Психология педагогика және және и



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ПЕДАГОГИКА ЖůНЕ ПСИХОЛОГИЯ - ПЕДАГОГИКА И ПСИХОЛОГИЯ
№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 

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