Перейти в головне навігаційне меню Перейти до головного Перейти на нижній колонтитул сайту
Логотип заголовку сторінки

2021: Designing an Individual Trajectory of Educator’s Professional Development in the Context of the Concept of «Lifelong Learning»

TEACHER-STUDENT INTERACTION IN THE PROCESS OF WORKING WITH SOURCES DURING THE LESSONS OF HISTORY

DOI
https://doi.org/10.36074/d-oblippo.monograph-2021.07
Опубліковано
2021-06-01

Анотація

Society is based on the interaction with each other of each member of society. What is important is the interactions that take place between everyone. The aim of our study is to characterize the use of interactivity in history lessons in the process of working with sources. Subject - interactions between child and adult in school practice in the process of working with historical sources.
The research methodology, which includes several groups of methods, helped us to achieve the planned. The first group - general scientific methods. First of all - historical and logical with their inherent analysis, synthesis and systematic approach. At the level of individual sources, each is first perceived as a holistic phenomenon, then for deeper study it is broken down into parts, and
then, at a new level of knowledge, it is considered as a whole. Interdisciplinary methods are inherent in various sciences. The third group - general historical methods, which are inherent in historical knowledge as a whole. Source methods allow you to work directly with the source.

Посилання

  1. Tlumachnyi slovnyk z ukrainskoi movy [Explanatory dictionary of the Ukrainian language]. Vylucheno iz: https://cutt.ly/rholYdL
  2. Pometun O.I., Pyrozhenko L.V. 2014. Suchasnyi urok. Interaktyvni tekhnolohii navchannia: naukovo-metod. Рosibnyk [A modern lesson.
  3. Interactive learning technologies: scientific method. manual]. Kyiv. [in Ukrainian].
  4. Cherneha N. (2020). Osobystisno-zoriientovane navchannia: suchasni pidkhody [Personality-oriented learning: modern approaches]. Ridna
  5. shkola, (9), 25 – 26. [in Ukrainian].
  6. Ianova V.M. (2016). Pedahohika spivrobitnytstva: sutnist, kliuchovi idei, formy ta metody [Pedagogy of cooperation: essence, key ideas, forms and methods]. Vylucheno iz: https://osvita.ua/school/lessons_summary/upbring/31097/. [in Ukrainian].
  7. Hirnyk A. M. (2010). Osnovy konfliktolohii [Fundamentals of conflictology]. Kyiv. [in Ukrainian].
  8. Karlov T. (2018). Udoskonalennia mekhanizmiv upravlinnia konfliktamy u vzaiemodii orhaniv vlady ta hromadskosti v Ukraini: rehionalnyi pidkhid [Improving conflict management mechanisms in the interaction of government and the public in Ukraine: a regional approach]. Derzhavne upravlinnia ta mistseve samovriaduvannia, (38), 69 – 74. [in Ukrainian].
  9. Dzhonson Devid D. (2013). Sotsialna psykholohiia: treninh mizhosobystisnoho spilkuvannia [Social psychology: training of
  10. interpersonal communication]. Kyiv. [in Ukrainian].
  11. Do Vsesvitnoho dnia filosofii. Do 20-richchia kafedry YuNESKO «Filosofiia liudskoho spilkuvannia». Filosofiia spilkuvannia: filosofiia,
  12. psykholohiia, sotsialna komunikatsiia [To the World Philosophy Day. To the 20th anniversary of the UNESCO Chair "Philosophy of Human
  13. Communication". Philosophy of communication: philosophy, psychology, social communication]. (2016). Naukovo-praktychnyi filosofskyi zhurnal,
  14. (9), 3 – 5. [in Ukrainian]. [9] Spilkuvannia yak interaktsiia. Sotsialno-psykholohichnyi klimat hrupy [Communication as interaction. Socio-psychological climate of the group]. Vylucheno iz: https://osvita.ua/vnz/reports/psychology/9723/.
  15. Kovalevskyi V. O. (2010). Komunikatsiia – interaktsiia – manipuliatsiia: mekhanizm realizatsii suchasnoi politychnoi vlady [Communication -
  16. interaction - manipulation: the mechanism of realization of the current political government]. Suchasna ukrainska polityka, (19), 244 – 255
  17. Vylucheno iz: http://dspace.nbuv.gov.ua/bitstream/handle/123456789/26705/24-Kovalevskiy.pdf?sequence=1.
  18. Dichek N.P. (2019) Rozvytok filosofsko-psykholohichnykh osnov osobystisno oriientovanoi osvity v nezalezhnii i Ukraini [Розвиток
  19. філософсько-психологічних основ особистісно орієнтованої освіти в незалежній і Україні]. Pedahohichnyi protses: teoriia i praktyka (Seriia: pedahohika), (64 – 65). S. 15 – 28. [in Ukrainian].
  20. Lavrut O. (2019). Orhanizatsiia roboty z istorychnymy dzherelamy v suchasnomu osvitnomu protsesi [Organization of work with historical
  21. sources in the modern educational process]. Kramatorsk. [in Ukrainian].
  22. Kis O., Kendzor P. Razom na odnii zemli. Istoriia Ukrainy bahatokulturna [Together on one land. The history of Ukraine is multicultural]. 2012. Lviv. [in Ukrainian].
  23. Mysan V. O. (2009). Pysemni dzherela na urokakh istorii. 5 – 11 klasy : navch.- metod. posib [Written sources in history lessons. Grades 5 – 11]. Kyiv. [in Ukrainian].
  24. Komarov Yu. (2014). Reklama yak istorychne dzherelo: metodychni rekomendatsii z rozvytku krytychnoho myslennia [Advertising as a
  25. historical source: guidelines for the development of critical thinking]. Istoriia i suspilstvoznavstvo v shkolakh Ukrainy: teoriia ta metodyka
  26. navchannia, (10), 31–39. [in Ukrainian].
  27. Iermolenko A. (2015). Rol vizualnykh dzherel informatsii u formuvanni informatsiinoi kompetentnosti uchniv na urokakh istorii [The role of visual sources of information in the formation of information competence of students in history lessons]. Istoriia ta suspilstvoznavstvo v shkolakh Ukrainy: teoriia ta metodyka navchannia, (6), 20 – 25. [in Ukrainian].