Національна академія педагогічних наук України Інститут педагогічної освіти і освіти дорослих



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Національна академія педагогічних наук України

Інститут педагогічної освіти і освіти дорослих
Хмельницький національний університет

Центр порівняльної професійної педагогіки


ПОРІВНЯЛЬНА

ПРОФЕСІЙНА 4(3)/2014

ПЕДАГОГІКА
Науковий журнал
Виходить щоквартально

українською, російською, англійською, польською мовами
До 75-річчя

Ничкало Нелі Григорівни,

доктора педагогічних наук, професора, академіка-секретаря

відділення педагогіки і психології професійно-технічної освіти Національної академії педагогічних наук України.

Київ – Хмельницький

2014

Порівняльна професійна педагогіка № 3 (Т. 4), 2014 : наук. журнал / голов. ред. Н. М. Бідюк. – К. –Хмельницький : ХНУ, 2014. – 202 с.

Видається відповідно до угоди з De Gruyter Open

http://www.degruyter.com/view/j/rpp

Включено до переліку наукових фахових видань України у галузі «Педагогічні науки»

(Наказ МОНМС № 54 від 25.01.2013)



Засновники:

Національна Академія педагогічних наук України

Інститут педагогічної освіти і освіти дорослих

Хмельницький національний університет

Центр порівняльної професійної педагогіки
Наукова рада

Голова:

Кремень В. Г. д. філос. н., проф., дійсний член НАН і НАПН України, Президент НАПН України
Члени:

Зязюн I. A. – д. філос. н., проф., дійсний член НАПН України,

директор Ін-ту пед. освіти і освіти дорослих НАПН України



Матвієнко О. В. – д. пед. н., проф., Київський національний лінгвістичний університет

Ничкало Н. Г. – д. пед. н., проф., дійсний член НАПН України,

акад.-секр. Від-ня проф. освіти і освіти дорослих НАПН України



Скиба М. Є. – д. тех. н., проф., чл.-кор. НАПН України, ректор Хмельницького національного університету

Хомич Л. О. – д. пед. н., проф., Ін-т пед. освіти і освіти дорослих НАПН України
Редакційна колегія

Головний редактор:

Бідюк Н. М. – д. пед. н., проф., Хмельницький національний університет
Заступник головного редактора:

Авшенюк Н. М. – к. пед. н., с. н. с., Ін-т пед. освіти і освіти дорослих НАПН України
Відповідальний секретар:

Садовець О. В. – к. пед. н., доц., Хмельницький національний університет
Технічний секретар:

Шаран Р. В. – к. пед. н., доц., Хмельницький національний університет
Члени редакційної колегії
Іванова С. В. – д. філос. н., проф., дир. ФДНУ «Інститут теорії та історії педагогіки РАО»,

Державний радник Російської Федерації I класу



Шльосек Ф. – д. хабіліт., проф., дир. Інституту педагогіки Академії спеціальної педагогіки

імені Марії Гжегожевської, іноземний член НАПН України, голова наукового товариства «Польща–Україна»


Берека В. Є. – д. пед. н., проф., Хмельницький національний університет

Десятов Т. М. – д. пед. н., проф., Черкаський національний університет ім. Б. Хмельницького

Жуковський В. М. – д. пед. н., проф., Національний університет «Острозька академія»

Козубовська І. В. – д. пед. н., проф., Ужгородський національний університет

Лещенко М. П. – д. пед. н., проф., Ін-т інформ. технологій та засобів навчання НАПН України

Лук’янова Л. Б. – д. пед. н., проф., Ін-т пед. освіти і освіти дорослих НАПН України

Огієнко О. І. – д. пед. н., проф., Ін-т пед. освіти і освіти дорослих НАПН України

Петрук Н. К. – д. філос. н., проф., Хмельницький національний університет

Пуховська Л. П. д. пед. н., проф., Інститут професійно-технічної освіти НАПН України

Семеног О. М. – д. пед. н., проф., Ін-т пед. освіти і освіти дорослих НАПН України

Торчинський М. М. – д. філол. н., проф., Хмельницький національний університет

Свідоцтво про державну реєстрацію друкованого засобу масової інформації

серія КВ № 17801-6651Р від 29.03.2011
Рекомендовано до друку рішенням Вченої ради Хмельницького національного університету

(протокол № 2 від 26.09.2014)


© Інститут педагогічної освіти і освіти дорослих НАПН України, 2014

© Хмельницький національний університет, 2014



National Academy of Pedagogical Sciences of Ukraine

Institute of Pedagogical and Adult Education
Khmelnitsky National University

Center of Comparative Professional PedagogY


COMPARATIVE

PROFESSIONAL 4(3)/2014

PEDAGOGY

Scientific Journal
published quarterly

in Ukrainian, English, Russian, Polish
To the 75-th anniversary of

Nychkalo Nelya Hryhorivna,

Doctor of Sciences in Pedagogy, Full Professor, Academician-Secretary of the Department of Professional Education and Adult Education of the National Academy of Pedagogical Sciences of Ukraine

Kyiv – Khmelnitsky

2014

Comarative Professional Pedagogy (2014), Volume 4, Issue 3: Scientific Journal [Chief. ed. N. М. Bidyuk]. Kyiv–Khmelnytskyi : KhNU. – 202 р.
Published under the agreement with De Gruyter Open

http://www.degruyter.com/view/j/rpp

Registered as a professional medium in Ukraine in “Pedagogical Sciences” field

(Order № 54 as of 25.01.2013 of the Ministry of Education of Ukraine)


Founders:

National Academy of Pedagogical Sciences of Ukraine


Institute of Pedagogical and Adult Education
Khmelnytskyi National University
Center of Comparative Professional Pedagogy
Scientific Board

Head:

Kremen V.G. – Dr. Sc. in Philosophy, Full Member of NASc and NAPS of Ukraine, President of NAPS of Ukraine
Members:

Zyazyun I. A. – Dr. Sc. in Philosophy, Full Member of NAPS of Ukraine, Director of the Institute of Pedagogical and Adult Education of NAPS of Ukraine

Matviyenko O. V. – Dr. Sc. in Pedagogy, Full Prof., Kyiv National Linguistic University

Nychkalo N.G. – Dr. Sc. in Pedagogy, Full Prof., Full Member of NAPS of Ukraine, Academician Secretary of the Department of Professional Education and Adult Education of NAPS of Ukraine

Skyba М. Ye. – Dr. Sc. in technology, Full Prof., Corresponding Member of NAPS of Ukraine, Rector of Khmelnytskyi National University

Khomych L. O. – Dr. Sc. in Pedagogy, Full Prof., the Institute of Pedagogical and Adult Education of NAPS of Ukraine
Editorial Board

Editor-in-chief:

Bidyuk N. M. – Dr. Sc. in Pedagogy, Full Prof., Khmelnytskyi National University
Deputy editor-in-chief:

Avshenyuk N. M. – PhD in Pedagogy, Senior Staff Scientist, the Institute of Pedagogical and Adult Education of NAPS of Ukraine
Executive Secretary:

Sadovets O. V. – PhD in Pedagogy, Associate Professor, Khmelnytskyi National University
Technical secretary:

Sharan R. V.PhD in Pedagogy, Associate Professor, Khmelnytskyi National University
Editorial Board Members
Ivanova S. V. – Dr. Sc. in Philosophy, Full Prof., Director of FSScO «Institute of theory and history of pedagogy of Russian Academy of Sciensces», I class State Counselor of the Russian Federation

Shlyosek F. – Dr. habil., Full Prof., Director of the Institute of Pedagogy of the Maria Grzegorzewska Academy of Special Education, foreign member of NAPS of Ukraine, Head of scientific society «Poland–Ukraine»
Bereka V. Ye. – Dr. Sc. in Pedagogy, Full Prof., Khmelnytskyi National University

Desiatov T. M. – Dr. Sc. in Pedagogy, Full Prof., B. Khmelnytskyi Cherkassy National University

Zhukovskyi V. M. – Dr. Sc. in Pedagogy, Full Prof., National University “Ostrozka Academy”

Kozybovska I. V. – Dr. Sc. in Pedagogy, Full Prof., Uzhgorod National University

Leshchenko M. P. – Dr. Sc. in Pedagogy, Full Prof., the Institute of information technologies and education means of NAPS of Ukraine

Lukyanova L. B. – Dr. Sc. in Pedagogy, Full Prof., the Institute of Pedagogical and Adult Education of NAPS of Ukraine
Ohiyenko O. I. – Dr. Sc. in Pedagogy, Full Prof., the Institute of Pedagogical and Adult Education

of NAPS of Ukraine


Petruk N. K. – Dr. Sc. in Philosophy, Full Prof., Khmelnytskyi National University
Pukhovska L. P. – Dr. Sc. in Pedagogy, Full Prof., the University of Education Management of NAPS of Ukraine
Semenoh O. M. – Dr. Sc. in Pedagogy, Full Prof., the Institute of Pedagogical and Adult Education of NAPS of Ukraine
Torchynskyi M. M. – Dr. Sc. in Philology, Full Prof., Khmelnytskyi National University
Certificate of the State registration of a published mass medium КВ series № 17801-6651Р as of 29.03.2011
Recommended for print by the decision of the Scientific Board of Khmelnytskyi National University

(Protocol № 2 dated 26.09.2014)


© The Institute of Pedagogical and Adult Education of NAPS of Ukraine, 2014

© Khmelnytskyi National University, 2014


CONTENTS

Nellya Nychkalo

THE “MAN – LABOUR” SYSTEM AS THE BASIS

FOR INTERDISCIPLINARITY OF PEDAGOGICAL SCIENCE 8
Natalya Bidyuk

Master’s training as a part of young researcher’s

professional development: British AND UKRAINIAN experience 19
Larysa Lukianova

PROFESSIONAL ACTIVITIES OF TEACHER-ANDRAGOGUE

(FOREIGN EXPERIENCE) 26
Liliya Sushentseva

PREPAREDNESS FORMATION OF THE FUTURE VOCATIONAL EDUCATION TEACHERS TO OCCUPATIONAL ADAPTATION UNDER CONDITIONS

OF GLOBALIZATION PROCESSES IN SOCIETY 31
Olena Semenog

PROFESSIONAL TRAINING OF FUTURE TEACHER

IN CROSS-CULTURAL DIALOGUE 38
Larysa Movchan

DEVELOPMENT OF PLURILINGUAL COMPETENCIES THROUGH VOCATIONALLY ORIENTED LANGUAGE LEARNING IN SWEDEN 44


Hanna Krasilnikova

SYSTEM OF MONITORING THE QUALITY OF HIGHER EDUCATION

IN UK UNIVERSITIES: EXPERIENCE FOR UKRAINE 51
Kateryna Skyba

TRANSLATORS AND INTERPRETERS CERTIFICATION IN AUSTRALIA, CANADA, THE USА AND UKRAINE: COMPARATIVE ANALYSIS 58


Yevhen Dolynskyi

PECULIARITIES OF FORMATION THE INFORMATIVE COMPETENCE

OF FUTURE TRANSLATORS IN EU UNIVERSITIES 65
Vita Korniienko

A COMPARATIVE ANALYSIS OF MODELS OF BACHELORS OF ARTS’ PROFESSIONAL TRAINING IN APPLIED LINGUISTICS

AT THE UNIVERSITIES OF UKRAINE AND THE USA 70
Yevheniya Protsko

REQUIREMENTS TO THE PROFESSIONAL COMPETENCE

OF ENGLISH LANGUAGE TEACHERS IN BELGIUM 77
Tetiana Kuchai

AESTHETIC EDUCATION OF PRIMARY SCHOOL PUPILS

AS AN INTEGRAL PART OF THE NATIONAL SYSTEM

OF CONTINUOUS ART EDUCATION IN JAPAN 83


Lyudmyla Nasilenko

FORMING THE FUTURE LAWYERS’ COMMUNICATIVE COMPETENCE:

THE EXPERIENCE OF HIGHER EDUCATION IN UKRAINE AND GERMANY 89
Iana Proskurkina

FORMATION AND DEVELOPMENT OF THE PRE-PROFESSIONAL

TRAINING SYSTEM OF FOREIGN MEDICAL

APPLICANTS IN UKRAINE (HISTORICAL AND EDUCATIONAL ASPECT) 95


Artem Sushentsev

ADVANCED TRAINING OF LABOUR FORCE: THE USA EXPERIENCE 99


Maryna Mykhailiuk

ORGANIZATIONAL AND PEDAGOGICAL FUNDAMENTALS

OF PROFESSIONAL TRAINING OF FUTURE ENGINEERS IN THE FIELD

OF NANOELECTRONICS IN UK UNIVERSITIES 105




ЗМІСТ

Наталя Бідюк

Магістерська підготовка як складова

професійного становлення молодого дослідника:

Британський та Ураїнський досвід 111
Лариса Лук’янова

ПРОФЕСІЙНА ДІЯЛЬНІСТЬ ВИКЛАДАЧІВ-АНДРАГОГІВ

(ЗАРУБІЖНИЙ ДОСВІД) 119
Лілія Сушенцева

ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ПЕДАГОГІВ

ПРОФЕСІЙНОГО НАВЧАННЯ ДО ПРОФЕСІЙНОЇ АДАПТАЦІЇ

В УМОВАХ ГЛОБАЛІЗАЦІЙНИХ ПРОЦЕСІВ У СУСПІЛЬСТВІ 124


Олена Семеног

ФАХОВА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ

У ВИМІРАХ КРОС-КУЛЬТУРНОГО ДІАЛОГУ 131
Ганна Красильникова

СИСТЕМА МОНІТОРИНГУ ЯКОСТІ ВИЩОЇ ОСВІТИ

В УНІВЕРСИТЕТАХ ВЕЛИКОЇ БРИТАНІЇ: ДОСВІД ДЛЯ УКРАЇНИ 138
Євген Долинський

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕРЕКЛАДАЧІВ В УНІВЕРСИТЕТАХ ЄВРОПЕЙСЬКОГО СОЮЗУ 145


Віта Корнієнко

ПОРІВНЯЛЬНИЙ АНАЛІЗ МОДЕЛЕЙ ПРОФЕСІЙНОЇ ПІДГОТОВКИ БАКАЛАВРІВ ГУМАНІТАРНИХ НАУК З ПРИКЛАДНОЇ ЛІНГВІСТИКИ

В УНІВЕРСИТЕТАХ УКРАЇНИ ТА США 150

Євгенія Процько

ВИМОГИ ДО ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ У БЕЛЬГІЇ 157
Людмила Насілєнко

ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ

МАЙБУТНІХ ЮРИСТІВ: ДОСВІД ВИЩОЇ ШКОЛИ УКРАЇНИ І НІМЕЧЧИНИ 164
Яна Проскуркіна

СТАНОВЛЕННЯ І РОЗВИТОК СИСТЕМИ ДОПРОФЕСІЙНОЇ ПІДГОТОВКИ ІНОЗЕМНИХ АБІТУРІЄНТІВ МЕДИЧНОГО ПРОФІЛЮ

В УКРАЇНІ (ІСТОРИКО-ПЕДАГОГІЧНИЙ ЕКСКУРС) 170
Артем Сушенцев

професійнЕ вдосконалення виробничого персоналу:

доСВІД США 175
Марина Михайлюк

ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ ЗАСАДИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ майбутніх ІНЖЕНЕРІВ У ГАЛУЗІ НАНОЕЛЕКТРОНІКИ

В УНІВЕРСИТЕТАХ ВЕЛИКОЇ БРИТАНІЇ 182
ВІТАННЯ ЮВІЛЯРУ 189
РЕЦЕНЗІЯ 190
ПРАВИЛА ОФОРМЛЕННЯ І ПОДАННЯ РУКОПИСІВ 194

DOI: 10.2478/rpp-2014-0030


Doctor of Pedagogical Sciences, Full Professor,

Full Member of NAPS of Ukraine,

Academician Secretary of the Department

of Professional Education and Adult Education

of NAPS of Ukraine, NELLYA NYCHKALO

National Academy of Pedagogical Sciences of Ukraine

Address: 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine

E-mail: napn24@gmail.com


THE MAN-LABOUR SYSTEM AS THE BASIS FOR INTERDISCIPLINARITY

OF PEDAGOGICAL SCIENCE
The labour of hands brought a man to his current position in nature ...

This spiritual world is built on

The experience and material achievements of working hands”.
Tadeush Vatslav Novatskiy
ABSTRACT

We consider the philosophical and pedagogical aspects of man-labour system and justify its interdisciplinarity. On the basis of results of scientific researches the need for an objective systematization and specialization in pedagogy is emphasized. Four areas of education sciences systematization, proposed by Z. Vyatrovsky are analyzed. Particular attention is paid to the problems of the dialectical relationship of labour pedagogy, labour psychology and vocational pedagogy in globalization and integration processes. In this context prognostic significance of research aimed at dynamic development of man-labour system in the information and technology community is revealed.

Key words: system, man, labour, pedagogy, psychology, vocational education, interdisciplinarity.
INTRODUCTION

Among many systems known from ancient times to the present day, the “man-man” system is the most life-giving, well-known, prognostic, dynamic and effective. At various times as well as different stages a good few of systems were born, strengthened, developed and finally disappeared (died). Some of them revived, or were born again for the second or even for the third time; they functioned again, enriching man, his family and continuing the traditions of his nation, his homeland.

Quite different reasons underlay at the heart of these changes, first of all such as universal, spiritual, moral, social economic and cultural, environmental, administrative and many others. They can not be immediately counted and comprehended. They yet reflected each historic epoch and its features.

“The “man-labour” system as the main river and source of life became more and more full-flowing over time, creating new systems and subsystems, affecting the development of man’s mind, his inner world, and certainly the outlook as “system of views on the objective world and man’s place in it, his attitude to reality, to himself, and main life positions of people, their beliefs, ideals principles of perception and activities, value orientation, caused by these ideas” (Shapar, 2005). As is well-known, the outlook is formed in the process and as a result of generalization of natural, scientific, social, historical, philosophical, technical knowledge, as well as due to the effect of the immediate living conditions. It is transmitted from generation to generation with people’s experience, their ethnical traditions and experience of creative work.



THE AIM OF THE STUDY

The article reviews philosophical and pedagogical aspects of “man-labour” system and its interdisciplinarity.



THEORETICAL FRAMEWORK AND RESEARCH METHODS

In the context of the philosophical approaches we can turn to the conclusions grounded by an outstanding Ukrainian philosopher V. Shynkaruk. “At all stages of the history mankind created summarizing views of the world and man, its vital activity, put forward the ideals and shaped the vision of the future that was a guiding line in its life. Continuous development of production, culture, human needs, expansion of the latest spheres of nature involved in human activities, the improvement of both activity and man have been actualizing the learning of objective laws of the development and transformation of the world, the formulation of the basic principles of the scientific approach to the world and man, formation of ideology as a system of generalized views of the world, the historical destiny of man and mankind” (Shynkaruk, 2012, 167). The key idea of the thoughts is that labour created and keeps creating both the very man and human civilization.

Category of labour inspired by thousands of beams as they were inspired by man is connected with all the areas of human life and society, the development of education, science and culture. If we put the system “man-labour” in the center of this extremely important issue as its core, we are offered a wide range of organic relations between many scientific fields. Due to this fact we can comprehend the complexity and interdependence of relations among which we find issues of labor rights with philosophy, sociology, psychology, pedagogy, economics, physiology, ergonomics, culture etc. Under such conditions the formation of interconnected scientific processes peculiar to a particular epoch acquires its regularity.

That is why this particular system has always had great attraction: it is studied, designed, modelled and prognosticated by representatives of various branches of scientific knowledge such as philosophers and sociologists, economists and demographers, educators and psychologists, artists and culturist, doctors and managers. It has always been the driving force of the spiritual, moral, ethical, cultural and ultimately social and economic development of every nation and each state.

In these complex processes science plays the crucial role as a distinct sphere of human activity. According to S. Krymskiy this axiom is aimed at “the production and knowledge systematization of life patterns by means of theoretical reasoning and empirical testing and validation of cognitive outcomes to reveal their objective content (validity, reliability, intersubjectivity)” (Encyclopedic Dictionary of Philosophy, 2002, 410–411).

As noted by V. Kremen and V. Ilyin, one can reveal the transmission of means and methods of knowledge from one sphere to another in both interdisciplinary and disciplinary interactions. In each of these situations, the transfer of methods implies the identification of subject area’s identities that are being investigated. The difference between interdisciplinary and disciplinary research lies in the scope of synthesis and bases that direct transfer of methods. Distant and exclusively specific subject areas seem to connect with each other within interdisciplinary researches.

As a result in the modern science and culture philosophers distinguish several synergy parallel layers of its being located to the extent of increase of abstraction level: subdisciplinary is everyday consciousness of routine activities; disciplinary is processes of individual creativity and the development of disciplinary knowledge and research objects; interdisciplinary is processes of interdisciplinary communication and transfer of knowledge in dialogues of disciplines including pedagogy and education, during decision-making; transdisciplinary is processes of self-organization and operation of large interdisciplinary projects, interdisciplinary communication languages, origins of interdisciplinary invariants, collective intelligence, network thinking; overdisciplinary is the creative process, the formation of philosophy, the development of science and culture. Communicative practices in each of these layers have special traditions of use that are completely scientific and methodologically developed at the disciplinary level (Kremen, Ilyin, 2012, 27–28).

Taking into consideration the methodological importance of pedagogical sciences systematization, we appeal to the results of foreign scientific researches. Thus, a prominent Polish scholar S. Vyatrovskiy justifying the specialization in pedagogy, provides historical and philosophical analysis of the science’s development in the twentieth century. He refers to the works of Polish, German (D. Lenzen) and Czech scholars (J. Pruha). Professor offers author systematization of pedagogical sciences, covering four areas such as fundamental teaching; basic educational disciplines, determined by the way of human development; pedagogical disciplines that meet major directions of human activities; subsidiary and borderline disciplines (Wiatrowski, 2004, 40–44).

It should be mentioned that such systematization of pedagogical sciences was the result of long-term systematic scientific analysis, which had been carried out by the scholar for several decades. Q. Vyatrovskiy suggests that the “pedagogy atomization” will continue to grow, although it is often said that any division is impractical. However, analyzing different approaches, he singles out the following important trends: increase of social demands on pedagogical knowledge in various areas of life and work; prolonged development of pedagogical knowledge in both theoretical and utilitarian (practical) fields and also specialization in modern sciences. Consequently, it is difficult to imagine the possibility of solving today's problems, especially human ones, without the use of special scientific knowledge and methods. The scholar proves that without specialization the development of modern science is hardly possible.

Theoretically grounded principles concerning the integration and specialization in pedagogical sciences in the conditions of globalization process are acquiring the utmost importance. Particular attention should be paid to scientific problems, analysis of the genesis and modern categories of specialization and integration. There is an undeniable interdependence of these concepts, which, at first glance, give the impression of being contradictory and even potentially mutually exclusive. Under these conditions appeal to topical problems of modern education and combination of the efforts of different sectors’ representatives of scientific knowledge for the purpose of theoretical and methodological research take first priority.




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