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the Basic maintenance of work

In introduction the urgency of the present research is proved, degree of a level of scrutiny of a theme is considered, the object and an object of research, its purposes and a problem are defined, the methodological basis and research methods are characterised, scientific novelty, the theoretical and practical importance of the spent work, reliability and validity of results of this work are defined, and also the substantive provisions which are taken out on protection are formulated.

Chapter 1 «Theoretical bases of pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institution» is devoted judgement of aesthetic education of children of average school age in nonlearning activity of educational institution as pedagogical phenomenon. The special attention is given the analysis of the general and especial in the organisation and the maintenance of pedagogical maintenance of aesthetic education of children of average school age in modern educational institution. On the basis of the spent analysis the is functional-substantial model of the aesthetic is developed
Education of children of average school age in nonlearning activity of educational institution.

The essential role in working out of a problematics of pedagogical maintenance is played by concepts of pedagogical support (E.A.Aleksandrova, O.S.Gazman, N.N.Mihajlova), pedagogical support (M.I.Rozhkov, A.L.Umansky). Pedagogical maintenance consider in L.M.Bochkova, I.A.Gusev, A.F.Dranichnikov, A.I.Kivilevich, A.I.Timonin, N.E.Beketov, T.A.Mertsalova, I.V.Protasov, S.V.Torohty, N.J.Shepeleva's works, etc.

Pedagogical maintenance represents a complex of the special measures helping with realisation of the person (L.M.Bochkova, A.F.Dranichnikov), specific pedagogical activity on the organisation and development of personal resources, and also it is formation process lichnostnoyoprofessionalnoj positions of the individual (A.I.Timonin), creation of conditions for the best use of available potential, mobilisation of resources (N.J.Shepeleva).

The pedagogical maintenance presented by A.V.Volohovym in the form of model, includes the purpose (samorealializatsija the child), result (motivation of interaction) and function (diagnostics of the social environment and definition of possibilities of children, programming of educational influences on the child, the individually-focused help to the child, diagnostics of efficiency of socialisation of the child).

Studying the given question, V.V. Izmaylov has shown, that maintenance is a certain influence on pedagogical process, in which are inherent many-sided nature (resursnost, capacity, expediency, the cost price, expressiveness degree), dynamism, mnogourovnevost.

In relation to aesthetic education of children of average school age in nonlearning activity of educational institution generalisation of treatments of a phenomenon of "pedagogical maintenance» allows to confirm: pedagogical maintenance is professional

The activity which is making active resources, necessary for realisation of aesthetic education of children of average school age in nonlearning activity of educational institution.

Within the limits of our research studying of a problem of aesthetic education in the conditions of nonlearning activity of educational institution has been carried out in two basic directions. In - the first, the analysis of evolution of the maintenance of concept «aesthetic education» in public consciousness that has allowed not only to comprehend its intrinsic characteristics is carried out, but also to reveal the significant parties of understanding of the given phenomenon in the conditions of the present stage of development of educational institution. Secondly, the analysis of experience of studying of nonlearning activity of educational institution in a context of influence of nonlearning activity on development of the person has been carried out
The child of average school age within the limits of formation of its social characteristics in whole and aesthetic qualities in particular.

Within the limits of psihologo-pedagogical researches aesthetic education is considered as one of aspects of complete system of educational process, as culture, predisposition of the person to socially-progressive creative activity through formation of internal riches of the person. Authors consider the concept maintenance «aesthetic education» first of all in a context of a position of the individual concerning its behaviour in a society.

In the given dissertational research the concept "education" is treated as special process and an activity kind in a context of educational space of school. An integral part of educational processes is aesthetic education which should be carried out by estetizatsii all spheres of a life and activity of the educational institution.

Aesthetic ("sensual") which is treated as an initial category in such displays as aesthetic feeling, the aesthetic relation, aesthetic taste, an aesthetic ideal, aesthetic value, art as a kind of specific aesthetic activity (J.B.Borev, A.I.drill, M.A.Verb, A.S.Molchanov, P.T.Yakobson), is integrally connected with aesthetic education.

The analysis of pedagogical researches allows to assert, that at the present stage of development of a pedagogical science the treatment of the given term is characterised by multi-variant approach, raznoobraznostju and ambiguity. It speaks the difficult nature of the phenomenon, mnogoaspektnostju maintenances of aesthetic education, variety of forms of display.

Formation of "an image of the person» in unity of its internal and external qualities is in many respects connected with formation of the cultural person where "culture" is treated as intended and purposeful development as result of formation. Formation of the cultural person is a vigorous activity of the person in vital space, process of personal development.

The culture is not only process, but also result of activity of the person in which course change not only the person, but also the surrounding his environment. The aesthetic culture is a part of culture of a society.

In modern conditions of a difficult stage of social development of a society, disintegration of family values the importance of pedagogical maintenance of aesthetic education of children of average school age increases in nonlearning activity of educational institution. Pedagogical maintenance of the child of average school age - process joint with it of creation of a complex of special measures, means and the ways helping with realisation of its interests, the purposes,
Possibilities and ways of overcoming of the obstacles, stirring to it independently to reach desirable results in formation, education, dialogue, a way of life.

Out-of-class work as a direction of nonlearning activity in aesthetic education is characterised by an originality (voluntary character, absence of uniform and obligatory programs) organizational forms of aesthetic education: mugs on interests, clubs, studios and other creative collectives. All kinds of nonlearning activity can and should have the aesthetic characteristic and act as the aesthetic, tsennostno-focused and creative activity.

In a context of the spent analysis certain conclusions have been drawn. First, pedagogical maintenance assumes creation of the organizational-substantial conditions allowing subjects of obrazovatelno-educational process to improve skills of intercultural dialogue, to expand possibilities of inclusion of the individual in system of the social mutual relations, differing with ethnocultural variety that promotes an establishment of confidential relations between the people in a modern polycultural society. Secondly, pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institution is a multidimensional phenomenon and assumes: equipment of pupils by system social kompetentsy which will allow them to join in social relations successfully; maintenance of the individual with necessary resources in a situation of actual personal difficulties at forming of relations. Thirdly, the pedagogical aspect of maintenance of aesthetic education assumes, that interaction of subjects of educational process is carried out on principles the subject-subject of the approach, and leading value of educational process is the developing person. Fourthly, absence of pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institution is shown in nesformirovannosti systems of knowledge and representations about essence and the importance of aesthetic education, in nesozdanii conditions for actualisation of aesthetic feelings, familiarising of the person of the pupil with understanding fine, in nesformirovannosti cultures of behaviour, familiarizings of the person of the pupil with is art-aesthetic activity. Fifthly, at the organisation of pedagogical maintenance of aesthetic education the individual should be opened to certain personal changes and development.

In the second chapter «skilled-experimental work on pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institution» is presented is functional-substantial model
Aesthetic education of children of average school age in nonlearning activity of educational institution. Pedagogical conditions of realisation of this model of aesthetic education are considered, and also interpretation of results of empirical research in a context of efficiency of model of aesthetic education of children of average school age in nonlearning activity of educational institution is carried out.

Developing is functional-substantial model of aesthetic education of children of average school age in nonlearning activity of educational institution, the author had been considered a number of requirements to it. First, the model should be ingerentnoj - enough co-ordinated with Wednesday of educational institution in which it should function. Other aspect ingerentnosti models which is allocated with scientists, consists that in it communications not only with Wednesday of educational institution should be provided, but also in the environment the preconditions providing functioning of created model should be created. That is not only the model should be adapted for Wednesday of educational institution, but also the educational institution (as environment) is necessary for adapting for model.

The second requirement to model - its laconicism. First, laconicism of model concerning a reality is its inevitable property as in model it is practically impossible to fix all aspects of a pedagogical reality because of complexity of object of research. Secondly, laconicism of model is a necessary condition of operating by it as the working tool which should be foreseeable, clear and convenient in use. In the third, authors notice, that the lakonichnee model, the it is closer to a modelled reality and the more effectively.

As the third requirement revealed by us against which we lean by working out of is functional-substantial model of aesthetic education of children of average school age in nonlearning activity of educational institution, it is necessary to name its adequacy that is treated as completeness, accuracy and the validity. Thus completeness means sufficiency of structural components of model and the allocated interrelations for the decision of tasks in view. At model construction also it has been considered, that if it is the tool of studying and perfection of a pedagogical reality should contain the new information on possible structure of object which replaces. At the same time the model should be a reference point for improvement of characteristics of the object - nonlearning activity of educational institution, and also one of means of maintenance of its judgement.

As necessary and sufficient components of functionally - substantial model we had been defined following blocks: the target
(The purposes and problems), realising (pedagogical conditions, realisation stages, components of educational process), otsenochno-productive (indicators, levels and their indicators sformirovannosti, expected result).

The purpose of aesthetic education of children of average school age in nonlearning activity of educational institution - formation of the person of the schoolboy who has been acquainted with culture, to is art-aesthetic activity, to understanding fine in a surrounding life, and also development of creative inclinations.

On the basis of revealed in chapter 1 of the given research of features and laws of process of aesthetic education of children of average school age in nonlearning activity of educational institution three groups consistently solved within the limits of realisation of developed model of problems have been defined: substantial, dejatelnostnye, reflective.

As substantial problems the following has been defined:

• development in children of average school age of system of knowledge and representations about a cultural history and aesthetic education;

• creation of pedagogical conditions for actualisation of national - cultural identity;

• formation of representations about the importance of aesthetic education in a modern polycultural society for development of the person, a society and the state.

The following has been carried to group dejatelnostnyh problems:

• pedagogical maintenance of development in children of average school age of abilities, knowledge and the skills necessary for judgement of culture in time and space;

• development by children of average school age of a culture of behaviour and activity in the conditions of a polycultural society proceeding from values of aesthetic education;

• creation of conditions for self-realisation of children of average school age within the limits of the socially-focused activity;

• pedagogical maintenance of judgement with children of average school age of personal experience of realisation of aesthetic activity in the conditions of a polycultural society.

As reflective problems have been defined:

• creation of pedagogical conditions for judgement children of average school age of as representative of certain ethnos, as citizen;

• pedagogical maintenance of process of designing at children of average school age of personal changes for the purpose of realisation of as cultural member of a society.

For successful realisation of the purposes and problems of aesthetic education of children of average school age necessary pedagogical conditions among which the leading part play have been accented: pedagogical maintenance of positive self-determination of children of average school age to aesthetic culture; pedagogical maintenance of process of aesthetic education in the conditions of the polycultural environment; pedagogical maintenance of judgement with schoolboys of own aesthetic culture.

Realisation of the developed is functional-substantial model of aesthetic education in nonlearning activity of educational institution assumes: observance of certain sequence of stages of construction of the educational process directed on formation of culture of children of average school age; actualisation of national-cultural identity (a substantial stage); creation of conditions for judgement children of average school age of as person cultural in a polycultural society (a reflective stage); the organisation of the socially-focused activity for the purpose of self-realisation and self-development through activity (dejatelnostnyj a stage). The sequence of the marked stages can vary.

Indicators and the criteria, allowing to estimate success of the educational process directed on aesthetic education of children of average school age, does complete funktsionalnoyosoderzhatelnuju model.

As the basic indicators of aesthetic good breeding of children of average school age are defined: knowledge of features of a phenomenon of culture in the conditions of a modern society; sformirovannost feelings of a civic duty and responsibility for the present and the future of the people and the state; sformirovannost a culture of behaviour and the activity which is equitable to national, public and state interests.

In each indicator levels - high, average, low have been established, and also their indicators are defined.

Level of knowledge of features of an aesthetics, culture in the conditions of a polycultural society was estimated as high, average and low, proceeding from following indicators:

• high level - knowledge has deep character, children of average school age are familiar with problems of formation of cultural behaviour in the conditions of a polycultural society, with questions of dialogue and integration of national cultures, freely are guided in an information field of a polycultural society;

• an average level - knowledge does not lean against fundamental representations about culture in the conditions of a modern society, and has household character; the schoolboy does not aspire to display of activity and not
Sees in it necessities;

• low level - knowledge of features of cultural behaviour in conditions polikulturnosti the modern world are absent, the schoolboy does not have critical approach to the received information.

Sformirovannost a culture of behaviour and the activity which is equitable to national, public and state interests, it was estimated on following indicators:

• high level - the behaviour and activity are based on humanistic values, on the valid relation to representatives various sotsiokulturnyh obshchnostej, on possibility of frictionless productive dialogue in the conditions of a polycultural society;

• an average level - in behaviour of the person the understanding of the national-state interests, and also respect of representatives of one cultures are shown, but also observed also an uncooperative altitude to another, readiness for disputed interaction;

• low level - in behaviour of the person there are preconditions to development of conflicts to representatives various sotsiokulturnyh obshchnostej, that blocks cooperation and does impossible meaningful dialogue in a polycultural society.

The offered model became the basis for working out of the program of aesthetic education of children of average school age in nonlearning activity of educational institution.

Skilled work has been organised in educational institutions the cities of Aktobe (Kazakhstan) (high schools №11, №36, Suburban SSH the Aktyubinsk area), have been captured by research of 248 children of average school age (132 - experimental group, 116 - control group), 84 teachers and 95 parents.

The purpose of aesthetic education - formation and development of the aesthetic relation of the person to the validity and art. Aesthetic education is closely connected with moral education as there is a unity between aesthetic and ethical values.

At an ascertaining stage of experiment the facts which have allowed to formulate following conclusions are elicited. First, children of average school age do not consider good breeding as priority personal quality in the daily ability to live that speaks low level sformirovannosti responsibility for the behaviour and activity. Secondly, naming themselves brought up, children of average school age experienced difficulty at a presentation of the bases on which their statements are under construction. Thirdly, representations about essence of aesthetic education are under construction on emotionally-sensual perception of the given phenomenon, instead of on kognitivno-dejatelnostnom. In - the fourth, specification of representations of children of average school age about the maintenance of concepts "aesthetics", "culture", "education", "good breeding"
Allows to speak about incompleteness of their judgement members of experimental and control groups.

The analysis of the received results has shown, that the big similarity of data in experimental and control classes (tab. 1, 2, 3) was observed.

Table 1 Levels of aesthetic good breeding at children of average school age at an ascertaining stage of experiment

(kognitivnyj criterion of aesthetic culture)

Level Control group Experimental group Ф*
Ascertaining stage Ascertaining stage
Quantity % Quantity %
The high 18 15,5 23 17,4 0,37
Above an average 29 25,0 34 25,8 0,22
Average 30 25,9 36 27,3 0,25
The low 39 33,6 39 29,5 0,48
In total 116 100 132 100

The note: Ф* - Fisher's angular transformation

Table 2 Levels of aesthetic good breeding at children of average school age at an ascertaining stage of experiment

(Valuable criterion of aesthetic culture)

Level Control group Experimental group Ф*
Ascertaining stage Ascertaining stage
Quantity % Quantity %
The high 15 12,9 21 15,9 0,24
Above an average 24 20,7 30 22,7 0,21
Average 34 29,3 39 29,5 0,04
The low 43 37,1 42 31,9 0,41
In total 116 100 132 100

The note: Ф* - Fisher's angular transformation

Table 3 Levels of aesthetic good breeding at children of average school age at an ascertaining stage of experiment (dejatelnostnyj criterion of aesthetic culture)

Level Control group Experimental group Ф*
Ascertaining stage Ascertaining stage
Quantity % Quantity %
The high 17 14,5 22 16,7 0,16
Above an average 27 23,3 34 25,7 0,17
Average 36 31,1 37 28,1 0,08
The low 36 31,1 39 29,5 0,06
In total 116 100 132 100

The note: Ф* - Fisher's angular transformation

On the basis of the analysis of results of an ascertaining stage the program of a forming stage of the experiment which purpose was aesthetic education of children of average school age by means of specially organised nonlearning activity of educational institution has been developed.

For the purpose of formation kognitivnogo a component of aesthetic good breeding of children of average school age teachers applied following forms of nonlearning activity: holidays «Day of Knowledge», «Day of the City», «Day of the Teacher», «Day of the Defender of Fatherland», «Day of the Victory»; correspondence excursions on the streets of a city named names of heroes; preventive conversations by traffic rules; thematic class hours «I + YOU = we», «Polite words», «Rules, obligatory for all» «the Culture of behaviour of pupils in a dining room», «the Culture of behaviour at school», «you have come to theatre», «Smoking - harm to health»; ethical conversations «Love to mother - love to the Native land», «Whom we name kind»; lessons of etiquette, etc.

Following forms were the most effective in formation of a valuable component of aesthetic good breeding of children of average school age: excursions in the Zoological museum, the Historical museum, a museum-panorama «Borodino fight»; class hour «a courage Lesson»; walks «October has come», «the Spring thaw»; exhibitions of creative works, competitions of readers, drawings, release of newspapers to charitable actions, etc.

Formation dejatelnostnogo a component of aesthetic good breeding of children of average school age was promoted by their participation in the charitable actions devoted «Day of the elderly person», in operations "Mercy", «Salute to veterans», «the Gift to my friends», in charities, subbotnikah, monthly gathering of paper for recycling, an April month of an accomplishment, the ecological program «Bird's house», games-exercises «Let's speak each other compliments», gathering of materials about destinies of compatriots in days of war, etc.

Children of average school age actively participated in various nonlearning activity. Depending on problems, the maintenance and methods of aesthetic education of children of average school age following organizational forms of education were used:

Collective - participation of children of average school age in obshcheshkolnyh holidays, meetings, competitions, the Olympic Games etc. For the purpose of education pupils took part in such actions as festival of a military song, meetings with veterans of the Second World War, art by the hands «Sad, but marvellous is time», competition of readers, debate «Culture and the people», game «Travel to the future, etc.;

Individual - participation of children of average school age in quizes «country History», «people Feat», in competitions on the best
The wall newspaper, «the Best bouquet», in preparation of reports on a theme «Culture of a native land», in on-line excursions on world museums etc.

Attraction of parents to joint carrying out of nonlearning activity (excursion in museums, the pedestrian backpackings, sports family holidays, etc.) is not only the employment serving for entertainment, but also joint activity of parents and children.

Nonlearning activity of teachers was for pupils lichnostno and socially significant as had practical character of a combination of collective and individual forms of the organisation of leisure of pupils. Pedagogical maintenance of nonlearning activity of children of average school age was provided with voluntariness.

Out-of-class actions focus the pupil on self-change, reflexing, it compares itself(himself) former and present. Teachers help schoolboys to realise, that their own changes are traced and come to light at level of their achievements.

If at the first stage of experiment the teacher acted as the basic informant in educational process at the final stage the increased independence of children of average school age in search of additional sources of the aesthetic information was marked. The aspiration of some children of average school age to get acquainted with works of art that allows to draw a conclusion about enough high degree sformirovannosti the aesthetic requirement, the developed aesthetic interests and about the increased aesthetic knowledge has been noted.

Dynamics of development of aesthetic interests of children of average school age is presented on table 8.

So, if before experiment only 17,4 % of children of average school age of experimental group showed interest to the literature after experiment interest to the literature has increased on 34,9 %, and reader's interests became more various - have started to read not only fiction, but also books about musicians, artists, actors. In control group the quantity of children of the average school age which has shown interest to the literature, has increased only by 5,1 %.

Table 8

Dynamics of development of aesthetic interests of children of average school age in the field of art at ascertaining and forming stages of experiment (%)

Aesthetic interests Ascertaining stage Forming stage
eksperim. Group kontrol. Group eksperim. Group group kontrol. Group
The literature 17,4 20,7 52,3 25,8
Theatre 25,7 21,6 30,3 23,3
Music 45,5 43,9 60,6 47,4
Painting 11,4 13,8 15,9 15,5

Interest to music in experimental group has grown with 45 to 60,6 % after experiment. Given tables 8 testify and that interest of pupils of experimental group to the theatre has increased, some children of average school age have taken a great interest in painting. As a whole the analysis of results of table 8 testifies that at children of average school age of experimental group in comparison with pupils of control group interest to art has considerably increased, aesthetic abilities developed and improved.

Teachers in the activity considered aesthetic culture of children of average school age and planned its development differentsirovanno. Children of average school age with high (creative) level of aesthetic culture acted in a role of leaders, advisers, independently prepared abstracts, research works, were involved in a writing of scenarios of is musical-literary actions. Children of average school age with an average level of aesthetic culture helped the teacher with material selection to nonlearning employment, participated in role games, prepared messages, joined in certain art activity.

With low level of aesthetic culture teachers recommended to pupils the certain literature for preparation for out-of-class actions, helped them in preparation of answers, induced to participation in game situations, in creative activity etc.

If in the beginning of skilled-experimental work we marked neyodostatochno high efficiency of influences of teachers in education of aesthetic culture of children of average school age at the final stage the teacher was an authoritative figure for children of average school age.

Competence of the teacher in the field of art increases its authority at children of average school age, and joint creative activity causes transition of dialogue to other level - coauthorship level. This conclusion is confirmed with the data presented in table 11.

Table 11

Dynamics of indicators of preferences of children of average school age in a partner choice at discussion of problems of art at ascertaining and forming stages of experiment (%)

Groups Discuss

With coevals

Discuss with parents Discuss with teachers Consider

Konst. A stage Formir. A stage Konst. A stage Formir. A stage Konst. A stage Formir. A stage Konst. A stage Formir. A stage
EG 37,1 52,3 9,8 18,9 28,8 48,3 24,3 22,7
KG 27,6 31,1 10,3 11,2 31,9 34,4 30,2 29,3

Symbols: EG - experimental group, KG - control group

Table 12 Results of an estimation of level of aesthetic good breeding of children of average school age in control and experimental groups at ascertaining and forming stages of experiment (kognitivnyj criterion of aesthetic culture)

Level Control group Ф* Experimental group Ф*
To

Experiment

After

Experiment

To

Experiment

After

Experiment

Kol -

In

% Kol -

In

% Kol -

In

% Kol -

In

%
The high 18 15,5 21 18,1 0,23 23 17,4 47 35,6 1,73*
Above an average 29 25,0 31 26,7 0,21 34 25,8 51 38,6 1,74*
Average 30 25,9 34 29,3 0,22 36 27,3 22 16,7 1,61
The low 39 33,6 30 25,9 0,41 39 29,5 12 9,1 1,93*
In total 116 100 116 100 132 100 132 100

The note: Ф* - Fisher's angular transformation

Table 13 Results of an estimation of level of aesthetic good breeding of children of average school age in control and experimental groups at ascertaining and forming stages of experiment (valuable criterion of aesthetic culture)

Level Control group Ф* Experimental group Ф*
To

Experiment

After

Experiment

To

Experiment

After

Experiment

Kol -

In

% Kol -

In

% Kol -

In

% Kol -

In

%
The high 15 12,9 20 17,2 0,65 21 15,9 48 36,4 1,65*
Above an average 24 20,7 29 25,0 0,48 30 22,7 54 40,9 1,67*
Average 34 29,3 32 27,6 0,23 39 29,5 17 12,9 1,65*
The low 43 37,1 35 30,2 0,71 42 31,9 13 9,8 2,15*
In total 116 100 116 100 132 100 132 100

The note: Ф* - Fisher's angular transformation

Table 14 Results of an estimation of level of aesthetic good breeding of children of average school age in control and experimental groups at ascertaining and forming stages of experiment (dejatelnostnyj criterion of aesthetic culture)

Level Control group Ф* Experimental group Ф*
To

Experiment

After

Experiment

To

Experiment

After

Experiment

Kol -

In

% Kol -

In

% Kol -

In

% Kol -

In

%
The high 17 14,5 19 16,4 0,26 22 16,7 49 37,1 1,66*
Above 27 23,3 31 26,7 0,28 34 25,7 53 40,2 1,69*

Average
Average 36 31,1 34 29,3 0,19 37 28,1 16 12,1 1,70*
The low 36 31,1 32 27,6 0,42 39 29,5 14 10,6 2,11*
In total 116 100 116 100 132 100 132 100

The note: Ф* - Fisher's angular transformation

The final stage of experimental work included processing of the received empirical data during research, comparison of the established results to an object in view, hypothesis updating, the description of a course and results of experimental work. At the final stage of experimental work last cut of levels of aesthetic good breeding of children of average school age has been spent.

Data of the resulted tables show, that in experimental classes of change in levels of aesthetic good breeding are more considerable, than in the control.

The analysis of results of supervision, conversations, questionnaires, products of creative aesthetic activity of children of average school age of experimental group has shown, that increase in certain degree has occurred at each participant of experimental group. It is the most important result of the spent experiment.

Thus, the empirical data obtained during skilled-experimental work testify to efficiency of pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institution.

Summary empirical data of experimental work allow to assert, that efficiency of pedagogical maintenance of aesthetic education of children of average school age in nonlearning activity of educational institution considerably will raise if to realise is functional-substantial model of aesthetic education of children of average school age.

In a final part of dissertational work are summed up the carried out research, conclusions about efficiency of the offered is functional-substantial model of aesthetic education of children of average school age are presented.

The conclusion that basic characteristic line of aesthetic education of children of average school age in modern conditions is formation of aesthetically brought up person has been drawn. And formation process is necessary for carrying out in following directions:

• development of system of knowledge and individual representations about essence and the importance of aesthetic education of children of average school age in modern conditions;

• creation of conditions for formation of a call of duty and responsibility for the present and the future;

• formation of a culture of behaviour and the activity, equitable to national, public and state interests.

In the tideway of the decision of these problems it has been proved, that aesthetic education of children of average school age in modern conditions is actual and rather a challenge.

The theoretical analysis of philosophical, psychological and pedagogical researches has allowed to reveal features of a phenomenon of aesthetic education of children of average school age in modern conditions.

By means of the analysis of tendencies of development of the polycultural environment the factors staticizing problems of formation of aesthetic culture of the person are presented, and also the determinants defining directions of aesthetic education in the conditions of educational institution are revealed.

The given research has revealed the general, providing continuity of educational process, and also is accented especial in construction of process of aesthetic education of children of average school age in nonlearning activity of educational institution.

Pedagogical conditions of realisation of functionally - substantial model are revealed and proved, indicators, levels sformirovannosti aesthetic good breeding of children of average school age are defined.

Results of an experimental research allow to assert, that the offered is functional-substantial model can be the basis for working out of programs of the educational work directed on formation and development of aesthetic education of children of average school age in the conditions of nonlearning activity of educational institution.

The received results do not settle all aspects of this difficult and many-sided problem. Require profound studying of possibility of neutralisation of negative influences of the social environment, mass media on aesthetic education of modern schoolboys.

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A source: ABAEVA GULNAR BARIEVNA. PEDAGOGICAL MAINTENANCE of AESTHETIC EDUCATION of CHILDREN of AVERAGE SCHOOL AGE IN NONLEARNING ACTIVITY of EDUCATIONAL INSTITUTION. The dissertation author's abstract on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2014. 2014

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