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author: Tetiana Havrylenko
Urgency of the research. Today, in the context of the creation of the rule of law, a democratic society, one of the priority tasks in Ukraine is to ensure the rights and interests of children as the social capital of the future, creating maximum opportunities for their development, education and training.
Target setting. The National Institute for Child Protection has gone through a great contradictory path of formation and development, the study of which will take into account achievements, avoid mistakes and miscalculations that were in the past, see prospects for further development of social protection of secondary school students.
Actual scientific researches and issues analysis. The issues of formation and development of care, support, protection of children in Ukraine are reflected in the works of A. D. Bondar, G. S. Ivanenko, O. V. Kvas, N. A. Seyko, V. V. Stynska. L. G. Tsibulko, L. A. Shtefan and others. The research objective. To reveal the issues of social protection of schoolchildren in general secondary education institutions in Ukraine during the second half of the XX century.
The statement of basic material. During the second part of the twentieth century. in Ukraine, systemic signs of social protection of students of general secondary education have been formed. Thanks to the joint efforts of the state and the public, comprehensive education funds, boarding schools, extended day groups, transportation of children to school, food, conditions for the development, education and training of various categories of children through the opening of boarding schools, extended day schools, sanatoriums and boarding schools , special schools and boarding schools.
Conclusions. The retrospective analysis showed that for the effective social protection of students is necessary to coordinate the work of state bodies and the public, to provide adequate funding for this area, as well as to train and provide it with appropriate specialists.
Keywords: social protection, students, general secondary education institution, Ukraine.
References:
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5. Natsionalna prohrama “ Dity Ukrainy” (National program "Children of Ukraine") 1996. Zatverdzheno ukazom Prezydenta Ukrainy vid 18.01.1996 r. Dostupno: <https://zakon.rada.gov.ua/laws/show/63/96> [13 Sichen 2021].
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7. Polozhennia pro internaty pry pochatkovykh, semyrichnykh i serednikh shkolakh URSR (Regulations on boarding schools at primary, seven-year and secondary schools of the USSR) 1951. Zbirnyk nakaziv ta rozporiadzhen Ministerstva osvity Ukrainskoi RSR, № 13. s. 9–11.
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9. Polozhennia pro navchalno-reabilitatsiinyi tsentr (Regulations on the training and rehabilitation center) 1998. Informatsiinyi zbirnyk Ministerstva osvity Ukrainy, № 5, s. 19–27.
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16. Pro orhanizatsiiu pidvozu ditei do shkil, viddalenykh vid mistsia prozhyvannia uchniv (On the organization of transportation of children to schools remote from the place of residence of students) 1954. Zbirnyk nakaziv ta rozporiadzhen Ministerstva osvity Ukrainskoi RSR, № 1, s. 23.
17. Pro pidsumky 2000/2001 navchalnoho roku ta zavdannia na novyi navchalnyi rik (On the results of the 2000/2001 academic year and tasks for the new academic year) 2001. Informatsiinyi zbirnyk Ministerstva osvity Ukrainy, № 20. s. 3–12.
18. Pro pochatok 1997/98 navchalnoho roku v zakladakh osvity Ukrainy (About the beginning of the 1997/98 academic year in educational institutions of Ukraine) 1997. Informatsiinyi zbirnyk Ministerstva osvity Ukrainy, № 22, s. 3–8.
19. Pro stvorennia i poriadok vykorystannia spetsialnykh koshtiv vseobucha v shkolakh URSR (About creation and the order of use of special means of universal education in schools of the USSR) 1951. Zbirnyk nakaziv ta rozporiadzhen Ministerstva osvity Ukrainskoi RSR, № 13, s. 11–12.
20. Prohrama “ Shkilnyi avtobus” (School Bus Program) 2003. Zatverdzheno postanovoiu Kabinetu Ministriv Ukrainy vid 16.01.2003 r. Dostupno: <http://osvita.ua/legislation/Ser_osv/5242/> [13 Sichen 2021].
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authors: Maiia Marienko, Alisa Sukhikh
Urgency of the research. Due to the introduction of quarantine restrictions aimed at combating COVID-19, distance learning has become one of the most common forms of education in most Ukrainian schools, along with full-time education. However, not only distance but also blended learning needs to be widely implemented.
Target setting. Given the significant pedagogical potential and novelty of existing approaches to using cloud-based open science systems, their projecting and providing in educational institutions, these issues still need theoretical and experimental research, refinement of approaches, models, methods and techniques, possible ways of implementation.
Actual scientific researches and issues analysis. T. A. Vakalyuk and O. M. Spirin analyzed the concept of information and digital technologies and gave the author's definition. S. Trubacheva and O. Prokhorenko studied the technology of blended learning in a healthy educational environment of the gymnasium. A. E. Fandeeva's research is devoted to the problem of the introduction of blended learning in higher education institutions. O. M. Spirin defined the criteria and indicators of quality of information and communication technologies of education. T. V. Dolgova identified the features of digital resources.
The research objective. Investigate the features of the organization of blended learning using digital technologies in general secondary education.
The statement of basic materials. The domestic experience of the introduction of distance and blended learning in secondary schools of Ukraine is presented. In particular, combinations of various forms and systems of education are established. The experience of using digital technologies is reflected (mainly within the framework of distance learning organization). Criteria for selecting digital technologies for the implementation of blended learning in general secondary education: forms of presentation of educational material and multimedia, the structure of information presentation, interaction with educational content, variability of educational content.
Conclusions. Digital technologies contribute to the better acquisition of knowledge and a deeper understanding of abstract concepts. Analyzing the experience of introducing digital technologies in general secondary education institutions of Ukraine, we can see that this process is due to distance learning. While blended learning is less common. Criteria and indicators of the selection of digital technologies for the implementation of blended learning are determined.
Keywords: digitalization of education, digital technologies, distance learning, blended learning.
References:
1. Vakalyuk, TA & Spirin, OM 2021. ‘Informatsiyno-tsyfrovi tekhnolohiyi : sutnistʹ ponyattya (Information and digital technologies: the essence of the concept)’, Zvitna naukovo-praktychna konferentsiya Instytutu informatsiynykh tekhnolohiy i zasobiv navchannya NAPN Ukrayiny (Reporting scientific-practical conference of the Institute of information technologies and learning tools of NAPS of Ukraine): materialy naukovo-praktychnoyi konferentsiyi, 11 lyutoho 2021 r., m. Kyyiv, uporyad. OP Pinchuk, NV Yasʹkova, Kyyiv, Ukrayina, s. 16-17.
2. Dolgova, TV 2017. Interaktivnoye obrazovaniye (Interactive education). Dostupno: <https://interactiv.su/2017/12/31/smeshannoye-obucheniye-innovatsiya-xxi-veka> [21 Kviten 2021].
3. Spirin, OM 2013. ‘Kryteriyi i pokaznyky yakosti informatsiyno-komunikatsiynykh tekhnolohiy navchannya (Criteria and quality indicators of information and communication technologies of learning)’, Informatsiyni tekhnolohiyi i zasoby navchannya (Information Technologies and Learning Tools), vol. 33, №. 1 (33). Dostupno : <https://doi.org/10.33407/itlt.v33i1.788> [21 Kviten 2021].
4. Trubacheva, S & Prokhorenko, O 2019. ‘Tekhnolohiya zmishanoho navchannya v zdorovʺyazberezhuvalʹnomu osvitnʹomu seredovyshchi himnaziyi (Technology of blended learning in a healthy educational environment of the gymnasium)’, Ukrayinsʹkyy pedahohichnyy zhurnal (Ukrainian pedagogical journal), № 4, s. 92-98. Dostupno: <http://uej.undip.org.ua/upload/iblock/832/832009052dfb3a7f90e7ddb6955aec8c.pdf> [21 Kviten 2021].
5. Upershe v Ukrayini 60 shkil ta 30 zakladiv profosvity proydutʹ otsinku vprovadzhennya tsyfrovykh tekhnolohiy za dopomohoyu SELFIE – pilot tryvatyme u kvitni-travni (For the first time in Ukraine, 60 schools and 30 vocational schools will evaluate the implementation of digital technologies with the help of SELFIE - the pilot will last in April-May). Dostupno: <https://mon.gov.ua/ua/news/upershe-v-ukrayini-60-shkil-ta-30-zakladiv-profosviti-projdut-ocinku-vprovadzhennya-cifrovih-tehnologij-za-dopomogoyu-selfie-pilot-trivatime-u-kvitni-travni> [25 Kviten 2020].
6. Fandyeyeva, AYE 2017, ‘Zmishane navchannya yak tekhnolohiya zmin i transformatsiyi (Blended learning as a technology of change and transformation)’, Narodna osvita (Public Education), Vyp. 2, s. 4-9. Dostupno: <https://www.narodnaosvita.kiev.ua/?page_id=4544> [21 Kviten 2021].
7. Tsyfrovizatsiya osvity, dosvid rehioniv, aktualʹnistʹ dlya pozashkillya – vidbulasʹ onlayn-sesiya shchodo dystantsiynoho navchannya (Digitalization of education, experience of regions, relevance for extracurricular activities – an online session on distance learning took place). Dostupno: <https://mon.gov.ua/ua/news/cifrovizaciya-osviti-dosvid-regioniv-aktualnist-dlya-pozashkillya-vidbulas-onlajn-sesiya-shodo-distancijnogo-navchannya> [21 Kviten 2020].
author: Nataliia Shchur
Urgency of the research is substantiated by the necessity for providing HEIs’ students with the opportunity to master foreign languages at least at level B2.
Target setting. Finding effective ways of overcoming language barriers to communication in a foreign language will increase the efficiency of communicative activities and contribute to performing the relevant communicative tasks.
Actual scientific researches and issues analysis. In general, the problem of language barriers has been studied by many scientists. However, there is very little in-depth research on overcoming language barriers in the course of learning foreign languages. The most relevant investigations for our study are the works of O. Vysotska, A. Massonov, N. Sopilko and N. Yakovleva. Nevertheless, there are two issues that have not been adequately covered. Firstly, it is the peculiarities of language barriers arising in real life communication at the stage of developing professional foreign language competence (PFLC). Secondly, it is the use of one-to-one teaching methods to eliminate the barriers mentioned above.
The research objective. To clarify both the contributing factors of arising and the conditions for overcoming language barriers to communication in a foreign language at the stage of PFLC development and to substantiate the use of language coaching as one of the strategies for one-to-one teaching in the course of eliminating language barriers.
The statement of basic materials. The article clarifies the concept of language barriers arising in the course of PFLC development, identifies both the types and factors of their arising and the strategy and conditions for overcoming them. The study also focuses on using language coaching as one of the strategies for one-to-one teaching in HEIs whilst eliminating language barriers.
Conclusions: 1) language barriers in the course of PFLC development are defined as internal obstacles of psychological nature to the effective communication in a foreign language, caused due to the interaction of motivational, operational, cognitive and socio-psychological factors; 2) language barriers arise only under the unfavorable conditions of personality development; 3) the most effective strategy for overcoming language barriers in the course of learning foreign languages is a developmental one, which can be successfully implemented under the following conditions: bridging the gaps in language knowledge and skills; applying the methods of individualized instruction to teaching foreign languages; implementing the appropriate methods of psycho-correction to relieve anxiety and build up healthy self-esteem; 4) one of the best ways to implement the above-mentioned conditions is the use of language coaching as one of the methods for one-to-one teaching.
Key words: language barriers, the types of language barriers, the factors causing language barriers, psychological and pedagogical conditions for overcoming language barriers, development of foreign language professional competence, learning foreign languages.
References:
1. Belyaev, BV 1965. Ocherki po psihologii obucheniya inostrannym yazykam (Essays on the Psychology of Teaching Foreign Languages), Moskva: Prosveshenie, 229 c.
2. Beskorsa, OS 2016. ‘Zmist ta shlyahi formuvannya anglomovnoyi komunikativno-strategichnoyi kompetentnosti molodshih shkolyariv (Content and Ways of Forming Young Learners’ Communicative and Strategic Competence in English)’, Duhovnist osobistosti: metodologiya, teoriya i praktika, № 4 (73), s. 26-33.
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4. Zadorozhna, IP 2013. ‘Struktura ta zmist navchalno-strategichnoyi kompetentnosti majbutnih uchiteliv anglijskoyi movi (Structure and Contents of Future English Language Teacher’s Strategic Competence)’, Vikladannya mov u vishih navchalnih zakladah, Vip. 22, s. 125-133.
5. Zimnyaya, IA 1970. ‘Individualno-psihologicheskie faktory i uspeshnost naucheniya rechi na inostrannom yazyke (Individual Psychological Factors and Succeeding in Mastering Foreign Language Speaking Skills)’, Inostr. yaz. v shk., № 1, c. 37-47.
6. Lozova, OM 2010. Psihologichni aspekti zasvoyennya inozemnoyi movi (Psychological Aspects of Learning a Foreign Language: A textbook). Navchalno-metodichnij posibnik, Kiyiv: Kiyivskij nacionalnij lingvistichnij universitet, 102 c.
7. Massonov, AV 2009. Psihologichni bar’yeri v diyalnosti lyudini (Psychological Barriers in Personal Activity). Dostupno: <https://scienceandeducation.pdpu.edu.ua/doc/2009/4_2009/5.pdf.pdf>. [14 Kviten 2021].
8. Massonov, AV 2014. ‘Psihologichni bar’yeri u profesijnomu samoviznachenni osobistosti (Psychological Barriers in Professional Self-Determination of Personality)’, Psihologiya i suspilstvo, № 2 (56), s. 73-89.
9. Morska, LI 2012. ‘Sutnist i viznachennya komunikativnih strategij u profesijnomu diskursi (The Essence and Definition of Communicative Strategies in Professional Discoutse)’, Naukovi zapiski Ternopilskogo nacionalnogo pedagogichnogo universitetu imeni Volodimira Gnatyuka, Seriya: Pedagogika, № 3, s. 67-74.
10. Proyekt Konceptualnih zasad derzhavnoyi politiki shodo rozvitku anglijskoyi movi u sferi vishoyi osviti (The Draft of the Conceptual Principles of State Policy for the Development of the English Language in the Field of Higher Education). Dostupno: <https://www.businesslaw.org.ua/konceptualni-zasady-derjavnoi-polityky-schodo-rozvytky-angliiskoi-movy/#post-6085-footnote-2>. [14 Kviten 2021].
11. Sopilko, NV 2008. Osoblivosti podolannya psihologichnih bar’yeriv u studentiv u procesi navchannya (Peculiarities of Overcoming Students Psychological Barriers in the Teaching Process). Avtoref. dis. kand. nauk, Nacionalna akademiya Derzhavnoyi prikordonnoyi sluzhbi Ukrayini imeni Bogdana Hmelnickogo, Hmelnickij, 16 s.
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13. Shovkovij, V & Shovkova, T 2018. ‘Komunikativno-strategichna kompetentnist v konteksti rozroblennya zmistu navchannya majbutnih filologiv nimeckoyi movi (pochatkovij etap) (Communicative and Strategic Competence in the Context of Developing the Content of Teaching Future Philologists of the German Language (the Initial Stage))’, Naukovi zapiski Ternopilskogo nacionalnogo pedagogichnogo universitetu imeni Volodimira Gnatyuka, Seriya: Pedagogika, № 2, s. 81-88.
14. Shur, NM 2020. ‘Movnij kouching yak tehnologiya navchannya anglijskoyi movi profesijnogo spryamuvannya u nelingvistichnih ZVO (Language Coaching as a Technology of Teaching ESP in Non-linguistic HEIs)’, Visnik Kiyivskogo nacionalnogo lingvistichnogo universitetu. Seriya: Pedagogika ta psihologiya, Vipusk 32, s. 143-150.
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authors: Boris Novikov, Tamara Rudenko, Hanna Kostromina
Urgency of the research. The development of a problem of creative thinking is due to the need to intensify the creative activity of the individual in modern conditions, which is associated with the scientific and technological development of society and social needs. Insufficient study of mechanisms of formation and development of creative thinking is an obstacle to the development and introduction of innovative education technologies in university education. However, the significance of creative thinking of personality will continue to grow, as it is the creativity, as a spiritual-social phenomenon is one of the main factors in the development of society. Every person has the ability to cognition and creativity, and the development of professional creative thinking of students must be developed at the university.
Target setting. The priority criteria of a modern specialist are a high intellectual and professional level, ability to solve complex, unpredictable tasks, creativity and creative thinking. Using the methodology of problem-oriented training, positive results can be obtained in the formation and development of professional creative thinking of students. Such a methodology will allow to eliminate the shortcomings that are inherent in many students, for example, to avoid passivity in students in the perception and processing of scientific information, fragmentation of thinking, which does not allow to allocate a significant component of the content of the educational series that is taught. Application within this methodology of active methods of training will enable the productive interaction between students and lecturer, students with each other during the conduct, successfully learn the material of educational disciplines and develop professional creative thinking.
Actual scientific researches and issues analysis. The conducted research prompted to appeal to the works of domestic and foreign scholars devoted to socio-philosophical principles of development of creative thinking, as well as the formation of professional creative thinking of future specialists in the context of modern higher education. The problem of creativity is investigated in scientific works by S. Averintsev, G. Batyshev, M. Berdyaev, M. Kogan, P.Kravchuk, V. Matyushkin, V. Frankl, V. Shinkaruka and others. Important for our study were scientific up comes of Ukrainian scientists: V. Andrushchenko, M. Boychenko, L. Gorbunova, E. Gerasimova and others.
The research objective. The purpose of the study is to determine the impact of problem-oriented learning for the development of creative thinking of students. Within this study, socio-philosophical principles of development of creative thinking are considered; to analyze the impact of developing training on the development of professional creative thinking of students; consider the role of creative thinking in solving complex tasks and solved unpredictable situations; Identify the structure of creative thinking and the role of scientific intuition in a creative process.
The statement of basic materials. An analysis of the essence and development of creative thinking, the determination of the main structural elements of this phenomenon makes it possible to identify effective approaches to the formation and development of professional creative thinking of students. You can define a few approaches to the formation of creative personality thinking. This is a systematic, activity and cultural approaches. Within the system approach, the main components of creative thinking are considered not distinguished, but in interconnection with each other as a holistic system. The definition of creative activity of personality and its personal abilities is the basis of a personal approach. The activity approach is guided by educational and scientific activities in the educational process and is the main condition for the development of professional creative thinking of students. The meaningful basis of the culturological approach is assimilated by values. To the main elements of training that are capable of influencing the formation of creative thinking of students is problematic, that is, in order to increase mental activity it is necessary to include problematic tasks, simulated situations. This approach will contribute to the formation of creative thinking of students, therefore, in our opinion; the methodology of problem-oriented learning is the most successful. Students are given the opportunity to solve complex tasks independently, make decisions and open scientific truths. Making a new material to think, analyze the facts synthesizing new ideas, develop reflexive thinking by self-knowledge, self-observation.
Conclusions. It is determined that creativity involves realizing the person of its personal abilities, which are revealed in the process of creative activity; The influence of developing training on the development of creative thinking of students is analyzed; The leading role of creative thinking in solving complex problems and solved unpredictable situations is substantiated; The structure of creative thinking is considered and the role of scientific intuition in the creative process is determined; The results of the study are obtained which will continue to develop problems of developing creative thinking of students in the context of innovative development of modern higher education.
Key words: creativity, creative thinking, reflection, creative personality potential, creative activity, educational process, problem learning, society, education, professional creative thinking of students.
References:
1. Bepeka, VYe 2008. ‘Ppofesijna kompetentnist majbutnih menedzhepiv osviti: teoretichnij aspect (Profeshional competentnist menedgeriv education: theoretical aspect)’, Molod i rinok, № 7–8 (42–43), s. 43-47.
2. Bistrova, YuV 2015. ‘Innovacijni metodi navchannya u vishij shkoli Ukrayini (Innovative learning methods in the High School of Ukraine)’, Pravo ta innovacijne suspilstvo, № 1 (4), s. 27–33.
3. Voloshuk, IS 1998. Naukovo-pedagogichni osnovi formuvannya tvorchoyi osobistosti (Scientific pedagogical bases of formation of a creative personality), Kiyiv: Pedagogichna dumka, 160 s.
4. Voronkova, VG 2000. Metafizichni vimiri lyudskogo buttya: problema lyudini na zlami tisyacholit (Metaphysical measurements of human being: human problem on a millennium, Zaporizhzhya: Pavel, 176 s.
5. Zakon Ukrayini “Pro vishu osvitu” (Law of Ukraine “On Higher Education”) 2014. Dokument № 1556-VII, Vidomosti Verhovnoyi Radi (VVR), № 37-38, st. 2004. Dostupno: <http://zakon4.rada.gov.ua/laws/show/1556-18>. [19 kvitnya 2021].
6. Zakon Ukrayini “Pro osvitu” (Law of Ukraine “On Education”) 2017. Dokument № 2145-VIII, Vidomosti Verhovnoyi Radi (VVR), № 38-39, st. 380. Dostupno: <http://zakon3.rada.gov.ua/laws/show/2145-19>. [18 kvitnya 2021].
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author: Mohamad Awwad
Urgency of the research. We consider crucial to distinguish between the original Boole’s logic and its modern development as Boolean logic in order to understand their theoretical and applied capacities. In addition, the development of Boolean logic constitutes a strong example about the relationships between logic, an algebraic language of thoughts, and computation.
Target setting. Boole’s logic is generally perceived as equivalent to Boolean logic despite their mathematical and conceptual differences. The influences of Boolean logic on computer science are recognized especially in their applications in circuits design. However, it appears that the influence of this logic on Cryptography is less cited in the literature when studying the relationships between logic and computer science.
Actual scientific researches and issues analysis. Studies of cryptographic Boolean functions and applications have been realized by scholars such as T. Cusick, and P. Stanica. Boolean methods in Mathematics are studied by Y. Crama and P. L. Hammer. Some differences between the original Boole’s logic and the modern Boolean logic have been pointed out and promoted by N. J. Wildberger. Boole’s algebra as a mathematical language of thought has been presented in many fundamental handbooks such as those written or edited by D. M. Gabbay, J. Woods, W. Kneale, M. Kneale, and L. Haaparanta.
The research objective. The first objective of this research is to formally explain the theoretical differences between Boole’s logic and the modern Boolean logic. The second objective is to show the immense role of Boolean logic in computer science through the developments of circuits design and cryptography.
The statement of basic material. The developments of an algebraic logical language of thoughts by G. Boole are considered using historical and theoretical perspectives. The technical implementations of Boolean logic in combinational circuits and in modern cryptography show strong influences of a 19th century logic on the latest technologies of computing.
Conclusions. In this research we came to the following results: 1) Boolean logic is different but derived from the original logic of Boole; it has been obtained due to a transformational process that led to a two-valued logic. 2) This two-valued logic made possible its digital implementation into a binary system. 3) The use of Boolean logic in circuits’ analysis and design constitutes a strong example of the influences of logic on computer science. 4) The use of Boolean logic in cryptography constitutes another strong example of the role of logic in modern computation.
Keywords: Logic, Computer Science, Boole’s Algebra of logic, Boolean Logic, Circuit analysis and Design, Cryptography, Error Correcting Code.
References:
1. Cusick, TW & Stanica, P 2017. Cryptographic Boolean functions and applications, Academic Press.
2. Crama, Y & Hammer, PL 2010. Boolean models and methods in mathematics, computer science, and engineering, Cambridge University Press, Vol. 2.
3. Kneale, W & Kneale, M 1962. The development of logic, Oxford University Press.
4. Boole, G 1957. The laws of thought, Dover, New York (original edition 1854).
5. Boole, R 1947. The Mathematical Analysis of Logic, Philosophical library.
6. Shannon, CE 1938. A symbolic analysis of relay and switching circuits, Electr. Eng. Vol. 57, № 12. P. 713–723.
7. Foundations of Computer Science/Computing Machinery 2017. Wikibooks, open books for an open world. Available from: <https://en.wikibooks.org/wiki/Foundations_of_Computer_Science/Computing_Machinery> [05 May 2021].