- Чужа, Н. П. (2018) Formation of Aesthetic Experience of Younger Schoolchildren by Means of Ukrainian Folk Paroemias Dissertation candidate2 thesis, Інститут проблем виховання.
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Abstract
Dissertation for the scientific degree of Candidate of Educational Sciences in speciality 13.00.07 – Theory and Methods of Education. – Institute of Problems on Education of the National Academy of Educational Sciences of Ukraine. – Kyiv, 2018. The dissertation deals with the relevant topic of the aesthetic experience formation in younger schoolchildren using Ukrainian folk paroemias. Based on the philosophical, psychological and pedagogical sources analysis the status of the issue under research is determined and the essence of “aesthetic experience in younger schoolchildren” is clarified as an internally adopted, integrated continuum of activity and creative development of reality. The structural components of the aesthetic experience include aesthetic knowledge, emotions and feelings, interests, tastes, ideals. It is determined that the junior school age is the most favourable for formation of aesthetic experience due to such psychological features as: a gradual transition from syncretism of thoughts, feelings to a differential perception of reality, cognitive activity, sensitivity to beauty, imaginative thinking, empathy, a tendency to aesthetic perception of the real objects, creative abilities development. The dissertation analyses the potential of the Ukrainian folk paroemias in forming the aesthetic experience of junior pupils. It is noted that proverbs, sayings and riddles have a significant influence on the emotional and sensual sphere of personality: they contribute to the formation of aesthetic feelings, value orientations, empathy, stimulate associative thinking and imagination, develop creative abilities, retain information about life, world outlook, spirituality, history of the people. Based on the psychological and pedagogical literature analysis, the structural components of aesthetic experience are identified, among which: cognitive (understanding by younger schoolchildren of aesthetic value of the environment and works of art); emotional value-based (includes aesthetic feelings and evaluation, developed empathy); praxis (the ability to interpret own emotions and feelings, practical and creative updating of the acquired experience).
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