УДК:37.016:78-056.24/29]:398.8(4 ПРОЄКТУВАННЯ ІНДИВІДУАЛЬНОЇ ОСВІТНЬОЇ ТРАЄКТОРІЇ СТУДЕНТІВ З ФУНКЦІОНАЛЬНИМИ ОСВІТНІМИ ТРУДНОЩАМИ СПЕЦІАЛЬНОСТІ «МУЗИЧНЕ МИСТЕЦТВО» НА МАТЕРІАЛАХ УКРАЇНСЬКОГО НАРОДНОПІСЕННОГО ФОЛЬКЛОРУ
DOI : https://doi.org/10.51706/2707-3076-2022-6-10
Ключові слова:
проєктування, індивідуальна освітня траєкторія, функціональні освітні труднощі, майбутні педагоги-музиканти, інклюзивно-ресурсний центр, праксеологія, український народнопісенний фольклор
Анотація
У науково-методичній статті розглядається проблема проєктування індивідуальної освітньої траєкторії студентів спеціальності «Музичне мистецтво» з моторними та мовленнєвими освітніми труднощами. Акцентовано увагу на підтримці здобувачів освіти зазначеної категорії в освітньому середовищі, залученні до нього додаткових матеріальних чи освітніх ресурсів; на важливості врахування комплексної оцінки мовленнєвого розвитку особи, що надана фахівцями інклюзивно-ресурсних центрів. Наголошено, що український народопісенний фольклор як ключовий ресурс дисципліни «Народний спів» може стати вагомою складовою системи мовленнєвого розвитку студентів. Надано декілька рекомендацій щодо організації занять на матеріалі народнопісенного фольклору, зокрема, щодо підбору матеріалів та організації розспівок.
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Hura, V. (2021). Formation of ethnocultural competence of students on the material of Ukrainian song folklore : Lebedyn Pedagogical college named after A. S. Makarenko (ukr).
Kartava, Yu. (2015). Educational influence of musical art on the formation of the child's personality. Pedagogical Sciences: Theory, History, Innovative Technologies, 47. 274-281 (ukr).
Kilpatrick, V. (1925). Project method. Application of target setting in the pedagogical process : Brokgaus-Efron Publishing (rus).
Kolomoiets, O. (2012). Ukrainian folk singing as a synthesis of national tradition and academic choral performance. Problems of Modern Pedagogical Education, 37, 36–41 (ukr).
Lalaieva, R. (2022). Methods of psycholinguistic research of oral speech disorders in children: http://pedlib.ru/Books/5/0026/5_0026-1.shtml (Access: 18.04.2022) (rus).
Malyshevska, I. (2013). The role of pedagogical technologies in the system of remedial education. Psychological and Pedagogical Problems of Rural School: Сollection of scientific works of Pavlo Tychyna Uman State Pedagogical University, 45, 81–86 (ukr).
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On approval of the Regulations on the Inclusive Resource Center. The resolution of the Cabinet of Ministers of Ukraine № 265 (2021). https://zakon.rada.gov.ua/laws/show/545-2017-%D0%BF#n11 (Access: 18.04.2022) (ukr).
Piatkivskyi, R. (2010). Methodical recommendations for the course “Praxeology”: Symfoniia Forte Publishsing (ukr).
Praxeology/ Wikipedia. (2022). https://uk.wikipedia.org/wiki/Prakseolohiia/ (Access: 18.04.2022) (ukr).
Regulations on the free choice of disciplines by applicants for higher education of Sumy Makarenko State Pedagogical University : https://sspu.edu.ua/images/2020/doc/pro_vilniy_vibir_disciplin_e84b5.pdf (Access: 18.04.2022) (ukr).
Sofii, N. (2018). Inclusive resource centers: the Canadian experience and Ukrainian realities. Special Child: Education and Upbringing, 1, 34–40 (ukr).
Tkach, O. (2019). Features of the survey of speech development of children with cerebral palsy. Problems of Modern Psychology, 14, 785-794.
Tsiupa, N. (2017). The specifics of folk vocals in the contemporary art space of Ukraine (on the example of chamber vocal ensembles). Young Scientist, 2. 109–111 (ukr).
Vorotyntseva, O. (2022). The role of inclusive resource centers in ensuring that persons with special educational needs receive quality education. CONTINUOUS EDUCATION: CURRENT DISCOURSES. Monograph. Editors: Yaroslav Syvokhop, Jakub Swierzawski. Katowice: Publishing House of University of Technology.182–192 (ukr).
Опубліковано
2022-11-04
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Спеціальна освіта
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