DEVELOPMENT OF PUPILS’ CREATIVE ABILITIES OF MEANS NATIVE WORD IN AFTER SCHOOL ACTIVITIES
Journal Title: Професіоналізм педагога: теоретичні й методичні аспекти - Year 2018, Vol 8, Issue 1
Abstract
The involvement of innovative forms of organizing methodological work of teachers on the development of students’ creative abilities is acutely relevant because of target and value transformations of modern education. Analysis of recent research and publications showed that creativity is a systemic phenomenon, which includes: creative abilities; creative process; personal qualities that provide creative activity. The authors argue that the methodological competence of a teacher-philologist in the field of means of knowledge, skills and attitudes formation includes the assimilation of new methodological and pedagogical ideas, approaches to the educational process in modern personally oriented, developing, creative technologies, possession of various methods and forms of training organization (active, interactive, methods of cooperative learning, methods of working with inexperienced and gifted students, methods of stimulating the creative activity of pupils of different ages, communicative and activity, social and cultural approaches, etc.). The analysis of the results of the methodological association of teachers of philology concerning the improvement of methodological competence testifies that the pedagogical experience acquired both in the process of active pedagogical activity and in the course of self-study and self-improvement is the basis personality According to our belief in the development of creative abilities, the formation of a creative thinking person is effectively promoted by blended learning, in particular the rotation model. The purpose of the article is to consider forms of improvement of methodical competence, readiness of teachers-philologists to develop the creative abilities of students by means of the native word in extra-curricular time. The authors described the design of a methodical workshop, which consisted of three main stages: the involvement of teachers before the event in the methodical space, which motivates them to solve problems; providing subject-subject relations in the process of methodical workshop; providing feedback after the workshop.
Authors and Affiliations
Tetiana Bondarenko
Keywords
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- EP ID EP495914
- DOI 10.31865/2414-9292.8(1).2018.153781
- Views 96
- Downloads 0
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