The article throws the light on the problem of developing students’ critical thinking skills through interactive learning. The latter offers numerous benefits for students'soft skills improvement. It ...requires students to actively participate in the education process, promoting engagement with the material to be gained. Interactive learning often involves problem-solving activities, which foster students to apply critical thinking skills to analyze information, evaluate results, and solve educational problems. Through hands-on experiences and real-world scenarios, students develop the ability to think critically and make informed decisions. Such active engagement encourages students to process information deeper, leading to better understanding and retention of concepts. Interaction in the learning process frequently involves collaborative activities that encourage students to work together and share ideas. Thus, collaborative learning enhances communication skills and exposes students to different perspectives, fostering critical thinking through discussions and debates. Innovative platforms aimed at interactive learning often provide immediate feedback, allowing students to assess their understanding and correct misconceptions promptly. Instant feedback facilitates a continuous learning cycle, enabling students to refine their critical thinking skills by addressing gaps in their knowledge. Interactive learning also emphasizes the application of knowledge in practical contexts. When students apply theoretical concepts to real-world situations, they simultaneously develop critical thinking skills by considering the relevance and implications of their knowledge. The authors focus on the importance on creating interactive learning environments which can be adaptable to different learning styles and paces. This adaptability encourages independent thinking and allows students to explore topics in-depth, contributing to the development of critical thinking skills. Interactive learning often incorporates multimedia resources such as videos, simulations, and interactive exercises. They provide diverse stimuli for learners, motivating critical thinking by requiring them to analyze information presented in various formats. Interactive learning can make the learning process more enjoyable and engaging for students. Considering all these aspects of arranging favorable environment for interactive learning, the authors prove the increase students’ motivation in acquiring knowledge. This leads to greater effort and persistence in students’ learning, contributing to the development and application of critical thinking skills. Thus, interactive learning activities include opportunities for reflection, where students focus on their thinking processes. Reflective practices encourage learners to evaluate their own understanding, identify areas for improvement, and refine their critical thinking strategies.
У статті висвітлено теоретичні та практичні аспекти актуальної проблеми вдосконалення навичок критичного мислення здобувачів освіти засобами інтерактивного навчання. Автори дослідження виокремлюють численні переваги та ключові принципи організації ефективного інтерактивного навчального середовища у початковій школі. Доведено, що інтерактивне навчання передбачає активну участь молодших школярів у навчальному процесі, що сприяє глибшому сприйняттю матеріалу. Обґрунтовано, що інтерактивне навчання часто включає в себе завдання з вирішення проблем, що вимагають від учнів застосування навичок критичного мислення для аналізу, оцінки та вирішення завдань. Завдяки практичним вправам та сценаріям з реального життя молодші школярі розвивають здатність критично мислити та приймати обґрунтовані рішення. Авторами наголошено, що таке навчання часто включає в себе колективні завдання, що сприяють співпраці студентів та обміну ідеями, а це покращує комунікативні навички та дозволяє учням ознайомлюватися з різними точками зору, що сприяє розвитку критичного мислення через обговорення та дебати. Платформи інтерактивного навчання забезпечують негайний зворотний зв'язок, дозволяючи здобувачам освіти оцінювати свої знання, вміння і навички та одразу виправляти непорозуміння. На думку дослідниць, створення інтерактивних навчальних середовищ передбачає їх адаптацію до різних стилів та темпів навчання. Така адаптивність сприяє незалежному мисленню та дозволяє учням досліджувати матеріал глибше, розвивати навички критичного мислення та рефлексії. У результаті учні можуть визначати пріоритети саморозвитку. Таким чином, інтерактивне навчання забезпечує динамічне та захопливе освітнє середовище, яке сприяє розвитку навичок критичного мислення молодших школярів.
The article reveals the peculiarities of the use of mental maps as a tool for visualization and structuring of linguistic and literary material in the process of teaching pedagogic students geared ...(“Primary Education”, “Philology”). The purposes of use, principles of creation, the maintenance of mental maps are outlined. The main purposes of their use are: systematization and structuring of educational information; analysis of the content of the submitted material; development of skills in working with primary and secondary information; formation of students’ skills of generating ideas; encouragement of independent critical, associative, logical, creative thinking; motivation and concentration increase. In the form of mental maps, you can work out a lecture or practical lesson on “Children’s Literature and methods of teaching literary reading", prepare a presentation of the writer’s work or analysis of the work, develop a methodological model of the lesson. In foreign language classes the mental maps can be used to generate associations at the initial stage of elaboration of the topic; systematization of vocabulary according to morphological or semantic criteria; structuring information obtained from certain media; visualization of grammatical rules and regularities; presentation of strategies for listening, speaking, reading, and writing. It is noted that the use of mental maps in the educational process contributes to the increase of students’ motivation and interest, activation of their cognitive, creative and mental activities.
The article highlights the peculiarities of the development of communicative competence of future teachers of special education in the context of their professional training. It is noted that ...communicative competence is a mandatory component of a teacher's professional skills, a clue to efficient interaction with students, and effective educational activities. Its structure includes language, speech and communicative competence. It has been proven that the key to the active and effective development of the communicative competence of future special education teachers, including speech therapists and correctional teachers, is the active use of effective methods and techniques aimed at forming knowledge of language norms and rules, rhetorical culture, speech and communication skills in various situations. Such knowledge, abilities and skills are formed in the process of studying the courses "Academic Rhetoric" and "Foreign language for professional purposes" while listening to and analyzing speeches, conversations, discussions and interviews with specialists; performing role-playing games and analysis of communicative situations; practicing the storytelling method; expressive reading and recitation of works; analysis and texts editing; preparation and delivery of speeches; development of methodological models, selection and creation of exercises and tasks for the formation of students’ coherent, correct, logical, expedient, expressive, figurative speech skills.
As a result of the empirical study, it was confirmed that the method based on the step-by-step development of communicative competence of future teachers is effective. In particular, it is about studying language material and enriching the active dictionary with professional vocabulary; improvement of monologic and dialogic speech, oral and written comprehension skills; mastering the norms of speech culture; active communicative activity and interaction in different situations with different target groups - students, parents of students, and colleagues.
The article highlights brief theoretical aspects of the origin of distance learning tracing the experience of foreign counties as well as Ukraine’s practice in this regard. The paper outlines ...practical and social aspects of distance education; definition of what successful distance learning should look like; effective solution to the problem of implementing distance or blended learning by the academic staff of the Precarpathian national University. The necessity of engaging both teachers and students in integrating innovative digital technologies in academic process of education institutions to ensure a quality level of practical classes, creating favorable conditions for self-realization and professional development of future primary school teachers is substantiated. Major accent is placed on the efficiency of the use of particular digital tools like Kahoot, Mentimeter, Pear Deck and Flipgrid for innovative organization of education environment, creative presentation of theoretical information, consolidating students’ knowledge, practical skills and abilities, formative and summative assessment of learning outcomes, development of students’ competences within certain courses, as well as systematic professional self-improvement. It was found out that among the difficulties most often faced by the education institutions in working with students was identified as follows: providing equal access to online or blended education under the condition of Coronavirus pandemic in rural, mountain and low-income communities, etc. The authors proved the quality of introduction and application of distance learning at the Pedagogy Faculty of the PNU in the process of teaching/studying the academic courses of the language and literature cycle can be assessed by means of the mentioned in the research digital instruments. This will contribute to the practical orientation of the educational process, active participation of each student in the learning process, increasing motivation and engagement in all forms of cooperation in the education environment.
This article investigates the artistic verbalisation of historical memory and of a national perspective in contemporary Ukrainian literature of children and youth. Specifically, it examines Ukrainian ...young adults’ literature as representing a “past-present-future” paradigm. Four types of literary works give young readers an idea of events, figures and places that are spiritual and socio-cultural components of national memory: 1) historical prose, 2) autobiographical texts, 3) realistic prose, the plot of which is set in a historical period with its characteristic features of public life, ideological principles and attitude to the national, and 4) anti-utopian fantasy. Links between forms of fictional retrospection, the experience of contemporary generations and visions of Ukraine’s future as represented in the discussed narratives are analysed. These links can be found in thematic Ukrainian-centric emphases and in representations of Ukrainian patriots as national heroes, of the problem of “national harassment” and of strategies for overcoming post-totalitarian traumas.
The article outlines the problem of relevance of multiculturalism in Ukrainian society and educational practice of the modern Ukrainian school. The authors analyze the artistic works by Oksana ...Lushchevska, addressed to young readers, representing the coexistence of various forms of cultural life, highlighting the problem of preserving one's own and perceiving another cultural identity, tolerant interaction of representatives of various ethnic groups. Simultaneously, the novel by American writer Rainbow Rowell focused on negative phenomena of interethnic interaction, but offered readers an interesting and multifunctional artistic text in terms of receptive poetics and aesthetics. Considered in the paper works can be an effective means of multicultural education and upbringing of schoolchildren
В статье на материале анализа повестей-воспоминаний Потерчата Владимира Руткивського и Девочка на шаре Ольги Слонëвской раскрываются художественно-эстетические аспекты ретрансляции автобиографической ...памяти в современной украинской прозе для детей и юношества. Определено, что не все эпизоды из автобиографической памяти писателей появляются в произведениях. Авторы соединяют индивидуальную и коллективную память, философское осмысление и историческое самовоспоминание. Освещается проблема автобиографической памяти, выступающая в качестве основного содержательного компонента автобиографического нарратива. Исследуется психологизм изображения героя-рассказчика, нарративные практики и перспективы. Анализируется функциональная нагрузка и рецептивно-эстетические координаты автобиографических текстов.
The artistic interpretation of the theme of social orphanhood in contemporary literature for children and young people is a reaction by writers to social phenomena affecting the child. In this ...article, I explore the artistic representation of social orphanhood in contemporary Ukrainian literature for children and young people. I note that the works of Ukrainian writers complement the tradition of depicting orphans in world literature. The paper goes on to analyse the plots of works about children who become social orphans as a result of the labour migration of parents, to define a range of issues raised within this topic considering the images of orphans, and to derive a typology based on an analysis of their behavioural patterns. The common and distinctive features of the poetics of works on orphaned childhood are noted, and images are presented of orphans in Ukrainian and world literature, taking into account the results of research by Melanie A. Kimball, Claudia Mills, and Dirk P. Mattson.
Thanatos motifs in contemporary Ukrainian prose for children and young adultsThe author of this article argues that the theme of death in Ukrainian literature for children and young adults has been ...silenced or is being highlighted in a specific way. Thanatos discourse in this type of writing is not apparent but is portrayed through an array of motifs, microforms, loci, details, and markers. Ukrainian authors represent the psychological experience of their characters’ suffering caused by the death of their beloved ones, a metaphorical understanding of the transition of an individual from one world to another. Moreover, realistic prose for children and young adults includes thoughts about death and suicide attempts, while speculative prose depicts death as the destruction of evil, as the border between the worlds with the possibility of reincarnation of souls. Танатологические мотивы в современной украинской прозе для детей и юношестваТема смерти в украинской литературе для детей и юношества не была предметом частого изображения. Танатологический дискурс в этом сегменте литературы не является ключевым, но реализуется посредством танатологических мотивов, микрообразов, локусов, деталей, маркеров. В реалистической прозе для детей и юношества писатели представляют психологические переживания героя, связанные со смертью близкого человека, метафорическое понимание перехода человека из одного мира в другой, размышления о смерти и попытке самоубийства; в фантастической — показывают смерть как уничтожение зла, как границу между мирами; возможность перевоплощения, реинкарнации душ и др.
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