Психология педагогика және және и
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№1, 2015 The fi rst questionnaire consisted of questions aimed at understanding the musical and perceptual experience of teachers developed by NI Evstigneeva [1, p. 208], second - author profi le, consisted of six questions (fi ve of them open and one closed type), help to identify the direction of future teachers to use music as means of optimization the educational and upbringing process in preschool. Questionnaire were as follows: Do you have a musical education (music school, Music College, music studio)? Did you take (or do you take) part in amateur school graduation? What role do you see for the music in the development of a preschooler? How do you think you can use the music in a professional educator activities outside musical education of children? What kinds of musical activity can be used in educator professional activity as means: a) health promotion?; b) emotional state correction?; c) improve the effectiveness of educational activities?; g) regime optimization processes in the group? Are you get necessary knowledge and skills for multifunctional use of music to work with children during university studies? Processing of personal data carried out by counting of positive responses (for each sub- question was assessed as independent question), which translated into a numerical measurement. Estimation the level of theoretical and methodological readiness component of students of pedagogical universities to multifunctional using of music in professional activities carried out by two test items results. The purpose of the fi rst task was to identify the students’ knowledge about the music infl uence laws on the human condition. What positive changes can make music in the human condition? What negative reactions can cause the sound of music in the human condition? What kinds of music have a therapeutic effect? What kinds of music are “harmful” to human health? Why? The purpose of the second task was to identify the subject-professional knowledge of future teachers about the pedagogical potential of music. Students are offered a musical activities list (musical programs, songs, rhythmic exercises, playing the children’s musical instruments) with instruction: indicate for what purpose can be used every kind of musical activity during class non-musical content. Also offered two tasks - musical and creative form to identify the level of instrumental component readiness future educator to multifunctional using music in a professional activity. The purpose of the third task was to reveal skills students to identify emotional scenario musical composition. Musical form includes four compositions from the “Children’s Album” by Tchaikovsky: “At the Church,” “The Sick Doll”, “Baba Yaga”, “Kamarinskaya”. Students are offered listen musical compositions and establish accord the number of composition and emotional conditions specifi ed in the questionnaire form by arrows (sadness, anger, peace, joy). Creative task was aimed to musical identify fantasy skills and ability to play on children’s musical instruments. Students were offered examples: a) improvisation on children’s musical instruments to complement the sounds of music composition (choice of the Sugar Plum Fairy Dance from the ballet “The Nutcracker” by PI Tchaikovsky, “Chunga-Changa” by V. Shainsky, “In the garden goat, goat “); b) rhythmic sound tales “The Little House”. The obtained results of the study were distributed in the following levels of the future teachers readiness to multifunctional using music in a professional activity: the reproductive level (model activity on the basis of known copy of knowledge and behaviors ) - 1-2 points; analytic-synthetic (activity based on analysis and synthesis of known knowledge and behaviors ) - 3-4 points ; adaptive conversion (activity based on adaptation and transformation of known and new knowledge, improving behavior ) - 5-6; constructive and creative (selfcreative activity through the development of new solutions and strategies of their) - 7-8 points. Experimental work was carried out on psychological-pedagogical faculties of pedagogical universities of Crimea. Ascertaining experiment was carried out over three years (CG 1, CG 2, CG 3) to defi ned a certain pattern or tendency. Experiment covered 486 students of 4-5 courses of full-time and distance learning. 105 Педагогикалық жǩне психологиялық ғылым - қоғамға - Педагогическая и психологическая наука − обществу Components of readiness levels to multifunctional use of music professional activity of future educators (%) Components of readiness Formed levels Reproductive Analytic synthetic Adaptive conversion Constructive and creative КГ1 КГ2 КГ3 КГ1 КГ2 КГ3 КГ1 КГ2 КГ3 КГ1 КГ2 КГ3 Personal 16 15 10 48 50 46 28 25 35 8 10 9 Theoretical and methodological 40 39 38 35 32 31 22 24 25 3 5 6 instrumental 12 16 19 19 11 14 18 20 18 51 53 49 general readiness 23 23 22 34 31 30 23 23 26 20 23 22 Analysis of the results of the general readiness of the future teachers to multifunctional use of the music in a professional activities indicated approximately equal starting conditions of all groups and the need for specifi c training in this issue. The positive aspect is a creative level of readiness half of all subjects. These results support the idea that the multifunctional use of music in professional activities is not diffi cult for future educators who do not have special musical education, but are willing to learn new means and pedagogical support child in development and impact on the results of this process. More students to reproductive theoretical and methodological level of readiness and analytic- synthetic personal readiness level all subjects, indicating that music does not fall into the fi eld of professional tasks and means to carry out professional activities which readiness future educators in higher education. We want to show you analysis of quantitative and qualitative results of experimental work with a group of third year of examination (CG 3). It is interesting to note that the personal readiness of all respondents indicated that they have a strong interest in music: 100% of the students like to listen music at your leisure; also 60%of them - dancing at parties; 50% - sing in clubs «karaoke» and «for itself.» However, only 24% of students sometimes listen music for a particular speed of the production of didactic material, 8% - Occasionally, when performing repetitive work (work with the dictionary, the rewriting of the text). Of those surveyed, only three students had unfi nished musical education and only fi ve жүктеу/скачать 12,4 Mb. Достарыңызбен бөлісу:
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