- Чужа, Н. П. (2018) Formation of Aesthetic Experience of Younger Schoolchildren by Means of Ukrainian Folk Paroemias Dissertation candidate thesis, Інститут проблем виховання.
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Abstract
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). In accordance with the content structure, the criteria and indicators are identified of the aesthetic experience formation in younger schoolchildren: cognitive and informative criterion (understanding of the essence and genre features of proverbs, sayings and riddles, interest in proverb material, expressed in a stable cognitive interest); emotionally-evaluative criterion (ability to select and evaluate aesthetically significant phenomena, empathy development), activity-creative criterion (readiness for practical and creative updating of acquired experience, formation of ability to interpret). The levels are identified and characterized of the aesthetic experience formation in younger schoolchildren using Ukrainian folk paroemias (high, medium, low). The analysis of the confirmatory experiment results showed mainly the low and average level of the aesthetic experience formation in younger schoolchildren using Ukrainian folk proverbs, sayings and riddles. The method and pedagogical conditions are theorised for the aesthetic experience formation in younger schoolchildren using Ukrainian folk paroemias. The structural components of the methodology are reflected in the target block (purpose – aesthetic experience formation in younger schoolchildren using Ukrainian folk paroemias), theoretical and methodological block, containing approaches (personally oriented, systemic, axiological, activity-based, hermeneutic, competence) and principles (systemic, natural correspondence, nature compliance and continuity of generations, humanistic orientation of the educational process, integrity), content (components of the “aesthetic experience” phenomenon: cognitive, emotional value-based, praxic), organizational (stages – actualizing, stimulating, creative), technology (pedagogical conditions, forms and methods of forming aesthetic experience in younger schoolchildren) and effective (increased formation of aesthetic experience in younger schoolchildren) blocks. The pedagogical conditions of the aesthetic experience formation in younger schoolchildren are determined and substantiated: definition of the best volume of knowledges for younger schoolchildren on the Ukrainian folk paroemias; creation of a positive emotional atmosphere during perception and study by younger schoolchildren of Ukrainian folk paroemias; methodical support of mastering the Ukrainian folk paroemias by younger schoolchildren. The methodology and pedagogical conditions were experimentally verified for the aesthetic experience formation in younger schoolchildren using Ukrainian folk paroemias. A comparative analysis of the formation levels of the aesthetic experience in younger schoolchildren using Ukrainian folk paroemias in control and experimental groups before the beginning of the experiment and after its completion on the cognitive-informative, emotional evaluation and activity-creative criteria shows the effectiveness of the methodology and pedagogical conditions developed for the above-mentioned phenomenon formation. Indicators of successful aesthetic experience formation in younger schoolchildren were mainly in understanding the nature and genre features of proverbs, sayings and riddles, in stable cognitive interest, ability to select and assess aesthetically significant phenomena, development of empathy, readiness for practical updating of acquired experience, interpretive skills formation. The conducted dissertation research does not exhaust all aspects of the issue of the aesthetic experience formation in younger schoolchildren using Ukrainian folk paroemias. Problems of development of children's interpretive abilities, use of narrative techniques and interactive technologies require further study for the purpose of younger schoolchildren aesthetic education.
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