Хань юйцень дисертація формування умінь художньо-творчої самоорганізації майбутніх учителів музичного мистецтва в процесі фахової підготовки


Formation of skills of artistic-creative self-organization of future musical art teachers in the process of professional training



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Дата конвертації25.03.2020
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ABSTRACT
Han Yucen. Formation of skills of artistic-creative self-organization of future musical art teachers in the process of professional training. – The qualifying research work on the rights of manuscript.

Thesis for Candidate of Pedagogical Sciences degree in specialty 13.00.02 – theory and methods of musical education. – National Pedagogical Dragomanov University, Kyiv, 2019. – Sumy State Pedagogical University named after A. S. Makarenko. Sumy, 2019.
The thesis deals with the issue of forming skills of artistic-creative self-organization of future musical art teachers in the process of professional training, the urgency of which is conditioned by the requirements of modernization of modern higher artistic education. In this regard, the key role in a number of tasks of the educational process is dedicated to training of a specialist on the principles of prioritizing development of student’s subjectivity, competent, mobile, ready for external and internal changes, capable of creating and implementing strategies for professional growth.

It is established that self-organization of the personality of the musical art teacher is a process, determined by a basic need of the personality, rational organization (planning and ordering) of his/her own professional (musical-pedagogical, artistic-creative) activity, as well as integral characteristic of the personality based on the totality of professions; it manifests itself in the ability of the musical art teacher to self-management and in the awareness of these abilities as a personal value.

In the course of the study it is revealed that artistic-creative self-organization of future musical art teachers is a complex phenomenological formation that is caused and directed by the goals of self-management and self-regulation of professionally significant work by means of independent, rational organization and realization of artistic-creative activity.

The author’s position on the essence of the skills of artistic-creative self-organization of future musical art teachers, as a student’s readiness for theoretical and practical organization and realization of his/her artistic-creative activity with high quality level and significant quantitative results based on the acquired knowledge and experience, is substantiated.

The operational content of the skills of artistic-creative self-organization of future musical art teachers, whose difference lies in the plane not of quantitative advantage, but in the plane of higher qualitative level of development of these skills, is specified.

It is found out that the ability of artistic-creative self-organization of future musical art teachers should be considered as a complex of professional-personal actions based on knowledge, the specifics of artistic-creative activity, which are manifested through self-regulation and allow to carry out professional activity effectively.

The multicomponent structure of skills of artistic-creative self-organization of future musical art teachers is theoretically substantiated. In this structure such component units as motivational-target, reflexive and personal are distinguished, which, based on positions of interdependence and interaction, form a complex integral unity, acquiring in this integration new qualities and specific features.

The group of skills included in the motivational-target unit provides positive motivation for artistic-creative self-organization in the conditions of acquiring a knowledge base on the essence of the skills of artistic-creative self-organization. The reflexive unit identifies skills, which basically contain the needs for the prediction, planning, analysis of performed artistic-creative activity on the basis of reflexive actions, management with a pronounced position “self”, i.e. aimed at evaluating the attitude to their own artistic-creative activity and making necessary adjustments in the course of its implementation. The skills that are part of the personal unit are expressed in the individual for each student practical actions and characterize mobilization by future musical art teachers of their personal capabilities, awareness of the actions taken, concentration of activity, which leads to independence and initiative in artistic-creative activity.

The methodological bases of forming skills of artistic-creative self-organization of future musical art teachers by means of vocal art are modeled as a system based on the leading approaches in the field of artistic education – socio-cultural, subjective and technological. The system encompasses principles (interactivity and subjectivity, integrity and openness, structure, continuity); pedagogical conditions (creation of a reflexive learning environment that simulates artistic-creative context of the future artistic-creative activity of future musical art teachers; subject-subject relations of the teacher and student in the target environment, which contribute to creation of conditions for artistic-creative self-organization of future musical art teachers; filling content of professional training with a personal meaning that provides students with the opportunity to gain experience of artistic-creative self-organization in the learning process; ensuring the informative nature of control over artistic-creative self-organization of future music teachers, which supports their autonomy and promotes their subjectivity); methodological support complex (stages, forms, methods of work).

Within developed methodological support, three stages of the process of forming skills of artistic-creative self-organization of the future musical art teacher with the forms and methods of work characteristic for each of them are outlined:

- motivational – awareness of the future value of the skills of artistic-creative self-organization for future musical art teachers;

- cognitive – development of the cognitive sphere of future musical art teachers, aimed at enriching their knowledge about new ways of artistic-creative self-organization;

- professional self-design – development of evaluation structures of professional self-awareness, professional personalization, consolidation of new ways of artistic and creative self-organizational activity.

The main forms of training were traditional ones – lecture, seminar, and among the innovative ones were training, coaching technology, workshop.

Such methods as methods of artistic-creative resonance interaction were adapted and used. These are methods that rely on a self-directed process when the influence of the teacher resonates with the student’s chosen option of developing his/her own artistic-creative activity: autonomous search; psychological support (creating situations of positive results); encouraging students to organize their time; situational; evaluative and regulatory; optimal solution of artistic-creative tasks; continuous and regular study of the acquired skills; analytical and sampling; dialogical, story telling.



The scientific novelty of research results is that for the first time a holistic analysis of the problem of forming skills of artistic-creative self-organization of future musical art teachers in the process of professional training has been carried out, namely: the essence of phenomenon of self-organization and artistic-creative self-organization of musical art teachers in phylosopical and psychological-pedagogical contexts has been revealed; the content and structure of the skills of artistic-creative self-organization of future musical art teachers are characterized: pedagogical approaches (socio-cultural, subjective, technological), principles (interactivity and subjectivity, integrity and openness, structural character, continuity) are substantiated; methodological support for the formation of skills of artistic-creative self-organization of future musical art teachers in the process of professional training are theoretically substantiated and developed: pedagogical conditions (creation of a reflexive learning environment that simulates artistic-creative context of the future artistic-creative activity of future musical art teachers; subject-subject relations of the teacher and student in the target environment, which contribute to creation of conditions for artistic-creative self-organization of future musical art teachers; filling content of professional training with a personal meaning that provides students with the opportunity to gain experience of artistic-creative self-organization in the learning process; ensuring the informative nature of control over artistic-creative self-organization of future music teachers, which supports their their autonomy and promotes their subjectivity); stages (motivational, cognitive, professional self-design) and forms (lectures, seminars, training, coaching, workshops) of developing the skills of artistic-creative self-organization of the future musical art teachers in the course of professional training; the system of criteria and indicators of formation of the skills of artistic-creative self-organization of future musical art teachers is outlined: motivated-volitional (indicators: positive attitude to mastering the skills of artistic-creative self-organization; motivation for success in artistic, creative and artistic-pedagogical activity); analytical-activity (resultative) (indicators: planning of artistic-creative self-organization; modeling of artistic-creative activity; programming of artistic-creative activity; evaluation of the results of artistic-creative activity); cognitive (indicators: artistic-aesthetic competence; breadth of knowledge in the field of musical performance; comprehension of musical works that are performed and listened to; the degree of identification of the qualities of creative, artistic-figurative, musical thinking); subject-operating (indicators: flexibility of personal regulation; independence of artistic-creative activity); the effectiveness of methodological support for the formation of skills of artistic-creative self-organization of future musical art teachers in the process of professional training has been experimentally tested.

The scientific understanding of the essence of the concept of “skills of artistic-creative self-organization of future musical art teachers”; the content and structure of the skills of artistic-creative self-organization of future musical art teachers in the unity of motivational-target, reflexive and personal components has been improved.

Methods of forming skills of artistic-creative self-organization of future musical art teachers in the process of professional training have been further developed.

The practical significance of research lies in the possibility of applying the developed methodological bases for the formation of skills of artistic-creative self-organization of future musical art teachers in the educational process of institutions of higher artistic education in China. Theoretical provisions of the study and collected factual material will be useful in the process of research work of undergraduates of the specialty 014.13 Secondary education (Musical art), individual positions and results can be incorporated into development of special courses and independent work of students. The elective course “Self-organization in professional formation of the personality of future musical art teachers” can be modified and used in the multi-level training of students of artistic education institutions in both Ukraine and China, for enriching the methodological component and updating content of the courses “Basic musical instrument”, “Voice training”, “Choral conducting” and others.






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