5 research outputs found
Active and Interactive Methods of Pedagogical Interaction in System of Distance Learning
The results of the analysis of the role of active and interactive methods of pedagogical interaction in distance learning systems are presented. The research urgency is caused by necessity of designing the content of educational programs of vocational training using distance learning technologies in the context of the activity paradigm of education, focused on improving its efficiency and quality. The authors identified pedagogical conditions of distance learning systems for the implementation of active and interactive teaching methods. The roles of participants in distance learning are characterized from the point of view of an active type of pedagogical interaction. The essence of the most common active and interactive methods of pedagogical interaction is considered, their advantages and disadvantages are determined. The necessity of a comprehensive range of active and interactive methods of pedagogical interaction to implement effective polylogical relationship of students at a distance with teachers and with each other is revealed. It is proved that an effective model of distance learning provides an active position of all participants of pedagogical interaction, as otherwise the distance learning takes the form of the traditional model of extramural studies and self-study of material, the student becomes an autonomous and isolated figure in the educational process. In this regard, special training of teachers for implementation of active and interactive methods in a distance learning system through refresher courses is required
ASSESSMENT OF THE TEACHER'S MEDIA-CULTURE AS THE COMPONENT OF QUALIFICATION PORTRAIT
Introduction. Nowadays, there is a growing recognition of the role of media in life and educational practice of the person, determined by the development of media education and media educational activities. This requires that modern teachers must possess a media culture, to work effectively in a new media environment, to form media competence and media literacy among students. The aims of the present publication are the following: to consider the phenomenon βmedia cultureβ as an important part of the modern teacherβs professional portrait complied according to the professional standards for teachers; to form the basis for assessment toolkit for monitoring the teacherβs culture component. Methodology and research methods. Methodological framework of the research is based on the concepts of systematic, culturological, environmental andΒ personal-activity approaches. Basic research methods involve: a theoretical analysis of psychological and pedagogical literature, generalization of practical experience in media education; diagnostic methods (questionnaire, survey, statistical data collection and processing), pedagogical experiment. Results and scientific novelty. In the authorsβ view, media culture is understood as a determinant of a qualification portrait of the teacher at the present stage of education development. The authors state the positive role of this type of the teacherβs culture in formation of his/her professional qualities, such as critical rationality, independence of thinking, ability to cope with imposing by media of the certain points of view caused by external interests. It is shown that the high level of media culture allows the teacher: to be guided in the media environment as specifically organized sign-oriented visual and emotional environment; to design the professional activity in the field of media education, creating new information and knowledge by means of available tools and formats of the media; to choose effective strategies of individual training of school students in the media environment. Pedagogical conditions of formation of media culture of the teacher and the need for their diagnostics are denoted. The authors have scientifically reasoned the criteria and indicators for assessment of levels of the teacherβ media culture which had been successfully approved during the experiment on the advanced training courses for teachers of the Leningrad region. Practical significance. The proposed criteria and indicators have considerable practical scope of application in assessment of professional characteristics of the teacher in the context of the requirements of the professional standard for teachers.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π‘ΡΡΠ΅ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° Π² Π½Π°ΡΡΡΠ΅Π½Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΠΌΠ΅Π΄ΠΈΠ°ΡΡΠ΅Π΄Π΅ ΠΈ Π½Π΅ΡΠΊΠ»ΠΎΠ½Π½ΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ°ΡΡΠ°Ρ ΡΠΎΠ»Ρ ΠΌΠ΅Π΄ΠΈΠ° Π² ΠΆΠΈΠ·Π½ΠΈ ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° Π°ΠΊΡΡΠ°Π»ΠΈΠ·ΠΈΡΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΌΠ΅Π΄ΠΈΠ°ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΌΠ΅Π΄ΠΈΠ°ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ ΡΡΠ΅Π±ΡΠ΅ΡΡΡ, ΡΡΠΎΠ±Ρ ΡΡΠΈΡΠ΅Π»Ρ ΠΎΠ±Π»Π°Π΄Π°Π»ΠΈ Π²ΡΡΠΎΠΊΠΈΠΌ ΡΡΠΎΠ²Π½Π΅ΠΌ ΠΌΠ΅Π΄ΠΈΠ°ΠΊΡΠ»ΡΡΡΡΡ, ΠΊΠΎΡΠΎΡΠ°Ρ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ ΠΈΠΌ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎ ΡΠ°Π±ΠΎΡΠ°ΡΡ Ρ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ΅ΠΉ ΠΈ ΡΡΠΏΠ΅ΡΠ½ΠΎ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡ ΠΌΠ΅Π΄ΠΈΠ°Π³ΡΠ°ΠΌΠΎΡΠ½ΠΎΡΡΡ ΠΈ ΠΌΠ΅Π΄ΠΈΠ°ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΠΎΡΡΡ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ.Π¦Π΅Π»ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΈΡΠΎΠ³ΠΈ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ Π² ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ, β ΡΠ°ΡΡΠΌΠΎΡΡΠ΅ΡΡ ΡΠ΅Π½ΠΎΠΌΠ΅Π½ ΠΌΠ΅Π΄ΠΈΠ°ΠΊΡΠ»ΡΡΡΡΡ ΡΡΠΈΡΠ΅Π»Ρ ΠΊΠ°ΠΊ ΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ· Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ Β«ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΠΎΡΡΡΠ΅ΡΠ° ΡΡΠΈΡΠ΅Π»ΡΒ», ΡΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌΡ ΡΡΠ°Π½Π΄Π°ΡΡΡ Β«ΠΠ΅Π΄Π°Π³ΠΎΠ³Β»; ΠΈ ΡΠΎΠ·Π΄Π°ΡΡ ΠΎΡΠ½ΠΎΠ²Ρ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°ΡΠΈΡ ΠΎΡΠ΅Π½ΠΊΠΈ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° ΠΊΡΠ»ΡΡΡΡΡ ΡΡΠΈΡΠ΅Π»Ρ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π±Π°Π·ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ ΡΠ²ΠΈΠ»ΠΈΡΡ ΠΈΠ΄Π΅ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ, ΠΊΡΠ»ΡΡΡΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, ΡΡΠ΅Π΄ΠΎΠ²ΠΎΠ³ΠΎ ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ². ΠΠ΅Π΄ΡΡΠΈΠΌΠΈ ΠΌΠ΅ΡΠΎΠ΄Π°ΠΌΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π±ΡΠ»ΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ, ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° ΠΌΠ΅Π΄ΠΈΠ°ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ; Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ (Π°Π½ΠΊΠ΅ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅, ΠΎΠΏΡΠΎΡ, Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅, ΡΠ±ΠΎΡ ΠΈ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠ° ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π΄Π°Π½Π½ΡΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² Π² ΠΌΠ΅Π΄ΠΈΠ°ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅), ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ΅Π΄ΠΈΠ°ΠΊΡΠ»ΡΡΡΡΠ° ΠΏΠΎΠ½ΠΈΠΌΠ°Π΅ΡΡΡ Π°Π²ΡΠΎΡΠ°ΠΌΠΈ ΠΊΠ°ΠΊ Π΄Π΅ΡΠ΅ΡΠΌΠΈΠ½Π°Π½ΡΠ° ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΠΏΠΎΡΡΡΠ΅ΡΠ° ΡΡΠΈΡΠ΅Π»Ρ Π½Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΡΠ°ΠΏΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠΌΠ΅ΡΠ°Π΅ΡΡΡ ΠΏΠΎΠ·ΠΈΡΠΈΠ²Π½Π°Ρ ΡΠΎΠ»Ρ ΡΡΠΎΠ³ΠΎ Π²ΠΈΠ΄Π° ΠΊΡΠ»ΡΡΡΡΡ ΡΡΠΈΡΠ΅Π»Ρ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Π΅Π³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ², ΡΠ°ΠΊΠΈΡ
ΠΊΠ°ΠΊ ΠΊΡΠΈΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΡΡΡ, ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΌΡΡΠ»Π΅Π½ΠΈΡ, ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΡΠΎΡΡΡ Π½Π°Π²ΡΠ·ΡΠ²Π°Π½ΠΈΡ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
ΡΠΎΡΠ΅ΠΊ Π·ΡΠ΅Π½ΠΈΡ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΡ
Π²Π½Π΅ΡΠ½ΠΈΠΌΠΈ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ°ΠΌΠΈ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π²ΡΡΠΎΠΊΠΈΠΉ ΡΡΠΎΠ²Π΅Π½ΡΒ ΠΌΠ΅Π΄ΠΈΠ°ΠΊΡΠ»ΡΡΡΡΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΡΡΠΈΡΠ΅Π»Ρ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°ΡΡΡΡ Π² ΠΌΠ΅Π΄ΠΈΠ°ΡΡΠ΅Π΄Π΅ ΠΊΠ°ΠΊ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°Π½Π½ΠΎΠΌ Π·Π½Π°ΠΊΠΎΠ²ΠΎΠΌ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎ-ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌΒ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅; ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°ΡΡ ΡΠ²ΠΎΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΌΠ΅Π΄ΠΈΠ°ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΠΎΠ·Π΄Π°Π²Π°Ρ Π½ΠΎΠ²ΡΠ΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ ΠΈ Π·Π½Π°Π½ΠΈΡ ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ Π΄ΠΎΡΡΡΠΏΠ½ΡΡ
ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠΎΠ² ΠΈ ΡΠΎΡΠΌΠ°ΡΠΎΠ² ΠΌΠ΅Π΄ΠΈΠ°; Π²ΡΠ±ΠΈΡΠ°ΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π² ΠΌΠ΅Π΄ΠΈΠ°ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅. ΠΠ±ΠΎΠ·Π½Π°ΡΠ΅Π½Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ»ΠΎΠ²ΠΈΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΌΠ΅Π΄ΠΈΠ°ΠΊΡΠ»ΡΡΡΡΡ ΡΡΠΈΡΠ΅Π»Ρ ΠΈ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ Π΅Π΅ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ. ΠΠ°ΡΡΠ½ΠΎ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Ρ ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Ρ ΠΊΡΠΈΡΠ΅ΡΠΈΠΈ ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ Π΄Π»Ρ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΡΠΎΠ²Π½Ρ ΠΌΠ΅Π΄ΠΈΠ°ΠΊΡΠ»ΡΡΡΡΡ ΡΡΠΈΡΠ΅Π»Ρ, ΠΊΠΎΡΠΎΡΡΠ΅ Π°ΠΏΡΠΎΠ±ΠΈΡΠΎΠ²Π°Π½Ρ Π² Ρ
ΠΎΠ΄Π΅ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ° Π½Π° ΠΊΡΡΡΠ°Ρ
ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΠ΅Π½ΠΈΠ½Π³ΡΠ°Π΄ΡΠΊΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π½ΡΠ΅ ΠΊΡΠΈΡΠ΅ΡΠΈΠΈ ΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ ΠΌΠΎΠ³ΡΡ Π½Π°ΠΉΡΠΈ ΡΠΈΡΠΎΠΊΠΎΠ΅ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ Π² ΠΎΡΠ΅Π½ΠΊΠ΅ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΡΡΠΈΡΠ΅Π»Ρ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ°Π½Π΄Π°ΡΡΠ° ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°
Multimedia as tutorial of activization of educational activity of pupils
This article is devoted to active training of pupils with multimedia technologies, which has various levels of interactivity
ASSESSMENT OF THE TEACHER'S MEDIA-CULTURE AS THE COMPONENT OF QUALIFICATION PORTRAIT
Introduction. Nowadays, there is a growing recognition of the role of media in life and educational practice of the person, determined by the development of media education and media educational activities. This requires that modern teachers must possess a media culture, to work effectively in a new media environment, to form media competence and media literacy among students. The aims of the present publication are the following: to consider the phenomenon βmedia cultureβ as an important part of the modern teacherβs professional portrait complied according to the professional standards for teachers; to form the basis for assessment toolkit for monitoring the teacherβs culture component. Methodology and research methods. Methodological framework of the research is based on the concepts of systematic, culturological, environmental andΒ personal-activity approaches. Basic research methods involve: a theoretical analysis of psychological and pedagogical literature, generalization of practical experience in media education; diagnostic methods (questionnaire, survey, statistical data collection and processing), pedagogical experiment. Results and scientific novelty. In the authorsβ view, media culture is understood as a determinant of a qualification portrait of the teacher at the present stage of education development. The authors state the positive role of this type of the teacherβs culture in formation of his/her professional qualities, such as critical rationality, independence of thinking, ability to cope with imposing by media of the certain points of view caused by external interests. It is shown that the high level of media culture allows the teacher: to be guided in the media environment as specifically organized sign-oriented visual and emotional environment; to design the professional activity in the field of media education, creating new information and knowledge by means of available tools and formats of the media; to choose effective strategies of individual training of school students in the media environment. Pedagogical conditions of formation of media culture of the teacher and the need for their diagnostics are denoted. The authors have scientifically reasoned the criteria and indicators for assessment of levels of the teacherβ media culture which had been successfully approved during the experiment on the advanced training courses for teachers of the Leningrad region. Practical significance. The proposed criteria and indicators have considerable practical scope of application in assessment of professional characteristics of the teacher in the context of the requirements of the professional standard for teachers
Current aspects of hormone replacement therapy application for cardiac embarrassment correction in women with climacteric syndrome
Hormone replacement therapy (HRT) has been widely used for reliving climacteric disorders. The purpose of present study is to evaluate myocardium function in case of HRT application.
Application of hormone replacement therapy has enhanced microcirculation and myocardium metabolism if cardiac embarrassment was induced by pathology in endocrine and central nervous system