Формування мультикультурної компетентності учнів в освітньому середовищі початкової школи

Abstract

Дисертаційне дослідження присвячене актуальній проблемі сучасної теорії та практики виховання – формуванню мультикультурної компетентності учнів в освітньому середовищі початкової школи. Уточнено сутність понять «формування мультикультурної компетентності учнів в освітньому середовищі початкової школи», «мультикультурна компетентність учнів початкової школи» та «освітнє середовище початкової школи». На основі аналізу наукових досліджень, узагальнення навчально-виховної практики визначено критерії, показники, виявлено рівні сформованості мультикультурної компетентності учнів в освітньому середовищі початкової школи. Доведено, що ефективність формування мультикультурної компетентності учнів в освітньому середовищі початкової школи забезпечуватиметься завдяки підготовці педагогів загальноосвітніх навчальних закладів І ступеня до мультикультурної взаємодії з учнями на гуманістичних засадах, підвищенню виховного потенціалу освітнього середовища початкової школи через його наповнення етнокультурним компонентом, залученню дітей різних національностей до спільної пізнавальної та соціально значущої діяльності, спрямованої на виявлення мультикультурної поведінки.Диссертационное исследование посвящено актуальной проблеме современной теории и практики воспитания - формирование мультикультурной компетентности учащихся в образовательной среде начальной школы. На основе анализа научной литературы уточнена сущность понятий «формирование мультикультурной компетентности учащихся в образовательной среде начальной школы», «мультикультурная компетентность учащихся начальной школы» и «образовательная среда начальной школы». Доказано, что эффективность формирования мультикультурной компетентности учащихся в образовательной среде начальной школы будет обеспечиваться благодаря подготовке педагогов общеобразовательных учебных заведений I степени в мультикультурном взаимодействии с учениками на гуманистических началах, повышению воспитательного потенциала образовательной среды начальной школы из-за его наполнения этнокультурным компонентом, привлечению детей разных национальностей в общей познавательной и социально значимой деятельности, направленной на выявление мультикультурного поведения.The dissertation is devoted to the problem of students multicultural competence formation in primary school educational environment. The scientific work substantiates the relevance of the research topic, which is the request of the Ukrainian society for the formation of a holistic personality, which has different competencies required in modern life. Therefore, the purpose of the educational process is to develop not just skills but individual competencies that will facilitate the adaptation of children in society and the implementation of the multiculturalism and multiethnicity principles. It is established that the theory and practice of upbringing in the educational space of Ukraine through the prism of the modern process of creating a new Ukrainian education requires an active search for productive pedagogical technologies, in particular to modernize the multicultural competence forming process of an elementary school student – a graduate of the 1st degree school, who will have a real ability to respond to the cultural diversity of society, to implement intercultural communication on the basis of acquired multicultural competence, to apply the acquired knowledge, skills and competences according to different situations in life, to be capable of tolerate interaction with representatives of different cultures, creative perception of the surrounding multicultural world and socially significant activities aimed at the development of European society. The analysis of the problem research state in the philosophical, social, psychological and pedagogical domestic and foreign literature on the essence of the key concepts of the study "multicultural competence", "educational environment of elementary school", "formation of multicultural competence in the educational environment" is carried out. It is established that the pedagogical category "multicultural competence" is an integrated concept from the concepts of "multi or many", "culture" and "competence". It is stated that scientists express different points of view on the issue of interpretation of scientific category "competence", Besides, they explain it as: readiness for activity; a set of key basic skills; an ability to act on the basis of own knowledge and experience; a range of issues in which a person is aware. Based on the above characteristics, it is concluded that the concept of "competence" according to educational purpose is perceived as a pedagogical phenomenon, because it correlates with the knowledge, abilities and skills of the individual, which most accurately reflect its versatility and play an important role in life. It is concluded that the elementary school pupil life multiculture is the readiness of the elementary school pupil for intercultural interaction with peers, tolerant attitude towards the interlocutor's cultural identity, respectful attitude to the cultural heritage of the native people and cultural and life values of other people's ethical values. The content of the students multicultural competence forming process in primary school educational environment as a guided pedagogical process is exposed. It provides pedagogical conditions for students to acquire knowledge, skills, social experience and awareness of their activities and themselves as a subject which are necessary for intercultural communication in multicultural society and solving problems in different life situations. It is proved that an effective factor in the elementary school students multicultural competence formation is the educational environment, an integral component of education and upbringing of the personality, based on the principles of voluntariness, activity and independence, specific conditions of functioning of which are: differentiability, variability, diversity and accessibility. It is stated that the elementary school educational environment is a set of natural, physical and social objects and subjects that influence the formation of a student's multicultural competence and his personal development, contribute to the formation of interpersonal interaction and personally oriented communications in the educational process, provide the conditions of comfortable life of the student in the educational establishment and beyond it. It is concluded that the process of forming multicultural competence in the elementary school educational environment, in addition to organized educational and extracurricular educational work, includes a set of educational situations of interethnic, interreligious, interregional and interstratification interaction. Therefore, a favorable elementary education environment is a set of conditions that influence the formation of a personality ready for effective intercultural interaction. Based on the analysis of the basic approaches to determining the structure of vital competence, criteria and indicators have been developed and the levels of the above phenomenon formation have been characterized. It is determined that the "criteria for the elementary school students multicultural competence formation" are the basic structural components of pedagogical research, essential features that testify to the formation and development of a given personal education, assimilation of relevant knowledge, skills, social experience and awareness of self as its subject. Based on the theoretically substantiated nature and structure of high school students life competency, we are divided into three basic criteria. They are cognitive, motivational valuable and communicative active ones. Objectivity and reliability of the obtained results are proved on the basis of using the method of mathematical statistics "Pearson khi-square test", which allowed establishing the presence of statistically significant influence of organizational and pedagogical conditions on optimization of the process of EG students multicultural competence formation in educational environment. It is concluded that the results of the study indicate the effectiveness of the developed organizational and pedagogical conditions for the formation of multicultural competence of students in the educational environment of elementary school. The positive dynamics of the conducted research results gives grounds to believe that the purpose of the research has been achieved and the tasks have been solved.