Bulletin «Педагогика ғылымдары» сериясы
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Майлыбаева Вестник
| ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №1(57), 2018
216 Considering the news ways in methodical implementation of the music teacher, it‘s important to emphasize that such performance can be connected with intense process of operations‘ combination. In that case,the subject during the thinking process creates new communications and because of that he creates new qualities and roles which are reflected in new concepts, particularlythe subject‘s role itself continuously changes and updates the scope thus providing different angles exposing new attributes [3,98]. Moreover,according to B.M. Celkovnikovskills for creativeapplication of searching methods to process the educational-methodical information has been already defined. In our opinion, these skills are quite relevant in improvement of pedagogical implementation of the specialist which includes: - scientific-methodical basis of the organization andperformanceof musical lessons in the school; - content and functions of artistic and pedagogical criteria of selection of musical-methodical materials and compositions. Researcher as criteria of selection of teaching material considers artistry, interest, ―pedagogical relevance‖, ―and educational importance‖.These qualities represent a certain system in the whole approach of the music teacher to the analysis and evaluation of both program and new musical composition 4,65 . Learning the foundations of pedagogical technology is realized byteachersusing such methods likesimulation the situations of artistic and communicative practice, artistic and pedagogical games and exercises andby finding the most effective methods of communicating with students. Specified methods stimulate their thinking process, imagination, intuition, fantasy. These methods,which are defined by specificity of pedagogical activity of the specialist include following: - the method of monitoring the actions of students in order to identify the effectiveness of performing tasks in the process of Listening and Analysis ofcompositions (B.V. Asafiev); - the method of empathy, which creates participation through emotional impressions. This method acts as a specific indication of individual position of the person (N.А. Vetlugina); - the method of interviewing, presented as a figurative and psychological stance, aimed at spiritual communication with music. This method includes messages in the form of a dialogue with the need for creative discussion and general analysis in the comprehension of certain search problems (L.A. Bezborodov); - the method of improvisation, as a deviation from the uniformity of interpretations of composition as a creative process in creating various performance interpretations (B.V. Asafiev); - the method of conformationof the sound of music affecting the deliberate perception of the work and creating challenging situations. This method deepens and activates emotional responsiveness, develops imagination and creativity through the motor-engine, vocal, the mimic actions (O.P. Radynova); - the method of education of artistic abilities in pedagogical activity as an integrated process in learning the elements of acting technique and pedagogical skill (K.S. Stanislavsky); - method of analysis of best practices of leading specialists in the field of pedagogy and performance. This analysis has great impact in the improvement of the pedagogical technique of the music teacher and in the formation of his professional qualities of personality, his position, competence (K.B. Ptitsa). Pointing out the importance of the above methods in the pedagogical activity of a specialist, it‘s relevant analyse deeper the method of using illustrations (E.B. Abdullin, E.V. Nikolaeva) 2 . This method includes video recordings of music lessons, their sub-parts and "Live" performance (musical works, etc.) as specific tools of artistic and pedagogical visibility and as methods of pedagogical technique. These indicated methods and tools are extremely important for achievement of effectiveness and success in of the professional growth of the music teacher. The art of observation provides an opportunity to consciously dwell on individual aspects of musical practice. This quality examines a situation or a methodical method of teaching, since "the ability to capture the roots of a new one‖ means noticing the failures at the beginning of future achievements and potential merits in today's shortcomings... Thus, observation and analysis lead to the highest level" 2 . At the same time, according D.B. Kabalevsky, when using video recording, it‘s not acceptable for teachers to look for answers to all the questions emerged and, probably, will appear in future. Life always puts before us an infinitely more number of questions than available answers for these questions » 5, 6 . Studying the method of the physical actions of K.C. Stanislavsky and mastering it brings up the perspective of a culture of action in the pedagogical activity of the music teacher. In this case, the external Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, №1(57), 2018 217 element is considered as something that is part of the action for the correct functioning of the process 6 . "Learn yourself, your nature, discipline it" - said K.S. Stanislavsky consideringvoice, intonation, plasticity, gestures, facial expressions which can be used to express what is needed to be expressed and which must be studied in detail to understand well. "Such abilities are not given by themselves, they should be cultivated in yourself" 6,435 . In general, based on the theoretical condition, the following mechanisms in the structure of the methodical training of a music teacher were identified: - creative thinking in the analysis and generalization of achievements and perspective tasks in pedagogical procedure; - Reflexive-personal rethinking of their individual methodological experience; - methodological skill based on modeling of ways and methods of communication with students; - methodological competence in mastering value concepts, free understanding, personal and professional position in the implementation of musical and pedagogical tasks. In general, the methodical training of a music teacher represents a dynamic system since it is based on specific contradiction and selectivity. According to E.B. Abdullin ―if teacher will be highly motivated to assert his position on the relevant problem continuously and persistently, the faster he will understand the importance of comparison of external idea with others‘ view. In such a dialectical process the teacher will get the ability to see the problem from different perspectives and points of view " 2 ,119 . Referens: 1 Suhomlinsky V.A. One hundred advices for the teacher / / Izbr. works in 5 volumes. – Kiev: Radyanskschool, 1979. – T. 5. 2 Abdullin E.B., Nikolaeva E.V. Methodology of musical education: A textbook for students of higher education, universiries. – Moscow: Music, 2006. 3 Rubinshtein S.L. About thinking and ways of its research. – Moscow: APN USSR, 1958. 4 Tselkovnikov B.M. Preparation of future teachers for the creative selection of musical material for the school lesson. Dis. Cand. ped. sciences. – Moskva, 1988. – 196 p. 5 Kabalevsky D.B. Pedagogical reflections: Selected articles and reports. – M .: Pedagogy, 1986. 6 Stanislavsky K.S. The actor's work on himself. - In 2 hours. – M.: APN USSR, 1985. жүктеу/скачать 6,57 Mb. Достарыңызбен бөлісу:
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