THE MODEL ENABLING THE FORMATION OF THE AESTHETIC VIEW OF THE FUTURE ARTS TEACHERS (EXPERIMENTAL IMPLEMENTATION)
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 114, Issue 1
Abstract
The article is devoted to the problem of the formation of the aesthetic view of the future Art teachers at Pedagogical institutes. Taking into account the specificity of professional activity of the future Art teachers, the structure components of the teacher-artist’s aesthetic world-view have been proposed (person-oriented, practice-oriented and integrative); the system of criteria and indices have been presented, which allows to diagnose the formation levels of the students’ aesthetic world-view. The indices of the professional criterion have been determined, they are: critical thinking, pedagogical and creative skills, emotional intelligence. The practical criterion comprises the ability to evaluate artistic-aesthetic creative products, art competence, aesthetic knowledge. The personal criterion presupposes creative skills, aesthetic taste and aesthetic thinking of an Art teacher. The experimental model aimed at the formation of the students’ aesthetic world-view and the ways of its implementation have been described; the forms and methods of work with students have been presented. Pedagogical conditions facilitating the formation of aesthetic world-view were implemented by means of different methods, forms and ways: integrated lectures, seminars-quizes, seminars-discussions, seminars-disputes, seminars-debates, representation of psychological-pedagogical cycle of aesthetic world-view’s specific characteristics and features of its formation; interactive exercises, individual-creative projects; aesthetic-creative students’ work within artistic activities (emotional-figurative essays, outlines, analysis-interpretations, lessons-excursions); educational-aesthetic products (conceptual maps, diaries of aesthetic impressions, dictionaries of artistic-aesthetic terms and ideas, reviews, portfolio), etc. The diagnostic data concerning maturity levels of future Art teachers’ world-view at different experimental stages have been presented. The comparison of the experimental data at the stating and final stages of the work with the students allowed us to make a conclusion that purposeful implementation of the experimental model aimed at the formation of the aesthetic world-view of the future Art teachers ensured stable and positive dynamics of the aesthetic world-view components formation ‒ practical-oriented, person-oriented, and professional.
Authors and Affiliations
Huang Jingsheng
Keywords
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