Suchergebnisse

Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural. The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad. The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices. The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education. To solve this problem, one must take into an account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication. Key words: bilingualism, bilingual education, methods, programs, approaches

Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural. The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad. The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices. The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education. To solve this problem, one must take into an account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication. Key words: bilingualism, bilingual education, methods, programs, approaches

The efficiency of the educational institutions and modernization and reformation of the educational systems have had priority in politics for the last years. These haven't been completed thoroughly in the Bulgarian educational system. Among the basic problems are the excessively centralized system of school education and the lack of a control system aimed at the idea to humanize education, support, assertive environment, assistance. Control within and over school organizations is part of their ruling and such possible technology is monitoring, and under the conditions of decentralization and independence of school education, this technology would be more efficient.The report deals with the basic characteristics of monitoring as a technology of social control, its basic relations as well as its interdependence of the ruling of the school education and its quality

In the article the basic stages of formation and development of the Donetsk scientific School of economic law and its branch in Vasyl' Stus Donetsk National University are presented by the leading conceptual ideas that received the justification in scientific writings of the representatives of the scientific school. Named representatives of the first generations of the Donetsk scientific School of economic law, who stood at the origins of legal concepts. Considered the way of the formation of branch of this school in the Vasyl' Stus Donetsk National University and presented by scientists and companies that contribute to the development of such a cell. Characterized the present state of scientific achievements and the composition of the representatives of the cell specified scientific school in the Vasyl' Stus Donetsk National University. Attention was paid to the continuity of research between different generations of scientific school with regard to contemporary economic, political and legal realities. Outlined the prospect activity branch of the Donetsk scientific School of economic law in the Vasyl' Stus Donetsk National University, associated with the achievement of the goal of strengthening the system of legal remedies, designed to ensuring equal conditions, stability and efficiency of management for all participants of economic relations, satisfaction and protection of the interests of such participants to ensure the growth of business activity subjects, ensuring consistency and coordination of business entities, their interest in entrepreneurship development and on this basis to ensure the efficiency of social production, its social orientation

The article analyzes the private, including the elite, Education UK, which developed over the centuries and is a system that is tested and a history of successfully operating and is subject to strict high quality standards. The author studies the activities of British elite boarding schools «public schools» – elite boarding schools in the UK: Winchester College, Westminster School, Eton College, Rugby School, Harrow School, Charterhouse School, Shrewsbury School. An analysis of the state of private, in particular, elite, education in Ukraine has shown that, despite certain advances in this area, there is a need to improve the mechanisms that would help to remedy shortcomings in domestic educational practice. An impartial analysis of the situation shows that the problems faced by private schools are not accidental, they are of a systemic nature. To provide recommendations for the use in Ukraine of a constructive and progressive British experience in education in elite boarding schools, the reasons for the small distribution of private schools and boarding schools in Ukrainian pedagogical practice are revealed. According to the results of research to identify the organizational and educational foundations of the elite boarding schools in the UK to study the status of the problem in Ukraine, taking into account the identified deficiencies in domestic private education, we grounded recommendations for using British experience in the operation of private, including the elite, training Institutions of Ukraine – at legislative, scientific-methodical, educational-administrative and school levels. Practical recommendations for the introduction of the UK experience domestic enrich the theory and practice of education of gifted students, which can be the basis for further research in this area. ; У статті здійснено аналіз приватної, зокрема елітної, освіти Великої Британії, яка розвивалася упродовж декількох століть і є системою, що перевірена часом та історією, успішно функціонує та підпорядкована чітким високим ...

The author considers the legislative base of the Czech immigrants' education in Russian imperia. He defines the analytical structure of basic learning the various subjects in the environment of bilingualism: the ordinary lineal arithmetic, Russian language, the foundations of religion etc., which has become the basis for systematic studies in the Czech schools. The article also presents the system of learning the arithmetic and Russian language; the trends of solving practical problems on the basis of real historical facts; the comparing models of the Russian and the Czech schooling.Key words: The Russian imperia, the Czechs, teaching and learning, lineal arithmetic, Russian language, the foundations of religion. ; Розглянуто законодавчу базу Російської імперії щодо навчання чеських емігрантів; аналітичну побудову базисного вивчення різнопланових дисциплін у середовищі двомовності: найпростішої лінійної арифметики, російської мови, основ релігії тощо, яка стала підґрунтям для систематичного навчання у чеських школах. Подано систематизацію навчання арифметики і російської мови; рівневі умови вирішення практичних завдань на підставі реальних історичних фактів; порівняльні зразки тогочасного російського і чеського шкільництва.Ключові слова: Російська імперія, чехи, навчання, лінійна арифметика, російська мова, основи релігії.

Розширення Європейського Союзу спричинило серйозні дискусії, які стосуються потреби навчання молодих європейців повазі до спільної культурної спадщини, а також толерантності у ставленні до цінностей і вірувань різних націй. Проте в часи, коли латина, яка впродовж багатьох століть єднала Європейську спільноту, втратила свій престиж, мовні відмінності і культурні впливи стали більш помітними у процесі міжособистісної комунікації. Тому люди повинні не лише створити спільний мовний код, а й бути підготовленими до подолання можливих культурних непорозумінь. З огляду на це підготовка вчителів (викладачів) іноземної мови має здійснюватися з оперням на інтеркультурність.Расширение Европейского Союза инициировало серьезные дискуссии относительно необходимости учить молодых европецев уважению к общему культурному достоянию, а также толерантности к ценностям и верованиям разных наций. Во времена, когда латинский язык, который много веков обьединял европейцев, утратил свой престиж, языковые различия и культурные влияния стали очевидны в процессе личностной коммуникации. Поэтому люди должны не только разработать общий языковой код, но и быть готовыми к преодолению возможных культурных разночтений. Поэтому подготовка учителей (преподавателей) иностранных языков должна осуществляться на основании интеркультурности. The extension of the European Union has initialized serious discussions concerning the need for teaching young European citizens respect towards shared cultural heritage, as well as tolerance towards discrete values and beliefs acknowledged by different nations. However, in the times when Latin, which for many centuries unified European civilization, lost its prestige, linguistic differences and cultural influences started to be more visible in the process of human communication. Thus people have not only to acquire a common language code, but also be aware of possible cultural misunderstandings. That's why foreign language teachers' training should be based on intercultural approach.

Розширення Європейського Союзу спричинило серйозні дискусії, які стосуються потреби навчання молодих європейців повазі до спільної культурної спадщини, а також толерантності у ставленні до цінностей і вірувань різних націй. Проте в часи, коли латина, яка впродовж багатьох століть єднала Європейську спільноту, втратила свій престиж, мовні відмінності і культурні впливи стали більш помітними у процесі міжособистісної комунікації. Тому люди повинні не лише створити спільний мовний код, а й бути підготовленими до подолання можливих культурних непорозумінь. З огляду на це підготовка вчителів (викладачів) іноземної мови має здійснюватися з оперням на інтеркультурність.Расширение Европейского Союза инициировало серьезные дискуссии относительно необходимости учить молодых европецев уважению к общему культурному достоянию, а также толерантности к ценностям и верованиям разных наций. Во времена, когда латинский язык, который много веков обьединял европейцев, утратил свой престиж, языковые различия и культурные влияния стали очевидны в процессе личностной коммуникации. Поэтому люди должны не только разработать общий языковой код, но и быть готовыми к преодолению возможных культурных разночтений. Поэтому подготовка учителей (преподавателей) иностранных языков должна осуществляться на основании интеркультурности. The extension of the European Union has initialized serious discussions concerning the need for teaching young European citizens respect towards shared cultural heritage, as well as tolerance towards discrete values and beliefs acknowledged by different nations. However, in the times when Latin, which for many centuries unified European civilization, lost its prestige, linguistic differences and cultural influences started to be more visible in the process of human communication. Thus people have not only to acquire a common language code, but also be aware of possible cultural misunderstandings. That's why foreign language teachers' training should be based on intercultural approach.

Abstract. Pedagogical communication is commonly defined as sharing relevant information, necessary knowledge, and mutual coordination of teacher's actions with their students. This interaction mediates the assimilation of knowledge, skills, abilities, the formation of personality and their competencies. It is argued that among the main psycholinguistic barriers of pedagogical communication are semantic, phonetic, rhetorical, and logical. Psycholinguistic features of the pedagogical communication encompass communicative, perceptive, and interactive components along with the main styles of this kind of communication: authoritarian, democratic, and liberal. Among the main findings of the study is the definition of the set of strategies such as avoiding verbal constructions that trigger and maintain communicative barriers, non-constructive effects of stereotypization, chronic conflicts, and other means aimed at strengthening authoritarian-oriented styles of communication.

The article analyzes the educational management of Polish schools and bilingual or multilingual schools in the differentiation of general secondary education in independent Ukraine (1991–2010). The development of an educational institutions network for national minorities on the territory of Ukraine; it was established that the system of education of national minorities was reviving in the period under study. It was found out that in the course of implementation of the government policy, the formation of national minorities was declared on the equality of obtaining knowledge, skills and abilities, ensuring the free development of national languages and cultures. ; У статті проаналізовано організацію навчального процесу польських шкіл і шкіл 2–3 мовами навчання у контексті диференціації загальної середньої освіти в умовах незалежної України (1991–2010); показано розвиток мережі навчальних закладів національних меншин на території України; установлено, що в досліджуваний період відроджувалася система освіти національних меншин; з'ясовано, що в ході реалізації урядової політики освіта національних меншин декларувалася на рівності здобуття знань, умінь і навичок, гарантуванні вільного розвитку національних мов і культур; виокремлено, що в ході реалізації урядової політики стосовно освіти польських шкіл і шкіл 2–3 мовами навчання особливого значення набували питання відкриття спеціальних класів для проведення факультативів та читання курсів рідними мовами. Досліджено, що національні меншини, які проживають на території України, за наявності культурних, побутових відмінностей, різних форм ментальності у своєму взаємозв'язку набувають системної єдності, трансформуючись у певну організаційну цілісність. Встановлено, що в школах національних меншин практикувалося перехідне становище від факультативного вивчення рідної мови; за потреби – відкриття загальноосвітніх шкіл, гімназій; у навчально-виховному процесі робився акцент на національних особливостях життя і побуту народів України. Доведено, що в Україні забезпечувалося право національних меншин на задоволення освітніх потреб рідною мовою різних груп населення; зовнішня диференціація організації шкільної освіти ґрунтувалася не на здібностях і нахилах учнів, а на їхній належності передусім до певної статі чи національності.

The article offers an analysis of the main trends in the development of historical education as an important component of the educational process in the higher school of Ukraine at the beginning of the 21st century. The problematic issues of transformation in the sphere of teaching of historical disciplines at the present stage are determined. Separately, the specific characteristics of teaching «History of Ukraine» in technical universities are examined. The authors consider the modernization of learning process in the institutions of higher education of Ukraine as a dialectic issue containing certain risks for humanities' component of bachelors' and masters' preparation. Important stages of this process were the events of 2009, 2014 and 2015. They demonstrated the fundamental divergence of views on the ways of higher schools' reforming in Ukraine of the most part of humanities' academic community on the one hand, and state bureaucracy on the other. The public debate on the role of historical disciplines in the preparation of modern graduates of higher schools of Ukraine revealed a number of pedagogical, didactical and methodological
problems. Foremost among these was recognized the challenge of distinguishing between secondary and higher school courses of «History of Ukraine». The subject of intense discussion is the mechanism for the enforcement of the problem and dialogical methods to the teaching process of the institutions of higher education. In the end, the conclusion was made according the aspiration of the senior management of the Ministry of Education and Science of Ukraine to cut back as short as possible schedule of hours for humanities in the institutions of higher education (especially in the technical and military universities) can have serious social and political consequences. Ignoring the importance of the discipline «History of Ukraine» in developing of the technical students' and cadets' world view in the conditions of the «hybrid war» could become an essential precondition for defeat the informational war by Ukraine. Authors are emphasizing on attention that among the political elite of Ukraine dominate technocratic understanding of term «information security». As a result, historical disciplines are turning into outsiders of educational process thus making it more difficult to consolidate Ukrainian society in the period of the serious military-political crisis.

The purpose of the article is to determine, characterize and trace the ways of implementation of the principles of primary education during the school reform in Ukraine in 1954-1964 on the basis of the analysis of the legislative and normative documents, reference documentation and educational literature. The methodological basis of the study are the source studies (provided the opportunity to identify and analyze different types of sources, which highlighted the basic principles of primary education in the selected chronological framework) and historiographical (contributed to identify the problem in historical and pedagogical science) approaches, as well as epistemological principles of historicism, objectivity, systematics. To achieve the goal of the study the following methods were used: general science (analysis, synthesis, comparison, systematization, generalization, which became the basis for studying the outlined issue), historical and structural (contributed to the development of the research structure), historical and genetic (allowed to structure the factual information). The scientific novelty of the research is that the article reveals and characterizes the principles of primary education, implemented during the school reform in 1954-1964 in Ukraine, which was not the subject of a special study. Conclusions. Primary education in Ukraine in 1954-1964 was based on the system of principles defined and implemented in the previous decades (compulsory, accessible, free, external differentiation, Sovietization, Russification, unification, atheism), restored (joint education of children of both sexes) and proclaimed in the context of school reform (polytechnic education, the connection of school with life). We consider the revival and implementation in the author's schools (V. O. Sukhomlynskyi, I. H. Tkachenko) of the principles of humanization and child-centeredness as a positive tendency of the studied period. At the same time, we negatively assess the deepening of the principles of Sovietization, ...

Represented article deals with the problem of teachers' preparation to implement multicultural education of students by usage of school geography course. The content of the article contains a specific kind of material: intercultural coexistence of citizens is the most important thing in a democratic society, as it affects all spheres of social, economic and political life and understanding in society. School subjects included in educational program (Geography, History, Literature, Law, Economics, Philosophy and other social sciences) means that our country is actively developing towards friendly relations with other countries and gradually integrates into the European and global environment. Therefore constantly enhanced requirements for students' multicultural education, their behavior, attitude of each young person to nature and people, personal qualities, competences are aimed at effective position. An important role in this plays teacher, especially subject teachers. Geography belongs to the school subjects, knowledge of which is essential in the development of the young person, her or his multicultural perception of the world. Teacher of Geography plays an important role in multicultural education of students, as one of the managers of educational process.The teacher must have authentic information about original cultural worlds and their connections. It is teacher's responsibility to form fair and accurate tolerance in his students from different ethnic groups and folks. Each teacher has to develop students' professional skills of interaction in the modern multicultural world. Today Geography teacher must possess cultural, multicultural and educational, psychological, regulatory, technological and creative competencies to help him in multicultural education and upbringing of their student-children. Creativity and experience of Geography teacher also plays an important role in multicultural students' education. According to the requirements of the present time, interest in multiculturalism as a pedagogical problem is growing.

The article considers the effectiveness and feasibility of using innovative technologies in modern primary schools. Technologies and their use by teachers in the educational process are revealed, and the method of using LEGO technology in primary school is considered. Today, innovative technologies are becoming a crucial factor influencing success in economics, education, and politics. Their use will help Ukrainian education meet international standards and develop a successful personality. The Concept of the New Ukrainian School states the importance of creating a completely new educational environment where the child enjoys the educational process and feels successful. Early school-age is crucial in the formation of a child's personality, as the foundations of his personal development are laid during this period. The main needs of primary school children are the need: communication, friendship, selfrespect as a person, emotional contact, and the formation of new knowledge and skills. As we know, a modern student must have the key skills of the XXI century: critical thinking, digital literacy, creativity, media literacy, teamwork, sociability, flexibility, and initiative. Innovative technologies will help to develop these skills to modern teachers. The use of innovative technologies in primary school will help to realize the basic goal of the New Ukrainian School – "unlocking the potential of all participants in the pedagogical process, giving them opportunities to express their creative abilities and talents." The peculiarity of the process with the use of innovative technologies, the center of activity is the student, who builds the process of cognition based on their abilities and interests. There is a special relationship between teacher and student. The teacher often acts as an assistant, encourages original discoveries, and stimulates activity, initiative, and independence. Learning with the use of innovative technologies is not only the communication of a certain amount of knowledge to students but also ...

Problem's setting. This article reviews an issue of development of running stamina of high school students. While reading it, you will get the answers to next questions: how exactly does developing process of this quality work out on PE lessons? Does school curriculum encourage pupils in this case? How many high school students are interested in endurance running? Which influence does this training express on pupils' health? Why does problem of development of running stamina of high school students disturb us over and over again? How many pupils attend afterschool classes of endurance running? How does health condition of trained students differs from those who do other kinds of physical exercises? Which perspective is present at countrified schools of region? Purpose. Which special features does new school curriculum reveal for pupils and will it stimulate the development of endurance, especially running stamina, health improvement and efficiency of high school students of Chernihiv region and the whole Ukraine indeed? Which perspectives of endurance running of pupils of city and region? How do we see further improvement of running stamina of high school students? Methodology. Is it possible for us to get to ready pupils for military service with well enough efficiency and great well-being, which means, in other words, good health condition? Which opportunity do high school students have to make their physical stats better, i.e. improve health with help of track classes? What is a situation with a development of running endurance in Chernihiv region and corcretely in Chernihiv today. Scientific novelty. Considerable cutting off of track and field athletics program caused reduction of number of hours for every kind of athletics, which caused decrease of physical activity of high school students as well. In addition, it's a reason for major reduction of highschoolers' efficiency not only on P. E. lessons. Amout of young man, who engage in running for endurance, is also decrease after significant reduction of ...