3 research outputs found
Interactive learning: aspects of theory, methods, practice
Π Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ², ΡΠ²ΡΠ·Π°Π½Π½ΡΡ
Ρ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ΠΌ. ΠΡΠΈΠ²ΠΎΠ΄ΠΈΡΡΡ ΠΎΠΏΡΡ ΡΠ°Π±ΠΎΡΡ Ρ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΌΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ Π£ΡΠ°Π»ΡΡΠΊΠΎΠ³ΠΎ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° Π² ΡΠΎΡΠΌΠ°ΡΠ΅ ΠΈΠΌΠ΅Π½Π½ΠΎ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΡΡ Π²Π°ΡΠΈΠ°Π½ΡΡ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ Π·Π°Π½ΡΡΠΈΠΉ, ΡΡΠΎΡΠ½ΡΡΡΡΡ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ "Π³ΠΈΠ±ΡΠΈΠ΄Π½ΡΠΌ ΡΠΎΡΠΌΠ°ΡΠΎΠΌ" ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ.This article presents a generalized analysis of materials related to interactive learning. Presents the experience of working with modern students of the Ural State Pedagogical University in the format of interactive learning, describes the options for constructing classes, clarifies some features of communication associated with the βhybrid formatβ of educational activities
Genesis of formation and developmentof preschool education in Russia in XX-XXI
An attempt was made to analyze the genesis of the formation of the preschool level of education from the middle of the 19th century to the present day.ΠΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠ° ΠΏΠΎΠΏΡΡΠΊΠ° ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ Π³Π΅Π½Π΅Π·ΠΈΡ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΎΠΉ ΡΡΡΠΏΠ΅Π½ΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Ρ ΡΠ΅ΡΠ΅Π΄ΠΈΠ½Ρ XIX Π²Π΅ΠΊΠ° Π΄ΠΎ Π½Π°ΡΠΈΡ
Π΄Π½Π΅ΠΉ
Dialogical interaction between family and school: The content aspect
Introduction. The development of modern education is connected with the convergence of social institutions of family and school, involvement of parents in the educational process, and realization of the role and importance of education by parents. The harmonisation of family and school relations is possible if the development of educational relations is based on the principle of dialogue aimed at bringing together the interests of the subjects of education, elaboration of a unified educational strategy and identification of the common values and goals of education. In this regard, it is necessary to discuss a number of issues and problems that require promotion of dialogue between teachers and parents. Aim. The aim of this research is to determine the content of dialogical interaction between teachers and parents in the modern socio-cultural environment of the educational process and the directions of updating the psychological and pedagogical knowledge of parents. Methodology and research methods. To determine the content of the interaction between teachers and parents, the authors used theoretical provisions of philosophical anthropology about the essence of dialogue: the intention of dialogue, the Β«encounterΒ» views in the process of dialogue and the openness of dialogue. An existential approach was applied to determine the value-semantic foundations of the co-existence of family and school. Results. This study has revealed educational needs of parents that consist in the promotion of dialogue with teachers on the problems of education and upbringing, relations between students in class and between students and teachers. It has also identified the problems of creation of conditions that improve moral and psychological well-being of a child at school, as well as the issues of a childβs development and promotion of a healthy lifestyle. Parents view interaction with teachers as coordination of pedagogical attitudes, values and goals of education. The survey reveals the priorities of parents connected with the necessity of perception and comprehension of values and meanings of their own upbringing methods, and the need for enrichment of their psychological and pedagogical background with axiological and practice-focused components. Scientific novelty. The interaction of family and school is analysed in the context of dialogue between parents and teachers, who are subjects of educational relations. The educational choice of parents is connected with the assessment of the meaning of their own upbringing methods via the dialogue with teachers. The authors found that dialogue is a way of subjectsβ interaction, which is characterized by mutuality due to their co-existence, incompleteness and openness and preservation of the dialogical nature in the process of interaction. Dialogical interaction between teachers and parents contributes to the development of the common existential educational values β love, freedom and responsibility, and collegiality. Practical significance. The results of the present study can be used by teachers to build a dialogical interaction between family and school. The content of the interaction between the family and the school will allow teachers to plan the topics of consultations, parent conferences, meetings and other forms of interaction.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠΈΡΠΎΠ²Π°Ρ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΠ²ΡΠ·Π°Π½Π° Ρ ΠΊΠΎΠ½Π²Π΅ΡΠ³Π΅Π½ΡΠΈΠ΅ΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΠΈΠ½ΡΡΠΈΡΡΡΠΎΠ² ΡΠ΅ΠΌΡΠΈ ΠΈ ΡΠΊΠΎΠ»Ρ, ΡΠ°ΡΡΡΡΠ΅ΠΉ Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΡΡΡΡ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ, ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ΠΌ ΡΠΎΠ΄ΠΈΡΠ΅Π»ΡΠΌΠΈ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ°ΡΠΌΠΎΠ½ΠΈΠ·Π°ΡΠΈΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΡΠ΅ΠΌΡΠΈ ΠΈ ΡΠΊΠΎΠ»Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½Π°, Π΅ΡΠ»ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Π²ΡΡΡΡΠ°ΠΈΠ²Π°Π΅ΡΡΡ ΠΏΠΎ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ Π΄ΠΈΠ°Π»ΠΎΠ³Π°, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π½Π° ΡΠ±Π»ΠΈΠΆΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠΎΠ² ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π²ΡΡΠ°Π±ΠΎΡΠΊΡ Π΅Π΄ΠΈΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ, ΠΎΠ±ΡΠΈΡ
ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈ ΡΠ΅Π»Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ, Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅ΡΡ ΠΊΡΡΠ³ Π²ΠΎΠΏΡΠΎΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌ, ΡΡΠ΅Π±ΡΡΡΠΈΡ
Π°ΠΊΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΈ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ. Π¦Π΅Π»Ρ Π½Π°ΡΡΠΎΡΡΠ΅ΠΉ ΡΠ°Π±ΠΎΡΡ β ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΈ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΈ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΎΠ±Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π·Π½Π°Π½ΠΈΡ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ. ΠΡΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π°ΡΠΏΠ΅ΠΊΡΠ° Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΈ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΡΡΠΈΡΡΠ²Π°Π»ΠΈΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΠ»ΠΎΠΆΠ΅Π½ΠΈΡ ΡΠΈΠ»ΠΎΡΠΎΡΡΠΊΠΎΠΉ Π°Π½ΡΡΠΎΠΏΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΎ ΡΡΡΠ½ΠΎΡΡΠΈ Π΄ΠΈΠ°Π»ΠΎΠ³Π°: ΠΈΠ½ΡΠ΅Π½ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΡΡΡ Π΄ΠΈΠ°Π»ΠΎΠ³Π°, Β«Π²ΡΡΡΠ΅ΡΠ°Β» ΡΠΎΠ·Π½Π°Π½ΠΈΠΉ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ Π΄ΠΈΠ°Π»ΠΎΠ³Π°, ΠΎΡΠΊΡΡΡΠΎΡΡΡ Π΄ΠΈΠ°Π»ΠΎΠ³Π°. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π»ΡΡ ΡΠΊΠ·ΠΈΡΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΠΉ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈΡΡ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΡΠ΅ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΠ±ΡΡΠΈΡ ΡΠ΅ΠΌΡΠΈ ΠΈ ΡΠΊΠΎΠ»Ρ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π Ρ
ΠΎΠ΄Π΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π±ΡΠ»ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠΈ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ, ΡΠΎΡΡΠΎΡΡΠΈΠ΅ Π² Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ ΠΏΠΎ Π²ΠΎΠΏΡΠΎΡΠ°ΠΌ Π²ΠΎΡΠΏΠΈΡΠ°Π½ΠΈΡ, Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ Π² ΠΊΠΎΠ»Π»Π΅ΠΊΡΠΈΠ²Π΅ ΡΡΠ΅Π½ΠΈΠΊΠΎΠ² ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡΠΌΠΈ Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ, Π²ΠΎΠΏΡΠΎΡ ΠΎ ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ ΡΡΠ»ΠΎΠ²ΠΈΠΉ, ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡΠΈΡ
ΡΠ»ΡΡΡΠ΅Π½ΠΈΡ ΠΌΠΎΡΠ°Π»ΡΠ½ΠΎ-ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΡΠ΅Π±Π΅Π½ΠΊΠ° Π² ΡΠΊΠΎΠ»Π΅, Π²ΠΎΠΏΡΠΎΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅Π±Π΅Π½ΠΊΠ° ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π·Π΄ΠΎΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° ΠΆΠΈΠ·Π½ΠΈ. ΠΡΠΌΠ΅ΡΠ΅Π½ΠΎ, ΡΡΠΎ ΡΠΎΠ΄ΠΈΡΠ΅Π»ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ ΠΊΠ°ΠΊ ΡΠΎΠ³Π»Π°ΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ·ΠΈΡΠΈΠΉ, ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈ ΡΠ΅Π»Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΡΠΈΠΎΡΠΈΡΠ΅ΡΡ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ, ΡΡΠ°ΡΡΠ²ΠΎΠ²Π°Π²ΡΠΈΡ
Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ, ΡΠ²ΡΠ·Π°Π½Ρ Ρ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡΡ ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈ ΡΠΌΡΡΠ»ΠΎΠ² ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠΉ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, Π½Π°ΡΡΡΠ΅Π½ΠΈΠ΅ΠΌ Π°ΠΊΡΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π·Π½Π°Π½ΠΈΡ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ ΡΠ΅ΠΌΡΠΈ ΠΈ ΡΠΊΠΎΠ»Ρ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ΠΎ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π°ΠΊΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΠΈ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΊΠ°ΠΊ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ. ΠΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ Π²ΡΠ±ΠΎΡ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΡΠ²ΡΠ·Π°Π½ Ρ ΠΏΠ΅ΡΠ΅ΠΆΠΈΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΌΡΡΠ»Π° ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΠΉ Π²ΠΎΡΠΏΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠ΅ΡΠ΅Π· Π΄ΠΈΠ°Π»ΠΎΠ³ Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ. ΠΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΎ, ΡΡΠΎ Π΄ΠΈΠ°Π»ΠΎΠ³ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΏΠΎΡΠΎΠ±ΠΎΠΌ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ², Π΄Π»Ρ ΠΊΠΎΡΠΎΡΠΎΠ³ΠΎ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ½Π° ΠΎΠ±ΡΠ°ΡΠ΅Π½Π½ΠΎΡΡΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΈΡ
ΡΠΎΠ±ΡΡΠΈΡ, Π½Π΅Π·Π°ΠΊΠΎΠ½ΡΠ΅Π½Π½ΠΎΡΡΡ ΠΈ ΠΎΡΠΊΡΡΡΠΎΡΡΡ, ΡΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΠ΅ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ. ΠΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΈ ΡΠΎΠ΄ΠΈΡΠ΅Π»Π΅ΠΉ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ Π²ΡΡΠ°Π±ΠΎΡΠΊΠ΅ ΠΎΠ±ΡΠΈΡ
ΡΠΊΠ·ΠΈΡΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΠ΅Π½Π½ΠΎΡΡΠ΅ΠΉ β Π»ΡΠ±Π²ΠΈ, ΡΠ²ΠΎΠ±ΠΎΠ΄Ρ ΠΈ ΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ, ΡΠΎΠ±ΠΎΡΠ½ΠΎΡΡΠΈ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³Π°ΠΌΠΈ Π΄Π»Ρ Π²ΡΡΡΡΠ°ΠΈΠ²Π°Π½ΠΈΡ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠ΅ΠΌΡΠΈ ΠΈ ΡΠΊΠΎΠ»Ρ. ΠΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠ΅ΠΌΡΠΈ ΠΈ ΡΠΊΠΎΠ»Ρ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ ΡΡΠΈΡΠ΅Π»ΡΠΌ ΠΏΠ»Π°Π½ΠΈΡΠΎΠ²Π°ΡΡ ΡΠ΅ΠΌΠ°ΡΠΈΠΊΡ ΠΊΠΎΠ½ΡΡΠ»ΡΡΠ°ΡΠΈΠΉ, ΡΠΎΠ΄ΠΈΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΉ, ΡΠΎΠ±ΡΠ°Π½ΠΈΠΉ ΠΈ Π΄ΡΡΠ³ΠΈΡ
ΡΠΎΡΠΌ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ