Synergetic approach: the nature and characteristic features of the use of art pedagogy in scientific research
The article considers the problem of using the synergetic approach in modern studies of pedagogy of art as an important factor in introducing elements of innovation in all areas of pedagogical science with the aim of forming the personality of the teacher – a conductor of quick and effective changes in secondary and higher education institutions. The synergetic approach is outlined as one of the methodological foundations that direct modern pedagogical research in the direction of evolutionary development and self-organization of complex systems, allow us to identify a new paradigm of modern pedagogy of art, direct it to the development of creative personality. The concept of “synergetic” is defined as an interdisciplinary direction of scientific research in the field of evolving systems. It has been established that the synergetic approach actualizes such a direction in the development of pedagogical science as pedagogical synergetic. It has been examined that synergistic approach and its potential regarding the development of the future music teacher’s motivational sphere to teaching and performing were revealed in the process of instrumental preparation. A set of specific categories characteristic of the synergetic approach is outlined. Some of these categories are considered in the context of the formation of students of the faculty of arts of pedagogical universities motivation for learning and performing activities as the basis for further professionalism of an art teacher. The essence and characteristic features of the synergetic approach are specified. The strategic orientation of the synergetic approach to the creative self-development of a person based on the principles of the development of complex evolving systems was stated.
Andruschenko V.P. Filosofichnist osviti: teoriya, metodologIya, praktika / V.P. Andruschenko // Vischa osvIta UkraYini. 2008. # 4. S.10-18.
Vozniuk O.V. Rozvytok vitchyznianoi pedahohichnoi dumky: synerhetychnyi pidkhid (druha polovyna XX stolittia). Navchalno-metodychnyi posibnyk / za red. prof. P.Iu. Saukha. – Zhytomyr: vyd-vo ZhDU, 2008. 128 s.
Honcharenko S.U. Ukrainskyi pedahohichnyi entsyklopedychnyi slovnyk. Vydannia druhe dopovnene y vypravlene / Semen Ustymovych Honcharenko. – Rivne: «Volynski oberehy», 2011. 519 s.
Kremen V.H. Liudynotsentryzm v stratehiiakh osvitnoho prostoru / V.H. Kremen. – Kyiv: Pedahohichna dumka, 2009. 520 s.
Padalka G.M. Pedagogika mistetstva (Teoriya i metodika vikladannya mistetskih distsiplin) – Kyiv: Osvita Ukrayini, 2008. 274 s.
Rudnitska O.P. Osnovi vikladannya mistetskih distsiplIn. – Kyiv: APN UkraYini, 1998.183s.
Hutorskoy A.K. Klyuchevyie kompetentsii kak komponent lichnostno-orientirovannoy paradigmyi obrazovaniya. Narodnoe obrazovanie. 2003. # 2. S. 58-64.
Shevnyuk O.L. Kulturologichna osvita maybutnogo vchitelya: teoriya i praktika. – Kyiv, NPU im. M.P. Dragomanova, 2003. 232 s.
Scholokova O.P. Osnovi profesiynoyi hudozhno-estetichnoyi pidgotovki maybutnih vchiteliv. – Kyiv, NPU im. M.P. Dragomanova, 1996. 172 s.
Yakonyuk V.L. Razvitie interesa k professii uchitelya muziki. – Minsk: Vyissh. shkola, 1979. 104 s.
Copyright (c) 2019 Qu Ge; Scientific journal of National Pedagogical Dragomanov University. Series 14. Theory and methodology of arts education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.