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Pedagogy and Psychology
ISSN
2077-6861
2960-1649
Издатель
Kazakh National Pedagogical University
19 результаты
Показано: 1 - 10 из 19
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Сравнительная характеристика содержания музыкального образования типовых учебных программ для начальной школы Казахстана, стран Великобритании и СингапураЕліміздің білім беру саласындағы өзгерістер үдерістері жалпыға ортақ сипатқа ие болуда, бұл білім беруді дамытудағы әлемдік тәжірибеге салыстырмалы талдау жүргізудің өзектілігін арттырады. Мақалада 2018 жылғы Бастауыш білім беру деңгейінің 1-4 сыныптарына арналған «Музыка» пәні бойынша Қазақстанның қолданыстағы үлгілік оқу бағдарламасының мазмұны қарастырылады. Авторлар қазақстандық патриотизмді, ұлттық және жалпыадамзаттық құндылықтарға адамгершілік-эстетикалық қатынасты тәрбиелеуге, музыкалық және шығармашылық қабілеттерді дамытуға бағытталған неғұрлым басым білім беру ұстанымдарын ұсынды. Сол сияқты, Ұлыбритания мен Сингапур елдерінің бүкіл әлемде танылған білім саласына, бастауыш мектептеріндегі музыкалық біліміне жан-жақты талдау жасалынды. Осы елдердің бастауыш сыныпта- рына арналған «Музыка» пәнінен типтік оқу бағдарламаларының мазмұнын зерттеу авторларға шетелдік музыкалық-педагогикалық тәжірибенің ең құнды идеяларын анықтауға мүмкіндік берді. Мақалада авторларға зерттеуді мақсатына сәйкес жүргізуге мүмкіндік беретін салыстырмалы педагогиканың құралдары, әдістері мен тәсілдерінің жиынтығы сипатталған. Жүргізілген теориялық зерттеулер негізінде жоғарыда аталған елдердің бастауыш мектептеріне арналған музыка бағдарламаларын әзірлеу өзгешелігі анықталды. Авторлар оқытуға арналған музыкалық материалдардың ұсынылуы және бағдарламалар құрылымындағы белгілі бір айырмашылықтарды, әр елдің ұлттық ерекшеліктері мен мәдениетіне байланысты деп көрсетті. Сонымен қатар, салыстырмалы сипаттамаға сүйене отырып, еліміздің 2018 жылдан бастап қолданыстағы музыка типтік оқу бағдарламасының жаңартылған мазмұнында шетелдік бағдарламаларға белгілі бір ұқсастық бар екеніне назар аударылды. Ұқсастықты жаңа буынның оқу және компьютерлік технологияларымен үйлесетін музыкалық білімнің мазмұнын таңдаудың жалпы тәсілдерінің байланысы- нан, сондай-ақ балаларда музыка арқылы өз халқының мәдениетіне және басқа халықтардың мәдениетіне деген сүйіспеншілік пен құрметке тәрбиелеуден көруге болады. Тірек сөздер: музыка, білім беру, оқу бағдарламасы, Қазақстан, Ұлыбритания, Сингапур, музыка пәні, сынып, оқыту,мақсат, міндерттер, салыстырмалы әдіс Процессы изменения в сфере образования нашей страны приобретают всеобщий характер, что по- вышает актуальность проведения сравнительного анализа мирового опыта в развитии образования. В статье рассматривается содержание действующей в Казахстане типовой учебной программы по предмету «Музыка» для 1-4 классов уровня начального образования от 2018 года. Авторы представили наиболее приоритетные образовательные позиции, направленные на воспитание казахстанского патри- отизма, нравственно-эстетического отношения к национальным и общечеловеческим ценностям, на развитие музыкальных и творческих способностей, Таким же образом, представлен развернутый анализ музыкального образования начальных школ, признанных во всем мире таких стран как, Великобритания и Сингапур. Изучение содержания типовых учебных программ по музыке для начальных классов этих стран, дали возможность авторам выявить наиболее ценные идеи зарубежного музыкально-педагогического опыта. В статье описана совокупность средств, способов и методов сравнительной педагогики, позволившие авторам провести исследование в соответствии с поставленной целью. На основе проведенных теоретических исследований были выявлены особенности разработки про- грамм по музыке для начальных школ вышеназванных стран. Авторы указывают на определенные различия в структуре программ, в подаче обучающего музыкального материала, которые связывают с национальными особенностями и культурой каждой страны. В тоже время, на основе сравнительной характеристики, акцентируется внимание на том, что в об- новленном содержании действующей типовой учебной программы по музыке нашей страны от 2018 г., имеется определенная схожесть с зарубежными программами. Это схожесть проявляется в общих под- ходах к отбору содержания музыкальных знаний, которые осуществляются в сочетании с обучающими и компьютерными технологиями нового поколения, а также в воспитании у детей средствами музыки любовь и уважение к культуре своего народа и культуре других народов. Ключевые слова: музыка, образование, учебная программа, Қазақстан, Великобритания, Сингапур, предмет музыки, класс, обучение, цель, задачи, метод сравнения The processes of change in the field of education in our country are becoming universal, which increases the relevance of conducting a comparative analysis of world experience in the development of education. This article discusses in detail the content of the current standard curriculum for the subject «Music» for grades 1-4 level of primary education in Kazakhstan from 2018. The authors presented the most priority educational positions aimed at fostering Kazakhstani patriotism, moral and aesthetic attitude to national and universal values, and the development of musical and creative abilities. In the same way, a detailed analysis of the music education of primary schools,recognized throughout the w orld in such countrie as the United Kingdom and Singapore, is presented. The study of the content of standard music curricula for primary classes in these countries enabled the authors to identify the most valuable ideas of foreign musical and pedagogical experience. The article presents a set of means, methods and techniques of comparative pedagogy, which allowed the authors to conduct research in accordance with the stated goal. On the basis of the theoretical studies were identified peculiarities of the development of music programs for primary school of the above countries. The authors point to certain differences in the structure of programs, in the presentation of educational musical material, which are associated with the national characteristics and culture of each country. At the same time, they focus on the fact that in the updated content of the current model curriculum for music of our country, from 2018, there is a certain similarity with foreign programs, based on a comparative analysis. This similarity is manifested in common approaches to the selection of the content of musical knowledge, which are carried out in conjunction with the new generation of educational and computer technology, as well as in the education of children through music love and respect for the culture of their people and the culture of other peoples. Keywords: music, education, curriculum, Kazakhstan, United Kingdom, Singapore, subject of music, class, training, purpose, tasks, method of comparison - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, SELF-REALIZATION AS A FORM OF MANIFESTATION OF CAPABILITIES(Kazakh National Pedagogical University, 2024-05-21); ; Е.K. BORANKULOVThe article discusses the concept of self-realization. Due to the progressive development of the modern world, it is becoming more difficult for people to find themselves in some kind of activity. In this regard, the problem of personal self-realization becomes relevant in our time. The relevance of the problem of personal self-realization is undoubtedly growing in modern society - in such a large and complex world, a person needs to “find himself” and determine his life path. In modern social and humanitarian knowledge, there is a growing interest not only in the concept of “personal self-realization”, but in the interrelated concepts of “self-awareness”, “values”, “life strategies”, “life world”, “living space”. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School(Kazakh National Pedagogical University, 2026-07-01); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, DEVELOPMENT OF THE EMOTIONAL CULTURE OF THEFUTURE SPECIAL TEACHER(Kazakh National Pedagogical University, 2024-05-21); Р.А. КошжановIn this article, as a result of the analysis of pedagogical control, scientific research and educational and methodological material devoted to the problem of emotional stability of the future special teacher, we found that the professional training of a special teacher takes place in mass educational practice at the level of goal-setting and at the general theoretical and practical level of development of emotional culture in general, personal education. The method of developing the emotional stability of a future special teacher is revealed. Developing the emotional stability of a future special teacher when developing a methodology, we put forward the following concept: if the necessary professional quality is formed by a number of components, if there is a unified education, then it can be developed on the basis of interdisciplinary connections. In addition, this article examines the phenomenon of the emotional culture of a special teacher. The conditions, factors and principles of the development of the emotional culture of a specialist in special education in the educational process of the university are shown. In addition, in the process of professional training of a specialist in special education, it is shown that today the emotional culture of a special teacher is not sufficiently conducted, as well as work on its development. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, DEVELOPING FUNCTIONAL LITERACY OF PRIMARY SCHOOL STUDENTS BASED ON INTELLECTUAL AND CREATIVE SPEECH SKILLS(Kazakh National Pedagogical University, 2024-12-01); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, GLOBAL TRENDS IN CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS: COMPARATIVE ANALYSIS(Kazakh National Pedagogical University, 2024-10-01); ; ; This research presents a comparative analysis of Continuous Professional Development (CPD) models for teachers in several countries, including Singapore, Finland, Japan, China (Shanghai), Australia, Canada (Ontario), Estonia, and the Netherlands. Employing a qualitative approach and multiple case study methodology, the research identifies key features and trends in CPD. The results indicate that effective CPD models are characterized by individualized approaches, emphasis on collaborative learning, and connections to research activities. Despite variations in implementation, all models recognize the critical role of continuous teacher development in improving educational quality. Innovative approaches are highlighted, such as the Japanese Lesson Study model, the teacher rotation system in Shanghai, and personal learning budgets in the Netherlands. The study underscores the importance of creating flexible, adaptive CPD systems capable of addressing global challenges, including the digitalization of education and the development of 21st-century skills. The research findings can serve as a foundation for improving CPD systems in Kazakhstan, taking into account their unique context for detailing and enhancing the Professional Standard “Teacher”.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, FUNDAMENTALS OF QUALITY ASSURANCE IN THE HIGHER EDUCATION SYSTEM(Kazakh National Pedagogical University, 2024-10-01); ; ; Gulzhan Abutalipovna SeidullayevaThis study explores the critical issue of quality assurance in higher education systems, both in Kazakhstan and globally, where universities operate in a «consumer market» with students selecting educational programs, institutions, and resources. Based on an analysis of international and domestic research, the study aims to identify the foundations of quality assurance in higher education. The authors highlight key aspects of higher education quality, including student quality, teaching characteristics, academic regulations, and administrative support. Educational quality is examined within the context of international standards as a matter of national importance, with education levels serving as a foundation for economic development of both state and society. The research analysis reveals that various approaches, methods, and criteria for quality management are employed in creating systems for ensuring and assessing the quality of higher education institutions in Kazakhstan and abroad. These include the evaluative method of university activity quality management (SWOT analysis), Total Quality Management (TQM) strategy, and an approach based on the requirements of international quality standards ISO 9000:2000. The study notes that Kazakhstan has adopted a management model based on the ISO 9000:2000 international quality standards. This comprehensive review contributes to the understanding of quality assurance mechanisms in higher education and their implications for educational policy and practice. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Monitoring the Effectiveness of the Model for the Formation of Network Communication Culture and Digital Etiquette Teachers and Students in the Online Community of the University(Kazakh National Pedagogical University, 2025-10-01) - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ПСИХОЛОГИЯЛЫҚ-ПЕДАГОГИКАЛЫҚ ЗЕРТТЕУЛЕРДЕГІ ОҚЫТУШЫСЫНЫҢ КӘСІБИЛІГІ МӘСЕЛЕСІ(Kazakh National Pedagogical University, 2023-09-23); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, SELF-EDUCATIONAL COMPETENCE OF SUBJECTS OF EDUCATION AS A PREREQUISITE FOR ACHIEVING LEARNING OUTCOMES(Kazakh National Pedagogical University, 2024-05-21); ; ; Азиза ЖунусбековаThe development of self-educational competence is determined not so much by fixed learning outcomes as by the ability to determine and plan the necessary time to achieve the best learning outcomes. The purpose of the article is to present a methodology for determining the time to achieve learning outcomes based on a mathematical model in the process of self-educational activity of subjects of an educational organization of higher education. The study was conducted on the basis of the Kazakh National Women’s Teacher Training University (Almaty, Republic of Kazakhstan) and the State University of Humanities and Technology (Orekhovo-Zuyevo, Russian Federation). The results of the study were obtained on the basis of a comparative analysis of the development of self-educational competence of the subjects of the Kazakh and Russian educational organizations of higher education, the method of designing the applied orientation of teaching pedagogy, the mathematical method using the “didactics equation”. The following methods were used: theoretical analysis, comparison, survey, expert observation. According to the results of scientific research of the subjective activity of students of the Kazakhstani university, an underestimation of the importance of the formation of algorithmic skills for monitoring the achievements of learning outcomes was revealed: 58% of future teachers have a low level of self-educational competence; 44% of students have difficulties in self-planning self-educational activities. 38% of Russian university students were found to be unable to independently choose an algorithm of actions when planning and controlling the time of self-educational activities and productively implement it in the course of the module “Innovative technologies of educational activity”. A mathematical method has been developed using the “didactics equation” (M.I. Poteyev), which allows determining the necessary time for effective learning in the process of self-educational activity of university students.