2 research outputs found
PROBLEM OF PERCEPTION OF CLASSICAL MUSIC BY STUDENTS OF HIGHER EDUCATION INSTITUTIONS AND ITS METHODOLOGICAL SOLUTION
Background: Classical music created by the masters of the past, the bearers of high artistic taste, has an ennobling educational impact through the deep intellectual and spiritual content that distinguishes genuine art from the means of entertainment and pleasure. Unfortunately, it is less of an interest to modern youth.
Purpose of the study: The aim of the study is to find a solution to the problem of classical music perception by students trained in the musical and pedagogical field. The subject of the study is the process of formation and development of students' interest in academic culture.
Methodology: The following methods have been used during the study: analysis and generalization of theoretical and methodological developments of scientists-teachers, pedagogical observation, and experiment.
Main Findings: The study has resulted in a hypothesis confirmed by the pedagogical practice: The aesthetic education of young people through classical music is most effective in enhancing the perception of music by students through developing, problem and project-based teaching methods based on the heuristic teaching model. At the same time, the perception of the works of composers of the past is most productive, if the theoretical, practical, psychological, motivational and evaluative components of the students' personality are involved.
Applications of this study: The results can be applied by teachers, scientists, and practitioners in the real educational process, scientific and methodological work (in research on similar topics, preparation of curricula and course content). The novelty of the study consists in the adaptation of the project method of teaching to the process of teachers-musicians training
INFORMATION SYSTEMS OF SUPPORT OF DECISION-MAKING IN MANAGEMENT OF INTELLECTUAL POTENTIAL OF UNIVERSITY
Π Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ Π²ΡΠ·Ρ Π²ΡΠ½ΡΠΆΠ΄Π΅Π½Ρ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡ ΡΠ²ΠΎΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π°, Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΡΡΠ΅Π³ΠΎΡΡ Π½Π΅ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΡΡΡΡ ΠΈ Π½Π΅ΠΎΠ΄Π½ΠΎΠ·Π½Π°ΡΠ½ΠΎΡΡΡΡ Π±ΠΈΠ·Π½Π΅Ρ-ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ², ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ ΠΏΠ΅ΡΠ΅Π΄Π°ΡΠ΅ΠΉ ΠΈ Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²ΠΎΠΌ Π·Π½Π°Π½ΠΈΠΉ. Π ΡΡΠΈΡ
ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΠΎΡΠΎΠ±ΡΡ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ°Π΅Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΠ΅ΡΡΡΡΠ°ΠΌΠΈ ΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ Π½Π° ΡΡΠΎΠ²Π½Π΅ ΠΎΡΠ΄Π΅Π»ΡΠ½ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ, Π½ΠΎ ΠΈ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π² ΡΠ΅Π»ΠΎΠΌ.Π‘Π»Π΅Π΄ΡΠ΅Ρ ΠΎΡΠΌΠ΅ΡΠΈΡΡ, ΡΡΠΎ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ Π·Π½Π°Π½ΠΈΡΠΌΠΈ ΡΠ»ΠΎΠΆΠ΅Π½ ΠΈ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΠ΅ΡΡΡ ΡΡΠ΄ΠΎΠΌ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΠΉ, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΡ
ΡΠ²ΠΎΠΉΡΡΠ²Π°ΠΌΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΡΠ΅ΡΡΡΡΠΎΠ². Π’Π°ΠΊ, Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, Π·Π½Π°Π½ΠΈΡ Π½Π΅Π·Π°Π²ΠΈΡΠΈΠΌΡ ΠΎΡ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π° ΠΈ Π½Π΅ΠΈΡΡΠ΅ΡΠΏΠ°Π΅ΠΌΡ ΠΏΠΎ ΠΌΠ΅ΡΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ Π»ΡΠ±ΡΠΌ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²ΠΎΠΌ ΠΏΠΎΡΡΠ΅Π±ΠΈΡΠ΅Π»Π΅ΠΉ, Π° ΠΈΠ·ΠΎΠ±ΠΈΠ»ΠΈΠ΅ Π·Π½Π°Π½ΠΈΠΉ Π½ΠΈΡΠΊΠΎΠ»ΡΠΊΠΎ Π½Π΅ ΡΠ½ΠΈΠΆΠ°Π΅Ρ ΠΈΡ
ΡΠ΅Π½Π½ΠΎΡΡΠΈ. Π‘ Π΄ΡΡΠ³ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, ΠΎΠ½ΠΈ Π±ΡΡΡΡΠΎ ΡΡΡΠ°ΡΠ΅Π²Π°ΡΡ, Π° ΠΏΠΎΡΠΎΠΌΡ Π΄ΠΎΠ»ΠΆΠ½Ρ ΠΈΠΌΠ΅ΡΡ ΠΎΠΏΠ΅ΡΠ΅ΠΆΠ°ΡΡΠΈΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ. ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΎΠ½ΠΈ Π½Π΅ ΠΏΠΎΠ΄Π΄Π°ΡΡΡΡ ΡΠΈΡΠ»ΠΎΠ²ΠΎΠΉ ΠΎΡΠ΅Π½ΠΊΠ΅, Π½Π΅ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½Ρ ΠΈ Π½ΡΠΆΠ΄Π°ΡΡΡΡ Π² ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΠΈ. ΠΠΌΠ΅ΡΡΠ΅ Ρ ΡΠ΅ΠΌ, ΠΈΠΌΠ΅Π½Π½ΠΎ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡ, Π·Π½Π°Π½ΠΈΡ ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΠ°ΠΊ ΠΎΡΠΎΠ±ΡΠΉ Π²ΠΈΠ΄ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ΅ΡΡΡΡΠΎΠ² ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
Π°ΠΊΡΠΈΠ²ΠΎΠ² ΠΎΠ±ΡΠ΅ΡΡΠ²Π°, ΡΠ²Π»ΡΡΡΠΈΡ
ΡΡ ΠΊΠ°ΡΠ°Π»ΠΈΠ·Π°ΡΠΎΡΠΎΠΌ Π΅Π³ΠΎ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅Π³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ.ΠΡΠ½ΠΎΠ²Π½Π°Ρ ΠΌΠΈΡΡΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° β Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²ΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΡΠ΅ΡΡΡΡΠΎΠ² ΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π°. Π Π°Π·Π½ΠΎΠΎΠ±ΡΠ°Π·Π½ΡΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ, ΠΈΡΠΏΠΎΠ»ΡΠ·ΡΠ΅ΠΌΡΠ΅ Π² Π²ΡΠ·Π°Ρ
, Π½Π΅ ΠΎΠ³ΡΠ°Π½ΠΈΡΠΈΠ²Π°ΡΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ² ΠΏΡΡΠ΅ΠΌ ΠΊΠΎΡΠΏΠΎΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ»ΠΈ ΠΎΠΏΡΠΈΠΌΠΈΠ·Π°ΡΠΈΠ΅ΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΡΡΡΠΊΡΡΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΈΡ
ΠΏΠΎΠ΄ΡΠ°Π·Π΄Π΅Π»Π΅Π½ΠΈΠΉ Ρ Π²Π½Π΅ΡΠ½Π΅ΠΉ ΡΡΠ΅Π΄ΠΎΠΉ, Π° ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡ Π±ΠΎΠ»Π΅Π΅ ΡΠΈΡΠΎΠΊΠΈΠΉ ΠΏΠ΅ΡΠ΅ΡΠ΅Π½Ρ ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ ΠΏΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½ΠΈΡ, ΠΎΠ±Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΠΈ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½ΠΈΡ Π·Π½Π°Π½ΠΈΠΉ. ΠΠ΄Π½Π°ΠΊΠΎ, Π²ΡΠ΅ ΠΎΠ½ΠΈ ΡΡΠ΅Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ
ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠΎΠ² ΠΌΠΎΠ½ΠΈΡΠΎΡΠΈΠ½Π³Π° ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΠΌΠΎΠΉ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΠΊΠ°ΠΊ Π² ΡΠ°Π·ΡΠ΅Π·Π΅ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ Π²ΡΠ·Π° ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΠ΅ΡΡΡΡΠ°ΠΌΠΈ (ΠΊΠΎΡΡΡΠΈΡΠΈΠ΅Π½ΡΡ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ Π°ΠΊΡΠΈΠ²Π°ΠΌΠΈ, ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΠΏΡΠΎΠ΄ΡΠΊΡΠ°ΠΌΠΈ ΠΈ ΠΏΡ.), ΡΡΠΎΠ²Π½Ρ Π΅Π³ΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° (ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠΎΡΡΡΠ΄Π½ΠΈΠΊΠΎΠ² ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΡ, ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ, ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π½Π°ΡΡΠ½ΠΎ-ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π°, ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΉ Π±Π°Π·Ρ ΠΈ ΠΏΡΠΎΡΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ), ΡΠ°ΠΊ ΠΈ Π² Π²ΠΎΠΏΡΠΎΡΠ°Ρ
ΠΎΡΠ΅Π½ΠΊΠΈ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΡ
ΠΈΡ
Π·Π½Π°Π½ΠΈΠΉ Ρ ΡΠ΅Π»ΡΡ ΠΎΠ±Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ Π½Π° ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎ Π½ΠΎΠ²ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅.Π¦Π΅Π»Ρ: ΠΏΡΠΎΠ²Π΅ΡΡΠΈ Π°Π½Π°Π»ΠΈΠ· ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΊ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ Π²ΡΠ·Π°, ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΡΡ ΠΌΠΎΠ΄Π΅Π»Ρ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΠΎΠ³ΠΎ Π±ΠΈΠ·Π½Π΅Ρ-ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΈ Π΅Π΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅.ΠΠ΅ΡΠΎΠ΄Ρ: ΡΠΈΡΡΠ΅ΠΌΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΠΉ Π½Π° ΠΎΠ±ΡΠ΅Π½Π°ΡΡΠ½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄Π°Ρ
ΡΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΠ΅Π΄ΠΈ ΠΊΠΎΡΠΎΡΡΡ
: ΡΡΠ°Π²Π½Π΅Π½ΠΈΠ΅, Π°Π½Π°Π»ΠΈΠ·, ΡΠΈΠ½ΡΠ΅Π·, ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅; ΠΏΡΠΈΡΠΎΠ΄ΠΎΡΠΎΠΎΠ±ΡΠ°Π·Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΡΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΊΠΎΡΠΎΡΠΎΠΌΡ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΠΌΠΈ Π±Π°Π·ΠΈΡΡΠ΅ΡΡΡ Π½Π° ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°Ρ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ½ΠΎΡΡΠΈ, ΠΎΠΏΠ΅ΡΠ΅ΠΆΠ°ΡΡΠ΅Π³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΠ°Π²Π½ΠΎ-ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ ΡΠΈΡΡΠ΅ΠΌ, ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΡΠ°ΡΠΊΡΡΡΠΈΡ ΠΈ Π°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π²Π½ΡΡΡΠ΅Π½Π½Π΅Π³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π°, ΠΌΠ°ΠΊΡΠΈΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ ΠΎΠΊΡΡΠΆΠ°ΡΡΠ΅ΠΉ ΡΡΠ΅Π΄Ρ, Π²Π½ΡΡΡΠ΅Π½Π½Π΅ΠΉ ΠΏΡΠΈΠ½Π°Π΄Π»Π΅ΠΆΠ½ΠΎΡΡΠΈ ΡΠΏΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΡΠΏΡΠ°Π²Π»ΡΠ΅ΠΌΠΎΠΉ, Π³Π΅Π½Π΅ΠΌΠΈΡΠ½ΠΎΡΡΠΈ.Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ: ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΠΎΠΌ Π²ΡΠ·Π°, ΠΎΠΏΠΈΡΠ°Π½Π° ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠΌ Π½Π°ΡΠ°ΡΠΈΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° Π² Π²ΡΠ·Π΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ ΠΏΠΎΠ΄Π΄Π΅ΡΠΆΠΊΠΈ ΠΏΡΠΈΠ½ΡΡΠΈΡ ΡΠ΅ΡΠ΅Π½ΠΈΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ Π°Π»Π³ΠΎΡΠΈΡΠΌΡ ΠΈ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎ-Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ Π΅Π΅ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ.ΠΠ±Π»Π°ΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ²: ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½Π°Ρ Π°Π²ΡΠΎΡΠ°ΠΌΠΈ Π½Π°ΡΡΠΎΡΡΠ΅ΠΉ ΡΡΠ°ΡΡΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ Π΅Π΅ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΡΠ΅Π°Π»ΠΈΠ·ΠΎΠ²Π°Π½ΠΎ ΡΡΠΊΠΎΠ²ΠΎΠ΄ΠΈΡΠ΅Π»ΡΠΌΠΈ Π²ΡΡΡΠΈΡ
ΡΡΠ΅Π±Π½ΡΡ
Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΠΉ ΠΏΡΠΈ Π°Π½Π°Π»ΠΈΠ·Π΅ ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠ½ΡΡ
ΠΏΠΎΠ·ΠΈΡΠΈΠΉ Π½Π° ΡΡΠ½ΠΊΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ»ΡΠ³, ΠΏΡΠΈ ΠΎΡΠ΅Π½ΠΊΠ΅ Π΄ΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ Π²ΡΠ·ΠΎΠΌ ΡΡΠ΄Π° ΠΊΠ»ΡΡΠ΅Π²ΡΡ
ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π΅Π³ΠΎ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΠ΅ΡΡΡΡΠ°ΠΌΠΈ ΠΈ ΡΡΠΎΠ²Π½Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° Π²ΡΠ·Π°).Now higher education institutions are forced to perform the activities in the conditions of dynamic development of the cultural and educational space which is characterized by uncertainty and ambiguity of the business processes connected with transfer and reproduction of knowledge. In these conditions special relevance is acquired by a problem of forming and effective management of intellectual resources and intellectual potential not only at the level of the individual, but also social and economic system in general.It should be noted that the knowledge management process is difficult and is characterized by a number of the contradictions caused by properties of intellectual resources. So, on the one hand, knowledge is independent of space and is inexhaustible in process of use by any number of consumers, and abundance of knowledge does not reduce their value at all. On the other hand, they quickly become outdated, and therefore shall have the advancing nature. Besides, they do not give in to a numerical assessment, are non-material and need objectification. At the same time, information, knowledge and education as a special type of economic resources provide forming of the knowledge assets of society which are the catalyst of its further development.The main mission of modern university β reproduction of intellectual resources and intellectual potential. The various strategy of management of intellectual potential used in higher education institutions are not limited to development of employee competences by corporate training or optimization of organizational structure of educational institutions taking into account features of information exchange of their divisions with external environment, and offer wider list of actions for enhancement of process of accumulating, updating and dissemination of knowledge. However, all of them require use of effective instruments of monitoring of productivity of implementable strategy as by achievement of certain indicators of security of higher education institution with intellectual resources (coefficients of security with knowledge assets, intellectual products and so forth) the level of its intellectual potential (indicators of intellectual potential of staff of organization, intellectual material security, intellectual scientific and technical potential, intellectual information base and other indicators), and in questions of an assessment of relevance of the knowledge constituting them for the purpose of updating at qualitatively new level.Purpose: to carry out the analysis of approaches to management of intellectual potential of higher education institution, to develop theoretical model of the considered business process and its information and analytical providing.Methods: the system approach based on general scientific methods of empirical and theoretical research, among which: comparison, analysis, synthesis, modeling; nature corresponding approach according to which management of social and economic systems is based on the principles of technological effectiveness, the advancing development, providing a ravnokachestvennost of systems, motivations of disclosure and updating of internal potential, the maximum use of opportunities of environment, internal accessory of the managing system managed of a genemichnost.Results: the main strategy of management of intellectual potential of higher education institution are systematized, the control technique by process of building-up of intellectual potential in higher education institution on the basis of information systems of decision support, and also algorithms and tool and analytical ensuring its implementation is described.Scope of results: the technique developed by authors of this article and its information and analytical providing can be realized by heads of higher educational institutions in the analysis of competitive line items in education market, in case of an assessment of achievement by higher education institution of a number of key performance indicators of its activities (in particular, security with intellectual resources and a level of development of intellectual potential of higher education institution)