Now showing items 1-20 of 33

      Authors Name
      Tarasenko, G. S. [1]
      Tarasenko, G.S. [1]
      Tarasenko, H. S. [1]
      Tarasova, Olga Volodymyrivna [1]
      Tarnauz, O. [1]
      Terepa, A. [1]
      Tereshchuk, D. V. [1]
      The article analyzes the model of professional thinking formation of the future doctor’s assistants in the process of professional training in medical colleges that contains methodological approaches (such as active, systematic, axiological, epistemological, humanistic), specific principles of professional thinking formation (problematic principle, the principle of professional orientation, integration principle, the principle of creativity, communicative principle), didactic theories, pedagogical conditions for professional thinking formation of future doctor’s assistants (providing educational environment of medical college in the process of the problem-based learning and making the integration of clinical and natural sciences content, including the future doctor’s assistants in kvaziprofessional future activities through the simulation game and the international modeling, criteria and indicators of professional thinking, levels of professional thinking. The model includes three stages of professional thinking of medical colleges’ students: diagnostic (preparatory), development, improvement. The results of experimental work on the formation of this phenomenon are highlighted. [1]
      The article covers various approach of human creativity assessment. The method of examining the creativity of the high school pupils through the tests of verbal creativity by Midnik has been displayed. The special programs for computers to assess the creativity of future IT teachers have been worked out on its grounds. [1]
      The article deals with the problem of complex understanding of the necessity of the formation of human relations among the students of colleges for more effective upbringing. [1]
      The article describes the methodological ways of developing the cognitive interest of junior schoolchildren. Cognitive interest is considered to be the leading motive of pupils’ academic activity and personal part of such a phenomenon as culture of mental labor. It is discovered that children of the same age may demonstrate cognitive interest in different levels of development and different forms of manifestation. Therefore, the level of development of cognitive interest directly affects the learning process and the nature of mastering new skills. It has been distinguished four levels of cognitive interest development for junior schoolchildren: elementary (knowledge of facts about something), reproductive-search (ability to reproduce knowledge of facts in the process of search activity on one's own initiative, to operate with available knowledge, ability to simple analytical activity); analytical-synthetic (at this level, pupils demonstrate the ability to identify patterns in the relationships between objects of the world, to identify essential features of objects and phenomena, to plan their own search activities based on what is of interest); level of judgments and assessments (at this level the child is able to formulate their own opinion about the object of their knowledge, improve existing skills and abilities, as well as acquire new ones; comprehend their own cognitive activity, show a creative approach). Considering cognitive interest as a component of mental labor culture it has been distinguished such parameters as: stability, localization and awareness. It means cognitive interest can be situational or can be stable, the localization of this interest can be narrow, and can be broad and go beyond a particular subject or occupation. It has been proved that broad, conscious and stable cognitive interest becomes the basis for the formation of pupils’ culture of mental labor. This process gets its further development in activities that have a practical focus and allow the child to enter a problematic situation, which provides an opportunity to acquire, synthesize, combine and use existing knowledge and open up to new intellectual experience. Such methodical ways of cognitive interest forming have been discovered, as: creating a situation of success for each pupil, the organization of friendly and constructive communication between all participants in the educational process; modeling of a positive emotional background of educational classes, reflection of educational activity at the end of each lesson, creation of opportunities for manifestation of creative initiative of each child [1]
      The article reveals the problems and prospects of introductioning of information in teaching of natural sciences. [1]
      The focus of this research is in the area of psychic development of a person. The article deals with the relationship between the categories of creativity and thinking. The authors analyzed a number of related psychological and educational literature on this problem. The analysis of theories that explain the essence of the concepts of «work» and «thinking» since antiquity up to the present has been completed. The prior concepts concerning the researched problem have been outlined and discussed. The main conclusion drawn from this study is that creativity and thinking are inextricably linked. [1]
      This article deals with the possibilities of using the bases of rytorica. This problem has not discussed yet. The main task of rytorica is to teach the students and teachers the rules of communication and the bases of expressive speech. [1]
      Tikholaz, S.I. [1]
      Tiutia, M. [1]
      Tkachenko, A. V. [1]
      Tkachenko, V. [1]
      Tkachenko, V.V. [1]
      Tkachov, D. O. [2]