Діагностика рівнів сформованості рефлексивних умінь майбутніх учителів музики
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2017
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Анотація
У статті приведено сутність рефлексивних умінь майбутніх учителів музики й компонентна структура даного феномену, які полягли в основу розробки критеріального апарату дослідження. Обґрунтовано критерії, показники та рівні сформованості рефлексивних умінь майбутніх учителів музики. Викладено перелік методів діагностики і перебіг констатувального експерименту, який дозволив визначити рівень сформованості рефлексивних умінь майбутніх учителів музики в процесі фортепіанної підготовки. Узагальнення результатів діагностики рівнів сформованості рефлексивних умінь зумовлює актуальність проведення формувального етапу дослідження.
The aim of the article is to justify the criteria and indicators of the formation of reflexive abilities of the future music teachers. This was reflected in the tasks of the work: on the basis of the component structure to determine the criteria for evaluating reflexive skills; to substantiate indicators corresponding to each indicator; to outline the diagnostic process of reflexive skills, carried out in the process of determining experiment. The concept of “the future music teachers’ reflexive skills” in the article is defined as personal-professional meta-formation, which manifests itself in the conscious possession of methods of self-study, self-analysis, correction and forecasting of results, and ensures the success of piano training of the future music teacher. The article presents the following criteria for evaluating the reflexive skills of the future music teachers: the measure of effectiveness and systematicity of artistic and performing self-examination; the degree of ability to emotional-expressive self-control on the basis of monitoring in the process of musical and pedagogical interaction; the measure of formation and updating of personal professional interpretative complexes; the degree of strategic focus on personal and professional self-improvement. For each of these criteria appropriate indicators have been developed. The article describes the levels of formation of the reflexive skills of the future music teacher: conscious-proactive level (high), problem-search level (average), situational-reactive level (low). As a result of the diagnosis, it was revealed that most students (52,5 %) had reflexive skills formed on the average, problem-search level. At the situational-reactive, low level, the formation of reflexive skills was revealed by 32,5 %, and only 14 % of students demonstrated the formation of reflexive skills at the conscious-proactive (high) level, which indicates the need to develop and implement a special methodology for the formation of reflexive skills in the piano training of the future music teachers.
The aim of the article is to justify the criteria and indicators of the formation of reflexive abilities of the future music teachers. This was reflected in the tasks of the work: on the basis of the component structure to determine the criteria for evaluating reflexive skills; to substantiate indicators corresponding to each indicator; to outline the diagnostic process of reflexive skills, carried out in the process of determining experiment. The concept of “the future music teachers’ reflexive skills” in the article is defined as personal-professional meta-formation, which manifests itself in the conscious possession of methods of self-study, self-analysis, correction and forecasting of results, and ensures the success of piano training of the future music teacher. The article presents the following criteria for evaluating the reflexive skills of the future music teachers: the measure of effectiveness and systematicity of artistic and performing self-examination; the degree of ability to emotional-expressive self-control on the basis of monitoring in the process of musical and pedagogical interaction; the measure of formation and updating of personal professional interpretative complexes; the degree of strategic focus on personal and professional self-improvement. For each of these criteria appropriate indicators have been developed. The article describes the levels of formation of the reflexive skills of the future music teacher: conscious-proactive level (high), problem-search level (average), situational-reactive level (low). As a result of the diagnosis, it was revealed that most students (52,5 %) had reflexive skills formed on the average, problem-search level. At the situational-reactive, low level, the formation of reflexive skills was revealed by 32,5 %, and only 14 % of students demonstrated the formation of reflexive skills at the conscious-proactive (high) level, which indicates the need to develop and implement a special methodology for the formation of reflexive skills in the piano training of the future music teachers.
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Ключові слова
рефлексивна діяльність, рефлексивні вміння, художньо-виконавський самоаналіз, емоційно-експресивне самокерування, фаховий досвід, фахове самовдосконалення, reflexive activity, reflexive skills, artistic and performing self-examination, emotional and expressive self-management, professional experience, professional self-improvement
Бібліографічний опис
Мінь Шаовей Діагностика рівнів сформованості рефлексивних умінь майбутніх учителів музики [Текст] / Мінь Шаовей // Актуальні питання мистецької освіти та виховання : збірник наукових праць / Міністерство освіти і науки України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; редкол.: Г. Ю. Ніколаї, А. Валюха, Н. П. Гуральник [та ін.]. – Суми : ФОП Цьома С. П., 2017. – Вип. 1 (9). – С. 157–166.