Перегляд за Автор "Khilya, A."

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Use of Art Pedagogy in the Process of Adaptation of Immigrant Student to the Conditions of the University
(Rezekne Academy of Technologies, 2021) Khilya, A.; Kolosova, O.; Blashkova, O. M.; Hodlevska, V.; Блашкова, О. М.
The document contains materials on working with first-year students, who have changed their place of residence in connection with the military action in their homeland. The focus of the paper is on the issue of adaptation of immigrant student to the conditions of the university. We carried out a psychological and pedagogical research using diagnostics of the socio-psychological adaptation of a group of immigrant students (self-acceptance, acceptance of others, emotional comfort, integrity, desire to dominate). We used: Test of Personal Adjustment (C. Rogers, R. Dymond), Eysenck Personality Inventory (H. Eysenck), UCLA Loneliness Scale (D. Russell), Taylor Manifest Anxiety Scale, TMAS (J. Taylor), method of «Three Trees» E. Klessmani to study the characteristics of inter-group and family relations. The article also analyzed and presented art pedagogy means to help this group of students to overcome difficulties in adapting to the new conditions of life. Namely: elements of a four-component author's program for working with personal orientations and values using the means of art pedagogy in the process of studying basic disciplines
Web-Technologies and Multimedia Systems in the training of professionals in the education system
(Rezekne Academy of Technologies, 2021) Korol, A.; Blashkova, O. M.; Kravchenko, V.; Khilya, A.; Блашкова, О. М.
Contemporary technologies of training specialists in different professions envisage mastering the skills of a 'quality user' of computer technologies. At the same time, the issues of training primary school teachers, specialists in inclusive and remedial education to use more complex multimedia systems with the need to understand programming processes have often been excluded from basic courses as an 'unnecessary' component. But considering the current trends towards distance education, the “rejuvenation” of 'advanced users' and the need to maintain a educator's reputation, the trend towards introducing such systemic courses in the training process for specialists in primary, inclusive and correctional education has become a kind of concept for professional competence. It was based on the needs of today's teachers to transfer knowledge through multimedia systems (creating interactive databases, web pages, blogs or websites, preparing and conducting WebQuests, using computer games from producers or their own development through the platforms Wordwall, Etreniki, Flippity and Scratch programmes, etc.) that became the deciding factor for introducing specific topics on their use into training courses and expanding basic programmes of computer competency. Also, the training process began to include interaction with the training audience through social media. This multi-component work to develop a «modern/advanced» teacher provides the basis not only for improving the quality of the educational process, but also for its individualization according to the needs of each participant and his/her special educational needs, allowing to change the complexity of tasks, the saturation of tasks with audiovisual information.