the implementation of ideas from the standpoint of their actualization in modern education.
Folk pedagogy Sukhomlinsky recognized the personality of the student as the most important life value. The uniqueness and predictability of the principles of V.A. Sukhomlinsky manifests itself in the field of modern education, educational psychology, personality theory, developmental psychology. The teacher-innovator brought up self-esteem in students. His upbringing by work, team, word, beauty, nature was focused on morality and spirituality, on the formation of a thinking subject.
Constructive ideas and innovative experience of the teacher-practitioner V.A. Sukhomlinsky have not lost their relevance today. For example, environmental education in modern schools is based on the ideas of V.A. Sukhomlinsky. In continuation of his ideas, we consider pedagogical activity as preventive medicine for society as a whole, since educated and educated people contribute to the sustainable development of society and prevent many social problems, and this is a motivating factor in a health-saving lifestyle. Generalization of practical work experience is realized on the basis of discussion forums, business games, seminars, round tables, where issues of compliance with the principles of health-saving pedagogy in the educational process are discussed. The implementation of organizational forms of interaction provides opportunities for an active dialogue between the subjects of the educational process in the framework of updating the ideas of the pedagogical heritage of V.A. Sukhomlinsky.Key words: folk pedagogy, teaching principles, education transformation, health pedagogy, self-development of students.
Akimov L.A. HERITAGE OF V.A. SUKHOMLINSKY IN ENSURING THE STUDENTS SAFETYThe current situation of the world order in the era of global changes in the value foundations of the life of both an individual and various communities and states as a whole presents humanity with a wide range of challenges of political, economic, socio-cultural plans, overcoming which requires the education of a viable personality.
Safety as a socio-cultural concept, the imperative of individual and social development needs a “safe education”, determines the need to comprehend pedagogical theories and educational practice in relation to the socio-political, economic, cultural level of development of the country and the situation of development of students. There is a demand for the development of a humane socio-personal educational paradigm (V. I. Zagvyazinsky) to implement the idea of ensuring safety in education, reflecting the goals, values, meanings of pedagogically appropriate ways and means of creating and maintaining a safe educational environment; educating a person with a culture of a safe lifestyle.
The analysis of the problem in pedagogical science and educational practice indicates that the term “safety” is currently used in all spheres of human activity, in various scientific studies, in various semantic contexts. The conceptual nature of security in pedagogical research, on the one hand, confirms its global reach in solving pedagogical problems, on the other hand, it hinders the implementation of a holistic approach to its provision in the education system. Beyond pedagogical reflection are the deep foundations of the concept of “security”, reflecting the noxological orientation of educational practices in historical and pedagogical terms, along with the “non-rootedness of value valeological orientations in the real life of the Russian people” (P.F. Kubrushko, V.A. Devisilov). which led to the appeal to the pedagogical heritage of V.A. Sukhomlinsky.
In the course of the study, a pedagogical understanding of the concept of security is presented — as a state of subject-subject relations, reflecting a situation in which the subjects of interaction assess the possibility of harming each other (the result of exposure that entailed undesirable and (or) adverse effects of exposure) and to themselves as insignificant.
The analysis of the experience of the Pavlysh school made it possible to identify the valeological dominants of educational practices (health-oriented, organizational-guiding, communicative-creative), the implementation of which is timely and necessary both to achieve the quality of education and to educate the younger generation capable of ensuring personal, public and state security.Key words: safety, security, Pavlysh school, valeological dominants of educational practices.
Kuravin F.V., Kuravina E.Y. PEDAGOGICAL HERITAGE OF V.A. SUKHOMLINSKIY IN A PRACTICE OF TEACHER’S PROFESSIONAL DEVELOPMENTIn this article the main aspects of teacher’s professional development, using of pedagogical heritage of V.A. Sukhomlinskiy in a secondary school practical activity are considered. The model of secondary school teacher’s advanced training in an educational institution is introduced.Key words: management of educational institution, professional development, Sukhomlinskiy, modeling.
Mikhaleva E.S. NEUROBICS AS A TOOL FOR DEVELOPING THE SKILL OF INTELLECTUAL WORK, OR ABOUT THE BENEFITS OF EDUCATING THE MIND OF A CHILD IN THE PEDAGOGICAL HERITAGE OF V.A. SUKHOMLINSKYThe article analyzes the pedagogical views of V. A. Sukhomlinsky on intellectual work and education of the mind; about the spiritual component of mental labor. The experience of using neuroscience as a tool for developing the skill of intellectual work of a teenager in the regional distance school “I am a citizen of Russia” on the basis of GAUDO OODTDM im. V.P. Polyanichko.Key words: mental education, intellectual work, spiritual world of the child, brain, thinking, health, neurobics.
Savina N.N. RESEARCH POSITION OF V.A. SUKHOMLINSKY AS A TEACHER AND PRINCIPALThe article considers the compliance of the research activities of V.A. Sukhomlinsky as an outstanding teacher-practitioner and head of the school identified by A.M. Skotnikova types of research position and their parameters. The relevance of the content of the article lies in the fact that the conditions of pedagogical activity of V.A. Sukhomlinsky, which took place in the conditions of the Cold War, are almost similar to the requirements for the activities of modern teachers in the conditions of the sanctions war.Key words: research position, teacher, student, creative activity.
Borytko N.M. TECHNOLOGICAL POTENTIAL OF V.A. SUKHOMLINSKY’S PEDAGOGICAL SYSTEM OF MORAL EDUCATIONThe author analyses the pedagogical system of moral education developed by V.A. Sukhomlinsky. The article shows the technological transition from the educational environment as a set of circumstances external to the student, which have a significant impact on his formation and development, to the educational space as a personal image of the environment, which forms the appropriate identity of a person, his image of self. At the same time, the features of the educational space are distinguished (an integral and highly conscious image of the self, which is characterized by integrity, consistency of elements; the identity of a person in his socio-cultural environment; the result of a person’s own work on himself, the result of constant efforts to be, to preserve his positive identity), the characteristics of pedagogical technologies (specificity of the goal; monitoring of activity; lawfulness; conditions of effectiveness), the features of educational technologies (focus on the emotional and social development of the person), and the characteristics of educational technologies (focus on the emotional and social development of the person). Based on this methodological framework, a conceptual analysis of a specific fragment of his pedagogical experience of moral education of children described in the work of V.A. Sukhomlinsky is carried out, its technological characteristics, including monitoring as a way of managing the process of realisation of the educational goal, are revealed, and the significance of V.A. Sukhomlinsky’s works for the professional development of a modern teacher and the technologisation of everyday pedagogical activity is determined. The educator does not offer in his works any specific pedagogical (educational) technologies, as it can be found in other authors. But he shows how to technologise his own daily activity, advancing to professional mastery, to the development of his professional style, which is much more important and effective. This is all the more important in the sphere of moral education, which is a particularly debatable issue today in the aspect of technologisation of pedagogical (educational) activity. In conclusion, some ideas of V.A. Sukhomlinsky, from the author’s point of view valuable in relation to the technologisation of moral education of modern children and youth, are offered.Key words: Sukhomlinsky technological potential, digital age, technology, technological activity, pedagogical activity, education, moral education, education system, educational system.
Kuznetsov V.V. PEDAGOGICAL CONDITIONS FOR OVERCOMING THE INDIFFERENCE AND CRUELTY OF TEENAGERS IN THE “BIRTH OF A CITIZEN” BY V.A. SUKHOMLINSKYThe article presents a theoretical analysis of V.A. Sukhomlinsky’s trilogy “The Birth of a Citizen”, aimed at finding pedagogical conditions for overcoming the indifference and cruelty of adolescents.
The author presents the problem, topic, its relevance, purpose and objectives of theoretical analysis.
The main part of the article gives analysis of scientific sources like a person-centered (K. Rogers), anthropological (L. Feuerbach) and humanistic (Janusz Korczag, etc.) approaches in education, special attention is paid to the philosophy of the heart (A.A. Lebedenko, M.I. Mertsalov, etc.), which allowed modern scientists in the field of education to create cordial pedagogical constructions, which should include the work of Vasily Alexandrovich Sukhomlinsky, which made it possible to prepare the trilogy “The Birth of a Citizen”, in the center of which the reflections of the great teacher, scientist, practitioner about addressing the soul and heart of a pupil in solving complex problems related to overcoming indifference and the cruelty of teenagers.Key words: indifference, cruelty, the heart of a teacher, the soul of a person and a child, V.A. Sukhomlinsky’s trilogy “The Birth of a citizen”, pedagogy of the heart.
Khvataeva N.P. EDUCATION OF DUTY BY V.A. SUKHOMLINSKY: APPEAL TO THE ESSENCE OF THE CONCEPTThe problem of forming spiritual and moral values, which has become relevant in the last decade, required an appeal to rich experience of domestic pedagogy. In this article, the author explores concept “duty” in the prose of Vasiliy A. Sukhomlinsky. The concept itself was subjected to conceptual analysis, since it has a rather complex and ambiguous semantics. A mandatory moral and ethical component of duty as an inner feeling of a person was established. Contextual analysis was applied to the text of “Education of Duty” in order to clarify the author’s modality. The noun “duty” and its derivatives were analyzed within the context of one predicative structure for each case of use, only free lexical compatibility was taken into account, nouns, adjectives and verbs were included in the context structure. The processing of the results made it possible to establish the comparative frequency of the noun, to highlight the main accompanying meanings expressed by meaningful parts of speech. The author’s lexical valence of the word “duty” in Vasiliy A. Sukhomlinsky does not include a civil or patriotic component. Nuclear positions in the structure of the concept under study are occupied by such meanings and values as human personality, morality, and feeling. The use of non-traditional methods for pedagogical research led to the conclusion that Sukhomlinsky was committed to truly humanitarian values, contrary to the party and class values characteristic of the era.Key words: duty, education, Vasiliy A. Sukhomlinsky, conceptual analysis, contextual analysis, human personality, spiritual and moral values, humanism.
Zhirnova A.I. SPEECH CREATIVITY OF FUTURE TEACHERS: CULTIVATING THROUGH WORDS(IN THE CONTEXT OF V.A. SUKHOMLINSKY’S IDEAS)The author in his article explores the role and significance of speech creativity in the development of a future teacher and is based on the ideas of the outstanding teacher V.A. Sukhomlinsky devoted to the verbal component of the teaching profession. The study presents a brief analysis of theoretical concepts and practical approaches to the development of speech creativity of a future teacher in the context of modern requirements and the challenge of the educational environment. The analysis was carried out taking into account reliable historical and factually accurate data on the work and experience of V.A. Sukhomlinsky, which included the study of his approaches to upbringing and education, the concept of personality development through the word, as well as real examples of the practical implementation of his ideas in schools and educational institutions. Particular attention is paid to the importance of word education, which allows the teacher to stimulate creative thinking, communication skills and develop the emotional expressiveness of students, which has a positive impact on the results of educational activities. The results of the study confirm that the active development and use of speech creativity in pedagogical practice contributes to the formation of the personal readiness of the future teacher to implement an individual and collective educational process, prevents professional burnout, and allows to quickly adapt to a new audience and any category of the team (parental, work, educational). This article represents an important contribution to the development of speech creativity of future teachers and substantiates the importance of using the ideas of V.A. Sukhomlinsky in pedagogical practice, since the results and recommendations obtained in the course of this study can be used by educational institutions to develop and implement effective programs for the development of speech creativity and improve the quality of domestic education.Key words: speech creativity, future teacher, V.A. Sukhomlinsky, cultivating through words, educational process.
Naumenko N.M., Shurygina O.S. V.A. SUKHOMLINSKY ABOUT THE EDUCATION OF TEACHER PEDAGOGICAL ACTIVITY CULTUREAnalysis of works by V.A. Sukhomlinsky, reflecting the idea of cultivating a culture of pedagogical activity of a teacher, showed that its theoretical source was the works of outstanding domestic and foreign teachers of the past and the work of contemporary scientists, which contributed to its significant ideological and theoretical enrichment. At the same time, proposed by V.A. Sukhomlinsky, the idea of cultivating a culture of pedagogical activity of a teacher is distinguished by an undeniable scientific novelty.
The idea of cultivating a culture of pedagogical activity of a teacher in the pedagogical work of a scientist has gone through three periods in its development: the period of searching and substantiating new ways in working with the personality of a teacher and student; the period of combining the culture of activity and the general culture of the teacher in his professional activity; the period of creation of a local culture-consistent education system (Pavlysh secondary school). Analysis of the practical activities of V.A. Sukhomlinsky in different periods and the works created by him at that time, led to the conclusion that by the mid-60s, a holistic pedagogical concept of the culture of the teacher’s pedagogical activity had developed in the work of the great teacher.
In the legacy of V.A. Sukhomlinsky’s idea of cultivating the culture of teacher’s pedagogical activity lies in the fact that a culturally appropriate teacher is an integral person with a moral and humanistic orientation, a high level of general culture, capable of self-realization in activities close to the norms of culture. The culture of the teacher’s pedagogical activity in the light of the stated idea is interpreted by us as an integrative quality of the personality, syncretically combining motivational, cognitive, activity and emotional-evaluative components, as well as such a way of its conscious organization in which both the teacher and the student develop.
Based on the analysis of printed and handwritten works by V.A. Sukhomlinsky, the conditions for educating the culture of the teacher’s pedagogical activity are revealed: the organization of a reflexive educational environment; creating an atmosphere of scientific creativity in the teaching staff; emotional coloring of pedagogical activity, which have been tested in the Pavlysh secondary school and remain relevant today.Key words: professional and pedagogical training of a teacher, culture of pedagogical activity, the idea of cultivating a culture of pedagogical activity of a teacher, the conditions for cultivating a culture of pedagogical activity of a teacher, a teacher’s reflective thinking, a reflexive educational environment, an atmosphere of scientific creativity, emotional coloring of pedagogical activity.
Yakusheva G.I., Vasilichina E.V. METHODOLOGICAL SUPPORT FOR THE DEVELOPMENT OF SOFT SKILLS OF HIGH SCHOOL STUDENTS IN CHEMISTRY LESSONS (IN THE CONTEXT OF THE DIDACTIC SYSTEM OF V.A. SUKHOMLINSKY)The article deals with modern requirements for the formation of skills that a school graduate should have in the context of the didactic system of V.A. Sukhomlinsky. These requirements are primarily due to the fact that modern life is very dynamic, rapidly changing, striving to simultaneously cover various areas of life. In this regard, school graduates should have well-formed skills that will help them later in adult life and help them achieve high results in the professional field. At the heart of the didactic system of V.A. Sukhomlinsky lies in the reorientation of the school of “learning” into the school of “thinking”. As a result, the child gets the opportunity to feel the joy of learning, learn to learn, and achieve success in learning. In the learning process, over-subject skills are formed, which are described as “Soft skills”. Based on the fact that a set of skills implies all the necessary competencies, soft skills are currently enjoying a high degree of interest. Key words: skills, competencies, training, concepts, training program, Sukhomlinsky, didactics
Efimova A.U. THE USE OF V.A. SUKHOMLINSKY’S PEDAGOGICAL HERITAGE IN THE PREPARATION OF FUTURE GEOGRAPHY TEACHERS FOR THE DEVELOPMENT OF ENVIRONMENTAL KNOWLEDGE AMONG STUDENTSNature is an important means of harmonious development of the child. Vasily Sukhomlinsky noted that “nature has a huge educational factor that leaves its imprint on the entire nature of the pedagogical process.” The development of environmental knowledge in geography lessons using the pedagogical heritage of V.A. Sukhomlinsky is relevant, we focus on the development of environmental knowledge, not ecological culture, we believe that ecology is a narrowly biological science, where the influence of the environment on living organisms and vice versa is considered. And Sukhomlinsky, after all, focused on nature protection. Therefore, it is necessary to develop environmental knowledge in geography lessons.
Active communication with nature gives birth and strengthens a child’s priceless quality inherent in human personality, kindness. But how can a child experience the joy of the first discoveries when he enters the strange world around him? How to turn nature into a powerful means of educating humane feelings? And will the student be able to assimilate the connections between phenomena, to realize the dependence between natural objects? It turns out that maybe the easiest way to do this is observation. Children especially like to watch animals. Here noted very subtly A. Sukhomlinsky: it is necessary to develop in a child a careful and caring attitude towards helpless creatures that are so easy to offend, but, having protected them, you will feel kind and strong.
V.A. Sukhomlinsky called the lessons journeys to the source of thinking and speech — to the wonderful beauty of nature. He advised to open a window into the world of beauty of the word gradually, so as not to overexert the child’s mind and not bother him.Key words: geography, environmental knowledge, education, future geography teachers.
Kudreyko I.A. IMPLEMENTATION OF V.A. SUKHOMLINSKY IN THE PRACTICE OF TRAINING FUTURE TEACHERS OF PHILOLOGYReforming the education system and changing the educational paradigm, due to a change in the system of value orientations of society in the conditions of industrialization, informatization, have identified the main directions for improving the educational process, among which the comprehensive and harmonious development of the younger generation is one of the priorities, since it is the basis for the formation of moral and ethical norms accepted in society. The didactic ideas of Vasily Alexandrovich Sukhomlinsky, an outstanding Russian teacher, whose implementation in the middle of the last century made it possible to educate a generation of conscious citizens, have not lost their relevance in modern society. This should especially apply to the training of future teachers, including teachers of philology, who should actively use the ideas of the national teacher V. A. Sukhomlinsky in their pedagogical activities. The actualization of the ideas of an outstanding teacher allows future teachers of philology to form a stable system of professionally significant values, the foundation of which is such personal qualities as love and respect for their wards, a sense of duty and justice, tolerance, patience, responsiveness, diligence, creative thinking, etc. The article describes the experience of introducing the ideas of an outstanding teacher into the practice of training future teachers of philology at Donetsk State University. Particular attention is paid to the formation of the following types of pedagogical activity among philologists: the implementation of the verbal method in teaching schoolchildren, which allows using the right words and intonation to find an approach to each student; attracting students to creative work, a characteristic feature of which is diversity in the search for solutions to achieve the goals; the application of an individual approach to each individual member of the student team, ensuring the development of his personal qualities, abilities and inclinations.Key words: legacy of V.A. Sukhomlinsky, pedagogical ideas, training of a future teacher of philology, professionally significant values.
Starshinova T.A., Kurochkin A.O. REALIZATION OF INDIVIDUAL EDUCATIONAL TRAJECTORY AS A FACTOR OF PROFESSIONAL SELF-DETERMINATION OF STUDENTS IN THE SYSTEM OF ADDITIONAL EDUCATIONSuccessful professional self-determination of students is of high importance, because it allows young people to reveal the scope of their professional interests, needs and values, which in the future gives more opportunities for self-realization and achieving greater satisfaction with their lives. Organizations of additional education have a great potential for designing and implementing individual educational trajectories of students in order to ensure their successful professional self-determination and further choice of ways to obtain professional education. The article reveals some aspects of modeling the technology of implementing individual educational trajectories on the basis of an interactive scientific and technical center focused on improving the efficiency of the process of professional self-determination of high school students and students. In relation to the system of additional education, an individual educational trajectory is an individual learning path that is developed for each student taking into account his needs, abilities, interests and goals. The construction and implementation of an individual educational trajectory is the main way to individualize the educational process, which allows you to receive an education directed on achieving the goals of professional development and comprehensive self-realization of the individual. The model of technology for constructing and implementing an individual educational trajectory in an interactive scientific and technical center developed within the framework of the study is a block-modular system consisting of four blocks: diagnostic, strategic, technological and procedural. The results of a survey conducted among high school students enrolled in the programs of the interactive science and technology center suggest that this technology has a positive impact on the professional self-determination of students.Key words: professional self-determination, individual educational trajectory, scientific and technical center, additional education.
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Editor-in-chief |
Sergey Aleksandrovich
MIROSHNIKOV |
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