SYNERGY APPROACH AS A METHODOLOGICAL BASIS FOR FUTURE TEACHERS' SELF-TRAINING FOR MUSIC PERFORMANCE
| Autor: | Doroshenko, T. |
|---|---|
| Rok vydání: | 2019 |
| Předmět: | |
| DOI: | 10.5281/zenodo.3245568 |
| Popis: | The rationale of synergy approach as a methodological basis for future teachers’ self-training for music performance has been explained in the article. As a result of the recent studies and publications analysis, it has been found out that synergy has become a qualitatively new methodological approach in scientific area. Occupying an exceptional position among other approaches and actively realizing in various studies, synergy approach targets at the identification of the patterns of formation and self organization of complex systems which future teachers’ music performance self-training is. Article's purpose is to prove the significance and define the main directions of the implementation of synergy approach as a methodological basis for future teachers’ self-training for music performance. Methodology. The methodological basis of the article is the following: the fundamental viewpoints of the theory of knowledge: scientific character, historicism, dialecticism, objectivity, attitude of psychology and pedagogy to humanistic orientation of education; philosophical views on the personality as the creator, the individual of culture and education; philosophical and psychological postulates about the creation of "I-concept" as a strategic direction for self-realization of personality. Great importance has been given to the systematic approach to the analysis of pedagogical phenomenon and processes associated with musical and pedagogical activities. Principal significance in the context of the research, acquires the position of synergy as a branch of science that studies the processes of interaction and relationship between the elements of the system. Scientific novelty. For the first time, the significance of synergy approach as a methodological basis for future teachers’ self training for music performance has been proved; and main directions how to use the approach in practice have been defined. Conclusions. Future teachers’ music performance self training is a vital element for accomplishing complex educational tasks. The use of synergy paradigm in future music teachers’ professional training allows following the generality of synergy laws, which are the subject to artistic processes that are capable of self-organization. This is precisely that encourages the use of synergy approach to analyse the development and transformation of students’ music performance self- training system. As the perspective for further study of the issue we consider the harmonization of musical and theoretical with performing components of future teachers’ music performance self training as the most important achievement of a synergy thinking. {"references":["Vasianovych, H. P. (2013). Metodolohichni konteksty pedahohichnoi nauky na suchasnomu etapi yii rozvytku [Methodological contexts of pedagogical science at the present stage of its development]. Pedahohika i psykholohiia profesiinoi osvity: naukovo-metodychnyi zhurnal – Pedagogy and psychology of vocational education: a scientific and methodological journal, 3, 9–31.","Khaken, H. (2001). Printsipy raboty golovnogo mozga: Sinergeticheskiy podhod k aktivnosti mozga, povedeniyu i kognitivnoy deyatelnosti [Principles of the brain: A synergistic approach to brain activity, behavior and cognitive activity]. Moscow, Russia: «Per'ce».","Horbenko, O. B. (2010). Formuvannia muzychno-vykonavskoi kompetentnosti maibutnoho vchytelia muzyky v protsesi fakhovoi pidhotovky [Formation of musical and performing competence of the future teacher of music in the process of professional training]. Extended abstract of candidate's thesis. Kіrovograd, Ukraine.","Kavun, O., & Huseinova, L. (2011). Do sutnosti poniattia «muzychno-vykonavska diialnist» [To the essence of the concept of «musical performance»]. Visnyk studentskoho naukovoho tovarystva – Bulletin of Student Scientific Society : Nizhynskyi derzhavnyi universytet imeni Mykoly Hoholia, 7, 103–105.","Kniazheva, I. A. (2015). Systemnyi i synerhetychnyi pidkhody doslidzhennia fenomena «metodychna kultura maibutnikh vykladachiv pedahohichnykh dystsyplin spetsialnosti «Doshkilna osvita» [Systemic and synergistic approaches to studying the phenomenon «Methodological culture of future teachers of pedagogical disciplines of the specialty\" Preschool education»]. Naukovyi visnyk MNU imeni V. O. Sukhomlynskoho – Scientific bulletin of the V. U. Sukhomlynsky State University of Mining. Pedahohichni nauky, 2 (49) traven. 82–87, 85.","Kniazian, M. O. (2007). Systema formuvannia samostiino-doslidnytskoi diialnosti maibutnikh uchyteliv inozemnykh mov u protsesi stupenevoi pidhotovky [The system of formation of independent research activities of future foreign language teachers in the process of advanced training]. Candidate's thesis. Odesa, Ukraine.","Kremen, V. H., & Ilin, V. V. (2012). Synerhetyka v osviti: kontekst liudyno tsentryzmu [Synergetics in education: the context of man of centralism]. Kyiv, Ukraine: Pedahohichna dumka.","Nychkalo, N. H. (2016). Metodolohichna kultura v naukovomu zrostanni pedahoha-doslidnyka [Methodological culture in the scientific growth of the teacher-researcher]. Suchasni informatsiini tekhnolohii ta innovatsiini metodyky navchannia v pidhotovtsi fakhivtsiv: metodolohiia, teoriia, dosvid, problemy: Zb.nauk. pr. – Modern Information Technologies and Innovative Methods of Training in the Training of Specialists: Methodology, Theory, Experience, Problems: Collection of Scientific Papers, Kyiv–Vinnytsia, Ukraine: TOV «Planer». Issue 44. 22–29, 23.","Profesiina pedahohichna osvita: akme-synerhetychnyi pidkhid: monohrafiia [Vocational pedagogical education: acme-synergistic approach: monograph]. (2011). O. A. Dubaseniuk(Ed). Zhytomyr, Ukraine.","Khaken H. (1980). Synerhetyka [Synergetics]. Moscow, Russia: Myr."]} |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|